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{"page": 3, "printed_page": null, "text": "Digitized by the Internet Archive\nin\n\n2008 with funding from\nIVIicrosoft Corporation\n\nhttp://www.archive.org/details/fiftiethanniversOOnati\n\n"}
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{"page": 5, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\nFiftieth\n\nAnniversary Volume\ni85'7-i9o6\n\nj^\n\nt»ubU0bc& b^ tbc Bfl0oc(atlon\nsecretary's oniCK, WINONA, MINN.\n\n"}
{"page": 6, "printed_page": null, "text": "Printed By\nThe University of Chicago Press\n\nChicago, Illinois, U. S. A.\n\n"}
{"page": 7, "printed_page": null, "text": "— — — ———\n\n13\n\n——\n\n—————— ——— —\nB ;i ^ u >\n\n———\n—\n\n—\n\nUNIVERSITY OF CALIFORNIA\nSANTA BARBARA COLLEGE LIBRARY\n\nCONTENTS\nConstitution\n\nBy-Laws\nCalendar of Meetings\nOfficers 1905-6 and 1906-7\n\nReport of Treasurer\nReport of Board of Trustees\n\nIS\n\nMemorandum Concerning Reincorporation\n\n19\n\n.....\n\nAct to Incorporate National Education Association\n\n21\n\nProposed By-Laws\n\n24\n\nDEPARTMENT OF SUPERINTENDENCE\n\n...........\n(Louisville Meeting)\n\nSecretary's Minutes\n\nMeans Afforded by the Public Schools for Moral and Religious Training\n\nMolt\n\n.\n\n......\n\n29\n35\n\nEffect of Moral Education in the Public Schools upon the Civic Life of the Com-\n\nmunity Thompson\nWoman's Part in Public Education Mrs. Hyre\nWhat Kind of Education Is Best Suited to Boys ? Halleck\nWhat Kind of Education Is Best Suited for Girls? Hamilton\nWhat Kind of Language-Study Aids in the Mastery of Natural Scient e ?\nThe Superintendent's Authority and the Teacher's Freedom Corson\nThe Teaching of Arithmetic Newcomb\n\n42\n51\n\n58\n65\n\nHarris\n\n.....\n\nSuggestions for the Improvement of the Study Period\n\n86\n\nMcMurry\n\nID\n\nMeans of Improving the Efficiency of the Grammar School Brumbaugh\nHow Can the Supervising Influence of Grammar-School Principals Be Improved ?\nJones\n\n73\n\n80\n\n............\n\n108\n\nROUND TABLES\nA.\n\nRound Table of City Superintendents of Larger Cities\n\n......\n\nInterrelation of Functions in a City-School System:\n\nInfluence of the Supervisor\n\nMiss Harris\n\nInfluence of the City Normal School or Train in g-School\nB.\n\n\"7\n\nMrs. Young\n\nRound Table of Superintendents of Smaller Cities\nThe Local Training-School as an Agency for the Preparation of Teachers\n\n—Gordy\n\n..........\n..........\n........\n.......\n........\n....\n........\n\n124\n\nThe Best Means and Methods of Improving Teachers Already in the Service\n\nC.\n\nVance\n\nR(jund Tabic of State and County Superintendents\nTeachers' Salaries and How Affected by the Operation of the MinimumSalary Law\n\nCotton\n\nRural-School Architecture\n\nOlscn\n\nRound-Table Conference on Simplified Spelling\nAndrews\nSimjiler Spelling: What Can Be Most Wisely Done to Hasten It ?\nWhat Can Most Wisely Be Done to Hasten Simpler Spelling ? Crddcs\nThe Incorrigible Child Miss Richman\nThe Examination of the Eyes oi School ChiUhcn- -Eberhardt\nWhat Should Be the Basis for the Promotion of Teachers and the Iru rcasr of\n1).\n\n.\n\nTeachers' Salaries ?\n\nVan Sickle\n\n132\n141\n\n148\n'53\n158\n173\n\n'77\n\n"}
{"page": 8, "printed_page": null, "text": "— ——————— — —— —— — ——— —\n\n——— —— —\n\n—\n\nNATIONAL EDUCATIONAL ASSOCIATION\n\nIV\n\n.183\nThe Next Step in the Salary Campaign Felmley\n.192\nThe New Phonetic Alphabet Hem pi\nWhat Form of Industrial Training Is Most Practical and Best Suited to the Country\n.\n\nChM?—Kern\n\n.\n\n.\n\n.\n\n.\n\n.\n\n.\n\n.\n\n.\n\n.\n\n.\n\n.\n\n198\n\n.......\n.....\n.........\n........\n.........\n..........\n......\n\nForms of Industrial Education Best Adapted to City Children Keyes\nArt as Related to Manual Training Addicott\nReport of Joint Committee on Instruction in Library Administration Miss Baldwin\n.\n\nI.\n\nSchool Libraries\n\n.\n\n.\n\n.\n\n.\n\n.\n\n•\n\n.\n\n207\n215\n\n.221\n\n•\n\n•\n\n203\n\nII.\n\nThe Public Library and the Public School\n\n224\n\nIII.\n\nHow to Use a Library\n\n228\n\nIV.\n\nThe School Library Room\n\n234\n\nV. Selecting and Ordering Books\n\n239\n\nVI. Children's Reading\n\n244\n\nVII. Incoming Books\n\nVIII. Cataloging and Classification\n\n.\n\n.\n\n.\n\n.\n\n.\n\n.\n\nIX. Call Numbers, Shelf-List, Loan System\n\nX. Binding\n\n.\n\nXL Library Associations\n\n.\n\nAppendix\nMemorial Addresses\nJohn Eaton Jackson\nWilliam Rainey Harper Judson\nMrs. Mary H. Hunt Winship\nAlbert Grannis Lane Cook\nCharles Duncan Mclver Alderman\nThomas Blanchard Stockwell Hoyt\nAlbert Prescott Marble Meleney\n.\n\n,\n\n.\n\n.\n\n.\n\n.\n\n.\n\n.\n\n.\n\n.\n\n.\n\n.\n\n.\n\n.\n\n.\n\n.\n\n.\n\n.\n\n.\n\n.\n\n.\n\n.\n\n.\n\n.\n\n.\n\n.\n\n261\n\n266\n\n.271\n.275\n\n........\n.\n\n249\n\n.251\n\n.\n\n.283\n293\n\n296\n.\n\n.\n\n.\n\n.\n\n.\n\n_.\n\n.\n\n.\n\n.\n\n.\n\n.\n\n.\n\n.\n\n.\n\n.\n\n.\n\n.\n\n.\n\n.\n\n.\n\n.\n\n.\n\n.\n\n.\n\n.\n\n.\n\n.\n\n.\n\n.\n\n.\n\n.\n\n.\n\n.\n\n297\n\n.311\n.318\n.322\n\nANNIVERSARY PAPERS\nFifty Years of American Education\n\nBrown\n\n.\n\n.\n\n.\n\nHow the Superintendent May Correct Defective Classwork\nRecent International Congress at Liege\n\nMonroe\n\nThe Teacher and the Librarian Schaeffer\nThe Educational Awakening in England Sadler\nThe Teaching of Modern Languages in England\n.\n\nHarris\n\n.\n\n.\n\n.\n\n.\n\n.\n\n.\n\n.\n\n.\n\n.\n\n.\n\n.327\n.341\n-351\n\n...\n\nBrereton\n\n355\n\n.361\n\n....\n.\n\n.\n\n.\n\n366\n\n.....\n\n377\n386\n\nPaulsen\n\n395\n\nSecondary Education of Girls during the Past Fifty Years in England\n\nThe Secondary Education of Girls in France See\nThe Modern System of Higher Education for Women in Prussia\n\nMiss Beale\n\n.\n\n.\n\n.........\n\nOn the Developments and Changes in Primary Teaching in France during the\nThird Republic\n\nLevasseur\n\n408\n\n.....\n.....\n\n420\n\n.\n\n.\n\n.\n\n445\n\nBar^iard\n\n.\n\n.\n\n453\n\nWhat France Owes to America in the Matter of Education Compayre\nThe Rehabilitation of Philosophy in Germany Schwartz\nThe Past and Future of German Education Paulsen\nAgricultural Instruction in the Kingdom of Hungary De Tormay\n\n.\n\n.417\n430\n\nHISTORICAL CHAPTER\nI.\n\nEducational Associations\nOrigin of Free Schools in the American Colonies\n\n..........\n.........\n\nHome and School Training in New England in the Colonial Period\nBrainerd\n\n454\n\nHome and School Training in the South During the Colonial Period\nWertenbaker\n\n455\n\n"}
{"page": 9, "printed_page": null, "text": "——— ———— ———\n\n—— ———\n\nCONTENTS\nThe Earliest Educational Associations in the United States\nThe American Institute of Instruction Winship\n\nII.\n\nWestern Literary\n\n.........\n.*....\nInstitute\n\nand College\n\nMonroe\nAmerican Lyceum Association Monroe\nSchool Teachers and Superintendents Mann\nAmerican Association for the Advancement of Education\n\n....\n\nMonroe\n\nOther Educational Associations\nThe American Association for the Advancement of Science\n\nIII.\n\n.....\n.....\n....\n......\n\nHou<ard\n\nAmerican Library Association Dewey\nGeneral Education Board Bultrick\nThe Southern Education Board Murphy\nThe Southern Educational Association Tighe\nThe Carnegie Association for the Advancement of Teaching\nBardeen\n\nEducational Journalism\n\nMonroe\n\nThe National Teachers' Association Russell\nThe National Educational Association Hagar, Hancock, Harris\nThe Constitution\n\n.........\n\nV.\n\nVI.\n\nVII\n\nPritcheU\n\n....\n\nState Teachers' Associations Organized Before 1857\n\nIV.\n\n.\n\nVIII.\n\n457\n\nof Professional Teachers-\n\nList of Executive Officers with Calendar of Meetings\n\n463\n465\n467\n471\n\n475\n479\n490\n495\n\n499\n504\n506\n\n514\n516\n521\n\n534\n541\n\nBoard of Trustees\n\n543\n\n....\n\nIX. List of Vice-Presidents with Terms of Service from 1857 to 1907\n\n544\n\nX.\n\nList of State Directors by Election, 1857 to 1907\n\n547\n\nXI.\n\nList of Perpetual Directors, Life Directors, and Life Members\n\n558\n\nTITLES OF PAPERS AND DISCUSSIONS FROM 1857 TO 1906, ARRANGED\n\nBY YEARS AND DEPARTMENTS\n\nGeneral Sessions\n\n....\n\n561\n\nDepartment of School Superintendence\nDepartment of Normal Schools\nDepartment of Higher Education\nDepartment of Elementary Education\nDepartment of Manual Training\n\n576\n\nThe National Council of Education\n\n607\n\nDepartment of Art Education\nDepartment of Kindergarten Educaliun\nDepartment of Music Education\nDepartment of Secondary Education\nDepartment oi Business Education\nDepartment of Child-Study\nDepartment of Physical Training\nDepartment of Science Instruction\nDepartment of School Administration\nLibrary Department\nDepartment of Special Efiucation\nDepartment of Indian Education\n\n623\n\n589\n595\n\n599\n603\n\n626\n630\n\n637\nf>39\n\n.\n\nTitles of Papers\n\n.'\n\n641\n\n.\n\nfM3\n(J45\n\n640\nf..,S\n\n050\n\nRead before tlu Inh rii;i ioiial Con^^ressi-s of\n\nI''.ilii(\n\natioii,\n\nChicago,\n\nJ893\n\nf'5^\n\nBIHLIOGRAI'ilN' OF\n'I'able f)f Classification\nI.\n\n.\n\nAgricultural Eduralion\n\n1\n\nOI'ICS IRO.M 1S57\n\nTO 1906\n\n"}
{"page": 10, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\nVI\n\nAmerican Public Education\n\n661\n\n3-\n\nArchitecture\n\n663\n\n4-\n\nArt Education\n\nS-\n\nBiography\n\n664\n666\n\n6.\n\nBiological Sciences\n\n7-\n\nEducation of the Blind\n\n668\n\n8.\n\nChild-Study\n\n668\n\n9-\n\nCity-School Systems\n\nlO.\n\nClassical Education\n\nII.\n\nCoeducation\n\n672\n\n12.\n\nCollege-Entrance Requirements\n\n672\n\n13-\n\n673\n\n16.\n\nCommercial Education\nCompulsory Education\nCurriculum\nDefectives and Delinquents (Other than Blind), Educat\n\n17-\n\nEducational Literature\n\n678\n\n18.\n\nEducation: Theory, Philosophy, Nature, and Meaning\n\n19.\n\nElective Studies\n\n679\n680\n\n14.\n15-\n\n667\n\n.\n\n.\n\n670\n671\n\n.\n\n674\n67s\n\n677\n\n20.\n\nElementary Education\n\n681\n\n21.\n\nEnglish Language and Literature as Subjects of Study\n\n682\n\n684\n\n22.\n\nExaminations\n\n23-\n\nExhibitions and Museums\n\n685\n\n24.\n\nFinances and Taxation\n\n686\n\n25-\n\n686\n\n27.\n\nGeography as a Subject of Study\nGovernment and Discipline of Schools\nHigher Education Colleges and Universitie\n\n—\n\n687\n\n28.\n\nHistory of Education\n\n69c\n\n29.\n\nHistory Teaching\n\n692\n\n30-\n\nIndian Education and Other Minor Alien Races\n\n31-\n\nIndustrial Education\n\n695\n\n32-\n\nKindergarten\n\n696\n\n33-\n\nLibrary and School\n\n699\n\n34-\n\nManual Training\n\n700\n\n35-\n\n41.\n\nMathematics as a Subject of Study\nMusic in Schools\nNature-Study\nNegro Education\nNormal Schools and Training of Teachers\nPensions for Teachers\nPhysical Education\n\n42.\n\nPhysical Sciences\n\n713\n\n43-\n\nPsychology and Education\n\n713\n\n26.\n\n36.\n\n3738.\n39-\n\n40.\n\n.\n\n.....\n....\n\n....\n.....\n....\n....\n....\n\n.....\n....\n.....\n....\n—\n......\n\n687\n\n693\n\n703\n703\n\n706\n\n706\n707\n711\n\n711\n\n44.\n\nReligious and Moral Educ ation\n\n715\n\n45-\n\nRural Schools\n\n716\n\n46,\n\nSalaries of Teachers\n\n717\n\n47-\n\nSchool Hygiene\n\n718\n\n48.\n\nSchool Laws\n\n719\n\n49.\n\nScience Teaching\n\nso-\n\nSecondary Education\n\n51-\n\nSpelling\n\n52-\n\nState and Education\n\n722\n\n53-\n\nSupervision, Organization, and Administration\n\n723\n\nHigh Schools\n\n.\n\n719\n\n720\n721\n\n"}
{"page": 11, "printed_page": null, "text": "CONTENTS\n\n......\n....\n......\n.......\n\n54.\n\nTeachers\n\n55.\n\nTeaching\n\n56.\n\nTechnical Education\n\n57.\n58.\n\nTextbooks\nWoman's Education and Work\n\n59.\n\nWriting\n\n—Principles and Methods\n.\n\nReview of Secretary's Report, 1S93 to 1906\n\nVll\n\n726\n727\n727\n729\n\n729\n730\n731\n\nNecrology List, January i, 1906 to May i, 1907\n\n741\n\nActive Membership List and Inde.x\n\n743\n\nEducational Institutions and Libraries Enrolled as Active Members\nStatistical Table of Active Members for 1906\nStatistical Table of Active Members, 1895 to\n\n.\n\n1906 inclusive\n\nStutLstical Table of Attendance from\n\n1857 to 1906\nChart of Total Attendance for Fifty Years\n\n.....\n.........\n\n925\n\n930\n931\n932\n\nPrice List of Publications\n\n934\n936\n\nIndex\n\n939\n\n"}
{"page": 12, "printed_page": null, "text": ""}
{"page": 13, "printed_page": null, "text": "CONSTITUTION\nOF THE\n\nNATIONAL\n\nKDUCATIONAL\n\nASSOCIATION\n\nPREAMBLE\nTo elevate the character and advance the interests of the profession of\nteaching, and to promote the cause of popular education in the United States,\n\nwe, whose names are subjoined, agree to adopt the following\n\nCONSTITUTION\nARTICLE I— NAME\nThis Association shall be styled the National Educational Association.\n\nARTICLE II—DEPARTMENTS\nSection\n\ni.\n\nIt shall consist of\n\neighteen departments:\n\nfirst,\n\nof School Superinten-\n\nNormal Schools; third, of Elementary Schools; fourth, of Higher\nEducation; fifth, of Manual Training; sixth, of Art Education; seventh, of Kindergarten Education; eighth, of Music Education; ninth, of Secondary Education; tenth,\ndence;\n\nof\n\nsecond, of\n\nBusiness Education;\n\neleventh,\n\nof\n\nChild Study;\n\ntwelfth,\n\nof Physical Education;\n\nthirteenth, of Natural Science Instruction; fourteenth, of School Administration; fifteenth,\n\nthe Library Department;\n\nsixteenth, of Special Education;\n\nseventeenth, of Indian\n\nand eighteenth, a National Council of Education.\nSec. 2. Other departments may be organized in the manner prescribed in\n\nEdu-\n\ncation;\n\nthis\n\nconstitution.\n\nARTICLE III— MEMBERSHIP\nSection i.\n\nThere shall be three classes of members, namely, active, associate, and\n\ncorresponding.\n.Sec 2.\n\nTeachers and all who arc actively associated with the management of edu-\n\ncational institutions, including libraries and periodicals, may become active members.\n\nAll\n\nmembership fee of two dollars may become as.sociate 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\n\nfjthers who pay an annual\n\nf'fiy.\n\n.Sec 3.\n\nAny person eligible may become an active mcnibcr upon application indorsed\n\nby two active memlnrrs, and the jiayment of an enrollment fee of two dollars and the\nannual dues for the urrent year.\nActive nuinb<;rs only have the right to vote and to hold oITk c in the gineral Associa(\n\ntion or in the several departments\nAll active mcml>cr3 must pay annual clues of two dollars, and will 1)C entitled to the\nvolume of Proceedings without \"coupon\" or other conditions. The annual active memInTship fee shall l*c i)ayablc at the time of the annual convention, or by remittance to the\nI\n\n"}
{"page": 14, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\nSecretary before September i of each year.\n\nAny active member may discontinue memi, and may restore\n\nbership by giving written notice to the Secretary before September\n\nthe same only on payment of the enrollment fee and the annual dues for the current year.\nAll life members and life directors shall be denominated active members,\n\nand shall\n\nenjoy all the powers and privileges of such members without the payment of annual dues.\n\nmembers may receive the volume of Proceedings in accordance with the\n\"coupon\" conditions, as printed on the membership certificate.\nCorresponding members will be entitled to the volume of Proceedings without the\npayment of fees or other conditions.\nSec. 4. The names of active and corresponding members only will be printed in the\nvolume of Proceedings, with their respective educational titles, offices, and addresses, to\nAssociate\n\nusual\n\nbe revised annually by the Secretary of the Association.\n\nARTICLE IV— OFFICERS\nSection i.\n\nThe officers of this Association shall consist of a President, twelve Vice-\n\nPresidents, a Secretary, a Treasurer, a Board of Directors, a Board of Trustees,\n\nand an\n\nExecutive Committee, as hereinafter provided.\nSec. 2.\n\nThe Board of Directors shall consist of the President of the National Edu-\n\ncational Association, First Vice-President, Secretary, Treasurer, chairman of the\n\nBoard\n\nof Trustees, and one additional member from each state, territory, or district, to be elected\n\nby the Association for the term of one year, or until their successors are chosen, and of\nsuch life directors as are now (July\n\n10,\n\n1895) in office.\n\nAll past Presidents of the Association\n\nnow living (July 10,\n\n1895),\n\nand all future\n\nPresidents at the close of their respective terms of office, and the United States Commissioner of Education, shall be life directors of the Association.\n\nThe President of the National Educational Association, First Vice-President, Treaschairman of the Board of Trustees, and a member of the Association to be chosen\nannually by the Board of Directors, which member shall hold office for one year, shall\nurer,\n\nconstitute the Executive Committee.\n\nSec. 3.\n\nThe elective officers of the Association, with the exception of the Secretary)\n\nbe chosen by the active members of the Association by ballot, unless otherwise\n\nshall\n\nordered, on\n\nthe third day of each annual session, a majority of the votes cast being\n\nnecessary for a choice.\n\nThe officers so chosen shall continue in office until the close\n\nof the annual session subsequent to their election, and until their successors are chosen,\n\nexcept as hereinafter provided.\n\nEach department shall be administered by a president, vice-president'\nand such other officers as it shall deem necessary to conduct its affairs; but\nno person shall be elected to any office or of any department of the Association, who is\nnot, at the time of election, an active member of the Association.\nSec. 5. The President shall preside at all meetings of the Association and of the\nBoard of Directors, and shall perform the duties usually devolving upon a presiding\nSec. 4.\n\nsecretary,\n\nIn his absence, the First Vice-President in order, who is present, shall preside;\n\nofficer.\n\nand in the absence of all Vice-Presidents, a pro4empore chairman shall be appointed on\nnomination, the Secretary putting the question.\nSec. 6.\n\nThe Secretary shall keep a full and accurate report of the proceedings of\n\nthe general meetings of the Association and all meetings of the Board of Directors,\n\nand\n\nshall conduct such correspondence as the directors may assign, and shall have his records\n\npresent at all meetings of the Association and of the Board of Directors.\nof each\noffice,\n\nThe secretary\n\ndepartment shall, in addition to performing the duties usually pertaining to his\n\nkeep a list of the members of his department.\nThe Treasurer shall receive, and under the direction of the Board of Trustees\n\nSec. 7.\n\nhold in safe-keeping,\n\nall\n\nmoneys paid to the Association;\n\nshall\n\nexpend the same only<\n\n"}
{"page": 15, "printed_page": null, "text": "CONSTITUTION\nupon the order of said board;\ntures,\n\nshall\n\nkeep an exact account of his receipts and expendi-\n\nwith vouchers for the latter, which accounts, ending the first day of July each year,\n\nhe shall render to the Board of Trustees and, when approved by said board, he shall\n\nThe Treasurer shall give such bond for the\nmay be required by the Board of Trustees; and he\n\nreport the same to the Board of Directors.\nfaithful discharge of his duties as\n\nshall continue in office until the first meeting of the Board of Directors held prior to the\n\nannual meeting of the Association next succeeding that for which he is elected.\nSec. 8.\n\nThe Board of Directors shall have power to fill all vacancies in their own\n\nbody; shall have in charge the general interests of the Association, excepting those herein\n\nmake all necessary arrangements for its meetUpon\nthe written application of twenty active members of the Association for permission to\nestablish a new department, it may grant such permission.\nSuch new department shall\nin all respects be entitled to the same rights and privileges as the others.\nThe formation\nof such department shall in effect be a sufl&cient amendment to this constitution for\nthe insertion of its name in Art. II, and the Secretary shall make the necessary\nintrusted to the Board of Trustees;\nings,\n\nshall\n\nand shall do all in its power to make it a useful and honorable institution.\n\nalterations.\n\nSec. 9.\n\nThe Board of Trustees shall consist of four members, elected by the Board\n\nof Directors for the term of four years, and the President of the Association, who shall be\n\na member ex officio during his term of oflice.\n\nAt the election of the trustees in 1886, one\nand one for\nfour years; and annually thereafter, at the first meeting of the Board of Directors held\nprior to the annual meeting of the Association, one trustee shall be elected for the term\nof four years.\nAll vacancies occurring in said Board of Trustees, whether by resignation\nor otherwise, shall be filled by the Board of Directors for the unexpired term; and the\nabsence of a trustee from two successive annual meetings of the board shall forfeit his\nmembership therein. The Board of Trustees thus elected shall constitute the body\ncorporate of the Association, as provided in the certificate of incorporation under the protrustee shall be elected for one year, one for two years, one for three years,\n\nvisions of the Act of General Incorporation, Class Third, of the Revised Statutes of the\nDistrict of Columbia, dated the 24th day of February, 1886, at Washington,\n\nD. C, and\n\nrecorded in Liber No. 4, \"Acts of Incorporation for the District of Columbia.\"\nSec. 10. It shall be the duty of the Board of Trustees to provide for safe-keeping\nand investment of all funds which the Association may receive from donations; and\nthe income of such invested funds shall be used exclusively in paying the cost of publishing the annual volume of Proceedings of the Association, excepting when donors shall\nspecify otherwise.\n\nIt shall also be the\n\nduty of the board to issue orders on the Treasurer\n\nfor the payment of all bills approved by the\n\nBoard of Directors, or by the President and\n\nSecretary of the Association ac ling under the authority of the Board of Directors;\n\nandi\n\nwhen practicable, the trustees shall invest all surjjlus funds exceeding one hundred dollars\nthat shall remain in the hands of the Treasurer after paying the expenses of the Association\nfor the previous year.\n\nSec. II.\nshall also\n\nIx;\n\nThe Board of Trustees shall elect the Secretary of the Association, wlio\nsecretary of the Executive Committee,\n\nand shall fix his (oniiuMisalion and\n\nhis term of office for a period not to exceed four years.\n\nARTICLE V— MEETINGS\nSection i. The annual meeting of the Association shall\n\nIk-\n\nheld al su< li lime and\n\nplace as shall be determined by the Board of Directors.\n\nSec. 2.\n\nSpffial meetings\n\nmay be called by the President at the r((iiusl of five\n\ndirettf>rs.\n\nSec. 3.\nAny department of the Assoc iation may hold a si)ecial meeting at siu\nand pla(e as by its f>wn regulations it shall a|>i>oiiit.\n\nli\n\ntime\n\n"}
{"page": 16, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\nSec. 4.\n\nThe Board of Directors shall hold its regular meetings at the place and\n\nnot less than two hours before the assembling of the Association.\nSec. 5.\n\nSpecial meetings may be held at such other times and places as the board\n\nor the President shall determine.\n\nSec. 6.\n\nEach new board shall organize at the session of its election.\n\nAt its first\n\nmeeting a committee on publication shall be appointed, which shall consist of the President and the Secretary of the Association for the previous year, and one member from\neach department.\n\nARTICLE VI— BY-LAWS\nBy-laws not inconsistent with this constitution may be adopted by a two-thirds vote\nof the Association.\n\nARTICLE VII—AMENDMENTS\nThis constitution may be altered or amended at a regular meeting by the unanimous\nvote of the members present; or by a two-thirds vote of the members present, provided\nthat the alteration or amendment has been substantially proposed in writing at a previous\n\nmeeting.\n\nBY-LAWS\nAt the first session of each annual meeting of the Association there shall be\nappointed by the President a committee on resolutions; and at the third session of such\n1.\n\nmeeting there shall be appointed a committee on nominations, consisting of one member\n\nfrom each state and territory represented, the same to be appointed by the President on\nthe nomination of a majority of the active members from such state or territory present\nat the\n\nmeeting called for the purpose of making such nomination;\n\nprovided, however,\n\nthat such appointment shall be made by the President without such nomination, when the\nactive members in attendance from any state or territory shall fail to make a nomination.\n\nThe meetings of active members to nominate members of the nominating committee\nshall be held at 5:30 p. m.\n\non the first day of the annual meeting of the Association, at\n\nsuch places as shall be announced in the general program.\n2.\n\nThe President and Secretary shall certify to the Board of Trustees all bills\n\napproved by the Board of Directors.\n3.\n\nEach paying member of the Association shall be entitled to a copy of its Pro-\n\n4.\n\nNo paper, lecture, or address shall be read before the Association or any of its\n\ndepartments in the absence of its author, nor shall any such paper, lecture, or address\nbe published in the volume of Proceedings, without the consent of the Association, upon\napproval of the Executive Committee.\n5.\n\nto\n\nIt shall\n\nbe the duty of the President, Secretary, and Treasurer of the Association\n\nappoint annually some competent person to examine the securities of the Permanent\n\nFund held by the Board of Trustees, and his certificate, showing the condition of the\nsaid fund, shall be attached to the report of the Board of Trustees.\n\nACT OF INCORPORATION\nAt a meeting of the Board of Directors of the National Educational Association, held at Saratoga Springs,\n\nlution\n\nN.\n\nY., July 14, 1885, the following reso-\n\nwas passed.\n\nResolved, That a committee of three be appointed to secure articles of incorporation\nfor the National Educational Association,\n\nas may be.\n\nunder United States or state laws, as speedily\n\n"}
{"page": 17, "printed_page": null, "text": "ACT OF INCORPORATION\nN. A. Calkins, of New York; Thomas W. Bicknell, of Massachusetts,\nand EH T. Tappan, of Ohio, were appointed such committee.\n\nUnder the authority of the resolution quoted above, and with the approval\nof the committee, and by competent legal advice, the chairman obtained a\n\nCERTIFICATE OF INCORPORATION\nWe, the undersigned, Norman A. Calkins, John Eaton, and Zalmon Richards, citizens\nof the United States, and two of them citizens of the District of Columbia, do hereby\nassociate ourselves together, pursuant to the provisions of the Act of General Incorporation,\n\nClass Third, of the Revised Statutes of the District of Columbia, under the name of\n\nthe \"National Educational Association,\" for the full period of twenty years, the purpose\n\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\nTo secure the full benefit of said act we do here execute this our certificate of incorporation\nas said act provides.\n\nIn witness whereof, we severally set our hands and seals this 24th day of February,\n1886, at Washington,\n\nD. C.\n\nNorman A. Calkins.\nJohn Eaton.\nZalmon Richards.\n\n[l. s.]\n\n[l. s.]\n[l. s.]\n\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\nCERTIFICATE OF EXTENSION\nOffice of the Recorder of\n\nDeeds\n\nWashington, D. C.\n\nTo All Whom It May Concern:\nThis is to certify that February 21, 1906, there wsls filed for record in this office\na certificate of extension and of the corporate existence of the National Educational Association, incorporated in the District of Columbia,\n\n(20) years, said extension being for a period of\n\nFebruary 24, 1886, for a term of twenty\ntwo (2) years from and including the\n\n24th day of February, 1906.\n\nIn testimony whereof, I have hereunto set my hand and afTi.xcd the seal of this office\nthis 2ist\n\nday of February, A. D. 1906.\n(Signed)\n\n'\n\nR.\n\nW. Dutton,\n\nDeputy Recorder oj Deeds, D. C,\n(Seal)\n\n"}
{"page": 18, "printed_page": null, "text": "CALENDAR OF MEETINGS\nNATIONAL TEACHERS' ASSOCIATION\ni8s7—PHILADELPHIA, PA. (Organized.)\n\n1864— OGDENSBURG, N. Y.\n\nW. H. Wells, President.\n\nJames L. Enos, Chairman.\nW. E. Sheldon, Secretary.\n\nDavid N. Camp, Secretary.\nZ.\n\nZ.\n\nRichards, President.\n\nJ.\n\nW. BuLKLE'x, Secretary.\n\nW. E. Sheldon, Secretary.\nZ. Richards, Treasurer.\n\nA. J. RiCKOFF, Treasurer\n\ni8s9— WASHINGTON, D. C.\n\n1866—INDIANAPOLIS, IND.\nJ. P. Wickersham, President.\n\nA. J. RiCKOFF, President.\nJ.\n\nW. Buckley, Secretary.\n\nS.\n\nC. S. Pennell, Treasurer.\n\n1867\n\nBates, Treasurer.\n\n—No session.\n\n1868—NASHVILLE, TENN.\nJ. M. Gregory, President.\n\nRichards, Secretary.\n\nL. Van Bokkelen, Secretary\nJames Cruikshank, Treasurer.\n\nO. C. Wight, Treasurer.\n1861, 1862\n\nH. White, Secretary.\n\nS. P.\n\ni860— BUFFALO, N. Y.\nJ. W. Bulkley, President.\nZ.\n\nRichards, Treasurer.\n\n186s— HARRISBURG, PA.\nS. S. Greene, President.,\n\n1858— CINCINNATI, OHIO.\n\n—No session.\n\n1863— CHICAGO, ILL.\nJohn D. Philbrick, President.\n\n1869—TRENTON, N. J.\n\nVan Bokkelen, President\nW. E. Crosby, Secretary.\nL.\n\nJames Cruikshank, Secretary.\nO. C. Wight, Treasurer.\n\nA. L. Barber, Treasurer.\n\ni87c^CLEVELAND, OHIO.\nDaniel B. Hagar, President.\nA. P. Marble, Secretary.\n\nW. E. Crosby, Treasurer.\n\nNAME CHANGED TO\n\nNATIONAL EDUCATIONAL ASSOCIATION\n1871— ST. LOUIS, MO.\nPickard, President.\nW. E. Crosby, Secretary.\n\nJ. L.\n\nJohn Hancock, Treasurer.\n1872—BOSTON, MASS.\n\n1877—LOUISVILLE, KY.\nM. A. Newell, President.\nW. D. Henkle, Secretary.\nJ. Ormond Wilson Treasurer.\n1878\n\n—No session.\n\nE. E. White, President.\nS.\n\nH. White, Secretary.\n\nJohn Hancock, Treasurer.\n1873—ELMIRA, N. Y.\nB. G. Northrop, President.\nS.\n\nH. White, Secretary.\n\nJohn Hancock, Treasurer.\n\n1874—DETROIT, MICH.\nS.\n\nH. White, President.\n\nA. P. Marble, Secretary.\n\nJohn Hancock, Treasurer.\n\n1879— PHILADELPHIA, PA.\nJohn Hancock, President.\nW. D. Henkle, Secretary.\nJ.\n\nOrmond Wilson, Treasurer.\n\n1880— CHAUTAUQUA, N. Y.\n\nOrmond Wilson, President.\nW. D. Henkle, Secretary.\n\nJ.\n\nE. T. Tappan, Treasurer.\n\n1875— MINNEAPOLIS, MINN.\nW. T. Harris, President.\nM. R. Abbott, Secretary.\nA. P. Marble, Treasurer.\n\n1881—ATLANTA, GA.\n\n1876— BALTIMORE, MD.\nW. F. Phelps, President.\nW. D. Henkle, Secretary.\nA. P. Marble, Treasurer.\n\n1882—SARATOGA SPRINGS, N. Y\n\nJames H. Smart, President.\nW. D. Henkle, Secretary.\nE. T. Tappan, Treasurer.\nG. J. Orr, President.\nW. E. Sheldon, Secretary.\nH. S. Tarbell, Treasurer.\n\n"}
{"page": 19, "printed_page": null, "text": "CALENDAR OF MEETINGS\n1883— SARATOGA SPRINGS, N. Y.\nE. T. Tappan, President.\n\nW. E. Sheldon, Secretary.\nN. A. Calkins, Treasurer.\n1884— MADISON, WIS.\nThomas W. Bicknell, President.\nH. S. Tarbell, Secretary.\nN. A. Calkins, Treasurer.\n\n188s— SARATOGA SPRINGS, N. Y.\nLouis Soldan, President.\nW. E. Sheldon, Secretary.\nN. A. Calkins, Treasurer.\nF.\n\n1886— TOPEKA, K.\\NS.\nN. A. Calklns, President.\nW. E. Sheldon, Secretary.\nE. C. Hewett, Treasurer.\n\n1887— CHICAGO, ILL.\nW. E. Sheldon, President.\nJ.\n\nH. Canfleld, Secretary.\n\nE. C.\n\nHewett, Treasurer.\n\n1888—SAN FR.\\NCISCO, CAL.\nAaron Gove, President.\nJ.\n\nH. Canfield, Secretary.\n\nE. C. Hewett, Treasurer.\n\n1889— NASHVILLE, TENN.\nAlbert P. Marble, President.\nJ.\n\nH. Canfield, Secretary.\n\nE. C. Hewett, Treasurer.\n\n1890— ST. PAUL, MINN.\nH. Canfield, President.\nW. R. Garrett, Secretary.\n\nJ.\n\nE. C.\n189 1—\n\nHewett, Treasurer.\n\nTORONTO, ONT.\nW. R. Garrett, President.\nE. H. Cook, Secretary.\n\nM. Greenwood, Treasurer.\n1892— SARATOGA SPRINGS, N. Y.\nJ.\n\nE. H. Cook, President.\n\nR. W. Stevenson, Secretary.\nJ.\n\nM. Greenwood, Treasurer.\n\n1893— CHICAGO, ILL.\n(IntematioQal Congress of Education.)\n\nAlbert G. Lane, President.\nIrwin Shepard, Secretary.\nJ. M. Greenwood, Treasurer.\n\n1894—ASBURY PARK, N. J.\nAlbert G. Lane, President.\nIrwin Shepard,\nJ.\n\n189s— DENVER, COLO.\nNicholas Mdrray Butler,\nIrwin Shepard, Secretary.\nI. C. McNeill, Treasurer.\n\nIrwin Shepard, Secretary.\nC. McNeill, Treasurer.\n\nI.\n\n1897— MILWAUKEE, WIS.\nCharles R. Skinner, President.\nIrwin Shepard, Secretary.\nC. McNeill, Treasurer.\n\nI.\n\n1898— WASHINGTON, D. C.\nJ. M. Greenwood, President.\nIrwin Shepard, Secretary.\nC. McNeill, Treasurer.\n\nI.\n\n1899— LOS ANGELES, CAL.\nE.\n\nOram Lyte, President.\n\nIrwln Shepard, Secretary.\nI. C. McNeill, Treasurer.\n\n1900— CHARLESTON, S. C.\nOscar T. Corson, President.\nIrwin Shepard, Secretary.\nCarroll G. Pearse, Trc;isurcr.\n\n1901— DETROIT, MICH.\nJames M. Green, President.\nIrwin Shepard, Secretary.\nL. C. Greenlee, Treasurer.\n\n1902— MINNEAPOLIS, MINN.\nWilliam M. Beardshear, President.\nIrwin Shepard, Secretary.\nCharles H. Keyes, Treasurer.\n\n1903— BOSTON, MASS.\nCharles W. Eliot, President.\nIrwin Shepard, Secretary.\nW. M. Davidson, Treasurer.\n\n1904— ST. LOUIS, MO.\nJohn W. Cook, President.\nIrwin Shepard, Secretary.\nMcHenry Rhoads, Treasurer.\n\nIrwin Shepard, Secretary.\nJames W. Crabtree, Treasurer.\n\n— No session\n\nPresident.\n\n1896— BUFFALO. N. Y.\nNewton C. Dougherty, President.\n\n190S— ASBURY PARK AND OCEAN GROVE. N. J.\nWilliam H. Maxwell, President.\n\n1906\n\nSecretary.\n\nM. Greenwood, Treasurer.\n\n"}
{"page": 20, "printed_page": null, "text": ".\n\nNATIONAL EDUCATIONAL ASSOCIATION\nOFFICERS FOR 1905-1906\nALSO FOR 1906-1907\n\nGENERAL ASSOCIATION\nNATHAN C. SCHAEFFER\nIRWIN SHEPARD\nJASPER N. WILKINSON\n\nPresident\n\nHarrisburg, Pa.\n\nSecretary\n\nWinona, Minn.\nEmporia, Kans.\n\nTreasurer\n\nVICE-PRESIDENTS\nWilliam H. Maxwell, New York, N. Y.\nMiss N. Cropsey, Indianapolis, Ind.\nJ. H. HiNEMON, Little Rock, Ark.\nEd. S. Vaught, Oklahoma City, Okla.\nJohn F. Riggs, Des Moines, Iowa.\nJoseph O'Connor, San Francisco, Cal.\n\nD. B. Johnson, Rock Hill, S. C.\nA. Shawan, Columbus, Ohio.\nH. O. Wheeler, BurKngton, Vt.\nJ. Y. Joyner, Raleigh, N. C.\nJohn W. Spindler, Winfield, Kans.\nJ. Stanley Brown, Joliet, 111.\nJ.\n\nBOARD OF TRUSTEES\n(See Art. IV, sec. q, of the Constitution.)\n\nNicholas Murray Butler, Cltairman\nAlbert G. Lane\nJames M. Greenwood\n\n— New\n\nNathan C. Schaeffer\n\nYork, N. Y\n\nTerm expires July, 1906\nTerm expires July, 1907\nTerm expires July, 1909\nEx officio\n\nChicago, 111\n\nKansas City, Mo\nHarrisburg, Pa\n\nEXECUTIVE COMMITTEE\n(See Art. IV, sees. 2 and Ji, 0/ the Constitution.)\n\nNathan C. Schaeffer\nWiLLLAM H. Maxwell\n\nPresident\n\nJasper N. Wilkinson\nAlbert G. Lane\nNicholas Murray Bdtler\nW. T. Harris\n\nTreasurer\n\nHarrisburg, Pa.\n\nNew York, N. Y.\n\nFirst Vice-President\n\nIrwin Shepard\n\n\\\n\nEmporia, Kans.\n\nChairman of Board of Trustees\nChairman of Trustees from Oct. 8, igo6.\nMember by election\n\nNew York City\n\nSecretary\n\nWinona, Minn.\n\nChicago, lU.\n\nWashington, D. C.\n\nBOARD OF DIRECTORS\nDirectors ex officio\n(See Art. IV, sec. 2, of the Constitution.)\n\nNathan C. Schaeffer, Harrisburg, Pa.\n\nJasper N Wilkinson, Emporia, Kans.\n\nWilliam H. Maxwell, New York, N. Y.\nNicholas Murray Butler, New York, N. Y.\n\n*Albert G. Lane, Chicago, 111.\nIrwin Shepard, Winona, Minn.\n\nLife Directors\n(See Art. IV. sec. 2, of the Constitution.)\n\nBiCKNELL, Thomas W., Providence, R.l.\nBoard of Education, Nashville, Tenn.\nButler, Nicholas Murray, New York, N. Y.\nCanfield, James H., New York, N. Y.\nCook, E. H., Philadelphia, Pa.\nCook, John W., DeKalb, 111.\nCorson, Oscar T., Columbus, Ohio.\nEliot, Charles W., Cambridge, Mass.\nGove, Aaron, Denver, Colo.\nGraham, H. A., Mt. Pleasant, Mich.\n\nDied August 22, 1896\n\n*Lane, Albert G., Chicago, 111.\nLyte, Eliphalet Oram, Millersville, Pa.\nIMarble, Albert P., New York, N. Y.\nMarshall, T. Marcellus, Stouts Mills, W. Va.\nMaxwell, William H., New York, N. Y.\nParker, Charles L, Chicago, 111.\nPhelps, W. F., St. Paul, Minn.\nPickard, Josiah, L., Cupertino, Cal.\nPike, Joshua, Jerseyville,\n\n111.\n\nSkinner, Charles R., Watertown, N. Y.\n\ntDied March 25, 1906\n\n"}
{"page": 21, "printed_page": null, "text": "—\n\n..\n\nDIRECTORS\nccntinued\n\nLife Directors\n\nStratton, C. C, St, Johns, Oregon.\n\nGreen, J. M.. Trenton, N. J.\nGreenwood. J, M., Kansas City, Mo.\n\nTaylor, A. R., Decatur, 111.\nTeachers' Institute. Philadelphia. Pa.\nWhite, Charles G.. Lake Linden, Mich.\nWilson, J. Ormond, Washington, D, C.\n\nHarris, \\V. T., W.ishington, D. C.\n*HuNT. Mrs. Mary H.. Boston, Mass.\nJeweit, a. v., Abilene, Kans,\nSoLD.«<, F. Louis, St. Louis.\n\nMo.\n\nDirectors by Election\nNorth Atlantic DvAsio>i\n\nMaine\n\nNew Hampshire.\nVermont\nMassachusetts.\n\nRhode Island\n\n.\n\n.\n\n.\n\nConnecticut\n\nNew York\nNew Jersey\nPennsylvania\n\n.\n\n.\n\n.\n\nJohn S. Locke\nJames E. Klock\nIsaac Thomas\nHenry T. Bailey\nWalter Ballou Jacobs\nCharles H. Keyes\nJames C. Byrnes\nJohn Enright\nJohn W. Lansinger\n\nSaco\n\nPlymouth\nBurlington\n\nNorth Scituate\nProvidence\n\nHartford\n\nNew York\nFreehold\nMillers\\ille\n\nSouth Atlantic Diinsion\n\nDelaware\n\nMaryland\nDistrict of\n\nColumbia.\n\nVirginia\n\nWest \\irginia\nNorth Carolina\nSouth Carolina\nGeorgia\nFlorida\n\nGeorge W. Twitmyer\nM. Bates Stephens\nAlexander T. Stuart\nJoseph L. Jarman\nMiss LucY Roblnson\nJ. I.\n\nWilmington\nAnnapolis\n\nWashington\nFarmville\n\nWheeling\nGreensboro\nSpartanburg\n\nFoust\n\nRobert P. Pell\nWilliam M, Slaton\nMiss Clem Hampton\n\nAtlanta\nTallahassee\n\nSouth Central Division\n\nKentucky\nTennessee\n\nAlabama\nMississippi\n\nW. H. Bartholomew\nEugene F. Turner\nIsaac W. Hill\nRobert B. Fulton (for 1005-6)\nE. F. Bass\n\nLouisana\n\nTexas\nArkan.sas\n\nOklahoma\nIndian Territory\n\nLouisville\n\nNashville\n\nMontgomery\nUniversity\n\nGreenville\n\n(for 1906-7)\n\nNew Orleans\n\nWarren Easton\nL. E. Wolfe\n\nSan Antonio\nHot Springs\n\nGeorge B. Cook\nAndrew R. Hickam (for 1905-6)\nRichard V. Temming (for 1906-7)\nJohn D. Benedict\n\nOklahoma City\nF.dmond\nMuskogee\n\nNorth Central Division\nOhio\n\nWells L. Griswold\n\nYoung.stown\n\nIndi.'ina\n\nMott\nJ. A, Mercer\n\nPeoria\n\nIllinois\n\nMichigan\n\nRichmond\n\nT. A.\n\nWilliam H. Elson (for 1905-6)\nWales C. Martindale (for 1906-7)\n\nHarvey\n\nWisconsin\n\nL. D.\n\nIowa\nMinnesota\n\nA. V. Storm\n\n.MLssfjuri\n\nJohn A. Cranston (for 1905-6)\nA, W. Rankin (for 1906-7)\nW. J. Hawkins\n\nNorth Dakota\n\nP. G.\n\nGrand Rapids\n...\n\nDetroit\n\nMenomonic\nIowa City\nCloud\n\nSt.\n\nMinneapolis\nWarn-nsburg\nFargo\nMillbank\n\nNebr.-uska\n\nKnowlton\nM. A. Lange\nGeorge L. Towne\n\nKansas ...\n\nL. D.\n\n.Montana\n\nOscar J. Craig\n\nMLs-soula\n\nWyoming\n\nT. T.\n\n('hcyenne\n\nColorado\n\nTynan\nL. C. Greenlee\n\nNew Mexico\n\nC.\n\nM. Light\n\nSilver City\n\n.South\n\nDakota\n\nWiiiriKMORK\n\nLincoln\n\nToix-ka\n\nWestern Division\n\n•.Died April 26, 1906.\n\nDenver\n\n"}
{"page": 22, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\nDirectors by KlecXion— continued\n\nMatthews\n\nArizona\n\nA. J.\n\nUtah\n\nD. H. Christenson\nJ. E. Stubbs\nA. G. Sears\n\nNevada\nIdaho\nWashington\nOregon\nCalifornia\n\nTempe\nLake City\nReno\n\nSalt\n\nEdwARD T. Mathes\n\nIdaho Falls\nBellingham\n\nE. D. Ressi.er\n\nMonmouth\n\nArthur H. Chamberlain\n\nPasadena\n\nDependencies\n\nMiss Cassia Patton\nFrank H. Ball\n\nAlaska\nPorto Rico\n\nArthur F. Griffiths\nE. A. Coddington\n\nHawaii\nPhilippine Islands\n\nSitka\n\nSan Juan\nHonolulu\nCapiz, Panay\n\nDEPARTMENT OFFICERS\nNational Council\n\nELMER E. BROWN\nAUGUSTUS E. DOWNING\n\nVice-President\n\nWashington. D. C.\nAlbany, N. Y\n\nSecretary\n\nDayton, Ohio\n\nMiss ANNA TOLMAN SMITH\n\nExecutive Committee\n\nWashington, D. C.\n\nHOWARD J. ROGERS\nJAMES M. GREENWOOD\n\nExecutive Committee\n\nAlbany, N. Y.\n\nExecutive Committee\n\nKansas\n\nJ.\n\nW. CARR\n\nPresident\n\n.\n\nCity,\n\nMo.\n\nKindergarten\nMiss MARY C. MAY\n\nELMER E. BROWN\nMiss MAY E. MURRAY\n\nLake City, Utah\n\nPresident\n\nSalt\n\nVice-President\n\nWashington, D. C.\nSpringfield, Mass.\n\nSecretary\n\nElementary\nMrs. ALICE WOOD WORTH COOLEY President\n\nGrand Forks, N. D.\n\nCLARENCE F. CARROLL\nMrs. JOSEPHINE HEERMANS\n\nVice-President\n\nRochester, N. Y.\n\nSecretary\n\nKansas City, Mo.\n\nSecondary\n\nEUGENE W. LYTTLE\nWILSON FARRAND\nEDWIN TWITMYER\nPHILO M. BUCK\n\nPresident\n\nAlbany, N. Y.\n\nFirst Vice-President\n\nNewark, N. J.\n\nSecond Vice-President\n\nBellingham, Wash.\n\nSecretary\n\nSt.\n\nMo.\n\nLouis,\n\nHigher\n\nWM. L. BRYAN\nC. ALPHONSO SMITH\nOSCAR J, CRAIG\n\nPresident\n\nJOHN R. KIRK\nD. B. JOHNSON\n\nPresident\nVice-President\n\nMo.\nRock Hill, S. C.\n\nMiss MARY ALICE WHITNEY\n\nSecretary\n\nEmporia. Kans.\n\nBloomington. Ind.\n\nVice-President\n\nChapel Hill, N. C.\n\nSecretary\n\nMissoula, Mont.\n\nNormal\nKirksville,\n\nSuperintendence\nW. W. STETSON\n\nPresident\n\nAugusta, Maine.\n\nSEERLEY\nR. J. TIGHE\nJ. H. HARRIS\n\nFirst Vice-President\n\nSecond Vice-President\n\nCedar Falls, Iowa\nAsheville, N. C.\n\nSecretary\n\nMinneapolis, Mina\n\nH. H.\n\nManual\n\nFRANK M. LEAVITT\n\nPresident\n\nRoxbury, Mass.\n\nCHARLES R. BATES\nOSCAR L. McMURRY\n\nVice-President\n\nPort Deposit,\n\nSecretary\n\nChicago,\n\nMd.\n\n111.\n\nArt\n\nEUGENE C. COLBY\nMiss CLARA A. WILSON\nMiss HELEN E. LUCAS\n\nPresident\n\nAlbany, N, Y.\n\nVice-President\n\nDavenport. Iowa\n\nSecretary\n\nRochester, N. Y.\n\n"}
{"page": 23, "printed_page": null, "text": "DEPARTMENT OFFICERS\nMusic\n\nHAMLIN E. COGSWELL\nMrs. FRANCES E. CLARK\nP. C. HAVDEN\n\nPresident\n\nIndiana, Pa.\n\nVice-President\n\nMilwaukee, Wis.\n\nSecretary\n\nKeokuk, Iowa\n\nBusiness\nH. M.\n\nROWE\n\nJAMES T. YOUNG\nHORACE G. HEALEY\n\nPresident\n\nBaltimore, Md.\n\nFirst Vice-President\n\nPhiladelphia, Pa.\n\nSecretary\n\nBrookl>-n, N. Y.\n\nChild Study\n\nEDWIN G. DEXTER\nHENRY G. GODDARD\nCHARLES W. WADDLE\n\nPresidnU\n\nUrbana, 111.\n\nVice-President\n\nVineland, N. J.\n\nSecretary\n\nGreeley, Colo.\n\nScience\nH.\n\n.\\.\n\nSENTER\n\nIRVING O. PALMER\nE. R.\n\nWHITNEY\n\nVice-President\n\nOmaha. Neb.\nNewtonnlle, Mass.\n\nSecretary\n\nBinghamton, N. Y.\n\nPresident\n\nPhysical\nE.\n\nHERMANN ARNOLD\n\nMtss REBECCA STONTROAD\nMiss MAY G. LONG\n\nPresident\n\nNew Haven, Conn.\n\nVice-President\n\nWashington, D. C.\n\nSecretary\n\nMason City, Iowa\n\nSchool Administration\n\nTHOS. J. KIRK\nGRAFTO.N D. GUSHING\nWILLIA.M GEORGE BRUCE\n\nPresident\n\nSacramento, Cal.\n\nVice-President\n\nBoston, Mass.\n\nSecretary\n\nHARLAN P. FRENCH\n\nChairman, Executive Committee\n\nMilwaukee, Wis.\nAlbany, N. Y.\n\nWILKINSON\nEDWIN WHITE GAILLARD\nMiss GRACE SALISBURY\n\nPresident\n\nEmporia, Kans.\n\nVice-President\n\nNew York, N. Y.\n\nSecretary\n\nWhitewater. Wis.\n\nLibrary\nJ.\n\nN.\n\nSpecial Education\nMiss ANNA E. SCHAFFER\nS.\n\nM. GREEN\n\nE. R.\n\nJOHNSTONE\n\nPresident\n\nMadison. Wis.\nLouis,\n\nMo.\n\nVice-President\n\nSt.\n\nSecretary\n\nVineland. N. J.\n\nIndian Education\n\nHARWOOD HALL\n\nPresident.\n\nRiverside, Cal.\n\nH. F. LISTON\n\nVice-President\n\nTacoma. Wa.sh.\n\nSecretary\n\nWashington. D. C.\n\n.Miss\n\nESTELLE REEL\n\n"}
{"page": 24, "printed_page": null, "text": "TREASURER'S REPORT\n\nNATIONAL EDUCATIONAL ASSOCIATION\nJuly i, 1905, to June 30, 1906,\n\nMEETING AT ASBURY PARK, N. J., 1905\nJ. N. \"Wilkinson, Treasurer, in Account with the National Educational Association\n\nBALANCE ON HAND JULY i, 1905\nCash received from Treasurer J. W. Crabtree, as per last annual\n$3.493- 72\n\nreport\n\nRECEIPTS\nFrom transportation lines:\nAccount of Boston meeting:\n\nNew York Central & Hudson River Railroad\n\n$ 62.00\n\nBoston & Maine Railroad\nNew York, New Haven & Hartford Railroad\nMerchants & Miners Transportation Co\nEastern Steamship Co\n\n3700\n26.00\n22.00\n122.00\n\n$269 00\n.\n\nAccount of Asbury Park and Ocean Grc^e meeting:\nClyde Steamship Co\nNew York, New Haven & Hartford Railroad\nNew England Navigation Co\nOcean Steamship Co\nPennsylvania Railroad Co\nDelaware. Lackawanna & Western Railroad\n\nNew York Central & Hudson River Railroad\nErie Railroad\nCentral Railroad of New Jersey\nLehigh Valley Railroad\n\n$\n\n25.00\n170.00\n8. 00\n238.00\n7,823.00\n844. 00\n7,527.00\n585.00\n2,645.00\ni .501 00\n.\n\n$21,366.00\nTotal from transportation lines\n\n821.635.00\n\nFrom Board of Trustees:\nInterest on Permanent Fund\nFrom annual meeting at Asbury Park and Ocean Grove:\nAdvance associate memberships. New York City\n\nAdvance associate memberships. New Jersey\nAdvance associate memberships, Philadelphia\n\n6,552-44\n\n$12,724.00\ni 904.00\n230.00\n\n$14,858.00\nRegistration bureau:\n\nFormer active memberships\nNew active memberships\nAssociate memberships\n\n666.00\ni .256 00\n.\n\n1.878.00\n$3 800 00\n.\n\nLess:\n\nRefunds for duplicate payments\n\n68.00\n$3,732.00\n\n$18 590.00\n\nTotal from annual meeting\n\nFrom memberships, Louisville meeting, Department of Superintendence\n\n839.00\n\nFrom Secretary's office during the year:\nMemberships\n\n$6 634.00\n556.00\n\nEnrollments\n\nExchange\n\n13 -35\n\nSale of back volumes\nSale of special reports\n\n661 .30\n\n313-07\n6.51\n\nMiscellaneous\n\n1,184.20\n\nFrom royalty, sale of reports of Committees of Ten and Fifteen\nFrom interest on deposits in First National Bank of Chicago\nRefund from C. A. Murdock & Co\nTotal receipts for the year\n\n58.46\n270.70\n22-53\n1,646.05\n\n12\n\n"}
{"page": 25, "printed_page": null, "text": "21\n\nTREASURER'S REPORT\n\n13\n\nDISBURSEMENTS\nBoard of Trustees:\nFor investment\nFor expenses\n\n$10,250.00\n390 72\n.\n\nS10640.72\nEjtecutive\n\nCommittee expenses:\n\nPresident\nFirst Vice-President\nTreiisurer\nChairman Board of Trustees\nMember by election\n\n1385.52\n45.00\n244\n\ni s\n\n.\n\n109. 36\n\n18.85\n\n$802.88\nGeneral Secretary's oflSce:\n\n,\n\nSalary of Secretary\nPostage\n\n$4,000.00\n1.523.25\n97-34\n47. 88\n1.738.23\n11.60\n129.65\n398.45\n600 00\n35 00\n\nTelegrams\nFreight and express\nClerical services\n\nExchange\nStationery and office supplies\n\nTraveling\n\nRent\n\n.\n\nMiscellaneous (refunds, etc.)\n\n$8,581.40\nPrinting:\n\n•\n\nVolumes of Proceedings (11 ,500 volumes)\nYearbooks (5.500 copies)\n\n$6.977 83\n890. 78\n35- 05\n4,788.42\n765 q6\n691 70\n.\n\nReprints from volumes\nSpecial reports\n\nExecutive Committee bulletins\nMiscellaneous\n\n.\n\n.\n\n$14,149.74\nExpress and freight:\nDistribution of volumes\n\nand reports\n\n$3 596. 34\n152.72\n\nMiscellaneous\n\n$3,749.06\nSpecial appropriations:\n\nCommittee on Agriculture in Rural Schools\nCommittee on Phonetic Alphabet\n\n$204 1\n90.31\n.\n\n$294.42\n\nAnnual Convention:\nDepartment expenses\nState directors and managers\n\n$583.07\n829.34\n\nClerical services:\n\nRegistration\nStenographers, typewriting, and assistants\n\n$739.48\n533-45\n1,272.93\n\nBadges\n\n944.60\n\nPrinting:\n\nPrograms\n\n658 67\n245.45\n.\n\nMiscellaneous\n\n904\nExpress and freight\n\n21\n\nStationery\n\n.\n\n.\n\n1\n\n08\n\nSa 94\n23 56\n•\n\nTelegrams\n\n.\n\nMiscellaneous:\nConstructing platform, auditorium, and expenses\nMusic for convention\nPress bureau\nTransportation and expenses (President Roosevelt's visit)\nF^xpenscs of speakers\nExpcn.*e9 conference of Department Presidents, Chicago\nMiscellaneous expenses\n\n$100.00\n375. 00\n42.60\n548.33\n142.00\n795.86\n102.75\n$3,106.53\n\n$6,739.70\nUnclassified cxfxrnses:\n\nExamination of Mcurities\nTypewriter rriKiini\nAuditing iKK.ks of Secretary and Treasurer\nOffice fuminirc\nSecretary's lx-)nd\nServifcs of John B. Pine as counael\nTreasurer's liond\nLetter files\nClerical services (advance mcmlicrship*)\n.\n\n$\n\n7.00\n35 .00\n\n30.00\n15.00\n35.00\n554.57\n37 08\n16.50\n.\n\n131 .61\n\n841.76\nTotal diibunementa for the year\n\n$45,709 05\n\n"}
{"page": 26, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n14\n\nSUMMARY\nReceipts\n\nReceived from Treasurer Crabtree, balance for 1904-5\nReceipts for year July\n\ni,\n\n1905, to\n\n$ 3-493 72\n•\n\nJune 30, 1906\n\n56,152.33\n\nTotal receipts for the year\n\n$59,646.05\n\nDisbursements\n\nAmount transferred to Permanent Fund as per voucher No.\n\n810,250.00\n\n133\n\nTotal expenses for year\n\n35 549. 05\n$45.799- OS\n\nBalance in treasury, June 30, igo6\n\n$13,847.00\nT.\n\nN. Wilkinson, Treasurer.\n\nEmporia, Kans., June 30, 1906.\n\nThe undersigned,\n\ntrustees of\n\nthe\n\nNational Educational Association, have this day examined and\n\napproved the accounts of Mr. J. N. Wilkinson, Treasurer, with\n\nall\n\nstatements of receipts and vouchers\n\nfor disbursements.\n(\n\n(Signed)\n\n^.\n\n(\n\nNiCHOtAS Murray Butler, Chairman,\nNathan C. Schaeffer,\nJ.\n\nM. Greenwood.\nChicago, October 3, iqo6.\n\nExecutive Committee, National Educational Association of the United Slates:\n\nGentlemen:\n\nWe have audited the books and accounts of the National Educational Association of\n\nthe United States, as kept\n\nby the Secretary, Irwin Shepard, and the Treasurer,\n\nJ.\n\nN. WOkinson, for\n\nthe year 1905-6, and compared them with the relative vouchers, cheques, and other instructions, and find\nthe books to be correct.\n\nWe annex hereto a copy of the treasurer's report for the year under review, which we have checked\nin detail, and\n\nwe certify it to be correct and in accordance with the books.\nYours respectfully,\n\nThe International Audit Company,\nRobert Nelson,\n\nBy John McLaren, President.\n\nCertified Public Accountant,\n\nManager.\n\nTWENTIETH ANNUAL REPORT OF THE BOARD OF\nTRUSTEES OF THE NATIONAL EDUCATIONAL ASSOCIATION\nTo the Board oj Directors 0} the National Educational Association:\nIt is the sad duty of the Board of Trustees to make official report of the death on\nAugust 23, 1906, of their chairman and colleague, Albert G. Lane, of Chicago, Illinois.\n\nMr. Lane's ten years of service as chairman of the Board closed and crowned a long\nperiod of usefulness to the National Educational Association.\n\nTo him more than to\n\nanyone else is due the credit of the present admirable condition of the permanent fund of\nthe Association.\n\nHis unbending integrity, his unselfishness, and his generous spirit of\n\nservice remain an example and an inspiration, not only to his colleagues but to the entire\n\nmembership of the Association, of which he was so distinguished an ornament.\nAn itemized report upon the condition of the permanent funds, which has been prepared by Mr. Louis Boisot, trust officer of the First Trust and Savings Bank of Chicago,\nIllinois, is\n\npresented as the report of the Trustees upon the financial operations of the\n\nperiod under review, and of the present condition of the investments.\n\nIn view of the fact that no meeting of the Association was held in July, 1906, as well\nas in view of Mr. Lane's death, the Trustees have thought it desirable to depart from\n\nprecedent and to bring the figures of the present report down to December i, 1906, instead\n\n"}
{"page": 27, "printed_page": null, "text": "REPORT OF THE BOARD OF TRUSTEES\n\n15\n\nas has heretofore been usual, down to June 30, in order that the Board of Directors\nmay have before them the latest possible information as to the state of the permanent\nof,\n\nfund.\n\nThe last annual report of the Trustees showed that the permanent fund on July i,\n1905, amounted to $147,000, of which amount $139,200 was represented by cash or securi-\n\nthe hands of the First Trust and Savings Bank of Chicago, Illinois, and $7,800\nwas represented by certain Kansas county, municipal and school bonds in the hands of\nTrustee Lane for settlement, in accordance with the following resolution adopted by the\nTrustees on July 6, 1903:\nties in\n\nResolved, That the chairman be requested to place in the hands of a competent\nattorney for collection or settlement, either by agreement or legal process, all of the Kansas securities now in default either for principal or interest.\n\nIn accordance with the terms of this resolution, Chairman Lane had conducted long and\n\nand county authorities in Kansas\nThese bonds represented\ninvestments made many years ago, and it had been the express desire and intention of\npatient negotiations with the proper school, municipal,\n\nwith a view to securing the best possible terms of settlement.\n\nthe Trustees for some years past to change these investments as rapidly as possible.\n\nDuring the jear 1905-6, Chairman Lane was able to secure final settlement on ac( ount\nand the terms of the settlement are set forth in detail in the\naccompanying statement. As a result, the Trustees no longer hold any of the Kansas\nof each of these securities,\n\ncounty, municipal, or school bonds, which have heretofore figured in the annual reports.\n\nOn December i, 1906, the total amount of the permanent fund is $155,100, of which\nS6, 100 is\n\ncash on hand for investment.\n\nThe securities, representing an investment of\n\n$149,000, have been examined by Mr. H. H. Seerley, of Cedar Falls, Iowa, and his certificate is\n\nappended to this report.\n(Signed)\n\nNicholas Murray Butler, Chairman\nJames M. Greenwood\nNathan C. Schaeffer\n\nREPORT OF THE FUNDS OF THE NATIONAL EDUCATIONAL ASSOCIATION FROM JULY\n1905, TO NOVEMBER 30, 1906\nI,\n\nPERMANENT FUND\nCOLLECTIONS\n\nCash on hand July\n\n1,\n\n1905\n\nf 3 5°°\n\n.Mortgages collected as follows:\n\n5526 Jefferson Avenue (Wallace)\n31a LaSalle Street (Leonard)\n\nWabash Avenue (Thomas)\n(Wadhams)\n626-8 West Adams Street (Barker)\n\ni\n\nooo\n\nsooo\n\n1919\n\nS.ooo\n\n1201 Irving Park Boulevard\n\n3 ooo\n\n9,000\n\nBonds collected as follows:\nCity of South Hutchinson\n\n1,000\n\nHodgeman County\n\ni\n\nNess Qjunty\n\nEudora City\nLcmont 5>chool District\nBonds compromised as follows:\nLane County lx>nds (fate value $3,000)\nGarfield County. .School District No. 14 (face value $800)\n\nGrant County (face value $2,000)\nSeward County (face value Si .000)\nCash dcpcrtitcd by Treasurer\n\n,000\n\nS°o\n700\ni\n\n.000\n\n2,750\n\n100\n1,000\n\n700\n10.250\n\nt AS 500\n\n"}
{"page": 28, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\ni6\n\nINVESTMENTS\nPittsburg.\n\nLake Erie\n\n& West Virginia bonds (face value $20,000)\n\n»i9,90o\n\nHord mortgage certificate\nWest Chicago Park bonds (face value $19,000)\nBalance on hand\n\n500\n19,000\n\n6,100\n\n$45,500\n\nCONDITION OF FUND JULY\n\nI,\n\nI905\n\nhands of the First Trust and Savings Bank:\nMortgages on real estate\nKansas school and municipal bonds\nIllinois school and municipal bonds\nTerminal Railroad Association bonds\nCash on hand for investment\n\nSecurities in the\n\n»oi 500\n\n2,200\n57. 000\n\n15,000\n\n3,500\n\n$139 200\n\nhands of Albert G. Lane, Chairman:\nKansas county, municipal, and school bonds, as per report of June 30, 1905\n\nSecurities in the\n\n7,800\n\n$147 000\n\nCONDITION OF FUND DECEMBER\n\nI,\n\nMortgages on real estate\nIllinois municipal and school bonds\nRailroad bonds\n\nI906\n$33,500\n75,000\n\n3S.OOO\n\nCertificate of master's sale\n\n5.SOO\n\nCash on hand for investment\n\n6,100\n\n$155,100\n\nSTATEMENT OF RECEIPTS AND DISBURSEMENTS OF THE INCOME FUND FROM\nJULY I, 190S, TO JULY I, 1906\nRECEIPTS\n\non real estate mortgages\nInterest on Kansas bonds\nInterest on Illinois bonds\nInterest on railroad bonds\nInterest\n\nInterest\n\n$2 ,960 66\n.\n\n105. 70\n\n2,320.00\n1,000.00\n\non bank balances\n\n166.08\n$6,552.44\n\nDISBURSEMENTS\nTreasurer of Association\n\n$6,552.44\n\nINTEREST RECEIPTS IN DETAIL\nTerminal Railroad Association bonds\nHodgeman County bonds\nVillage of\n\n$ 600.00\n49.00\n\nMorgan Park bonds\n\n157.50\n\nEudora City bonds\n\n27 30\n.\n\nChicago Drainage bonds\nLemont, Illinois, bonds\n\n2 000\n\nNess County bonds\nPittsburg.\n\nLake Erie\n\n.\n\n00\n\n162. 50\n\n29 40\n400.00\n.\n\n& West Virginia bonds\n\nFirst mortgage, 1201 Irving\n\nPark Boulevard\nAvenue\nFirst mortgage, 5603 Madison Avenue\nFirst mortgage, 626 West Adams Street\n\n150.00\n\nFirst mortgage, 5239 Cornell\n\n495.00\n250.00\n405 00\n\nFirst mortgage, 312 LaSalle Street\n\n290. 25\n\nHibbard Avenue\nKenmore Avenue\nFirst mortgage, 5526 Jefferson Avenue\nFirst mortgage, 1919 Wabash Avenue\nFirst Trust and Savings Bank\n\n250.00\n125.00\n\n.\n\nFirst mortgage, 5136\nFirst mortgage, 2268\n\n840. 75\n\n154.66\ni66 08\n.\n\n$6,552-44\n\nSTATEMENT OF RECEIPTS AND DISBURSEMENTS OF THE INCOME FUND FROM\nJULY I, 1906, TO NOVEMBER 30, 1906\nRECEIPTS\n\non real estate mortgages\nInterest on Kansas bonds\nInterest on Illinois bonds\nInterest on railroad bonds\nInterest on bank balances\nInterest\n\n$1,277.70\n4 50\n•\n\n1,533- 75\n\n700.00\n62.23\n$3,578.18\n\n"}
{"page": 29, "printed_page": null, "text": "REPORT OF THE BOARD OF TRUSTEES\n\n17\n\nDISBURSEMENTS\n\nPremium on West Chicago Park bonds bought\nAccrued interest on West Chicago Park bonds bought\nExpress charges on Kansas bond sold\nBalance on hand\n\n120.00\n\nS\n\n253-33\n.45\n\n3,104.40\nS3.578.18\n\nINTEREST RECEIPTS IN DETAIL\nTerminal Raih-oad Association bonds\nVillage of Morgan Park bonds\nChicago Drainage bonds\nLemont. Illinois, school bonds\n\n$300 00\n.\n\n78. 75\n\ni.ooo.oo\n75 00\n\nCounty bonds\nPittsburg, Lake Erie & West Virginia Raihroad bonds\nWest Chicago Park bonds\nFirst mortgage. 1201 In-ing Park Boulevard\nFirst mortgage, 5230 Cornell Avenue\nFirst mortgage. 5603 Madison Avenue\nFirst mortgage. 626 West Adams Street\nFirst mortgage. 626 West Adams Street, J% prem\nFirst mortgage. 5136 Hibbard Avenue\nFirst mortgage, 2268 Kenmore Avenue\nN'ess\n\n4 50\n.\n\n400.00\n380.00\n\n7Soo\n247. 50\n\n125.00\n202 50\n.\n\n22 50\n.\n\n125.00\n62 50\n.\n\nmortgage. 5526 Jefferson .\\venue\nFirst mortgage. 1919 Wabash .\\ venue\nFirst\n\nFirst\n\n250.00\n167. 70\n\nTrust and Sa\\-ings Bank\n\n62.23\n?3.S78.i8\n\nSTATEMENT OF SECURITIES BELONGING TO THE PERMANENT FUND OF THE NATIONAL\nEDUCATIONAL ASSOCIATION, DECEMBER\n1906. IN CUSTODY OF\nFIRST TRUST AND SAVINGS BANK, CHICAGO\ni\n\nILLINOIS MUNICIPAL\n\nAND SCHOOL BONDS\n\nBonds\n\nAmount\n\nRate of\nInterest\n\nVillage of Morgan Park, 111\nVillage of Morgan Park, 111\nLemont. 111., School, Nos. 20, 22. 24, 30, 32...\n\nS 2,500\n\n4i%\n4i%\n\nChicago Drainage bonds. Nos. 24516 to 24525.\nChicago Drainage'bonds, Nos. 24591 to 24625\nand 24636 to 24640\nWest Chicago Park bonds. Nos. iioi to 1109.\nWestChicaKO Park bonds, Nos. 615. 629. 630\n631, and 1243 to 1248\n\n10,000\n\n1,000\n2,500\n\n40.000\n9 000\n\n5%\n4%\n4 %\n4%\n4%\n\nInterest Payable\n\nMaturity\n\nMay and Nov.\n\nNov. T, 191 r\nJuly I. 1913\n\nJan. and July\nJune and Dec.\n\n$500 yearly\nDec. I.\nDec. 1916\n\nDec. and June\nDec. and June\nApril and Oct.\n\nDec. 1917\nApril 1 918\n\nApril and Oct.\n\nApril, 1919\n\nInterest Payable\n\nMaturity\n\n$75,000\n\nKAILROAD BONDS\n\nA-ount\n\nBonds\n\nf„f-/.\n\nTerminal R. R. Association of St. Louis, Nos.\n\nLake Erie & West Virginia bonds\nNos. 13496 to 13500 and 21236 to 21250 ....\n\nSi 5 000\n\n4%\n\nJan. and July\n\nJanuary, 1953\n\n4%\n\nMay and Nov.\n\nNovember i, 1941\n\nPiii.-iburg.\n\n20,000\n\n$3S.ooo\nFIRST MORTOAOES ON CBICAOO RZAL ESTATE\n\nAmount\n\nFirst Mortgages\n\nRate of\nInterest\n\nInterest Payable\n\nMay anri Nov.\n5.000\n10 000\n2.500\n11.000\n\n•33.500\nt\n\nMaturity\n\ni\n\nJuly atiil Jan.\nApril and ()<t.\n\n\\l\n\n()it()l)cr\n\n1\n\n,\n\n1907\n\nMay and N<iv.\nJan. and July\n\nJanuary, 1909\n\n"}
{"page": 30, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\ni8\n\nCERTIFICATE OF UASTER's SALE\n\nFirst Mortgages\n\nAmount\n\nRate of\nInterest\n\nMaturity\n\nS-500\n\n5%\n\nApril 1907\n\nTo the Officers and Members of the National Educational Association:\nI\n\nhave\n\nthis\n\nday,\n\nDecember 8,\n\n1906, inspected and checked\n\nup the securities of the National Edu-\n\nand school bonds, face value $75,000.00;\nrailroad\nbonds,\nface value, $35,000.00; first mortgages on Chicago real estate, face value, $33,500.00; certificate of master's sale, face value, $5 500.00; cash on hand for investment, $6,100.00; cash on hand subject to order,\ncational Association, consisting of municipal\n\n$3,204.40, which securities are in the possession of the First Trust and Savings Bank, of Chicago.\nI certify that all of said securities I find to be correct according to the listing given me by the trust\nfficer of said corporation.\n\nRespectfully submitted.\n\nHomer H. Seerley.\n\n"}
{"page": 31, "printed_page": null, "text": ":\n\nMEMORANDUM\nCONCERNING THE REINCORPORATION OF THE NATIONAL EDUCATIONAL\nASSOCIATION\nAt the annual meeting of active members held at Asbury Park, July 6, 1905 (see\nMinutes, pp. 23-40, Annual Volume for 1905), the Board of Trustees, in accordance with\ninstructions given at the annual meeting held the year previous, presented a report recom-\n\nmending the incorporation of the Association by act of Congress. This report was accompanied by a Proposed Bill to incorporate the National Education Association. After full\nconsideration and amendment pf the report the following resolution was adopted\nResolved,\n\nThat this Association authorizes and requests the Board of Trustees to\n\nmake application to Congress for a special act, in the following form, to incorporate an\nassociation to be known as the \"National Education Association of the United States,\"\nto succeed and continue the National Educational Association.\n\nThe proposed bill as finally adopted by the active members may be found on pp. 34\nto 36, Volume of Proceedings for 1905.\n\nProposed by-laws which had been drafted by the Board of Trustees, to supplement\nthe proposed bill of incorporation, were also presented and proposed for adoption at the\n\nannual meeting, provided the proposed bill for reincorporation should be passed by\n\nne.xt\n\nThese proposed by-laws may be found on pp. 24-28 of this volume.\nSupplementing this action, the Board of Directors at its meeting held July 6, 1905,\npassed the following resolution (see Minutes, p. 52, Annual volume of Proceedings, 1905):\nCongress.\n\nWhereas, By a resolution of the Association, adopted at the annual meeting of active\nmembers, held on July 6, 1905, the Board of Trustees was authorized and requested to\nmake application to Congress for a special act to incorporate an association to be known as\nthe \"National Education Association of the United States,\" to succeed and\ncontinue the \"National Educational Association,\" in a form approved by the Association;\n\nand\n\nWhereas, It may prove impracticable for the trustees to secure the passage of such\nspecial act before the date of the expiration of the present charter of the Association,\n\nnamely, February 24, 1906;\nResolved, Providing it shall prove impracticable for the trustees to procure the passage\nof such special act before the date mentioned, or, if for any reason it shall seem to the\ntrustees necessary to jjrotect the interests of the As.socialion:\nFirst, That the President and Secretary be, and they hereby are, authorized, upon\nthe request of the trustees, to execute a certifuate, under the general incorporation law\nof the District of Columljja, as amended March 3, 1905, extending the corporate existence\nof the Ass<Kiation, and making the same perpetual, or to continue until the passage of a\nsi>ecial act incorjxjrating the National Ass<jciation of the United States.\nSecond, That the Board of Directors consent that the corporate existence of the .'\\s.sociati<jn lje continued and made perpetual.\nIn arcfirdancc with this resolution, application\n\nwas duly made for the extension of\n\nthe certificate <>l incorjtoration under the laws of the District of Columbia, said extension\nto Ik? for the period of two years, from and in( luding the 24th day of February, 1Q06.\nThis certificate of extension may lie found attat hed to the certifuate of incorporation\n\nfollowing the constitution of the A.s.sociation as printed on page 5 of this volunic\n\nThe projxwed bill for incorporation was introduced in the House of Kciinsentatives\nat Washington and passefl April 2, 1905, having been |)reviously recommended for passage,\n\nwith certain amendments, by a unanimous vcjte of the House Committee on Ivlui ation.\n\nThis bill was pa.ssed by the .Senate on June 29, and was signed by the I'resident June 30,\n1906.\n\nA copy of the bill as enat ted by Congrcs.s is appcndtfi licrrwilli.\n19\n\n"}
{"page": 32, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n20\n\nIt will be seen by the provisions of the bill that this Act of Incorporation, to become\n\noperative, must be accepted by the active members of the National Educational Association\nat a regular annual meeting.\nIt is also\n\nofficers to\n\nprovided in the bill that the active members shall adopt by-laws and elect\n\nsucceed those whose terms have expired, or are about to expire, at the same\n\nmeeting at which they accept the congressional charter.\n\nIt\n\nis\n\ntherefore expected that\n\nthis question will come before the active members at their next annual meeting.\n\n"}
{"page": 33, "printed_page": null, "text": "[PUBLIC—No. 398]\n\nAN ACT TO INCORPORATE THE NATIONAL\nEDUCATION ASSOCIATION OF THE\nUNITED STATES\nBe il enacted by the Senate and House 0} Representatives oj the United States oj A mcrica\nin Congress assembled:\n\nSection i. That the following named persons, who are now the officers and directors\nand trustees of the National Educational Association, a corporation organized in the\nyear eighteen hundred and eighty-six, under the Act of General Incorporation of\nthe Revised Statutes of the District of Columbia, viz.: Nathan C. SchaefTer, Eliphalet\nOram Lyte, John W. Lansinger, of Pennsylvania; Isaac W. Hill, of Alabama; Arthur\nJ. Matthews, of Arizona; John H. Hinemon, George B. Cook, of Arkansas; Joseph\nO'Connor, Josiah L. Pickard, Arthur H. Chamberlain, of California; Aaron Gove,\nEzekiel H. Cook, Lewis C. Greenlee, of Colorado; Charles H. Keyes, of Connecticut;\nGeorge W. Twitmyer, of Delaware; J. Ormond Wilson, William T. Harris, Alexander\nT. Stuart, of the District of Columbia; Clem Hampton, of Florida; William M. Slaton,\nof Georgia; Frances Mann, of Idaho; J. Stanley Brown, Albert G. Lane, Charles I.\nParker, John W. Cook, Joshua Pike, Albert R. Taylor, Joseph A. Mercer, of Illinois;\nNebraska Cropsey, Thomas A. Mott, of Indiana; John D. Benedict, of Indian Territory;\nJohn F. Riggs, Ashley V. Storm, of Iowa; John W. Spindlcr, Jasper N. Wilkinson,\nA. V. Jewett, Luther D. Whittemore, of Kansas; William Henry Bartholomew, of\nKentucky; Warren Easton, of Louisiana; John S. Locke, of Maine; M. Bates\nStephens, of Mar)'land; Charles W. Eliot, Mary H. Hunt, Henry T. Bailey, of Massachusetts; Hugh A. Graham, Charles G. White, William H. Elson, of Michigan; William\nF. Phelps, Irwin Shepard, John A. Cranston, of Minnesota; Robert B. Fulton, of\nMississippi; F. Louis Soldan, James M. Greenwood, William J. Hawkins, of Missouri;\nOscar J. Craig, of Montana; George L. Towne, of Nebraska; Joseph E. Stubbs, of\nNevada; James E. Klock, of New Hampshire; James M. Green, John Enright, of\nNew Jersey; Charles M. Light, of New Mexico; James H. Canficld, Nicholas Murray\nButler, William H. Maxwell, Charles R. Skinner, Albert P. Marble, James C. Byrnes,\nof New York; James Y. Joyner, Julius Isaac Foust, of North Carolina; Pitt Gordon\nKnowlton, of North Dakota; Oscar T. Corson, Jacob A. Shawan, Wells L. Griswold, of\nOhio; Edgar S. Vaught, Andrew R. Hickam, of Oklahoma; Charles Carroll Stratton,\nEdwin D. Resslcr, of Oregon; Thomas W. Bicknell, Walter Ballou Jacobs, of Rhode\nIsland; David B. Johnson, Robert P. Pell, of South Carolina; Moritz Adellx-rt Lange,\nof South Dakota; Eugene F. Turner, of Tennessee; Lloyd E. Wolfe, of Texas; David\nH. Christcn.sen, of Utah; Henry O. Wheeler, Isaac Thomas, of Vermont; Joseph L.\nJarman, of Virginia; Edward T. Mathes, of Washington; T. Marcellus Marshall,\nLucy Robinsfjn, of West Virginia; Lorenzo D. Harvey, of Wisconsin; Thomas T.\nTynan, of Wyoming; Cassia Patton, of Alaska; Frank H. Ball, of Porto Rico; Arthur\nF. Griffiths, of Hawaii; C. H. Maxstjn, of the Philippine Islands, and such other persons\nas now arc or may hereafter be as.sociated with them as officers or members of said\nAs.s<Kialion, arc hereby incorjjorated and de( hired to be a Ixidy corporate of the District\nof Columbia by the name of the \"National I\"xiu(ation Associalif)n of the United States,\"\nand by that name shall be known and have peqietual succession with the- powers, limitations, and restrictions herein contained.\n\n"}
{"page": 34, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\nSec.\n\nThat the purpose and object of the said corporation shall be to elevate the\n\n2.\n\ncharacter and advance the interests of the profession of teaching, and to promote the\n\nThis corporation shall include the National\n\ncause of education, in the United States.\n\nCouncil of Education and the following departments, and such others as may hereafter\nbe created by organization or consoHdation, to wit: the Departments, first, of Superintendence; second, of Normal Schools; third, of Elementary Education; fourth, of Higher\n\nEducation;\n\nfifth,\n\nof\n\ngarten Education;\n\nManual Training;\n\nsixth,\n\neighth, of Music Education;\n\nof Business Education;\n\nof Art Education;\n\neleventh, of Child Study;\n\nteenth, of Natural Science Instruction;\n\nseventh, of Kinder-\n\nninth, of Secondary Education;\ntwelfth, of Physical Education;\n\nfourteenth, of School Administration;\n\ntenth,\nthir-\n\nfifteenth,\n\nthe Library Department; sixteenth, of Special Education; seventeenth, of Indian Educathe powers and duties and the number and names of these departments and of the\n\ntion;\n\nNational Council of Education\n\nmay be changed or abolished at the pleasure of the\n\ncorporation, as provided in its By-Laws.\n\nSec.\n\n3.\n\nThat the said corporation shall further have power to have and to use a\n\ncommon seal, and to alter and change the same at its pleasure; to sue or to be sued in\nany court of the United States, or other court of competent jurisdiction; to make by-laws\nnot inconsistent with the provisions of this act or of the constitution of the United States;\nto take or receive, whether by gift, grant, devise, bequest, or purchase, any real or personal\nestate, and to hold, grant, convey, hire, or lease the same for the purposes of its incorpora-\n\nand to accept and administer any trust of real or personal estate for any educational\n\ntion;\n\npurpose within the objects of the corporation.\nSec.\n\nThat all real property of the corporation within the District of Columbia,\n\n4.\n\nwhich shall be used by the corporation for the educational or other purposes of the corporation as aforesaid, other than the purposes of producing income, and all personal\nproperty and funds of the corporation held, used, or invested for educational purposes\naforesaid, or to produce income to be used for such purposes, shall be exempt from taxa-\n\nprovided, however, that this exemption shall not apply to any property of the cor-\n\ntion;\n\nporation which shall not be used for, or the income of which shall not be applied to, the\neducational purposes of the corporation;\nshall annually\n\nfile,\n\nand, provided further, that the corporation\n\nwith the Commissioner of Education of the United States, a report\n\nin writing, stating in detail the property, real and personal, held by the corporation, and\n\nthe expenditure or other use or disposition of the same, or the income thereof, during\nthe preceding year.\n\nThat the membership of the said corporation shall consist of three classes\nwhose qualifications, terms of\nviz., active, associate, and corresponding\nmembership, rights, and obligations shall be prescribed by the By-Laws of the corporation.\nSec. 6. That the officers of the said corporation shall be a President, twelve VicePresidents, a Secretary, a Treasurer, a Board of Directors, an Executive Committee,\nand a Board of Trustees.\nThe Board of Directors shall consist of a President, the First Vice-President, the\nSecretary, the Treasurer, the chairman of the Board of Trustees, and one additional\nmember from each state, territory, or district, to be elected by the active members for\nthe term of one year, or until their successors are chosen, and of all life directors of the\nNational Educational Association. The United States Commissioner of Education, and\nall former Presidents of the said Association now living, and all future Presidents of the\nSec.\n\nof\n\n5.\n\nmembers\n\n—\n\n—\n\nAssociation hereby incorporated, at the close of their respective terms of office, shall be\n\nmembers of the Board of Directors for life.\nto\n\nfill\n\nall\n\nvacancies in their own body;\n\nshall\n\nThe Board of Directors shall have power\nhave in charge the general interests of the\n\ncorporation, excepting those herein intrusted to the Board of Trustees;\n\nand shall possess\n\nsuch other powers as shall be conferred upon them by the By-Laws of the corporation.\n\nThe Executive Committee shall consist of five members, as follows:\n\nthe President of\n\n"}
{"page": 35, "printed_page": null, "text": "ACT OF INCORPORATION\nthe Association, the First \\'ice-President, the Treasurer, the\n\n23\n\nChairman\n\nof the\n\nBoard\n\nand a member of the Association, to be chosen annually by the Board of\nThe said committee shall have authority to represent,\nDirectors, to serve one year.\nand to act for, the Board of Directors in the intervals between the meetings of that body,\nto the extent of carrying out the legislation adopted by the Board of Directors under\n\nof Trustees,\n\ngeneral directions as may be given by said board.\n\nThe Board of Trustees shall consist of four members, elected by the Board of Directors\nand the President of the Association, who shall be a member\n\nfor the term of four years,\n\nex officio, during his term of ofSce.\n\nAt the first meeting of the Board of Directors, held\n\nduring the annual meeting of the Association at which they were elected, they shall elect\n\none trustee for the term of four years.\n\nAll vacancies occurring in said Board of Trustees,\n\nwhether by resignation or otherwise, shall be filled by the Board of Directors for the\nunexpired term; and the absence of a trustee from two successive annual meetings of\nthe board shall forfeit his membership.\n\nSec.\n\n7.\n\nThat the invested fund now known as the \" Permanent Fund of the National\n\nEducational Association,\" when transferred to the corporation hereby created, shall be\nheld by such corporation as a Permanent Fund and shall be in charge of the Board of\n\nwho shall provide for the safe-keeping and investment of such fund, and of\n\nTrustees,\nall\n\nother funds which the corporation may receive by donation, bequest, or devise.\n\nNo\n\npart of the principal of such Permanent Fund or its accretions shall be expended, except\n\nby a two-thirds vote of the active members of the Association present at any annual\nmeeting, upon the recommendation of the Board of Trustees, after such recommendation\nhas been approved by vote of the Board of Directors, and after printed notice of the\n\nproposed expenditure has been mailed to all active members of the Association. The\nincome of the Permanent Fund shall be used only to meet the cost of maintaining the\norganization of the Association and of publishing its annual volume of Proceedings, unless\nthe terms of the donation, bequest, or devise shall otherwise specify, or the\n\nDirectors shall otherwise order.\nissue orders\n\nIt shall also\n\nBoard of\n\nbe the duty of the Board of Trustees to\n\non the Treasurer for the payment of all bills approved by the Board of\n\nDirectors, or by the President and Secretary of the Association acting under the authoiity\nof the Board of Directors.\n\nWhen practicable, the Board of Trustees shall invest, as part of\n\nthe Permanent Fund all surplus funds exceeding five hundred dollars that shall remain in\nthe hands of the Treasurer after paying the expenses of the Association for the previous\nyear,\n\nand providing for the fixed expen.ses and for all ap])ropriations made by the Board\n\nof Directors for the ensuing year.\n\nThe Board of Trustees shall elect the Secretary of the Association, who shall also\nl>e\n\nsecretary of the Executive Committee,\n\nand shall fix the compensation and the term\n\nof his office for a period not to exceed four years.\n\nSec.\n\n8.\n\nThat the principal office of the said corporation shall Ik- in the\n\nt\n\nity of\n\nWash-\n\nington, District of Columbia, provided that the meetings of the corporation, its officers,\n\nmay be held, and that its business may be transacted,\nmay be maintained, elsewhere, within the United States, as\n\ncommittees, and departments,\n\nand an\n\noffice\n\nor offices\n\nmay be determined\n\nIjy\n\nthe\n\nBoard of Directors, or otherwise\n\nin\n\naccordance with (he\n\nBy-Laws.\n\nThat the Charier, Constituti(»n, and By-Laws of the National Kducalional\nand effect until the charier granted by this act\nshall be accepted by such Association at the next annual meeting of the Association, and\nuntil new By-Laws shall be adoijted; and that the present officers, directors, and trustees of said Association shall continue to hold office and perform their respective duties\nSec.\n\n9.\n\n.Association shall continue in full force\n\nas such, until the expiration of the terms for which they were severally elected or appointed,\nand until their successors arc elected. That at such annual meeting the active members\nof the National Kdurational Assodation, then present, may organize and pnx ced toaKcpl\n\n"}
{"page": 36, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n24\n\nthe charter granted by this Act and adopt By-Laws, to elect officers to succeed those whosfe\n\nterms have expired or are about to expire, and generally to organize the \"National Education Association of the United States;\" and that the Board of Trustees of the corporation\n\nhereby incorporated shall thereupon, if the charter granted by this act be accepted, receive,\ntake over, and enter into possession, custody, and management of all property, real and\npersonal, of the corporation heretofore known as the National Educational Association,\n\nincorporated as aforesaid, under the Revised Statutes of the District of Columbia, and\nall its rights,\n\ncontracts, claims, and property of every kind\n\nand nature whatsoever; and\n\nthe several officers, directors and trustees of such last-named Association, or any other\n\nperson having charge of any of the securities, funds, books, or property thereof, real or\npersonal, shall on demand deliver the\n\nsame to the proper officers, directors, or trustees\n\nof the corporation hereby created. Provided, That a verified certificate executed by the pre-\n\nsiding officer and secretary of such annual meeting, showing the acceptance of the charter\n\ngranted by this act by the National Educational Association shall be legal evidence of\nthe fact,\n\nwhen filed with the recorder of deeds of the District of Columbia: and, pro-\n\nvided further, That in the event of the failure of the Association to accept the charter\n\ngranted b}' this act at said annual meeting, then the charter of the National Educational\nAssociation and its corporate existence shall be, and are hereby extended until the thirtyfirst day of July, nineteen hundred and eight,\n\nand at any time before said date its charter\n\nmay be extended in the manner and form provided by the general corporation law of\nthe District of Columbia.\n\nSec. id.\n\nThat the rights of creditors of the said existing corporation, known as the\n\nNational Educational Association, shall not in any manner be impaired by the passage\nof this act, or the transfer of the property heretofore mentioned, nor shall any liabiUty or\n\nobligation, or the payment of any sum\n\ndue or to become due, or any claim or demand,\n\nin any manner, or for any cause existing against the said existing corporation, be released\n\nor impaired; and the corporation hereby incorporated is declared to succeed to the obligations and liabilities, and to be held liable to pay and discharge all of the debts, liabilities,\n\nand contracts, of the said corporation so existing, to the same effect as if such new\n\ncorporation had itself incurred the obligation or liability to pay such debt or damages,\n\nand no action or proceeding before any court or tribunal shall be deemed to have abated\nOr been discontinued by reason of this act.\n\nSec. II.\n\nThat Congress may from time to time alter, repeal, or modify this act of\n\nincorporation, but no contract or individual right\n\nmade or acquired shall thereby be\n\ndivested or impaired.\n\nAt the meeting of the Active Members at Asbury Park, N. J., July 6, Albert G.\nLane, of Chicago, Chairman of Board of Trustees, submitted a copy of the following\n\nProposed By-Laws and gave notice as required by the Constitution for their consideration for adoption at the next annual meeting.\n\nPROPOSED BY-LAWS\nARTICLE I— MEMBERSHIP\nACTIVE MEMBERS\nSection i. Teachers and all who are actively associated with the management of\neducational institutions, including libraries and educational publications, may become\nactive members.\n\nSec. 2. Any eligible person may become an active member upon application indorsed\nby two active members, and the payment of an enrollment fee of two dollars and the\n\nannual dues for the current year.\nSec. 3.\nActive members only shall have the right to vote and to hold office in the\nAssociation, in the National Council of Education, or in the several departments.\n\n"}
{"page": 37, "printed_page": null, "text": "PROPOSED BY-LAWS\n\n25\n\nAll active members shall pay annual dues of two dollars, and shall be entitled\n\"coupon\" or other conditions.\nSec. 5.\nThe annual membership fee shall be payable at the time of the annual\nconvention, or by remittance to the Secretary before September i of each year.\nSec. 6. Any active member may discontinue membership by giving written notice\nto the Secretar)' before September 1 in any year, and may restore the same only on payment of the enrollment fee of two dollars and the annual dues lor the current year. A\n\nSec. 4.\n\nto the volume of Proceedings without\n\nwritten application for active membership shall constitute an agreement to continue such\nmembership and pay annual dues, unless written notice of discontinuance is sent to the Secretary before September i of the fiscal year for which such discontinuance shall apply.\n\nCORRESPONDING MEMBERS\nSec. 7.\nEminent educators not residing in America may be elected by the Board\nof Directors to be corresponding members.\nThe number of corresponding members\nshall at no time e.xceed fifty.\nSec. 8.\nCorresponding members shall be entitled to the volume of Proceedings\nwithout the payment of fees or other conditions.\n\nSec. 9.\n\nASSOCIATE MEMBERS\nAny person on paying an annual membership fee of two dollars may become\n\nan associate member.\nSec. 10.\nAssociate members may receive the volume of Proceedings in accordance\nwith the usual \"coupon\" conditions, as printed on the membership certificate.\n\nLIFE\n\nMEMBERS\n\nSec. II.\nAll life members and life directors shall be dt-noniinated active members\nand shall enjoy all the powers and privileges of such members without the payment of\n\nannual dues.\n\nROLL OF MEMBERS\nSec. 12.\n\nThe names of active, life, and corresponding members only shall be printed\n\nannual Yearbook, with their respective educational titles, offices, and addresses\nand the list shall be revised annually by the Secretary of the A.ssociation.\n\nin the\n\nARTICLE II— OFFICERS AND COMMITTEES\nThe President, Vice-Presidents, directors, and Treasurer shall be chosen\nby the active members of the A.ssociation by ballot, unless otherwise ordered, on the third\nday of each annual session, a majority of the votes cast being necessary to a choice. They\nSection i.\n\nshall continue in office until the close of the\n\nannual session subserjucnt to their election\n\nand until their succes.sors are chosen, except as hereinafter provided.\n\ncommittee ON RESOLUTIONS\nAt the first session of each annual meeting of the Association the President\nshall appcjint a Committee on Resolutions.\nSec. 2.\n\nCOMMITTEE ON NOMINATIONS\nAt the third session of each annual meeting of the Association there shall\nIk: a[)pointed by the President a Committee on Nominations, consisting of one member\nfrom each state and territory representefi. Such a committee shall be appointed by the\nPresident on the nomination of a majority of the active members from sui h state or territory present at the meeting caliefl for the purpose of making such nomination; provided,\nhowever, that .such appointment shall be made by the President without such nomination,\nwhen the active members in attendance from any stale or territory shall fail to make a\nSec. 3.\n\nnomination.\nSkc. 4.\n\nThe meetings of the active members of the several states to nominate incnibcrs of the nominating committee shall be held at 5:30 P. M. on the first day of the amnial\nmeeting of the A.ssociation, at such places as shall be announced in the general program.\nARI Ul.i; III -DUTIES OF OFFICERS\n\nTHE PRESIDENT\nSection i.\n\nThe President shall preside at all meetings nf the .Assoi iation and of\n\nthe Boarrl of Direr tc^rs, anfl shall jjcrform the flutics usually devniving U|)iin a i)residing\nIn his abs<-nfe the first V'i( e-Prcsiilent in order, who is present, shall |)reside;\nand in the alienee of all the Vi( e-Presi'lenls, a pro tempore chairman sliall Ix- ajipointetl\non nomination, the .Secretary putting the question.\nofTirer.\n\n"}
{"page": 38, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n26\n\nTHE SECRETARY\nSec. 2. The Secretary shall keep a full and accurate report of the proceedings of\nthe general meetings of the Association and of all meetings of the Board of Directors, and\nshall conduct such correspondence and transact such other business of the Association\nas the directors or Executive Committee may assign, and shall have his records present\nat all meetings of the Association an,d the Board of Directors.\n\nTHE TREASURER\nSec. 3.\nThe Treasurer shall receive, and under the direction of the Board of Trustees\nhold in safekeeping, the current income of the Association; shall expend the same only\nupon order of said board; shall keep an exact account of his receipts and expenditures,\nwith vouchers for the latter; which accounts, ending the first day of July in each year, he\nshall render to the Board of Trustees and, when approved by said board, he shall report\nto the Board of Directors.\nThe Treasurer shall give such bond for the faithful discharge\nof his duties as may be required by the Board of Trustees; and he shall continue in office\nuntil the first meeting of the Board of Directors held prior to the annual meeting of the\nAssociation next succeeding that at which he is elected, and until his successor has been\nelected and has qualified.\n\nAUDITOR OF ACCOUNTS\nSec. 4.\nIt shall be the duty of the President, Secretary, and Treasurer of the Association to appoint annually some competent person to examine the securities of the Permanent Fund held by the Board of Trustees, and his certificate, showing the condition of\nthe said fund, shall be attached to the annual report of the Board of Trustees.\n\nCERTIFICATION OF BILLS\nSec. 5.\n\nThe President and Secretary shall certify to the Board of Trustees all bills\n\napproved by the Board of Directors.\n\nARTICLE IV— THE BOARD OF DIRECTORS\nSection i. The Board of Directors shall hold its regular annual meeting at the\nplace of the annual convention, and not less than two hours before the assembling of the\nAssociation.\n\nSec. 2.\nSpecial meetings may be held at such other times and places as the board\nor the President shall determine.\nEach new board shall organize at the session of its election.\nSec. 3.\n\nARTICLE V—THE N.\\TIONAL COUNCIL OF EDUCATION\nOBJECTS AND DUTIES\n\nSection i. The National Council of Education shall have for its object the con\nsideration and discussion of educational questions of public and professional interest;\nthe proposal to the Board of Directors, from time to time, of suitable subjects for investigation and research, and the recommendation of the amount of appropriations that should\nbe made for such purposes; the appointment and general supervision of such special\ncommittees of investigation and research as may be provided for and authorized by the\nBoard of Directors of the Association; the consideration, discussion, and recommendation\nto the Board of Directors for disposition of all reports by such special committees of\nresearch as may have been appointed on its recommendation or by its authority; the\nannual preparation and presentation to the Association at its annual convention of a\nreport on \"Educational Progress during the Past Year;\" and in other ways shall use its\nbest efforts to further the objects of the Association and to promote the cause of education\nin general.\n\nMEMBERSHIP OF THE COUNCIL\nSec. 2.\nThe Council shall consist of sixty members, selected from the membership\nof the Association.\nAny member of the Association identified with educational work is\neligible to membership in the Council.\nSec. 3. The Board of Directors shall annually elect five members, and the Council\nshall elect five members, each member to serve for six years, or until his successor is elected.\nSec. 4.\nThe annual election of members of the Council shall be held in connection\nwith the annual meetings of the Association. If the Board of Directors shall fail, for any\n\n"}
{"page": 39, "printed_page": null, "text": "PROPOSED BY-LAWS\n\n27\n\nreason, to fill its quota of members annually, the vacancy or vacancies shall be filled by\nthe Council.\nSec. 5. The absence of a member from two consecutive annual meetings of the\nCouncil shall be considered equivalent to resignation of membership, and the Council\nshall fill vacancies caused by absence from the Council as herein defined, as well as vacanAll persons who have belonged\ncies caused by death or resignation, for the unexpired term.\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.\n\nNo state shall be represented in the Council by more than eiglit members.\nBY-LAWS OF THE COUNCIL\n\nThe Council may establish by-laws for its government not inconsistent\nwith the Act of Incorporation or of the By-Laws of the Association, provided such by-laws\nSec. 6.\n\nshall\n\nbe submitted to and approved by the Board of Directors of the Association before\n\nthey shall become operative.\n\nARTICLE VT— DEPARTMENTS\nSection* i.\n\nA department shall consist of those members of the Association who\n\nare especially interested in the consideration of a particular group of educational problems.\nEach department shall be administered by a president, vice-president, secretary, and\nsuch other officers as it shall deem necessary to conduct its affairs.\nEach department shall hold its annual meeting at the time of the annual\nSec. 2.\nconvention of the Association, except the Department of Superintendence, which may\nhold its annual meeting in February of each year, or at such other time as may be deter-\n\nmined by the officers of said department.\nSec. 3. The objects of the annual department meetings shall be the discussion of\nThe programs of\nquestions pertaining to their respective fields of educational work.\nthese meetings shall be organized and conducted by the respective presidents, in conference\nEach departwith, and under the general direction of, the President of the Association.\nment shall be limited to two sessions, with formal programs, at the time of the annual\nconvention, except that a third session for business or informal round-table conference\n\nmay be held at the discretion of the department officers.\nUpon the written request of twenty active members of the Association for\nSec. 4.\npermission to establish a new department, the Board of Directors may grant such per'\n\nmission.\n\nSuch new department shall in all respects be entitled to the same rights and\n\nprivileges as the departments\n\nnamed in the Act of Incorporation.\nARTICLE VII— MEETINGS\n\nSection i. The annual meeting of the Association shall Ije held at surh time and\nplace as shall be determined by the Board of Directors.\nSpecial meetings may be called by the President at tlu- requrst of \\\\wc\nSec. 2.\ndirectors.\n\nSec. 3.\n\nAny department of the Association may hold a sjiecial meeting at such lime\n\nand place as by its own regulations it shall appoint.\n\nNo paper, lecture, or address shall be read before the Association or any\nSec. 4.\ndepartments, in the absence of its author, nor shall any such paper, lecture <)r\naddress be published in the volume of Proceedings, without the consent of the Association, upon the approval of the Executive Committee.\nof\n\nits\n\nARTICLK VllI— AMENDMENTS\nSection i. The.se by-laws may lie altered or amended at any annual meeting by the\nunanimous vote of the members j)resent; or by a two-thirds vote of the members i)resent,\nprovided that the substance of the alteration or aincMilmenl has been proposed in writing\nat a previous annual meeting.\n\nAt the same meeting Silas Y. (iillati, of Wisconsin, proi)osed and gave notici- of the\nfollowing amendment to the Constitution to be considrrcd for ado|)tion at the next annua)\n\nmeeting:\nResolved, That scr. 2, Art. IV of the Constitution be amended by adding the following\nwords to the first [laragrafjh:\nThe active meml>ers from any stale, territory, or distric t, in altcndaiK e at the nutting\n\n.\n\n"}
{"page": 40, "printed_page": null, "text": ":\n\n28\n\nNATIONAL EDUCATIONAL ASSOCIATION\n\nfor electing a member of the Committee on Nominations, may elect the additional member\nof the Board of Directors for such state, territory, or district.\nResolved, That the By-Laws be amended by inserting the following paragraphs\nimmediately after the first paragraph of By-Law No. i\n\n\"The Committee on Nominations shall meet on the second day of each annual session\nand nominate candidates for President, Treasurer, and a director for each state, territory,\nor district whose members shall not have reported the election of a director as provided\nin sec. 2, Art. IV, of the Constitution; and the Committee on Nominations shall report\nto the active members at their meeting the following day a list of the nominatiorts.\n\" When the vote is taken by the Committee on Nominations for candidates for President\nand Treasurer, the committee shall report the persons having the highest number of\nvotes, not exceeding two persons, as candidates for each office.\nBut if, after two formal\nballots, any person shall receive a two-thirds majority of the votes cast by the Committee\non Nominations for any one of the aforesaid office?, then the person receiving such twothirds majority shall be reported as the only candidate for such office.\"\n\n"}
{"page": 41, "printed_page": null, "text": "DEPARTMENT OF SUPERIiNTENDENCE\nLOUISVILLE MEETING, 1906\n\nSECRETARY'S MINUTES\nFIRST DAY\n\nMORNING SESSION.—Tuesday, February 27, 1906\nThe Department of Superintendence was called to order in Warren Memorial Church,\nLouisville, Ky., at 9:30 A. M., President John W. Carr, superintendent of schools, Dayton,\n\nOhio, in the chair.\n\nA chorus of fifth-grade girls from the John H. Heywood School of Louisville opened\nthe meeting with song.\n\nPrayer was offered by Rev. Peyton H. Hoge, pastor of the church.\n\nSuperintendent E. H. Mark, chairman of the Louisville Local Committee, announced\nthat Hon. J. W. C. Beckham, governor of Kentucky, was prevented by a meeting of the\nlegislature\n\nfrom being present.\n\nHis representative, Hon. James H. Fuqua, state superHon. Paul\n\nintendent of pubUc instruction, extended a welcome on behalf of the state.\n\nBarth, mayor of Louisville, extended greetings on behalf of the city of Louisville.\n\nBishop\n\nCharles E. Woodcock, of the Episcopal Diocese of Kentucky, welcomed the superintendents on behalf of the schools.\n\nA response on behalf of the department was made by President John W. Carr.\nTwo papers on \"Moral and Religious Education in the PubUc Schools\" were read,\nthe subtitles being as follows:\na) \"Means Afforded by the Public Schools for Moral and Religious Training\":\nThomas A. Mott, superintendent of schools, Richmond, Ind.\nb) \"The Effect of Moral Education in tlie Public Schools upon the Civic Life of the\n\nCommunity\": William O. Thompson, president of the Ohio State University, Columbus,\nOhio.\n\nThe discussion was led by William J. Shearer, superintendent of schools, Elizabeth,\nOthers who participated in the discussion were M. M. Ramer, superintendent of\npublic instruction of South Dakota; James M. Greenwood, superintendent of schools,\n\nN. J.\n\nKansas City, Mo.;\n\nHenry Sabin, ex-superintendent of public instruction, Des Moines,\n\nof schools, Newark, Ohio; John W. Cook, president.\nJ. D. Simkins, superintendent\nNorthern Illinois State Normal School, DeKaib, 111.; Silas Y. Gillan, editor of the Western\n\nIowa;\n\nMilwaukee, Wis.; James L. Hughes, inspector of schools, Toronto, Canada;\nFrank B. Ccxiper, superintendent of schools, Seattle, Wash.; F. Louis Soldan, superinTeaclier,\n\ntendent of instruction, public schools, St. Louis,\n\nMo.\n\nSuperintendent E. H. Mark, chairman of the Louisville Local Committee, announced\na reception to the department by the various woman's club organizations at the Woman's\nClub.\n\nThe department then adjourned until 2 P. M.\n\nAFPERNOON SESSION\nThe afternoon .scs.sion opened at 2:30, with President Carr in the chair.\nMrs Sarah E. Hyrc, member of the Hoarfl of Education, Cleveland, Ohio, addressed\nthe department on the subject, \" Woman's Part in Public-School Education.\"\n29\n\n"}
{"page": 42, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n30\n\n[Louisville\n\nReuben Post Halleck, principal of Boys' High School, Louisville, Ky., read a paper\non \"What Kind of Education is Best Suited to Boys?\"\n\"What Kind of Education is Best Suited to Girls ?\" was the subject of a paper given\nby Miss Anna T. Hamilton, principal of Semple Collegiate School, Louisville, Ky.\nThe papers were discussed by F. Louis Soldan, superintendent of instruction, public\nschools, St. Louis, Mo., and Charles D. Lowry, district superintendent of schools, Chicago,\n111.\n\nW. T. Harris, United States Commissioner of Education, Washington, D. C, was\nintroduced by the chair, and read a paper on \"What Kind of Language Study Aids in\nthe Mastery of Natural Science?\"\n\nThe president announced the following committees:\nCOMMITTEE ON NOMINATIONS\nC. M. Jordan, Minneapolis, Minn.\nW. A. MilUs, Crawfordsville, Ind.\n\nW. F. Gordy, Springfield, Mass.\n\nGeorge R. Glenn, Atlanta, Ga.\nOscar T. Corson, Columbus, Ohio.\n\nCOMMITTEE ON RESOLUTIONS\n\nE .G. Cooley, Chicago, 111.\n\nJ.\n\nH. Hinemon, Little Rock, Ark.\n\nW. Swartz, Parkersburg, W. Va.\nThomas J. Kirk, Sacramento, Cal.\n\nC. F. Carroll, Rochester, N. Y.\nJ. L. McBrien, Lincoln, Nebr.\nCharles S. Foos, Reading, Pa.\n\nJ.\n\nOn motion, the meeting adjourned.\n\nEVENING SESSION\nThe program for the evening consisted of an address by Hon. Oscar T. Corson, exstate school commissioner of Ohio and Editor of the Ohio Educational Monthly,\n\nColumbus\n\nOhio, on \"The Superintendent's Authority and the Teacher's Freedom;\" and an address\n\n\"The Teaching of Arithmetic in the American Schools,\" by Professor Simon Newcomb,\nWashington, D. C.\n\nSECOND DAY\nMORNING SESSION.—Wednesday, February 28\nThe department convened at g 30 A. M., with President Carr in the chair.\nThe topic \"Means of Improving the Efficiency of the Grammar School\" was dis:\n\ncussed as follows:\na) \" Suggestions for the Improvement of the Study Period\":\nprofessor of theory and practice of teaching. Teachers College,\n\nFrank M. McMurry,\nColumbia University,\n\nNew York City.\nb) \"Ehminations and Modifications in the Course of Study\": Martin G. Brumbaugh, professor of pedagogy, University of Pennsylvania, Philadelphia, Pa.\nc) \"How Can the Supervising Influence of Grammar-School Principals be Improved?\": Lewis H. Jones, president of State Normal College, Ypsilanti, Mich.\n\nThen followed the discussion of Professor Newcomb's address by Robert J. Aley,\nprofessor of mathematics, Indiana University, Bloomington, Ind.\n\nThe topic of the morning was discussed by Charles M. Jordan, superintendent of\nschools,\npolis,\n\nMinneapoUs, Minn., and Calvin N. Kendall. sup2rintcndent of schools, Indiana-\n\nInd.\n\nBUSINESS SESSION\nThe Committee on Nominations submitted the following nominations:\n\n—\n\nFor President W. W. Stetson, Maine.\nFor First Vice-President H. H. Seerley, Iowa.\nFor Second Vice-President R. J. Tighe, North Carohna.\nFor Secretary J. H. Harris, Michigan.\n\n—\n\n—\n—\n\n"}
{"page": 43, "printed_page": null, "text": "1\n\nSECRETARY'S MINUTES\n\nSuperintendence]\n\n3\n\nThe report was unanimously adopted.\nThe following report on behalf of the Committee on Simplified Spelling was made\nthru its chairman,\n\nEdwin B. Cox, of Xenia, Ohio:\n\nREPORT OF THE COMMITTEE ON SIMPLIFICATION OF SPELLING\n\nTo the Department of Stiperiniendcncc of the National Educational Association:\nGentlemen: \\\\Ticn our report was rendered one year ago, the question of the appointment, by the Board of Directors of the National Educational Association, of a commission\nto head the sirapUficd-spelling movement and of giving such a commission funds to work\nwith, was under consideration by the special committee of five to whom it had been referred\nfor advice by the Committee on Investigations and Appropriations of the National Council.\nThe Committee of Advice reported to the National Council at Asbury Park that\nit was unanimous in the opinion that the simplification of our spelling is an object worthy\nBut on the points of creating\nof hearty support by the National Educational Association.\na commission, and of providing it with money, the committee was di\\'ided and submitted\ntwo reports. The minority, consisting of Superintendent William H. Maxwell and Professor Calvin Thomas, advised against the course advocated by a majority of your committee in conformity with your petition. The majority, consisting of President H. H.\nSeerley, Superintendent C. M. Jordan, and Professor George Hempl, reported in favor\nof the course recommended by this department.\nA square deal would have taken this report under consideration before the session\nclosed.\nBut this was prevented by circumstances which bore the mark of design, and\nIt is not the only instance in which this matter,\nthe report still awaits due attention.\naltho indorsed by so decided a majority of this department and of the active members of\nthe National Educational Association, has been embarrassed and hindered by the management of some who assume the role of an over-ruling providence in the affairs of the National\n\nEducational .Association.\nShould your committee persist in its effort to give effect to the will of the majority in\nthis matter, our experience during the past three years shows that the final outcome would\nbe doubtful. This circumstance, in connection with developments in this cause which\nare taking place in another field, satisfies us that it is best to abandon the object for which\nthis committee was created and to discharge the committee.\nBut so important is the rationalizing of our spelling, and so closely is it related to\nthe work and success of our teachers and schools, that it seems to your committee that\nthe department would do injustice to itself and to the cause of education if it should fail\n\nkeep in close touch with this movement as it progresses,\nthe utmost assistance in its power.\n\nto\n\nand at ever)' turn to give it\n\nTherefore, we recommend:\n1. That the specific purpose for which your committee was appointed be abandoned\nand the committee discharged.\n2. That a committee of five, to continue five years and with power to fill its own\nvacancies, be appointed by the chair, to report at our annual meetings such matters relating\nto this movement as it deems worthy of consideration by the department.\nRespectfully submitted,\nEdwin B. Cox, Chairman, Xenia, Ohio;\nC. N. Kendall, Indianapolis, Ind.;\nA. W. Rankin, Minneapolis, Minn.;\nH. M. Slauson, Ann Arbor, Mich.;\nCommitter.\n\nThe following motion was then adopted:\nResolved, That the specific purpose for which the committee was appointed be abanfloned and the committee he discharged.\n\nThe department voted that the following resolution lie referred to the Comniittee\non Rcsfjlutions.\nResolved,\n\nThat a committee of five, to continue five years and with power to fill its\n\nown vacancies, be appointed by the chair to report at our annual meetings such matters\nrelating to this movement as it deems worthy of consideration by the department.\n\nThe .selection of a place for the next meeting of the department was declared the\nnext order of business.\nton,\n\nChicago, III.;\n\nD. C, were proposed.\n\nfor the next meeting.\n\nSt. Paul,\n\nMinn.; Hot S|)rings, Ark.; and Wa.shing-\n\nA vote was taken, and Chicago was decided upon as the pKu e\n\n"}
{"page": 44, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n32\n\nCarroll G. Pearse, superintendent of schools, Milwaukee, Wis.,\n\n[LouisviUe\n\nmade the following\n\nmotion:\nResolved, That the meeting of this department for 1907 be held in the city of St. Paul,\nMinn., or wherever this department shall at this time determine, and that each fourth\nyear thereafter the meeting be held in such place as the department shall determine; that\nin 1908, and each second year thereafter, this Department meet in the city of Chicago,\nIII.;\nthat in 1909, and each fourth year thereafter, this department meet in the city of\nWashington, D. C.\n\nThe department voted that the motion be laid on the table.\nThe meeting then adjourned.\n\nAFTERNOON SESSION\nROUND TABLE SESSIONS\nROUND TABLE OF CITY SUPERINTENDENTS OF LARGER CITIES\n\nA.\n\nThe round-table conference was held in Warren Memorial Church;\nC. Bender, supervisor of primary grades, Buffalo,\n\nN. Y.;\n\nleader.\n\nMiss Ida\n\nsecretary, Franklin S. Hoyt,\n\nassistant superintendent of schools, Indianapolis, Ind.\n\nTopic\n\n—\"Interrelation of Functions in a City School System.\"\n\nThe following papers were read:\na) \"Relation of the Superintendent to the City School System\": F. Louis Soldan,\nsuperintendent of instruction, public schools, St. Louis, Mo.\nh) \"Relation of the Supervisor to the City School System\": Miss Ada Van Stone\nHarris, supervisor of kindergartens and primary schools, Rochester, N. Y.\nc) \"Relations of the City Normal and Training School to the City School System\":\nMrs. Ella Flagg Young, principal of the Chicago Normal School, Chicago, 111.\n\nROUND TABLE OF CITY SUPERINTENDENTS OF SMALLER CITIES\n\nB.\n\nThe round table was held in the Auditorium of the Walnut Street Church; leader,\nJohn H. PhilUps, superintendent of schools, Birmingham, Ala.; secretary, M. E. Pearson,\nsuperintendent of schools, Kansas City, Kans.\n\n\"The Local Training School as an Agency in the Preparation of Teachers\" was\nM. Greenwood, superintendent of schools of Kansas City, Mo.;\n\ndiscussed by James\n\nW. F. Gordy, superintendent of schools of Springfield, Mass.; and others.\nA paper was read by William McKendree Vance, superintendent of schools, Miamisburg, Ohio, on \"The Best Means and Methods of Improving Teachers Already in Service.\"\nThe discussion was led by Edwin L. Holton, superintendent of schools of Holton, Kans.\nW. M. Davidson, superintendent of schools, Omaha, Nebr., spoke on \"The Advan\ntages and Limitations of Pupil\nC.\n\nGovernment in the High School.\"\n\nROUND TABLE OF STATE AND COUNTY SUPERINTENDENTS\n\nThe round table was called to order in the lecture-room of the Walnut Street Church\nby Superintendent C. P. Cary, of Wisconsin. H. A. Dean, superintendent\nGeneva, 111., was appointed secretary.\nState Superintendent Fassett A. Cotton, of Indiana, read a paper on \"The MinimumSalary Law and How it Operates.\" This paper was discussed by State Superintendents\nat 2:30 p. M.\n\nof schools of Kane County,\n\nNathan C. Schaeffer, of Pennsylvania; Thomas C. Miller, of West Virginia; W. L. Stockwell, of North Dakota; W. T. Carrington, of Missouri; and James B. Aswell, of Louisiana.\nState Superintendent J. W. Olsen, of Minnesota, read a paper on \"Rural School\nArchitecture.\"\nMr. Olsen had plans for a one-room and a two-room schoolhouse in a\npamphlet prepared for the occasion. John R. Kirk, president of the State Normal School,\nKirksville, Mo., discussed the subject, showing plans of a model rural school building to\nbe erected on the normal-school grounds.\nOn motion, a committee, consisting of John R. Kirk, J. W. Olsen, and C. P. Cary,\nwas instructed to devise means for furnishing the plans and specifications of rural school\nbuildings to members of the round table who might wish to use them.\n\n"}
{"page": 45, "printed_page": null, "text": "SECRETARY'S MINUTES\n\nSuperintendence]\n\nD.\n\n-^3\n\nROUND TABLE CONFERENCE ON SIMPLIFIED SPELLING\n\nThe conference met in the First Christian Church; leader, Wilham H. Elson, superintendent of schools, Grand Rapids, Mich.; secretary, H. M. Slauson, superintendent of\nschools, Ann Arbor, Mich.\nThe leading paper was read by Chancellor E. Benjamin Andrews, of the University\nof Nebraska, who was followed by Professor George Hempl, of the University of Michigan;\nJ. Geddes, Jr., professor of Romance languages, Boston University, and others.\nAt the close of the discussion, the following resolution was offered by President David\nFelmley, of Normal, 111., and unanimously adopted:\nResolved, That we urge the Department of Superintendence to ask the National\nEducational Association to appoint a commission to prepare a spelling primer containing\na number of the most easy and obviously desirable improved spellings recommended by\n\nthe\n\nLondon Philological Society and the American\n\nPhilological Association;\n\nthat the\n\nNational Educational Association approve the use of these words and the introduction\nof this primer as an alternative.\nWe further recommend this preface to the proposed\nprimer: \"The improved spellings in this little book are not yet customar)', but it is desirable that they become customary.\nThey have the approval of the very best authorities\nin the English-speaking world.\nTeachers who choose to teach them may do so with the\nPupils who choose to use\nfeeling that they are performing an important social service.\nthem may do so without thereby incurring the odium of illiteracy.\"\n\nEVENING SESSION\nThe program for the evening was as follows:\nAn address, \"The Incorrigible Child,\" by Miss JuHa Richman, district superintendent\nof schools.\n\nNew York City.\n\nAn address, \"The School Court,\" by Ben N. Lindsey, judge of the Juvenile Court,\nDenver, Colo.\n\nTHIRD DAY\nMORNING SESSIO.NT.—Thursday, March\n\nt\n\nThe meeting was called to order by President Carr at 9 30 o'clock.\nThe chair introduced John C. Eberhardt, ex-president of the American Association\nof Opticians, and member of the Board of Education, Dayton, Ohio, who read a paner\non \"The Examination of the Eyes of School Children.\"\nJame-= H. Van Sickle addressed the T>eeting on \"What Should Be the Basis for the\n:\n\nPromotion of Teachers and the Increase of Teachers' Salaries?\"\nThe third paper on the program, \"The Next Step in the Salary Campaign,\" was\ngiven by David Felmley, president of Illinois State Normal University, Normal, 111.\n\nThe papers of the morning were discussed by Miss Adclaifle S. Baylor, su])erinlcn it-ni\nof schools,\n\nWabash, Ind.\n\nThe next topic, \"Phonetic Key Notation,\" was presented by George Hempl, profcs.s^)r of English phi!<jlogy and general linguistics. University of Michigan, Ann Arbor,\nMich.\n\nThe department adjourned to meet at 2:30 r. M.\n\nAFTERNOON SESSION\nair.\nThe meeting convened at 2:30 P. M.; I'residcnt C'.irr in tlic\nThe topic \"Industrial Training in the Public Schools\" was discussed in ihc follow<\n\nli\n\ning order:\na)\n\n\"What Form of Industrial Training is Most Practical and Best Suited to tlie\n\nCountry Child?\":\nford.\n\nO. J. Kern, superintendent of schools of Winnebago County, Ro( k-\n\n111.\n\nb)\n\n\"What Form of Industrial Training is Most Practical and Best Suited to the City\n\nChild?\":\n\nCharles\n\nII.\n\nKeyts, superint<ndent of schools, South District, Hartford, Coiiii.\n\n"}
{"page": 46, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n34\nc)\n\n\"Art as Related\n\nto\n\nManual Training\":\n\n[LouisviUe-\n\nJames Edwin Addicott, principal of\n\nNewman Manual Training School, New Orleans, La.\nThe Committee on Resolutions then offered thru its chairman, Superintendent E. G.\nCooley, of Chicago,\n\n111.,\n\nthe following report, which,\n\nupon motion, was unanimously\n\nadopted:\nResolved, That the thanks of the department are hereby tendered to Superintendent\nE. H. Mark, the Local Committee, and the subcommittees thereof, for their untiring\nefforts to secure adequate arrangements for the success of this meeting; to the Affiliated\nWomen's Clubs, the Girls' High School, and others for their efforts to make our stay in\nLouisville pleasant; to the Press of Louisville, for the prominence given to the reports of\nour meetings; to the citizens, and to the teachers and pupils of the Louisville schools,\nfor the generous reception given to our members; to the railroads, which have treated\nthe membership generously in the matter of rates; to the president and other members\nof the department, for the excellent program prepared for our meeting.\nResolved, That this department approves of the bill now before Congress extending\nthe franking privilege to the state educational departments, covering the mailing of reports\nand other official documents, and urges the passage of the same.\nResolved, That we believe that the interests of educational progress and of this department require speciahzation, with its resultant definite attention to particular problems\nand conditions. We therefore recommend that the programs of this department be\ndevoted to a discussion of the duties and responsibilities of school administration, manage\nment, supervision, and organization.\nResolved, That this department is in hearty accord with that part of the recent report\nof Hon. James Wilson, secretary of agriculture of the United States, in which he encourages the teaching of elementary agriculture, and we respectfully request Congress to grant\nthe appropriation of $13,620 which he has asked for, to enable him to investigate and\nreport upon the present condition and progress of agricultural instruction in institutions\nin this and foreign countries.\nResolved, That, since it is essential to the successful teaching of industrial subjects\nin the pubUc schools that teachers shall first be trained for this work, we urge the state\nnormal schools to give special attention to instruction in elementary agriculture, manual\ntraining,\n\nand domestic science.\n\nResolved, That, in order to enable the normal schools to meet the extraordinary\nexpense of properly equipping themselves for instruction in elementary agriculture and\nmanual training, we urge upon Congress the adoption of the Burkett-PoUard Bill, now\nbefore that body, making appropriation to the several states for this purpose.\nResolved, That this department takes this occasion to express its sympathy with the\nefforts now being made in various parts of our country to combat the pernicious influence\nupon our youth of the fraternities and sororities now found in some of our secondary\nschools.\nThe recent decision of the superior court of Washington assuring the boards\nof education of that state of their right to fix reasonable regulations, and to attach reasonable penalties to enforce the regulations, necessary to control these fraternities and sororiThese\nties, is a cause of heartfelt congratulation to all friends of the common schools.\nundemocratic organizations threaten to change the entire character of the public high\nschool, and must be controlled or abolished.\nResolved, That the efforts made by many committees of our country to secure more\nadequate salaries for the teachers in the public schools give great hope for their increased\nefficiency in the future.\nwish also to express the belief that the efforts now made by\nmany of our cities to discriminate in schedules of salaries between the more and the less\nefficient teacher, and to recognize efficiency as well as time in fixing the position of the\nteacher on the schedule, is a distinct recognition that the child, as well as the teacher, is\nentitled to consideration in fixing the position of a teacher upon the salary schedule.\n\nWe\n\nE. G. Cooley, of Illinois Chairman.\nCharles S. Foos, of Pennsylvania.\n\nThos. J. Kirk, of California.\nJ. W. SwARTZ, of West Virginia.\nJohn H. Hinemon, of Arkansas.\nC. F. Carroll, of New York.\nJ.\n\nL. McBrien, of Nebraska.\n\nPresident Carr then took occasion to thank the men and women who were on the\nprogram for their promptness and efficiency in discharging their duty.\n\n"}
{"page": 47, "printed_page": null, "text": "MORAL AND RELIGIOUS TRAINING\n\nSuperintendence]\n\n35\n\nHe also extended thanks to the oflBcers of the association for their courtesy and cooperation in making the meeting a success.\n\nOn motion, the department adjourned.\nElla C. Sullivan, Secretary.\n\nPAPERS .\\ND DISCUSSIONS\nTHE MEANS AFFORDED BY THE PUBLIC SCHOOLS FOR\nMORAL AND RELIGIOUS TRAINING\nTHOMAS\n\nMOTT, SUPERINTENDENT OF SCHOOLS, RICHMOND, IND.\n\nA.\n\nThe appreciation of the meaning and scope of education is the greatest\nThe supreme center in all education is the child\nin its relation to its environments.\nWhat is the child, its development, the\nproblem before mankind.\n\nend in view, the means to be employed, its relation to nature, to society, to\ndivinity, are all questions\n\nwhich demand our attention\n\nin\n\nconsidering the\n\nsubject of the method and scope in education.\n\nNo scheme of education has any claim upon our consideration unless\nis\n\nfounded upon some true view of the proper conduct and outcome of\n\nlife.\n\nThe jjroblems of religious and moral education are a part of the prob-\n\nit\n\nlem of education as a whole.\n\nTrue education is a unitary process. It is\nwe are wrong when we think of religious\neducation, moral education, intellectual education, and physical education\na life-process.\n\nIn a large sense,\n\nas distinct processes.\n\"Civilization,\n\nman's\n\nspiritual environment,\n\nhis science, his literature, his religious beliefs,\n\nis\n\nmade u{) of man's art,\n\nand\n\nhis institutional life.\"\n\nInto one of these divisions we may put each of the results of human aspiration\n\nand human achievement.\na knowledge\n\nf)f\n\nReal education for any normal child must include\n\neach of these elements of the social activity of the race, as\n\nwell as an insight into them all, and a sympathy with them all.\n\nWe cannot think of the oul of education being citizenship, parenthood,\nindustrialism, trade, or language.\nWe must look upon man\n\necf)nomics.\nin the full\n\nroundness of character, in all beauty of body, of intellect, of heart,\n\nof will, beneficent and strong as a worker, as tlu- ideal luodiut of the liighest\n\neducational process.\n\nThe end must\n\never be\n\ncltiiruilcr,\n\nbased\n\nu|)()n\n\ntrue\n\nhabits of moral conduct, anci a strong religious faith.\n\nThe place ancI importance of religion as an ilenu-nl in human life iiardly\nneed discussion.\n\n'I'he fact is that\n\nthere has not been a single tril)e or jjcople\n\nknown to history which has been shown to be destitute of religious thought\nof some form.\nReligion is a part of man's psychical bc-iiig.\nIn llic nature\nand laws of the human mind, in the intellect, emotions, sympathies, and\npassions,\n\nlie\n\nor heathen.\n\nthe well-springs\n\nctf\n\nall\n\nreligion,\n\nmodern or ancient, Christian\n\nTo these we must refer, ancI by these we must explain, whatever\n\n"}
{"page": 48, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n36\n\nerrors, falsehoods, bigotry, or cruelty have sustained\n\nFLouisville\n\nman's creeds; to these\n\nwe must credit whatever truth, beauty, piety, and love have glorified and\nhallowed his long search for the perfect and the eternal.\n\nThere seems to be a general response from the human heart, as well\nas from history, to that clear statement of Hegel's when he says:\nReligion is for our consciousness that region in which all enigmas are solved, all the\ncontradictions of deep-reaching thought have their meanings unveiled, and where the voice\nof the heart's pain is silenced\n\n— the region of eternal\n\ntruth, of eternal rest, of eternal peace.\n\nWe believe that the field for moral and civic instruction is quite distinct\nfrom rehgious training.\n\nThe moral phases of life are closely related to reli-\n\ngious hfe, but the two are quite separate.\n\nDr. Butler calls attention to the\n\nfact that religion has not infrequently in the history of the world been immoral\n\nand tendencies, and insists that to confuse religion with\nRehgion must be apprehended as something\nis\nIf the history of\nand\nmorality,\ndistinct from ethics\nif apprehended at all.\nunerring\ntestimony\nany\none\nproposition,\nit is that moralcivihzation bears\nto\n\nin its influences\n\nethics\n\nto obscure both.\n\nity for its\n\nhighest efficiency requires some kind of religious basis.\n\ntruest and highest forms of religious\n\nlife\n\nAnd the\ndemand a perfect code of moral life.\n\nA system of morality based upon mere expediency, solely deductions\nfrom human experience, or upon\nlies\n\nutilitarian grounds,\n\nSome kind of rehgious belief, sanction, aspiration,\n\nat the foundation\n\nand root of every system of morality that has borne\n\nnoble fruit in the world.\n\nIn the conflict of\n\nlife,\n\nsuccess or failure, temptation, despair, or sorrow;\nis\n\ncan never produce\n\nlife.\n\nthe highest moral\n\nstrong between the forces of good\n\nwhen in the midst of\nwhen the battle of life\n\nand evil, the human heart finds little\n\naid in questions of expediency, utility, or custom, but intuitively reaches\n\nupward in hope of aid and inspiration from an infinite and all-loving, allpowerful God and Father.\nIt is significant that religious\n\nand moral instruction should be so often\n\njoined together in our thought of educational processes.\nof the\n\nIn the very nature\n\ndevelopment of personal character, they are necessarily involved.\n\nBut for the sake of clear thinking, and for the purpose of this paper, I shall\nconsider them separately,\n\nfirst\n\ndealing with the opportunities afforded in\n\nthe common school for efficient moral training.\n\nThe cry of the times is for more effective moral instruction in the schools.\nThe demand is becoming more and more insistent that the output of the\nschools shall have a higher moral basis.\nSome are declaring that the pubKc\nschools are immoral, and that character-training is not the high aim of their\n\nwork.\n\nShow me a school in which the standard of discipline is low;\n\nin\n\nwhich\n\nwork and duty are based upon fear, pride, or selfishness;\nwhere the demand upon pupils is not for exact results; where the teacher's\ncharacter is unchristian or immoral, and I will show a school that is immoraj\nBut the well-ordered school, under the direction of the\nin its tendencies.\nthe incentives to\n\n"}
{"page": 49, "printed_page": null, "text": "MORAL AND RELIGIOUS TRAINING\n\nSuperintendence]\n\n37\n\nteacher with strong character, is, next to the true home, the best place known\n\nman for the development of character.\n\nto\n\nThe Syllabus on Ethics issued in New York City begins with the sentences:\nThe personality of the teacher is at the root of all moral education in the school.\nThe teacher's ideals, sincerity, poise, self-control, courtesy, voice, manner of dress, and\nattitude toward life, are potent forces for character-building.\n\nThe government and discipline of the school afford the best of opporIn fact, the fundamental function of school\ngovernment is the training of the pupils in habits of self-control and selftunities for character-training.\n\nMoral training consists primarily in the practicing of the moral\n\ndirection.\n\nvirtues and the development of rich moral habits.\nis\n\nEvery power of the soul\n\ndeveloped by appropriate moral activity.\n\nLow standards of discipline and conduct, and low incentives to moral\nif\n\ncontinued thru the formative years of life, usually result in weak\n\ncharacter.\n\nThe foundations of immoral character are usually laid during\n\naction,\n\nchildhood, resulting from lack of proper control, or control thru a low order\nof incentives.\nfirst\n\nThe first step in a life of intemperance is not usually the\nwhen indulgence resulted\n\ndrink, but is to be found back in childhood,\n\nin the failure to form the habit of self-control and self-mastery.\n\nIn the best-governed school or home the lower incentives to action, such\n\nand motives based upon selfishness, are seldom, if ever, appealed\nIt is all-important in every well-ordered school, where the development\n\nas fear\nto.\n\nof character is the first aim, that the child shall be prompted to right action\n\nby true and unselfish incentives. Dr. E. E. White named nine royal motives\nto action: desire of good standing, desire of approbation, desire for knowledge,\ndesire for efficiency, desire for self-control, desire for future good, sense of\n\nIn the school where these incentives\n\nhonor, sense of right, sense of duty.\n\nare uppermost, and right standards of conduct are insisted upon, there should\n\ncome into the life of the child many fixed hal)its which will form tlio foundamoral character. Dr. White also names ten habits or virtues\nwhich should be secured in every good school, and the practice of which\n\ntion of true\n\nforms the basis of moral training. These are: regularity, punctuality, neatness,\naccuracy,\n\n.silence,\n\nindustry, obedience to authority, truthfulness, kindness,\n\njustice to associates.\n'I'he life of the school as a litlle (ommunity\n\ning in civic morality.\n\nwith which the child\nfirst cau.sed\n\n'I'he\n(\n\nforms the basis for early train-\n\nschool is the first institution outside of tlif home\n\nomes into intimate\n\nrelation.\n\nThe conditions winth\n\nthe rise of morality in the ra( e are here re|)ro(iu( ed, in a measure,\n\nas he becomes a factor in the school\n\nHere to his own will are\n\ncommunity.\n\nimposed the wills of others, and he must res|)e( t the rights of his associates\nas equal to his own.\n\nThe first moral effet\n\nt\n\ncontact with institutional\n\nof the siliool\nlife\n\nlife,\n\nas re|)rescnting the diild's\n\nfirst\n\nwhen\n\nthe\n\noutside the home,\n\nis\n\nbest attained\n\nteacher, in dire( ting an<l governing the .school, subdues the personal cit incnt\n\n"}
{"page": 50, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n38\n\n[Louisville\n\nin himself, and bases all rules of conduct on the duty of each child to respect\n\nthe rights of others\n\nand the good of the school.\n\nRightly understood, the\n\norganization and government of a school are a constant and highly important\nfactor in moral education of children.\n\nThe regular work of the schoolroom may be to the child an element of\nmoral strength, or it may have its immoral tendency according to the way\nin which it is done.\n\nThe habit of doing each day the duties assigned in the\n\nschool in a successful manner brings to the pupil a long training in the habits\nof industry,\n\nand builds into his character the feeling of personal power and\n\nself-reliance thru the discipline of accomplishment that comes from continued\n\nsuccess;\n\nwhile,\n\non the other hand, the habit of failure, or of leaving work\n\npartly done, is weakening in its tendency, and often immoral.\n\nThe spirit of the school in which the child lives has at all times a strong\nBy \"spirit of the school\" we mean\n\nbearing on the inner life of the child.\n\nthe general tone or atmosphere, the silent influence springing from the activities of\n\nthe room and life of the teacher and pupil.\n\nThe school may, thru\n\nand pure, tending to encourage\nchildren to higher aims and purposes, more refined sentiments and ideas,\nand love for the beautiful and true; or it may, on the other hand, seem to\nthe pupils to be a drive or a grind\nencouraging in them only that which\nis commonplace and distasteful.\n\nthese silent phases, be uplifting, cheering,\n\n—\n\nThe playground and the gymnasium should be made strong and moral\nThis can easily be done if the proper\ngames are provided for the children, and their play is supervised in such a\nmanner as to develop a spirit of fairness and generosity, and habits of co-operation and mutual trust between pupils.\nMany of our best systems of schools\n\ninfluences in every system of schools.\n\nare spending large sums of money on this fine of work, the one aim of which\nis\n\nthe moral upHft of the children.\n\nWith the coming of manual-training courses into the curriculum of the\n\ncommon schools, we have greatly added to the efficiency of the schools along\nthe lines of moral education.\nIt is now admitted that the public school\nshould provide the most salutary physical environment for the pupil, and\n\npromote his normal physical development thru appropriate training in the\nworkshop, as well as upon the playground. In the workshop of the manualtraining school we are finding one of the great factors of character-building.\nIt appears Dr. Kallmann says:\nthat the efforts of the mind to control the hand in well-directed manual\n\nwork are repaid\n\na hundred fold, not only in clearer insight into details of form and composition, of properties\n\nand relationships, of materials used and of objects turned out; but also in nobler\nand a nearer\n\naspirations, higher hopes, greater firmness of purpose, calmer self-reliance,\n\napproach to an all-sided freedom.\n\nThe kindergarten's place in the curriculum of the school is agreed to\nby all.\nlife\n\nNo department of the school emphasizes the moral side of the child 's\n\nmore than this.\n\nThe Froebel kindergarten furnishes the most perfect,\n\n"}
{"page": 51, "printed_page": null, "text": "MORAL AND RELIGIOUS TRAINING\n\nSuperintendence]\n\nall-round training for the\nits\n\ngreat\n\nlittle\n\nchild\n\n39\n\nknown to the school world.\n\nBesides\n\nwork in developing the physical and intellectual phases of life, its\n\nforce and importance in the lield of morals are always admitted.\n\nThe child\n\ncomes under the influence of a true school, whose moral code is the highest,\nat\n\nan early age, before evil habits have become fixed.\n\nHere the pupil is\n\ninspired by a spirit of order; patience is cultivated, and habits of persistence\n\nare acquired; he learns to be diligent in business, and mindful of the rights\nof others; he\n\nis\n\nall\n\nthe while gaining\n\nthe true, the beautiful,\n\npower to apprehend and\n\na])prcciate\n\nand the good.\n\nThe new education, with character-building as its first aim, seeks the\ncultivation of the appreciation of the beautiful in music, poetry, sculpture,\n\npainting,\n\nand architecture\n\n—\n\nin all art, as well as in nature.\n\nThis love of\n\nthe beautiful, or for the beautiful, as an abiding element in life, is, perhaps,\n\nsecond only to religion as a protection against the grosser forms of indulgence\n\nBy means of beautiful school buildings and grounds, neat and\n\nand sin.\n\nand the beauties\nbecome familiar with that which is elevating and\nennobhng in character, truth, and beauty. In Richmond the pupils and\nartistically arranged schoolrooms, the study of works of art\n\nof nature, the children\n\ncitizens\n\nhave placed in the schools during the past ten years seven or eigh'.\n\nthousand\n\ndollars' worth of pictures\n\nand sculpture.\n\nThe board of education\n\nhas expended over forty thousand dollars beautifying and remodehng old\n\nmay be artistic, clean, healthy, and convenient. All\nand foremost, for the sake of the moral life and the character of\n\nbuildings, that they\nthis, first\n\nthe children.\n\nFrom the standpoint of the moral training of the child, as well as that\nwe lose a great opportunity by placing pupils\n\nof his general development,\n\nand eighth grades in buildings with the younger children.\n\nof the seventh\n\nWhile the child is in the two upper grades of the usual grammar-school course,\nhe usually enters the adolescent period.\n\nHis training and\n\nlife\n\nthis\n\nduriiiu;\n\nperiod present new and vital problems.\n\nNow, more than at an\\' other time\n\nof life, he is susceptible to real culture.\n\nIt is\n\nmind and body.\n\nthe waking time of life in both\n\nThis age, ranging from eleven to fifteen, is tin- linu- when\n\nthe powers of self-control\n\nand self-direction make rapid growth.\n\nIt\n\nis\n\nthe\n\ntime that opportunity should be given the child to take the initiative in many\nmatters, and his powers of self-direction be given a chance for exercise.\nticular\nif\n\n[)sychological\n\nproblems now begin\n\nto\n\npresent\n\nthemselves,\n\nPar-\n\nwhich,\n\nunderstoofl and solved, yield rich results in the character of the thild.\n\nThe jjresence of lower grades in the same building and under the .•-aine nuinagemcnt necessitates the management of these older grades in conformity\nwith the needs oi the whole building.\n\nA similar disadvantage results when\n\nthe .seventh and eighth grades are made a ])arl of ihe iii^li x hool, for\n\nI\n\nlie\n\nreason\n\nthat these grades have not the |)ower of selfhood, individuality, or self <liie( lion im.sscsscd\n\nby high school\n\ncharacter the\n\n.seat\n\npu|)ils.\n\noi authoritv\n\nis\n\nIf\n\nwe believe that in a well rounded\n\ntransfi-rred\n\nfrom without\n\nto witiiin,\n\ntiiat\n\n"}
{"page": 52, "printed_page": null, "text": "—\nNATIONAL EDUCATIONAL ASSOCIATION\n\n40\n\n[LouisviUe\n\na moral man obeys himself, and that each child, as he grows in moral power,\nshould be steadily helped toward self-direction and self-mastery,\n\nwe shall\n\nsee the importance of the separation of pupils eleven to fifteen years of age\n\nfrom those younger and those older.\n\nTen years ago the board of education in Richmond built a central building for the use of the seventh and eighth grades.\n\nA strong corps of teachers\n\nwas placed in charge, and the work was managed on the departmental plan.\nAt present we have, as teachers in this building, five men and five women,\nwell-equipped for their work.\n\nThe building is furnished with a gymna-\n\nsium and manual-training rooms.\n\nFor the past eight years the pupils have\n\nall\n\nbeen given the opportunity to begin their high-school Latin or German in\nthe middle of the seventh grade, and their algebra in the eighth.\n\nA school\n\ncouncil, chosen by election has taken a large part in the management of the\n\nschool, and in many other ways are the pupils asked to share in the management of various functions of the school. All outdoor plays and gymnasium\nwork are under the supervision of a director. The teachers are free to solve\nthe problems presented by the needs of the pupils of these grades, to the\nbest of their knowledge.\nThe results of the work in this central grammar\nschool have been more than satisfactory. The pupils are happy in their\nwork. In power of self-control and self-direction they are developed in a\nmarked degree, and from the standpoint of strength of character, as well\n\nas general abihty, they are\n\nmuch better equipped for the high school than\n\nthey were under the room-teacher plan in the ward schools.\n\nWe may grant that any true definition of education will require the school\nto provide for the religious training of the child, but\n\nwe are brought face to\n\nAmerican pubhc school is a common school\ncommon to all the people; that, owing to denominational teaching, no creed,\nand but few religious doctrines, are common among the people.\nface with the fact that the\n\nI believe\n\nit is\n\na common belief in this country that rehgious training is\n\nessential to the development of true character.\n\nIt is also true of most Ameri-\n\ncan children that the school is the most uphfting force that comes into their\nlives\nis\n\nbetween the ages of six and eighteen.\nIt is the richest and largest.\n\nchildhood.\n\nThe best period of human life\nIt\n\nhas the most sympathies, the\n\nmost capacity, the most pleasure, of any time between birth and old age.\nIf the principles of Christian ethics are to take root in the life of our people,\n\nmuch of it, be done in our schools.\n\nThe warp and woof\nand faith are necessarily wrought out in the school\nperiod of life, if at all. All know that ideas cannot become the permanent\nthe work must,\n\nof Christian character\n\npossession of the world unless they enter thru the door of childhood.\n\nAltho we think that the formal teaching of religion, or any form of sec-\n\ncommon schools\nof America, yet we know that the pervading spirit of the schools may be\nmade rehgious. The schools are not to be considered godless nor irreligious.\nIn many ways the highest and purest rehgious influences pervade\ntarian teaching of rehgious doctrine,\n\nis\n\nimpossible in the\n\n"}
{"page": 53, "printed_page": null, "text": "MORAL AND RELIGIOUS TRAINING\n\nSuperintendence]\n\nthe spirit of\n\nmany schools.\n\n41\n\n\\Vhen children are brought face to face with\n\ntruth of any kind, if the subject be rightly appreciated by the teacher, there\nis\n\na strong tendency to fill the heart of the boy or girl with admiration, with\n\nwonder, and with awe.\n\nThis influence is, in a high sense, religious in its\n\nnature.\n\nReverence is vital to religion as well as to morality.\nin children the feeling of\n\n\\\\'hatcver quickens\n\ndependence on a higher power, whatever leads\n\nthem devoutly to wonder at the order, beauty, or mystery of the universe,\nwhatever arouses in them the sentiment of worship, or fills them with admiration of true greatness,\n\nthru the earth\n\nEverywhere God touches man\n\npromotes reverence.\n\n—by means of the outward\n\nlife\n\nof the star, of\n\nmountain, or\n\nstorm.\n\nWhen Jesus told men to consider the lily, how it grows, he was\n\ntelling\n\nthem that they could find in unfolding life something to fill their\n\nlives with richer sacredness and power.\n\nBriefly, we consider a few of the specific means by which the school may\n\nplant in the child's\n\nmind and heart the fundamental rehgious conceptions\n\nwhich shall arouse his aspiring rehgious nature and control to some e.xtent\nhis\n\noutward\n\nlife.\n\nIn the study of nature and science the school finds a rich source for the\n\nA great leader in the educa-\n\ndevelopment of fundamental rehgious thought.\ntional world\n\nhas recently said:\n\nShow me a man who can teach astronomy,\n\ngeology, biology, or history, without\n\nteaching reUgion, and I will show you a man who can paint the pictures of George Inncss\n\nwithout being an artist, or one who can write the verses of Browning without being a poet.\n\nAnd, in speaking of an old teacher of science, he said:\nThat to hear him speak in inspired and trembling tont-s of the wonders of the human\nbody, or of the sideral universe, without a thrill (jf wonder, love, and praise, was as impossible as for a musician to hear the playing of Ole Bull without some trembling of the heart.\n\nIn the study of history there is a rich\n\ngious thought and feeling.\nthe historj' of the world\n\nlo\n\nthe development of\n\nreli-\n\nwould leave most of its events wiihoul ex])lanation.\n\nIn literature the true teachers have an agency\n\ntliat,\n\nrightly used, leads\n\nthe richest develojjment of religious\n\n'\\'\\\\v\n\nliope,\n\nthe herf)isms\nart,\n\nfield for\n\nTo leave religious thought and intluence out of\n\nllioiiglit.\n\nthe siurilice,\n\nand fidelities, that literature has enslirined in its most ])erfec\n\nt\n\nform the subject-matter for religious inspiration to every earnest student.\nIn the teaching of all branches of study the school may give tlu- pupil a\n\nconsciousness of his own limitations as\n\n.set\n\nover against the great world of\n\nand reality, and the abiding consciousness of an ever-living, everpresent God.\nthfiught\n\nThe school organization itself should impress the child with the sacred\nhuman life and the dignity of every day's duty. It should instill\ninto the child's mind and heart the common virtues of luinian life, and a\nness of\n\npermanent respect for all the higher .san( titles of life.\nAnother means of religious ctlucalion\n\nin\n\nthe school\n\nis\n\nmusic.\n\nAside\n\n"}
{"page": 54, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n42\n\nfrom\n\nits\n\n[Louisville\n\ngreat value in general culture, no other instrumentality\n\nuseful in arousing and stimulating religious emotion and aspiration.\n\nis\n\nmore\n\nSimple\n\nsacred music speaks to the heart a universal language, and there are few\nchildren who do not respond to its influence.\n\nThe Bible, that richest religious and ethical heritage that has come to\nNot until the spirit of unity\namong the churches has fully ripened can it be used in any large sense as\nman, should have some place in every school.\na text-book in the American schools.\n\nMany portions will have to be excluded.\n\nBut with judicious care the most beautiful portions of this book of books\n\nmay have a large place in the schools of the people.\nof the world's best religious thought,\n\nIt is the\n\nfoundation\n\nand is the highest and noblest expres-\n\nsion of the deepest ethical and religious conceptions of the race.\n\nIn the primary grades, besides the daily reading of selections from the\n\nmany of the best biographical stories of the\nIn the grammar grades and\nin the high school many beautiful literary selections from the Bible may\nBible, there should be taught\n\nOld Testament, and a few of the best psalms.\n\nbe studied in the literary classes.\n\nThruout the course the school should seek to develop in the minds and\nhearts of the children a behef in a divine being and in\n\nand Creator of us all.\n\nGod as the Father\n\nIt should inculcate in the mind of all a spritual con-\n\nception of life, a Christian spirit, and a religious attitude of mind, and seek\nto arouse in all\n\nan abiding conviction of the universal brotherhood of men\n\nas children of a common father.\n\nYet, after all has been said, the most potent and far-reaching of all moral\nand religious forces at work in the school is the Hfe of the teacher. If our\nschools are taught by men and\n\nwomen of sound ethical and spiritual lives,\n\ndevoted in the most conscientious way to the work of developing in the chil-\n\ndren of the state the highest elements of worthy manhood and noble womanly\ncharacter,\n\nwe shall have met the most important conditions for moral and\nin the schools.\nMore than that, if the teachers are right,\n\nreligious training\n\nthere will be no doubt as to the influence of the common schools on the future\nreligious and moral hfe of our people.\n\nTHE EFFECT OF MORAL EDUCATION IN THE PUBLIC\nSCHOOLS UPON THE CIVIC LIFE OF THE COMMUNITY\nW. O. THOMPSON, PRESIDENT OF THE OHIO STATE UNIVERSITY\n\nThis theme upon which I am asked to express myself assumes that school\nlife\n\nlife of the community.\nThe question is then\nand quantity of that effect. I assume, by way of defini-\n\ndoes affect the civic\n\nas to the quality\ntion,\n\nthat\n\nby the term \"moral education\" we understand education\n\nin\n\nmorals thru the use of the truth as expressed in our commonly accepted ethics.\n\nThe problem here suggested might be estimated practically by a compari-\n\n"}
{"page": 55, "printed_page": null, "text": "MORAL EDUCATION IN PUBLIC SCHOOLS\n\nSuperintendence]\n\n43\n\nson of the moral ideals of the school and of the home and community, together with our investigations into the continuity of the school's ideals in\nthe later\n\nlife\n\nof the pupil.\n\nThe topic suggests inquiry whether the moral\n\neducation of the school operates to prevent immorality in the later public\n\nand\n\ncivic life of the\n\npupil; whether also this education\n\nis\n\nresponsible for\n\nany of the criminaHty appearing in the life of former public-school pupils,\nand, if so, how far it is responsible; and, further, whether there are any positive\n\ncoming from the ideals and the teachings\n\nresults of a favorable character\n\nof\n\nthe\n\nIn short, the question develops the problem of the extent\n\nschool.\n\nof the responsibility of the school for civic hfe\n\nand morality.\n\nIn general, I think we may say that very few of the ideals upon moral\nquestions originate in the schools. They usually start in the community\nand the home, and are taken up by the school, emphasized, put in didactic\n\nform in such a way as to become a part of the mental furnishing of the pupil.\nIn a sense, then, the school represents the community.\noften\n\nmakes\n\nclear\n\nIt goes farther and\nand definite what is more or less indefinite and cloudy\n\nin the\n\ncommunity.\n\nThis process of clarifying thru didactic methods comes\n\nwhen impressions are valuable and teaching endures. The best\namong all the ideals of the community are culled out and emphasized, so\nthat in later years these earher teachings and convictions remain as a permanent force in life. This is the truth to which von Humboldt gave expression when he said: \"Whatever we wish to see introduced into the life\nat a time\n\nof a nation\n\nmust be\n\nfirst\n\nThe relationship\n\nintroduced into the schools.\"\n\nhere suggested between the home, the school, and public morals makes the\nschool a sort of clearing-house with reference to the current ideals in the\n\nWe recognize that the majority of our teachers come\n\nAmerican home.\n\nfrom the so-called middle\npoor\n\ncla.sses\n\nclass.\n\nThe wealthy classes and the extremely\nThe\n\nfurnish a very small percentage of the teaching body.\n\nresult is that thru the teachers there is carried into the school the ideals of\n\nthe great body of our democracy.\n\nWe are prone to regard as a decided ad-\n\nvantage the normal schools, colleges, and universities in which these teachers\narc trained to represent our highest ideals in morals.\nis,\n\nbody\n\ntherefore, that the teaching\n\nro(;m,\n\ndirectly\n\nand\n\nindirectly,\n\ncan be affirmed without\n\nfear,\n\nThe natural result\n\nof the country brings to the school-\n\nour best ideas upon\n\n(ivic\n\nmorality.\n\nThis\n\nnotwithstanding the fact that the teachers in\n\nour schools represent a great variety of religious experience and ecclesiastical\n\naflTiliations.\n\nhomes very\n\nOf necessity, therefore, our schools will dilTer from .some\nThey may not reach\n\nradically as to their ideas of morality.\n\nthe intensity, or even the level of .some of our choicest\n\nquestion will\n\nand\n\nwill\n\nl>e\n\nin\n\nhomes, but l)eyond\n\nadvance of the great majority of the American homes,\n\nstand forth oftentimes\n\nin contrast\n\nwith\n\ntlie\n\ncurrcnl\n\nmorals of a\n\ncjjmmunity.\n2.\n\nThere arc certain characteristic features of the .school that bring em-\n\nphasis ui)on what has been said.\n\nA few of these may be suggestccj.\n\n"}
{"page": 56, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n44\n\nPrimarily, truth\nits\n\nis\n\nthe basis of all education.\n\n[Louisville\n\nThe schoolroom puts\nIt cuts away the\n\nemphasis here and brings allegiance to what is true.\n\nnotion that error or falsehood or untruth in any form can have an abiding\nplace in education.\n\nLove of the\n\ntruth therefore\n\nbecomes fundamental in\n\nevery degree of scholarship, and increases as scholarship advances.\ncordingly, honesty of method is insisted upon.\n\nAc-\n\nEvery process in the school-\n\nroom, however unimportant, must be an honest process.\nsort tends to the destruction of all real education.\n\nDeception of any\n\nNo teacher conscious of\n\nhaving deceived a pupil can ever rejoice in that deception.\n\nSooner or later\n\nthe pupil himself detects any departure from honesty in the schoolroom,\n\nand altho he may be unable to formulate the reason for it, he recognizes\nthat it\n\nis\n\nahen and hostile.\n\nBy\n\neasy gradation, therefore, the question of\n\nhonor as between teacher and pupil, and eventually as between pupil and\npupil, cannot be\n\nBefore a definition of honor could be appre-\n\nescaped.\n\nciated, the pupil recognizes the substance of\n\nit,\n\nso that\n\nwe may afhrm that\n\nthe relation of honor is both fundamental and vital in every school.\nprinciple appUes\n\nThis\n\nA teacher\n\nequally to the requirements of scholarship.\n\nconscious of deficient scholarship will recognize the imperfection of his\n\nwork, and in some degree that he\n\nis assuming what he does not have.\nThat produces a fatal weakness in method to an honest mind. It puts an\n\natmosphere of dishonesty\nauthority.\n\nin the schoolroom, for\n\nwhich but lame apology\n\nIn education there are times when appeal must be made to\n\ncan be made.\n\nThe teacher who is not able to speak with authority and ac-\n\ncuracy cannot escape embarrassment by evasion.\nRecognition of authority\n\nis\n\nessential in education.\n\nIt is\n\nuniversal in\n\nAny departure from this is a partial defeat of the\nprocess of education.\nThe teacher is the personal representative of authority.\nthe\n\nschoolroom.\n\nSooner or\n\nlater this situation analyzes itself,\n\nand both teacher and pupil\n\nalike recognize that authority is inherent in the truth, and only so far as the\n\nteacher\n\nis\n\nthe incarnation of truth\n\nand complete.\n\nand truthfulness is his authority\n\nIt is needless to yield to the\n\nfinal\n\ntemptation to assert that this\n\nreverence for the truth and this recognition of rightful authority are funda-\n\nmental in both the moral and the civic progress of the race.\n\nProceeding\n\nfrom this relation of authority, there comes to be a formal introduction of\nlaw, as a necessary part of the school organization.\n\nhowever, is not that of arbitrary authority\n\n;\n\nit is\n\nThe conception of law,\n\nthat of formulated truth which\n\nsupreme and equally binding upon all. This high but true conception of\nwhat the law of the school is, has revolutionized our ideas of school ad-\n\nis\n\nministration;\n\nit\n\nhas opened the door thru which the teacher has become\n\nthe inspiring presence\n\nrather than the dreaded driver.\n\nof the relation of both\n\nteacher and pupil to law and\n\nThis conception\nrightful\n\nauthority\n\nemphasizes truth, honesty, and honor, and prepares the way for a\n\nfull\n\nrecognition of the rights of others, and eventually to a kindly consideration.\n\nNothing is more important in the everyday Hfe of the school than that pupils\n\n"}
{"page": 57, "printed_page": null, "text": ">\n\nMOR.iL EDUCATION IN PUBLIC SCHOOLS\n\nSuperintendence]\n\nshall learn to recognize the rights of others\n\nto other peoj^le.\n\nand to give a just consideration\n\nThis is what makes democracy possible in its best sense,\n\nand thoroly enjoyable\nin the public schools\n\nuniversities\n\nin\n\nThe beginning of these\n\nreahzation.\n\nits\n\nthings\n\nhas laid the foundation upon which our colleges and\n\nhave been building.\n\nThe full fruit of these principles is seen\n\nin the fact that the modern high school and university are much\n\ncratic than\n\n45\n\nmore demo-\n\nany school could have been two generations ago.\n\nThere are other quahties in the schoolroom worthy of mention that bring\n\nsame results.\n\nof accuracy, the uncompromising\nupon exactness, neatness, cleanliness\nand a score of others familiar to every teacher in the land. These are\nthe positive qualities that build up the pupil, construct his habits, and\nmake the atmosphere in which he hves. The modern theory and practice\n\nthe\n\nI refer to the\n\nhabit\n\nattitude toward error, the insistence\n\nWe reach the negative\nA long protest has been heard\nagainst undue emphasis upon the negatives.\nWe are not disposed to look\n\nof education proceed along these positive\n\nlines.\n\nvirtues thru the inculcation of positive ones.\n\nwith favor upon the teaching that constantly cries out \"don't.\"\n\nThe con-\n\nstant reiteration of prohibitions has been replaced by a larger emphasis upon\n\nthe positive achievement.\n\nThe schoolroom is not bringing emphasis uj)on\n\nby constantly calling attention to\n\nvice\n\nit\n\nthru warnings.\n\nWe are disposed\n\nto magnify the importance of the truth and of virtue, and to bring the pupil\nto a love of what is true and what is right by an\ntive processes\n\nof\n\nThe\n\neducation.\n\nenthusiasm for the construc-\n\npsalmist said:\n\n\"Thy word have I hid\n\nmine heart that I might not sin against Thee.\" Modern education\nbelieves that a mind filled with the truth will escape the penalties of error.\nThis prinPositive instruction is therefore the keynote in modern education.\nciple is what has given enthusiastic interest in the educational problems and\n\nin\n\nin the investigation of the child.\n\nThe abiding interest of scholarship is in\n\nfundamental question at the very beginning of our educational processes.\n\nthis\nI\n\nrecognize, however, that the negative form of instruction has a correc-\n\ntive value\n\nand cannot be wholly neglected.\n\nhabit of error\n\nunfortunately\nT(jo\n\nis\n\npractically universal.\n\nThis is due to the fact that the\n\nThis habit must be corrected but\n;\n\nwe have not always seen the corrective power of truth itself.\n\nmuch emphasis, therefore, has sometimes been given to the negative,\nThe well-known\n\nwith apparent oversight of the importance of the positive.\n\ntendency in the average healthy boy to want to do things prohibited, or to\nenjoy the hidden treasures,\n\nis\n\nnot only proof of an investigating mind, but\n\nbetter proof of a certain cjuality in boys that needs to be reckoned with in\n\nThere is danger in the excessive u.se of the ncgati\\e. The\nbands of restraint may be broken suddenly and the boy plunged into the\nThe only freedom that is safe is the freedom tiiru the\nW(jrst of excesses.\n\ntheir education.\n\ntruth.\n\nHere modern education\n\nso it has laid in the child's\nfail to\n\nproperly\n\nputs\n\nits\n\nmind a most importanl\n\ninfluence powerfully the subsequent life.\n\ncmj)hasis.\nprinc iple\n\nin\n\ndoing\n\nllial\n\n(aiuiot\n\n"}
{"page": 58, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n46\n3\n\n.\n\nIt is\n\n[Louisville\n\nimportant now to notice that morals should not be confounded\n\nwith mere external conformity.\n\nThere is a tendency for the schoolroom\n\n—\n\n—\n\nand for Hfe in general, for that matter to be satisfied with an external\nform as a substitute for the substance of morality. Now, morality is the\nThe ideal must be re-enacted by each individual; the\nresult of choice.\nlaw must be personally accepted; self -legislation must be provided; every\nindividual in that sense must make his own law and determine his own\ncharacter.\n\nThe statute, \"Thou shalt not steal,\" doubtless has the intellec-\n\ntual assent of the multitudes.\n\nThat is a good form of sound words.\n\nIt\n\nbecomes vital in life only when each individual makes it the law for himself.\nPersonal choice must therefore become a factor in every educational\n\nThe schoolroom cannot\nmay not rest with the\n\nprocess that looks toward education in morals.\n\nbe satisfied with a mere exhibition of mottoes.\nintellectual\n\nassent of the pupil to the truth.\n\nIt\n\nThese methods and these\n\nmust be re-enacted into the life of every pupil before education\nin morals makes any great progress.\nJust here is where we succeed or fail.\nThe fact that a boy has been educated in a school where highest ideals\nwere cherished, where the best precepts were taught, proves only that he\nwas educated in a good environment. In order that he may be benefited\nby such an opportunity, he must be trained to make his own choice, to reach\nprinciples\n\nown decisions, to enforce self -legislation, to determine his own conduct.\n\nhis\n\nWe cannot force this upon him. We may urge it, we may argue\n\nit,\n\nbut\n\nwe come to the simple conclusion that we cannot force a man or boy to be\nmoral.\nHe becomes so only when he chooses to become so. This reveals\nthe fundamental reason for giving a pupil and the advanced student more\nand more an opportunity to select his own course of study. No greater force\nin the development of the character of the modern university student has\nappeared than the responsibility put upon him of doing something. The\nold theory of authority in education, coupled with minute direction,\n\nleft\n\na minimum opportunity for choice on the part of the students, and in so far\nleft\n\nthe whole question of character out of consideration.\n\nAt any rate, it\n\nwas an education in which persons were trained into certain prescribed views,\nrather than an\nto\n\neducation in which persons were developed and prepared\n\nchoose freely and wisely whatever commended itself to a rational judg-\n\nment.\n\nThe modern view is that the child at the earliest possible moment\n\nshould be given the opportunity for intelligent choosing.\n\nbe wise direction, helpful counsel, but\npersonal choice.\n\nI\n\nless of external force\n\nThere should\nand more of\n\nam aware of the difficulty in this whole subject.\n\nThe\n\nold folly was that by some means the mere passing of the years would bring\nthe ability to choose; the newer wisdom\nis\n\nis\n\nthat the\n\nacquired by the constant exercise of the\n\nfore, not\n\nwill.\n\npower to choose wisely\n\nWe are disposed, there-\n\nonly to educate the intellect, but to train the will and to cultivate\n\nthe emotions, to bring into our educational processes an opportunity for\na rational choice, and to bring to the younger pupils such opportunities as\n\n"}
{"page": 59, "printed_page": null, "text": "MORAL EDUCATION IN PUBLIC SCHOOLS\n\nSuperintendence]\n\nthey are capable of using.\ncourse\n\nis\n\nIt\n\nentirely prescribed.\n\nmay be urged that with younger pupils the\ndoes not follow, however, that there\n\nIt\n\nnot a large opportunity for the exercise of choice\nof wisdom in\n\nmaking choices.\n\nlem of individual initiative.\n\nI\n\n47\n\nis\n\nand for the development\n\nThis question resolves itself into the probbeheve that every teacher should wisely urge\n\nupon every pupil the importance of this individual initiative. The training\nshould be wisely directed. The wisdom of right\n\nin the use of the initiative\ninitiative,\n\nwith a proper regard for the rewards in such cases, should be\n\nconstantly in view.\n\nBy this method we not only gain strength, but prove\n\n.the value\n\nof\n\nexperience,\n\nmoraUty.\n\nIt\n\nis\n\nmost valuable\nchoice.\n\nIt\n\nin\n\nand inculcate the most fundamental ideas in\nmanual training has won some of its\nby affording an opportunity for initiative and\n\nfield that\n\nthis\n\nvictories,\n\nhas cultivated an appreciation of the true and the beautiful; it\n\nhas developed\n\nself-reliance\n\nand put emphasis upon\n\nthe\n\nqualities\n\nso\n\nimportant in our civic life.\n\nMoreover, it is to be observed that in this self-legislation now emphasized\n\nwe have the most fundamental principle in the determination of character.\nWe also have a characteristic feature of modern education. The public\nschool has thus from the very outset put appropriate emphasis upon the\npupil in the matter of his choices.\nMore than we have estimated, we are\nteaching\n\nself-rehance,\n\nself-direction,\n\nself-determination.\n\nThe\n\nfact\n\nthat\n\nup the highest ideals toward which the student's choice\nis directed makes it a great power in determination of character and in the\nthe school holds\n\nfixing of\n\nmoral\n\nideals.\n\nWe now come naturally to the specific question as to the effect of this\n\n4.\n\nkind of education in the public schools upon the civic life of the community.\n\nHere I remark first of all that this principle of self-legislation is fundamental\nin\n\nmorals and essential to the development of democracy.\n\nSelf-government\n\ncommon phrase.\n\nThere can be no such thing as self-government\nuntil people have been trained in decisions and choices.\nThe public school\nmeans therefore the perpetuity of democracy. Modern education jjroposes\nis\n\nthe\n\na free individual capable of making decisions, of self-direction, and trained\nwith a charitable frame of mind toward others.\n\nThis kind of citizenship\n\nmakes democracy possible and endurable; the lack of it would turn a democracy into an aristocracy or an autocracy.\n\nThe civic life, therefore, of our\n\ncommunity is determined largely by the character produced thru our (.du\ncation.\nIt happens that our j)ublic schools arc the largest and most effective\nf)rganization\n\nexclusively devoted\n\nto\n\nthe\n\nthis reason the school is manifestly the\n\nour\n\n<\n\nivic\n\ntraining of our\n\ncitizenship.\n\nFor\n\nmost |K)tent influence in (ktc-nuining\n\nlife.\n\nA serf)n(l remark is that this inlkRMue of civic life is intensified thru\nthe quality of our leaching.\n\nAttention has been directed to the element\n\nof choice insisted upon in our modern education, and attention is now directed\nto the f|uality of those choices.\n\nIt\n\nmay be agreed that all schools arc* not\n\n"}
{"page": 60, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n48\n\n[Louisville\n\nequal in this particular, but it will also be agreed that every school is looking\n\nupward and not downward\n\n;\n\nthat every school is looking toward better things,\n\nwith a determination to use its power to direct pupils in their choices.\nschool ends its effort with the proclamation of an ideal;\n\nit\n\nNo\n\nseeks the approval\n\nThe quality\nwhen we remember the uncompromising\n\nof that ideal from the pupil and its realization in his daily life.\n\nof these choices appears further\n\nThe school never seeks to revise an ideal because\nThe right and the true, as against the wrong and\nthe false, are sure of maintenance in the schoolroom.\nIf in later years men\nand women come to compromise the truth, they also recognize that they.\nattitude taken by the school.\n\nit is\n\ntrue but unattained.\n\ndo it in spite of the teaching of the school, and in response to motives never\napproved by the teacher.\n\nA\n\nremark may now be offered,\n\nthird\n\nto the effect that instruction in\n\nformal ethics is a small part of the work of the public schools.\n\nIn the debates\n\nupon this question an undue emphasis has been put, in my judgment, upon\nthe importance of formal instruction in morals and rehgion.\nThere are\ntimes and places where such formal instruction is of the highest importance.\nI believe that the home and the church should recognize their opportunity\nin this regard.\nThe public school, however, does its most effective work\nby its persistent and patient insisting, thru its ordinary exercises, upon the\nqualities so\n\nfundamental in civic morality.\n\nunanimous support.\n\nWhat it teaches has practically\n\nThere can be no valid objection to the ethical atmos-\n\nphere of a schoolroom in which a boy breathes a spirit of loyalty to the truth,\nof honorable dealing with all associates, of respect\n\nfor\n\nrightful authority,\n\nand of proper regard for others than\nof incompleteness that might be brought against\n\nof obedience to well-established law,\n\nhimself.\n\nThe criticism\n\nsuch principles would be offset by such objection or enforcement of the particular views sanctioned only by particular classes of the people.\nto recognize that the public school serves all the people,\n\nIt is well\n\nand serves the state\n\nmost efficiently by bringing to all people the right ideals of citizenship along\nwith the other processes of education.\n\nour\n\ncivic life\n\nwill\n\nThe most enduring effects upon\n\nbe found, not in any formal declaration of principles,\n\nor in the formal teaching upon questions of personal habits or civic morality,\n\nbut in the inculcation of ideals; in the cultivation of choice, and\n\nin that\n\nnormal and sane attitude of mind cherished in our best schools.\n\nmake a definite or complete reply to the quesWe cannot demonstrate it as we demonstrate\na proposition in geometry; nevertheless, we are not uncertain as to the farreaching effects of our public school upon our civic life. The most fundaIt is possible, therefore, to\n\ntion proposed in this topic.\n\nmental ideas in our public schools are equally important in our civic life.\nIf these things\n\nbe neglected, neither school nor civic life can be what they\n\nnow are or should be. In the schoolroom more than elsewhere, as modern\nconditions now are, these ideals are encouraged.\nThe school with practical\nuniformity and agreement brings to the millions these ideals accepted and\n\n"}
{"page": 61, "printed_page": null, "text": "MORAL EDUCATION IN PUBLIC SCHOOLS\n\nSuperintendence]\n\n49\n\nAs things are, neither the home nor the community can present these things so persistently and so universally as the\n\napproved by our teachers.\nschool.\n\nManifestly, then, a great duty\n\nis\n\nlaid\n\nupon the teachers and the\n\nschools of the country to be true to the interests of the pupil now, that he\n\nmay be true to himself and false to none when mature years bring the opportunities of life\n\nand\n\ncitizenship.\n\nDISCUSSION\nWilliam J. Shearer, superintendent of schools, Elizabeth, N. J.\nthe papers any points on which any of us should differ.\n\n— cannot see in\nI\n\nThe most important duty of the\n\nschool and the home is the fixing of right principles of duty and conduct.\nagree,\n\nWe all must\n\nthat acts involving moral questions are the most important acts; second, that\n\nfirst,\n\nthey are the most frequent acts in school.\n\nWe cannot continue to rely on the unconscious\n\nThe results of this kind of teaching\nThe teacher must explain to the child what is right, before\n\ninfluence of the teacher for the teaching of morals.\n\nhave not been satisfactor}'.\n\nthe child can decide to do right.\nit\n\nnot, then,\n\nWithout knowledge, can there be any moral act ?\n\nIs\n\nour duty as superintendents and principals to see that the teacher gives to\n\nthe child knowledge, in order that the child may choose ?\n\nIt\n\nwas emphasized in one of\nEach imposes\n\nthe papers that the basis of the moral sentiment is a sense of obUgation.\n\nThe moral law deals with motives, while the civil law deals\nWithout raising the question whether it is right to do as Romans do when\n\nthe moral law on himself.\n\nwith actions.\nin\n\nRome, we all agree that the standards differ in different sections.\n\nIn one section it is\n\nconsidered right that the children should support and reverence their aged parents, and\nin\n\nanother that they should kill them when they get old.\n\nWe must find the origin of the\n\nmoral sentiment in the family.\nI\n\nnoted that nothing was said in the papers as to the difference between the teaching\n\nof morals\n\nand what should be called moral education.\n\nThe latter comes from every\n\nexperience of life; the former, from the precepts of the school.\ngiving instruction in these subjects,\nI\n\nIf there is\n\nno sense in\n\nwhy should there be churches or teachers ?\n\ndo not think that the papers emphasized as strongly as they should the importance\n\nmay be given. The flefinite aim in moral training\nmay be stated as, first, the subjection of the lower feelings to the higher feelings; second,\n\nof moral training, in whatever way it\n\nthe improving of the moral judgment;\n\nlaw,\n\nthird, leading the children to\n\nfourth, the strengthening of the sense of\n\nmoral obligation.\n\nseems to mc, only by leading the child to will to do the right.\nto\n\nme, that should be emphasized.\n\nThe moral idea is\n\nIt is\n\nprimary,\n\nobserve the mural\n\nThis can be done, it\nconscience,\n\nin\n\nit\n\nseems\n\nevery one of the\n\nThere is not one that does not have a word for rigkl. The\nThe laws are not supposed to be for any but\nthe lawless.\nThe great majority are not influenced by fear of the law, but by the consciousness, of what is the right thing to do. Character depends more upon ccjn.^cicnrc than\nlanguages anfl dialects.\n\nwhole sfKial life is rf>oted in conscience.\n\nujK^n anything else.\n\nThru the feelings we may rca( h the will.\n\nIt is of vital\n\nimpr)rtancc\n\nthat the course of study should suggest to the teacher work that can be d(jnc to train the\n\nconscience;\n\nto\n\nchoose properly; and to strengthen the will to carry the deci.sion of con-\n\nscience into effect.\n\nM. M. Ramer, state superintendent of public instruction,\ntopic is under di.scussif)n in my stale in a very {)ronounced way.\n\nhome and the church should create character.\nit.\n\nPierre,\n\nS.\n\nIt has been\n\nDak.\n\n— This\n\nsaid that the\n\nBut the fact is that they arc not doing\n\nA .speaker at an N. E. A. meeting, not long since, s;iid that the absence of religious\n\nteaching in the public\n\n.schfxjl\n\nis\n\nthe suggestion that religious training\n\nis\n\nnot necdccl.\n\nI\n\n"}
{"page": 62, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n50\n\n[Louisville\n\nbelieve that the public school must instill a certain religious culture, probably chiefly in\n\nAt the last meeting of the State Teachers' Assocommittee of fifteen from the educators\n\nthe kindergarten and primary schools.\nciation in South\n\nDakota we provided\n\nfairly representative of the various\n\nfor a\n\nshades of religious thought, and they are to report to\n\nus what common religious ground they can find, and then to report what they aU agree\n\nshould be done in the giving of religious instruction in the schools.\n\nThey are also to sub-\n\nmit a course of study in ethics on a basis of Scripture.\n\n—\n\nJames M. Greenwood, superintendent of schools, Kansas City, Mo. We should\nand not from the standpoint of\n\ndiscuss this question from the standpoint of the child,\n\nthose who have studied the philosophy of this subject.\nchildren about high ideals\nclean;\n\nif\n\nIt is\n\nnot worth while to talk to\n\nYou should keep a child\nThe child should be a good sleeper. We\n\nthey are not well fed at home.\n\nsoap and water are good civiUzers.\n\nshould develop in the child, by a process with which teachers are familiar, the habit of\nright feeling.\n\nThen he should get into the habit of right thinking. With this comes right\n\nacting; then the right attitude toward those near to him,\n\nand eventually toward those a\n\nBy degrees he comes to a period when we can correct him so he\ncan govern liimself. Under such instruction we can probably get a better crop of men\nand women than we now have. If we will work along lines of common-sense, we\nlittle\n\nfarther away.\n\nshall start from the platform\n\nwhere children are now.\n\nI\n\nhave asked school children fre-\n\nquently what they would do with the boy who gets sulky, and they say:\n\n\"Lick him!\"\n\nIn a colored school some of the pupils suggested that the yardstick should be taken to a\nsulky boy.\n\nIn another school the advice given was to shake hun.\n\nthey know what should be done to a child to lead\n\nhim\n\nThe children think\n\nto choose\n\nproperly.\n\nTheir\n\nnotions are those of quick and prompt obedience.\n\nHenry Sabin, Des Moines, Iowa.\n\n—\n\nhear Mr. Greenwood advocate the\nwhen compulsion is necessary. I said\n\nI rejoice to\n\nold-fashioned doctrine of compelling obedience,\n\nin the National Council once, when I had a little support, that the authority of the teacher\n\nmust be enforced; I am glad to see now that the old-fashioned doctrine is approved. Can\nwe rear a good race of men and women if we leave out all idea of responsibility, all idea of\nGod ? Our public schools never received such a blow as when some one promulgated an\nidea that the teaching must all be secular. I bless God, this morning, that that day has\ngone by. We are coming back to discover that the teaching of the doctrine of responsibility is the\n\nfoundation of\n\nall\n\nmoral training.\n\nThis new doctrine that has been going\n\ninto our schools for the last twenty-five years has not brought up a race of\n\nbe proud.\n\n—\n\nD. SiMKiNS, superintendent of schools, Newark, Oliio. I believe that we all agree\nwe should compel obedience when necessary, but we may make mistakes. When\n\nJ.\n\nthat\n\nwhich we can\n\nWe want to get back to the old foundations, and get back right speedily.\n\nyou compel a boy, and he obeys thru fear, you have not changed him. If you can get\nhim to change himself, he is changed by the only one that can truly change him. You\npunish the boy, and he feels that he has not a friend on earth.\nto beUeve that there is something good in every boy.\n\nThe thing to do is really\n\nWe are not going back to the old\n\nway.\n\n—\n\nJohn W. Cook, president of State Normal School, DeKalb, 111. It is a matter of\nwe are coming to some well-defined theory. I wish to express\nmy great obligation to President Thompson for the way in which he has cleared the atmos-\n\nsatisfaction to find that\n\nphere by giving us a serie.s of propositions, every one of which is clear as a bell.\nS.\nfirst\n\nY. GiLLAN, Milwaukee, Wis.\n\npaper.\n\nIt\n\n— desire\nI\n\nto enter a dissent to the\n\nargument of the\n\nhas the statement that no tribe or people yet has been found destitute\n\nThis either proves too little or too much. We know that there are\nmany good citizens that believe there is no need of war, and yet war has been a universal\npractice.\nThere are people who believe that the vermiform appendix is unnecessary,\neven the its possession is general. I am impressed with the suggestion that we should\nof religious instinct.\n\n"}
{"page": 63, "printed_page": null, "text": ";\n\nSuperintendence]\n\nWOMAN'S PART IN PUBLIC-SCHOOL EDUCATION\n\nNow, are not many of the greatest scientists irre-\n\nrecommend the teaching of science.\n\nor at least careful not to get their science and their religion mixed ?\n\nligious,\n\n$1\n\nThe nearest\n\napproach made here to de6ne religion is that it consists of what is agreed upon among\nNow, that is so far off or so attenuated as to be reduced to naught. Why\nthe sects.\ndoes the gentleman from South Dakota leave out the Hebrew and the agnostic ?\nfor the reason of the man who,\n\nIs\n\nit\n\nwhen asked why he was in the asylum, answered: \"It is\n\nbecause we are in the minority\" ?\n\nI\n\nam pleased with the second paper, in its discussion\n\nof this subject without reference to religion.\n\nJames L. Hughes, inspector of schools, Toronto, Can.\n\n— wish\nI\n\nto say that those two\n\npapers were the best papers I ever heard at a single session of an Association meeting. I\nrejoice that this Association has had the pleasure of hearing such papers.\n\nhowever, to add a word.\n\nI feel disposed,\n\nWe are not believing in all the old things. We want obedience\n\nbut I am not going to ask any boy in the world to give obedience to me alone.\n\nI\n\nam not\n\ngoing to ask him to obey me alone, for he stands as my partner; I am going to be partner\nwith him in his duty of lifting every part of his being into power. This is not obedience\n\nYou cannot do that by merely keeping him under. When\nany soul becomes conscious of subordination to another soul, power is lost. Reverence\nI never met a boy of the slums who did\nfor the life of the individual is what we want.\n\nto me, but to the law of his life.\n\nnot give me as much reverence as I gave him, and I give to his personality as much rever-\n\nence as I give to any human being.\n\nFr.\\nk C. Cooper, superintendent of schools, Seattle, Wash.\n\n—\n\nI visited a night school\n\nlast night where the new boys are learning something besides reading and spelling.\n\nWhen\n\nwas proposed to do away with this school on a certain occasion, young men who had\ngone thru it said it should not be done away with for lack of money for its expenses. That\n\nit\n\nschool is raising boys to a higher standard.\n\nSuch higher standards mean growth in moral\n\ntraining.\n\nWO.VAN'S PART IN PUBLIC-SCHOOL EDUCATION\nSARAH E. HYRE, MEMBER OF BOARD OF EDUCATION, CLEVELAND, OHIO\n\nMRS.\n\nThe thought of the day seems to be that a child shall be educated in a\nway that will enable him to live a worthy life; that less stress shall be jjlaccd\nu[jon the development of his intellectual powers, and more upon his qualities <jf\n\ncharacter;\n\nthat the school\n\nlife\n\nshall\n\nbe a continuation and enlarge-\n\nment ujKjn the true home life, and not a training .separate and apart.\nIn the light of\n\nthe.se\n\nviews, the question of\n\n\"Woman's Part in Public-\n\nSchool Education\" is of more than ordinary interest and deserves the thoughtful\n\nThe\nof everyone who is interested in school affairs.\nwoman has done, and the success that she has obtained along\n\nconsifleration\n\nwork\n\nthat\n\nhumane, j)hilanthrof)ic, and erlucational lines, in the past twenty-five years,\nindicate that she has a sympathy and |)atience with children, and an understanfling of them, tiiat\n\nfit\n\nher to take an\n\nimportant part\n\nin\n\n|)ul)Iic\n\nschool\n\neducation.\nI believe that\n\nwoman has a part in jtublic edutalioii, because she pos-\n\nsesses certain natural qualities peculiar to her sex, that are esMiitial ilcniciils\nin the\n\nroundcd-up cdu(ation of a boy or girl.\n\nI .shall\n\nnot lake your time to di.scu.ss the political or legal right of woman\n\n"}
{"page": 64, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n52\n\n[Louisville\n\nbut desire to simply call your attention to the\n\nto a part in public education,\n\nmoral duty and inherent right of woman to live out her own individuafity\nthis,\n\nwoman finds her\n\nwoman has learned.\n\nIt is the intuitive\n\nand up to the best talent within her.\nwork where children's interests are.\nIt is not a trade or a business that\n\nBecause of\n\nand child-nature that God Almighty has given her.\nWoman knows a hundred ways to reach a child. It may be thru his pride,\n\ninsight into child-life\n\nhis reason, his intellect, or his affection, or by means of her individual tact;\n\nbut, whatever method\n\nwoman\n\nis\n\nused, there is always back of it the patience\n\nand\n\nAnd so wherever children are concerned,\nwherever their safeguards or development are involved, the woman viewpoint should have expression.\nIt is not only in a general and abstract way\nthat woman should enter into the public education of our youth, but in a\ninterest\n\nof\n\nin\n\nyouth.\n\nmaterial and practical way.\n\nWoman has a part in public education as a student, as a teacher, as a\npatron, and as a member of boards of education.\n\nLove and understanding\n\nof children are natural instincts that exist in the most primitive and ignorant\n\nwoman; but if we would have the larger benefits of that knowledge in our\ncitizenship, we must educate the possessor to use it in an intelligent manner.\nThe evolution of woman has been and is wonderful. Every year large numbers who are to be the mothers of the coming generation are filling our educational institutions.\n\nHalf of our public-school population are\n\ngirls,\n\nwhile\n\nwomen constitute nearly 30 per cent, of all college students.\nOccasionally someone will denounce the higher education of\n\nwomen.\n\nRecently a woman physician said that the mental development of woman\nis\n\ndestroying her ability to carry out her proper functions.\n\nthis, let\n\nIn answer to\n\nme quote Dr. J. M. Taylor, dean of Vassar College, who has made\n\ncareful study of this subject:\n\nThe bearing of the higher education of women on the heahh of women and their\nhome is of perennial interest. It has been abundantly shown, over\nand over again, by the most careful investigation that the health of college women improves\nattitude toward the\n\nduring the four years' college course.\nnot true in the cases of all men.\n\nWhile that is not true in all cases, it is certainly\nOnly three of 153 graduates of 1903 of Vassar did not\n\nimprove in general health after entering college.\n\nThe first ten years' history of Vassar\n\nshows that half the total number of graduates married, and that the proportion of children\nto each was from three to four.\nThere is nothing in the college training of American\nwomen to contribute to abnormal results. A healthy mind, a natural body, and absolutely healthy and natural sentiments toward life are the general product.\nNo work in\nAmerica promises more for its future than the thorough education of its girls.\n\nBut woman's part in pubHc-school education has its greatest manifestation, at the present time, in the large number of women teachers in the public\n\nschools.\n\nIn 1880 the percentage of women teachers was\n\nhad increased to\n\n57.\n\nIn 1903\n\nit\n\nI\n74; and we naturally ask why this has come about.\nventure one suggestion. At one time in the history of teachers the only\nequipment necessary was a certificate. If an applicant before a board of\n\n"}
{"page": 65, "printed_page": null, "text": "—\nSuperintendence]\n\nWOMAN'S PART IN PUBLIC-SCHOOL EDUCATION\n\nexaminers maintained an average of 70 per\n\ncent.,\n\n53\n\nhe was a teacher, and\n\nnothing could prevent him if he could delude some weak board of education\ninto giving him a school.\n\nThe time is not so far distant when physical strength\n\nwas of greater value to the schoolmaster than intellectual porver. It was\nnecessary for him to control and break the spirit of the biggest boy in his\nroom, or else he had not been a success.\n\nExperience has taught us that\n\nthis influence did not stimulate the pupil's respect for\n\nlaw and order, but\n\nBut there came a change in the sentiment of the public; they\nbegan to wonder if there was not some other way to reach children. Here\n\ndestroyed it.\n\nand there a slight little woman would succeed in a school where a strong\nman had been employed and failed. By moral suasion, by studying the boy,\nby giving her woman-nature full sway, she would capture the boy's heart,\nperhaps touch his pride, secure his co-operation, stimulate his gallantry\nin\n\na word, win him.\n\nEducators and the thinking public\n\nat last realized\n\nthat woman's way was the best way of reaching children.\n\nThe sentiment\n\nAt this period moral suasion supplanted the birch whip.\n\nof the pubUc became so strong against physical punishment that laws prohibiting\n\nwere placed upon the statute-books of a number of\n\nit\n\nteacher, in preparing for his calling today, does not have to\n\nstates.\n\nmeasure\n\nThe\nhis\n\nby his ability to administer corporal punishment. The\nHe studies\nteacher of the present, who makes a success of his work, loves it.\nand trusts his pupils, and by that very faith wins their love and confidence.\nprofessional value\n\nHe has an understanding of and sympathy with child-life, and he has tact\nto\n\nmanage it.\nThe teacher must also have the abihty to discriminate.\n\nThe doctor,\n\nas he goes about his practice, cannot send but a general prescription to apply\n\nhe must have the skill to discriminate. The commercial man\nwho is a successful one must study his men; he must api)roach them in as\nmany different ways as there are minds; he cannot commit a s])ccch and\nrepeat it to every business man he may approach; he must have the aculeThe nurse who goes into a sickroom fully determined\nness to discriminate.\n\nto all cases;\n\nto put into effect the theories she\n\nhas learned, without considering whether\n\none of typhoid fever or a critical operation, will soon find out\nthat .she has mi.staken her calling; she, too, must have the quality of dis-\n\nthe case\n\nis\n\ncrimination.\n\nThe teacher is no exce|)tion to the general rule.\n\nHe must\n\nsurpass the others in tact; he mu.st have the ability to find out each child's\nindividual\n\nmake-up and temperament; he must discover\n\nthe avenue thru\n\nmay influence him; he must reach down and interest the childmind; he can lift it u|} to his own mentality only as he leads it on, year after\n\nwhich he\n\nyear.\nfits\n\nand\nin\n\nThis requires a comprehension of childhood;\n\nher peculiarly to enter into\nto teach\n\nthem\n\na\n\nan<l\n\nwoman's nature\n\nsymj)athelic relationship with diildreii\n\nj)roperly.\n\nHut the business man comjjlains of lack of confidence an<l individuality\nour rity-taught boys. Educators thcm.sclvcs are .somewhat disturbed\n\n"}
{"page": 66, "printed_page": null, "text": ".\n\nNATIONAL EDUCATIONAL ASSOCIATION\n\n54\n\n[Louisville\n\nSome of them give as a reason that there\n\nover the apparent shortcomings.\n\nare too many women teachers in the city schools, and that boys, as they enter\nthe adolescent age, need, in greater degree, masculine influences.\nthis is true;\n\nI believe\n\nbut that does not prove anything, because the average boy at\n\nthat age is in the high-school work and comes under the direct influence of\n\nboth men and women.\n\nIn substantiation of this it is a fact, interesting to\n\nnote, that out of a canvass of the 60\n\ngrammar buildings in Cleveland, the\ngrammar pupils,\n\naverage age of the graduating classes of 1905, or 3,222\n\nwas found to be 14 .03 years.\n\nThere was only one building where the average\n\nage of the class was 15 years.\n\nIn 23 buildings the average age was 13 +,\n\nand in the other 36 buildings the class age average was 14 +\nIt is in the cities that there is complaint of a lack of individuahty among\n\npupils;\n\nbut I beheve this is not because there are so many women teachers,\n\nbut on account of the close organization and the lack of freedom for each\nteacher to work out his own problems.\nof a teacher's work, but\n\nit\n\nTechnical training is the foundation\n\ndepends upon his individual interpretation and\n\napplication of that training whether or not he shall succeed.\nit is\n\nI believe that\n\nthe teacher, irrespective of sex, who goes on, year after year, surrounded\n\nby limitations and restrictions, that makes him little more than a machine\nto grind out so much work per day, that fails to create individuality in pupils\n\nboys any vigorous manhood.\nBut it is not only as a student and teacher that woman has a part in\n\nor\n\ninstill into\n\npublic education, but as a patron also.\n\npeople in any movement; and so,\nfor\n\nif\n\nWe cannot get far in advance of the\nwe would secure the\n\nbest equipment\n\nour public schools and the greatest benefits for the youth who attend\n\nthem, we must keep the patrons alive to their needs.\nIt is the duty and mission of the school to develop a child, but the greatest\nwork lies in bringing him into harmony with the community interests in\nwhich he lives; and I believe this can be done by correlating the work of\nthe home and the school.\nNo teacher can do this, however, unless she has\nthe cordial interest and support of the parent.\nIt is to be regretted that\nso few fathers have an opportunity to familiarize themselves with the daily\n\nworking conditions of the schoolroom. The average father is absent from\nhome during the hours that the school is in session he is usually so engrossed\nin the efforts of securing ways and means that the work of straightening\n;\n\nout the \"tangles\" falls to the mother.\n\nThis fact brings her into close touch\n\nwith the teacher and the schools, and makes the mother a factor as a patron.\n\nReahzing the benefits, to their children, to be derived from this contact\nof mother and teacher, \"mothers' clubs\" exist in almost every school district\n\nmany cities.\n\nThese clubs study and discuss many questions pertaining\nand co-operate with and support the teachers in carrying out\ntheir plans for better and broader results.\nin\n\nto children,\n\nIn our own city of Cleveland the women are thoroly alive to the interests\nof the schools.\n\nBesides mothers' clubs, there are other organizations of\n\n"}
{"page": 67, "printed_page": null, "text": "Superintendence]\n\nWOMAX'S PART IN PUBLIC-SCHOOL EDUCATION\n\n55\n\nThe Needle Work Guild, thru\n\nwomen that contribute to their welfare.\n\ninformation obtained from the principals of some of the poor districts, each\nfurnishes a change of underwear, stockings,\n\nfall\n\nand other necessaries\n\nto\n\nneedy children, so that they may come to school in a presentable and cleanly\n\nThe Denison\n\nmanner.\n\nPatrons' League\n\nis\n\nan organization composed of\n\nnity.\n\nIts officers are the leading citizens of the commuThe league furnishes four free entertainments or lectures each year\n\nin the\n\nauditorium of the school building to the parents of the district, at\n\nthe patrons of the school.\n\nThe Free\nDay Nursery and Kindergarten Association supports four summer vacation\n\nwhich are discussed the relationship of the home and the school.\n\nschools, and by their interest and effort stimulate the carrying-out and enlarge-\n\nThe Daughters of the American Revolution appropri-\n\nment of the work.\n\nated a sum of money the past winter and gave, in conjunction with the school\nauthorities, a series of patriotic lectures in the school auditoriums,\n\nof America.\"\n\nIt was given in simple English,\n\noptican slides and patriotic music.\n\nevery standpoint.\n\nwhere\n\nThe title of the series was \"The Story\n\nthe population was largely foreign.\n\nand supplemented with stere-\n\nThis work was a grand success from\n\nThese are only a part of the numerous efforts of CleveOther cities are working along\n\nland women in the interest of good schools.\n\nsimilar lines, and it will only be a matter of time when the work of woman\n\nas a patron will be considered an essential part of every successful school.\n\nBut it is equally important that woman should have representation in the\nFar\n\nadministrative department of our public schools as in the educational.\n\nbe it from\n\nme to say that all women are fitted for school-board members,\n\nor that a woman should be upon every board for the sake of having a won-a'.i.\n\nBut I do believe that the right woman .should be upon every board, whether\nin a large or small .system, because broader results will be obtained by adch'iig\n\nthe\n\nwoman view-point of school administration;\n\nbecause the right woman,\n\nwhen it comes to children, is unselfish and has no interests which supersede\ntlii)>c of the (hild; becau.se the intt-rcst of the teacher and patron can always\nhave expression with a woman rci)resentative upon the administrative board.\nTwo of the distinctive features that mark the services of women upon\nschool boards are their close attention to detail and their willingness to hear\n\nThe yjublic .schools are the clo.se.st to\n\nthe patron's side of the question.\nthe\n\n\\>c(>\\)\\c\n\nof all public institutif)ns;\n\nboard only can the\n\n[)Co]ilc\n\nand thru the members of its school\n\nhave rej)resentation.\n\nI\n\ntherefore consider this\n\npublic .service and close attention to detail splendid qualifications for any\n\nmember of a .school board, anrl\n\nespecial qualifications for\n\npublic has i)Oor service from a memlx-r of a jmblic\n\nlin.nd\n\nwomen.\n\n'J'lie\n\nwho, willing to\n\nsacrifice\n\nhimself for the dear public before eledioii, after election jjlaccs\n\nhim.self\n\nupon a periestal and rlraws the \"awful (ircle\" abctut himself .so that\n\nno one can ajjproac h him.\nof hygiene\n\nand\n\nsanitation,\n\nWomen members are interested in tlu- (jueslions\nand especially\n\nin\n\ntho.se\n\nwhich carry with them moral influences which go\n\nto\n\ncjuestions of education\n\nmake better boys and\n\n"}
{"page": 68, "printed_page": null, "text": ":\n\nNATIONAL EDUCATIONAL ASSOCIATION\n\n56\ngirls.\n\n[LouisviOe\n\nThe married women serving on school boards, as far as I have been\nThe\n\nable to learn, are women who have had years of contact with children.\n\none experience which makes a mother valuable is that she has gone thru\nthat period\n\nof\n\nrearing her children, studying their natures, sympathizing\n\nBy this time what she\nknows about children is not \"theory,\" but experience; and if she is an educated, broad-minded woman, she can do much good in addition to being\nThe unmarried women who have been\na fond mother and grandmother.\nupon school boards are those who have dealt with children in a large way,\nand on account of that experience are quite as valuable.\nwith their weaknesses, and realizing their worth.\n\nIn order that I might not discuss this part of my subject from a theoretical\nstandpoint, I have written to prominent citizens in several cities where women\n\nupon boards of education, and asked for opinions in reference\nThe answers received show not only that\nthese women are acceptable members of their respective boards, but that\nthey are rendering special, and almost invaluable, service to the schools\nbecause they are women. I give a few extracts\nare serving\n\nto the value of their services.\n\nIn speaking of the woman who is a member of the board of education,\nthe commissioner of schools at Rochester, N. Y., says:\n\nShe has made a constant contribution of suggestions and intelligent discussion equal\nany other member; she has done more visiting than all the other members\n\nto that of\n\nShe has interested herself in the music, decoration, and sanitation of the schools,\nand has brought to these subjects an experience, good taste, and special knowledge which\nare quite exceptional.\nShe has been greatly interested in all that concerns the teacher,\nand by her remarkable gift as a pubUc speaker she has been a force in the discussion of\nschool questions at meetings of parents a work of education of public sentiment which\ntogether.\n\n—\n\nhas\n\nmade the progress of our schools possible through steadfast popular support.\n\nI\n\ndoubt if her knowledge in the matter of selecting supplementary reading for children is\nsurpassed by that of any other woman in the country.\n\nAnother writes as follows:\nOf the two women members at Warren, Ohio, one has been for a number of years\nat the head of the building committee, with excellent results, and the other has been chair-\n\nman of the teachers' and text-book committee.\n\nThe first work they did was to renovate\nAt the end of the first year that these women were on the board the\ncity board of health, in making its report to the state, spoke of the splendid sanitary condition of the school houses and gave the women of the board the credit.\nthe schoolrooms.\n\nThe member at Grand Rapids, Mich, is serving her tenth year upon\nthe board.\n\nIn these years she agitated for manual training until\n\nestablished in the\n\ngrammar grades.\n\nschool work, and\n\nit\n\nis\n\nit\n\nwas\n\nShe has been chairman of summer-\n\nconsidered a success from every standpoint.\n\nShe\n\nwas a teacher, is a mother of children now in school, and is thoroly in sympathy with the work of keeping the patron interested in the school. She\nis independent in her thought and action, and I should say, from the splendid\ncommendation of her I have received, that the public of Grand Rapids feel\nthat she is one of the most valuable members of the board.\n\n"}
{"page": 69, "printed_page": null, "text": "Superintendence]\n\nWOMAN'S PART Ii\\ PUBLIC-SCHOOL EDUCATION\n\n57\n\nToledo, Ohio, boasts for the first time of a woman upon its board, and\nthe following are extracts concerning her work:\n\nShe has brought about a better feeling between teacher and parent by giving one afternoon a week to hear the patron's side of the question. She is more earnest and conscientious than most of the members of the board, inasmuch as she has \"no ax to grind.\"\nShe is conscientious and independent in her action, as has been demonstrated in several\ninstances, but always yields gracefully\n\nwhen defeated.\n\nShe is doing fine work, and has\n\nthe admiration of the board and community for her splendid poise and tact.\n\nCleveland has had a\n\nwoman on the school board for ten years.\n\nThe\n\none found the board renting rooms over saloons to relieve the over-\n\nfirst\n\ncrowded condition\n\nthe\n\nof\n\nShe protested;\n\npublic schools.\n\nthey insisted.\n\nShe threatened to call to her aid the public press; and never since then has\n\nThese women advocated and advanced the\n\nsuch a thing been proposed.\n\ndepartments of kindergarten, manual training, and domestic science, and\n\nThey also did\nmuch toward abolishing the use of basement rooms.\nThe member who served upon the board from 1901 to 1903 was a successful business woman, having large business interests of her own.\nThese\nwomen, who were upon the Cleveland board from 1894 to 1904, were women\n\nwere the ardent supporters of the present-day Deaf School.\n\nof education\n\nor\n\nand had had an e.xperience with children, either as mothers\nThey were conscientious and enthusiastic, and always for\n\nas teachers.\n\nwhatever seemed to be for the best interests of the children.\n\nSo efficiently\n\nhave these women served the public that I believe it to be the fixed policy\nof the i)eople of\n\nmy own city to keep at least one woman on the board of\n\neducation.\n\nThis question of woman's part in puljlic education is no longer unsettled.\nIt\n\nhas lieen demonstrated in many cities that she has a part in the admini-\n\ndepartment as well as in the educational.\n\nstrative\n\ntime when every community will realize\n\nits\n\nsuperintendent will urge that he be given this aid.\n\nwoman\n\none\n\n— the right woman —\n\nwill\n\nbe\n\na\n\nIt is\n\nonly a matter of\n\nimportance, and when every\n\nWhen this time comes,\n\nmember\n\nof\n\nevery\n\nboard of\n\neducation, whether in a large or small city.\nIn a\nIt is\n\nlittle\n\ndrawer in\n\nmy desk is a daguerreotype picture of a woman.\n\nan old picture, taken perhaps in the forties.\n\nthe .shoulders of the subject\n\nhe an heirloom today.\nis\n\nis\n\nThe hair\n\n—jet-black —\n\ncarefully smoothed up(jn the forehead.\n\ntiful\n\nis\n\nIt is a\n\n— beautiful to me because\n\nat that pi( turc\n\nit\n\nrecalls to\n\nand molded my life.\n\nThe shawl that covers\n\nan old-style Paisley and the bonnet would\nparted\n\nin\n\nthe mifldle\n\nand\n\nplain face, but to me beau-\n\nand look\nAs I\nit is the face of my mother.\nme the influence that has romc down the years\n.sit\n\nBut the devotion, the patience, the sacrifice, that shine\n\nforth from the face of that daguerreotype picture are as old as woman herself.\nIt is this spirit of\nIt .should\n\nlove\n\nand unselfishness that\n\nis\n\nneeded everywhere today.\n\npermeate our commercial and busine.ss life, and should enter into\n\nthe public education of every child, to the end that he may become a belter\ncitizen\n\nand a more lovable neighbor.\n\n"}
{"page": 70, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n58\n\n[LouisviUe\n\nWhen this moral element shall become a permanent influence in our\npublic schools, health will supersede disciphne; the heart will lead the will;\n\nknowledge for knowledge' sake will give place to knowledge of life and its\n\nhuman relations; and industrial and political strife will be gradually eliminated by the brotherhood of man.\neducation ?\n\nIs this life a\n\nFor, after all,\n\nwhat is the purpose of\n\nwager to see how much information can be accu-\n\nmulated and stored in the human brain; or, rather, is it a grand privilege\nto\n\nstudy and understand our relations to God, to nature, and to our fellow-\n\nman ?\n\nTo set a lower or a narrower standard for the public schools of our\n\ncountry is to deprive our youth of the best elements of good citizenship and\nto lessen their opportunities for a higher life.\n\nWHAT KIND OF EDUCATION IS BEST SUITED TO BOYS?\nREUBEN POST HALLECK, PRINCIPAL OF BOYS HIGH SCHOOL, LOUISVILLE, KY.\n'\n\nI hope to see an end to debates on the question whether one sex is superior\nto the other.\n\nOne might as well debate whether the existence of the lungs\n\nor of the heart is the more necessary to life.\n\nWe do, however, feel that our\n\nmothers differ from our fathers, not as two individuals of the same sex, but\nthat there are striking intellectual and emotional differences.\n\nWe feel glad\n\nsorry that our mothers differ from our fathers;\n\nbut if anyone\n\ninstead of\n\ndared raise the question of the inferiority of our mothers, the first impulse\nof\n\nAmerican manhood would be to answer that question with a blow, and\n\nthe\n\nmore our mothers differ from our fathers, the harder would probably\n\nbe that blow.\n\nSome have said that there can be no more \"male\" or \"female\" education\nliterature.\nAsk any intelligent Hbrarian, who\n\nthan \"male\" or \"female\"\n\nselects reading for adolescents, if\n\nhe does not recognize differences of sex\n\nmaking up his reading-lists, and if he might not call books on big-game\nhunting and adventure \"male\" literature. Some objectors frankly grant\nthat there is a difference, but they say: \"Educate both in precisely the same\nway, and you will find that they will assimilate only what their different\nnatures and instincts prompt, just as two vegetables growing side by side\nwill absorb only the elements which each needs.\"\nWould any agriculturist\nclaim that it would be wise to give different vegetables exactly the same\nfertihzer?\nCould he not rightly claim that one might need more potash,\nthe other more ammonia ?\nSuppose ammonia was used on potatoes, and\nthey absorbed no more of it than their nature permitted, would there be as\nmany and as large potatoes as if the necessary potash had been provided ?\nMight not also a certain amount of the ammonia be wasted ?\nIf the two sexes differ emotionally, intellectually, and physically, it can\n\nin\n\nhardly be unwise or unscientific for education to recognize whatever differences\n\nexist.\n\nBoys\n\nwill\n\nnever receive the best education, so long as they\n\n"}
{"page": 71, "printed_page": null, "text": "7\n\nSuperintendence]\n\nKIND OF EDUCATION BEST SUITED TO BOYS\n\n59\n\n*\n\nThe majority of the members of\n\nare taught chiefly by the opposite sex.\n\nMoseley English Educational Commission, who inspected American\nschools, said there was occasion to view with alarm the growing preponderthe\n\nance of women teachers.\n\nProfessor Henry E. Armstrong, F.R.S., says in\n\ntheir report:\n\nTo put the matter in very simple terms, it seemed to me on the occasion of my former\n\nvisit\nis\n\n—and the impression was confirmed during my recent\n\nvisit\n\n—that the boy\n\nin America\n\nnot brought up to punch another boy's head, or to stand having his own punched, in\n\na heahhy and proper manner; that there is a strange and indefinable feminine air coming\nover the men;\n\na tendency toward a\n\ncommon\n\n—\n\nif\n\nI\n\nmay so call it, a sexless\n\n—mode of\n\nthought.\n\nSome of the members of this commission said there was a marked contradiction in the liberality of Americans in erecting and equipping magnificent\n\nschool buildings, and their parsimony in refusing to pay good men teachers\n\nSome say that it is better to employ firstThe only possible answer to that reply\nis that it is better to employ first-rate men as well as first-rate women and\nto pay a first-rate price for all who train American manhood.\nOur people\nenough to instruct their children.\n\nwomen than\n\nrate\n\nthird-rate\n\nmen.\n\nare slower in educational reform than in getting improved machinery, but\n\nwhen we once do reaUze the importance of the highest type of men teachers,\nmoney will be forthcoming. One boy, as a result of better teaching,\n\nthe\n\nmay, thru his inventiveness and superior grasp of a business, give employ-\n\nment to thousands of people and make the money spent for high-grade masculine teachers the best possible investment for the commonwealth.\n\nOf course,\n\nmany women teachers,\nand of an equally high grade. At present there is not much but the missionary spirit that will impel our best young men to become and remain\nsecondary teachers. There are now many such missionaries among our\nhigh-school instructors, but many years' experience leads me to express\nit\n\ngoes without saying that we should have just as\n\nthe opinion\n\nthat only third-rate\n\nmen,\n\ninfluenced by strictly utilitarian\n\nif\n\ninducements, can afford to remain teachers\n\nin\n\ntlic\n\noverwhelming majority\n\nof our high schools.\n\nname of the boy, I protest against the tendency to discourage\nI doubt whether too much rivalry is necessary\nor desirable for girls.\nThis question, however, is one for women and evolution\nIn the\n\nhonest rivalry in the school.\n\nto\n\nWith men, life is a contest; and fortvmatcly most boys love a\nThose who do not niu>t drop to tin- rear in tlie struggle for exist-\n\nanswer.\n\ncontest.\n\nence.\n\nThat tremendous struggle, wlii( h resuhs in the survival of the fittest,\n\nand the consefjuent improvement of plant and animal and thought product,\nmu.st continue if life is to j)rogress.\nsays:\n\nIt is\n\n\"Never have honors in a school.\n\nagainst each other.\n\nnot the true masc uhnc s])irit\n\n\\vlii<\n\nh\n\nNever pit two individuals or sides\n\nNever inquire whether John can do better work than\n\nWilliam, but only whether John's present record shows any iinpro\\(rniiit\nover his jia^t.\"\n\nIf\n\na sdiool for boys is to be (onducted on this basis, it will\n\n"}
{"page": 72, "printed_page": null, "text": ":\n\nNATIONAL EDUCATIONAL ASSOCIATION\n\n6o\n\n[Louisville\n\nmember of your family\nhad to undergo a grave surgical operation, would you employ Dr. Brown\nbe run out of harmony with the laws of hfe.\n\nIf\n\na\n\nbecause his record of fatalities was decreasing, or would you ask for the\nI\nservices of Dr. Robinson who had only half as great a death record ?\nknow the manager of a manufacturing plant who in two years lost 12 per\n\ncent,\n\non the capital stock.\n\nAltho his second year was slightly better than\n\nhis first, the directors said to him when he argued this improvement\n\nYou forget that we are in competition with other factories in this country and\nYou forget that these losses will force us to close the factory, throw our\nworkmen out of employment, and cause their children to cry for bread. We shall\n\nabroad.\n\nlook for a\n\nbette'r\n\nmanager.\n\nThe advocate\n\nof a less masculine type\n\nof education\n\ndevelop an unsocial spirit and cause hard feelings.\n\nno other, we must avoid them.\"\n\nsays: \"Contests\n\nFor this reason, if for\n\nSo Governor Folk was wrong in developing\n\nunsocial feelings among the St. Louis grafters\n\n!\n\nSo William Travers Jerome\n\nmust be asked not to twist the tail of the Tammany tiger! So even our\nown David fighting the Goliath of trust and railroad discriminations must\nbe ordered to take the stone out of his sling! So contests are unsocial and\nmust be avoided!\n\nShades of our Puritan and Virginian ancestors!\n\nwe must develop fighters.\n\nWho\n\nSo long as evil exists in its myriad forms,\n\nwants to be social with the devil ?\n\nThe trouble with America today is not that there\n\nare too many fighters, but that there are too few Folks and Jeromes and Roosevelts.\n\nA keen German critic says:\n\nTheir amiable good nature is, in a certain sense, the great virtue of the Americans;\nin another sense, their great faihng.\n\nIt is actually his\n\ngood nature which permits him\n\neverywhere to overlook carelessness and crookedness, and so opposes with latent resist-\n\nance all efforts at reform.\n\nModern psychology has taught educators to build on the instincts of the\nyoung.\n\nA strong instinct of boyhood, as well as a prime requirement of\nA boy's nature responds quickly to all\n\nmanhood, is this joy in honest rivalry.\n\ncontests which determine the best fellow, whether in running, jumping, shooting, speaking, computing, or in any branch of physical or intellectual achieve-\n\nment where a boy cares to excel.\n\nOne of the most valuable parts of the\n\ncurriculum in our high school is the reading-aloud each morning for fifteen\nor twenty minutes to the assembled school.\nteachers\n\nIn order that the tastes of the\n\nmay not be too strongly superimposed upon the boys, we some-\n\ntimes allow them to choose what they will hear.\n\nThey almost unanimously\n\nprefer a bull-fight to a love-story, a Kipling poem of blood to a Tennysonian\nidyll, a wild tale of war and trial to one full of sentiment and analysis.\n\nSome\n\npeople not only think that such a choice proves the total depravity of boys,\n\nbut even sigh that the boys are not all girls, and then go to work to make\n\nthem girls as fast as possible. Now I, for my part, think that if the boys\nhad decided differently, there would have been need of a doctor. It is useless to bewail Huxley 's dictum that what has been decided among prehistoric\n\n"}
{"page": 73, "printed_page": null, "text": "Superintendence] A:/iV£>\n\nOF EDUCATION BEST SUITED TO BOYS?\n\n6l\n\nprotozoa cannot be annulled by act of Parliament, or to grow impatient\n\nbecause we must start from a boy's present self and from the dominant interests of boyhood to climb to the heights of courageous and altruistic manhood.\nIt is\n\nonly by appealing to the naturally strong instincts of the boy that he\n\ncan be truly led to nobler instincts by the only sure tether of the heart-strings.\n\n—a manly,\n—read aloud Davis' \"Bar Sinister.\" The\n\nI shall never forget the morning that one of our instructors\n\nfellow,\n\nadmired by all the school\n\nathletic\n\ndog-fights won the hearts of the boys.\n\nTheir interest was alive, their emotions\nwere mobile, so that when the moment came for the strong, clean prize dog\n\neither to desert his old mother, dirty and only a cur of the streets, or to save\n\nher by a fight to the death, the boys, one and all, were moved to pity, love,\ntenderness,\n\nand even heroic impulse, by the brave fight of that dog hero.\n\nA study of heredity and evolution reminds us of the savage methods\nTo improve a species, all weak\nmembers must go. To make sure that one individual may survive, a miUion\nare born and perhaps sacrificed.\nThere is no compromise, no consideration\n\nadopted by nature to achieve her ends.\n\nThe Spartan abandoned his weak\nFor the last nineteen hundred years the indi-\n\nfor the unfit in the biological world.\n\nchild\n\non the mountain side.\n\nvidual has been slowly rising, until today his rights are sacred.\nthe most fit in our homes are physically the weakest, those\nin\n\nneed of our protection.\n\nSometimes\n\nwho stand most\n\nIn the education of boys, therefore, along with\n\nmasculine aggressiveness and initiative should be developed a spirit of tenderness and a desire to protect the weak.\n\nThe successful protector must be\n\nstrong and resolute, and not easily intimidated;\n\nhence courage, strength,\n\nand the power to fight must be present in the protector.\nstrongest nations that are kindest.\n\nIf a stop is to\n\nIt is\n\ntoday the\n\nbe put to the mutilation\n\nand enslavement of those wretched natives of western Africa by Portugal\nand Belgium, the interference must come from a nation at once strong and\naggressive and tender-hearted.\n\nOne of the great influences which for thousands of years have helped\nsympathy and tenderne.ss in the Aryan race is being rapidly lost\nI think that over 60 per cent, of the members of this\n\nto develop\n\nto this generation.\n\nwho are now over forty and who have achieved the most, have\nhad some training on a farm, and have consequently come into close contact\nA.ssociation\n\nwith domestic animals.\n\nThese poor creatures must\n\nthe greatest teachers that have helped to raise\nstate.\n\nIf\n\nl)e\n\nnumbered among\n\nhumanity to a fully civilized\n\none of our early Aryan progenitors treated\n\nhis\n\ndomestic animals\n\ncouM not succeed beside his more compassionate neighbor, who watched them as if they were his children, and who\n(arried the helpless lamb home in his arms.\nThese domestic animals have\nhelped to give woman her peculiar (jualitit-s, because it was she who first\nbrutally or even carelessly, he\n\natta( hed\n\nthem to her home, trained them, and cared for their helpless young.\n\nIn return for this service, the domestic animals have given to woman a patience\n\nand a tenderness half divine.\n\n"}
{"page": 74, "printed_page": null, "text": "—\nNATIONAL EDUCATIONAL ASSOCIATION\n\n62\n\n[Louisville\n\nWe must not today lose the services of these animals as teachers in any\ncase where they can be retained.\n\nand it\n\nlife easier,\n\nwill give\n\nThe trolley is making suburban and country\n\nus back some of our lost teachers.\n\nbe a partial education for every boy to\n\nIt\n\nwould\n\nown at least one domestic animal,\n\nand to care for it entirely, at first under proper supervision. I remember\nwhen as a young boy I learned one of the greatest lessons of my life. I found\none of my own little chickens beaten down by a hard rainstorm and feebly\ngasping for breath. I took that chick in my hands, ran with him to the house,\nwrapped him in flannel, and laid him by the hearth-fire. In about half\nan hour, which seemed an age to me, I heard the little fellow say, \"Peep,\npeep.\" I gave him some warm food, and as the helpless fellow nestled\nagainst my hand, I realized that I had saved him, and I felt the absolute\nluxury of protecting the weak.\n\nI\n\ndoubt if any man who suddenly made a\n\nmillion dollars ever felt the thrill of a keener pleasure than I then knew.\n\nToday I thank every domestic animal that taught me in my boyhood days\nevery chick, kitten, dog,\n\nor colt, that needed\n\ncalf,\n\nmy care and protection,\n\nthat shared my companionship, and that gave me ghmpses of that ineffable\n\nbeatitude which has come to me only when I have protected the weak and\n\nhelped to raise the fallen.\n\nTo guard against a purely pedagogical treatment of the education of\nboys, I recently wrote a large number of letters to business men in various\nparts of the United States, asking\n\nwhat education should be given to the\n\nrank and file of boys, preparatory to successful business of any kind.\nreplies laid the most emphasis on the abiHty to write, speak,\n\nThe\n\nand spell the\n\nOne large corporation said:\nWe notice that slovenly penmen are usually lacking in system, accuracy, and careful\n\nEnglish language correctly.\n\nPublic speaking and debating ought to be a prominent part\n\nmethods generally\n\nof the course in every high school for boys.\n\nArithmetic was next stressed.\n\nA Louisville corporation informed me that\n\na graduate of my school was refused an excellent place because he did not\n\nmake\n\nwell-formed,\n\nlegible\n\nfigures.\n\nGeography,\n\nmanual\n\n.\n\ntraining,\n\nand\n\nSome manufacturers said that\nbe promoted should also know something\n\nhistory were declared important subjects.\n\nwho expected\n\nevery boy\n\nto\n\nand chemistry.\nAnother\nhe said should come before algebra.\nof physics\n\nportance\n\nof\n\nthe\n\nhigh-school\n\nquickly the problems which\nof opinion\naffairs\n\ncourse.\n\ninsisted\n\non adding geometry, which\n\nThe\n\nmajority emphasized the im-\n\n\"It\n\nenables\n\nconfront them.\"\n\nboys\n\nThe\n\nto grasp\n\nmore\n\nfollowing expression\n\nwould represent not unfairly the attitude of the leading men of\n\nthruout the United States:\n\nThe more education a boy gets, the more apt is he ^. discover short-cuts and avenues\nof saving that an ordinary mind simply will not address itself to.\n\nThe most interesting feature of these replies was the emphatic expression\nof opinion\n\nby certain great business corporations that culture studies are\nThis changing opinion deserves attention at\n\nof vast importance for boys.\n\n"}
{"page": 75, "printed_page": null, "text": "OF EDUCATION BEST SUITED FOR BOYS?\n\nSuperintendence] A'/iVD\n\nthe beginning of the twentieth century.\n\n63\n\nwrote the Baldwin Locomotive\n\nI\n\nWorks, a corporation which has about 20,000 employees, to learn its position\nin regard to culture studies,\n\nof\n\nand I received the following reply under date\n\nJanuary 17, 1906:\nOur ideas in general are that, no matter what may be his subsequent career, it is\n\nimportant for a boy to quaUfy himself with the broadest and most thorough education\npossible within the time at his command.\nThe more thorough his mental discipline, the\nmore complete his knowledge of mathematics, the classics, natural philosophy, and other\ngeneral branches, the better is the foundation on which to build the special knowledge\nrequisite for the specific field which he may decide to enter.\nIt is in\n\naccordance with\n\nthis\n\nview that we do not recommend manual\n\ntraining as an education for a boy intending to choose mechanical jnirsuits\nfor his life-work.\n\nWe feel that the time which manual training takes from\n\nstudy of the broad foundation branches above mentioned cannot, except\n\nWhen he enters the mechani-\n\nat greater labor and cost, be regained later in life.\n\npursuit, his\n\ncal\n\nwhole mind\n\nis\n\nconcentrated\n\nachieve in a few weeks or a few\npractical\n\nupon\n\nit,\n\nmonths progress\n\nand\n\nthat\n\nhe can then\n\nwhich\n\nis\n\nmore\n\nand more valuable than the smattering of mechanical knowledge\n\nobtained in a training school.\nFollowing the same principle, we should perhaps take a directly contrary view, were\nthe boy to adopt a career outside of mechanics, because then the mechanical training\n\nwould tend to broaden his faculties and increase his powers of observation, constituting\na\n\nform of education not likely to be obtained during his later career.\n\nFor one of the greatest of the so-called soulless corporations of the world\nto insist on the value of culture studies for its ordinary apprentices marks,\nLet us remember that we shall\n\nus hope, the beginning of a new epoch.\n\nlet\n\nhave\n\nto .search longer\n\nthan Diogenes to find a middle-aged man who will\n\nbless the parent, teacher, or school official\n\ndeprived him of the\n\nwho, by argument or otherwise,\n\nchance of taking culture studies and of receiving enjoy-\n\nment therefrom. Certainly those who have experienced the quality of enjoyment that can come only from culture would be the last to exchange it for\nIf by a study of astronomy the boy can get\na few more dollars and cents.\nmore pleasure from looking at the heavens, then let him study astronomy.\nEven tlu- average workman does not limit his purcha.ses to what is strictly\npra(ti(al.\nHe demands wall-])aper and pictures for his home.\n\nwe can give boys advantageously is such general training in the\nfoundation subjects, such power of initiative, such general culture and moral\n.Ml that\n\ndevelopment, that they «an face and\n\n.solve\n\nthe most varied problems.\n\nA\n\nboy almost always finds that his arithmetic never cjuite fits the special business\n\nthat\n\nhe enters.\n\nthat boys do not at\n\nWholesale dealers wrote\n\nfirst\n\n(|ui(kly\n\nletters to\n\nknow \"the equivalent\n\na gross, 5/12 of a do/.cn, 3/20 of a thousand,\" and\n\n\"in figuring fliscounls based on percentages.\"\nto c.xpec t tliat\n\\)Ul\n\nthey\n\nboys will\n\n(\n\nme complaining\n\nin units of\ntlial\n\n3/144 of\n\nthey are puzzled\n\nHusiness men have no right\n\nomc to them adepts in such special lines of figuring,\n\nmay justly demand that the boys shall have had sufTu ieiit mental\n\n"}
{"page": 76, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n64\n\ntraining to learn how to do quickly what is required.\n\n[LouisviUe\n\nA young tanner, who\n\ntook chemistry in college, told me that he wished he had studied a different\n\nMost of us have made the discovery\n\nkind of chemistry for his business.\n\nthat college did not fit us exactly for anything.\n\nand college\n\nI think school\n\ndid a large part of their duty if they enabled us to fit ourselves.\n\nWe are at\n\nlast slowly learning the truth that special mastery in any business\n\nmust come\n\nlargely thru one's own moral and intellectual power to acquire the needed\n\nknowledge in connection with experience.\n\nJosh Billings was correct in saying:\n\n\"Success don't consist in never makin' blunders, but in never makin' the\n\nsame one twict.\"\n\nWe could so train a boy that he would be as accurate as an almanac\nOur national\n\nalong given lines, but he would soon be a last year's almanac.\n\ncensus shows that large numbers are forced to change their occupation.\n\nBusiness men say that you cannot run a business today as it was conducted\nyears ago.\n\nfive\n\nI think that\n\nmen of affairs will gradually agree with the\n\nopinion that education should not early in life cut too deep and unalterable\na channel for the stream of thought and action, but should enrich and increase\nthe volume of the stream, leaving\n\nthe\n\nexigency of business\n\nlife\n\nto direct\n\nthe course.\n\nForeigners say that of Americans of the generation\n\nnow passing,\n\nbrought up on the farm, have led the world in three respects\nof initiative, in the habit of relying\n\n—\n\n-in\n\nthose\n\nthe power\n\non themselves, and in will-power.\n\nI\n\nbelieve that a decline in the initiative and self-reliance of our boys has already\nset in,\n\nand that it is the duty of every superintendent and principal to ask:\n\n\"How can my school be so conducted as to increase the spirit of initiative\nand self-reliance ?\"\n\nI believe that every one of our schools can be improved\n\nin this respect.\n\nMy experience with the boys of my own school leads me to believe that\nunder present conditions the open-air playground\n\nis\n\none of the very best\n\nagents to develop initiative, self-reliance, and the social side which makes\nthese quahties valuable.\n\nMy boys thru their own exertions secured an\n\nentire square, of land four blocks from their school in the heart of the city.\n\nThey fenced this in, laid out a running-track, tennis courts, baseball diamond,\nand football gridiron, and also built a clubhouse.\n\nAlmost everything con-\n\nnected with this park seems to develop self-reliance and social qualities as\nwell as initiative.\n\nSince the decline of agriculture and of Elizabethan vari-\n\nety in England, the\n\nEnghsh have relied largely on their playgrounds to keep\nWelhngton said that\n\nthe peculiarly Anglo-Saxon quahties from atrophying.\n\nwon Waterloo on the playgrounds at Eton. A member of the Moseley\nCommission expresses surprise that the Americans \"are not yet ahve to the\n\nhe\n\nexcellent\n\nopportunities for work which the playing fields afford,\"\n\nadds that no amount\n\nof\n\nphysical training under cover can\n\nand he\n\n\"ever be a\n\nsatisfactory substitute for free spontaneous play.\"\nI\n\nhave heard educators wrangle by the hour over the question whether\n\n"}
{"page": 77, "printed_page": null, "text": "Superintendence] A7.VZ?\n\nOF EDUCATION BEST SUITED FOR GIRLS?\n\n65\n\nknowledge of one subject confers any power to deal with subjects outside\nof\n\nits\n\nimmediate domain.\n\nThere is one kind of training, however, which\n\nMoral power can be used to attack\nany of the duties of life, no matter how dissimilar. The United States senevery business of life equally well.\n\nfits\n\nator, the hfe-insurance president, and the plumber ahke need moral training;\n\nbut this\n\nwhich lags farthest behind. Intellectual\nmore refined and intricate ways of wrong-doing for\nmethods of a thousand years ago. Robbers once\n\nprecisely the training\n\nis\n\nculture has substituted\n\nthe clumsy,\n\nrepellent\n\nheld the feet of their victim to the\n\nfire to\n\nmake him give up his property.\n\nNow we have the intellectual adroitness necessary to plan stock reorganizations, to juggle expense accounts,\n\ncorporations have said, in reply to\n\nand to bribe commonwealths.\n\nGreat\n\nmy questions, that they are now more\n\nthan ever before demanding that everyone who is placed in line for promotion shall\nthis\n\nhave character and moral backbone.\n\nIf they\n\ntemporarily waive\n\nrequirement, they say that experience has taught them that they are\n\nproviding future trouble for themselves.\n\nBoys will show the most rapid moral improvement only under the inspiring influence of the best teachers,\n\nwho keep them marching forward to the\n\nmusic of noble ideals, until that way of marching has become a habit, and\n\nTo\n\"The mystery of my hfe is how-\n\na change would cause, not only inconvenience, but positive suffering.\nhis\n\ndying day, George Washington said:\n\nBenedict Arnold, American born and bred, could have become a traitor.\"\n\nLet us educators stress the moral side of our work, until we can say:\n\n\"Our\n\nboys may go wrong, but we have trained them so that the first start in that\ndirection will be as unnatural as the love of death.\"\n\nWHAT KIND OF EDUCATION IS BEST SUITED FOR GIRLS/\nMISS ANNA J. HAMILTON, PRINCIPAL OF SEMPLE COLLEGIATE\n\nSCHOOL, LOUISVILLE, KY.\n\nThe answer to the question, \"What kind of education is best suited for\"\ngirls?\" cannot be the\n\nsame in\n\ndetail for\n\ntwo successive generations;\n\nyet\n\nthe work of each generation is a movement toward tlie fullillmenl of a higher\ncivilization.\n\nKach age carries its own demands, and\nlife\n\nof the day in\n\ndemands.\n\nin\n\norder to\n\nli\\i'\n\nsuccessfully the\n\nwhich one finds one's self, it is necessary to rise to these\n\nConditions of\n\nlife\n\nfor\n\nwomen have changed so rapidly that\n\nit\n\nhas been a difficult task to keep pace with these conditions in the preparation\nfor life.\n\nSo long as woman was held as a slave, valued\n\npleasure,\n\nall\n\nfor lier labor or for\n\nwas .such as rendered her a strong\napabic of manual labor, or such as fitted her to become\n\nthe education she needed\n\nand healthy animal,\n\n(\n\na graceful and fascinating plaything.\n\nWhen she Uu)k her rightful place as wife and mother, her valu.ition was\n\n"}
{"page": 78, "printed_page": null, "text": "—\nNATIONAL EDUCATIONAL ASSOCIATION\n\n66\n\n[Louisv-iUe\n\nmuch the same as in the earUer period, according to her physical fitness for\nthese duties, different races having sHghtly varying ideas of fitness.\n\never these ideas, however,\n\nit\n\nWhat-\n\nbehooved the relatives of the girl to see to it\n\nthat she answered the requirements.\n\nThis was her education, for it was\n\nher preparation for Hfe.\n\nWith advancing civiHzation, woman rose to an honored place in the\nShe became the genius of the home, the guide and teacher of\nher children, the true helpmeet of her husband. Still her Hfe was comparatively simple.\nShe was supposed to know by instinct how to meet these\nobligations.\nGiven a certain amount of natural intelligence, mixed with\nwomanly sweetness and devotion, and it was expected that time and experience would enable her to discharge successively all duties devolving upon\nher.\nExcept as a mother trained and prepared her daughter, there was\nnothing that could be called education. All that the schools gave was a\nmuch-diluted compound of the matter given to her brothers, plus a little\nmusic, a Httle painting, and a little needlework these last acquired by special\nfamily life.\n\n—\n\nstudy with special teachers.\n\nIn the present day life is so complex, the demands upon women have\n\nbecome\n\nso varied, that\n\nwe certainly cannot, with any show of justice or\n\nreason, suppose that natural instinct is sufficient to prepare her for her place\nin\n\nlife.\n\nWe expect that she shall retain the same power and sway in her\n\nown particular\nspiritual\n\nfield,\n\ndevelopment.\n\nwith the added\n\ncharm of a deeper intellectual and\n\nWe expect that she shall be the same loving and\n\ndevoted and self-sacrificing wife and mother, and\n\nmore intelligently than did our grandmothers.\n\nfulfill\n\nthese obhgations\n\nIn addition, her own intel-\n\nlectual development brings to her a realization that she is not merely a woman,\n\nbut an economic factor in the onward movement and development of the\nrace.\n\nTo the ordinary duties, then, of wife and mother and housekeeper, she\nmust add those into which the exigencies of the times are pushing her\nnamely, the duties of the wage-earner in the industrial and commercial world,\n\"and the coming duties of citizenship, a few of which she has already undertaken.\nHere, then, is the call for an adjustment to a different and broader\nlife, tho still within the realm of the feminine and womanly.\nShould we, as educators, fall in with this tendency, which turns the girl\naway from home and toward the outer world or should we combat or counteract this influence by making possible and desirable for her the more\ndistinctly feminine role; or should we, instead, recognize the age itself and\n;\n\nits\n\nneed for the girl of today, and lend every effort to assist her in adapting\n\nherself to\n\nit ?\n\nAccording\n\nto\n\neconomic values, our answer\n\nlies\n\nin this last thought\n\nthat girl is best educated who is best able to meet along all lines the demands\nof the age and country in which she lives.\n\nAmerica grew from a certain value, just as did the girl.\n\nIt\n\nhas passed\n\n"}
{"page": 79, "printed_page": null, "text": "—\nSuperintendence] A'/.YZ?\n\nthru\n\nits\n\nOF EDUCATION BEST SUITED FOR GIRLS?\n\n67\n\nstruggle for freedom, into a nation-building era, thru this into a\n\nperiod of literary culture, and then into the stronger, wide-awake, industrial-commercial era of the present time, which is not only bringing it enor-\n\nmous wealth, but is making it recognized as a great factor with its neighbornations.\nBut, like the girl, it has yet another step to take.\nSome of this vast\nwealth must be used for culture.\nit\n\nIt\n\nmust have a general culture before\n\ncan be called great, and this greatness can be reached only thru the indi-\n\nvidual members of its commonwealths.\nin the\n\nSo that, with all it lias acconii)lished\n\nbuoyant temperament and aspiration of its youth,\n\nmust turn\n\nit\n\nambitions beyond the political and industrial record of which\n\nit\n\nits\n\nmay well\n\nbe proud, and bend every energy to the culture period it must attain before\nit\n\ncan claim the highest admiration of the nations of the world.\n\nThis is the age, then, in which we must place our young womanhood\na womanhood that draws its spirit from the same conditions as its country;\n\none that feels that it has the ability to train for the higher intellectual life,\nfor the industries and arts\n\nwhich will develop its powers and equip it more\n\nmodern Hfe.\n\nthoroly for the duties of\n\nIt is\n\na\n\nwomanhood that wishes to\n\nhold itself independent, so that it may preserve itself as sacred for the purpose\nfor which it was created, the right to hold itself as did Portia\n\nherself.\"\n\nFurther,\n\nit\n\nis\n\nnot a womanhood that\n\noflfers\n\n— \"queen o'er\n\ncompetition to man,\n\nbut one that would assist man; one that asks of man his better manhood,\n\nand a gentler courtesy that shall be instinct with the feeling that woman\nis\n\na peer, a comrade, a friend, a fellow-worker, a fellow-citizen;\n\nthe recognition that each is the\nto fulfill the destiny of life.\n\nand with\n\ncomplement of the other, working together\n\nSuch, then, is the spirit of the modern girl, and\n\nsuch is the spirit of the time; and such must be the understanding of those\n\nwho have charge of the girl in the school of the present and the future.\nThis brings us to the cjuestion:\n\nHow is the school of today prepared\n\nto carry its obligation to the time and the training of the girl in such\n\nmanner\n\nas will fit her for the age ?\n\nThe school has had its own life to live, and has had also its stages of\nFrom the log school of our earlier pioneer days to our graded\n\ngrowth.\n\nschool of the present, our high schools, colleges and universities, our normal\nschools, show .something of the progress of its onward stride.\n\nIn the estab-\n\nlishment of international chairs in the United States, France, Germany,\n\nand Italy the school may be .said to be entering upon its period of culture,\ntho it has not yet fully adjusted\n\nitself to\n\nthe rapid\n\nmarch of .society. The\n\nreason has been that it has been handicapped by this very .society, by lack\nof revenue,\n\nby\n\nits\n\ngoverning boards, and .sometimes even by\n\ntenflents, its princij)ais, and its teachers;\n\nenemy\n\nin\n\nthrusting\n\nits\n\ninternal troubles from one\n\ndepartment of\n\nsystem to another, hoping thus to economi7.e in point of lime.\nit\n\nits\n\nsuperin-\n\nand it has often been its own worst\nits\n\nown\n\nIn addition,\n\nhas been made the burden-bearer of the home, and to .some extent it must\n\ncarry\n\ni)art\n\nof the problems of the church, because of\n\nits\n\nbetter opportunity\n\n"}
{"page": 80, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n68\n\nfor contact with the child in point of time\nit\n\nand influence.\n\n[Louisville\n\nIn spite of this,\n\nhas waxed stronger and stronger with the years, and has filled a notable\n\npart in the\nschool\n\nlife\n\nIt has until recent years carried the one-type\n\nof the nation.\n\n— the academic—one that confined\n\nThen came the time\nrecognition\n\ncalling for\n\nits\n\neducation entirely to the head.\n\nan education of the hand as well, and\n\nwas given to the extent of establishing commercial and manual\n\nschools.\n\nNow public opinion is trying to awaken school authorities to the fact\nthat their powers and their school funds are not being used to the best advan\n\ntage economically, and that our schools are not adjusting their work closely\n\nenough to the trend of the time, and that there is a further need of school\ndivision along the technical lines,\n\nand of a reshaping to meet the culture\n\nproblems which society is bringing to the door of the school for solution.\nIn a closer study of the school,\n\nwe find evidences on every hand that\n\neducators are coming to a realization that there must be a differentiation\n\nThe question, how-\n\nat some point in the training given to boys and to girls.\n\never, as to the point at which the differentiation should begin,\n\nand to what\n\nextent it should be carried, will depend upon the results of the investigations,\nobservations,\n\nand experiments that are already being inaugurated by our\n\neducational scientists.\n\nIn the meantime, however, the\n\nto meet the one standard in existence,\n\ngirl\n\nwill\n\ncontinue\n\nand will take whatever she may need\n\nto satisfy her present desires.\n\nWoman has demonstrated her ability to take the standard of education\nprovided for the masculine mind, to complete with credit to herself the most\nexacting university course.\nherself\n\nBut, having done\n\nwhat was highest and best ?\n\nout for stimulus and direction ?\nlife\n\nthis,\n\nIs there not\n\nhas she developed in\n\nanother self which cries\n\nLet the girl take as much of the intellectual\n\nas she will and as she is fitted for, but she yet needs some quarter of a\n\ncentury's training along lines that are essentially her own.\n\nThe characteristic faults and weaknesses of girls are the results of woman 's\nhistory,\n\nand that education which does not plan for the character-building\n\nof our girls leaves out the keystone to the structure.\n\nIf girls are\n\ndisposed\n\nmore than boys to win their ends by artifices, it is because in the past that\nwas the only means at their command; if they are deceitful, it is because\ndeceit in the past\n\nwas their only weapon of defense;\n\nif\n\nthey are vain, it is\n\nbecause man's homage put the highest premium upon physical beauty;\n\nif\n\nthey are too emotional, it is because in the past the woman who wept oceans\nof tears over her small woes and fell into a swoon on the slightest pretext\nwas the type of heroine most admired. These faults have been eliminated,\nto a great extent, by the slow process of evolution, but we can hasten the\nend by encouraging ideas of straightforwardness, honesty, self-forgetfulness,\nand courage, and, further, by building up ideals of strength and beauty as\n\nfound in the examples of feminine characters of the world who have stood\nfor the height of glorious womanhood.\n\n"}
{"page": 81, "printed_page": null, "text": "Superintendence] A'/ A' I?\n\nOF EDUCATION BEST SUITED FOR GIRLS?\n\n69\n\nAn interesting study which Earl Barnes has made with regard to the\nideals of a large number of girls and boys shows a great dearth of womanly\nideals.\n\nOut of a group of Boston girls, when asked whom they would like\n\nto resemble when women, 68 per cent, chose male ideals for emulation.\n\nHardly\n\na woman in public hfe was mentioned, except Clara Barton and Helen Gould.\n\nThe reason for this is plainly to be seen. Our histories arc full of the exploits\nof men characters which arouse admiration and a desire for emulation,\nand are lacking in the record of the lives of noble and courageous women.\n\nWe should endeavor in every way possible to supply this lack.\n\nProwess\n\nshown in war and conquest has appealed to our writers of history so much\nmore than the less ostentatious part which noble and self-sacrificing women\nhave played, that the lime-light has been thrown almost entirely upon the\ndramatic figure of the male hero.\n\nThrough literature we can do much to build up the right ideals, and\nstudy of the great heroines of fiction we may beget in future years\nthe heroines of real life.\nClassified courses in morals and ethics for our\nelementary and secondary schools would do much to raise the quality of\nin the\n\nthe feminine mind.\n\nThat this mind may be able to do its best and most vigorous work, it\nmust have a body trained likewise.\n\nThe pressure of our rushing nervous\n\nmakes it more necessary than ever before that the girl should have every\npossible aid toward building up a strong body.\nWomen naturally husband\nand conserve their strength more than men, yet they do not systematize as\ndo men. We can raise the average health of the race only by raising the\nhealth of the individual, and particularly that of the prospective mothers.\nThe schools can do much to encourage and provide conditions for healthful\nactivities in the way of play and manual exercise, as well as providing definite\nlife\n\ninstruction in physical culture.\n\nThis is being done in many of our schools,\n\nbut it should be more generally and systematically done, as our indoor life\n\ntoday makes our strength dependent upon\n\nartificial\n\nmeans.\n\nAmple gym-\n\nnasiums and comi)ctent instructors .should find a place in every school.\n\nThe opportunity for out-of-door life ceases for thousands of girls at twelve\nLet them have as much air and happy outdoor activity\n\nor fourteen years.\n\nas jKjssible in the grades.\n\npark and\n\nfield\n\nMuch of this can be done in school gardens, in\n\nexcursions, and public playgrounds.\n\nThe energy thus accu-\n\nmulated will do much to develop resistive power when their lines of life fall\nin\n\nshop or factory; and it will do much also to develop a (lean, wholesome,\n\n.sane emotional nature, which\n\nis\n\neven more important.\n\nThe in.struction, now being given in many places, in hygiene, diit. and\nfood values is a step in the right direction, and must in a generation liavr\n\nan appreciable effect upon the tone of licalth of the masses.\n\nBy training along domestic lines in\n\nall\n\nthe i)liascs of cooking, .sewing,\n\nand housekee[)ing, might we not somewhat check the tendency toward shop\nand factory by giving the girl a sense of power and capability in the home\n\n"}
{"page": 82, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n[Louisville\n\nWe love to do the things we feel ourselves capable of doing.\n\nMight\n\n70\narts ?\n\nnot the girl follow the line of least resistance and take up more easily the\n\nAt least, she\n\ndistinctly feminine role ?\n\nwill\n\nbe the better prepared when\n\nshe is ready to undertake it.\n\nWoman's reaction against limitation, and her eagerness to see and be\na part of life, are natural.\n\nAgain, it is a part of her history, and is the result\n\nof her repression period.\n\nSince the girl must have a part in the larger social\n\nlife,\n\nshe must have a training for citizenship.\n\nThere never has been a time\n\nin the history of civilization that woman has not wielded a powerful influence\n\nIn the past, however, this influence was largely one of\nand a dominance obtained over man, not so much by right and\nreason as by the magic of personal charm, whereby she has many times in\nhistory been the power behind the throne and caused a radical change of\nadministration.\nAgain, witness the influence of the unquenchable fires of\n\nin matters of state.\n\nintrigue\n\npassion as displayed in the part women have played in revolutions.\n\nObserve\n\nthe untamable spirit of revolt in the women of Russia at present,\n\nand how\nwoman's natural gift of silent, secret persistence in the direction prompted\nby her heart has made her an element absolutely unimpressed by the iron\nhand of despotism. Recall how in England, and in many places in America,\n\nwomen have already become powerful allies in matters of state.\n\nWomen\n\nare by nature partisans, because they are led largely by their emotions; and\nit is\n\nthis very disposition to espouse a cause and to adhere to it, with or with-\n\nout reason, which is her strength and her weakness;\n\nher strength, in that\n\nand enthusiasm; her weakness, in that she is frequently led\nby unreasoning impulse in directions which a more judicial view of the question would forbid.\nAll this shows the necessity of careful training for citiit\n\ngives ardor\n\nzenship, that the girl may not use lightly and carelessly this influence which\nall\n\nmust acknowledge.\nAn easy and interesting approach to the subject, and an adjunct to the\n\nusually rather dry and uninteresting subject of civil government, can be\n\ngiven in weekly or monthly discussion of current events\n\n—not merely\n\nlocal\n\nquestions, but international ones also being considered, since the tendency\nof our time is toward internationalism.\ntions;\n\nchampion of the weak and helpless;\ncare-taker,\nis\n\nEnHst her interest in all civic ques-\n\nlead her to espouse the cause of right and justice, and to become the\n\nand peace-maker;\n\nto assert her prerogative of home-maker,\n\nto realize that, while her chief responsibility\n\ntoward the small circle immediately about her, she owes something to her\n\nfellows;\n\nand thus develop in her a larger sympathy which will tend to develop\n\nin her the impersonal side.\n\nAs woman has set the standard for beauty, she may also be said to be\nSo we would have our girls trained in aesthetic\nArt and beauty are the outgrowth of surplus energy energy that\nstudies.\nhas not been required to subdue material things, and hence can expend\nmost deeply appreciative of it.\n\n—\n\ntself in\n\npure enjoyment.\n\nIn our country the leisure class\n\n— that\n\nis,\n\nthe class\n\n"}
{"page": 83, "printed_page": null, "text": "—\n1\n\nSuperintendence]\n\nKIND OF EDUCATION BEST SUITED FOR GIRLS?\n\nwhich will have the most surplus energy to expend in this direction\na social class, but a sex class.\n\nIt is the great\n\n7\n\n—\n\nis\n\nnot\n\nbody of women of the well-\n\nto-do, tho not embarrassingly wealthy, class who are the leaders in art, music,\n\nand general culture.\nArt and music have been introduced into the school to increase the capacity\nfor enjoyment, and for higher thinking and living., and to give poise and\nIn addition to the enjoyment\n\ngrace and content to the lives of our girls.\n\nand culture derived from the study, it teaches the girl how to appreciate\nthe beautiful in foreign art, and to value whatever beginnings there may be\nin her own country; and finally, in its general study and appreciation, thruout the country it fosters a taste which may lead later to distinctive art or\n\nmusic creation, and which will develop the culture lacking at present in tlie\nUnited States.\n\nAs woman enjoys life largely thru the emotional and personal side; and\nas the social circle is her largest field of influence,\n\nsomething of this atmosphere also.\nsocial\n\nwe should give the girl\n\nWe can do this by creating a miniature\nHere she can measure herself\n\nworld in school club or school society.\n\nwith her comrades, and find her strength and weakness.\n\nlaw and order and subordination of\n\nself,\n\nsince caprice\n\nteaches her\n\nIt\n\nand\n\nself-assertion\n\ncan have no place when the good is not for the few, but for the greatest num-\n\nThe club program ofi'ers an opportunity to use the studies of the school\nin a new and larger relation, and from a closer and more individual viewThe responsibility necessary for the proper management of the\npoint.\nexercises of the hour will do much to train her for the later responsibility\nber.\n\nwhich are sure to be her portion.\nIn following the girl thru the evolution of self in her relation to society\n\nand school, we have found that she is just as womanly, just as feminine,\nas the older type, yet in advance of that tyi)e in that her education and trainNothing is more\ning have fitted her for the larger service of humanity.\nbeautiful\nfull\n\nthan a\n\nof a great\n\nrefined,\n\nmother-heart\n\nand its y)roblems.\n\nIt is in\n\ncultured, sensible, practical woman,\nhome and its problems, and for humanity\n\neducated,\nfor\n\nour power as educators to develop from the raw\n\nmaterial in our schools a product that will have in\n\nembryo this mother-cle-\n\nment, which in the following of its natural instimt will create a\n\nliiglier\n\ntype\n\nof home and society.\n\nJJISCUSSIOX\nV. I^JUIS SOLDAN, superintendent of instruction, public schools, St. Louis, Mo.\nThere arc certainly sex haracteristics in education. The ^'rl baby learns speech\nearlier than docs the b<jy.\nThe girls and the lx)ys show diderent lines of evolution.\nDo you infer, for this reason, that separate education must be given to the two\n<\n\nsexes\n\n— sc{»aratc in English, physics, and so on\n\na wrong\n\nview of e<lucation, a view\n\nthat, Ix-cause the\n\n?\n\nTo admit that\n\nwhich wc discarded long ago.\n\nwould be to take\nDoes it follow\n\ntwo are different, wc must establish clifftrent tyius of education for the\n\n"}
{"page": 84, "printed_page": null, "text": "—\nNATIONAL EDUCATIONAL ASSOCIATION\n\n72\n\nILouisviUe\n\ntwo sexes? Education is what you seek in response to your teaching; it is that reaction\non the part of the child which comes from contact with truth. Let me say that a girl will\nreact to the same teaching as will a boy, but the girl ^vill react in a girl's way and the boy\nin a boy's way.\nThe Hght which passes thru those windows is of clear color, yet to you\n\nand me it appears red or yellow; so the light of good teaching will break in the soul of\na boy into a product that seems different from that in the soul of a girl; but in both cases\nit prepares for hfe.\n\nMy friend says school is life.\n\nThen since Ufe brings the sexes together,\n\ngood is secured in the schoolroom when both sexes are sitting\nunder the same teaching. If I wanted to know all about man and what he is needing\nin education, I would invite a good woman to talk; and if I wanted to know something\nabout the girls' education, I would not hear from a woman alone. I would ask some\nI think that the greatest\n\ngood father who has grown daughters to tell me what he thinks the education of a girl\nshould be.\n\nCharles D. Lowry, district superintendent of schools, Chicago, 111.\n\n—The topic\n\na large one, since it includes the whole subject of \"education\" of children.\n\nIt is\n\nis\n\nan\n\nappropriate topic for us to discuss, since our standing problem is so to adjust the teaching\nof different subjects as to\n\nform a well-balanced course of instruction.\n\nThe division of\n\nthe subject and the choice of speakers indicate that prominence should be given in the\ndiscussion to the difference between the instruction that should be given to boys and that\n\nwhich should be given to girls.\npapers.\n\nBoth phases of the subject have been discussed in the two\nhowever, that, while it is shown clearly that girls and\n\nIt is interesting to notice,\n\nboys do need different instruction, yet these differences are not so great as to necessitate\n\nOnly when technical education\nbegun is the separation of the sexes imperative. All of our education, if it is to fit the\nboys and girls for life, must be of the kind that gives opportunity for the development of\nthe individuality and training in the art of working together.\nThe education which\nthe maintenance of separate elementary or high schools.\n\nis\n\nchildren give one another is one of the chief advantages of the public school.\n\nThe pupil comes to school with only a vague and superficial knowledge of the things\nabout him.\n\nIt is the\n\nbusiness of the school to show to him the deeper meanings of the\n\nprocesses of nature, industry,\n\nand society.\n\nFor instance,\n\nit\n\nis\n\nthe function of history-\n\nteaching to make the child feel the movement from the past to the present; to show, for\n\nexample, how transportation has developed from the canoe and the covered wagon to the\n\nsteamship and the railroad train.\n\nThe child is in the schoolhouse only a part of his Hfe, and we should be very careful\nto give\n\nhim such habits of study as will assist him to carry on his education thru life\n\nhabits which will prepare him to attack new situations and solve new problems.\n\n\"Cul-\n\nThat was\nthe mistake of the manufacturer quoted in Mr. Halleck's paper, when he said he would\nSuch\nprefer, if the boy is going into a shop, that he should not have had manual training.\na boy is in special need pf manual training, in order that he may have the abihty to grasp\nthe full meaning of the processes with which he is to deal, and to make his day's work\na means of culture.\nThe point Mr. Halleck makes in reference to the care of domestic animals is interture\" studies should not be separated too widely from \"practical\" studies.\n\nesting.\n\nPupils in school are apt to think that mistakes are of little importance.\n\nIf the\n\npupil can have impressed upon his mind the close relation between cause and effect, the\ninstinct for\n\naccuracy and carefulness will be estabhshed.\n\nMy son had a lesson of that\n\nsort when he found that poor care of his chickens reduced the output of eggs.\n\nThe same\n\nlesson is well taught by manual training.\n\nAs a final result, the pupil should come to such a knowledge of his tastes and capacihe can go into technical work and know his place without making numerous\n\nties that\n\nfailures.\n\n"}
{"page": 85, "printed_page": null, "text": "LANGUAGE STUDY AS AN AID TO SCIENCE\n\nSuperintendence]\n\n73\n\nWHAT KIND OF LANGUAGE STUDY AIDS IN THE MASTERY\nOF NATURAL SCIENCE?\nW.\n\nT.\n\nHARRIS, UNITED STATES COMMISSIONER OF EDUCATION\n\nMy thoughts have lately been directed toward the relation in which the\nadvanced specialized higher studies stand to the body of preparatory branches.\n\nSome weeks ago I had the honor of addressing the members of the National\nAssociation of Faculties of the Agricultural and Mechanical Colleges (usually\ncalled the\n\n\"land grant\" colleges), endowed by Congress in 1862 and twice\n\nsubsequently.\nto\n\nThe latest grant provides that the $25,000 annually paid\n\neach one of these colleges shall none of\n\nit\n\nbe expended for foreign lan-\n\nguages. It had happened before in the state institutions which arose on the\n\nfoundation of the endowment of 1862 for the estabHshment of colleges for the\n\nand mechanic arts, that older institutions, modeled on\n\nbenefit of agriculture\n\nthe basis of the college or university for general culture, had obtained the advantages of said endowment, and, not being limited in their application of the fund,\nhad used it for the most part in strengthening what I have called the vesti-\n\n—the general preparation for higher studies. Inasmuch\n\nbule to education\n\nas the students seeking general culture were far more\n\nnumerous than those\n\nwho had marked out for themselves careers in special industrial studies,\nit\n\nhad come to pass that nearly all of the benefits of the agricultural and\nto the branches which underlie\n\nmechanical endowment had been applied\n\ncommon\n\nculture\n\n— namely, foreign languages, and especially the so-called\n\ndead languages, Latin and Greek.\n\nThe new endowment of August, 1890,\n\ntherefore provided in a careful manner that its proceeds should not go toward\n\nstrengthening the vestibule of education, but should be api)licd entirely to\nthe superstructure\n\nmechanic arts.\n\nthe special education\n\nof\n\nIt could\n\nbe said at this\n\nintended for agriculture and\n\njjoint that a|)i)licati()n of tlu' earlier\n\nendowment, that of 1862, in such lines as had already been fi.xed in the older\n\nwas necessary partly because there had as yet not been\n\ncollege education\n\nformulated, or at least not yet i)u]jlished, any systematic and well-graded\ncourse of instruction in agriculture or the mechanic arts.\n\n'I'here\n\nbeing com-\n\nparatively little e.xj;erience in this field, and only feeble attem])ts [(^reduce it\nto\n\na course of study, the directors of higher institutions found themselves\n\nin the |jre>ence of\n\ntions of the fir>t\n\na formidable difilculty in carrying out the obvious inten-\n\nendowment,\n\nthat of 1S62.\n\nIn the meantime nearly thirty\n\nyears had elap>ecl of experiments in collet ting and sy>teniati/ing a body of\n\ndodrinc relating\nelsewhere.\n\nto\n\nagri(uUure as\n\nit\n\nis\n\nfound\n\nin\n\nthe\n\nUnited States and\n\nThe lime had arrived, tiierefore, when a new endowment could\n\nbe guardecl in\n\nits\n\nap])li( ation,\n\nculture and the met hain'c; arts,\n\nand\n\n(lire(le<l\n\ntoward the speiiaUies of agri\n\nand its application to instruction in ancient\n\nand modern languages entirely prevented.\n\nNothing of this new endownunl\n\n.should go to the traditional foundaticjn studies of higher education, with\n\nexception of mathematics.\n\ntlie\n\nThe history of the ap|)lication of tlic first erulow-\n\n"}
{"page": 86, "printed_page": null, "text": "—\nNATIONAL EDUCATIONAL ASSOCIATION\n\n74\n\n[Louisville\n\nment, that of 1862, had shown conclusively that no superstructure would\narise\n\non its foundation, and that the endowment\n\nfor agriculture\n\nand the\n\nmechanic arts would only go so far as to furnish a vestibule to all kinds of\nhigher education, and especially to education for the learned professions.\n\nThis incident led me to some new reflections (new only to me, perhaps) on\nthe relation of preparatory studies to the advanced studies in science.\n\nIn what way are all those early studies in the high schools and in the fresh-\n\nman classes of colleges and universities related to progress in the mastery of\nscience,\n\nand to the original investigations which advance science itself and\n\nmake possible its applications to industry?\nThe interesting and suggestive course of study in the agricultural department which is published in the catalogs of our state universities supplies\n\nme a text.\n\nI notice the words agronomy, zootechny, agrotechny, rural economy, rural engineering, apiculture, viticulture, botany, zoology, pomology,\n\nolericulture,\n\nfloriculture,\n\nhorticulture,\n\nmeteorology,\n\nmathematics, geology,\n\nphysiography, biology, bacteriology, entomology, veterinary science, agrostology, embryology, cryptogamic botany, vegetable cytology.\n\nThis course\n\n—\n—\n\nGreek and Latin technical terms there are in this\nlist of words seventeen Greek derivatives and ten Latin\ngoes to prove that\nLatin and Greek are not dead languages, as they were supposed to be a few\nof study, bristling with\n\nyears ago, but are languages that are quite alive in science and the arts.\nin agriculture the sciences\n\nEven\n\nhave borrowed words both from the Latin and\n\nfrom the Greek, in order to arrive at a perfect accuracy of expression.\nloquial\n\nwords of Anglo-Saxon roots are well enough\n\nto\n\nCol-\n\nexpress ordinary\n\nexperience, but not at all adapted to the expression of the results of precise\n\nand systematic investigation.\nthe colloquial vocabulary\n\nphilosophy.\n\nThere are two vocabularies in a language\nand the vocabulary for science, literature, and\n\nEverybody uses the colloquial vocabulary for the expression\n\nof the daily needs of\n\ncommon life, but only those who are specially taught\n\nin the branches of a higher education can use intelligently the second vocab-\n\nulary.\n\nOrdinary colloquial discourse is well enough in its way, but is only\n\na beginning of language.\n\nIts objects are\n\nthe whojig shallow as to thought.\n\nsimple and undefined, and on\n\nThe word \"knowledge,\" for instance,\n\nexpresses in one word all sorts of information and reflection.\n\nIt is\n\na great,\n\nundifferentiated heap of results of acts of knowing; while \"science\" expresses\n\na systematic organization of facts in such a way that each fact throws light\n\non all the others.\n\nKnowledge is for the most part a heap of isolated, undimere shallow facts mixed\n\ngested particulars of perception and reflection\n\n—\n\nwith more or less profound observations of all kinds.\nplace, classifies the facts\n\nScience, in the\n\nfirst\n\nand brings together those which throw light on\n\nThen it connects these systematihow\nthe causal action of one fact affects other facts, and how it itself is derived\nfrom the causal action of states and conditions preceding it. The difference\neach other into one branch of science.\n\ncally so as to show their order of genesis from the first to the last, and\n\n"}
{"page": 87, "printed_page": null, "text": "Superintendence]\n\nLANGUAGE STUDY AS AN AID TO SCIENCE\n\n75\n\nbetween a dumping heap, where all sorts of things that are of no use are\npiled in confusion,\n\nand a regular and symmetrical piece of architecture is\n\nsomething like the difference between knowledge and science.\n\nThe tech-\n\nBy causality one sees the multipUcity of facts in their unity.\n\nnique itself indicates the place of the fact or event in the causal chain that\n\nproduces it.\n\nThis reminder of the dilTcrence between science and mere knowledge\nhas to be kept in mind, and is preliminary to the answer of the question:\n\nWhat kind of language study aids in the mastery of natural science ?\n\nOne\n\ncannot help thinking, as he looks over the names of the divisions in the scientific\n\ncourse of agriculture, or in mathematics, or physics and chemistry,\n\nor geology and geography, that the pupil's time must be taken\n\nup in the\n\nhigher special courses of study, in memorizing technical words of many syllables,\n\nunless the pupil has in his earlier preparation\n\nwords significant.\n\nof those\n\nIf the\n\nmade the elements\n\nstudent has learned Greek in his prepar-\n\natory years, the word \"agronomy\" divides out for liim at first sight into the\nroots of the\n\nword agros, a \"field,\" and nomos, signifying a usage or prin-\n\nciple of management;\n\n\"agriculture\" suggests the Latin word agcr, \"a field,\"\n\nand cuUhs from colere, \"to sow or plant.\"\n\nWe shall see that a knowledge\n\nof the meaning of the parts of a word is a powerful aid to the understanding\n\nmeaning of the whole word, and to the retaining of the same in the\nmemory. Thousands and thousands of technical terms occur in botany,\n\nof the\n\nA superficial study of Latin will increase the\n\nfounded on Latin words.\n\nall\n\npower\n\ncomprehending the\n\nof\n\nscientific\n\nAs long as\n\ntechnique of botany.\n\none does not know the language from which the technical terms are derived,\nhe is forced to make a greater effort to rememl^er them.\n\nCompare the differ-\n\nence to the ordinary college-educated man ])etween a term derived from the\nSanskrit and a term derived from the Latin.\n\n\"Magnanimous\" can ea.sily\n\nbe undcrstc)od by the Latin student who recalls the word nuignus, \"great,\"\nanfl nuimus, \"the soul or mind;\" the word used in the lihagavad Oita, viaJiatnta,\n\nfrequently used by students of the so-called esoteric Buddhism,\nto\n\nremember unless one has\n\nin\n\nwhich\n\n(\n\nthe\n\nase he recognizes the\n\nis\n\ndiflicult\n\nsame elementary knowledge of Sanskrit\nfirst i)art maha as meaning \"great\" and\n\nequivalent to magnus, and atnui, \"llic soul.\"\n\nTake, also, the geographical name of the country at the mouth of the\nIndus river in India;\nto\n\nthe\n\nEnglishman.\n\nrecognizes the\n\nfirst\n\nmeaning \"river.\"\n\nis\n\nThe\n\nsuperficially\n\n|)cr>on\n\ncalled\n\npart of the word, Putij, as\n\nacquairUed\n\nits\n\nmouth.\n\n.Xn\n\nwith\n\nSanskrit\n\nmeaning \"five,\" and ah as\n\nTlie Punjal) is the delta land l)etween the\n\nbranches of the Indus at\nanrl\n\nPunjab -a jargon word at first\n\nthe territory\n\nfive rivers\n\nor\n\nelementary knowledge of Latin\n\nGreek gives one the power of retaining and of comprehending teihnical\n\nterms with a fine sense as to the .shades of meaning.\n\nIt is\n\na matti-r of every-\n\nday experience to see students not ac<|uainted with Latin make a mistake\nin spelling\n\nor in identifying the |)arts of a long, tediniial word, and, what\n\n"}
{"page": 88, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n76\nis\n\nfLouisville\n\nworse, a mistake in getting hold of the shade of meaning indicated.\n\nShake-\n\nspeare 's plays are full of puns and of blunders founded on the mistakes of\nthe illiterate people\n\nwho do not understand the Latin part of the English\n\nlanguage.\n\nThis brings us to the insight that Latin and Greek are very far from\n\nNo longer used colloquially for simple conver-\n\nbeing \"dead languages.\"\n\nsational speech, the classic languages, Latin\n\nand Greek, are all the more\n\nused for preserving the results of scientific observation, and for literary expression of fine shades of feeling and distinctions of thought;\n\nand it is very neces-\n\nsary to get the elementary sensuous significations of the Latin\n\nand Greek\n\nroots, which one does in his three years' high-school study of Latin, in order\n\nto acquire a fine sense of the use of these words in scientific technique.\n\nIt\n\nmakes the technical vocabulary as easy to remember as the colloquial\nvocabulary. The word \"carnivorous,\" for instance, has the root cam and\nthe root vor, carnis meaning \"flesh,\" and the root vor, \"to eat or devour;\"\nThe whole word meaning \"flesh-eating. \" The lack of a feeling of the original\nmeaning of these words produces the ludicrous use of language caricatured\nalso\n\nby Shillaber in his Sayings oj Mrs. Partington.\n\nMrs. Partington is a type\n\nof the person who has no adequate sense of the original meaning of the clas-\n\nwhich she uses.\n\nUneducated colored people often furnish\n\nexamples of speech of this kind.\n\nOne of them, for instance, goes to a drug\n\nsical derivatives\n\nstore\n\nand asks for a \"nanny-goat\" for a particular poison, meaning anti-\n\nAnd Mrs. Partington said that \"total depravity was a very good\nThe Greek meaning of the word\n\"antidote\" is just as easy to remember as the name of the domestic animal\n\ndote.\"\n\ndoctrine if you could only live up to it.\"\n\nto a person with a smattering of Greek, and the Latin meanings to total and\n\ndepravity are equally easy to the one who has given some study to Latin.\n\nThe fact that what is called a complete English dictionary contains three\nLatin or Greek derivatives to one word from a Saxon or any other Gothic\n\nman the livest part of his language,\n\nsource shows us that to the educated\n\nso far as science and literature and the higher order of thoughts are concerned,\nis\n\nthe Latin\n\nand Greek contingent.\n\nor chemistry would find\nof Latin\n\nit\n\nAny person who had to learn botany\n\nworth his while to begin by a three-year study\n\nand Greek, just for the benefit of these languages in his scientific\n\neducation.\n\nSo, too, for history or for poetry, and,\n\nfor medicine, the law,\n\nby far more essential,\n\nand divinity.\n\nI admit that there is abuse of time and energy in studying Latin according\nto\n\nthe favorite methods pursued in preparatory schools and colleges.\n\nI\n\n—\n\nhad a poet friend a chum of mine at Phillips Academy, Andover, in the\ntime of Samuel H. Taylor, the Greek scholar. Meeting him at a reunion\nof our class, after many years (a thirty-fifth anniversary), I asked him:\n\ndid you learn at Andover, and what did our class learn?\"\n\n\"What\nHe replied:\n\n\"We learned the exceptions. To be sure, we learned the paradigms, but\nthat did not take\n\nmuch of our time. \"\n\nIt\n\nwas the committing to memory\n\n"}
{"page": 89, "printed_page": null, "text": "LANGUAGE STUDY AS AN AID TO SCIENCE\n\nSuperintendence]\n\n77\n\nof lists of unfamiliar words which were said to be exceptions to the regular\n\ndeclensions and conjugations.\n\nThe memorizing of these exceptions, how-\n\never, is not a serious matter as\n\ncompared with the time spent in classical\n\nschools in learning the quantities of vowels in Latin words.\nuniversities,\n\nIn the English\n\nOxford and Cambridge, and at the English preparatory schools,\n\nthey learn not only the laws for quantity, but they learn the numerous exceptions and the innumerable cases of vowels which are long or short only \"by\n\nusage.\"\n\nThey\n\nlearn\n\nthese with\n\nsuch painstaking as would be required\n\nto make Latin poets, and they test the quality of their scholarship by actually\n\ncomposing written verses in Latin.\n\nThis is all the more astonishing because\n\nno person knows precisely how the quantity of Latin vowels affected their\npronunciation.\nis little\n\nThere may be some shrewd guesses on this point, but there\n\nreal knowledge on it and no complete theory.\n\nOne is led to suppose that the Enghsh gentleman desires to celebrate\nhis\n\ncontempt\n\nfor\n\nwhat is useful, not only in the line of bread-and-butter\n\nstudies, but even in the line of producing science and literature.\n\nthe quantities of Latin vowels to\n\nHe studies\n\nshow his contempt for utilities either in\n\nthe conquest of nature or in the combination of men into social wholes for\n\nbusiness or politics.\n\nI admit that in some cases, especially in those of Ten-\n\nnyson and Milton, the study of Latin quantities may possibly have quickened\nthe ear to the melodies in the English tongue, and that we owe in the case of\n\nTennyson and Milton much to their work in the preparatory school in the\nway of learning Latin quantities. But if \"Shakespeare had little Latin\nand less Greek,\" he certainly excelled both Tennyson and Milton in his\ndiscovery of the capacity of his native tongue for a greater compass of music\nthan the classic tongues ever possessed. However this may be, I for one\nam glad that American preparatory schools, especially the pubHc high schools,\nwaste very little time in the learning of Latin quantities. For those who\nclaim conservatism in this matter, and insist with great stress on the\nstudy of quantity as the real key to the benefits of Latin and Greek,\nthere is very little defense since the studies of comparative phonology and\nother branches of classical philology reached their hciglit in the last generation.\nIt\n\nremains true, and will remain true, that for us Latin and Greek must\n\nbe studied because they are still living in the English language, and are not\n\ndead languages; because they are living languages, not of the colloquial\nvocabulary of common sensuous experience, but of the scientific vocabulary;\nnot only of the strict sciences, like mathematics and logic and physics, but\n\nand historical sciences, one and all; and becau.se the\ncharacteristic vocabularies and styles of the great literary writers of English\nare to be identified thru the po.sse.ssion wliic h they show of the fine shades of\nof the experimental\n\nmeaning, as well as the possession of newly attained j>owers to exjiress\n\nmoods of the soul.\n\nTheir refinements of taste, their lofty aspirations and\n\n"}
{"page": 90, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n78\n\nsubtle thoughts, are all\n\n[Louisville\n\nmade possible of expression by skill in using the\n\nLatin and Greek derivatives which reenforce the Anglo-Saxon vocabulary\n\nby a wealth of words three times as numerous as that derived from the\nold English.\n\nTo prove that my sweeping statements with regard to the use of\n\nthe\n\nLatin vocabulary of the English language are not exaggerated, I will quote\na further Hst of the sciences, and sometimes go into their technique.\n\nThere\n\nare, for instance, physiology and anatomy, anthropology, ethnology, archae-\n\nology, philosophy (with such branches as cosmology, psychology, ontology,\n\nepistemology), geology,\n\nmetaphysics,\n\npaleontology,\n\nzoology,\n\nentomology,\n\nMajor\nand Minor, Canis Major and Minor, Bootes, Auriga, Cassiopeia, Cygnus,\n\nichthyology, biology, bacteriology; astronomy, constellations: Ursa\n\nOrion,\n\netc.;\n\nthe zodiac: Aries, Taurus,\n\nGemini, Cancer, Leo,\n\netc.\n\nThe\n\ngreat stars are, many of them, named with Arabic names: Aldebaran, Rigel,\n\nMerak, Dubhe, Deneb, Vega, and are not significant to mere Latin scholars,\nnames of the constellations to which they belong. But, on the\nwhole, astronomy has a Latin technique. Meteorology uses Greek and\nLatin terminology. Medicine sets forth its doctrines in Latin and Greek,\nusing Greek for processes and general departments: allopathy, homeoas are the\n\npathy,\n\ncardial,\n\nnosology, therapeutics, neurology, ophthalmology, and\nand Latin for dentistry, osteology, craniology, vertebral, cervical,\narterial, labial, lingual; and so on to hundreds of technically\n\ndiagnosis,\n\nthe like;\n\nprecise terms.\n\nBotany also has a greater preference for Greek words in its technique\nand the general processes. Its four\n\nfor the larger classes or departments\n\ngeneral divisions\n\nas\n\nscience — structural, morphological, physiological,\n—use three Greek derivatives and one Latin.\n\na\n\nand systematic botany\n\nIt\n\ndivides plants into orders, suborders, tribes, genera, subgenera, sections,\nspecies, subspecies, varieties; paleontological, exogenous,\n\nand endogenous.\n\nsubkingdoms are named from the Greek words thallos, \"a\nshoot;\" hryon, \"a moss;\" pteris, \"a fern.\"\nMost of us have read some\ntime ago a charming piece of Herbartian writing which illustrated the meanIts special\n\ning of the technical word \"apperception.\"\n\nThe book was called A Pot oj\n\nGreen Feathers, and it told of an object-lesson in a London school in which\nthe children studied a flower-pot full of ferns brought in for the purpose\n\nfrom a neighboring hothouse.\n\nIt\n\nseems that the children had not seen\n\nferns before, or at least had not learned the special name for them, and when\n\nquestioned on\n\nit\n\none of the children volunteered her statement as to the\n\nnew plant by saying that it was a pot of green feathers. Now, it is interesting that the child came upon the same idea that the Greek mind had in\nnaming a fern, for it called a fern pteris, or \"feather.\" I continue my list\nof botanical terms,, v.-hich calls the fourth\n\nor \"showy.\"\n\nsubkingdom of plants phaneros,\n\nThey are called showy because they celebrate their maturity\n\n"}
{"page": 91, "printed_page": null, "text": "LANGUAGE STUDY AS AN AID TO SCIENCE\n\nSuperintendence]\n\nand reproduction by showy blossoms and fruit.\nthallophyta,\n\nplants:\n\nof\n\nhaving\n\nblades\n\nor\n\n79\n\nWe have four subkingdoms\nshoots;\n\nbryophyta\n\n(moss);\n\npteridophyta (ferns, feather-plants); phanerogamia.\n\nHundreds of names of functions and processes, thousands and thousands\nThese names cannot be retained\nin the memory without long study and great effort, but the botanist who\ndoes not know Latin and Greek finds the polysyllabic names a jargon of\nmeaningless syllables and sees that he will save time by taking up the classic\nlanguages and continuing his study of them for three years and longer.\nWhen the parts of the long word begin each to have a meaning, and a\nmeaning which relates to the function or process of the plant, and makes\nthe whole word significant, the memory is relieved of a dead weight, and it\nhands over the larger part of its burden to the judgment and understanding.\nMathematics sticks closer to the Greek than the other sciences, because\nof names of classes, are found in botany.\n\nit is\n\nthe oldest science.\n\nThe student who wishes to aid his memory by the\n\nsensuous meaning of the parts of the words that form the strict and severe\ntechnique of mathematics must take his Greek course for two years or so,\n\nmastering his paradigms, and reading simple descriptive Greek prose until\nthe colloquial words become familiar to eye and ear.\ndifficulty in\n\nThen he will have no\n\nmemorizing the various -metries and -gons and -hedrons or the\n\nother categories of geometry.\n\nLatin will afford similar help to him in the\n\nanalytical branches of mathematics.\n\nThe memory, as I have said, has little to do where the causal connection\nis\n\nindicated in the meaning of the\n\nnames and where sensuous experience\n\nThe constructive process, pictured by us in imagination, lifts the memory on its wings, so to speak, up to intellect and reason.\nAll these necessary requirements are provided now by the high schools,\n\nis\n\nbrought to mind.\n\nwhich are becoming so numerous as to be found in every small city and\nlarge village.\n\nThe number for the present year is 7,500 high schools.\n\nIn\n\nthe public high schools in 1890 less than 35 per cent, were studying Latin, the\n\nnumber being 70,411; but the 35 per cent, had risen to 51 per cent,\nand the total number studying Latin had increased from 70,000\n\ntotal\nin\n\n1904,\n\nto 323,000.\n\nSo the private schools,\n\nin\n\niSgo, enrolling 145,000 in\n\n31 per cent, of their pupils studying Latin.\n\nall,\n\nhad\n\nBut the j)crccntage studying Latin\n\n1904 in the private secondary schools had increased to 45 per cent., and\n\nin\n\nthe\n\ntotal\n\nnuml)cr of .secondary students\n\nin\n\nprivate\n\ninstitutions\n\nhad\n\nin-\n\nfrom 145,000 to 169,000, so that in these two classes of institutions\nthe number studying Latin amounts to 369,329 puj)i!s.\nIt may be assumed\n\ncreasc-fl\n\nthat nine-tenths of all of the students enrolled study Latin at\n\nsome time in\n\nand thus |>repare themselves for the study of science and litrrThe high-school graduates who rjo not subse(|ucntly take up science\n\nthe course,\nature.\n\nor literature in college work will be able to read a higher order of literature\nin\n\nbooks and magazines, and understand a great deal i)f science.\n\n"}
{"page": 92, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n8o\n\n[LouisviUe\n\nTHE SUPERINTENDENTS AUTHORITY AND THE\nTEACHER'S FREEDOM\nOSCAR T. CORSON, FORMER COMMISSIONER OF SCHOOLS FOR OHIO,\nCOLUMBUS, OHIO\n[stenographer's report]\n\nMr. Chairman, Members of the Department, Ladies and Gentlemen:\n\nSome time ago in the state of Indiana, where the president of this department\nHved before he moved to the state of presidents and sons-in-law of presidents,\n\ngame of\nAs is always the case on such occasions, they were representing,\nas their conception of a school, the worst conditions they had ever met with.\nThe boys and girls were all rebellious, indolent, and lazy. The teacher belonged\nthe children were taking advantage of a recess period to engage in a\n\nplaying school.\n\nto that pecuUar class who are afraid their rights will not be recognized, and, like\n\nother heathen, she used a great many vain repetitions, evidently hoping to be\n\nheard for her much speaking.\n\nyou can easily imagine the\n\nWith that class of pupils and that type of teacher,\nschool.\n\nSeveral older people were spectators of\n\nthe scene, and, as they cast their eyes over the school, they noticed one boy who\n\nseemed to be taking no account of the proceedings in particular, except to walk\n\nup and down the aisle occasionally, once in a while resting his hand upon the\nhead of some boy, again going up to the teacher's desk and looking thru copybooks, examining the crayon used, and so on.\n\n\"This boy seems to have nothing to do.\"\nis\n\nFinally\n\nsome one suggested:\n\nImmediately came the answer: \"He\n\nnot expected to do anything; he is the superintendent.\"\n\nThat perhaps may represent the idea some people have of a school superintendent, and yet it is no flattery to the school superintendents assembled\n\nhere or elsewhere, to say that such a superintendent\n\nis\n\nexceedingly rare.\n\nI think more and more, as the years go by, the superintendent is expected in\n\nthe community\n\nvery definite.\n\n—and meets the expectation, as a\n\nrule\n\n—\n\nto stand for something\n\nHe represents the authority of the school.\n\nMy own personal conviction is that this authority should originate with a\nboard of education and be kept as close as possible to the people.\n\nI firmly\n\nbelieve that the superintendent's authority shovild give him the initiative in the\n\nemployment of every teacher, and in directing the general educational policy\nof the\n\ncommunity that he serves.\n\nWhatever our ideas may be on that, I think\n\nwe will admit that there is a place in the educational system for authority, and\nthat that authority should in no way, and will in no way, interfere with freedom\n\nproperly understood and properly used.\n\nWe find these two factors in everything.\n\nIf we look about the universe, and\n\ngo back to our first lessons in geography, we recall that there is one force that\nholds things stable, and another force that keeps things in motion.\n\nIn nature\n\nthese forces are always so delicately adjusted that no one can find any criticism\nof the results that follow the actions of both.\n\nWe find these same two factors in the political world.\n\nNobody but an unrea-\n\nsonable partisan fails today to see good in the political creed of both Alexander\n\n"}
{"page": 93, "printed_page": null, "text": "1\n\nSuperintendence]\n\nSUPERINTENDENT AND TEACHER'S FREEDOM\n\n8\n\nA few times in the history of this nation\n\nHamilton and Thomas Jefferson.\n\nwe have reached high tide under the administration of a great soul, who was\ncompetent\n\nto appreciate\n\nand recognize fully the good in both schools of politics.\n\nUnder the immortal Lincoln a terrible strife of four years in this nation was so\nguided and controlled that, when the end finally came, the world recognized,\nas never before, the majesty and authority of our government; and yet at the\n\nsame time a new emphasis was placed upon its being a government of the people,\nby the people, and for the people.\n\nNo one doubts for a moment that our chief magistrate, Theodore Roosevelt,\nwill exercise\n\nevery particle of authority vested in him, in his holy warfare\n\nagainst organized robbery, existing either as corporate greed or political graft;\n\nand yet at the same time everybody is absolutely certain that the freedom of\nthe humblest indi\\'idual in this nation is, after all, the dearest idol of our great\npresident's heart.\nIt\n\nthat,\n\n—\n\nmakes no difference where you go\n\ninto theology (I feel free to discuss\n\nbecause I know you all know as little of that as I do), if you please, and\n\nwe hear there of the conflict between God's sovereignty and man's free will;\nwhen you come to the realm of the school, there is certainly a place for authority\nrepresented by the superintendent who gets his authority from the people thru\nthe board of education, and also a definite place for the freedom of every sane\nteacher.\n\nBut while this is true, I think it is very important that\n\nthis relation\n\nbe thoroly understood.\nOccasionally\n\nwe hear nowadays\n\n— not from the old guard, as\n— that there\n\nfrom the supposed advance agents of the new education\n\nany need of authority in educational affairs.\n\nit\n\nis\n\nwere, but\n\nno longer\n\nThis last summer I sat for an hour\n\non a platform in this countr\\' and listened to a man who was introduced as an\nauthority on elementary education, and that entire hour was taken up by him\nin telling the teachers that in the school\n\nand every pupil had absolute freedom.\nfreedom in this world!\n\nhe was connected with, every teacher\n\nWhy, there is no such thing as absolute\n\nThere is not a man in this audience tonight, however\n\nwell-l)ehaved he may be when away from home, who is not subject to law; and\nI\n\nhave always noticed that the man who obeys the law is the one who complains\n\nthe least about it; on the other hand, the man who is talking most of freedom is\nfref|uent]y the anarchist who ought to be in jail.\n\nI\n\nam inclined to think today\n\nthat the teacher who is worthy of freedom in the true sen.se is the one who rarely\n\nmentions it. while the one who\nis\n\nis\n\neternally talking about her individual rights\n\nthe one who is not prepared to exercise rights of any kind.\nI\n\nam perfectly free to admit that authority may be carried to extremes in (he\n\n.schoolroom; fKjssibly in the y)ast that has been the tendency.\n\nI\n\nknow 1 have\n\nheard a great fleal of critici.sm of public schools in this country, nnuh of whidi\n\nseemed to me unfounded, which indicated that the organization of the school\n\nwas Ifxiked after at the ex[)cn.se of the individual child.\nisn't\n\nof\n\nit\n\npossible,\n\nThat may be true, but\n\nmy friends, that under the plea of recognizing the indivickiality\n\nsome teacher who has no individuality, who has simply mistaken a bundle-\n\n"}
{"page": 94, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n82\n\nof peculiarities for that article\n\n—\n\nisn't it possible that the child\n\n[LouisviUe\n\nmay suffer from\n\ntoo much of that kind of freedom ?\n\nWTien we come to the organization of the school, I take it that no sane individual doubts for a moment that we need classification.\n\nI suppose the educa-\n\ntional crime for the past twenty years in this country has perhaps been the crowd-\n\ning of too many boys and girls into classes taught by one teacher.\n\nThis depart-\n\nment a few years ago applauded a statement that no teacher ought to have over\nI don't know how many of you were there, but I\nfive pupils under her control.\nthink nearly everyone present applauded that statement; and I commenced\nI don't know how many teachers there are in Louisville, but\nknow that, if this system of education provided a teacher for every five chil-\n\nthinking it over.\nI do\n\ndren the city would be bankrupt in a very short time.\n\nSuch a statement as that\n\nargues for the financially impossible, and also for the educationally undesirable.\n\nYou will pardon me if I am personal tonight, and say I think I have\ndone my share of teaching poor schools; but the poorest school was one that\nI took\nI taught in the country, having twenty-five boys and girls enrolled.\nthe measles from\n\nsome unknown source, was out two weeks, went back, and\n\nfound that I had distributed them to nineteen of the twenty-five. I then\ntaught school three weeks with the six children. I am absolutely certain\nI could not help being amused\nwhen I heard the utterance attacking organizations of schools and saying\n\nthat was the poorest school I ever taught.\n\nthat there\n\nshould be a teacher for every\n\nfive children.\n\nI\n\ncould not help\n\nremembering that the man who made it had given his unqualified approval\nto that report, which said that the small school is necessarily a poor school;\nand, because a small school is necessarily a poor school, we have been talking\nof centralization of rural schools all over this country in order that we may\n\nget enough of boys and girls together under one teacher to give them some-\n\nthing of the inspiration that comes from class spirit.\n\nWe must never lose\n\nsight of that while we are thinking of this educational problem.\n\nToo many\n\nboys and girls under one teacher is an organization that is faulty; but we\n\nneed not to go to the opposite extreme to correct it.\n\nWe are in danger educa-\n\ntionally from too much specialization in the public schools ?\n\nthink\n\nI\n\nam attacking the speciahst.\n\nPlease do not\n\nThe specialist in his scholarship is an\n\nabsolute necessity in this country, but his tendency to be narrow, and see\n\nonly one little fraction of the educational problem, is a danger to any school\nsystem.\n\nI do not refer to the specialist in the college or in the high school,\n\nbut to teachers whose idea of freedom is that they shall think only of the\neducational problem in the one little grade or group they teach, and never\n\nhave any concern for the school as a whole.\n\nYou know the criticism of education all along the line.\nthe college.\n\nIt\n\nbegins with\n\nDid you ever sit in a college association and listen to the criticism\n\nof the public schools ?\n\nWhat is the burden of it ?\n\nThe poorly prepared\n\nfreshman that comes from the high school. Well, now, I have no suggestion\nto make to the college professors other than this, that it would be good for\n\n"}
{"page": 95, "printed_page": null, "text": "—\nSuperintendence]\n\nSUPERINTENDENT AND TEACHER'S FREEDOM\n\n13\n\n—\n\nthem to take a vacation once a year and I wish it came oftener than that\nand spend a good part of it in visiting some good primary school, and there\nsit at the feet of some woman who knows how to teach, and learn something\nof the sympathy that actuates the heart of a great teacher.\nAgain, I liave\noften thought that, if some of our college friends would look at some of the\nseniors they graduate, they\n\nwould complain less about the freshmen that\n\ncome up from the high school.\n\nI\n\nbelieve that the trouble is that the average\n\ncollege man is thinking only of college education, and forgets the rest of the\n\neducational problem.\n\nNow, we pubhc-school teachers are just as big sinners as they arc.\ninto the high school when it opens in September, and\n\nGo\n\nwhat is the burden of\n\nOh, the poorly prepared boys and girls that come from\n\nthe complaint ?\n\nthe grammar school\n\n!\n\nAnd yet there is not a high-school teacher that does\n\nnot know that the year before he has urged the promotion of boys and girls\nthat were not any better prepared for promotion than those that come from the\n\ngrammar school.\n\nIf we are honest with ourselves, we will all admit that\n\nhave to push along these boys and\nnot, they\n\ngirls in the different grades.\n\nIf\n\nwe\nwe did\n\nwould all get in one place, and form a sort of educational drift-\n\nwood that would dam up the whole educational stream, and there would be\nabsolutely no hope of any progress.\n\nhow much you superintenYou have\n\nI don't care\n\ndents talk about your systems of promotion; I know what you do.\na boy in school that can't\nfaithful,\n\nmake his grade or group.\n\nIf\n\nhe is reasonably\n\nand you think he will hold out to the end, you simply keep him two\n\nhim on for somebody else to work with him\nNow, be honest with yourselves and tell the truth about\n\nyears in a place, and then push\n\ntwo years longer.\nproblem.\n\nthis\n\nthis country.\n\nHave you\nopens in the\n\nThat is what you do.\n\nWe have to do\never heard the\nfall;\n\nIt is\n\ndone in all the scliools all over\n\nit.\n\ngrammar school\n\nthe boy comes home from a\n\nThe school\n\nteacher talk ?\n\nhappy vacation; fre(|uently\n\nhe has forgotten a great deal of what has been taught |)reviously; and he finds\nhim.self in the pre.sence of some unsymi)atiu'ti( teat her who prides herself on\n\nher individuality,\ngirls that\n\nthat\n\nwho begins to com])lain of the i)oorly prej)ared boys antl\n\ncc)me up from the intermediate grades.\n\nIf\n\nany of you are here\n\nhave ever done that, ju>t think of the sins you committed\n\nla>t\n\nspring\n\nwlien you recommended a lialfdo/.en boys to the high school who you knew\n\nwere not ready f(jr promotion.\n\nThe fact is, we have to meet the>c ])rol)U'ms\n\nand deal honestly with them, and <io the best wc (an.\n.And then the intermediate teadier (omplains of the |)rimary.\n\nhas been promoted who\n\n(\n\nan't read.\n\nWell, sup|)ose he (an'l.\n\nhim to rea<l in half the time you are c()m|)Iaining about it.\nsorry for the primary teacher.\nit\n\n\\'oii\nI\n\n.\\\n\nboy\n\nlan teach\n\nalways feel so\n\nShe has nob<»dy to comidain about, unless\n\nbe the parents (»r I)eity; and neither one will pay any attention to the com-\n\nplaint.\nI\n\nlike\n\nto\n\nsee a\n\ncollege\n\nprofcs-or,\n\nol\n\ncourse,\n\nwho knows more about\n\n"}
{"page": 96, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n84\ncollege\n\nwork than anything\n\nelse;\n\n[Louisville\n\nbut I want to see a college professor\n\nwho has heart enough to think of some of the problems that the public schools\nI like to see a high-school teacher, teaching Latin, and\n\nhave to deal with.\n\nknowing more of Latin than he knows of anything else; but I want him to\nremember there is some difficulty in teaching fractions down along the line.\nI want to see a primary teacher who is heart and soul a primary teacher,\nbut also broad enough in her sympathy and interest to see the child not only\nin the primary room, but as he goes up thru the intermediate and grammar\nEvery teacher should be interested in the\ngrades, high school, and college.\nwork of every other teacher; and to my mind what the graded schools of this\ncountry need today more than any other one thing is teachers who shall be free\nto do all they possibly can for the boys and girls in their special grades and\ndepartments, but\n\nwho will never forget that other teachers besides them-\n\nselves have difficulties to meet, and all be interested in this great problem.\nI\n\nthink\n\nwe need some\n\nhonestly believe that.\n\nI\n\nauthority relative\n\nto\n\na course of study.\n\nI\n\ndo not mean that the superintendent shall be an\n\nautocrat in the making of a course of study, and say: \"This shall ye teach\n\nand nothing more.\"\n\nI mean that teachers ought to be consulted, and when\n\na school faculty made up of teachers of all grades, and supervisors, and the\nsuperintendent himself, unite upon what they believe is a good course of training for the boys and\n\ngirls,\n\nthen I beUeve there ought to be some authority\n\nthat shall say that that course of study shall be taught, and that discipline,\n\nwhatever it may be, shall be exercised.\n\nThere is a place for such authority;\n\nwe should not go to the extreme. I know it is possible to\nadhere so closely to a text-book that we may destroy the intellectual life of\nbut, of course,\n\nany child.\n\nIt\n\nmay be possible for a boy to go thru a school and actually\n\nthink there is nothing in the universe worth knowing outside of the leaves\nof the text-book.\n\nThe following incident will make plain my meaning: A few years ago\nour good friend, WiUiam Hawley Smith, gave one of his stirring lectures in\nthe state of Michigan.\n\nIn his audience was a young principal of a village\n\nschool, who was much impressed with the appeal of the lecturer for a broader\n\nrecognition of the varied capacities of children.\n\nAbout a year afterward\n\nthis young man introduced himself to Mr. Smith, as they were traveling on\n\na train, and related the following experience:\nAfter hearing your lecture I returned to my school work determined to reform some\nof my methods of teaching.\n\nI lived in a Michigan village, located in a farming community\nwhose chief product is corn, hundreds of thousands of bushels of which were stored in\nelevators not far from the schoolhouse.\nThis corn naturally brought rats in great numbers, and I thought that, if there were any object in the world that the children knew\nsomething about, that object was a rat. One morning I closed the recitation in the textbook sooner than usual, and proceeded to begin my reform. I asked the boys and girls\nhow many of them had ever seen a rat. Of course, all could answer this question, I then\nasked them a second question, which I assured them all could not answer, as the reply\nwould require a close observation, which I feared they were not all in the habit of making.\n\n"}
{"page": 97, "printed_page": null, "text": "Superintendence]\n\nSUPERINTENDENT AND TEACHER'S FREEDOM\n\n8$\n\nThis second question called for definite information relative to the length of hair on a\nrat's tail.\n\nThe answers furnished various lengths, from a small fraction of an inch to\nThe \" ps}xhological moment\" had arrived. I was about to give my first\n\nseveral inches.\n\nlesson in the reform moj-ement which was being initiated.\n\nI called attention to the dilTer-\n\nence in the answers, and asked how the question could be correctly settled.\n\nby his uplifted hand, a willingness to respond.\nHe replied: \"Look it up in the dictionary!\"\n\nsignified,\n\nI\n\ncalled\n\nOne boy\nupon him to do so.\n\nI presume that you will agree that the directing authority of that school\nhad insisted up to that time on having teachers adhere a little too closely\nto text-books and works of reference, and that as a result those boys and girls\nhad gained that false idea that we want to keep away from that books are\n\n—\n\nthe only source of information.\n\nAnd yet, why is it that, when we try to correct\n\na wrong, we are so apt to go to the other extreme ?\n\nBecause some other\n\nmade a mere machine of herself and her school by such rigid\nadherence to a course of study and text-books is no reason why we shall go to\nteacher has\n\nthe other extreme and say that the text-book has no place in education.\nIf I\nhad to choose between two evils I .should take the teacher who could teach a\n\ntext-book well, rather than one who imagined that a text-book had no place\nin education, and that she could teach everything\n\non what she called the\nBut there is time in this country, my friends, for a teacher,\n\nlecture plan.\n\nand a place for a teacher who can teach a boy that exceedingly important\nlesson that will help him to gain that\n\npower which will enable him when he\n\ngets out of school, to go off, if you please, by himself and take a book\n\nthe meat out of it.\n\nI believe in reasonable\n\nand get\n\nfreedom of the teacher in carry-\n\ning out the course of study, but I do not believe a teacher should be so free\nthat she can use her own sweet will absolutely to ignore all directions of the\n\ncentral authority in\n\neducation, which\n\nsays\n\nthere are certain\n\nthings that\n\nmust be taught and taught thoroly.\n\nNow, this authority in education should be combined with .sympathy.\nHere, sometimes is the trouble.\n\nWe do not object to authority, if\n\nit is\n\n.sym-\n\npathetic authority; and for that reason I have always had a firm conviction in\n\nmy own heart that no one is fitted to superintend a school — perhaps there are\nexceptions, and the exceptions may be here\n\n— who has not come up thru the\n\nranks and who does not know by experience something of the difiiculty of\nthe individual teacher.\n\nI care not\n\nhow much .scholarship a man may have;\n\nhe may have been educated by all the universities in this country and the\nother; and yet put that man in authority over teachers, who knows nothing of\nthe difficulties of the individual teacher, and\n\nthy which will\n\nlie\n\nnever can have that sympa-\n\nmake him a leader rather tliaii a mere director of eckicational\n\naffairs.\n\nAnd then may I .say, on the other hand, that the freedom of the teacher\nshould be thoroly mingled with loyalty to the su|)crintendent ? Just as we nee\na suijcrintcndent who is in .symj)athy with his teachers in the execution of his\nauthority, so\n\nwe need teachers all over this country who are ab.solutely loyal\n\nto the superintendent as the directing authority of a school system.\n\n'I'iiere\n\n"}
{"page": 98, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n86\nis\n\n[Louisville\n\nonly one person in the world for whom I have a deeper sympathy than I\nI think I know something of what it is to have to struggle\nSome one has said\nTeaching school is hard work teaching\n\nhave for the teacher.\nalong and teach.\n\n'\n\n:\n\nforty boys and girls\nI\n\n—not forty acting\n\n;\n\n'\n\nlike one, but each one acting like forty.\"\n\nthink the man who uttered that had taught school.\n\nI say there is onlv one\n\nperson I sympathize with more than I do with the teacher.\nthe superintendent.\n\nThat person is\n\nI may be talking to teachers here tonight.\n\nI judge there\n\nare some present, and I wonder if they have any idea of the battles that the\n\nsuperintendent has to fight that they never know anything of.\n\nI have abso-\n\nlutely no respect for a superintendent who will in any way speak an ill word\n\nof a teacher unless that teacher is in a position to answer the criticism and\n\ndefend herself; and I have, if possible, still less respect for the teacher who\nthe absence of the superintendent, speak a disrespectful word of his\n\nwill, in\n\nauthority and his place in the educational system.\nIt is\n\nonly\n\nwhen we have this authority, properly constituted, mingled\n\nwith the sympathy of which I have tried to speak, and this freedom of the\nteacher to work out her own salvation, and yet with the will of the superin-\n\ntendent working thru her that we can hope, as the result of the combination,\nto\n\nhave authority in education and freedom in education to train a class of\n\nboys and girls who will go out into practical life as citizens of a free country,\nready at the proper time to recognize the majesty of the law, to be obedient\nto the call of the government\n\nwhen it comes, and yet at the same time ever\n\njealous of that freedom which that government bequeathes to all.\n\nTHE TEACHING OF ARITHMETIC\nPROFESSOR SIMON NEW^COMB, WASHINGTON, D. C.\n\nThe first question to arise in the minds of this honored assemblage on\nthe present occasion may well be how it happens that one not supposed to\n\nhave been professionally engaged in the instruction of youth should ask a\nhearing from a body of teachers of such wide experience as that here present.\n\nThe answer is that during almost my entire adult life I have had occasion\nemploy and train young men in numerical computations pertaining to\n\nto\n\nastronomy.\n\nWhen candidates presented themselves for employment in this\n\npresumably abstruse work, it was naturally supposed that great stress would\nbe laid on the mathematical course they had taken in school or college.\nAfter a few years of experience the general reply which I had to make to all\n\nquestions of qualifications was that proficiency in arithmetic\n\ncame first in\n\nimportance, and the first rule, simple addition, was the most important of all.\nSubtraction was scarcely below it, and multipHcation and division were desirable.\n\nNext in order came general ideas of quantity, which one could scarcely\n\nbe expected to acquire without some training in the higher mathematics\n\nand yet which evaded exact definition.\n\nThis standard of quahfication was\n\n"}
{"page": 99, "printed_page": null, "text": "THE TEACHING OF ARITHMETIC\n\nSuperintendence]\n\n,87\n\nemphasized because the general rule was found to be that the candidate had\nlearned his arithmetic by methods inherited generation after generation from\n\nschoolmaster,\n\ncolonial\n\nthe\n\nwithout infiltration\n\nfrom those professionally\n\nengaged in applying arithmetic to practical purposes.\n\nIn the case of more\n\nadvanced mathematical subjects the main object in view had been mental\ndiscipline;\n\nand the idea\n\nof im{)lanting mathematical conceptions that the\n\nstudent should be able to see and apply in daily work had never entered into\nthe plan.\nin\n\nwas therefore often necessary to begin by showing a beginner\n\nIt\n\nmy work how to add and sul)tract.\n\nAnother noticeable circumstance was that the deficiency in arithmetic was\nmore marked in American youth than in foreigners, especially Germans. I\nfound that, however little education a German applicant might have had,\nhe was at least as good an arithmetician as the best American. In view of\nthe e.xcellence of our common-school system, the question could not but suggest\n\nitself\n\nwhether there might not be some\n\ntrait of the\n\nunfavorable to the development of arithmetical capacity.\n\nAmerican mind\n\nBut experience has\n\nled me to the conclusion that it is more in our methods of teaching than in the\n\nwant of capacity that the difference is to be sought.\n\nWhen my children\n\nwent to school, I found that their little brains were being painfully exercised\nin commercial arithmetic, custom-house business, and other exercises no more\n\nconducive to mental efficiency than an hour or two spent in trying to lift a\n\nhouse would have been to the health of their muscular system.\nIt is one thing to see a defect, and quite another thing to devise a\nI\n\nremedy.\n\nhave from time to time tried to gain what light I could on the points in\n\nwhich the common-school education\n\nin\n\nGermany differed from our own.\n\nA very little inquiry in this direction, added to what I knew from experience,\nshowed that the German system was broader and more practical in its aims\nthan our own; but I saw no reason to suppose it the ideal one of which I was\nin search.\n\nof\n\ntherefore tried to reach conclusions of my own as to methods\n\nI\n\nmathematical teaching,\n\narithmetic.\n\nin at\n\nleast the\n\nelementary branches, especially\n\nOne point was clear; our teaching was too abstract and tt)o much\n\ndissociated from objects of sense.\n\nIn 1892\n\nI\n\npublished in the liduaiiionul\n\nReview a paper on the teaching of mathematics, in which I emphasized this\nview,\n\nand suggesterl methods by which elementary arithmetical ideas could\nIt was riisiouraging never to learn\n\nbe gained and cnfortcd thru the .sen.ses.\n\nthat this paper seemed to excite attention.\njet t\n\nHut when I returned to the sub-\n\nduring the i)ast twelve months, I was nuuh |)leased to find that the very\n\nideas which I had then .set forth, not only as to general princi|)les, but in detail,\n\nare\n\nnow features of the latest arithmetics that have been wrillcii.\n\nmy paper was or was not a fa( tor in this change\nca.sc will be a little more encouraging if it was ntjt.\n\nI\n\ncannot say.\n\nW'liether\n\nPerhaps the\n\nThe main point is tliat if,\n\nas the facts .seem to indicate, ideas wliich I then set forth are now found worthy\nof acceptance\n\nby jjrac tical tea( hers, the same may be true of the results of\n\nfurther studies in the same direction, to which I now invite your attention.\n\n"}
{"page": 100, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n88\n\n[LouisviUe\n\nIn any branch of human endeavor the first requirement is a clear conception of the purpose in view.\n\nOur first question must therefore be that of\n\nthe object aimed at in the teaching of arithmetic.\n\nnow universally admitted that the main purpose of education is the\n\nIt is\n\nbuilding-up of the mind and training of the faculties, rather than the acquisition of knowledge or the mastery of details set forth in text-books.\n\n\"Discipline\"\n\nand \"culture\" are terms often used to express this purpose.\n\nIn the case of\n\nmathematics, discipline is commonly considered to be the main object.\nit\n\nBut\n\nseems to me that a precise definition of what we mean by discipline is want-\n\ning.\n\nIn its most acceptable form, I should define it as the development of\n\nthe power of co-ordinating the action of the various faculties, and directing\nit\n\ntoward a definite end.\n\nGranting this, it is, above the kindergarten stage,\n\nrather a corollary than an object to be kept primarily in view.\n\nI shall there-\n\nfore pass it over and try to state the purpose in a more definite form.\n\nWithout going into details, a very little thought will,\nclear that the main end of mathematical teaching\n\ngenerally\n\n—\n\nrelations.\n\nis\n\nto store the\n\nI think,\n\nmake it\n\n—we might say of teaching\n\nmind with clear conceptions of things and their\n\nIn the case of elementary arithmetic the things we first deal with\nIt follows that a clear conception of numbers and their rela-\n\nare numbers.\n\ntions is the end toward which our teaching should be directed.\n\nI think every\n\nteacher who has carefully studied the mind of the apparently dull pupil will\n\nagree that the real difficulty is to give him an insight into the nature of the\n\nproblem he is to solve.\n\nHe may be able to repeat the words; but you find that\n\nthese words do not make a sufficiently definite impression on his mind.\n\nClear\n\nand accurate conceptions of the relations of number are therefore to be generated.\n\nTo show what we mean by clear conceptions of number, we must stray\nWe may conceive of the brain of man as a micro-\n\ninto the field of psychology.\n\ncosm, containing within its narrow limits all that the individual knows of any\nand every subject. There are two universes, the microcosm within us and the\nmacrocosm without us. The success of the individual, not only in all the applications of science, but in every branch of endeavor, depends on the accu-\n\nracy and completeness with which processes at play in the subject with which\n\nhe is dealing are represented by corresponding processes in his own microcosm.\n\nAdmitting that everything known of external nature has its image in the\n\nmind of the man who knows it, I cannot but regard it as a defect in psychological nomenclature that there is no one general term used to express this mental\n\nimage of an external object and nothing else.\n\nTo take a familiar example,\n\nwe all have an idea of the house in which we live. We can think of the building, of the arrangement of its rooms, when it is out of sight, as if we had a\npicture of\n\nit\n\nin\n\nour mind's eye.\n\nThis picture is not a flat plan, but rather\n\na model embodying the arrangement of all the rooms in the house.\nis\n\ntrue of the house is true of all human knowledge and of\n\nits\n\nWhat\n\napplications.\n\n"}
{"page": 101, "printed_page": null, "text": "THE TEACHING OF ARITHMETIC\n\nSujyrintendence]\n\n89\n\nThe engineer can in his mind erect bridges in which the actions of stress and\nstrain shall correspond to those in the actual bridge; in the mind of the chemist,\ncompounds react as in the laboratory; and so thru every branch of knowledge.\nOne moment may here be devoted to avoiding a possible stumbhng-block.\nThe question may be asked whether it is quite correct to speak of the mental\nimages which I have described as if they were permanent existences in the mind,\nand whether it is not more correct to speak of them as something which the\n\nmind forms for itself when necessary, but which cease to exist when we do\nnot think of them.\n\nmy argument will be the same whether we\n\nI reply that\n\ntake one of these views or the other.\nit is\n\nIf I speak in accordance with the first view,\n\nbecause I find it more convenient to think and speak of such an idea as\n\nthat of the house in which we live, or of a figure in geometry, as if it were a\npermanent existence in the mind, brought into use whenever we need it, rather\n\nthan as something to be constructed de novo every time we have occasion to\nrecall it.\nBut if one prefers this latter view, he is quite free to adopt it. The\nmain point is that, when we think clearly about any object, we have an image\n\nof it in the mind's eye.\n\nFrom this point of view my main contention is that the first and great ol)ject in training the growing child in arithmetic is to store his mind with clear\n\nand accurate conceptions of numbers, magnitudes, and their mutual relations\nwhich he shall be able to apply with readiness in any actual case that may\narise.\n\nThat I have elaborated this point so fully is due to the fact tliat it\n\nshould never be allowed to drop out of sight in our teaching.\n\nThe latter must\n\nbe arranged from the beginning with this one end in view.\n\nGranting this,\n\nthe next question in order is that of method.\n\nus with a guiding rule.\n\nHere psychology can supply\n\nHowever abstract may be the ideas which we wish\n\nto plant, they must originate in sensible objects.\n\nbecause, after all, generalization\nat\n\nfrom the beginning.\n\n10 as an example.\nin\n\nthe\n\nI\n\nBut they must not stop there\n\n— conscious or unconscious —\n\nis\n\nbe aimed\n\nthink psychologists will agree that there is no such thing\n\nhuman mind as a conception of (he number 10 otlierwise than as a\n\nquality characterizing 10 distinct objects.\n\nA written or a\n\nverbal symbol\n\nmay be used for the number, but this is not a conception of it.\nthat the\n\nword or .symbol being pronounced or shown, llu-\n\nf)nce (one eive of 10 c>bjects as distinct from either 9 or\nto\n\nto\n\nLet me illustrate my meaning by taking the number\n\n1\n\n1\n\n;\n\n'I'lu- jxtiiit is\n\n]>u|)il\n\n>liouI(l\n\nat\n\nand should Iti- able\n\nhandle that conception in all the ways in which it can be handled.\n\nHere there is an ol)vious advantage in selecting such objects as ha\\e the\nleast number of qualities to distrat t the attention\n\nfrom the fundamental idea\n\nHence I prefer that the counting should be made upon small\ndots, circles, or other objects with few qualities, rather than upon more interesting objc( ts whi(h are met with in everyday life.\nIn this suggestion\nmay\nseem to run counter to views whidi are entertained by very high authorities\n\nof number.\n\nI\n\nin education.\n\nThere is, I admit, a very strong argvnncnt in fa\\or of tin- \\icw\n\nthat the prirn i[)les of arilhinclic\n\nare best mastered\n\nwhen the\n\n(\n\nliiid\n\nis\n\ntauglit\n\n"}
{"page": 102, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n90\nto\n\n[Louisville\n\nconsider them as growing out of the problems that actually confront him in\n\nhis daily walks.\n\nI fully\n\nagree that the practice thus suggested is one that\n\nshould be carried out, but we must not depend wholly upon it.\n\nPerhaps I\n\nam a little old-fashioned, but I would not abandon the idea of applying the\nI have no objection to the grindstone being\nand certainly do not wish to make it painful; but I want some\n\npupil's nose to the grindstone.\ninteresting,\n\ndrill in thinking of numbers and their relations as dissociated from the actual\n\nJust as rapidly as this power\n\nobjects concerned.\n\nis\n\nattained in each and\n\nevery branch, lam willing to see the interesting substituted for the instructive.\n\nit,\n\nWe now pass from this general view of the object, and method of obtaining\nAs my views on some points are radical to\n\nto the discussion of details.\n\nthe point of being revolutionary, I wish to borrow a suggestion from universal\n\nexperience.\n\nWe all know that the acquisition of a new language is one of the\n\nmost difficult tasks which a youth has to undertake during the period of his\nschool life.\n\nOur best colleges make a knowledge of French and German one\n\nof the requisites necessary to graduation.\n\nTo one or both of these languages\n\npainful attention is devoted thruout a period of one or more years.\n\ntimes\n\n—\n\nto a great extent even today\n\n—\n\nIn former\n\nseveral years of study are devoted to\n\nLatin, instruction in which is, in regular course, continued in the college or\n\nAnd yet it is exceptional to find a college graduate who can fluently\nwho can\nconduct an easy conversation in French, or can write in idiomatic German\nuniversity.\n\nread at sight a Latin author whose work he takes up for the first time\n\n;\n\nan account of his day's doings.\nIn contrast to this result is the fact that every child not a mental degenerate, during the first few years of life, learns to use a language with an ease\n\nand fluency which a course of school instruction never supplies.\ncurious yet, there\n\nis\n\nWhat is more\n\nno striking difference among children in their faculty\n\nof acquiring their own tongue.\n\nAt school we have dull pupils whom it seems\n\na waste of energy to try to educate, and bright boys, who learn more in a\n\nmonth than dull boys do in a year, and learn it better.\n\nBut no one ever heard\n\nof a child especially bright or dull in learning to speak.\n\nDifferences there\n\nundoubtedly are, but they do not compare with those shown under our system\nof school instruction.\nI consider this well-known fact to be instructive in showing that we have at\nleast one branch of education which we find to be toilsome or difficult when the\n\ntraditional method is followed, and yet so simple and easy by other methods\n\nthat no special ability is required in the teacher, and no mental strain suffered\n\nby the\nis\n\nlearner.\n\nThe question I submit to your consideration is: If this\n\ntrue of one branch of education, may it not be true of other branches, and\n\nespecially arithemetic ?\n\nI shall briefly mention the lessons which\n\nit\n\nseems to\n\nme we may gather from this fact.\nThe idea of arranging subjects in order, and completing one before passing to another, is plausible; but experience shows that it has its limitations.\n\nThe great principle which the experience alluded to especially enforces is\n\n"}
{"page": 103, "printed_page": null, "text": "1\n\nTHE TEACHING OF ARITHMETIC\n\nSuperintendence]\n\n9\n\nthe educational value of frequent reiteration of very short and easy lessons.\n\nThis is one of the main features of the system I am trying to develop.\n\nNow, as my object is a purely practical one, it is necessary to have .'^ome idea,\nhowever brief, of the method by which the purpose in view can be most readily\n\nThe system I advocate may be called visible arithmetic. Taking\nup subjects much in the order of the traditional arithmetic, the first would be\nattained.\n\nnumeration.\n\n\\'isible\n\nnumeration consists in counting and arranging objects\n\nAt the earliest age when simple arithmetic can\n\nin tens and in powers of ten.\n\nbe commenced, I should teach the child to count and arrange things in lo's;\nthen to arrange real or imaginary lo's into loo's, and so on.\n\nIn accordance\n\nwith the general principle which I have laid down, I would begin with rows\nof 10 dots each, and teach the counting thru 10 such rows, making 100 in all.\n\nWe could then imagine the results of laying successive loo's in flat layers on\ntop of each other, thus getting the idea of multiples of 100 up to 1,000.\nIt would be psychologically interesting to see whether in this way we could\n\nplant in the mind what the psychologists call a number form in a more rational\n\nshape than it commonly takes.\n\nI\n\nsuppose we all have vaguely in mind from\n\ninfancy a certain arrangement in series of small numbers up, say, to 100.\n\nIt\n\nwould be interesting to know whether a more rational arrangement would\nbe gained by\n\nthis\n\nprocess;\n\nbut\n\nthis\n\nis\n\nimportant\n\nnot\n\nmathematical\n\nfor\n\npurposes.\n\nNext would come the process of adding and subtracting grains of corn,\nMethods of doing this are so familiar\nor dots, or little o's made on the slate.\n\nThe practice of multiplication and division\nin this way does not seem to need much e.xposition.\n\\\\'e can repeat a row of\nany number of dots as often as we please, and count the product. We can\nthat I need not dwell upon them.\n\ndivide any number into groups of any smaller number, and find the (juotient\n\nand remainder.\ntake\n\nAll these exercises on the four rules of arithmetic\n\nmuch time.\n\nneed not\n\nMy impression is that you will find, after a very little\n\nshowing, that the child is able to perform the fundamental rules upon collections of grains of corn or dots, without devoting\nefi\"ort\n\nmuch or long (ontinucd\n\nto the process.\n\nThe next step would be to extend the operations to continuous (juaiUity as\nrepresented by lines and areas on pajjcroron the hhukhoanl. The addition of\nlines con>i.sts in placing them, or lines CHjual to them, end to end, thus obtain-\n\ning a line equal to their sum.\n\nSubtraction consists in cutting o(T from the\n\nlonger line a length equal to the shorter one.\n\nMulti|)licati()n l)ya\n\nfador con-\n\nnumber re|)resente(l by the factor.\nDivi>i()n takes a twofold form.\nWe may citlu-r divide a line into a given number of e(|ual parts, thus obtaining a certain length as the quotient; or we\nmay find how many times one line is contained in another, thus obtaining\na pure number or ratio as the (juolient.\n\nsists in\n\nadding together ec|ual\n\nlines to a\n\nIMease understand that this system of visil)lc arithmetic is not a substitute\nfor ordinary arithmetic,\n\nbut an auxiliary to\n\nit.\n\nWhellier\n\nit\n\nis\n\nadvisable to\n\n"}
{"page": 104, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n92\n\nmaster it before beginning regular work with\n\n[Louisville\n\nfigures, or to carry on the two\n\nsimukaneously, only experience can tell.\n\nHowever this may be, in teaching written arithmetic I would have the\npupil make his own addition, subtraction, and multiplication tables by the\naid of countable things.\nTaking groups of six things dots or grains of corn\nthe pupil finds the successive products of six by different factors, and writes\nthem down in order for himself. He thus knows exactly what the multiplication table means.\nOn the subject of using it I shall presently have more to\nsay.\nThe treatment of fractions in a visible way by dividing lines up into\n\n—\n\n—\n\nparts is simply an extension of multiplication and division, and is too obvious\nto need development.\n\nI therefore pass on to a further extension of the method.\n\nThe next subject in order would be ratio and proportion.\n\nOn my plan\n\nthe pupil reaches the first conception of this subject thru the eye by drawing\n\na pair of lines of unequal length, and then other pairs, shorter or longer, in\nthe same ratio to each other.\nratios,\n\nIn this way the pupil will see the equality of\n\nindependent of the special lengths of the\n\nlines.\n\nHe can then be\n\ngradually exercised in forming for himself an idea of what a ratio means,\nor\n\nhow equality of ratios is to be determined by multiplication or division.\n\nI would not\n\nhave measurement with a rule applied, but only eye-estimates.\n\nThis, I may remark, is the general system by which I think we should begin\n\nThe reason for it is that in making eye-estimates we depend\nmore completely upon the eye-conception than when we measure; but, as\nsoon as the conception is gained, we may proceed to measurement. Having\nin all cases.\n\ngot the idea of a proportion of lines,\n\nwe next pass to areas, including the\n\nidea of the duplicate proportion and the geometric mean.\n\ndone without using\n\nfigures\n\nor numbers.\n\nAll this can be\n\nWhen the conception is well\n\nimplanted, then proceed to numbers.\n\nIn connection with proportion would come geometrical representation\nof all the quantities\n\nwhich enter into arithmetical problems.\n\nexample questions in day's work in plowing a field.\nline to represent a\n\nman or his power.\n\nTake as an\n\nWe draw a short vertica\n\nOn this line as a base we draw a hori-\n\nzontal rectangle to represent the amount of land which the one man can plow\nIf we have several men, we add into one the lines repand combine all the rectangles into one. Then we extend\nthese rectangles to represent the days.\nTo introduce the idea of compound\nproportion, we suppose the results of a day of eight hours by making a rec-\n\nin a day of ten hours.\n\nresenting them,\n\ntangle shorter in proportion.\n\nI consider any problem in compound proportion\n\nsolved when, and only when, the pupil is able to represent it graphically on\nthis system.\n\nI am sure this process would be more interesting than the use\n\nof figures.\n\nThe precise purpose of this course in visible arithmetic is so far from\nit may be necessary to its complete\n\nfamiliar that further enforcement of\n\napprehension.\n\nIt\n\nmust be especially understood that\n\nreasoning do not enter into the plan.\n\nexercises in formal\n\nA power of visualization and of giving\n\n"}
{"page": 105, "printed_page": null, "text": "THE TEACHING OF ARITHMETIC\n\nSuperintendence]\n\n93\n\na concrete embodiment to the abstract ideas is the fundamental point aimed\n\nshould express the desire to have a pupil trained from the beginning\n\nIf I\n\nat.\n\nmode of thought of the professional mathematician, I might meet the\nreply that this was expecting too much of the childish mind.\nAllow me,\nin tlie\n\ntherefore, to put the requirement into a shghtly different form.\n\nI\n\nwish the\n\npupil trained from the beginning in the use of those helps to thought which\nthe advanced mathematician finds necessary to his conception of the relations\nof quantities.\n\nmathematician has no clear conception of an abstract\n\nIf a\n\nhow can we\n\nquantity,\n\nexpect a child to\n\nhave\n\nexpresses quantities by geometrical forms and the\n\nThe mathematician\n\nmovements of imaginary\n\nLet us, then, train the child to represent the simple quan-\n\nvisible points.\n\nwith which he deals by simple auxiliaries of the same kind, adapted\n\ntities\n\nto the state of his mind\n\nuse\n\nit ?\n\nand to his special problems.\n\nnot merely a tool,\n\nis\n\nWhat I wish him to\nThe visible\n\nbut a necessary help to thought.\n\narithmetic which I advocate bears the\nthat the geometric construction of\n\nsame relation to ordinary arithmetic\n\ncomplex variables does to the algebra of\n\nthe mathematician.\n\nAltho I have spoken of these graphic constructions as merely an auxiliary,\nI\n\nwould, after denominate numbers are disposed\n\ngraphic representation of\n\nall\n\nsolutions required.\n\nof,\n\nbe\n\nsatisfied with the\n\nAfter this point I would\n\nrequire very httle mathematical solution of problems, being satisfied when the\npupil\n\nable to construct a graphic representation of the solution.\n\nis\n\nWhen\n\nhe can draw proportional hnes, explain discount by cutting off and adding\nfractions of a line to the line itself,\nclear conception of the practical\n\nthat he\n\nand in general show that he can form a\n\nproblems of arithmetic,\n\nI should consider\n\nknew enough about it, so far as the mere numbers are concerned.\n\nEverything beyond\n\nthis\n\nshould be treated by algebraic methods.\n\nThus far I have treated of only one main object of arithmetical teaching.\nBut there is another purpose of a different kind, and that is facility in the\nuse of numbers.\n\nThe pupils must not only know the meaning of multiplica-\n\nand\n\nand understand when each is required, but he must be\nMy views of the best method of attain-\n\ntion\n\ndivision,\n\nable to cipher rapidly and correctly.\n\ning this end are perhaps even more radical than those I have already set forth.\nI\n\nthink it can best be gained by short and frequent daily practice in the routine\n\noperations of the four fundamental rules, quite apart from the solution of\n\nproblems.\n\nI\n\nwould have something analogous to a daily five-minute run in\n\nThe reiteration of simple problems, after the pupil sees clearly\nhow to conceive them, is a waste of time. But this is not .so with exercises\nthe open air.\n\ndesigned to .secure\n\nfacility.\n\nLeaving details to the teacher, I would outline\n\nsome such plan as the following:\nLet an entire class devote a few minutes every morning cither to reading\nor repeating aloud in chorus the addition, subtrac lion, or mulli|)liiation tables,\nuntil\n\nit\n\nheart.\n\nis\n\nascertained that the large majority of the class has them well by\n\nI\n\nshould not\n\nmake it a pf)int to have them rcjieat\n\nthe tables from\n\n"}
{"page": 106, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n94\n\n[Louisville\n\nmemory alone, because I think the result is equally well attained by simply\nreading aloud.\n\nAnother exercise would be that of adding columns of figures,\n\nfollowing the method of the bank clerk or of the astronomical computer.\n\nwould facihtate\n\nhave the exercise printed\n\nthis to\n\nIt\n\non sheets beforehand.\n\nThe earher exercises may\nwhen these are easily done, add a column of thou-\n\nTwelve lines of figures would be a good number.\nbegin with three in a line\n\n;\n\nDo the same thing with exercises\n\nsands, then the tens of thousands, and so on.\nin multiplication\n\nand division.\n\nThese may, seem rather dull exercises, but we can easily add an element\nsome condiment of which a very little will suffice to\n\nof interest by choosing\n\nflavor an otherwise long\n\nand tedious course.\n\nchorus will give interest to the exercises.\nwill\n\nThe mere act of repeating in\n\nIn addition an element of interest\n\nbe given by noting from day to day the gradually diminishing time in\n\nwhich each pupil can complete his exercise and prove its correctness.\nThus far I have spoken only of methods of teaching. But I believe that,\nif\n\nthe system which I advocate is intelHgently pursued, it will be found prac-\n\nticable to curtail greatly the time spent in simple arithmetic, and thus rear-\n\nrange the curriculum with the view of disposing of the subject of arithmetic,\n\nand passing on to algebraic and geometric methods, at a much earHer age\nthan at present.\n\nIn this connection attention may be invited to the report\n\nof the Committee of Ten,\n\nmade in 1892, in which important changes in this\n\ndirection were proposed.\n\nIt\n\nmust be admitted that in making such changes\n\nwe shall be running counter to the ideas of the general public.\n\nWhen it is\n\nproposed to omit commercial and so-called advanced arithmetic from the\nschool course, the reply is likely to be that we are considering only the require-\n\nments of pupils preparing for a college course; and that business and comThere being in our\n\nmercial arithmetic is a prime necessity with the masses.\n\ncountry no body of men more influential than that here assembled in wisely\ndirecting public opinion on this subject, I beg leave to point out the fallacy\nin this plausible view.\n\nThe experience of directors in our great enterprises\n\nshows that the best business mathematician is not the one who has taken a\ncourse in commercial arithmetic, but\n\nwho has the best understanding of\n\nnumbers and quantity in general, obtained by the more advanced course of\na mathematical character. A problem of practical business is best taken\n\nup by one who understands it.\n\nOn the purely practical side, that under-\n\nstanding can be better gained in one day by actual experience than by any\n\namount of arithmetic in a course subject to all the drawbacks of being treated\nas\n\nan abstraction.\nI\n\nonce saw an interesting example of\n\nthis.\n\nIt was in connection with a\n\nbuilding association on an old-fashioned plan, which,\nof vogue.\n\nIt was a mutual-benefit association in\n\nI\n\nfear,\n\nhas gone out\n\nwhich accumulating results\n\nof monthly payments thru a term of years were to be equitably divided month\n\nby month among the members desiring advances.\n\nThe mathematical prin-\n\nciples involved, if investigated in detail, were so complex that only a professed\n\n"}
{"page": 107, "printed_page": null, "text": "Superintendence]\n\nTHE TEACHING OF ARITHMETIC\n\n95\n\nmathematician would be able to construct or apprehend the^r theory.\n\nYet,\n\nwhen the problem was faced as an actual one, the whole process was gone\nthru with by everyday business men and laborers without the slightest difficulty.\nNot one of these could have explained the process to a learner, but he\nwent thru each step correctly when the concrete problem was before him.\n\nWe should also try to dispel the current notion that the use of algebraic symWe have advanced a little in the right direction since the time when the signs + and — were\nbols belongs to a more advanced stage of study than arithmetic.\n\nconsidered as belonging only to algebra, and therefore were not used in arithmetic.\n\nIf\n\nmy contentions are well grounded, the application of algebraic\n\nmethods may be commenced as an auxiliary to arithmetic at a much earlier\nstage in the course than at present.\n\nIn connection with the graphic con-\n\nstruction of problems which I have suggested may come their solution in the\n\nform of an algebraic expression. If this seems too much to expect from the\nyoung mind, I think that iTnj)ression will disappear on closely looking into\nLet us grapple with the subject by taking it up as it really is. What\npounds of tea cost at 55 cents a pound? Before the arithmetical\nsolution can be begun, the pupil must understand that the cost is equal\nthe case.\nwill 13\n\nproduct\n\nthe\n\nto\n\nof 55\n\ncents\n\ninto\n\nIt\n\n13.\n\nfollows\n\nthat,\n\nif\n\nhe sees\n\nthis,\n\nsum of money is\nto be equally divided among 11 people, what will be the share of each ?\nThe\nanswer is to be found by dividing by 11. If the pupil knows this, he can\nwrite a fraction, with the sum to be divided as the numerator and 11 as the\ndencjminator, more easily than he can j)erform the division.\nIt follows that\nhe can write on his slate as the. answer 13X55.\n\nIf a given\n\nby the combination of the two problems he can express the result of dividing\nthe price of the tea among 1 1 persons.\n\nThe same thing holds true in all the\n\nproblems of arithmetic, after the first four rules are disposed of.\n\nNot only\n\nwill no greater difficulty be encountered in expressing the solutioii in this\n\nway\n\nthan in jjerforming it, but, since the idea to be expressed must l)c in the mind\nbefore the arithmetical solution is commenced, it will be a help to express the\nresult in\n\nwhat we call the algebraic form.\n\nWe shall also find that the use of algebraic symbols of (juaiitity is much\nsimpler than is commonly supf)oscfl.\n\nIf we\n\ntheir sum 4.V than to (all it .v mulliplicd by 4.\nI\n\nthink\n\nis\n\n(nrret t, that\n\nit\n\nis\n\nhave four .v's, it is simpler to call\n\nThis suggests the\n\nidea, which\n\nsimpler and more natural to consider the figures\n\n6 and 7 together to mean 6 multiplied by 7 than to have it mean, as we actually do, .sixty-seven, wlii( h latter means 6 multii)lied\n\nby 10 plus 7.\n\n(Iraiiting\n\nthis,\n\nthe expression of sim|)le arithmetical problems in the form of e(|uati(ins\n\nwill\n\nbe easy, and I should suppo^^e more interesting and more improving than\n\nrequiring the |)Upil to work at the solution without using algebraic processes.\nIt\n\ngoes without saying that this use of algebraic methods in elementary prob-\n\nlems does not imply the mani|)ulation of algebraic- expressions, inc hiding their\nfactoring and rlivision, whic h forms sf) prominent a feature- of the- usual elementary course in algebra.\n\n"}
{"page": 108, "printed_page": null, "text": "'\n\nNATIONAL EDUCATIONAL ASSOCIATION\n\n96\n\nrix)uisviUe\n\nHaving suggested all these innovations, allow me to sum up in briefest\ncompass the practical conclusions which I draw from a survey of the field.\nI.\nI do not propose that we shall train a pupil in abstract mathematical\nreasoning until he reaches the stage where pure geometry can be advantageously taken up.\n\nBut, from the very beginning, he should be trained in the\n\nfaculty of mental insight.\n\nThis can be done by problems like this, to be\n\nOf three houses, A, B,\nand C, B is loo meters north of A, and C is loo meters west of B. What is\nthe direction of C from A, and about what would you suppose its distance\nto be?\nII.\nI regard time spent in the schoolroom poring over problems and trying,\nanswered by thought without making a drawing.\n\nMuch waste in\n\nperhaps vainly, to see how they are solved, as time wasted.\n\nway is indeed unavoidable; but our policy should be to reduce it to a\nminimum by explaining the problem whenever the pupil does not readily\n\nthis\n\nsee into\n\nit\n\nfor himself.\n\nOf course, we should train the mind in seeing how to attack a probThe objection may be made that whenever we help the pupil in this\nlem.\nI admit this to a certain\nrespect, we diminish his power of helping himself.\nextent; but my solution is that we should devise such problems that the course\nIII.\n\nof thought they require can be seen without spending time in vain efforts.\n\nPlease let me cite once more the analogy to outdoor exercise.\n\nWe should all\n\nagree that, if we coupled the exercise of taking an outdoor run with the require-\n\nment of finding out at every few steps what path was to be followed, and put an\nend to the exercise if this right path could not be found, it would materially\nLet us, then, in our exercises try to\ndetract from the good of the exercise.\nfacility\nof\ncalculation\nexercising\nthe pupil in purely straightpromote\nby\nwork,\nrequiring\nand\nthink what is to be done\nahead\nwithout\nhim to stop\nnext.\n\nIV.\n\nI have found in\n\nmy own experience that words are as well and more\n\neasily memorized by repeated reading than by the same amount of repetition\n\nfrom memory.\n\nIf this principle is correct,\n\nthen we never lose anything by\n\nhaving the multiplication table before the pupil every time he repeats\nso that he shall read instead of memorizing it.\n\nit,\n\nI do not present this view as\n\na demonstrated fact, but as one well worthy of being tested.\nV.\n\nThe plausible system of learning one thing thoroly before proceeding\n\nto another, and taking things up in their logical order, should be abandoned.\n\nLet us train the pupil as rapidly as is advantageous in the higher forms of\nthought, and never be afraid of his having a little smattering of advance subjects before they are\n\nreached in the regular course.\n\nLet us remember that\n\nthoroness of understanding is a slow growth, in which unconscious cerebration\nplays an important part, and leave it to be slowly acquired.\nat thoroness\n\nA teacher aiming\n\nmight have kept Cayley or Sylvester working half\n\nhis life in\n\nproblems of advanced arithmetic without reaching the standard of thoroness.\n\nLet us rather promote the development of higher methods in the earlier\n\n"}
{"page": 109, "printed_page": null, "text": "THE TEACHING OF ARITHMETIC\n\nSuperintendence]\n\n97\n\nstages by introducing algebraic operations immediately after the four funda-\n\nmental rules.\nVI.\n\nSeparate the actual exercises for acquiring facility in arithmetical\n\noperations from the solving of arithmetical probL ms.\n\nIf I\n\nam right, it will\n\nbe more conducive to progress to be satisfied with the graphic representations\nof problems, without the arithmetical operations of solution, than by actually\n\ngoing over the solution itself.\n\nMI. If I am not straying too wide from my theme, I may devote one\nmoment to the extension of the ideas I have advocated to the mensurational\nAs a part of the arithmetical course let us teach\n\nside of geometry and physics.\n\ngeometrical conceptions, the aim being a correct apprehension of Hnes, lengths,\nangles, areas,\n\nand volumes, as they actually exist in the objects around us,\n\nand are to be conceived in thought when these objects are out of sight.\n\nValu-\n\nable exercises in this repect will be endeavors to estimate a result in advance\n\nmeasurement, either in\n\nIf a freight car is the subject of\n\nof calculating it.\n\nthought or by a picture, let the pupils form the best judgment they can as to the\n\nnumber of cubic meters or the tons of water the car will hold, before making\nPractice in estimating length and angles by the eye, and,\n\nthe computation.\n\nin fact, in estimating magnitudes generally, should be a part of the elementary\n\ncourse.\nI\n\nconclude with some thoughts on what is, after all, the great question\n\nWhat are we to expect from the introduction of such a system as\n\ninvolved.\n\nhave outlined, and how far shall it be carried ?\n\nI\n\nOn ground which is, so\n\nfar as my knowledge extends, as new as this, it would be hazardous to reach\n\nHere again the difficulty arises\n\na decided conclusion in advance of trial.\n\nthat a really decisive trial must be guided by clear apprehension of the purpose\nin\n\nview, which\n\nmay essentially differ from that with whicli arithmetic is\n\ngenerally taught.\n\nSuitable exercises must be constructed\n\ndone until their purpose is\n\nfully seen.\n\nIf I\n\n;\n\nand this cannot be\n\nshould express the hope that,\n\nthru the proposed system, the average boy of ten might be as well (lualificd\nto begin algebra as he is at the standard age of, I believe, thirteen or fourteen,\nI\n\nshould not be interpreted as meaning that the mathematical faculty would be\n\nas well dcvelopcfl in one case as in the other.\n\nAs I have already pointed out,\n\ndevelopment of the mind is a slow growth.\n\nThe expectation would therefore\n\nnot merely be an acceleration of tlic mental growth, but a development of the\n\npowers whidi may be awakened at an age earlier than is\ncommonly supposed. I may make this dear by referring to the fact, already\nfaculty of using\n\npftinled\n\nural\n\nlanguage\n\nout, that a\n\nis\n\nso easily\n\nand rapidly acquired by the nat-\n\nprocess, when the acquisition would be slow and\n\ncess of teaching.\n\nIf\n\nwe\n\ntaught to speak only by rule and grammar, learning\nverbs, and compare\ninstruction,\n\nililVu ull\n\ncouhl imagine a child ten years old\n\nhim with f)ne seven\n\nfirst\n\nby the pro-\n\nwho had l>een\n\nnouns and then\n\nyears old who was without theoretical\n\nbut had learned to talk in the usual way, we might perhaps\n\nfind that the older\n\nboy was bcllcr developed, had a nuK h better theoretical\n\n"}
{"page": 110, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\ngS\n\n[Louisville\n\nunderstanding of words and their meaning than the younger would have.\n\nBut the younger would be far ahead in the facility with which he could use\nlanguage, and apply what he\n\nadvancement.\n\nknew in promoting his\n\nSomething hke\n\nthis I\n\nfurther intellectual\n\nshould expect from instruction and\n\npractice in visible and graphic arithmetic.\n\nOf course, it should always be understood that the process rriust begin by\nbeing a tentative one, appHed step by step.\n\nI therefore earnestly hope that\nsome teacher will prepare, and some publisher be willing to bring out, a\nseries of exercises of the kind I\n\nhave described, to be tried on a small scale\n\nat first, and expanded as far as found successful in results.\n\nI certainly can-\n\nnot conceive that the time spent in a few such trials would prove to be thrown\n\naway, even if the results did not come up to expectation.\n\nThis is my first and, perhaps, my last appearance before a body of eminent\neducators.\n\nWhile I fear that the possibilities I see before me may seem to\n\nbe the ideas of an enthusiast, I trust that careful thought and experience will\nlessen the impression.\n\nI\n\ntherefore\n\nmake\n\nbold to say that it seems to me\n\npower of education to make as great a revolution in the\nintellectual powers of the masses of our population as science has made in\nquite within the\n\nthe powers of the few thinkers\n\nwho pursue it.\n\nThe scientific investigator\n\nhas been aptly described as a new species of the human race a species so rare\n;\n\nmight well be considered an abnormal one.\n\nThis species made its\n\nthat\n\nit\n\nfirst\n\nappearance only four centuries ago, yet, it has revolutionized the con-\n\nditions which surround humanity.\n\nI think it is possible that a similar revolu-\n\ntion may be brought about in the intellectual power of the masses to judge\nof and grapple with the great social questions that confront them.\n\nI see in\n\nimagination a great nation the millions of 'whose citizens shall each have clear\nconceptions of the nature and causes of the natural phenomena presented to\nhim at every turn such an application of the forces which move both himself\nand his fellow-citizens that no unwise law can be enacted such understanding\n;\n\n;\n\nof financial problems that the public of which he is a part shall be quite secure\n\nagainst becoming the victim of rapacity; and such training of the reasoning\nfaculty that the masses shall never be moved to action except by sound reasoning, the force of which they shall be able correctly to judge.\n\nThis end is not to\n\nbe attained without many trials, and perhaps many failures in experiment.\n\nBut every trial, whether a failure or a success, must be intelligently discussed.\nIn all our discussions the end aimed at must be kept constantly in view.\n\nWe\n\ndo not propose to form a nation every citizen of which shall be a learned man,\nor even a well-read man\n\n;\n\nbut it is necessary that every citizen shall become a\n\ncareful and correct observer of all that he sees in his daily life, and so good a\n\nreasoner, that, however unable he may be to trace out the more difiicult prob-\n\nlems of life, he shall at least be able to analyze his own modes of reasoning,\n\nand thus be secure against the acceptance of fallacious conclusions. This\nend will never be gained so long as we regard correct observation and correct\nreasoning as subjects for the college and university alone, to be taken up at\n\n"}
{"page": 111, "printed_page": null, "text": "THE TEACHING OF ARITHMETIC\n\nSuperintendence]\n\nI therefore\n\nstated times in a course of education.\n\n99\n\nhope that the thoughts I\n\nhave ventured to submit to your courteous consideration will not be applied\nto mathematical development alone, but to the mental training of the masses\n\nan enlarged sphere of intellectual activity.\n\nin\n\nDISCUSSION\nRobert J.\n\nInd.\n\nprofessor of mathematics,\n\nAi.ey,\n\n—The address of Professor Newcomb\n\nand it touches the vital\nto discuss\n\nUniversity of Indiana, Bloomington,\n\ngood that it is unnecessary to praise it,\npoints so deeply that it seems almost presumptuous to undertake\nis\n\nso\n\nit.\n\nOne of the points made emphatic by Dr. Newcomb is the necessity of frequent repi. tition in a variety of ways of the things of fundamental importance in the subject taught.\nI\n\nurge this in justification of\n\nmy own repetition of a few things which I regard as of\n\ngreat value.\nIt is a trite,\n\narithmetic\n\nbut true, saWng that to teach any subject well, one must fully understand\nThere is a pure\nis dual in character.\n\nArithmetic, like most other subjects,\n\nnature.\n\nits\n\nand an applied arithmetic; a theoretical arithmetic and a practical arithmetic.\n\nA ver)' common mistake is the attempt to master the practical without an adequate understanding of the theoretical.\nSchools almost without\n\nIn this intensely practical age many people have been misled.\n\nnumber flaunt their advertisements in our faces, promising to\n\nprepare men and women for the highly paid practical positions in life in from ten to twenty\nweeks. An occasional millionaire goes into print and tells the worshiping public that\n\nWhat is needed is\nOur millionaire friend doubts the need of\n\ntime spent in studying the foundations of things is worse than lost.\na\n\nlittle\n\nstudy in the practical affairs of life.\n\nmuch school time devoted even to practical affairs. His advice is: \"Get into the thick of\nHe points to himself with much pride, as the man who\nthe fight as early as possible.\"\nhas learned to do by doing.\nIt surely\ntice\n\nrequires but little argument to convince thinking people that the best prac-\n\nthe world knows always rests upon a sane theoretical basis.\n\nThe great bridge that spans the river out yonder was a theoretical bridge, a pure\nstructure if you please, with the strain and stress computed for every part of it, long before\nit\n\nstolid there\n\na concrete embodiment in stone and steel and cement.\n\nIt\n\nstands there\n\ntoday a monument of strength and utility, because it first stood a completed theoretical\nThe attempt to build the\nstructure within the brain of the engineer who planned it.\npractical bridge independent of theoretical considerations has usually resultctl in disaster.\n\nThe technical school, that school that is supposed to be intensely practical, is everywhere increa.sing the amount of time devoted to theory.\n\nIt is\n\ndoing this because it has\n\nfounfl in its own experience that practice aUjne does not prepare one to\ncrinditions of\n\nlife.\n\nmeet the varying\n\nThe engineer whose s<j1c prejiaration for bridge building has l)cen the\n\nconstruction of a bridge cros.sing a stream at right angles, and of another bridge crossing\nat\n\nan angle of 30'^,\n\nis\n\ngenerally [xjwerle.ss to con-struct a bridge which must cn)ss at an\n\nangle of 23^°, or on a curve.\n\nBut the engineer whose\n\njireijaration\n\nA study of the general principles of bridge-building is able to meet\n\nhas been very largely\nall\n\nsorts of conditions,\n\nand to build structures involving new or improved jjrinciples.\nIn the normal »rhf>ols of a generation ago much more lime was given to practice\nthan is the case today.\nKxiKrriencc has taught the normal sch<K)l that practice, to l)c\nfruitful, must Ik: intelligent, and that it can \\hi intelligent only by resting U|)on .sjinc theory.\nAs a result, mu< h time is now given to the study of the [irim iples of general and special\nmethod.\n\n"}
{"page": 112, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\nlOO\n\n[LouisviUe\n\n\"Arithmetic is the science of numbers and the art of computing by them.\"\nbetter definition has been made.\n\nNo\n\nIt emphasizes the pure or theoretical nature of the sub-\n\nWhen this science is taken out into the affairs of Hfe and made to answer questions\n\nject.\n\nin experience, it becomes applied or practical arithmetic.\nall its\n\nPure arithmetic might exist in\n\ncompleteness without ever being applied to a single practical purpose.\n\nPractical\n\narithmetic could not exist for a moment without the principles of the pure science.\narithmetic is the tool that does much of the quantitative work of the world.\nto\n\nPure\nFor this work\n\nbe done well, it is necessary that the tool be thoroly mastered.\n\nThe most fundamental thing in arithmetic is number, for it is in number that the\nThe number-idea is universal. The organization of numberis found.\n\nscience itself\n\nideas into a system by means of scientific grouping is also universal.\n\nAll people, however\nmeager their number-notions, have arranged these ideas scientifically about some elementary group.\nIn most cases that group has been ten. Thoro acquaintance with the num-\n\nber system can be obtained in but one way\n\n—by counting.\n\nCounting is, therefore, the most fundamentally important thing for the beginner in\narithmetic.\n\nCounting at first is necessarily concrete; that is, counting is a form of quan-\n\ntitating material things.\n\nPerhaps at a very early stage of counting it may be advisable\n\nto have the objects counted essentially alike; but experience teaches that this necessity, if\nit exists\n\nsize,\nis\n\nThe child soon feels that number is a quality apart from\nFrom this, the step to abstract counting\nIndeed, but few of us can remember back to the time when objects were\n\nat all, is very temporary.\n\nshape, color, or any other physical property.\n\nvery short.\n\nnecessary in our counting.\n\nThere is something in the rhythm and swing of counting that is especially pleasing\nto the child's mind.\nIt is through\n\nIt is\n\na rare child, indeed, that does not enjoy it.\n\ncounting that the fundamental facts of numbers are fixed in the mind.\n\nWe know that 37 is more than 34, not by visualizing the two numbers, but because in our\ncounting 37 comes after 34.\n\nAll the basal facts of the fundamental operations in arith-\n\nmetic are established by counting.\n\nThe commutative, associative, and distributive laws,\n\nas well as the tables of the four rules, are all established by this means.\n\nSince counting is of such great importance, since it delights and interests the child,\nand since it requires but little time and no apparatus, it should certainly take a large\nplace in the number work of the first three or four years.\nThis counting should be by I's, 2's, 3's, 4's, 5's, 6's, 7's, 8's, 9's, and id's, both forward and backward, and involve every possible order. Such counting insures a complete\nmastery of all the addition and subtraction tables the world knows. It also insures the\nfixing in the mind of all the multiplication-table products.\nCounting is not the only number exercise for the elementary school. It is an impor-\n\nOf course,\nmuch of this must necessarily be enforced by application to concrete things within the\n\ntant one, but with it there should go the formal development of the four rules.\n\nfamiliar experience of the child.\n\nThe development\ndivision,\n\nof the processes of addition, subtraction, multiplication, and\nand their extension into the special fields of factors, fractions, multiples, powers,\n\nand single roots, cover the ordinary field of pure arithmetic.\nThis development should be thoro enough to establish clearly the principles of the\nvarious operations and the interrelations between them. The inverse relations between\naddition and subtraction, and multiplication and division, are so simple that children of\nthe second and third grades can understand and appreciate them. These relations are\ncapable of clear and interesting concrete illustrations, and also lend themselves to easy\ngraphical representation.\n\nThey should be taught so thoroly that their simple applica-\n\nwould give no trouble whatever.\nAccuracy and reasonable speed are two most desirable ends in elementary arithmetic.\nArithmetic lends itself more readily to the training in accuracy than any other commontion\n\n"}
{"page": 113, "printed_page": null, "text": "THE TEACHING OF ARITHMETIC\n\nSuperintendence]\n\nschool subject.\n\nlOI\n\nThe calcumuch trouble, can usually determine the accuracy of his results.\n\nIn arithmetical calculations the results are right or wrong.\n\nlator himself, without\n\nIn no other subject can he do this with the same facility as in arithmetic.\n\nMany pupils leave our schools without any just appreciation of the value of accuracy,\nand without ever getting out of the spelling stage of calculation. Both of these conditions\nare deplorable, easily explained, and curable. Arithmetic as a tool is almost useless unless\nit has an edge keen enough to do its work with considerable speed and absolute accuracy.\nThe lack of speed is due to inadequate training in counting, and to insufficient drill upon\nthe simple combinations that\n\nbuting to slow work\n\nis\n\nmake the tables of the jour rules.\n\nthe very\n\nAnother thing contri-\n\ncommon practice of having pupils deal with concrete\n\nproblems, involving complex reasoning, before they understand the pure arithmetic.\n\nSpeed is attained by dealing with things so simple that practically all the attention can\nbe given to the speed itself.\n\nThe woeful lack of accuracy is due wholly to the attitude of the teachers.\npermit and sometimes encourage inaccuracy.\nis\n\npraised, even tho his\n\nTeachers\n\nIf the process of solution is right, the pupil\n\nanswer may be utterly and absurdly wrong.\n\nUntil a few years\n\nago the State Board of Education in Indiana instructed the examiners of applicants for\n\nmark the papers in arithmetic upon the basis of one-half for process\nand one-half for answer. For the past half-dozen years the instructions have been\nThe first plan\nto mark the arithmetic papers by the absolute standard of accuracy.\ndeveloped slovenly habits in the teachers, and gave us a generation of graduates from\nour common schools that could not be trusted to add a grocery bill. The second plan\nlicense to teach, to\n\nconv-inced the teachers of the state that the habit of accuracy is an asset worth having.\n\nTheir only chance of getting even was to pass the absolute standard on to their pupils.\nThey have done this. The result is that the pupils today in Indiana have an appreciation of the value and desirability of accuracy not dreamed of by their predecessors of ten\n\nPupils soon form the habit of accuracy when they find that inaccurate results\n\nyears ago.\n\nare uniformly marked zero.\n\nAccuracy, speed, and understanding of the principles of pure arithmetic are best\n\nupon these things, rather than by attempting to accomthem thru complicated applications to concrete affairs. In multiplication by 2,\nafter the table has been learned, more desirable results in speed, accuracy, and understanding are obtained by multiplying large numbers by 2 than by often repeated little\nattained by centering attention\nplish\n\nmultiph'cations.\n\nThe multiplication of a number of twenty figures by 2 has all the merits\n\nfound in the multiplication of twenty single digits by 2, plus the chance for speed, the drill\nin carrying, and the enormous impetus given to the child in the idea that he is doing\n\nsomething big.\n\nThe purpose of this work is to learn to multiply, and with it to attain\nThe same is true of work with large numbers in the other opera-\n\nto speed and accuracy.\ntions.\n\nSpeed, accuracy, anfl understanding are all greatly helped by the early teaching of\ncontracted methods and short-cuts.\n\nunable to grasp short, direct methods.\nreadily grasps, or\n\nMany persons think that the immature mind is\nNothing is farther from the truth. No one more\n\nmore highly ai)prcciates, masterly ways of doing things than a child.\n\nMuch of the arithmetic-teaching of today puts a premium on the long-drawn-out way of\ndoing things. In many schools the .s<ilution is be.st which covers the greatest number of\nsquare feet of blacklx)ard or square in( hcs of notclxjok. This is all wrong. The teaching\nshould face about and develop mental alertness that will go to the Iieart of things and get\nresuhs in the most direct way possible.\nI\n\nI.\n\nhave tried to emphasize two of the many im|M»rtant |K)ints maile by Dr. Nisvcomb.\nThe necessity of a clearer untlerstanding of the prin< iples of pure aritlunetic.\n\nThis may \\x attained by giving more attention to the relations of number tliru (ounling\n.in-I\n\nthru\n\n.1\n\ndeeper study of the rcblions in the jour rules.\n\nUNIVERSITY OF CALIFORNIA\nSANTA BARBARA COLLEGE LIBRARY\n\n"}
{"page": 114, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\nI02\n\nThe desirability of better results in speed and accuracy.\n\n2.\n\n[Louisville\n\nThese may be attained\n\nby much drill, by the use of direct methods, and by the teacher maintaining an absolute\nstandard of accuracy.\n\nSUGGESTIONS FOR THE IMPROVEMENT OF THE STUDY\nPERIOD\nF.\n\nM.-\n\nMcMURRY, PROFESSOR OF ELEMENTARY EDUCATION, TEACHERS\nCOLLEGE, COLUMBIA UNIVERSITY, NEW YORK CITY\n\nLast spring I took charge of a fifth-year class of twenty children in history and geography, with the object of investigating and, if possible, improv-\n\ning their method of study.\n\nAfter spending perhaps sixty minutes with them,\n\nI assigned one day a paragraph of map questions which they were to dispose\n\nof in class, without help.\n\nI was to do nothing more than to call upon someone\n\nnow and then to \"go on,\" or to \"do what ought to be done next.\"\nA girl read the first question: \"Here is a relief map of the continent on\nwhich we live. What great highland do you find in the west ? In the east ?\"\nThen she stood silent, staring at the book. She might have inquired the\nmeaning of \"relief;\" or have turned to the relief map opposite\n\n—which was\n\nsmall; or to the better map two pages further over; or to the wall map hanging, rolled up, in front of the class.\n\ndid nothing.\n\nBut, altho she was not embarrassed, she\n\nShe was waiting to be directed just what to do, and she waited\n\nuntil aid arrived\n\nfrom me.\n\nIn response to the next question, \"In what direction does each (highland)\n\nextend?\" the two great highlands, the Rockies and the Appalachians, were\ndescribed as parallel; and the pupil was passing to the next question without\nobjections from any source.\n\nAgain I had to interfere.\n\n\"Which is the broader and higher?\" was the third question.\nstepped to the wall map and pointed out the Rockies.\n\nA\" boy\n\nBut, as no one asked\n\nwhy they were supposed to be broader and higher, I suggested that question\nmyself.\n\nSomeone gave the correct reason for considering them the broader.\n\nBut, by that time, the entire class had forgotten that there was a second part\nto the question, and were passing on.\n\nI then reminded them of the omitted\n\npart.\n\nThe fourth question called for the location of the lowest land between\nthese two highlands.\n\nFour or five stepped to the board in succession, showing\n\nwide disagreement.\n\nYet no one asked anyone why, or proposed any way of\n\nsettling the dispute, or even evinced any responsibility for finding one.\n\nThey\n\nwould have taken the next question, had I not objected.\n\n\"Trace the Mississippi River,\" was the fifth question. Only about onei. e., from Cairo southward.\nBut no one entered\ncomplaint, and the next question was read before I requested more accurate\nhalf of it was pointed out\n\n—\n\nwork.\n\nThe girl who read the next direction\n\n—\n\ni.\n\ne.,\n\n\"Name some of its largest\n\n"}
{"page": 115, "printed_page": null, "text": "—\nIMPROVEMENT OF THE STUDY PERIOD\n\nSuperintendence]\n\ntributaries\"\n\n— stood\n\nsilent.\n\n103\n\nThe word \"tributaries \"was probably new; but\n\nshe apparently lacked the force to request help.\n\nAs nearly as I could judge,\n\nshe was waiting for me to ask her if she didn't need to ask someone for the\n\nSo I complied, and the definition was given.\n\ndefinition.\n\nThen all failed, for a time, to answer the original question, apparently\nbecause they could not break it into its two parts, first tracing the principal\ntributaries on the map, then finding the names attached to them.\n\nThese responses are representative of my earher experience with the.se\nten-to-twelve-year-old children.\n\nIn spite of the fact that they were not\n\nfrightened, and plainly understood that they were to go anywhere in the room,\n\nand do or say anything that was necessary, frequently someone stood ten to\nfifteen feet\n\nfrom the wall map, straining his eyes to read it, until invited to\n\nstep forward.\nto\n\nAnd even after answering the single question that was assigned\n\neach during a portion of the time, they often remained standing at their\n\nseats, or holding a pointer before the\n\nto\n\nmap until directed to sit.\n\nThey seemed\n\nbe wanting in energy to move about freely, to determine when answers\n\nwere correct and complete, and even to lay aside the pointer and sit down,\nwithout assistance.\n\nYet they were normal children, were up to grade, and had even enjoyed\n\nNine out of the twenty had attended this school\nDepartment of Teachers College from the beginning, and\n\nrare school advantages.\n\nthe Practice\n\n—\n\nevery one of the five teachers that they had had, had been a graduate of a\nstate\n\nnormal school or of a college, or both, and had been especially trained\n\nfor teaching.\n\nHow, then, can their failure to master such a simple lesson\n\nas map questions be explained ?\n\nThe explanation, I think, is found in the peculiar difficulties of studying\nalone; for I was almost requiring them to get their lesson without the aid of a\n\nLet us consider those difficulties.\n\nteacher.\n\nWhen a pupil studies a lesson with a teacher, it is a question of how much\ntwo persons can accomplish together, the one being immature, and only under\nfavorable circumstances fully willing to receive and be guided; while the other\nis\n\nmuch better informed in general, more or less versed in the jiriiiciples of\n\npresentation, and more or less skilled in their application.\n\nIn the mastery of text together, the teacher asks questions, pushes the\npupil against difficulties, points out crucial thoughts, calls a halt here and\nthere for review and drill, furnishes motive by praising or rejirimanding or\n\npummeling, as the case requires, and not seldom grows red\n\nin tlu- fan- ftiun\n\nexertion.\nLikewi.se, in the case of developing iiislru< lion,\n\ngeneral\n\nto|)ic,\n\n(juestions,\n\ntlie\n\ntc-ac Iut\n\nciiooses tin-\n\nbreaks it into |)arts, and then concentrates her ability on lur\n\nendeavoring to have them short, simple, and attractive enoiigli\n\nmake sure bait. And if she is very skillful, her |)re(lige>te(l morsels oi\nknowledge may be swallowed and assimilated witlioiil pain or conscious\n\nto\n\neffort.\n\n"}
{"page": 116, "printed_page": null, "text": "!\n\nNATIONAL EDUCATIONAL ASSOCIATION\n\nI04\n\nIn both cases the teacher is the acknowledged leader.\n\n[Louisville\n\nIt is she who takes\n\nthe initiative in determining how the lesson shall be attacked; who exercises\n\nresourcefulness in meeting unexpected obstacles; who assumes responsibility\nfor deciding what the crucial questions are, and when the answers are right\n\nand complete, and who supplies the energy that makes things go. If she is\naccounted a good teacher, she is fully as active as her pupils, and probably\ngrows tired first; she is the one who does the work.\n\nNow, eUminate\nlesson alone.\n\nIt\n\nis\n\nthe\n\nteacher,\n\nand\n\nlet\n\nthe\n\npupil\n\nattempt to get his\n\nno longer a question of how much two persons can\n\naccomplish together, but how\n\nmuch the weaker of the two can and will do\n\nalone.\n\n—\n\ne., the\nThe work to be accomplished is the same, however, as before\nThe means, then, must be substantii.\n\nassimilation of the topic by the pupil.\nally the\n\nsame\n\n—\n\ni.\n\ne.,\n\na careful division of the subject into parts, and the\n\nputting and answering of questions touching the meaning, relative values,\norganization, and bearing on\n\nlife.\n\nTherefore, what the two accomplished\n\n—with the more capable one working the harder and doing the greater\nHe must now\npart —must now be performed by the weaker one alone.\nbefore\n\nduplicate the teacher's task by teaching himself.\n\nHow different the two\n\nsituations\n\nHere is the explanation of the failure of the class mentioned, in spite of\nthe fact that they were fairly endowed and responsive children, and this was\ntheir fifth year of superior instruction.\n\nFor nearly five years they had been\n\nestablishing the habit of waiting to be told when to step to the board, when\nto lay aside the pointer, what questions to consider, when an answer was wrong,\n\nwhen something had been overlooked or forgotten, and when they were thru\nwith a task. They were strong as followers, as would quickly have been\nproved if I had been willing to play the customary part of leader.\n\nwere untrained for such leadership of themselves as is\n\nBut they\n\nnecessary in study,\n\nbecause they had not been learning to take the initiative, carry responsibihty,\nexercise resourcefulness,\n\nand find motive for effort, by having someone else\n\nperform these duties for them.\n\nIndeed, such help from a teacher as is custom-\n\nary undermines self-reliance and unfits for independent study, altho\n\nit\n\nmay\n\nand often does result in a good fund of knowledge.\nThis class, I think, is typical of others.\n\nThe first change, therefore, for\n\nthe improvement of study periods must be effected within the recitation itself.\n\nThat period must accustom children to taking the initiative in the mastery\nof thought.\nOutside of school as in games and conversation they do this\nconstantly, and always have done it; it is in the school, the special institution\n\n—\n\n—\n\nWhen instructing a fourth-year class in\nliterature one day, I suddenly inquired: \"Do you ever stop to talk over what\nfor education, where\n\nit\n\nis\n\nwanting.\n\n\"No,\" replied several. \"Yes,\" said a few, \" sometimes we do.\"\n\"All right,\" said I to the latter. \"Let us stop here and talk a few minutes.\nEddie, what have you to say?\" \"O, we don't talk; the teacher does the\n\nyou read?\"\n\n"}
{"page": 117, "printed_page": null, "text": "IMPROVEMENT OF THE STUDY PERIOD\n\nSuperintendence]\n\nlOS\n\nHow typical of the\n\ntalking,\" remarked Eddie, with a most nonchalant air.\n\nAnd how lamentable!\n\nschool!\n\nTo secure this initiative from children, radical reform in the conduct of\nrecitations is necessary in\n\ntwo respects.\n\nFirst, there\n\nthe part of teachers to keep still more of the time.\n\nnent in the class.\n\nmust be an ability on\n\nThe teacher is too promi-\n\nAnd, strange to say, in development work\n\nto be regarded as our highest type of instruction\n\n— she\n\n— which seems\n\nOne\nhow to get along\n\nis most prt)mincnt.\n\ngreat object of a good teacher should be to show children\n\nwithout her; and the longer she keeps a class, the less talking and other work\nshe should do, because under her guidance they have learned to do it them-\n\nHow otherwise can they be improving in power to study alone ?\n\nselves.\n\nSecond, initiative on the part of the pupils in the mastery of les.'^ons must take\nthe place of knowledge of subject-matter as the primary object of many recitaIt is well\n\ntions.\n\nto\n\nenough to recite to a teacher a portion of the time, in order\n\nprove one's possession of\n\nfacts.\n\nBut\n\nreciting does\n\none's way of getting the facts; it merely tests results.\n.so\n\nnot usually reveal\n\nAnd it is partly because\n\nmuch time has been occupied in reciting that so little attention has been\n\nMany recitations —\nmost of\n— should be spent by the children mastering\nthe teacher's presence, with the aid of her suggestions — not primarily\n\ngiven to children's method of study.\n\npo.ssibly\n\nthem in the elementary school\nlessons in\n\nin\n\nknowledge, but for increase in intelligence and independence\nThis change of aim might make it advisable to call the periods in\n\nfor increa.se in\nin study.\n\ngeneral \"study periods,\" rather than \"recitation periods\"\nthat\n\nis\n\nreprehensible in the latter name.\n\n— there\n\nis\n\nso much\n\nChildren would probably know as\n\n—\n\nmuch in the end but they would also have far better methods of working.\nNow, what are the facts about method of study who.se mastery demands\nso much time ?\nTeachers may be willing to practice silence in class, and to\naccept initiative on the part of pupils as their primary aim; but until children\nare very dear in regard to the directions in which initiative is to be exercised,\n\nthey are likely themselves to be provokingly silent.\n\nThis problem, touching\n\nthe principal factors in proper study, is one of the greatest that now confront\nthe teacher.\n\nBoth children and college students generall)- recognize two main factors\nin\n\nstudy\n\n—\n\ni.\n\ne.,\n\nmemorizing and thinking.\n\nAnd which of the.se .should come\n\nCustom .says, \"memorizing.\"\nmemory, tlien rellection upon ihcm can follow\nat leisure,\" is the common thought.\nHut there arc always more duties in life\nfirst is\n\n\"I-'ix\n\nthe nr>t imj)ortant question to be met.\n\nthe facts or thoughts in\n\ntlian\n\ntime allows us to perform, so that relledion\n\nuntil\n\nit\n\nis\n\nomitted.\n\nis\n\nhabitually i)ostponed\n\nIn consecjuence, to the great majority of i)ersons, study-\n\ning signifies mainly the stultifying work of memorizing.\n\nSuppo.sc, now, this\n\norder were inverted, and yc)ung people were taught to undertake the\nthing whatever thinking was e.xpected of them in each le.sson.\n\nchen at least\n\nmake sure of the more interesting part,\n\nliut,\n\nfirst\n\nThey would\n\nmore than that,\n\nthinking thoughts thru, in the various ways required in good study, is the very\n\n"}
{"page": 118, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\nI06\n\n[Louisville\n\nbest method of memorizing them, and psychologists recommend this method\n\nConscious effort to memorize\n\neven in the case of verbatim memoriter work.\n\nwould then be largely or wholly unnecessary, because the memorizing would\n\nbecome a by-product of thinking instead of a substitute for it. Here is the\nAnd if it\ngreat fact to be taught to young people about how to study.\n\nfirst\n\nwere applied, there would need to be less of dull drill in school; one reason\nfor so much of it now is that there is so little thinking.\n\nWhat kinds of thinking are to be expected is the next great question.\nchief factors in reflection\n\nmust be carefully taught.\n\nThe\n\nLet us very briefly sug-\n\ngest a few.\n1.\n\nIn the reproduction of stories by six-year-old children, teachers affect\n\nto make the response easy by mentioning definite points to tell about.\n\nChil-\n\ndren in the second and third years of school easily detect the substance of\nscoldings received, of conversations,\n\nand of paragraphs in their readers, and\n\nthey determine the substance of paragraphs for short compositions.\n\nIn de-\n\nvelopment work thruout the primary they are reasonably successful in comprehending the question under consideration, and in holding to the point as\nthe discussion advances.\n\nHere there are the beginnings\n\ngroup facts into points, or to think by points.\n\nof the ability- to\n\nThis is one of the first requisites\n\nfor the organization of knowledge, but the extent to which it is lacking in adults\nis suggested\n\nby the tendency of teachers to offer scattered or isolated facts in\n\nthe studies, and to wander from the point in their conferences.\nthen, needs to be highly valued and developed.\n\nThis ability,\n\nLessons should often be as-\n\nsigned, or at least recited, by points rather than by pages.\n\nMarginal headings\n\nshould be prepared by children, and they should learn to put their fingers\n\non the spots in the text where the treatment of a certain point begins and\nends, thus determining the places where the thought turns, and where pauses\n\nmight be suitable, for reflection. Also they should verify and improve the\nparagraphing of the text should assume responsibility for detecting beginning\nwanderings of thought in discussion or in text; should receive practice in\n;\n\ntaking notes, by points, when the teacher reads or talks to them; and should\nlearn so to group their ideas that they could easily number the points that\n\nthey themselves make, in reciting or in writing.\n2. Children somewhat easily detect\nthe main points in a story; they often\nrecognize trivial facts as such in development work; they are keen critics of\n\nthe value of words in comparison with deeds in the\nconduct of their teachers\nand parents; and they are often distinguished for their good sense in their\n\njudgment of relative values, just as adults are.\n\nHere are the beginnings of a\nsecond mental ability of vital worth in study; and it is all the\nmore important\nthat it be developed, since the facts in the three\nR's and spelling are so nearly\n\non a dead\n\nlevel,\n\nand the prevailing conception\n\ntrifles, that the aj)preciation\n\nof thoroness so magnifies\n\nof relative worths is in peculiar danger of atrophy\n\nin the primary school.\n\nWhole recitation periods might well be spent primarily in the cultivation\n\n"}
{"page": 119, "printed_page": null, "text": "IMPROVEMENT OF THE STUDY PERIOD\n\nSuperintendence]\n\nof this ability.\n\n107\n\nTo that end children might be encouraged to mark their\n\ntexts, indicating the relative\n\nvalue of different passages by their system of\n\nReciting usually with their books open, in history or geography,\n\nmarkings.\n\nas in hterature, they should often be asked to begin with the largest thought\nin the entire lesson, no matter where it might be found; and, if disagreements\n\nare noted, the period might be spent in the attempts of various pupils to defend\n\nThey should\n\ntheir estimates.\n\npractice putting large questions, as well as\n\nanswering them, and should develop\n\nskill in selecting\n\nthe details necessary\n\nto the support of a large thought thereby learning to slight insignificant facts.\nIf they are\n\nnot allowed to mark up their books, how are they to review them\n\nAnd if they do not learn to neglect much of what is\nhow are they to learn that wise selection of facts which will allow\nthem to make profitable use of reference-books, newspapers, and maga7.ine^?\nwithout loss of time ?\n\nin a text,\n\n3.\n\nChildren have such vivid imaginations that they are capable of becom-\n\ning frightened by their own pictures.\nit is\n\ndifficult,\n\nWhen they become interested in a story,\n\neven in the kindergarten, to check their expression of suggested\n\nideas; conversations\n\ning instruction\n\nis\n\namong them are as natural as among adults; develop-\n\nbased on the assumption that their experiences are rich\n\nenough to allow contributions of thought, and fables, calling for interpretation, are especially written for\n\nthem.\n\nHere, then, are the beginnings of a\n\nthird ability of great importance in study\n\nauthor's thought.\n\ni.\n\nthe power to supplement an\n\nall\n\ning to be properly pictured and interpreted.\nin\n\ne.,\n\nOr, as Ruskin declares,\nliterature — hke the story of the Prodigal\n—appears practically in the form of parables, requiring much supplement-\n\nprint.\n\nSon\n\n—\n\nThe best of authors fail to put most of their ideas into\n\nThe words in a minister's text\n\ncomparison with those in his sermon are perhaps as one to one hundred.\n\nThe statements in any text should bear a somewhat similar ratio to the thoughts\nAccordingly, much time should be\nthat they suggest in the reader's mind.\noccujjied by children in school in visuaHzing in greater detail the scenes in\n\ngeography, history, and other studies; the bearings of facts upon human life\nshould often be traced out with care; and comparisons of many kinds shouki\n\nbe instituted.\n\nTo this end fact questions, testing mainly memory, are out of\n\nplace; fjuestions involving reflection should be\n\ncommon, if wc desire young\n\nbecome reflective. And the initiative, it muA be remembered,\nshould come from the children. A very common remark from the teacher in\nthe treatment of text might well be: \" Do we need to stoj) here to talk over any\nfx^ople to\n\nThe children .should even k-arn to call a halt themselves, at fitting\n\nmatter?\"\nl)laccs,\n\nand to offer the supplemental thougiil witliout even a suggestion from\n\nThus they might be taught how to read books.\nWant of time forbids my doing more than merely indiiating a few other\n\nthe tea( her.\n\n|)romincnt factors in\n\n])Ui])er\n\nstudy, by\n\nmeans of (juestions.\n\nIs it one's duty, in reading an author, to try to agree with him; or may one\n\ndisagree,\n\nand thus .set himself up as a judge?\n\nlOven six year old children\n\nare allowed to praise fairy tales that they like; have they the right «)f condemna-\n\n"}
{"page": 120, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n[Louisville\n\nI find many college students uncertain about this\n\nwhole question.\n\njo8\ntion also ?\n\nShould a scholar aim at firmly fixed opinions ?\n\nOr is it his duty to remain\n\nsomewhat uncertain, and therefore flexible, in his views ?\nAgain, how is a student to know when he properly knows a thing ?\n\nOr\n\nexamination returns are seen ?\nis he expected to feel very uncertain until the\nIn mastering a lesson or reading a book, should one study primarily for\nOr primarily to meet the\nthe sake of understanding what is presented?\nteacher's probable requirements?\n\nOr primarily for personal profit?\n\nThese are all questions of vital importance in study for all ages of students,\n\nAnd until they have been properly answered, and young people have been\nproperly instructed in regard to them, home study will continue to be a bugbear, and complaints of teachers about pupils not knowing how to study will\ncontinue to be common. We have been on the right track in the past, when\nwe have emphasized the need of careful directions in the assignment of lesBut we were ignorant\nsons, so that children would know how to go to work.\nmagnitude of the difficulty involved.\n\nof the\n\nHow to study is very different\n\nfrom how to teach, and even a broader question, I think.\n\nAnd we might as\n\nwell e.xpect to train persons to teach merely by giving them occasional suggestions about teaching, as to expect to train them to study by giving occasional\n\nsuggestions about study.\n\nTherefore, my main proposition for'improvement in\n\nstudy periods is that we begin to take the problem seriously, and go to work upon\nIt involves\n\nit.\n\nmore knowledge about how adults should study than is now\n\neasily attainable;\n\nit raises\n\nthe question of the extent to which children can be\n\nexpected to study; it favors radical reform in the conception of the class period\n\n—\n\ne.,\n\ni.\n\nas a meeting time for the exchange and correction of ideas rather than\n\nas a time for reciting to a teacher; and it requires cultivation of initiative on\nthe part of children to an extent that is now almost unknown.\n\nMEANS OF IMPROVING THE EFFICIENCY OF THE GRAMMAR SCHOOL—ELIMINATIONS AND MODIFICATIONS IN THE COURSE OF STUDY\nMARTIM\n\nG.\n\nBRUMBAUGH, PROFESSOR OF PEDAGOGY, UNIVERSITY OF PENNSYLVANIA,\n\nPHILADELPHIA, PA.\n\nThe keynote of American public education is democracy. We proceed upon\nthe theory that the school that is best is none too good for all.\n\nWe have no\n\nspecial types of school for the different classes in the social order.\nchild\n\nEvery\nmust pass thru the same educational evolution required of any child.\n\nJust how far the state should carry this system is as yet an unsettled question.\n\nThat it should cover the periods of childhood and of youth is already assumed,\nand types of pul)lic schools, called primary and grammar and high schools, are\neverywhere accepted as part of the business of the state in education.\nare evidences that this state support may yet include the college.\n\nThese\n\nWere it not\nfor the fact that religion and private philanthropy have already entered upon\n\n"}
{"page": 121, "printed_page": null, "text": "SuperintenJence]\n\nIMPROVING EFFICIENCY OF GRAMMAR SCHOOL\n\n109\n\nthis\n\nhigher education, doubtless the state would long since have taken this\n\nalso\n\nunder\n\nits\n\nsupport and supervision.\n\nIt\n\nmay yet do so, just as it has\n\nsupplanted the private secondary school in the great centers of population.\n\nNo one questions the right of the state to provide an adequate system of\neducation; for everywhere a complete system of elementary schools, in which\nthat type of school called the grammar school, is now under state\n\nis included\n\ncontrol and state support.\n\nChild-labor laws in almost all the great states of the Union prohibit the\n\nemplo^Tnent of children under thirteen or fourteen years of age.\n\nCom-\n\npulsory educational laws require attendance at school to the same period.\n\nBut this period rightly figures the period of elementary education.\n\nIt is thus\n\nseen that the theory of the state is that every child must attend the grammar\n\nBeyond this the state does not as yet assume to dictate to the home\n\nschool.\n\nwhat education the child must receive.\nIt is significant, therefore, that the state\n\nence of every child in the grammar school.\n\nexpects and demands the presIt also virtually announces that\n\nthis same grammar school is the highest type of universal education imposed\n\nby law upon the child. All secondary and higher education is optional. Grammar-school education is compulsory.\n\nFrom the point of view of the state, then, it is fair to assume that the grammar school is unique, and, if for no other reason, should, perha])s under some\nmore felicitous name, retain its integrity and individuality as such.\n\nMore-\n\nover, certain considerations arise from its unique character as thus defined.\n\nIn an illuminating address before this Association at its Atlanta meeting\nin 1904,\n\nDr. Frank\n\nM. McMurry set up the criteria for testing the course\n\nof study in elementary\n\nand secondary schools.\n\ncaused the detailed data of our curricula to pass.\n\nBefore these standards he\n\nWith wise discrimination\n\nhe rejected the less worlhful and retained the more essential elements of the\nmaterials with which to build the real\ntion.\n\n— called content or knowledge\n\nin educa-\n\nThis work was so well done that no restatement of that phase of our\n\npn^blem is needed.\n\nWithin the scope of that analysis fall the materials thai\n\nshould be used in the grammar school.\n\nI shall, therefore\n\naccept that state-\n\nment as a .satisfactory dictum relative to the materials of tlic grammar-school\ncurriculum, and discuss only such additional means of improving tlu- efTiciency of the grammar school as seem significant.\n\n\\ot all our ills are\nachieved\n\nin\n\nin\n\nthe\n\nciirri( ulum.\n\nNot\n\nall\n\nour reforms are to be\n\nrecasting the cjuality or llie amount of material to be used in the\n\neducational process.\n\nThe course of study is not the only field of struggle\n\nU|)on wliich to win pedagogic triumphs.\nof informing the mind;\n\nit\n\nis\n\nlidutation is not alone a i)r()cess\n\na process of enriching the soul.\n\nIt is\n\nmore than\n\nfining the mind with useful facts, valual)le as this may be; it is the cultivation\nof all the\nservice.\n\npowers of the soul, the ((iniplclc ((luipincnl of the individual for\nthus includes, in addition to the informing of the mind, the form-\n\nIt\n\ning of the mind.\n\nIt\n\nhas a culture aspect, as well as a knowledge as])ect, and\n\n"}
{"page": 122, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\nno\nit is\n\nquite conceivable that the educational process\n\n[Louisville\n\nmay be so directed by\n\nthe teacher as to produce a minimum of culture with a maximum of knowlThe reverse is also true. But the better teaching is that which lays\nedge.\n\nemphasis upon the cultural, not the informational aspect of the teaching.\nWe cherish a fact as if it were a sacred thing. We neglect development of\n\npower as if it were an incidental thing.\n\nEven in the grammar school we\n\nare too much given to the worship of the things in the curriculum.\nintoxicated with the alluring wine of \"education for practical Hfe.\"\n\nnot educated by the mere possession of facts.\n\nWe are\nWe are\n\nWhen these facts are secured\n\nat the cost of the physical ill-health or mental enervation or moral bhght,\n\nwe pay for the facts more than they are worth.\n\nThere are thus three means of\n\npossible improvement in the efficiency of the grammar school: (i) increased\n\nconcern for the physical well-being, (2) increased concern for the training of\nthe powers of the mind\n\n;\n\n(3) increased culture of the moral qualities of the soul.\n\nThe physical well-being of the child in school is so important that it seems\nunnecessary to do more than refer to it. Good health is requisite to good\nliving, to efficient service,\n\nand no school has the least\n\njustification for com-\n\npelling a child to attend its sessions and providing no adequate care for his\nhealth.\n\nThe culture of the mental powers is of vastly more significance than the\nmeager scraps of knowledge too frequently forced unrelatedly into memory.\nThe function of the grammar school is to create in the pupil an appetite for\n\nmore knowledge, not to fill him with masses of preselected data which some\nself-satisfied official has ordained to be the pupil's meat and drink.\nTrue,\nindeed, these facts of the curriculum do have value both for what they are\nand for what they may occasion. But the practical judgment of the school\ncommunity will always prevent these from losing their place in the processes\n\nWe deplore the great loss of pupils in the gramWe regret that so few of all that should and could enter the\n\nof educating the masses.\n\nmar grades.\n\nsecondary school really do so.\n\nIs not the reason in part\n\ndue to the sated\n\nappetite and the quenched thirst produced by wrong nutrition in the element-\n\nary school ?\n\nOf the need of the culture of the moral quaUties, the translation of clear\nthought into efficient and sufficient action is confessedly the greatest aim of\nthe school.\nthe\n\nSince \"conduct is three-fourths of Hfe,\" its achievement becomes\n\nfirst office\n\nof the school.\n\nNo school is efficient that fails to stimulate\n\nright conduct, set in the currents of the soul right habits, the issue of which\nis\n\ncharacter.\n\nNot what one knows, but what one is, is the goal.\n\nit cannot be achieved is to confess the school a failure.\n\nment is treason to the child and to the state.\n\nTo say\nTo neglect its achieve-\n\nI do not\n\nthese great issues are wholly neglected in our schools.\n\nmean to imply that\n\nI know they are not.\n\nBut I am constrained to say that they should have vastly more conscious\nattention; that, in short, they should be viewed by the teacher, not as matters\nto\n\nbe attained incidentally, but consciously and deliberately, with the same\n\n"}
{"page": 123, "printed_page": null, "text": ";\n\nSuperintendence] /3/Pi?0T7iVG\n\nEFFICIENCY OF GFL-iMMAR SCHOOL\n\niii\n\ncare and concern that now is shown for the ordinary things of the course of\nstudy.\n\nPerhaps in no one way may these ends be so economically and so wisely\nattained as thru such a reorganization of our procedure as will secure to the\nchild less facts in the curriculum,\n\nand a vastly wider identification and rela-\n\ntion of each new fact with all that has already found place in consciousness.\n\nbut more relations for each\n\nNot more\n\nfacts,\n\nefficiency.\n\nThis modification of the curriculum is everywhere needed.\n\nfact,\n\nmost surely promotes\n\nWe should always distinguish between clear knowing, which sees the thing\nand not some other thing in its stead, and distinct knowing, which sees the\nThus we rise from teachthing in all its relations to other things in the mind.\ning that is content with perception, to teaching that carries the act of perception\n\non to its fulfillment in the act of apperception.\n\nWith a crowding of\n\nfacts into consciousness there is left no time to relate these facts each to the\n\nother;\n\nand yet a perceived\n\nrelation is usually a\n\nmore essential element in\n\nA poor teacher may present facts to the mind\n\nlearning than a perceived fact.\n\nonly a good teacher knows the more delicate and essential art of building\nrelations in the mind.\n\nViewed, then, from its several aspects, the problem of efficiency seems\nto resolve itself into\n\nplification\n\nThis simplification may\n\na problem of simplification.\n\nbe viewed from three aspects:\n\n(i) simplification\n\nby elimination;\n\nby enrichment of the materials of instruction;\n\n(2)\n\nsim-\n\n(3) simplification\n\nby enrichment of the teaching process.\nThese three methods of simplification arc radically dilTerent.\n\nThe first\n\nassumes that the materials of the curriculum in the grammar school are too\nThe second assumes that\ngreat r^uantitatively to be mastered by the pupil.\n\namount is not too great, but that the materials are not wisely organized\nand that there is a consequent waste of effort, which may be corrected by a\nThe third assumes that\nrecasting of the data used in the grammar school.\nthe\n\nthe materials of the curriculum, as to both cjuantity and quality, are not so\n\nmuch in need of reorganization as is the teacher of the grammar school.\nWith the first of these Dr. McMurry has dealt adequately. With the\nmuch is being done. There are yet other needed reforms. The\nattempt to secure a closer articulation between grammar school and secondary\n.school, by adding to the curriculum of the former some language clement\nor mathematical element, which was until lately held to be peculiarly and\n\nsecond\n\nexclusively the materials of .secondary .schools, has\n\ndone .some good.\n\nWc\n\nhave not yet learned the whole significance of this, especially in the s|)hcre\nE.xpcricnce has forced me to believe that pradically thru the\ngrammar school two languages can be learned in tin- time given to one, and\nof languages.\n\nthat each language will be\n\nmore thtjroly ma^lered \\)y reason of the other.\n\nHere at least one may predict gain of knowledge and of dist ij)line without\niiu rease of effort Jjy the pupil.\nIt may be well to ask whether a more vital\narticulation\n\nwould not\n\nresult\n\nif\n\nin\n\nsome way we could overcome the great\n\n"}
{"page": 124, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\ncrisis in\n\nfLouisviUe\n\na child's life when he is jumped in a moment, in the twinkling of\n\nan eye, from instruction under one teacher in the grammar school to departmental teaching in the secondary school. And in overcoming this irrational\nprocedure at the very age when the tension of compulsory attendance\n\nremoved,\n\nus not forget that the welfare of the\n\nlet\n\nschool is of\n\nis\n\nmany in the grammar\n\nmore moment to the state than the welfare of the relative few in\n\nthe secondary school.\n\nThe third method of securing efficiency\nprocess\n\n—\n\nis\n\n—by enrichment of the teaching\n\ncomparatively the most significant.\n\nteacher is the course of study.\n\nIn the\n\nlast\n\nanalysis,\n\nthe\n\nNo mechanism can be devised that will in\n\nany adequate way compensate for the absence of a thoroly trained and widely\nAnd this teacher must be more than a scholar. He must\n\ninformed teacher.\n\nunderstand the whole round of youth's\nsympathetically into\n\nall\n\nactivities,\n\nand enter heartily and\nknow, do, and be.\n\nthat the pupil rightfully should\n\nHe must be a superb teacher, whose presence and process alike challenge\nthe pupil to his best efforts, and whose systematic training in the principles\n\nand methods of teaching dispose him to discipline as wxll as to inform the\nexpanding powers of the soul.\n\nSuch a teacher is the best enrichment the\n\nschool may hope for, the best enrichment it can command.\n\nHOW CAN THE SUPERVISING INFLUENCE OF GRAMMARSCHOOL PRINCIPALS BE IMPROVED?\nLEWIS H. JONES, PRESIDENT OF STATE NORMAL COLLEGE,\nYPSILANTI, MICH.\n\nThe statement of my theme implies the feasibility of the organization of\nthe agencies employed in\n\npubhc education into some unity of purpose, to\n\nthe end that each of those agencies may have its individual efficiency increased,\n\nand that there may be a definite increase of the collective result.\n\nThis possi-\n\nbihty of the improvement of the agencies at work in the school is based upon\n\na\n\nfundamental\n\nfact\n\nin\n\nhuman\n\nnature\n\n—namely, that there are large\n\nclasses of people engaged in every vocation, in every province of human effort,\n\nwho have not the training which enables them to transmute into valuable\nmove and work;\n\nexperience the life-occurrences in the midst of which they\n\nso there must be some means taken to develop in these people that alertness\nof mind which makes them sensitive to their surroundings,\n\nwhich brings to\n\nthe forefront of their consciousness their entire past history and achievement,\ntheir complete set of mental i)ossessions, so that these shall be the means of\n\nthe interpretation of the circumstances in which they live and work.\n\nThe\n\nentire situation is tyinfied to my mind by an occurrence that took place some\nI\n\nam the owner of a little farm in the neighborhood of Indiana-\n\nIn the\n\nearly eighties, during two successive summers, I moved from\n\nyea'rs ago.\npolis.\n\nIndianapolis to this farm, and drove back and forth to\n\nmy teaching each\n\n"}
{"page": 125, "printed_page": null, "text": "Superintendence]\n\nday.\n\nSUPERVISIXG INFLUENCE OF SCHOOL PRINCIPALS\n\n113\n\n\\Mien on the farm I assisted somewhat during evenings and Saturdays\n\nin the work, and specifically I helped in both years in the planting of potatoes.\n\nAn aged patriarch, living on the farm just across the road, seeing the young\ncity farmer at work,\n\ncame and climbed on the top rail of my fence, and dis-\n\ncovered that I was planting potatoes in the light of the moon.\nto show that potatoes so planted, in the light of the\nfoliage, but\n\nwould not produce tubers; while those planted in the dark of\n\nthe moon would produce large tubers and little foliage.\never,\n\nHe proceeded\n\nmoon, would grow into\nI\n\nwent ahead, how-\n\nand plantecl my potatoes in the light of tlic moon.\n\ncarefully,\n\nI cultivated them\nand used paris green to save their ample foliage from the bugs.\n\nHe planted his potatoes in the field just across the way in the dark of the\nmoon; but he forgot to till them, and the bugs held riot on the few leaves\ncame above the ground. He did not even try to dig his potatoes, so\npoor was his crop; but when I had dug mine, I had more than I needed.\nthat\n\npotatoes from my cellar.\nWhat surprised\nme was that the ne.xt spring, when the time came again to plant potatoes,\n\nI generously supplied his table with\n\nthat man, with the strength in him born from eating my potatoes which had been\n\nplanted in the light of the moon, came across that same road, climbed that\n\nsame fence, sat on the same top rail, and told me that same story; and said\nthat during a long and useful life, devoted to piety, patriotism, and potatoes,\nhe had never known his rule to fail. I give this as a sam])lc of failure to\n\nWe as teachers live daily in the midst of a set of\n\nlearn\n\nfrom experience.\n\nfacts\n\nwhich might become the inspiration of our lives in our chosen work,\nIn many ca.ses,\n\nand from which we might learn how to correct our errors.\n\nhowever, the efi\"ect is to deaden us to all helpful influences, so that each year\n\nmakes us poorer teachers than before. Sometimes,\nwhen a candidate files with me the statement that he has had ten or fifteen\n\nof so-called experience\n\nyears of experience, I say:\nthat\n\n\"How sad!\n\nIt\n\nalmost precludes the jwssibility\n\nyou can grow into a good teacher, because the probability is that you\n\nhave hardened yourself into habits that cannot be broken.\"\n\nThis whole theory of improving the teacher is basefl on our ability to get\nspiritual stimulus\n\neveryday\n\nand professional\n\nThe .solution\n\nlife.\n\nhelj)\n\nout of the ordinary occurrences of\n\nof the f|uestion,\n\n\"How can the supervising\nupon\nsome super-\n\ninfluence of the grammar-school principals be im])roved?\" dcjjends\nthree elements:\n\nthe room-teacher, the building j)rincipal, and\n\nvising power that shall lead these two forces into effective co-operation.\n\nmeans must be found whereby the principal and\n\nSome\n\nthe room-teacher can be\n\nmatle to co-operate in the direc tion of greater efl'u iency.\n\nIt is\n\nthe bu.sincss\n\nof the superintendent to [)roject the theory of this improvement and to a.ssi.st\nin carrying\n\nit\n\ninto execution.\n\nThe very first thing that the sviperintendent\n\nmust do in this connc( tion i^ to lead the teac her himself or herself to desire\nsuch as\n.Mi lliose outside or external inducements\nto be a better teacher.\n\n—\n\nthe offer of |)romotion, the\n\niix rease\n\neach and all legitimate in their place.\n\nof salary, the choice of [)osition\nFiut\n\n— are\n\nnone of them can take the |)lace\n\n"}
{"page": 126, "printed_page": null, "text": "—\nNA TIONA L ED UCA TIONA L A SSOCIA TION\n\nJ\n\n[Louisville\n\nI believe that it is just as necessary to\nof a desire to increase one's efficiency.\nwork as it is to ask her to attempt to\nher\nof\nreals\nthe\nteach the teacher to ideahze\nrealize the ideals of teaching.\n\nThe greatest power that culture gives to a human\n\nthe face, and see with\nbeing is the power to look an imperfect thing squarely in\nSoon the interest\nplace.\nin\nits\nbe\nshould\nthat\nthing\nperfect\nthe mind's eye the\nof the teacher will center in the possibly perfect thing.\n\nThe superintendent\n\nmust begin by teaching the principals of the buildings how to deal with their\nteachers, and stimulate them to desire improvement in teaching for improve-\n\nThe very first thought is that the principal and the teacher\nOf course, the\nmust work\nbut when he\nwork;\nof\nhis\nphases\nsome\nfor\noffice\nan\nhave\nshould\nprincipal\nment's sake.\n\ntogether in the schoolroom with the children.\n\nbecomes chiefly an office-holder, his value as a supervisor is largely lost.\nThe principal must go into the schoolroom, sharing responsibihties there,\ndeveloping sympathies, measuring successes, detecting failures, and always\neulogizing the best things found, criticising adversely as seldom as may be.\n\nThe superintendent himself should often go with the principal, in this way\nIn this way must be developed a profescriticising the work of the room.\nsional comradeship, for the improving of the efficiency of the schools thru\n\nthe improving of the efficiency of the teacher;\n\nand this comradeship will grow\n\neventually into a feeling of perfect confidence\n\nand sympathy,\n\nuntil,\n\nw'hen\n\nprincipal and teacher meet to talk over the experiences of the day, there will\n\nbe absolute freedom.\n\nIt is\n\nimpossible to develop the highest efficiency in a\n\nteaching force by cynical criticism.\n\npowers.\n\nIt must be done by stimulating the highest\n\nThere must be all the time developing in the mind of each teacher a\n\ngrowing ideal of what efficiency consists in, and all else must be subordinate\nto\n\na desire for growth.\n\nthis\n\nThe essence of the whole matter is developed in\nA principal of a school building who cannot\n\ncomradeship in effort.\n\nshare the teaching work of the day with the room-teacher ought to fit himself\n\nby practical teaching. Instead of having charge of\nsome special subject or special grade, the principal should put himself into\nsympathy with all the teachers until at last he shall be considered as a helper\n\nfor such supervision\n\n;\n\none to whom the teacher can go for comfort in her struggles and help in her\ndifficulties.\n\nSoon there will come a sense of growth, and that greatest reward\n\nthat the teacher can have\n\n—namely, the feeling that\n\nall the agencies are work-\n\ning in harmony toward the increasing of the efficiency of all, and that all are\n\nworking in harmony with the great Creator in the redemption of the world.\n\nDISCUSSION\n\n—\n\nto\n\nC. M. Jordan, superintendent of schools, Minneapolis, Minn.\nI have been asked\nspeak particularly of the seventh and eighth grades, and I feci impelled to say that,\n\nin my judgment, neither paper has touched the vital point as to improving the efficiency\n\nof these grades.\n\nThe papers have gone upon the assumption, altho it has not been boldly\n\nStated, that the purpose of the grammar school is to fit pupils for the high school.\n\nI con-\n\n"}
{"page": 127, "printed_page": null, "text": "Superintendence]\n\nSUPERVISING INFLUENCE OF SCHOOL PRINCIPALS\n\n1\n\n15\n\ntend that this is only part of its purpose, and the smallest part, and that its n-al purpose\nis\n\nto fit the pupil for life.\nIt is\n\na fact without question that a large percentage of the boys and girls in the high\n\nschools of this country are not getting enough out of the high-school course to pay for the\n\ntime and money which it is costing them and their parents.\n\nThe first thing to do, then, is\n\nto fit the seventh and eighth grades to the demands of those pupils, as well as to the demands\n\nof those who will go forward into the high school.\n\nI feel that it is our duty, in these higher\n\nmake the pupils acquainted, as far as possible, with the demands of life. I\nwould say to the boy of these grades: \"You may go to school in the morning and study\nthe regular subjects of the curriculum; and at two o'clock in the afternoon you may\nreturn, and we will give you a thoro course in manual training.\"\nThe reply at once is\n\ngrades, to\n\nthat such a course\n\nwould not fit a boy properly for the high school.\n\nbe to make the kind of a high school that such a boy will fit.\n\nI\n\nMy answer would\n\ndo not understand that\n\nboys are made for the high schools, but that the high schools are made for the boys.\n\nI\n\noften ask myself if it is not possible that the more system we have, the less true education\n\nwe are giving the children.\nI\n\nam not extremely particular about the course of study.\n\nThere is not a man within\n\nthe sound of my voice who has a course of study in his schools which he would select for\nhis own children to follow.\n\nWhat I want is what Dr. Brumbaugh demanded.\nfor the seventh- and eighth-grade teacher\n\nthe plaster-of-Paris saint.\n\nI\n\nI\n\nEspecially\nI want the teacher.\nwould rather have the reformed sinner than\n\nwant a woman who knows something of fife; who knows\n\nsomething of boys and girls; who knows the conditions into which they arc going; and\n\nwho knows the temptations against which they should be warned. I care little whether\nthe teacher is a man or a woman.\nThe question of sex does not trouble me in this particular.\nBut I want the teacher. And when I have the right teacher, I want her to stay\nwith the boys and girls long enough so that she can impress upon them her personality.\nI have often thought that it would be a wise plan to arrange a system of rotation for teachers\n\n—a system by which the\n\nfirst\n\ngrade teacher could retain her pupils for two years, and\n\nthen put them into the hands of another teacher who would retain them for two years,\n\nand so on thru the grammar-school course.\n\nUnder the present arrangement, in most\n\ngraded schools, the teacher is with the children so short a time that she hardly makes\ntheir acquaintance.\n\nThe objection to this is at once suggested by the question: \"Sup-\n\nyou were to have a poor teacher?\" The answer to that objection is obvious.\nHow long would the people tolerate a poor teacher, if they understood that she was to\npo.se\n\nremain with the children for two years ?\n\nMany teachers are retained in the public schools\n\ntoday whose equipment and success are not what they should be, because of the dilliculty\nof dismissing them, and because the parents feel that the children will not suffer materially\nVjy\n\nb<ing in their rooms one term.\n\nGive the boys and girls something to do, so that they can see there is some relation\nGet the teacher who is in sympathy with the children. And\n\nbetween school and life.\n\nmany of the difficulties that trouble us of the \\i\\^\\wr grades will disappear.\nC. N. Kkndall, superintendent of schools, IndianajMilis, Intl. — Pupils in the grammar schools, near the Ixginning of the adolescent [Mriod, are at an age when they recjuire\nti-achcrs of .strong personality.\n\nIs\n\nit\n\ngenerally advisable to\n\n|ila( e\n\nsui h pupils\n\nunder the\n\ncharge of a young woman just out of the normal scIkmjI and with no experience in leaching?\n\nWe need more men teachers, of course, but we are not likely to git the right sort of\nmen in the grammar schools unless greater inducements arc held out. Greater ran- in\nthe transfer— I do not like to say promoti<jn\n\n—of teachers\n\nin i)rimary schools to positions in\n\ngrammar schwis will make Ix-tter grammar schools. The truth is not generally n-cogniz<d1hat an efFerlivc teacher for the higher grammar s< IkkjIs is not so readily fouml as\nan eflettivc teacher for .second, third, and fourth grades. The age of the grammar-school\n\n"}
{"page": 128, "printed_page": null, "text": "national educational association\n\njj6\n\n[Louisville\n\nshall really be \"captain\npupil is such that it is imperative that he shall have a teacher who\ngreat waste is going on in some sixth, seventh,\nof his soul,\" as Dr. Hall has put it.\n\nA\n\nand eighth grades because the teacher cannot command the situation.\nto school discipUne, for that has generally\n\ntaken care of\n\nitself\n\nI\n\nam not referring\n\nin the better school cities\n\nWe\n\nare hkely, however, to\nof the country; but I mean the teaching or training situation.\nhave some unsatisfactory teachers in these grades so long as teachers' salaries remain\n\nwhere they were before the present era of high prices set in; so long, too, as we must\nawait, not one Horace Mann, but a dozen Horace Manns, to go up and down certain\nparts of the country preaching with convincing eloquence that people in this time of overabounding prosperity can spend more money for really good schools than they are doing.\n\nUnder the present conditions, with some unsatisfactory teachers in the grammar\nand intelligently supervised.\nSupervision, to increase the efficiency of the school, should aim in the large to make better\nEvery school, in a sense, should be a training-school. Every small school\nteachers.\nsystem is a real training-school for teachers, if it be capably superintended. Every school\nschools, these schools should be systematically, courageously,\n\nbuilding in a large city school system is a training-school for teachers, if the man or woman\nin charge of it be\n\nan intelligent leader of teachers, with sound convictions about educa-\n\ntion and with ability to carry these convictions into practice in the operation of his school.\n\nSuch a superintendent or principal earns his salary half a dozen times over.\n\nIn such a\n\nschool the fundamental truth in school administration is realized, that the growth of the\npupil cannot go on apart from the growth of the teacher.\n\nSupervision should include testing the\n\nskill\n\nor power of the pupils.\n\npupils in the sixth year cannot read, judged by reasonable standards ?\n\nHow many\n\nPrincipals should\n\nknow who such pupils are, and the reasons why they are deficient.\n\nThese tests, while\nand crude, are valuable in revealing the deficiency of pupils and promoting\neflBciency.\nSome time we may have an accepted standard of what pupils may be expected\nUntil then, each must in a measure estabUsh\nto do and know at a given age or grade.\nhis own standard, and each, however good his schools or proficient his pupils, may be\nopen to the charge of failure to train in the so-called fundamental branches. Not the\nunscientific\n\nleast useful result of the testing is the interest it should arouse in pupils.\n\nEvery principal\n\nor superintendent with not more than fifteen hundred pupils should, thru his teachers\nor otherwise, know all those children who are abnormally bright or abnormally deficient.\n\nThe efiiciency of the grammar school would be promoted by judicious ehminations\nDr. McMurry pointed out two years ago at the Atlanta meeting\n\nfrom the course of study.\n\nwhat some of these eliminations might be.\n\nI\n\ncan only add here that my experience has\n\ntaught me that mere generalities to teachers about eliminations will not suffice.\n\nMany\n\nteachers require a bill of particulars.\n\nThere should be some substitutions as well as ehminations. The city grammar school\nhas been somewhat tardy in responding to the needs of the times.\nBetter civic govern-\n\nment is widely recognized as one of these needs.\n\nWhat is the average grammar school\ndoing to interest its pupils in city government by concrete examples of the way a city is\ngoverned or the way it ought to be governed?\n\nThe appUcation of science to domestic\n\nand industrial life is familiar to everybody. What is the grammar school doing to acquaint\nits pupils with some of the simple applications of science, to be found perhaps within a\nsquare of the school building?\n\nBearing in mind the manifest imperfections of the grammar schools and the high\nschools, the fact remains that these schools are a great effective force for righteousness\n\nand for the promotion of right ideals. Never so much need as now for the grammar\nschool to hold up ideals of life by means of large reading of the best in hterature; of history, foreign as well as\n\nour own; and also by means of instruction in art and in music.\n\nA grammar school is not a good school in proportion to the number of facts it gives\nto its pupils.\n\nIt certainly is\n\nnot a good school unless it gives to its pupils power to get\n\n"}
{"page": 129, "printed_page": null, "text": "Superintendence]\n\nfacts\n\nCITY SUPERINTENDENTS OF LARGE CITIES\n\nintelligently\n\nand\n\na\n\nin\n\nself-reliant\n\nway.\n\n117\n\nAs Dr. McMurry has pointed out, the\npower to use books, to study\n\ninformational ideal must give way to the ideal of power\n\n—\n\nfrom books after the teacher has disappeared.\n\nUnder the stress of new subjects in the grammar schools, there must, first, be more\nintelligence on the part of teachers; second, elimination of subjects,\n\nbut not always practiced;\n\nmuch talked about,\nhow to study;\n\nthird, increasing attention to teaching pupils\n\nfourth, a greater purpose to give pupils the power to use books.\n\nROUND TABLES\nROUND TABLE OF CITY SUPERINTENDENTS OF\nLARGER CITIES\nTOPIC—INTERRELATION OF FUNCTIONS IN A CITY\nSCHOOL SYSTEM\nINFLUENCE OF THE SUPERVISOR\nADA V.-VN STOVE HARRIS, SUPERVISOR OF SCHOOLS, ROCHESTER, NEW YORK.\n\nThe term \"supervisor\" is misleading, as it is used to cover varied responsibilities.\nIn some school systems the supervisor is in reality, an assistant superintendent\n\n—doing\n\ngeneral supervisor}' work, and sharing in the executive functions of the superintendent.\n\nIn other systems the work is that of a special and minute supervisor of the individual\n\n—\n\nin reality an extension and reinforcement of the work of the school principal.\nwould conserve clearness of thought if this difference in functions were recognized\n\nteacher\nIt\n\nin the\n\ntitle\n\nTo those who are doing general supervisory work the title of assist-\n\nused.\n\nant might be given; to those who are doing special supervisory work, the\nI shall\n\ntendent,\n\ntitle\n\nof director\n\nhave in mind in this discussion the general supervisor or assistant superin-\n\nwho is responsible for the entire field of work for a given number of grades,\n\nor for all grades in co-operation with the superintendent, or for a given district.\n\nThe duties of a general supervisor are, from the educational side, identical with\nThe need in many cities, however,\nis to make the school system feel this.\nThe teaching corps, the principal included, should\n\nthose of the superintendent, in a more limited sphere.\n\nbe led to understand that the supervisor on visiting the school is an authority recognized\nas a representative of the superintendent;\n\nthat\n\nwhen the supervisor or assistant super-\n\nintendent speaks, it is as if the superintendent were speaking.\n\nThe relation of the super\\isor to the superintendent should always Ix- that of a coworker, subordinate, but sharing equally\n\nall\n\nduties\n\nand\n\nresponsibilities,\n\nfailures\n\nand\n\nA supervisor who cannot go into the schools in hannony with the spirit of\n\nsuccesses.\n\ndown by the superintendent, has no moral right to retain the\n\nthe school policy, as laid\nposition.\n\nTwo of th<- al>solutely necessary attributes of a supervisor in his relations to the\nand candid frankness.\n\nThere slujuld Ix- no hesi-\n\ntancy to exi)ress a conviction regarding the policy in vogue.\n\nHe should at all times set\n\n8up<-rintendent are unqualified loyally\n\nbefore the superintendent his plans and methods of instruc lion, so that\n\ngiven or changes in plan may go to the tea( hing (orps,\n\nfirst\n\nall\n\ninstruction\n\nhaving iiceive<l the approval\n\nof the su|xrinten<lent.\nIt is\n\nthe sujx-rvi.stjr who gives aid ami advi( e to\n\nent appoints.\n\nstandards.\n\nHe\n\nHis duty\ni.s\n\nis\n\nnot to\n\ntin-\n\nt<-achers\n\nwhom the sup»Tint<-nd-\n\nto\n\nmake the teachers Ixtter, to iiiil in raising the educational\n\nsit\n\nin\n\njudgment, or\n\nto act as a disciplinarian;\n\nbut he must\n\n"}
{"page": 130, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\njjg\n\n[LouisviUe\n\nright ways of teaching,\n\nbe a sympathetic counselor who wUl guide the young teacher into\nstudy, to\nand the older teachers, who do not understand the meaning of the course of\nsupervisor who discovers and can\na wise and clear interpretation of the same. It is the\nschools as a whole,\npoint out to the superintendent sources of strength and weakness in the\n\nwho knows where questionable practices are existing which should be modified;\nif\n\nand,\n\nhe is equal to the position he occupies, he should be able to offer suggestions which\n\nwill rectify all these defects.\n\nvisiting\nIt should be the business of the supervisor, as of the superintendent, when\na school, to talk very candidly with the principal about the work of the school. He should\nstate definitely what suggestions he has given to teachers, and point out where the weak\n\npoints of the school are, as viewed from the standpoint of one who sees the system as a\nIf orders be necessary, or advice regarding the general policy of the school;\n\nwhole.\nif\n\nany new instruction of consequence is to be given; any new policy outlined, it should\n\nbe made plain to the principal, and, if possible, the hearty co-operation of the principal\nshould be secured. The supervisor should always recognize the principal as the head\nof his school,\n\nand by wise, tactful, and sympathetic counsel assure him that he is there\n\nto construct, to help him to build up a stronger school.\n\nBy establishing a spirit of co-opera-\n\nhand in every direction, the principal is led to feel that he is\nHe should also be held responsible for\nresponsible for his school, and will be held so.\nThe individuaUty and personality of a school should\nhis attitude toward the supervisor.\nnot in any way be interfered with so long as the best efforts are put forth by the teachers\nand principals, prompted by a spirit of loyalty and co-operation to the system as a whole.\nlending a helping\n\ntion,\n\n—\n\nOne of the most vital problems which confront those in supervision is, how best\nmake the teachers with whom we are associated more efficient. Teachers may be\nmade more efficient thru school visitation, teachers' meetings, institutes, study classes,\nand personal conferences. The measure of success attained in this work depends largely\nupon the tact and personal qualities of the supervisor. The function of the supervisor\nis not that of a police officer, nor of a detective to spy out weak teachers, nor even that\nto\n\nof a critic\n\n;\n\nbut primarily that of a helper and guide.\n\nThe supervisor who is required by a code of rules, adopted by the board and authorized by the superintendent, to go from school to school,\n\nand from class-room to classroom, and simply pass upon a teacher by the answering of a series of specific questions\nregarding the teaching power of each one, can never realize the best possibilities and\nopportunities of his position;\n\nHe soon comes to be looked\nand on his visits he is rarely, if ever, met with a\n\nhe becomes a mere critic.\n\nU[)on with suspicion by the teachers,\ncordial welcome.\n\nThe business of the supervisor is to help the teachers to teach, and to teach well; to\nmake it easier for them; to guide them; and to stimulate them to higher ideals of\nby bringing to them the best possible helps in the way of suggestive outlines,\nand materials; by directing them to visit places where the most effective\nand efficient work is being done; and thus to inspire them to a greater joy and larger\n\nefficiency\n\nbibliographies,\n\nbeauty in their chosen profession.\nIt is\n\nwork\n\nunfortunate that the word\n\nplays so large a part in our educational\n—\"Criticism destroys genius, \"criticism\"\nbrightness, enervates power, and saps\ndulls\n\nall\n\nlife.\n\nand discouraging, leaving the teacher without clearer\nviews of what should be done, and too frequently without inspiration to seek a better\nway. Creative and stimulative suggestion is far more effective.\"\nCriticism\n\nis\n\ntoo often destructive\n\nThe great danger in all supervision is in emphasizing the negative side.\nbefore us positive ideals, seeking only for the good, the\n\nBy holding\n\nwork of supervision becomes\nan inspiration to both the supervisor and the supervised. The hearty approval of some\none thing seen or heard in a class-room arouses the cordiality and gratitude of the teacher\nto whom it is given.\nIt establishes a feeling of professional kinship, and sets the teacher\n\n"}
{"page": 131, "printed_page": null, "text": "Superintendence]\n\nCITY SUPERIXTENDENTS OF LARGER CITIES\n\nher own work;\n\nto analyze\n\nto seek for opportunities to\n\norder that other words of approval may be spoken.\n\n^\n\niiq\n\nimprove in other directions,\n\nin\n\nA feeling of confidence and sympathy\n\nhas grown up, and the teachers no longer dread the super^•isor's visits or hesitate to go\n\nhim for ad\\'ice. He is a proven friend, helper, and guide. All sorts of difficulties\ncome to be laid before him to be solved. Office hours arc filled to the limit, in advising\nto\n\nwith teachers over problems, not simply with reference to the details of methods or class-\n\nroom work, but with reference to the handling of peculiar and difficult children.\n\nPer-\n\nsonal matters also frequently arc laid before him for advice.\n\\\\'hcn obser\\-ing a class, effort should always be put forth to discover the teacher's\n\nreason for using the method that she docs.\nthe end attained.\n\nI\n\noften find the\n\nmeans used is justified in\n\nWe have no right on any occasion to object to what wc find, or to\n\n\"That is wrong,\" unless we can concretely put before her\nsome better way, which leads us to say: \"Try this; I think you will find this an easier\nway, and you will attain better results.\"\nThis personal conference with teachers, if properly managed, may prove a source\nof reciprocal training.\nThe best sort of pedagogical schooling comes by being compelled\nto find a vahd educational reason for evcr>' method of teaching and every problem of\n\nsay to the struggling soul,\n\nMany of my own pet theories have been exploded during such conferences.\nThe supervisor needs to carry into every class-room one measure of ability to put\n\ndiscipline.\n\n:\n\nhimself in the teacher's place and stand the fire of inspection; two measures of the saving\nsense of humor;\n\nthree measures of appreciation for the effort put forth; four of timely\n\nand five of stimulating words of encouragement and commendation. If to\nthese you add a very large measure of tact and sympathy, the prescription left will\nprove a never-failing remedy for all errors, and sunshine will come into the life of\n\nsuggestion;\n\nmany an overburdened teacher thereby.\nAs year after year he goes the round of the city, visiting classes and counseling with\nand principals, he comes to have a bird's-eye view of the whole. He knows\n\nteachers\n\nand has advised with the teachers who are taking special courses, because they are ambitious to succeed and desire promotion.\nHe knows those of marked and exceptional\nability, who possess the keenest and most sympathetic grasp of the fundamental principles as laid down by the policy of the system, and hence may be ready for promotion\nas critics or model teachers in the city training-school, or for promotion to a principalship.\n\nWhen modifications are necessary in the course of study for the best development\nof the children of a given community it is the supervisor who can touch the vital point.\n\nWhy ?\n\nBecause he has watched the development of the work with the children, and\n\nHe sees\nHe knows\n\nhas counseled with the teachers regarding the practicability of the method used.\nwhere,\n\nif\n\ncertain transfers were effected, the\n\nwork would be strengthened.\n\nand can point to the overcrowded cla.ss-rooms, where teachers arc struggling to meet\nHe can point out where the\nthe demands of the work as laid down by the authorities.\nstrong and skillful work may be found; where the specific defects of the incompetent\nHe finds the young teacher who is fresh from the normal school, who is struggling\narc.\nwith a class of irrepressible youngsters, in a new world under new conditions; helpless,\nbut not hopeless.\nHe detects crying evils which exist in certain buildings by the mass\nof belated pupils,\n\nand counsels with the superintendent that these evils may be rectified\n\nConditions of all sorts and kinds which need to be modified come to his attention; even to pleas for more cuplx)ard room, new blacklwards, new window-shades, etc.\n\nat once.\n\nComplaints arising from the exactions of the sp<-cial sui»ervisors, which are making\nHere his work is most\n\ngrievous inroads U{)on time, strength.\" and energy, n-ach his ears.\neffective, in that\n\nhe is able to assist in organizing the work of the special .supervisors so\n\nas to unify the whole.\n\nhe\n\nis\n\nFrom the [Kjint of view of a well-roumled scheme of educ ation\n\nable to jKjint out most definitely whire drawing,\n\nmanual\n\ntraining,\n\nand domestic\n\n"}
{"page": 132, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\narts\n\n[Louis%Tlle\n\nmay be co-ordinated with the other subjects of the school curriculum.\n\nThis uni-\n\nwhere the super^-isor has gained the confidence\nfying process can be accomplished only\ncriticism, and frequent conferof the special teachers thru helpful suggestions, candid\nences which will help them to see the system as a unified whole.\n\nWith this general view of the situation, seeing and realizing the needs, the super-\n\nThe hour for the discussion\nvisor brings to the superintendent invaluable assistance.\nconditions, proves of\nof these problems from the field, of ways and means for bettering\nmutual benefit to all when brought out thru the superintendent's round table of assistants\nor co-workers.\n\nTeachers' meetings hold an important position in harmonizing and unifying the\nwork of a city system. Just how to conduct and make these meetings most effective\nnvmiber of special superis often a problem not easy to solve, especially when there are a\nvisors, each eager to develop his own subject to the highest point.\n\npardoned a personal reference, I ^\\'ill outline a system used in my own\nhas proved exceedingly valuable. In accordance with the provisions of the\nstate law which allows to each teacher five days of institute work during the school year,\nThe institute is held on Friday\nthere has been developed a system of grade institutes.\nIf I may be\n\ncity that\n\nof each week, vdxh.\n\nmorning and afternoon sessions, the pupils of the particular grade\nVCe have held each year for the past five years an average\n\nbeing dismissed for the day.\n\nof over thirty institutes, thus bringing together the teachers of each grade at least three\n\ntimes during the year.\n\nTeachers' meetings after school should be reduced to the minimum.\n\nIn thus devoting\n\nthree days of regular school time to the institute, the number of grade meetings that would\n\nThe coming-together of\nwhen they are fresh and rested, develops a spirit\n\nhave otherwise been essential has materially been reduced.\nthe teachers of any grade for the day,\n\nsympathy, co-operation, and sociability on the part of\nwhich cannot be obtained at a grade meeting after the fatigue of a day's work. The\n\nof interest, open-mindedness,\nall,\n\naim in all these institutes has been to bring to the teachers good cheer thru helpful sugges-\n\nand inspiration.\n\ntion\n\nIn the beginning\n\nillustrative lessons\n\nwere taught in all grades by the general super\n\nWays and means for the development of the course of study for the particular\ngrade have been considered and discussed, an effort always bemg made to meet the needs\nof the teachers of the children of all locaHties.\nIn many instances suggestive outUnes\nvisor.\n\nfor the illumination of a subject have\n\nteachers themselves.\n\nbeen given, these outlines often coming from the\n\nSpecimens of class work of all kinds from various schools are always\n\ndisplayed for study, suggestion, and comparison.\n\nance for the entire day and here outhne their work.\n\nThe special supervisors are in attendThe teachers themselves have come\n\nto contribute largely to the success of these institutes\n\nexercises.\n\nby the skillful conducting of class\nThis feature of the work has been full of suggestion and inspiration. We\n\nhave had from time to time class exercises in all of the branches of the school curriculum,\n\nand have aimed to make the conditions surrounding such exercises as nearly those of\nthe schoolroom as possible.\n\nTo\n\nthe superintendent and the supervisor possibly the most gratif}dng results from\n\nthese institutes were shown in the last series held,\n\nwhen each teacher was asked to bring\n\na hmited number of specimens of her class work in all subjects\nbest, medium, and poorest in each group\n\n—and\n\n—these\n\nto represent the\n\nto place them on the wall for study.\n\nSubjects were assigned to each grade for a free and open discussion. The aim and\npurpose of the leader of these conferences, whether superintendent or supervisor, was\nto bring out the best from each individual; to mold all diverse opinions into a harmonious\n\nwhole; in short, to arrive at the truth by comparison of views and suggestions from one\nanother. In every instance the discussion extended beyond the allotted time, and was full\nof valuable suggestion, both for teachers and supervisors.\n\n"}
{"page": 133, "printed_page": null, "text": "Superintendence]\n\nCITY SUPERINTENDENTS OF LARGER CITIES\n\n121\n\nThrough these institute conferences \\ve have come to know our teachers more intiWe discover often that someone who is retiring in disposition, and whom we\nhave not considered especially strong, is, when once brought out, a teacher of exceptional\nmately.\n\nability.\n\nI believe that\n\nmeetings, the character of which\n\nI\n\nhave described, whether held all\n\nday, a half-day, or after school hours, will secure the confidence of teachers,\n\nand will\n\naid the supervisor to impress himself upon them, not as a dictator, but as a counselor,\nguide, and friend, working with them in full accord and for a common end.\n\nIn meetings, of whatever character, the supervisor should\nviews,\n\nmake clear his ideals,\n\nand aspirations, and %nth such a spirit of frank opcn-mindedness as to impart\n\nenthusiasm to his teachers.\n\nThe work cannot rise much above the level of the supervisor, and its progress may\nmeasured by the character, energy, skill, and personal attainments which he\nand the zeal with which the teachers co-operate with him. The head and\nheart and soul of the supervisor must be great enough to check when necessary, to direct\nbe\n\nfairly\n\npossesses,\n\ndefinitely, to encourage on every possible occasion, to stimulate\nand in all things to prove himself worthy of being a leader.\n\nto\n\nthe highest ideals,\n\nTHE INFLUENCE OF THE CITY NORMAL SCHOOL OR TRAININGSCHOOL\nELLA FL.\\GG YOUNG, PRINCIP.\\L OF CHICAGO NORXL\\L SCHOOL, CHICAGO,\n\nILL.\n\nThe problem, stated definitely in its bearing on the di%-ision of the forces mentioned\nin the topic, is sometlung hke this: The city normal school should be a recognized power\nin the system of which it is a part; and if it does not command the respect and co-operation\nof the high-school faculties,\n\nand of\n\nall\n\nthe elementary-school principals\n\nand teachers,\n\nwhy ?\nGraduation from a city normal school; service at the head of a practice school,\nand in the academic department of a normal school and membership in a state board of\neducation whose interest hes primarily in the state normal university, make it possible\nfor me to discu.ss the weakness of the normal school without creating the suspicion of hostility to that school which, notwithstanding its weakness, represents the best efforts making\n;\n\nSome day the high school will be included\n\nfor the advancement of the elcmcntarj- schools.\nin those to\n\nbe aided by the normal school.\n\nThe function of the normal school, whether exercised within the limits of a state\nor of a city, would be generalized in the same terms: It is to maintian a high standard\nof life in the school system.\nthe entire school system,\n\nThe normal school fails of its purpose if it does not nourish\n\nmaking the reality of life more definitive and the charm more\n\ngenuine.\n\nThere are two groups of persons whom the normal school aims to influence direi tly:\nand those engaged in teaching.\n\nthose preparing to teach,\n\nDifference in the extent of territory of whii h the training-schw)! or coIKge\n\nis\n\nthe\n\ncenter does not affect the generalization of the fun( tion of a state or a city normal school.\nIn questions of detail, however, there are modifications, arising because of the close proximity\n\nof the schools with which the city normal\n\napparent in the state s< hool.\n\nis\n\nidentified;\n\nmodifications that arc not\n\nThe rapid increa.se in the memlx-rship of the lowest primar)'-\n\ngrades, especially in the crowded districts peopled with immigrants from the continent\nof Europe,\nr|ui(kly\n\nmade it evident to city sup<-rintendents at an early date that cheap service\n\nprepared was eminc ntly\n\nd( sirable.\n\nBecause of the emphasis thrown on the\n\nheap iaU>r, the ity normal s< h<K>l wjus founded on that practice whit h,\nunder the peculiar title of \"segngalion,\" h.us Ixin exploited in the Mis-sissijjpi Valley\ndesirability of\n\nin\n\n<\n\n<\n\nvery ncml lime, as new and exjjcrimental.\n\n"}
{"page": 134, "printed_page": null, "text": "—\nNATIONAL EDUCATIONAL ASSOCIATION\n\n122\n\n[Louisville\n\nYoung women, and young women only, were admitted to classes preparing to teach\nin city schools.\n\nAs a result of this plan, the city normal schools have always been given\n\nover to young women students,\n\nwho are valued very largely as prospective teachers in\n\nof schools and principals\nthe most poorly paid part of the service, altho superintendents\nYet such is the condition, and\nof normal schools are loath to state the matter so baldly.\n\nbecause of it the quahty of the work has been materially lowered.\nTo plan a course of study that shall ostensibly fit students to instruct in any grade\nof the elementary school,\n\nand then to administer it with the consciousness that an over-\n\nwhelming majority of the class will be fitted to teach in the first two or three grades only,\nmust influence the genuineness of the instruction. In course of time some of the graduates arc transferred to the higher grades; but so insincere has been their preparation for\nadvanced teaching that they influence almost not at all the scholarship or method of\nthe upper grades by means of the theory and practice of the normal school.\n\nThey repro-\n\nduce very largely the methods and point of view of the teachers who taught them when\nthey were pupils in the upper grades of the elementary school, and so it comes about\nthat the normal school is not felt to any appreciable extent thruout the entire city school\n\nsystem.\nEfforts made in recent years to\n\ndraw young men into the city normal school have\nOf course, the same conditions, commercial\n\nnot had a marked effect on the situation.\n\nand professional, have been operative thruout the country, have been effective in the\nbut the taint of \"segregation\" is on the city training-school for teachers.\n\nlarge cities;\n\nThe standard of admission has been raised thru the efforts of progressive superinThis has not affected the personnel of the student body, altho it has increased\n\ntendents.\n\nthe average scholarship.\n\nMuch of the woik attempted in the upper grammar and high-\n\nschool grades bears evidence of haste\n\nevidence with the assertion that\n\nits\n\nand\n\nsuperficiality.\n\nThe high school meets the\nThis\n\nbest graduates rarely enter a normal school.\n\nThe high-school student carries too many subjects.\nEvery city normal school has manv students who are endowed with fine minds and\nhave strong characters. The difficulty there is in the failure of the school to develop\ntalents.\nThe old, narrow plan is still in force for students who are not fitting to take a\nspeciahst's diploma.\nThose who are intending to enter the grade- or class-rooms as\nis\n\na foolish subterfuge.\n-\n\nteachers are not given opportunity to develop their powers as in colleges and polytechnic\nschools.\n\nThe all-around fallacy still has sway in one school beyond the high school\nThe lack of initiative in original work is generally admitted to be\n\nthe normal school.\n\na weakness common to city normal-school graduates.\nthe student\n\nWhy not develop the strength of\n\nbody?\n\nIn turning to the second group, we find that the state training-school for teachers\nhas always had a large clientele of experienced teachers, who take vacations from teaching in order that they may return to complete a course of study begun years before.\n\nThis\n\nexplains the early appreciation of the whole situation by the state school, before the city\n\nschool realized that it should stand in direct relation to teachers in active service.\n\nToday,\n\nhowever, the conception of a city normal school is not limited to an activity that influences\nthe school system thru the young teachers only;\nlife\n\nit is\n\nexpanded to a form and quah'ty of\n\nthat pervade the whole teaching corps, energizing the system thru its many members.\n\nBut the members forming the group of experienced teachers do not present the\nsame conditions to the faculty which desires to influence them. There are those who\neariy in their professional career abandoned all efforts in Hues of\nthis\n\nadvanced study. Often\nwas the result of assignment to a school not enveloped in an atmosphere of invigor-\n\nating work;\n\nto a school\n\nwhose principal was not a leader.\n\nBut, in the large\n\ncities,\n\nthe\n\nnumber lost to all interest in higher pursuits is less than the number endeavoring to keep\nup some line of advancement. It is a revelation to many a stay-at-home bookworm\nto\n\nhear the descriptions of travel, the discus.sions of art or music, the accounts of club\n\n"}
{"page": 135, "printed_page": null, "text": "Superintendence]\n\nCITY SUFERIXTEN DENTS OF LARGER CITIES\n\nwork, entertainingly given by city teachers.\n\nIt goes\n\n123\n\nwithout saying that the hirge cities,\n\nhuman beings, develop an elasticity of mind\nand a poise of judgment in teachers that make discriminating and appreciative workers\nwith their\n\nseething thousands of\n\nrestless,\n\nof a large part of the second group\n\nwhich the faculty of the city normal school aims to\n\ninfluence directly.\n\nThe means of approach to this ser\\-icc are thru instruction in the principles, history,\nand practice of education; thru instruction in advanced academic subjects; thru laboratory work in the method of the arts and the sciences. This instruction and work,\nto be valuable, must keep active in the consciousness of the students and the teaching\nbody, not only those knowledges which are the conservators of the best which the race\nhas done, but also those forces which purposely develop the originality of the individual.\nIt is a dehcate task to discuss the method of instruction in the normal school.\nWith a\nfew conspicuous exceptions, instruction in the various topics under education might\nbe described as philosophizing in the shallows.\n\nAs a rule, educational psjxhology and\n\nthe philo'iophy of education are presented before the students have a basis in psychology\n\nand philosophy from which to develop the applications; before they have even a little\ne.^pericnce in that sort of thinking.\n\nEducational psycholog)', which is the application of psychology to teaching, is taught\nbefore the students have acquired the\nhistory of education\n\nis\n\npower to analyze their own consciousness.\n\nThe\n\ndiscussed from a philosophical standpoint before the students\n\nA few words and phrases\nnames of Plato, Aristotle, Kant, and Hegel, and used as satis-\n\nhave a bo\\\\-ing acquaintance with a single system of philosophy.\nare associated with the\n\nThe application of psychologic terms before\n\nfying substitutes for great theories of life.\n\nthe principles for which they stand have been thought out, and the phrasing of philo-\n\nsophic truths before the generalizations which they represent have been grasped, give a\nfictitious\n\ncommand of a technical vocabulary, develop a language technique, which miswho acquires facility in juggling with the strange tcmiinolog}'.\n\nleads the student,\n\nThe result of this method is apparent.\n\nOn every hand complaint is made that normal-\n\nschool graduates are too vague and indefinite in their educational comprehension of problems\nin a strange environment; that they do not get close to the actual conditions in the problems\n\nof the schoolroom,\n\nand in those arising out of the social relations of the childr .n.\n\nExperienced teachers often discover in this kind of teaching a new way on the part of\nthe instructor of stating a merely personal opinion that differs from their own.\nObservers\nsometimes say that they can see no difference between the methods of teachers who have\n\nwho have not. Both the discovery and the observation\nmay be due to the inability of the listeners and the observers to understand all that is\nbefore them; or contrariwise, they may be correct.\n\nstudied psychology and those\n\nThere is a study of psychology that develops power in observing and interpnling\nTlure\n\nmental activity, but it does not begin with the enunciation of the applications.\nare truths about\n\nlife\n\nthat are intelligible to\n\nall\n\nstudents and teachers, but they should\n\nnot be conveyed in the peculiar terminology of an unfamiliar school of philosophy.\n\nsuch conditions their meaning is hidden.\n\nIt is\n\nUnder\n\nnot only permissible that they be incor-\n\nporated in the talks and lectures on education and life;\n\nit\n\nis\n\nobligatory upon the teacher\n\nof the theory of education to bring great truths into the petlagogic consciousness;\n\nthey should\n\nIje\n\nbut\n\nclothed in choice Ivnglish undefiled.\n\nBecaase of the limited range of subject-matter presented\nteach, the instruction in academic suljjccts\n\nis\n\nto students\n\npreparing to\n\ndevoted to gentle assumptions as to the\n\nmanner in which the pedagogical child would approach a given bit of subject-matter.\n\nToo few have an understanding of scientific method in teaching.\n\nEvery graduate of\n\na normal school should acquire the jxjwer to feel the method of mind in the subji-ct studied;\n\nshould recognize her own mental activity\n\nin getting at the secret of the\n\nsubject-matter\n\nwhich cmlx>die3 the exi>crience of the race and is intirj)nted by her own ex|KTiencj-.\n\n"}
{"page": 136, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n124\n\n[Louisville\n\ndecide how to teach\n\nthat\n\nAttempts to do the interpreting for children not present, and to\nfaithful\nwhose method is a mystery to the class, wearies the best minds, dulls the\n\nwho do not know that they don't know, and graduates many an incompetent one into\nThe idea that a teacher learns in a different way from that in which\nthe teaching corps.\nhuman beings\nother people learn is pernicious. The teacher acquires knowledge as other\nacquire it;\n\nand then goes on to organize the material so that he may set a problem, or\n\nmake plain the conditions of a problem, for the pupils.\nThe deepest convictions of the normal school should be a belief in the subtlety and\nand a belief in development thru the achievement of the indi\nincarnate in its workings, the city normal school will\nconvictions\nthese\nWith\nvidual.\ncommand the respect and co-operation of the elementary and the high school. Thru\nBy means\nits young graduates it will give added vigor and fulness of life to the system.\neffectiveness of thought,\n\nof its work in classes of experienced teachers it will break up the tendency to ossification\n\nin the system.\n\nEverywhere the evolution of the pubHc school system as an organic part of the life\nThe city normal school should\n\nof the city has been singularly uneven and inadequate.\n\nfunction more positively in supplying the system with the means of life, not the means\nof repetition merely;\n\nshould anticipate a progress that proceeds spontaneously and\n\nit\n\nconstructively toward an end which is within the activity of the school itself.\n\nROUND TABLE OF SUPERINTENDENTS OF SMALLER\n\nB.\n\nCITIES\n\nTOPIC— THE LOCAL TRAINING-SCHOOL AS AN AGENCY\nFOR THE PREPARATION OF TEACHERS\nWILBUR\n\nF.\n\nGORDY, SUPERINTENDENT OF SCHOOLS, SPRINGFIELD\n\nIn discussing this subject it is well to bear in mind that the point of view will greatly\n\ndepend upon the conditions under which the superintendent finds that he must work.\nIn Springfield, for instance, it is easy to reach many towns and cities in a densely populated state like Massachusetts.\nBut in other places, where the population is not so dense,\nof course the difficulties of securing teachers are much greater.\n\nThere are manifest advantages in having a local training-school as an agency for the\nSuch a school oS^ers an opportunity for specific training in\nresponse to local needs and ideals, it insures a plentiful supply of teachers to meet every\npreparation of teachers.\n\nemergency, and in some cities and under existing conditions it enables the school authoi\nities to\n\nmaintain a higher standard of teaching efficiency.\n\nBut there are disadvantages. In the first place, small cities are not likely to spend\nenough money upon a local training-school to give the broad, thoro training which the\npresent complex educational situation demands.\nThe taxpayers are not willing to\nvote a sufficient sum of money to train teachers in a broad way.\nState normal schools\ncan get large enough appropriations to do the work as broadly as the importance of the\ntraining demands, and state institutions will, therefore, better serve the interests of the\nteaching profession than the local training-school is hkcly to do. Never before have the\n\nschools so greatly needed teachers of accurate scholarship, pedagogical insight, and\nteaching skill. We often speak of an enriched and broadened course of study, but it is\nwell to keep constantly before us the important fact that there arc in reality two courses\n\none of these is that outlined and existing on paper, and the other is the one\nwhich is actually carried out in the everyday work of the schools. After all, the course of\nof study;\n\nstudy\n\nwill\n\nbe no broader than the teacher's power of interpretation.\n\nIf the\n\nteacher is\n\n"}
{"page": 137, "printed_page": null, "text": "SUPERIXTEXDENTS OF SMALLER CITIES\n\nSuperintendence]\n\nnarrow, the course of study wnll be narrow in its operation, no matter how broad\n\n125\nit\n\nmav\n\nbe as outlined by pedagogical experts.\n\nThere is not so much lack of ingenuity in the\nuse of devices and methods as in the ability on the part of the teacher to select those pedagogical facts that best illustrate the vital forces and truths which should be taught.\nIt\n\nhas often been said, but it needs to be repeated, that quality rather than quantity\n\nshould be the key-word in the schoolroom.\n\nOne reason why the curriculum is so over\n\ncrowded is because, thru a lack of perspective, the selective principle is not properly\napplied.\n\nTherefore\n\nwe need a larger number of well-equipped normal schools under\n\nthe control of the state.\n\nBut not only will the state normal school be likely to do a broader work than the\nlocal training-school, it will also be much freer from the baneful influence of local politics.\n\nMany a local training-school is an open door to inefficiency, and furnishes the petty politician an opportunity for putting into practice his pet theory of doing the thing that bene-\n\nthe community.\n^Vhat he really does is to benefit a class at the expense of the entire\ncommunity. The interest of the community is served by getting the most efficient teachers\nfits\n\npossible,\n\nselecting\n\nwherever they may be secured, and the politician would benefit the class by\nfrom that class people to do the work of the schools, whether they do it effi-\n\nciently or inefficiently.\nis likely to\n\nIf there is\n\na local training-school, the pressure of local politics\n\nbe so strong that a very large percentage of local people who wish to teach\n\nwill be admitted to the school, and will be allowed to remain until they graduate, and\nthen secure positions, irrespective of their ability to do the highest grade of work. This\nafi'airs is true in many cities in various parts of the United States today.\nThe local training-school is easily accessible to the people who are not by nature fitted to\nbecome teachers, and who would not go to the expense and trouble of attending a normal\n\ncondition of\n\nMany such people had better go into other occupaand are likely to go into other occupations if a local training-school is not near at\n\nschool that is not within easy reach.\ntions,\n\nThe result is that the selections are made without any reference whatever to the\nThe selection is made on the basis of favoring\nthose people who desire to get something to do; therefore a small class in the community\nhand.\n\nability of the teacher to do the work.\n\ngets the advantage, while the community at large suffers.\n\nHigher professional standards\n\nmust be insisted upon before the American people can get the best returns for the money\nthey are investing in education.\nWe need scholarship and professional training;\nmost of all, we need virihty and vitality of a high order behind the teacher's desk.\n\nbut,\n\nLet\n\nus as professional educators make a courageous stand for these things, and we shall find\npublic sentiment rallying to our support.\n\nDISCUSSION\nSuperintendent J. M. Greenwood, of Kansas City, Mo., said that he had not\nrecommended training-schools and did not have for them the highest admiration. He\nentered upon a very critical analysis of the qualifications of good teachers.\nSuperintendent J. N. Study, of Fort Wayne, In<l., briefly discus.sed the question.\n\nHe founfl it necessary to have a training-.school, as the supjjly of nomial-sthool graduates\nwas not sufficient to meet the demand.\n\nSuperintendent A. H. Bi.odcktt, of Syrac use, N. Y., had a local training sdiool\nin successful ojKration, for nonnal-.st IuxjI\n\ngraduates are not in as dosi- tiiU( h with hxal\n\nneeds and local methods as the home-trained teacher.\n\nR E. IJenkeld, of Duluth, Minn., in di.sfussing the IruiningDuluth had lx*en forced to alx)li.sh its training-schcK)! Ix-cnusi- teachers\n\n.Superi.vtendent\nschool, said that\n\ntrained in the\nstate\n\nnormal\n\nlo< al\n\n.\n\ntraining-sthcxjl\n\nscho<jls.\n\nhad not Ix-en able to (<)in|Mtc with graduat<-s of the\n\n"}
{"page": 138, "printed_page": null, "text": "J\n\nNATIONAL EDUCATIONAL ASSOCIATION\n\n26\n\n[Louisville\n\nSuperintendent A. K. Whitcomb, of Lowell, Mass., spoke for a training-school\nof a different kind.\n\nHe advocated a training-school for normal graduates without expe-\n\nrience, thus enabling them to become\n\nacquainted with local needs and conditions.\n\nexperience\nAssist.-vnt CoMiussiONER A. S. Downing, of Albany, N. Y., said that\n\nhas proven the desirability of training-schools in small cities. He said that\nagainst local training-schools could be met by keeping poor material out of them.\nall\n\nobjections\n\nSxn'ERiNTENDENT Martin G. BENEDICT, of Utica, N. Y., Said that he had suspended his local training-school for the following reasons:\n1.\n\nA small city in New York cannot duphcate the opportunities which the state\n\nin its various normal schools, without quite unnecessary expense.\nThose who have grown up thru the public schools of a small city \"greatly need the\nbroadening influences of surroundings entirely different from those of their own city,\n\nis ofifering\n\n2.\n\ndown for teaching at home in life-positions.\nIn order that the teaching staff may be kept at as high a standard of efficiency\nas possible, it is desirable that there should be quite a variety in the training which new\nIt is impossible to secure an adequate variety of this sort where a large\nteachers receive.\nnumber of' the teachers come from a home training-school in a small city.\n4. Many unpleasant experiences in the way of solicitation on the part of parents,\nfriends, and interested politicians are avoided when a state institution at a distance is\nresponsible for the training rather than the local authorities.\n5. A training-school is objectionable when, either thru board regulations or thru\npressure of outside influences in the community, the good, bad, and indifferent are given\nIn such cases a local trainingplaces, the only hmit being the number of vacancies.\nschool becomes a menace to the pupil and an effective agency for preventing the schools\nfrom rising above the dead level of mediocrity.\n6. A training-school Umits the selection of teachers to a few, and does not permit\nbefore they settle\n3.\n\nthe taking of the best from many.\n7. A training-school greatly increases the problem of school administration, and is\nliable to decrease the effective service of the superintendent and school authorities.\n8. Under the policy of a training-school, as found in some cities, free education is\nfurnished for others than its own citizens, and gives them positions in preference to those\nof their own city who by their determination and ability have extended their preparation and increased their mental capacity by attending a state normal school.\na demand\n9. In most cities there is an imperative demand for additional supervision\nwhich should take precedence to the establishment of a training-school, as such supervision will bring greater return to the children of the city.\n\n—\n\nTHE BEST MEANS AND METHODS OF IMPROVING TEACHERS\nALREADY IN THE SERVICE\nWILLIAM MCKENDREE VANCE, SUPERINTENDENT OF PUBLIC SCHOOLS, MIAMISBURG, OHIO\nIt is probably safe to say that most teachers are made, not born; else most of us\nwould have to be born again; and regeneration for some people is an impossible thing,\nas Mrs. Poyser, in Adam Bede, realized when she said it was a pity that Mr. Craig, the\n\ngardener, \"could-na be hatched o'er again, and hatched different.\"\nis not an extinct species,\n\nsent;\n\nThe born teacher\nand happy is he whose commission is heaven-attested and heaven-\n\nbut the born teacher is so rare that, while he is not yet classed with the dodo and\n\nthe apteryx, he\n\nis as seldom seen as those other rarae aves— the born orator, the born\nmusician, and the lx)rn painter. Whatever debt of gratitude and admiration we may owe\n\nthose souls that Ijurn with\n\nPromethean fire, the fact remains that the world's work is\nnot now being done by geniuses, but it is being done by ordinary people who have devoted\na fair degree of intelligence and a high degree of conscience, and such humbler virtues\nas courage and persistence, to rendering themselves efficient.\nIndeed, the born teacher\nwho does not exhibit in his work the evidence of complete mastery of the technique\nof his art will hardly succeed in getting it to be known that\n\nhe ever was born. And the\nmasterv of technique, whether of the piano or of preaching, of pugilism or of teaching,\n\n"}
{"page": 139, "printed_page": null, "text": "Superintendence]\n\nis\n\nSUPERIXTENDENTS OF SMALLER CITIES\n\n12^\n\nnot a matter of long hair, nor of voice, nor of muscle, nor of memory, nor even of so-\n\ncalled aptitude, nor of any other accident of heredity;\n\ntho a platitude, needs an occasional restatement\n\n—\n\nit is\n\nbut it is a matter\n\n—and the truth,\n\na matter of practice.\n\nThe mastery\n\nof the working details of any art can be gained only in this way.\n\nThe statement of the topic implies two things: first, that many of our teachers are\na more or less inefiicient lot;\nset of reactions\n\ndue\n\nand, second, that their improvement is conditioned on a\n\nto external stimuli.\n\nIn this discussion\n\nshall take for\n\nI\n\ngranted that the teacher already in service was\n\npossessed at the beginning of her career of average capacity and attainments.\n\nOf course,\n\nthe teacher who has passed the period of probation without exhibiting promise, who has\n\nshown that she is possessed of a positive genius for missing the point, is impossible, and\nought to be cut off without benefit of clergy.\n\nTo be sure, her official translation should be\n\ndone with a due regard for the dictates of humanity, and the executive intrusted with\nthis sad duty may well\nI think he usually docs\npay to the memory of her well-intentioned but misapplied efforts the tribute of a sigh, if not a tear. This discussion is not\n\n—\n\n—\n\nBut it is for her who is capable of good work, against whom is brought the\n\nfor her.\n\nindictment of unrealized or lessened efficiency.\n\nUpon the superintendent more than upon any other agency depends the improvement of teachers after they have become members of his corps. And to this work he\n\nmay well devote his supreme powers;\n\nfor,\n\nnext to the selection of teachers in the\n\nfirst\n\nplace, no function of his office is of higher concern than the training of his corps to higher\nefficiency.\n\nOn these two things, the selection and the training of teachers, hang all\n\nthe law (and the prophets) of school progress.\nare no good teachers,\n\nThere are no good schools where there\n\nand the presence of even one or two poor teachers in a building\n\ngreatly reduces the quality of the school's educational output.\n\nIn a small city the superintendent finds it feasible to meet his teachers with such\nfrequency, and to know them so well, that he may become a real minister, pedagogically\n\nspeaking, to their spiritual needs.\n\nThe first condition of helpfulness to his corps is the\n\nestablishing of cordial relations on the basis of mutual respect and appreciation.\n\nWhen a\n\nsuperintendent loses the regard of his teachers for any cause whatsoever, just or unjust,\ntho he be an educational expert of the first rank, he loses likewise the opportunity and\n\npower to help them.\nIn order that he may have this power, he must needs be a man\nand generous scholarship, of clear insight and wide vision, of technical proficiency in the teaching art, of abounding but well-tempered enthusiasm, of genuine sympathy, of transparent honesty, of a certain degree of personal magnetism, of a cuUure\nof broad\n\nwhich \"is to mere knowledge what manners are to a gentleman,\" and of a character\nlike that of the Chevalier Bayard.\nHis teachers' meetings will be frequent and of many kinds. .Sometimes the meeting will be a table-round, where each shall take his part and none shall lx> heart-sore\nbecause of precedency;\nlanre;\n\nsometimes it will be the lists, where he who will may shiver a\n\nsometimes, a forum for the full and formal di.scussion of educational creeds and\n\ndoctrines; sometimes, a field of tactical review and maneuver; at other times, and oftenest,\nprin( ijials and teachers,\nit will \\h: the olive grove of Academus where all, superintendent and\n\ngo to school together.\n\nHowever, this ought not to be the place, in spite of my figun-, where things academic\n\nNot infrequently superintendents, either from a sprit of mistaken altruism,\nor hecau.sc they are unable to rondurt a Iwtter kind of teachers' meeting, form clas.srs\nfor the review of common brant hes to enable th<ir teai hers to pa.ss forthcoming examiare learned.\n\nnations, or to win certificates of a higher grade.\n\nthe superintendent's office,\n\nit\n\nis,\n\nin\n\nIf this Ik- not\n\nan actual ixRcrsion of\n\nmy judgment, a work of supererogation.\n\nThe same objection, however, cannot be urged\n\nagainst his conducting classes of\n\nteachers in prr)fe.ssional study, psychology, pedagogy, and history of education.\n\nIndeed,\n\n"}
{"page": 140, "printed_page": null, "text": "\"\n\nJ\n\nNATIONAL EDUCATIONAL ASSOCIATION\n\n28\n\n[Louisville\n\nhis command, not only for the\nsuch classes are, \\vithout doubt, one of the best means at\nalso for training\nmental enrichment of his teachers in educational theory and history, but\nlack the scientific\ncorps\nwho\nevery\nin\nare\nthere\nteachers\nCertain\nthinking.\nin sound\n\nThis spirit signifies the capacity for investigation, the love of truth for its own\nits immediate adoption\nsake, its acceptance with joy and thanksgiving when found, and\n\nspirit.\n\nas a rule of action.\n\nNow, a teacher of this sort is usually willing enough to accept truth when\n\nsuperintendent, who,\nshe sees it, but usually it must be labeled and countersigned by her\nit in the columns\nin her estimation perchance, is its very apotheosis; or, she must find\ninstitute; or,\nannual\nthe\nsubscribed\nat\nshe\nwhich\nfor\ninstructor\ndevice\nmonthly\nthe\nof\npossibly, she\n\nmay stumble across it in a book.\n\nShe has also been ready, even eager, to\n\nadopt what she conceives to be truth as a rule of action, and her efforts to present it unalloyed and unabridged to her pupils in the shuttle-like rush of the daily program frequently\nresults\n\nin pedagogical\n\nstrabismus.\n\nHer sense\n\nof values is imperfect;\n\nperspective\n\nis\n\nwanting; her whole picture of educational work lacks depth. The training class affords\nopportunity to the superintendent to pursue with his teachers lines of investigation which\ndevelop in them the power of constructive thinking. He may develop in them an\nunwillingness to accept the dicta of their calling from superintendent, or principal, or\nwill\n\ncritic-teacher, in\n\nany merely docile, unreasoning, or unreflective way;\n\nand this he can\n\ndo without risk to the loyalty of his corps to their supervisors, for the last thing that any\nTo\ntruth-loving superintendent wants is allegiance based on a czar-like domination.\nus who are engaged in elementary and secondary education the word of all words should\nbe the same word that is the open sesame of the higher education, and that word is \" truth.\n\nLux et Veritas is the motto of Yale. On one of the Har\"Open ye the gates that\nthe righteous nation which keepeth the truth may enter in;\" and no better text can be\nVeritas is the motto of Harvard;\n\nvard gates is inscribed the command from the song of Isaiah:\n\ntaken by superintendent and teachers, as they study educational problems together,\nthan,\n\n\"Ye shall know the truth, and the truth shall make you free.\"\n\nIn this connection due acknowledgment should be made of the great value of the\nstate teachers' reading-circles in the preparation\n\nand improvement of teachers.\n\nAltho\n\nthese courses offer at times pretty strong meat for the babes in our calling, and, at other\ntimes, only a grucl-like decoction for those who have cut a full set of eye-teeth and molars;\n\nand, altho the suspicion is not wanting that occasionally certain books have gotten on\nthe list in queer fashion; yet the movement as a whole has resulted in conspicuous benefit\n\nteachers generally.\nIt is worthy of confidence and acceptation.\nSuperintendents\ncommonly welcome it, wholly or in part, as a ready and valuable adjunct of teacher-\n\nto\n\ntraining.\n\nUsually the superintendent's best work\n\na single grade only are present;\n\nor,\n\nis\n\ndone in meetings where the teachers of\n\nat most, the teachers of three consecutive grades,\n\nwhen the special object is to have the teachers of one grade come into a fuller appreciation of the setting and sequence of their own work as related to the work of the grade\nabove and the grade below. The grade meeting will be in the nature of a conference,\n\nmarked by free interchange of thought, by recital of experience, and by courteous suggestion of better plans and methods.\nHere the superintendent correlates educational doctrine\n\nwith educational practice.\n\nlogical plan of\ntally\n\ndifferent,\n\nHere he grants the largest liberty consistent with a\nwork; and thus, from a considerable number of teachers, temperamenand hence differing in plans and methods, he secures, not over-exact,\n\nbut essential uniformity.\n\naged\n\nto\n\nHere the course of study is discussed, and teachers are encour-\n\nmake their contributions thereto;\n\nfor a course of study is a composite thing,\nwhich should be built up according to the principle of eclecticism from the best things\n\nwhich superintendent and principals and teachers alike\n\nmay have to offer.\n\nA course\n\nof study thus constructed is a human document which may be inscribed with the utterance\nof Ulysses, as put in Tennyson's verse: \"I am a part of all that I have met.\"\n\nThe teacher\n\n"}
{"page": 141, "printed_page": null, "text": "Superintendence]\n\nSUPERINTENDEXTS OF SMALLER CITIES\n\n129\n\nwho feels a kinship to this human document, because of her own contribution to its existown efforts to interpret\n\nence, will experience a man'elously vitalizing influence in her\nit\n\ninto the\n\nlife\n\nof the schoolroom.\n\nThe superintendent may be of verj- great aid to his teachers by class visitation and\ninspection.\nThe negative of this proposition is also true. It is largely a matter of manner.\n\nIt\n\nhas been said that an experienced observer could tell in Parliament which way\n\nthe ministerial\n\nwind blew by noticing how Sir Robert Peel threw open the collar of his\n\nA teacher need not be very old or very experienced to tell which way the executive wind is blo\\\\-ing when the superintendent visits her school.\nWoe betide her if it\n\ncoat.\n\nblows strongly and continuously from the east!\nIn a small city the superintendent is able to observe class-room work so frequently\nas to gather an intimate knowledge of the scholarship and working power of his teachers;\n\nhere he notes those personal traits and habits which are the unerring indices of char-\n\nhe discovers in the management of the school the presence or absence of right\nand of correct educational philosophy; he makes a mental record of economic\nand of wasteful methods. And, in conference with the teacher afterward, with patience\nand tactfulness he endeavors to correct whatever of faulty manner or method he may\nhave obser\\'ed. Of course, he never criticises her before the school; but the meed of\npraise which is her due he may once in a while very properly utter in the presence of\nher pupils.\nHis approval of good work is a powerful stimulus both to teacher and school.\nOften such a word of praise has created for the teacher a favorable sentiment when some\nantagonisms have arisen, and has enabled her to regain her lost hold. Often, by a judicious setting forth of her good qualities, he is able to turn from her the fire of adverse\ncriticism from a hostile patron.\nBut, whatever the nature of the superintendent's comment, if his praise be without fulsomeness and his criticism without carping, the teacher\nwill respond with cordiality and gratitude.\nThe private inter^^ew, the so-called heart-to-heart talk, usually is a means of helpfulness to the perplexed or unenlightened teacher.\nSometimes it isn't. Sometimes\nshe is past help; sometimes she is helplessly inept; and sometimes the superintendent\nis incapable of giving the help needed.\nBut where normal conditions of stimulus and\nreaction exist, the applicant for counsel and guidance ordinarily leaves the office with\nclearer vision, stronger purpose, renewed courage, and increased devotion.\nHere the\nsuperintendent, oftener than anywhere else, reveals himself to his teachers as guitle,\nf)hilosopher, and friend.\nOnce in a while there is a bit of pedagogical surgery to <io.\nacter;\n\nideals\n\nThe wise superintendent renders all the conditions beforehand as aseptic as possible,\nand then performs the operation with neatness and dispatch. Despite careful treatment\nafterward, the unofficial records show that the fatalities are somewhat in e.xcess of the\nsurvivals.\n\nThere are other ways in which the superintendent may help his teachers to a largii\nand more effective experience. Illustrative teaching is one done either by himsi-lf, or\n\n—\n\nby some skillful teacher before her associates of the same grade.\nis\n\nanother.\n\nThe visiting of sc1uk)Is\n\nOccasionally the principal of the building may take her room for an hour,\n\nOnce\n\nand allow her to slip into a room pnsided over by one of real teaching |M}Wer.\n\nor twice a year, perhaps oftener in special instances, the superintendent ought to give\nher and her as.sociates the op[K)rtunity to\nthis\n\nshould\n\nIx:\n\ndone without loss of pay.\n\nvisit\n\nand\n\nhigh-grade .schools in other cities;\n\nIn Ohio\n\nit\n\nis\n\nno infrequent occurrence for n\n\nsuperintendent to take his entire corps to Chicago for a two or three days'\n\nvisit to\n\nthe\n\nWithin recent years the Central Ohio Teachers' As-sociation,\nhaving a memlxrship of almost three thousand, has held three annual meeting.s outside\nbest schools of that city.\n\nof\n\nits\n\nown lx)un«laries for the expre.s,s purfMJ.se of enabling the teai hers of central\n\nland.\n\n(\n\n)liio,\n\nand file, to visit the schools of Cini innati, Indiana]H)Iis, and ClcveThe experience is heartening. Teachers gain new ideals by .seeing tjiem applied.\n\nparticularly ihr rank\n\n"}
{"page": 142, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\nI30\n\n[LouisviUe\n\nThey come home after such a pilgrimage with something of the exaltation of a returned\nThey may be slightly poorer in purse, but they are immeas-\n\nworshiper from a shrine.\n\nurably richer in the things of the spirit.\n\nThe community also has its part in increasing the efficiency of its teachers. The\nmethods which it may employ are, chiefly, two: First, the community may stand positively and aggressively for the highest ideals of education, and it may demand that those\nideals be worked out in a highly effective way.\n\nIt will insist upon competency in the teach-\n\ning force, and, to this end, it will intrust to the educational expert at the head of the sys-\n\nTeachers must grow;\nneeded powers of appointment and removal.\nThis is a fine example of the argumentum ad hominem.\n\ntem\n\nall\n\n\\vill\n\nnot be tolerated.\n\nelse\n\nthey\n\nSecond,\n\nthe community should put a higher premium upon the life and service of the true teacher\n\n—the generous award of profound appreciation. Teaching needs more of abounding\nBut enthusiasm and joy are not engendered\nby the fear of dismissal, the apprehension of poverty, nor the consciousness of social\n\nenthusiasm and more of the joy of living.\n\nThe marvel is that so much of sweetness and light are found in our schools\nand that so many teachers keep sunny-tempered all their lives.\nOf course, the measure of a teacher's service cannot be made in dollars and cents;\n\ninferiority.\n\nat forty dollars a month,\n\nTeaching is indeed \"the poorest\nand it is the nobleness of our calhng that dignifies\nthe contumely, the drudgery, and the sacrifice, and draws to it many of the finest natures\nthat dwell below the skies.\nBut it is also true that, if the wage were less meager, the\ntenure more certain, and the social position of greater prestige, the new dignity, and\nthe new joy, and the new opportunities which would be experienced by every teacher,\nwould be speedily transmuted into superior service. The policy of the community toward\nit\n\ntranscends ordinary considerations of recompense.\n\nof vocations, but the noblest of arts;\"\n\nteachers ought to be one of such hberality as to encourage\n\nthem to improve themThere is no class of workers who can turn to such good account\nthe results of travel and good books, and lectures, and concerts, as does the teacher;\nbecause everything which she assimilates in this way she transmits to her pupils. A\ngenerous policy would also save her from the nervous strain due to overcrowded rooms,\nand from the brain-fag of countless reports and papers.\nits\n\nselves in a broad way.\n\nBut, after all is said and done, the final agency to be brought to bear on the teacher's\n\nimprovement, is the teacher herself.\nto her\n\nThe superintendent has rendered his best service\nwhen he has helped her find herself. He may disclose to her sources of power,\n\nbut she must appropriate them; he may reveal to her the majesty of the child, but she\nmust bow to it; he may inspire her with a love of truth, but she must enter upon its quest.\n\nThen, after she has come into a consciousness of larger life and power, when teaching\nhas become an abiding joy, vastly different from the sputtering enthusiasm of earlier\nyears, she, with every other sincere worker in whatever field of\nhuman endeavor, may\nfind in\n\nHenry Van Dyke's lines a voice of yearning and content:\nLet me but do my work from day to day\nIn field or forest, at the desk or loom,\nIn roaring market-place or tranquil room;\nLet me but find it in my heart to say,\nWhen vagrant wishes beckon me astray:\n\"This is my work; my blessing, not my doom.\nOf all who live, I am the only one by whom\nThis work can best be done in the right way.\"\n\nThen shall I see it not too great, nor small,\n\nTo suit my spirit and to prove my powers;\n\nThen shall I cheerful greet the laboring hours,\nAnd cheerful turn, when the long shadows fall\nAt eventide, to play and love and rest,\nBecause I know for me my work is best.\n\n"}
{"page": 143, "printed_page": null, "text": "Superinlcndence]\n\nSUPERINTENDENTS OF SMALLER CITIES\n\n131\n\nDISCUSSION\n\n—\n\nStnPERiNTENDENT Edwin L. Holton, OF Holton, Kans. I desire to emphasize\na few points already made by Superintendent Vance, and perhaps add some personal\nexperience.\n\nThe superintendent should visit his teachers as often as possible.\n\nIn our smaller\nfrom four to six schools, it is possible to visit each teacher from two to five\ntimes a week. He should always leave a message of sunshine and encouragement. Do\n1.\n\ncities,\n\n^\\'ith\n\nnot be afraid to be on speaking terms with your teachers on entering their rooms.\n\nthem\n\nfeel that you are their helpful friend.\n\nMake\n\nIf you are troubled over some unsolved, per-\n\nplexing problem, and feel physically exhausted, better not visit schools.\n\nYou will do more\n\nharm than good.\n2.\n\nMake your teachers' meetings helpful and interesting, and adapted to your own\n\nlocal conditions.\n\nIf\n\nyour teachers feel that the teachers' meetings are an extra burden\n\nplaced upon them, you may be sure there is something wrong with the meetings or the\nsuperintendent.\n\nIf the teacher feels that the meetings are helpful, she will gladly attend.\n\nShould there be an exception to this, I should quietly remove the cause, if possible;\n\nif\n\nnot, the teacher.\n3.\n\nagree with what was said concerning teachers visiting other teachers\n\nI heartily\n\nin the same system of schools,\n\nand especially the entire corps, led by the superintendent,\nThe teachers always return with renewed enthusiasm and determination to do better work. We annually renew our supply of enthusiasm by visiting the schools of Kansas City and Topeka.\nBut we may do all that is possible to be done by personal supervision; we may have\nhelpful and interesting meetings; we may take the teachers to see expert teaching; we\nmay be quite efficient in oiling and running the machinery, and still fail to render our\ngreatest ser\\'ice to the teachers, and thru the teachers to the boys and girls for whom\nvisiting the best schools of other cities.\n\nthe school, with\n\nall its\n\nmachinery,\n\nexists.\n\nThe statement was made at the last N. E. A. meeting by Superintendent Greenwood,\nof Kansas City, that aboQt 80 per cent, of the teachers ceased to read systematically after\n\ndo not question\nbe true—and\n—the problem of finding the best means and methods for improving teachers already\n\nthey have once been thoroly installed as teachers.\nit\n\nin the service is an urgent one.\n\nhabits of reading,\n\nmust be solved.\n\nIf this\n\nI\n\n\"How can the teachers be induced to fall into studious\n\nand investigating educational problems?\" is the problem which\nBut for the superintendent of a system of schools which has from\n\nto sixty, or, as it sometimes happens, seventy, pupils in each room, this is not\nmost serious problem. His problem is how to get more teachers into the ser\\'ice,\nand how to su[)ply more schoolrooms. I speak of this because I know these conditions\ndo exist in many smaller and some larger cities and they are not all in Kansas, either.\nWe can expect teachers to make but little, if any, professional improvement under such\nfifty\n\nhis\n\n—\n\nconditions.\n\nTherefore, I would say, the first thing to do in order to improve teachers already in\nthe service is to give them a chance to grow.\n\neducational problems.\n\nIf\n\nthe teacher\n\nis\n\nGive them time to read and to investigate\n\noverloaded with n-gular school work\n\ntluriiig\n\nand burdened with examination papers and r(iK)rts during the evening, until\nher energy is all drained away, in the name of justice, what can we expect but that she\nwill \"cease to strive after higher ideals in s(lf-imi)rovement\" and move, \"with an accelerated velocity down an intellectual incline\"? Teachers are human, and their supply\nof reserve energy can Ix; exhausted.\nIf she spends six hours a day in teaching her one\nsection of thirty-six pupils, and one hour in preparing the work for the next day, she\nthe day,\n\nshould\n\nIx;\n\nable to leave her schfxjlroom not later than five o'clock, with\n\nall\n\nher .schtx)!\n\nHer (vcnings must Ix- kept .sacredly free from daily school\nwork, and the drudgery of Io<jking o%er examination pajxrs, an<l making endless, and\nwork completed for the day.\n\n"}
{"page": 144, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n1^2\n\nmany times needless, reports.\n\n[Louisville\n\nSave the teacher's energy for work which will bring\nEvery ounce of teacher's energy should bring\n\nlarger returns for the energy expended.\nits\n\npound of character, of life if you please, and not stacks of reports for the superintend-\n\nent's office.\n\nIn our\n\nit\n\nHolton we have a permanent organization of teachers called\nThe membership in this club is wholly voluntary, but at present\n\nhttle city of\n\nthe Teachers' Club.\n\ncontains loo per cent, of our teachers.\n\nWe read the best books on educational and\nFor this year our general subject\n\nrelated subjects, and investigate educational problems.\n\nAt this time we are reading and discussing Coe's Education in\nWe have for references Hall's Adolescence, James' Varieties\nReligion and Morals.\nof Religious Experiences, Starbuck's Psychology oj Religion, Coe's Spiritual Life, and\n\nis\n\nreligious education.\n\na few other such books.\n\nAlong with this work we are investigating the workings of the\n\njuvenile court.\n\nEarly in the year we decide upon the general subject for the year or part of the year\nand each member investigates for the best material in the way of books, magazine\narticles, papers, reports, etc., on the subject, and reports the results of his investigation\nto the club.\nFrom these reports the material is selected. It is our aim to read and discuss the latest and best books on the subject.\nWe find Commissioner Harris' reports\n\nan invaluable storehouse of material.\nI find\nis\n\nthat the teachers are deeply interested in the work;\n\nwholly voluntary.\n\nand, as I said before, it\n\nThe work of the organization is purposely not mentioned in the\n\nprinted rules and regulations of the board of education.\n\nmust be entirely elective.\n\nIt is\n\nIt is our opinion that the\n\nwork\n\nmy firm conviction that teachers will read and investi-\n\ngate, if they are given a chance, and if the superintendent or principal will take the initiI have unbounded faith in the teachers of this country.\nThey are willing to,\nand do, drain life 's energy, until it ceases to flow, for their boys and girls.\native.\n\nThe direct good resulting from such an organization cannot be estimated in commercial values,\n\nbut I am thoroly convinced that it is giving our teachers a broader view of\n\neducational problems and a deeper interest in the teaching profession, and therefore\nthey are better prepared to lead the boys and girls into the larger life all about them.\n\nTo .summarize:\n\nIn such an organization, I think, the following points are essential:\n\nGive the teachers time to read and investigate.\n2. The membership must be voluntary.\nNo success grade, tenure of office, or salary\nproposition should be used as a pedagogical whip to force the teachers into line.\n3. Only the best material should be used, and live questions discussed.\n1.\n\n4.\n\nThe superintendent or principal must take the initiative.\n\nWith conditions approaching what I have mentioned, the teachers will gladly take\nadvantage of the opportunities for broader culture.\n\nWhatever else may be said for or\n\nagainst this plan, I know it to be workable, because it is working.\n\nROUND TABLE OF STATE AND COUNTY SUPERINTENDENTS\nTEACHERS' SALARIES AND HOW AFFECTED BY THE OPERATION\nOF THE MINIMUM-SALARY LAW\nFASSETT A. COTTON, STATE SUPERINTENDENT OF PUBLIC INSTRUCTION, INDIANAPOLIS, IND.\nIt is\n\nconceded that the pay of teachers is not commensurate with the dignity of the\n\nprofession and the\n\nwork required. While the professional teacher chooses his calling\nand works in it from motives higher than those of material gain, it is true that in order\nto do his best work this teacher must have money and the things that money will buy.\nThere has been a slow and steady growth in salaries, but they are still very meager\n\n"}
{"page": 145, "printed_page": null, "text": "—— —\nSupcriniendence]\n\n—\n\n—\n\n—\n\nSTATE AND COUNTY SUPERINTENDENTS\n\n133\n\nOne of the first essentials for substantial progress is an intelligent\n\nand unsatisfactory.\n\nunderstanding of the actual conditions by the teachers themselves.\n\nHere arc a few statistics on salaries of teachers in Indiana for the years ending July\n31, 1904, and July 31, 1905:\n\nTotal paid teachers for the year ending\nJuly 31, 1904\nJuly 31,\n1905\n\n$6,832,321.70\n7.356,056.31\n523,734.61\n\nIncrease\nPay to teachers per day\n1004\n\nIn townships,\n\nmen\nwomen\n\n2.37\n3-45\n2.59\n4.52\n2.75\n\nIn towns, men\n\nIn\n\ncities,\n\n\"\n\n\"\n\nIt will\n\n1\n\nDiff.\n\n90s\n\nS2. 57 $2.75 $0.18\n\nwomen\nmen\nwomen\n\n2.53\n3-44\n2.53\n4.74\n2.89\n\n.16\nor\n.06\n•\n\n.22\n.14\n\nbe noted that men and women in the rural schools received an increase of\n\n18 and 16 cents per day, respectively;\n\nin towns, a decrease of\n\nand in cities, an increase of 22 and 14 cents per day,\n\ni\n\nand 6 cents respectively;\n\nrespectively.\nPer Year\n\nCommissioned high schools\n\n$806.50\n818.37\n11.87\n\nJuly 31, 1904\nJuly 31, 1905\nIncrease\n\nNon-commissioned high schools\nJuly 31, 1904\nJuly 31, 1905\nIncrease\nGeneral average annual pay for all high schools for year ending\nJuly 31, 1904\nJuly 31, 1905\nIncrease\nAverage annual salary of all teachers for year ending\nJuly 31, 1904 ($2.56 per day)\nJuly 31, 1905 ($2.65 per day)\nIncrease\nCost of living.\n\n$500.04\n525.30\n25.26\n$684.81\n708.91\n24.10\n\n$440.20\n472 27\n32 07\n\n—The United States Bureau of Labor gives the average expenditures\n\nper family in the North Central States as $785.95 for all purposes, and as $321.60 for\n\nfood alone.\n\nFrom this it will be seen that teachers are not making average living wages.\n\nThis growth in salaries in the rural and small town schools is the result of the minimum-wage law and the campaign for better salaries. The growth in the cities and high\nschools in particular is the result of the general movement in the interest of Ix-tter salaries.\n\nThe reports that we have just compiled from the city schools indicate that there has been\na large increase in payments for high-school positions the current year over last, which\n\nWe\nthe direct result of the agitation that has been going on for two or three years.\nThese can\nhave no figures on the salaries paid district and grade teachers for this year.\nI am sure, however, these repirts\nnot be secured until the end of the year, July 31, 1906.\n\nis\n\nwill\n\nshow a very marked increase over last year.\nSlate aid to poor corporations.\n\n— The law which provides for the a.ssislance of poorer\n\ntownships and towns has enabled many of these cori)orati()ns to have .school si.x months\nthis year, the first\n\ntime in their history.\n\n.salary of teachers in the\n\nlx)ards in\n\nThis will add very materially to the average\n\ntownships ihruout the slate.\n\nThis same law has enabled s< hool\n\nmany small towns to employ a .sufTicient numlx-r of teachers to do the work\n\nwell, thus increa.sing the teaching forte in the state\n\nmore than the usual yearly increa.se.\n\nThere are many evidences of interest in the queslion of raising the salaries of teachers.\nNotable among the itic-s that have in< reas<'(l the salaries retenlly is Richmond. The\n(\n\nfollowing from SuiK-rintendent Mott\n\nis\n\nof interest:\n\n"}
{"page": 146, "printed_page": null, "text": "4\n\nNATIONAL EDUCATIONAL ASSOCIATION\n\nJ,\n\n[Louisville\n\nOur rule regulating the minimum wages in the grades is as follows: A young teacher\nlegal rate in the state for five\nor a new teacher, unless otherwise agreed to, is paid the\nmonth; and after\nAfter five years' teaching no teacher is paid less than $55 a\nyears.\nIn the first grades we\neight years' teaching no teacher is paid less than $60 a month.\npay at least S65 a month, four teachers getting more. In the seventh and eighth grades\nno teacher gets less than $65 a month; five in the seventh and eighth grades are getting\n$70 or S75 a month.\n\nOur ward principals, in eight- and ten-room buildings, get |8o a month.\n\nIn the\n\nhigh-school teachers begin work at a price agreed upon, depending upon preparation\na year until $800 is reached in case of\nand experience. Their wage is increased\nwomen and $900 a year in case of men, those acting as heads of departments in high\nschool receiving $1,000 a year.\nThe above statement shows the regular wages paid. A few receive more, but none\nless.\nOur superAasors receive $1,100 a year after they have been with us for long enough\n\n%o\n\ntime.\n\nThe new country lije.\n\n—These statements show improvement\n\nin salaries, but\n\nit\n\nis\n\nThen, too, the increase has occurred\nmainly in the cities and wealthy townships and towns, and particularly among the higha very small percentage of what\n\nit\n\nought to be.\n\nThe lower grades, the rural and small town schools, which serve the\nTremendous advancement in all phases\nof country Ufe is now being made, and the betterment in our schools must be in proporThe\ntion to this.\nIt might almost be said that a new era has dawned in country hfe.\nschool teachers.\n\ngreat masses of people, must be improved also.\n\npast quarter of a century has\nthe farm.\n\nmarked a steady advancement in all things\n\nrelating\n\nto\n\nHand labor has given way almost altogether to more efficient, as well as\n\nmore expeditious, machine labor; new inventions have helped and relieved the fanner\nevery year in all of his work. Fertilizing has grown to be generally employed all over\nthe country; and fruit-grafting is no longer a matter of wonder.\nMore and more attention has been paid to breeding; in everything has the farm and its work been bettered.\nCan we say that in the last decade or two our rural and village schools have been correspondingly improved ?\nConditions for living on the farm have also improved at an almost marvelous rate.\n\nWhere the farmer used to spend half a week hunting helpers and arranging for the \"swapping\" of work, so common during the harvest time, he now spends a few moments at\nhis telephone to accomplish the same purpose.\nHe employs the same telephone to send\nto the near-by town, or possibly to some distant manufacturing city, for supphcs needed\nat once,\n\nand in many instances the cross-country interurban brings the articles the next\n\nmorning.\n\nHe hauls his heavily loaded wagons about now during rainy weather on a\n\nfirm gravel road, instead of being obliged to wait for dry weather.\n\nAgain,\n\nif\n\nfelt satisfied.\n\nthe farrner of twenty-five years ago received his mail every Saturday, he\n\nBut if he lived near enough to the oflBce to receive his mail twice each\n\nweek, he considered himself fortunate indeed.\nof mail by the government.\n\nNow the same man is given free delivery\n\nHis letters, his daily city paper containing the latest market\n\nvalues, are brought to his door by ten o 'clock every day.\nPerhaps he opposed the movement in favor of establishing rural routes and free delivery, on the plea that it would\n\nBut now he is not satisfied with news a week old, or quotations long\nhe must know within a few hours after its happening any event of impor-\n\nincrease the taxes.\nsince changed;\n\nany change made in prices. So everything relative to the farm and farm hfe has\nbeen improved in the past few years, and will continue to improve; and the up-to-date\ntance,\n\nfarmer takes advantage of all these, because it pays to do so.\n\nHave our country schools kept pace with this marvelous march forward? Have\nschoolhouscs been remodeled and refitted proportionately to the remodeling and refitting\nand farm-houses? Have the country teachers received larger salaries,\nand become more and more efficient as the years have passed ?\nAll the benefits of which\n\nof the farms\n\nthe farmer has taken advantage have tended to\ninterests, his social\n\nstanding and interests.\n\nWill\n\nmake better his financial standing and\nit\n\nnot pay as an investment alone to\n\n"}
{"page": 147, "printed_page": null, "text": "STATE AXD COUNTY SUPERINTENDENTS\n\n135\n\nkeep the school up to the standard of improvement enjoyed by the farm ?\n\nIs it not neccs-\n\nSuperintendence]\n\nthat the farmer's children be educated in harmony with these many improvements?\n\nsar>'\n\nIs it not necessary to his future standing financially and socially to keep up with modern\nadvancement at school as well as at home ?\nCause of low salaries. It should not be forgotten that tlie salary the teacher receives\nrepresents the community's estimate of the value of the school to the community.\nThe\n\n—\n\npeople exalt material things and depreciate the spiritual things. They generally use\ngood judgment in their business transactions; they want the best lawyer to look after\ntheir business interests;\n\nthey choose the best physician for their families;\n\nthey continue in the notion that anybody can teach school.\n\nbut, somehow,\nBut it is fair to say that\n\nlack of prep;iration on the part of the teacher is partly responsible for the estimate the\n\nupon his work. Just as soon as the people learn the ditlerencc between\ngood and poor teaching, and just as soon as they learn that a good school, as well as scienpublic places\n\nfarming, pays, then will they demand good teachers regardless of the cost.\n\ntific\n\nAgain, the proper relation does not always exist between teacher and patron.\n\nThe\n\nteacher does not know the people, and hence is not the power he should be in the commu-\n\nFor\n\nnity.\n\nlive in the\n\nthis condition the teacher is responsible.\nSometimes he does not even\ncommunity, and of course can take no interest in it. Sometimes, when he\n\ndoes live in the community, he acts as if he were merely a transient sojourner, and does\nnot enter into its Hfc.\n\nSometimes he is pedantic, narrow, and not well enough informed\n\nto be socially agreeable.\n\nHe docs not consult with the leading men and women with\nHe docs not invite the patrons to his school and\n\nregard to the needs of the community.\n\nconfer with them in regard to his work and that of their children.\nthe patron is responsible, too.\n\nOn the other hand,\n\nHe is not informed on schools and is not interested. He\n\ndoes not cultivate the acquaintance of the teacher.\n\nSometimes he stands in awe of the\nand there is a kind of a restraint Hke that which sometimes\nexists between pastor and church member.\nHe thinks the teacher doesn't know anything but books anyhow, and that he is incapable of unbending.\nThe fact is that, if\npatron and teacher would only take the trouble to get acquainted, each would be surprised to find what a good fellow the other is, and that humanity is pretty much the same\nteacher's superior learning,\n\nthe world over.\n\nLack oj revenue.\n\n—\n\nIt is often said that salaries of teachers are as high as the revenues\n\nBut why are the revenues so limited ? The answer is that men arc not\nconvinced of the large merits of education they do not see that it pays. As soon as\nthey understand that it will pay large returns, they will be willing to tax themselves for\ngood schools\nThe man with children,\nAll men should pay school ta.xes willingly.\nwill\n\npermit.\n\n—\n\nthat his children\n\nmay be educated;\n\nthe\n\nman with no children, that the children of his\nThe\n\npoorer neighbor Inay be educated, his property protected, and peace preserved.\n\nman of wealth often does not seem to appreciate the close relation existing between freedom and free schools; between the safety of his property and education. He does not\nsee that the\n\nmore school tax he pays, the less he will Ix- taxed for prisons, courts, poor-\n\nhouses, and tramps, to say nothing of graft.\n\n—\n\nThe demands of the twentieth century are large. Our schools must really educalr tinM<ire than that,\nteach them to do things, and to do thtm well and skillfully.\nThey must teach them to work, and to\nthey mu.st teach them to want to cio things.\nwant to work, for tluir salvation. A .system of education th^it haves one without the\npower to undertake and a(( (>nii)lish things in life is worw than worthless. The si iuM>l\nchildren\n\nmu.st\n\n—\n\nIx:\n\nbrought closer to the home, to industry, to out-«f-d<Mirs, to life.\n\nfarmer and busine.ss man\n\nwill\n\n\\h-\n\nqui< k to take\n\nadvantage of this sort of\n\nThe average\n.s<\n\nhool work,\n\nIxrause it will soon help their diildn-n to do more skillfully the cjaily work they arc called\n\nand more naturally an<i successfully the work of life; in other words, it will\nand they will Ix- willing to pay for it.\n\nu[)on to do,\n\npay,\n\n"}
{"page": 148, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n136\n\n[LouisviUe\n\n—\n\nMen and women as teachers. The fact that men are leaving the profession, and that\nbecoming a woman's calling, has something to do with the salaries. It is not a quesFor equal service, of course\ntion of whether the pay of women should equal that of men.\nBut public opinion, the law of supply and demand, and other economic probit should.\nit is\n\nlems have entered this question of teachers' salaries. It is true that the more men that\nare retained and the higher salaries paid to them, the better are the salaries of both men\n\nand women.\n\nIt is true that in systems where few\n\nmen are employed the salaries of women\n\nare perceptibly lower than the salaries of women where men are more numerous.\n\nDr. E. B.\n\nAndrews, while superintendent of the Chicago schools, tried for some time to teach the\n\nwomen teachers of that city this lesson in school economy, and some of them at least\nrefused steadfastly to comprehend it.\n\nTeaching not yet a profession.—After all, one of the greatest causes of poor pay to\nteachers is the fact that the vast majority of teachers are not professional educators.\n\nThe\n\ncalUng is still a stepping-stone to other professions, and will continue to be so as long as pres-\n\nThe prospective lawyer, doctor, and minister, are willing to take\n\nent conditions exist.\n\ntemporary employment as a teacher at a lower salary than a professional educator can\nafford to take it.\n\ncomes to a calling.\nis\n\nfour years.\n\nThere is a great deal in the attitude of consciousness with which one\nMen enter law and medicine for life. The average life of the teacher\n\nIt is safe to say that a large\n\npercentage of those who teach on and on do\n\nso in yearly anticipation of some change for the better that may come to their relief.\nare teaching because they\n\nMany\n\nhad not the courage to starve till a competence might come\n\nin the profession of their choice.\nMany others are teaching because they had not the\nmeans to go into business. Poverty makes teachers subservient to society. They get\nused to small means and small ways, and for this reason are incapacitated for the big\n\nthings in life.\n\nReasons for belter salaries.\n\n—The professional teacher must make\n\ntion before entering his life-work.\n\nas will enable\nnity to\n\nlong, careful prepara-\n\nIn order to do this, he must receive such compensation\n\nhim to give his best thought to his work.\n\nHe must have the opportu-\n\nmake constant daily preparation after he has taken up his life-work.\n\nUnder\n\npresent conditions, he is often compelled to do other work \"on the side,\" to assist him\nin earning a living for his family.\nHis hours are long and his work hard. He must\n\nwork in the presence of people, often under the criticism of people in other callings, and\ntoo often under unsympathetic supervisors— mechanical taskmasters instead of the professional artists they should be.\nThis is a severe strain on the nervous system.\n\ntion.\n\n—\n\nTo begin with, every teacher should have comfortable Uving\nIn addition he should have enough to reimburse his expenditures in prepara-\n\nJust recompense.\nexpenses.\n\nThere should be sufficient salary to enable him to buy the books and apparatus\n\nnecessary to carry on his work.\n\nIt\n\nshould be possible for him to puf by a small sum,\n\nat least, every year for the time when he can no longer teach.\n\nwhile off duty on account of sickness.\n\nIf\n\nHe should receive full pay\nany abuse this just privilege, it is better to rid\n\nthe calling of such offenders than to make the innocent suffer.\nhis\n\nannual vacation, and every few years should have a year\n\nrecreation, investigation,\n\nThe teacher should have\noff\n\non half-pay for rest,\n\nand added preparation.\n\nIn our rural schools the minimum salary should be $600.\nbe rapid increase for increased efficiency and new preparation.\n\nFrom this there should\n\nUnder such conditions\ngood professional teachers could afford to become residents of rural communities, and\nwould be wilhng to attempt a solution of their problems.\n\nOUR MINIMUM SALARY LAW\nAn act to amend an act approved March 12, 1901, entitled \"An act regulating the\n\nmimmum wages of teachers in the public schools and fixing a penalty for violation of\nthe same,\"\n1903-)\n\nbemg sees,\n\ni\n\nand\n\n2\n\nof the acts of 1901.\n\n(H. B. 81: approved\n\nMarch 11,\n\n"}
{"page": 149, "printed_page": null, "text": "—\nSuperintendence]\n\n—\n\nSTATE AND COUXTY SUPERINTENDENTS\n\n137\n\nSec. I. Be it enacted by the General Assembly of the state of Indiana that the daily\nwagos of teachers for teaching in the public schools of the state shall not be less in the case\nof beginning teachers than an amount determined by mulliijlying 2J cents by the scholarship given said teacher on his highest grade of license at the time of contracting; and\nafter the first school term of any teacher, said teacher's daily wages shall not be less than\nan amount determined by multiplying 2^ cents by the general average of scholarship\nand success given the teacher on his highest grade of license at the time of contracting;\nand after three years of teaching, said wages shall not be less than an amount determined\nby multiplying 2} cents by the general average of scholarship and success at the time of\ncontracting; provided that 2 per cent, shall be added to a teacher's general average of\nscholarship and success for attending the county institute the full number of days, and\nthat said 2 per cent, shall be added to the average scholarship of beginning teachers.\nSec. 2. .\\11 teachers now exempt, or hereafter exempt, from examinations shall be\npaid as daily wages for teaching in the public schools of the state not less than an amount\ndetermined by multiplying 2J cents by the general average of scholarship and success\ngiven said teachers; provided that the grade of scholarship counted in each case be that\ngiven at the teacher's last examination, and that the grade of success counted be that\n\nof the teacher's term last preceding the date of contracting.\nSec. 3. All school officers shall comply with the provisions of this act, and shall i)ay\nthe teachers employed by them no less than sucli an amount as shall be di'termined bv\nSchool officers who shall be adjudged guilty of violating any\nsees. I and 2 of this act.\nof the provisions of this act shall be fined in any amount not exceeding Sioo for such\nThe state superintendent of public instruction is hereby authorized to bring\noCfense.\naction against any school officer violating any of the provisions of this act.\n\nHOW THE L.AW OPERATES\nI.\n\nIn poor townships and towns.\n1.\n\nEncourages\nPoor scholarship.\n\no)\nb)\n\nIndifference as to high success grade as result of school-room work.\n\nc)\n\nThe employment by school officials of poor teachers, and young teachers with\n\nlow grade of scholarship. Teachers with high grade of scholarship are entitled\nMany teachers request county\nto larger salaries than those fixed by the law.\nsuperintendents to lower grades of licenses so the trustees will give them\nemployment.\n2. On the whole, the law increases daily salaries in the poor townships and towns,\nbut it shortens the tenn of school.\na)*But our last legislature remedied this by the enactment of the \" deficiency\nlaw.\"\nIn future best teachers will be employed.\nII. In wealthy townships and towns.\n1. The law has little direct effect on salaries in such corporations, as salaries here\nare larger than those fixed by law.\n2. But the moral effect of the law stimulates the school officials to pay better\nsalaries.\nIII.\n\nThe law should be framed in the interest of the teachers who make preparation\nfor the\n\nBut this cannot be done until\n\nwork and remain in the profession.\n\nNumber of teachers is reduced.\n2. The standard raised, when the corporations that are able will rai.se tlu- lax\n1.\n\nlevies to\n\nmeet requirements of a better wage law.'\n\n—\n\nIn our state, with the townshi|) as the unit of our\nsystem, the logical thing is a complete central scho<jl in each township to which\nthe children shall go.\nIt should have a kindergarten, the eight grades, and a high\n\nThe ideal for country schools.\n\ns< hrx)!\n\nall\n\nschool with a four-year course.\n\nIt\n\nshould have well-equipped modern buildings,\n\nlitre\n\nshould be located the township library, which should contain lKx)ks si-lectcd with the view\nof melting the demands of the community, and which should have arrangements for <lis-\n\nThe\nommunily interests, and all nuelings of the\n\ntributing Ijooks by means of transportilion hacks and the free delivery mail system.\ns(\n\nhool center easily becomes the center of all\n\n(\n\n•Sec \"Sutc Aid to Poor Cori>oralion»,\" .-iIkjvc.\n'\n\nIn Imliana wc liavc 16,495 Icachcrn, whcrraji«on the\n\n13,750, tomritiitiK likr 3,ooj\n\ntraclum niorr llimi\n\nsalary of $.172. <lraw $1,416,000.\n\nlioniit\n\nnrtcim.iry.\n\nTlii», ail<lr>l to aalnry of llic\n\nof\n\n^o\n\n\\t\\\\\\A\\*\n\nlo llir tcn> litr.\n\nwr nrnl only\n\nTlirrc ihousnixi Iciuhrrs. nl avrriutc\n\n1.1,750\n\ntalary from $.472 lo $575, or an inrrra»c of $103 for rath trai lirr.\n\nannual\n\nnc«rMary. wouM rainc avrr.T«c annual\n\n"}
{"page": 150, "printed_page": null, "text": ":\n\nNATIONAL EDUCATIONAL ASSOCIATION\n\n[Louisville\n\nthe public hall for township\npeople should be held there. The school hall should be\nwelfare should be\nmeetings of the people, and there everything pertaining to the pubUc\nscientific elementary nature study\nIt should have a small farm, equipped for\nconsidered.\ngirls.\nIt should\nIt should have manual-training departments for boys and\nor agriculture.\nbe in session at least eight months in the year. Finally, it should have for teachers the\n\nmen and women, who have chosen teaching as their life-work, who shall\nand who shall be paid respectable salaries.\n\nbest-prepared\nlive in\n\nthe community,\n\nSuch a system would reduce the number of teachers and encourage better preparation.\n\nCONSOLIDATION OF SCHOOLS IN INDIANA\nIn the matter of consoHdation substantial progress has been made.\nstatistics recently collected will\n\nThe following\n\nshow the actual status of this problem better than any\n\ndiscussion\n\nThe Small School\n\nNumber of schools with 5 pupils or fewer\n2. Number of schools between 5 and 10 pupils\npupils\n3. Number of schools between 10 and 15\n4. Number of schools between 15 and 20 pupils\n\n49\n286\n\n1.\n\n1,090\nIj932\n\nConsolidation\n\nNumber of schools abandoned\n2. Number of consolidated schools\n3. Number of wagons used in transporting children\n4. Number of children transported\n\n699\n280\n484\n\n1.\n\n8,312\n$824.85\nCost of transportation per day\n$1 70\n6. Average cost of wagons per day\n659\n7. Number of townships in which roads are suitable for transportation.\nForty-three counties\n8. After a fair trial, are the people in favor of transportations.\nanswer \"Yes;\" nine counties answer \"No;\" forty counties answer, \"Not sufficiently\ntried to determine.\"\n5.\n\n.\n\n.\n\n.\n\n,\n\nTHE NEXT STEPS IN EFFORT TO SECURE BETTER SALARIES\nIn these days of great prosperity, living expenses are perceptibly higher than they\n\nUnder such conditions many of our best teachers leave\nSomething must be done to attract the best men and women to teaching,\n\nwere in less prosperous times.\nthe profession.\n\nand make it worth while for them to undertake it as their life-work. All are agreed that\nsomething must be done, but it is difficult to name the next most important steps. In\n\nmy judgment they are as follows:\nThe people must be aroused.\nof good teaching.\n\n—\n\nFirst, the public\n\nmust be awakened to an appreciation\n\nThe people are always willing to pay for good school advantages.\n\nThe one thing that most parents are striving for is the happiness and welfare of their\nand there is no sacrifice they will not make for this purpose. Looked at from\nthis point of view, the welfare of teachers lies ahnost wholly in their own hands.\nBetter\n\nchildren,\n\nmore professional zeal, larger interest in the children, closer study of the\nneeds of the community, will bring immediate returns and a large promise for the future.\n\npreparation,\n\n—\n\nMore adequate facilities for training teachers. Second, the state must raise its standard\nmake large requirements in scholarship and professional training on the part of\nteachers.\nThe standard must be raised to eliminate those who are poorly prepared\nand those who are \"makeshifts\" in the caUing. When the supply is less than the demand,\nto\n\nfunds\n\nsufficient\n\nfor the work.\n\nwill\n\nbe provided to induce the best young men and women to prepare\n\nThis can be brought about very easily.\n\nThe school authorities can set\n\na date for better conditions, and everybody wiU work toward their accomplishment.\n\nSuppose it should be agreed that after September, 1911, no teacher will be employed\nwho does not have certain qualifications; there would be five years and more for preparation.\n\nI\n\ndo not know just what the qualifications ought to be, but surely something\nTeachers in the rural schools, and in the grades of towns and cities, should\n\nlike this: (1)\n\n"}
{"page": 151, "printed_page": null, "text": "Superintendence]\n\nSTATE AND COUXTY SUPERINTENDENTS\n\n139\n\nhave scholarship equivalent to that of a graduate of a commissioned high school with\none or two years of professional training. (2) Teachers in high schools should have a\nscholarship equivalent to that of a college graduate with one year of professional train(3) These would certainly require more adequate facilities for training teachers.\n\ning-\n\nThese might easily be provided in a system of training-schools over the state which would\nsustain short courses, graduation from which\n\nwould entitle to teach in the district and\n\ngrades three or four years without examination.\n\nmight\n\nfession\n\nbe\n\nrequired\n\npursue\n\nto\n\ntheir\n\nThen those who remain in the pro-\n\nwork\n\nin\n\nthe\n\ncentral\n\ngraduate school.\n\nSuch a system of preparation would certainly raise the standard\nand do much toward making the calling the profession it ought to be.\n\nof\n\nteaching\n\nA commission appointed by the governor. —Third, the whole question needs the careful\n\nstudy of experienced educators.\n\nAt our last state teachers' association the writer\n\nmovement can be best determined by a commission,\n\nsuggested that a strong forward\n\ncomposed of our best students of the problem, to be appointed by the governor. By\nunanimous vote the association requested the appointment of such a commission.\nThe teachers must organize. Fourth, finally, there should be a perfect organiza-\n\n—\n\ntion of the teachers themselves to aid in bringing the\n\nsion before the next general assembly.\n\nrecommendations of this commisThis organization should be undertaken by the\n\nwhich should appoint and pay some competent man to take\nThis chief should call to his aid a number of men and women, who\n\nstate teachers' association,\n\ncharge of the work.\n\nshall constitute the state advisory board.\n\nThis board might be composed of one person\nThis member from the congressional district should\n\nfrom each congressional district.\n\nin turn have a board made up of members chosen from the counties in the district, one\nfrom each county. The members of the congressional district board should in turn be\n\nthe head of a county board made up of members chosen from each township in the county.\n\nThen each township should have an organization of the teachers of the districts.\n\nWith\n\nsuch an organization the teachers could make an intelligent, aggressive, educational campaign, and could secure recognition at the hands of the legislature.\n\nCan we afford to pay larger salaries?\n\n— Here are some actual figures of American\n\nexpenditures:\n\nAnnual national government expenditures\nAll other government expenditures\n\nS\n\n.Annual national pensions to old soldiers\n.\\nnuai drink expenditures\n.Annual expenditures for beer alone\n.•\\nnual expenditures for tobacco\n.Annual expenditures for education\n\n600,000,000\n2,000,000,000\n145,000,000\n1,450,000,000\n700,000,000\n750,000,000\n275,000.000\n\nThe annual per capita expenditure for alcohol and tobacco is $29, and for all forms\nOur national wealth anfl annual bu.siness are each rated at nearly\n\nof education $3. 50.\n\nWe do not begin to compn-hend our stupendous resources.\nWe simply do not know what fjossibilities are within our reach.\n\none hundred billion dollars.\n\n—\n\nThe outlook encouraging. With all our difliculliis, we are making i)n)gress. The\nmore hoprful. The calling was never more respected. The pi-ople\nnever showed a more willing spirit towarfi educational work. They were never more willing\n\noutlrxjk w;is never\n\nto\n\nAnd teachers have never realized inori- fully than\nnow that something depends ujKjn them. Patrons and teachers are awake to\n\npay teachers respectable salaries.\n\nthey do\n\nthe imfKjrtance of the problem,\n\nand both sides have determined on Iktler things.\n\nNo more splendid army ever marched to victory than the nnghty army of\ntearhers\n\nwho have\n\narou.s<-d\n\nand every man to his duty, sut h a public sc-ntimcnt will Ik-\n\nf>f\n\nlj<ttcr\n\nsalaries\n\ntheir faces s<t\n\nfor\n\nteachers\n\n.s(\n\nthat\n\nc\n\nnated in the\n\nluwd-\n\nOtuc\n\nagainst ignorance and idliMuss in the land.\n\nintcn-st\n\n\"we the [M-ojile\" will take hold of townships, and\n\nmunif i[)alities, and states, and the nation, and will swecj) away the things th.il make* for\nignorance and idleness, and\njjersonal righteousness.\n\nwill\n\nenthrone\n\ntin-\n\nforces that make- for cnligliteiinietil\n\nand\n\n"}
{"page": 152, "printed_page": null, "text": "—\n\n'\n\nNATIONAL EDUCATIONAL ASSOCIATION\n\nI^O\n\nILouisviUe\n\nDISCUSSION\nNathan C. Schaeffer, state superintendent of public instruction, Harrisburg, Pa.—\nI have been asked to tell how Pennsylvania got its law fixing a minimum salary for teachThe story sounds Hke a\ners, and the effect of this legislation upon the school system.\nromance.\nsalaries.\n\nI\n\nused to lie awake at night, scheming how to secure an increase in teachers\n\nThe woman\n\nFinally a woman and a newspaper reporter came to the rescue.\n\nhad been a teacher and was married to a laviyer, who was elected to the legislature. When\nhe bade her good-by to go to Harrisburg, she said: \"Do something to improve the com*\npensation of teachers.\"\n\nThe reporter was a representative of the Philadelphia Press.\n\nAt dinner he asked whether there was anything new in school matters. \"Nothing\nnew,\" I replied; \"but the thing that keeps me awake at night is the low compensation\nwhich many teachers get.\" \"Tell me about that,\" was his next remark. Before long\nRepresentative Snyder, whose vwfe had been a teacher, introduced a minimum salary act,\nand the Philadelphia Press began a campaign, during which the school department became\nthe storm center.\nthe lowest wages.\n\nper month.\n\nMaps were printed showing the \"black belt\" in which the teachers got\nThe friends of better salaries finally compromised on thirty-five dollars\n\nThis had its effect outside the so-called black belt.\n\nWhen the compensation\n\nof substitute teachers was raised in the cities, there became necessary an advance along the\n\nwhole line.\n\nIn Philadelphia the agitation filled the largest assembly hall in the city, and\n\nresulted in an increase of the salaries of all teachers below the high school.\n\nIn Pittsburg\n\non the basis of efficiency. This\ncaused an awakening never dreamed of by those who inaugurated the movement. The\nCarnegie Library suddenly discovered that alcoves devoted to pedagogy did not contain\nenough books to supply the demand. The university-extension lecturers had to seek\nlarger assembly rooms in order to seat their audiences.\nSo far as I have been able to learn, it has not led the school boards to hire the cheap\nthe agitation brought about a classification of teachers\n\nteacher in preference to the teacher with the better grade of certificate.\n\nFortunately,\n\nwe\n\nhave had no uniform examination law to deprive the superintendents of their power to\ngrant certificates to the best qualified teachers, and to make it impossible for others to teach\n\nby refusing them hcenses or certificates of scholarship. Uniform examinations level from\nabove as well as from below, and sometimes prevent the best districts from demanding\nthe qualifications which they could secure under a system of examinations based, not\nthe average standard, but upon superior excellence.\n\ncan withhold a district's share of the five and a half million\nif\n\nthe school directors fail to comply with the law.\n\nupon\n\nMoreover, the state superintendent\ndollars' state appropriation,\n\nThe experience which we have had\n\nwith the minimum-salary law convinces me that this legislation has benefited the schools\nin every section of the state.\n\nThomas C. Miller, state superintendent of free schools, Charleston, W. Va.\nWest Virginia can justly claim the place of pioneer in the matter of fixing minimum salaries for teachers.\n\nBy reference to the code, I find that on March\n\n15,\n\n1882,\n\na\n\nbill\n\nwas\n\npassed by the legislature as follows:\n\nTeachers having certificates of the grade of No.\nfive dollars per month;\n\ntwo dollars per month;\neen dollars per month.\n\nr shall be paid not less than twentythose holding certificates of the grade of No. 2, not less than twentythose holding certificates of the grade of No. 3, not less than eight-\n\nSince that enactment this provision has been\n\namended twice, and salaries, as now\nNo. 2, and No. 3 certificates. While,\nof course, this provision apphes to the entire state, it dqes not affect more than 20 per cent,\nof the school districts, and the measure was first enacted to protect the school interests of\ncommunities where the idea of economy seemed to be too dominant. In these places the\nfi.xed,\n\nare $35, $30, and $25, respectively, for No.\n\nlaw has had a good\n\neffect,\n\ni,\n\nand, in fact, its influence has been a helpful one thruout the\n\nstate, even tho the minimum has been low.\n\n"}
{"page": 153, "printed_page": null, "text": "Superintendence]\n\nSTATE AND COUNTY SUPERINTENDENTS\n\n141\n\nAt the last session of the legislature a bill was proposed fixing the minimum salary for\na No. I certificate at $40 per month, but the delegates from a few portions of the state showed\nthat such a measure would lead to burdensome local taxation, and tliis led to the framing\n\nof a bill providing for additional financial aid for such districts.\n\nUnfortunately, this measure failed, but I confidently believe that our next legislature will proN-idc some means for\n\naiding school districts having a scant school population and small material development.\n\nWhen this is done, the provisions of the minimum-salarj' law will be more readily carried\nI am glad to report, however,\n\nout, and I think the amount will be fixed at $40 per month.\n\nthat the average salary thruout the state in country districts is considerably above that fixed\n\nby this minimum law.\n$31.66; for No. 3, a\ntificates,\n\nFor No. i certificates the general average is S39.70;\n\nlittle\n\nabove $25.\n\nfor No. 2,\n\nThe average salary in the state for all grades of cer-\n\nbased on the length of term, is S34.58.\n\nThe conditions of material development in West Virginia are so varied that there will\nnecessarily be a great deal of difTerence in carrying out the provisions of\n\nany measure.\n\nWhen we note that in two adjoining districts one may have an eight-months' term on\na 25 cents (or 2 J mill) levy, while the other can only scantily support a five-months' term\non a 50 cents (or 5 mill) levy, it will be seen under what disadvantage some districts labor.\n\nThese conditions arc made possible by the larger industrial development in some sections,\nwhereas in others the material progress is slow and valuations of property low in the\naggregate.\n\nOf course, teachers wll go where they can secure the longest terms and the best salaries,\nand this for a time left some of these remote sections of the state with the teachers holding\nand in some sections there was a shortage of teachers. But\nlaw of supply and demand has worked very well even here, and I can say that the\n\nthe lower-grade certificates,\nthe\n\nminimum-salary requirement has worked well.\n\nBut a more potent influence in behalf of salaries for teachers is the uniform examination system pro\\'ided for early in 1903.\n\nLike a thunderclap came this new law, and at\nwas almost consternation in the teaching ranks; but now the new system is\nviewed as ha\\'ing wrought the greatest amount of good in the shortest period of time that\nany educational measure has ever produced in the state. The certificates issued by the\nstate superintendent are valid in any county, and this new measure has, without doubt,\nhad more effect in increasing salaries than the minimum law itself. Boards of education,\nin order to retain their best teachers, have been compelled to advance salaries, and there\nthere\n\nfirst\n\nis\n\nconsiderable competition, not only between counties, but between magisterial districts\n\nin the same county, for the services of the more competent instrjctors.\ntricts\n\nIt is true that dis-\n\nwith less material development and scant financial resouro.s may for a time seem to\n\nbj at a disadvantage, but the effect of the uniform examination system has been to increase\nteachers' salaries very materially, anfl it is now almost universally commended.\n\nthere are\n\nOf course,\nmany other features of this new system that are recognized as having wrought\n\nmu(h for our educational upbuilding, but we do not underestimate tlie influence of the\nuniform examinations in advancing teachers' wages.\n\nUnder our new revenue system wc confidi-ntly expect to have a much larger s( hool\nfund, and this will, no doubt, extend our term and give teachers fairer remuneration.\n\nRURAL SCHOOL ARCHITECTURE\nJ. W. OL^EN, STATE SUPERINTENDENT OF PUBLIC INSTRUCTIO.V, ST. I'AUI., MINN.\n\nYour presirling f>ffic(T has r(f|U(Ster| me to \"pre.scnl some rural sch<K)l plans (floor\nplans at h-asl) which shall differ in elalx)rateness and b<' prepared in such a way that they\nwill give\n\nvaluable suggestions to builders, a.s well as l<j state and (ounty supcrinlendi-nls,\n\nwith estimates of cost, plans, cut.H, etc.\"\n\nIn endeavoring to comply with the ric)uest, while\n\nI\n\nhave confined this pajM-r to the\n\nso-called \"material\" Ix-nefits to Ix- derived from the building of s( h(x>ls modern and sani-\n\n"}
{"page": 154, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n142\ntary, I\n\n[Louisville\n\nwould say that the writer has had always in mind such schools as may furnish to\n\nthan \"the little red schoolthe growing and coming generations a more pleasing picture\nhouse\" brings before the retrospective vision of the older generations. It is only to the\n\nnarrow mind of a Gradgrind that the beautiful and the useful are incompatible.\nThe school site should be selected with as much regard to its natural surroundings\n\nand its scenic possibilities as the hmitations of district distances will admit. Those init should see that it affords ample scope for playgrounds\ndeserving of the name. The school should not, for penny-wise economy, be relegated to\nsome lonely, isolated spot that makes drainage impracticable and miniature farming and\ntrusted with the choosing of\n\nlandscape gardening a chimera.\nroads\n\n—a beacon\n\nIt should fitly crown some elevation near main traveled\n\nlight of prosperity and culture to the wayfarer,\n\nin stone or\n\nbrick or wood, of the\n\nbest\n\nan abiding joy and pride\n\nThe structure itself should be an expression,\n\nto its district, the real ethical schoolhouse.\n\nin\n\nmodern\n\narchitectural\n\nthought.\n\nIt\n\nis\n\nnot\n\nnecessary that it be costly, but it should be true in proportion, graceful in line, harmonious\nand restful in coloring, simple and dignified— architecture humanized; a building that is\nat once\n\nan invitation, an inspiration, and a fadeless memory, free from obtrusive gaudi-\n\nness, rich in essentials.\n\nIn igoi the National Educational Association declared itself as follows:\n\nWe\n\nbelieve that the standards for school architecture, including the proper seating,\nheating, lighting, ventilation, and ornamentation of school buildings, should be as definite\nThe law should fix the dimensions and all other requireas the standards for teaching.\nments for school buildings, as well as the size and character of the school grounds.\n\nOn p. 54 of the Virginia School Laws (edition of i892)we find that \"no pubhc school\nshall be allowed in any building which is not in such a condition, and provided with such\n\nconveniences, as are required by a due regard to decency and health,\" and that it shall\n\nbe the duty of the\n\ncounty superintendent\n\nto\n\ncondemn\n\nunfit schoolhouses.\n\nLegisla-\n\ntion should be enacted giving independent central authority, under safe restrictions, power\nto condemn unsuitable buildings and sites.\n\nMassachusetts, New York, and Pennsylvania,\n\nhave reaUzed the importance of more adequate ventilation of public buildings than now\nexists, and have passed laws, calling for the proper heating and ventilation of public-school\n\nbuildings.\n\nMassachusetts has a state inspector to whom drawings may be submitted with\n\na view to determining whether or not the plans meet the requirements of law and can be\n\napproved; while par. 6, art. 4, p. 556, Vol. II, Laws 0} New York (1894) reads as follows:\n\nNo schoolhouse shall be built in any union free school district until the plans for the\nand lighting of such schoolhouse shall be approved in writing by the\nschool commissioners or commissioner of the district in which said schoolhouse is to be\nventilation, heating,\nbuilt.\n\nMany states have laws adequately protecting the inmates of almshouses, jails, prisons,\nand other charitable and penal institutions, providing them vrith fresh air, and other means\nfor comfort and the preservation of health.\nToo often the poorest, most unsightly, and\nworst-adapted building in a whole neighborhood is the schoolhouse, frequently insanitary\n\nand endangering the health of the pupils, who can do their best work only in the most healthful and comfortable environment.\nNo wonder that country children seek the city with its\nsurroundings! The time has come when educators should have the\ncourage to make themselves heard in behalf of our school children, that at least the same\n\nattractive school\n\nprotection be afforded\n\nthem as is thrown about our paupers and criminals.\n\nNot only\n\nshould the central authority have power to condemn unsuitable buildings and sites, but,\n\nwhen buildings are to be constructed, the plans should be subject to its approval. This\nbut experience has shown that\nmany of those who plan school buildings, even with the best of intentions, do not understand how to provide proper heating, lighting, and ventilation, nor how to arrange the blackboards, cloakrooms, and seats so as to secure the greatest convenience and economy of\ndocs not necessarily mean added cost for construction;\n\nspace.\n\n"}
{"page": 155, "printed_page": null, "text": "STATE AND COUNTY SUPERINTENDENTS\n\nSuperintendence]\n\n143\n\nThe material most suitable for schoolhouse construction depends upon climate and\nother local conditions. Architects who can plan a hannonious and well-appearing exterior,\n\nand who can give directions as to the most suitable buiUiing material, can everywhere\nbe consulted; engineers can plan and\n\ninstall heating and ventilating plants; but not one\nhundred can plan a schoolhouse, especially a small one, so that its interior arrangement \"will aid modern methods of school work and facilitate discipline.\"\n\narchitect in a\n\nI shall, therefore,\n\ndevote most of the time allotted me to a discussion of the schoolhouse\n\nfrom the teacher's point of view.\n\nit\n\nThe schoolhouse should be situated on a dry hill, so that the ground slopes away from\nIf the locality is flat, the basement should be well set up, wilhout much\n\non all sides.\n\nexcavation, and the ground should then be graded up about the outside, so that the hill to\nsome extent will be made where the building stands.\nIt\n\nshould not be situated near stagnant pools, as dangers arc often associated with\n\nthe putrefaction of organic matter.\n\nIt is not desirable to place the schoolhouse on or\nbelow the north slope of a steep hillside, because this will prevent the free access of .sunlight\n\nduring the winter months.\n\nWhere a basement is not provided, the grpund under the\n\nschoolhouse should be as free as possible from dampness.\nbuilt from\n\nclimate.\n\nunder the building.\n\nIn a warmer climate, the advantages of placing an attractive schoolhouse upon\n\nthe highest hilltop seem manifest.\n\nbuild in a less exposed place.\nferred\n\nIf necessary, a drain should be\n\nThe site most suitable will depend in a measure upon the\n\n—to form a\n\nsetting,\n\nIt\n\nOn the other hand, in a severe climate\nshould have some trees about it\n\nit\n\nis\n\nbetter to\n\n— natural timber pre-\n\nand to afford shade and protection; but not so many as to shut\n\nout the light, to make it damp and unhealthful, nor to close out altogether the view.\nsoil should be\n\nThe\n\nporous, making drainage easy.\n\nIn ray judgment, the following are desirable features to combine in every schoolhouse, and in the plans submitted it is aimed to combine them:\n1. A large porch, protected by a roof, in which the pupils may exercise in damp weather\nand be benefited by the fresh air, instead of suffering from undue exposure.\n2.\n\nU'ell-ligltted,\n\nlong cloakrooms, in which the pupils may keep their wraps, and thru\n\nwhich they may pass in and out in regular order.\n\nIt is\n\nvery desirable that tluse should\n\nopen in plain view of the teacher's desk.\n3.\n\nSanitary lighting.\n\n—The\n\nlight should come in at the left side of the pupils and, on\n\ndark days, from the top of rear windows near the ceiling.\n\n(I\n\nthink we have about come to\n\nthe conclusion that Ught should be brought in over the left shoulder of the pupil.)\n\nThe\n\nwindows at the pupils' left side should reach to within a few inches of the ceiling, and\nshould be grouped with as little space as possible between them. The best light comes in\n\nThe narrow stn-aks\nThe shades should roll upward\nfrom the Ixittom, and should be made of light-colored, translucent material. The wintlows\n\nfrom the highest point.\n\nBlinds or dark shades should not be used.\n\nof light admitted thru blinrls are injurious to the eyes.\n\nin the rear of the\n\nroom should not be more than a third\n\nthe length of\n\ntho.si-\n\nat the side,\n\nshould Ix* placed as close as possible to the ceiling, and should Ix- protected by curtains of\nlight material that can be drawn aside on cloudy days as necessity demands.\n4.\n\nPupils should be seated facing the main entrance.\n\n—This\n\nwill tieter thciu\n\nfrom\n\ninvoluntarily turning around every lime the front do<jr opens, and has the added advantage\nof having the teacher near at hand wlien a visitor calls.\n5.\n\nA long, unbroken wall space, giving the teacher and |)U|)ils plenty of blac kUiard for\n\nMow frequently an otherwi.s*- well-appointed .schoolroom has iK-en\nby cutting uj) the walls so that the blac klxjard is all in patches! Long coni|»act\n\ncontinued work.\nS|xjile<l\n\nblar klxiards for cla.ss drill are indispensjible for the bisl\n6.\n\nwork.\n\nA library and teacher's room dire( lly connected with the .schcx>lnM)m, where lxK>ks\n\nand charts can be kept clean, and not be subjected to unu.sual wear and tear.\nif\n\nneeded, tan Ix* used for .siK-cial .study and as a nxitation utom.\n\nThis rcMim,\n\n"}
{"page": 156, "printed_page": null, "text": "144\n\nO/V'^\n\nNATIONAL EDUCATIONAL ASSOCIATION\n\n/fOOAf\n\n[Louisville\n\n^C^OOL 3U/LD//VC^\n\\S\n\ni -H -35 6\"\n•\n\n20\n\n"}
{"page": 157, "printed_page": null, "text": "Superinttndtncel\n\nSTATE AND COUNTY SUPERINTENDENTS\n\n0/y^ /foOM\n\nrAO/VT\n\n145\n\nBu//^i)//y^\n\nc)Ct-/0OL\n\n^ ^v/w 7 /o/^ ^\n'^\n\n^\n\nlO'\n\nI'i'\n\n"}
{"page": 158, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n[^6\n\n7.\n\n[Louisville\n\nAn exterior plan so arranged that three sides appear to be fronts. —This adds to the\n\nbeauty of the building and helps to prevent any controversy as to which way it should face,\nif situated where the roads cross.\nThe heating and ventilation system should fur8. Sanitary heating and ventilation.\n\n—\n\nnish ample heat, evenly distributed thruout the schoolroom, should introduce fresh air in\nproportion to the actual needs of the pupils, and should draw off the foul air from near the\nfloor thru a shaft or shafts properly heated for the purpose.\n\nlation:\n\nThere are two means of venti-\n\n(i) mechanical power applied to the forcing of air by fans;\n\n(2) the gravity system-\n\nventilation by motion of air resulting from the difference in the specific gravity between the\n\nhot air and the cold.\nof the fan system.\nif\n\nFor our rural schools it is useless to consider the elaborate machinery\n\nWe must content ourselves with the less scientific gravity system which,\n\nproperly installed and used, will greatly improve conditions for physical and mental\n\ndevelopment.\n\nIn Massachusetts the law provides that schoolhouses shall be so constructed\nTo comply with this\n\nas to supply each pupil with 1,800 cubic feet of fresh air an hour.\n\nlaw, the air of a schoolroom (30X24, with a 12-foot ceiling)\n\nminutes, or six times every hour.\n\nmust be changed every Qy*^^\n\nSpecial provision should be made for drawing off the\n\nfoul air from the cloakrooms, to prevent its contaminating the schoolroom.\n\nEvery school-\n\nroom should be provided with a fireplace, not only to add beauty and homelikeness to the\nroom, but to take off the chill and dampness on those days when furnace heat is unnecessary, and in warmer weather to provide ventilation, which may be secured by heating the\nfireplace shaft with a lamp.\nBurrage and Bailey, in their work, School Sanitation and Decoration, in discussing this subject say:\n\nEach school building requires a special study by itself. Two buildings constructed\non exactly the same architectural plan might require entirely different heating and ventilating systems because of slightly different orientation or exposure.\n\nThis is true; but, as a general rule, I beUeve it advisable\n\nto\n\nhave the fresh hot air\n\nintroduced for the entire schoolroom from one place about eight feet from the floor near the\ncenter of the end wall that is least exposed.\n\nLet it sweep thru the schoolroom and return,\n\nto be drawn off from near the floor thru a foul-air exit under the hot-air intake.\n\nIn a one-\n\nroom country schoolhouse, where a responsible janitor cannot be in constant attendance,\nand where the fires must be looked after by the teacher, furnace heat from the basement is\nconsidered by some a doubtful good; it is maintained by them that more satisfactory\nresults can be had from the right kind of stove with a proper ventilating system attached.\n(It is, however, to be borne in mind that provision must be made in any event for the admission of fresh air from without in such a way that it can be thoroly heated before it is thrown\ninto circulation in the room, and for drawing off the foul air from near the floor thru a properly heated shaft.)\n\nIn case the plans here submitted are followed (except that no base-\n\nment be made), another room on the same side as the library and shop should be added for\nthe fuel, and should be connected with the schoolroom proper by a door.\n9. The water-closets for the boys and girls should be separated, should be of ample\nsize, and should have'each apartment divided into stalls.\n\"In no case should the boys be\nexposed to one another when standing at the urinals.\" The passageway from the rear\ndoors of the schoolhouse to the closets should be inclosed for the girls, so that they may\nnot be unnecessarily exposed to the weather.\n\nThe cost of this building will depend upon local conditions. Some years ago when\nmateria! was cheap, a building practicallv the same as this one, except that the porch was\nnot provided (the inside measurements of the schoolroom being 23X33 feet, with a 12-foot\nceiling; the\n\nHbrary and teacher's office, 8X10; a fuel-room instead of the shop, 12X8;\n\n6-foot hall running across the front end of the building;\n\nno\n\na\n\nfireplace) cost for timber of\n\ngood quality, carpenter's work, and everything complete above the foundation, except\nblackboards and furniture, $765, not including the hauUng of the lumber from the station\nto the schoolhouse,\n\nwhich labor was contributed by the patrons of the district.\n\n"}
{"page": 159, "printed_page": null, "text": "'\n\nSupcriniendencf]\n\nSTATE AND COUNTY SUPERINTENDENTS\n\n147\n\n'-t\n1\n\nSO N X 5\n•\n\ni\n\n1\n\nOPVEREC POK>CH\nII.'\n\n/\n\n14'\n\nFIRST Ti-OOR PLAJS\n\nHERM^vTSAi\n\nKRETZ. ARCHITECT.\n\n3T.T=AUi-\n\nSIDE -ELEVATIOAS\n\n,\n\nM /W ri\n\nHEn>\\AAiy4\n\nI\n\nKRETZT.AHCH.\n\n"}
{"page": 160, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n148\n\nIt vdW be seen that the essential features of the building\n\n,Louisville\n\nmay be retained, even if it be\n\nnecessary to reduce its size and eliminate some of its conveniences.\nI submit herewith plans also for a two-room building, in which I have tried to keep\nadvantages described, with the added one of throwing both schoolrooms into an\nauditorium. As the school should be a social center, it is well to have such a place where\n\nthe\n\nlectures, concerts,\n\nand other entertainments may be held.\n\nThe partition between the two schoolrooms is provided with counter-weights, so that\nThis building also has a library and teachers' room\nit can be raised when necessary.\nAs you will see from the elevation, the purpose is to\nThis, too, will make it comparatively easy for the building committee to have the basement as small or as large as funds\nThe halls are light, and when the cloakroom doors are opened, the teachers\nwill permit.\ndirectly connected with both rooms.\n\nlocate it on a hillside, to make excavation and drainage easy.\n\ncan see practically clear thru them;\n\nwhile a stairway leads directly from the hall into the\n\nbasement, thru which the girls may pass to the closets without undue exposure in severe\nweather.\n\nThis is a modified form of a building put up in a rural district in Dakota County\n\nnear the city of St. Paul, in 1899.\n\nIt cost as follows:\n\nContract price\n\n$2,285.26\n150.00\n115.00\n263.78\n\nFurnace\nSlate blackboards\n\nDesks and window shades\nTotal\n\n$2,814.04\n\nI trust that these plans\n\nmay furnish suggestions or points for criticism that will enable\n\nthe combined wisdom of this body to submit to the public better plans for rural school-\n\nhouses than have hitherto been devised.\n\nD.\n\nROUND TABLE CONFERENCE ON SIMPLIFIED\nSPELLING\n\nSIMPLER SPELLING:\n\nWHAT CAN BE MOST WISELY DONE TO\nHASTEN IT?\n\nE.\n\nBENJAMIN ANDREWS, CHANCELLOR OF THE UNIVERSITY OF NEBRASKA, LINCOLN, NEBR\n\nWe shall help spelling reform much by clearly explaining what it is not.\nUnfortunately, reform spelling is often straightway identified with phonetic spelling.\n\nNo alphabet ever popularly employed is complete.\n\nTill\n\nsuch is invented and introduced,\n\nA letter itself silent may be needed to tell the sound of a\nInstance the a in the present tense of read.\nA letter otherwise idle may\n\nsilent letters must often be used.\n\nneighboring letter.\n\nbe of value in distinguishing one sense of a word from another, like the u in Saviour, more\nspecific than savior.\n\nThe late Professor Whitney's retention of the u in Saviour in editing\n\nthe Century Dictionary\n\nwas wholly consistent with his position as a devotee of reform\n\nspelling.\n\nProgress in orthography is hindered by what is understood as the \"immediate eman-\n\nMany changes in the word-forms are desirable and ultimately possible\nwhich you cannot bring about today or this year. Crudities in spelling must be laid aside\na few at a time. The late Francis A. Walker, an enthusiastic tariff reformer, lamented\n\ncipation \" program.\n\nthat the Wilson tariff bill attacked any other duty than that on wool.\n\nby its bit, he said.\nlogical societies'\n\nIntroduce the wedge\n\nMany people quite willing to spell reasonably recoil before the philo-\n\n\"Ten Rules.\"\n\nNot a few find the reform ridiculous because of the assumption, which some of its\nchampions appear to make, that if all crooked spelling were today straightened, characters\nperfectly representing sounds, reform\n\nwoyld, of course, not follow.\n\nwould thus be achieved\n\nfully\n\nand forever.\n\nThat\n\nHuman nature being what it is, the devil of bad spelling is\n\n"}
{"page": 161, "printed_page": null, "text": "CONFERENCE ON SIMFLIEIED SPELLING\n\nSuperintendence]\n\nnot cast out so easily.\n\n149\n\nWhereas the sounds of words, being liquid, ever tend to change, the\n\nscript forms of words, not being liquid, ever tend to fixity.\n\nBut the fact that many reform\n\nspellings, if adopted, would in time themselves have to be reformed is no argument against\n\nendeavor to introduce them.\n\nIf script can\n\nnever be made perfectly to imitate sound, Kt\n\nnot the gap between them widen to a chasm.\n\nThe cause is aided also by showing that the slowness of its progress is naught against\nit,\n\nbut rather precisely what we ought to e.xpect.\nFollies in spelling take their own time in passing away.\n\nthe lash.\n\nVou cannot hurry them with\n\nNo step in the progress of orthography is made possible or easier by efforts at\n\nThe movement has always been spontaneous and will continue soYou cannot hasten it by edict any more than you can stay it by jest. If a man wishes to\n\ncoercion or dictation.\n\nwrite though for tho, using just 100 per cent, more time, work, jjajjcr, and ink than necessary, it is of no use to flay him; better humor him.\n\nWisdom is justified of her children.\n\nThoughtful men and women become impressed\n\nwith the unreason of such spelling, and little by little change their practice.\ninfluenced by example.\n\nAll is voluntary.\n\nOthers follow,\n\nInnovators and laggards alike are derided,\n\nThe first spelling reformer who wrote music for musick was pronounced a crank. After a\ntime any who added the k were considered cranks. And so the reform has spread, never\nswiftly enough to pacify faddists, laughed at by the thoughtless, but not materially retarded\n\nby any of its opponents.\nArdent reformers fail to appreciate the dilficulty which one wishing to spell well enIn making manuscript for one's own eyes,\n\ncounters in writing for different sets of readers.\n\nor to be read by a spelUng reformer, one can with impunity spell well.\nfor the press or in miscellaneous correspondence.\n\nNot so in working\n\nOne rule in an exceedingly useful style-\n\nbook for proofreaders lying on my table bids: \"Unless otherwise instructed, follow in spell\ning the authority in use in the office.\"\n'follow authority\" in spelling.\n\nPeople not proofreaders often, in effect, have to\n\nEven if not bound to do this, you may have drilled your-\n\nself to certain forms so as to vary with difiiculty.\nThen sometimes you fail to vary when\nyou would have hked to, and find you have offended a friend or lost a market for a\nmanuscript. Stenography adds its plague.\nStenographers, of course, employ common-\n\nyou use a stenographer, you must follow custom in spelling, or else be\nwork a frightful task. These practical difTiculties discourage\nmany proselytes, who, tho .sighting a better life, continue in their sins.\n\nlaw spelling.\n\nIf\n\nincessantly revising his\n\n—\n\nWere one with a sense for sane spelling to write without reference to his readers, his\nprogram would be simple enough. Remembering that a letter may be silent\n\nspelling\n\nand vet of use to tell the sound of a near letter or to distinguish one sense of a word from\nanother, he would proceed according to precepts somewhat like these:\n1.\nit\n\nWhen a letter or combination of letters is in no sense helpful or necessary, leave\n\nout.\n\n2. When a letter or combination differing from the usual one renders the sound Ixttir\nthan the usual one, substitute it for the usual one.\n\nBut such a program, simple as it is, would, if carried out all at once, produc e odd and\nsurprising changes, which, as so many of us write for non reformers and rhili.stines, would\n\nmuch offense and hinder progress in spelling instead of sjjeeding it.\n\nReal refonn\n\nmust, therefore, perforce, be moderate, not attempting too muc h .it once.\n\nAdvcnacy of\n\ngive\n\nthe use, forthwith, of many new spellings, or of siM-llings over which men i)ause to a.scertain\ntheir meanings, is the sign of the doi trinaire.\n\nA spiller who, as a good Ix-ginning, .simply\n\nwrites tho, and keeps the ue off prohf^ and its cognates, helps the ( ause much more.\n\nTo make the two rulis workable, real nua.sures of reform,\n\nI\n\ntherefore\n\nsa<iille\n\neach\n\nwith the proviso thai the new spelling must not in a context necessitate study or o< casion\n\ndoubt, uncertainty, or ambiguity res|Mrtiiig the word it denotes.\n\nTo ditcrminc whether a new .spelling sIiDuid \\h- used in plai\n\ni-\n\nnf llic old wi- should usk:\n\n"}
{"page": 162, "printed_page": null, "text": "\"\n\nNATIONAL EDUCATIONAL ASSOCIATION\n\nISO\n\n[Louisville\n\nIs it more economical either {a) in the learning of it, or {b) in the using of it ?\nWould it, if employed in a context, involve ambiguity or occasion hesitation or\nstudy in respect to its meaning? If ambiguity is going to result, the spelling is not to be\n1.\n2.\n\nrecommended, as it cannot prove a step in reform.\nIn spite of all vicissitudes, revision of English orthography has gone far of late and is\nThe most rabid foes of reform spelling use reform spellings.\n\nprogressing with rapidity.\n\nProfessor Peck, himself writes music and almanac, never musick or almanack.\n\nNearly\n\nand Wheeler's Manual\nFew Americans longer tolerate labour or honour. Yet no raticnal\n\nall nice spellers, however conservative, have for years followed Soule\n\ninstead of Webster.\n\nargument can be adduced for printing music, almanac, labor, or honor in lieu of the older\nConsideraforms, which is not equally cogent for a thousand other improved spellings.\nManifestos by\ntions of this nature affect scholarly and thoughtful men more and more.\nthe Philological Society of England, the American Philological Association, and the Modern\n\nLanguage Association of America have also told.\n\nThe great influence of the National Educational Association of the United States is now\ncast in the same direction.\n\nWe are no longer shocked to read tho, altho, demagog, prolog,\n\n(and so all the compounds of logos), thoro (and its compounds), thru, thruout, and program.\n\nThe non-use of final e in words like hav, giv, ar where it is not needed to lengthen the preceding vowel;\n\nthe use of / for ph, as in geography; the omission of every silent gh, as in\n\nbou{gh) and m{gJi); and the spellings coud, sovrein, {w)hole. Hand, and gastly, will, most\nof them, be equally familiar.\n\nMost of these proposed innovations will be approved, and\n\nthey will be gradually followed by others.\n\nThe study of great poets helps this movement, for, from Homer down, great poets\nhave with much boldness trimmed the dress of words to suit sound and sense.\n\nAny man with a voluminous correspondence is aware how widely these influences\nUnless compelled by employers to do otherwise, the best proofreaders now\nspell tho, altho, decalog, etc., with the National Educational Association.\nThey also say\ncontroller, draft, drouth, or drout, dulness, fulness, skilful, wilful, and bazar.\nThey use\nsimple e for fe and oe ligatures in all fully Anglicized words, even proper names (as Cesar),\nand follow good usage against the dictionaries when the two are at variance. Rememberhave wrought.\n\ning the via dolorosa of reforms in general, and the rough riding which this reform in\nparticular has had to encounter, one\n\nmust pronounce its victories in recent years fairly\n\nsatisfactory.\n\nWe can gain much by jjointing out on proper occasions how vapid the logic of our\nopponent is.\n\nArguments against reform in spelling,\n\nas distinguished\n\nfrom arguments against a\n\nspecial spelling, or against this or that effort to introduce the reform, are ridiculously weak.\n\nOne editor solemnly warns booksellers that, were the new spelling to prevail, all present\nwould have to be reprinted. Could extant books be buried so easily, all being\ndisused which could not get themselves reprinted, such a chance of doing good would\n\nliterature\n\nswell spelling-reformers'' ranks by a host.\n\nBut\nChaucer see at once that the assumption is idle.\n\nall\n\nAnti-reformers appeal to the sacredness of usage.\n\nwho know how easy it is to read\n\" Spare the spelling of the fathers\n\n!\n\nBut not a man who j)leads thus uses the speUing of the fathers.\n\nTo do that you would be\ncompelled to put down ayre for air, cuppe for cup, fysche for fish, sunne for sun, howse for\nhouse, trewe for true, and so on.\n\nThe spellings urged in opposition to proposed revisions\n\nSays Max Miiller:\nWe have only to go back a very short way in order to see the modern upstart character of what is called historical spelling.\nWe now write pleasure, measure, and feather, but\nare usually not old or reversed at all, but hail from yesterday.\n\nnot very long ago, in Spenser's time, those words were spelled plesure, mesure, fether. Again,\ntung (AS. tunge, German Zunge) and yung (AS. jung, geong, German jung), as spelled by\nSj)enser, have a more historical aspect than tongue and young\nThe two strongest\narguments, therefore, against phonetic spelling, that it would destroy the historical and\netymological character of the English language, are, after all, but very partially true and\n\n"}
{"page": 163, "printed_page": null, "text": "'\n\nCONFERENCE ON SIMPLIFIED SPELLING\n\nSuperiniendence]\n\n151\n\nI believe that, taken as a whole, the loss occasioned by consistent phonetic spelling would\nhardly be greater than the gain.\n\nProfessor Skeat is \"convinced that the cliief argument in favor of present spelling, viz.,\n'that\n\nit\n\npreserves the etymology,' wojfuUy breaks down\n\nHe\n\nwhen carefully examined.\"\n\nadds: \"In the interest of etymolog}' alone, I wish that the present spelling might be utterly\nIt is impossible to enumerate all the\n\nsmasht\n\nnumerous anomalies which the disas-\n\ntrous attempt to make etymology visible has intr'-di'ccd.\"\n\nLanguage exists not for etymologists' sake, but to aid communication. It is. howand real meanings of words are in most\ncases far clearer when their useless letters are laid aside.\nProgram, labor, prolog, and\n\never, pertinent to notice that the origin, histor)',\n\ncolleag are examples.\n\nWhat anti-reformers usually have in mind as etymology is something far difTerent.\n'Yh: burdening, for instanc.-, of\n\nhumor with a sup?rnunT,'rary u is no etymological affair.\n\"Linkun\"\n\nOriginating as a Gallicism, it is now in effect a freak of ignorance, like the\n\nfor Lincoln written by some of President Lincoln's ancestors, simply because they did not\n\nknow any better.\ncal value,\n\nIt cannot be denied that freak spellings possess a certain sort of historishowing how funnily ignorance and conceit may manifest themselves, as the\n\nhighfalutin rhetoric and false historical references of old writers do.\n\nBut this is surely no\n\nreason why hunchback and varicose forms of words should be continued.\npetuate in use antique firearms, clothing, tools, wagons, and ships!\n\nAs well per-\n\nAbhominable would\n\ncertainly teach a little etymolog\\', but who would put in the h on that account ?\n\nIt\n\nwould\n\nbe abominable.\n\nSam Walter Foss' poem entitled \"The Calf-Path\"\n\nhas already been cited against\n\nanti-reformers, but will bear repeating in the .same interest.\n\nOne day thru the primeval wood\n.\\\n\ncalf walked home, as good calves should.\n\nBut made a trail all bent askew,\n\nToiled on beneath tlie burning sun.\n\nAnd traveled some three miles in one.\n\nA crooked trail, as all calves do.\n\n.\\nd thus a century and a half\nThey trod the footsteps of that calf.\n\nSince then two hundred years have fled,\n.\\nd I, infer, the calf is dead.\n\nThe years passed on in swiftness fleet.\nThe road became a ^'illage street.\n\nBut still he left behind his trail.\n\nAnd this, before men were aware,\n\nAnd thereby hangs my moral tale.\n\nA citv's crowded thorofare,\n\nThe trail was taken up next day\nHy a lone dog that pa,ssed that way;\n\nAnd soon the central street was this\nOf a renowned metropolis.\n\nAnfl then a wise bell-wether sheep\nPursued the trail o'er vale and steep,\n\nAnd men two centuries and a half\nTrod in the foot.steps of that calf.\n\n.^nd drew the flock behind him, too.\nAs gr)od bell-wethers always do.\n\nEach day a hundred thousand rout\n\nAnd from that day, o'er hill and glade,\nThru those old woods a path was made,\n\nAnd o'er his crooked iourru y went\nThe traffic of a continent.\n\n.\\nd many men wound in and out,\nAnfl doflgid and turned anrl bent alxjut,\n\n\\ hundred thousand men were led\n\n.\\nd uttered words of righteous wrath,\nJ'.ccause 'twas such a crcxjkerl j)alh.\n\nThey followi<i .still his cnniked way,\n\nFollowed the zigzag calf alx)Ut;\n\nBy one calf near three centuries deail.\n.\\n<l lost\n\none hundred years a ilay.\n\nHut .still they followed —do not laugh The first migrations of that calf,\n\nTo well -established precedent.\n\nthru this winding wood-way stalkc!\nHecau.s<; he wohblef! whi-n he walkefl.\n\nA moral lesson this might teach.\nWere I ordained and railed to preach.\n\nThis forest path Ixcame a lane.\nThat Ixnt and turmd and turned again;\n\nAlong the calf i>alhs of the mind,\n\n.•\\nd\n\nThis rrfKjkcrl lane; Ixrann- a road,\n\nWhere many a fKXJr hors<-, with hi.*\" load,\n\nI'or\n\nI'or\n\nthus such reverence is lent\n\nmen are prr)ne to go it blind\n\n;\\nd work away from sun to sun\nTo do what other men have done.\n\n"}
{"page": 164, "printed_page": null, "text": "A^^ TIONA L ED UCA TIONA L A SSOCIA TION\n\n1^2\n\n[Louisville\n\nBut how the wise old wood-gods laugh,\n\nThey follow in the beaten track.\n\nAnd out and in, and forth and back,\n\nWho first saw the primeval calf:\n\nAnd still their devious course pursue,\nTo keep the path that others do.\n\nAh! many things this tale might teachBut I am not ordained to preach.\n\nOf course, reformers' last and chief resort is the positive argument in favor of simpler\nspelling.\nIf spelling\n\nrefonn be understood as a sober propaganda to effect in time, by those\n\ngradual changes which alone can be expected, the closest desirable paralleHsm between\nthe correct sounds of words and their written and printed forms, the argument for the\n\nreform is imposingly strong.\nwill\n\nSerious people,\n\nwho can be induced really to consider it,\n\nnot dismiss it as a fad fussed into notice by the idle, the thoughtless, and the queer.\nWhy do men write or print at all ? Is it not that they may communicate thought ?\n\nThis is the final cause of all speech. Whatever on the whole ministers to this end is\nAny method of writing, on the other hand, which\ngood, and ought to be encouraged.\nhinders communication, puts friction into it, makes it awkward, cumbrous, needlessly\nconsumptive of time, or in any way detracts from its efficiency, is an evil to be abated.\n\nWe do not write to preserve the history of speech, still less to pubhsh the whims or ignoTo say the\nrance of obtuse printers in past ages, but to be understood here and now.\nupon any other principle is pedantry. Turgid spelling, the weighting\n\nreverse or to go\nof\n\nwords vdth idle letters, is no more justifiable than pleonasm, verbiage, or tautology in\n\nrhetoric.\n\nTHE EVILS OF TRADITIONAL SPELLING\nNothing is more certain than that the current spelling of our tongue needlessly clogs\ncommunication, needlessly interrupts the flow of thought between\n\nhuman beings.\n\nIt\n\nrenders writing and printing lo per cent, unnecessarily slow, laborious, and expensive,\ninevitably lessening to a great extent the use of these invaluable devices.\n\nreading, prolongs the time necessary for a given\n\npower.\n\nIt obstructs\n\namount thereof, and wastes eyesight\n\nIn this way again the usefulness of reading is seriously restricted in scope.\n\nThe\n\nmay be easily tested.\n\nLet a person acquainted vrith English and\nequally so with Italian (whose spelling closely follows sound) try the two languages,\nforce of this point\n\nprinted in type of a given size, in a very dim light.\nthe easier to\n\nHe will find the Italian a great deal\n\nmake out.\n\nA consideration of moment quite independent of the above is the waste of time\ninvolved in learning the traditional spelhng.\n\nThe estimate that tliis amounts to two\n\nyears in educated persons' average School life seems to me within bounds.\n\nHere is the\n\nwhy American youth of eighteen, constantly in school since they were six,\naverage to be in studies two years behind German and French students of the same age\nlikewise in school since six.\nThe foreign boy, that is, has learned in ten years as much\n\nchief reason\n\nas the American in twelve.\n\nFrench print, too, has its useless letters, but they occur\naccording to a method which keeps them from balking the learner as ours do.\nSpelling is not alone at fault in the above matter, for there are other particulars\nwherein our pedagogy is behind Europe's best. But the defect is mainly due, directly\n\nor indirectly, to our difficult spelling.\n\nThe evil reaches the latest school years, inferior\n\ncomposition being among its baneful sequels.\n\nEvery teacher charged wdth the correction\n\nof juveniles' manuscripts bewails the precious hours he must spend in amending orthog-\n\nraphy, which, were this unnecessary, he might devote to promoting literary power.\nI\n\nreckon that thoro spelling reform would each year save about lo per cent, of the\n\nbill.\nThe work of proofreading would be reduced\nmore than this. I think half of it would be saved. The cost of composition, ink, paper,\npress-work and power therefor, electrotyping and the interest of capital invested in printing would each be extensively lessened. I have at hand no means of computing the\n\nEnglish-speaking worid's printing\n\n"}
{"page": 165, "printed_page": null, "text": "\"\n\nSuperintendence]\n\nCONFERENCE ON SIMPLIFIED SPELLING\n\n153\n\naggregate which useful economy in spelling would thus yearly add to the world's wealth,\n\nbut it would clearly reach nullions.\n\nA needless drain would be stopped in the schooling of the young.\n\nOne of the two\n\nschool years above described as practically sacrificed to bad spelling between the ages\nof six and eighteen is lost in the first eight years of this time.\nWith amended spelling\nthe eighth year the entire cost of the eighth grade could be ehminated, pupils learning\n\nas\n\nmuch in seven years as now in eight. Upon a rough computation, in which the cost\nand buildings is ignored, I make out that by carrying its elementary schooling\n\nof land\n\nthru seven grades only, and canceling the eighth, Chicago could save not less than 4 per\ncent, of what the present eight-grade system costs.\n\nThe lessened amount necessary for\n\nland, buildings, and high-school expenses would certainly swell the saving to\n5 per cent.\n\nThis percentage might be expected to amount to a considerably higher figure but\nwhich shows that it is impossible to separate this economic\n\nfor the following reason,\n\nconsideration from the pedagogical one.\n\nSane spelling, by cutting off a year from the\n\nelementar}'-school course, would very considerably increase the proportion of the pupils\n\nwho complete that course and the proportion who press on into and thru the high school,\nthus enabUng the school system to accomplish its end much more completely than now.\n\nSuppose the percentage of reduction by this means suggested to be but 5 per cent.,\nthe yearly saving effected by Chicago, with a population of, say, two million, would approxi-\n\n—\n\nmate three hundred thousand dollars enough to make a sensible addition to teachers'\nAt the same rate a nation of eighty million would save yearly twelve million\n\nwages.\n\ndollars.\n\nThis figure relates only to the public or common schools.\n\n•\n\nFor all the schools,\n\nacademies, colleges, and universities of every kind in a nation of eighty million it would\n\nprobably rise to fifteen milhon dollars or more.\n\nTo make the above remarks practical, I beg leave to move as follows:\nResolved, That the Department of Superintendence be recommended to overture\nthe National Educational Association to order the twelve forms \"bizncss, \" \"enuf,\n\"fether, \" \"mesure, \" \"plesurc, \" \"red\" (past tense of read), \"ruf, \" \"trawf, \" \"tru,\"\n\"tuf, \" \"tung, \" \"yung, \" used hereafter in all its publications instead of the longer forms\nnow used.\nResolved, That the Department of Superintendence be recommended to urge that\n\n-superintendents advise their teachers that in appraising pupils' work words spelled after\nthe styles of the National Educational Association be not considered misspelled.\n\nWHAT CAN MOST WISELY BE DONE TO HASTEN SIMPLER SPELLINGS\nJ.\n\nGEDDES, JR., DEPARTMENT OF ROMANCE LANGUAGES, BOSTON UNIVERSITY, BOSTON, MASS.\n\nA bric-f answer to this question may .saf,.'ly be offered in the reply:\n\n.'\\t\n\nthe out.si't, it\n\nwere certainly most wise to endeavor to profit by the hard experience of the past.\n\nInas-\n\nmuch as this problem has presented itself for generations in many countries, notably in\nEngland, France, and Germany, th;'re is considerable experience to draw from.\n\nMore-\n\nmoment appears particularly opportune for continuing to enlist public\ninterest, for the subject has received of late an unusual amount of attention at home and\n\nover, the present\n\nJapan is on the eve of adopting a phonetic alphabet of Roman letters. In\n(Jemiany the university men and the magazine writers are bringing strong influence in\nThis is seen particuthe direction of common-sen.sc to bear upon the written language.\n\nabroad.\n\nlarly in the adoption\n\nmore and more of Roman type in.stead of the German in printing,\n\nanrl in the suf)j)nssion of capital letters in the spelling of common nouns.\n\narc\n\nbeing gradually rlriven out;\n\nfor\n\nexample, the\n\nwords\n\nUseless letters\n\nfor animul, worth,\n\nare no longer spelled with an h as formerly, but, nsp(( tively, Iter, iverl, rot.\nprejudice,\n\nand con.servatism\n\noffer formidable op|)osilion\n\nto\n\nand red\n\nTradition,\n\nsuch innovations; yet, not-\n\nwithstanding, sfjmelhing in the way of simplification is gradually being accomplished.\n\nFrance has been aroused as never before by the rejwrt of the learned commi.ssion\n\n"}
{"page": 166, "printed_page": null, "text": "—\nNATIONAL EDUCATIONAL ASSOCIATION\n\n154\n\nappointed by the minister of public instruction.\n\n[Louisville\n\nThis commission was intrusted with\n\nthe duty of presenting suggestions for the simplification of spelling.\n\nThe report was\n\npresented in July, 1904, and created a sensation. Nevertheless, according to M. Paul\nMeyer, the well-known professor at the Ecole des Chartes, the reforms recommended\n\nwere not revolutionary, merely aiming to preserve the spelling that corresponds to the\nand common-sense. The principle seems to have\n\ntrue pronunciation as well as to logic\n\nbeen to suppress useless letters, and, in a certain number of words, to adapt the spelling\nThe arguments for so doing were based on logic or common-sense.\n\nto the pronunciation.\n\nThe opposition was violent.\n\nIt\n\ncame largely from artists,\n\npoets, or prose-writers,\n\nto\n\nwhom words mean more than mere stenographic signs. They cannot bear to see the poems\nof their favorite authors, and especially their own productions, appear in a\n\nrenders them monstrous or comical.\n\nform which\n\nTo them such simplifications are sacrilegious and\n\nthe reformers are hateful iconoclasts.\n\nThe report of the French Academy accepted\n\nchanges in 150 words only, for which two spellings will be tolerated, one the proposed\n\nThis result shows the force of the resistance that\nany similar proposition is bound to encounter.\nrational, the other the traditional.\n\nHere in our own country there are several quite well defined movements aiming\nthe same general direction, that is, toward the simpHfication of complex conditions\n-\n\nin\n\n—the\n\nBen Pitman, the Carnegie, the Phonetic English Alphabet recently prepared by a joint\ncommittee representing the National Educational Association, the American Philological\nAssociation,\n\nand the Modern Language Association of America, and lastly the Boston\n\nUniversity movement.\nto see\n\nAll of these efforts deserve the cordial support of those who desire\nsomething accomplished in the direction of indicating pronunciation phonetically.\n\nThe principle involved is absolutely right.\n\nAs a matter of fact, the progress that any\n\nof these efforts makes in bringing to pass the object aimed at is almost infinitesimal\n\n—\n\ncer-\n\nand money expended. Tradition, force of\nhabit, conservatism, and indifference are some of the immediate obstacles that have\nproved practically insuperable not to mention direct opposition. It is obviously easy\ntainly out of all proportion to the time, labor,\n\n—\n\neach of the above plans for bringing about ultimately the object sought—\nsimpUcity of sound-notation. Pitman's dot, for instance, making the vowel long, occurto criticise\n\nring rather frequently, is nothing other than a diacritic, the absence of which, inadvertently\n\nor otherwise, works complete disaster.\n\nOf the twelve words program, catalog, etc.,\nproposed for simplification by the promoters of the Carnegie movement, the two just\ncited are those that have had some measure of success.\nThe serious obstacle encountered\nhere\n\nis that,\n\neven tho you write these words as suggested, the publishers will rarely\nThis method has been compared to trying to shave one's self by pluck-\n\nprint them so.\n\ning out each individual hair.\n\nThe growing keeps pace with the plucking.\n\nThe time,\n\nand money expended is out of all proportion to the tangible results.\nAs regards the Joint Committee's Phonetic English Alphabet, it simply takes its stand\n\neffort,\n\nwith the series of other phonetic alphabets awaiting recognition. Moreover, prepared\nby American scholars, without the participation of English scholars, it is questionable\n\nwhether the\n\nlatter will use\n\nit.\n\nThis effort, then, simply continues existing conditions,\n\nand adds one more key to the numerous dictionary keys already in existence. Besides,\ninasmuch as the Joint Commission decided to adopt the system of the International Phonetic Association to indicate the pronunciation of French words used in English, we have\n\nhere two keys in one dictionary.\n\nAs the foreign words are those most likely to be looked\nup for pronunciation, the chances are that the foreign key will become the more familiar\nof the two.\n\nThese remarks are in no wise intended to disparage the above laudable efforts, but\nto show the nature of the criticism\n\nupon them.\n\nBoston University movement, aiming primarily to secure uniformity\nin indicating pronunciation in all dictionaries and standard works of reference; and, secLastly,\n\nthe\n\n"}
{"page": 167, "printed_page": null, "text": "CO?^FEREXCE OX SIMPLIFIED SPELLING\n\nSuperinlendence]\n\n155\n\nby so doing, accomplishing something in the direction of simplification of\nOn August 26, I904, Boston University, complying with a request indorsed by\nsome 120 prominent men, issued a preliminary' circular inviting opinions on the proposal to\nhold an international phonetic conference for the purpose of adopting a universal alphabet\nondarily,\nspelling.\n\nkey\n\nto ser\\e as a\n\npronunciation in dictionaries and standard works of reference.\n\nto\n\nBriefly summarized, the need of such an alphabet was explained as follows:\n\nof necessity, ever)- important dictionary uses a key to pronunciation, but,\n\nmultipUcity of keys, not one of them becomes familiar to the public;\n\nAs a matter\nowing to the\n\non the contrary,\n\nnumber and divergence of these keys render them for the majority of students practically useless.\nThere is no satisfactory reason why Murray's English Dictionary should\nthe\n\nuse one system for indicating pronunciation, the Century Dictionary another, and Webster and Worcester still another.\n\nThat is, there is no good reason why all these dictionaries\n\nshould not use the same key to pronunciation.\n\nMoreover, there is no adequate reason why\n\nthe letters comprising that key should not have such form as would be convenient also for\n\nordinary writing and printing.\nlish a universally\nit\n\nSuch a universal key to pronunciation would at once estab-\n\nrecognized phonetic spelling.\n\nStudents of foreign languages would find\n\nconvenient to have the pronunciation indicated to them by letters with which they were\n\nalready familiar.\n\nThe system once introduced in all dictionaries would soon be used in\n\nmanuals, primers, and in all books in which it is desirable to indicate pronunciation.\n\nThe criticisms to the movement for a universal alphabet, together with the replies\nthereto, will be found in the Circular Inviting Opinions issued in 1905 by tlie Boston Univer-\n\nLet it suffice here to say, in reply to the objection that the scheme is impractical: Look\n\nsity.\n\nat the extensive use to which the alphabet of the International Association\n\nevery kind of purpose here and abroad.\n\nis already put for\n\nThe reply to the objection that such an alphabet, in\n\nthe nature of the ca^e, must be cumbersome is that the average student has no occasion to\n\nuse all the signs, and generally uses but a few more than he is obliged to in transcribing\nhis native tongue.\n\nPractically, instead of being applied to all languages, as the name \"uni-\n\nversal\" would imply, the alphabet would largely serve its purpose in its application to English,\n\nFrench, German, Italian, and Spanish.\n\nThe three last-named tongues being written\n\nfar more phonetically than either English or French, the alphabet would\n\npractical bearing upon these\n\ntwo unphonetic tongues.\n\nhave its greatest\n\nA uniform system once generally\n\nrecognized for indicating the pronunciation of these five world-languages would make its\ninfluence\n\nfelt\n\nupon other languages in the direction of their conformity to the universal,\n\nor world alphabet.\n\nThousands of children who arc now growing up and receiving a good education are\ntaught not only the essentials of one foreign language, but of two, or even three\n\nFrench, and German.\n\nPhonetics is not a fad in language studv;\n\nit\n\n— Latin,\n\nhas come to stay.\n\nThe\n\n|)rinriples involved in acquiring the soun<Js of any language are the same.\n\nIn Norway, Sweden, Denmark, Germany, France, and England, i)honetic transcription in acquiring the\ncivilization\n\nis\n\nshould a child\n\nfirst\n\nlearn a phonetic spelling for English, another for Latin, a third for\n\nFrench, and still another for German ?\n\nSuch a method is confusing, and leads to the same\nc-ach one serving to efface the\n\nsenseless result obtained by the divergent dictionary keys\nother.\n\nModern\nWhy, then,\n\nsounds of language is being used more widely than ever.\n\nrendering us every day more cosmojx)litan, more international.\n\n—\n\nIn a word, what is most wanted is not a jjarticular system adapted to s|k i iai needs,\n\nbut a uniform phonetic transcription that scholars everywhere will u.se for po|)ular si ientific\npurjxjscs.\nSuch a universal system will not only accompli.sh il.s obj<-( t, but will in s<> doing\nillustrate as never Ixfore tin- value of the science of phonetics.\n\ni.s\n\nIntroduced into geographical, s( ientific, and language works, in wiii< li iiroruiiiit ation\ntouch with the system thru jiriniers\n\nu.sually indicated, the ri.sing generation, continually in\n\nanrl\n\nmanuals, will gel into the habit of using that alphaUl whenever liny have occasion\n\nto indicate pronunciation.\n\nas with the tradititjiial.\n\nThey will Inconie familiar with the |)l)onetic s|K-lling as well\n\n"}
{"page": 168, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n1^6\n\n[Louisville\n\n—\n\nThe main object desired, then, is not merely an alphabet because there are scores of\nthem and good ones but an alphabet that will be used. The stress is emphatically upon\nFor the past four centuries, alphabets have been invented and treatises\nthe will be used.\nThese alphabets have been singularly unsucwritten in the orthography of the inventor.\n\n—\n\nNevertheless, the ardor of inventors who\n\npubHc.\n\ncessful in gaining the attention of the\n\nThe stress has always\ncontinue to offer phonetic alphabets has in no wise diminished.\nbeen placed on perfection instead of utihty. In the nature of the case, perfection is an\nimpossibility.\n\nWhat alphabet, however restricted, is perfect ?\n\nIn the solution of this prob-\n\nlem, perfection is a relative factor, whose importance has been so magnified as to nullify\n\nalmost completely, up to the present time, the end in view. In a certain sense, it may be\nConsequently, alphabets for specific\n\nsaid, the more perfect the alphabet, the less its utiHty.\n\nThe cUmax of the quest\n\nneeds have but few who use them.\n\nfor absolute accuracy is\n\nreached when each dictionary employs a key of its own.\n\nIn this country there are three main objects for which a phonetic alphabet is useful:\n(2) in dialect research; (3) in class work in languages, parti-\n\n(i) as a key in dictionaries;\n\ncularly French.\n\nThe first use of a phonetic alphabet, as a key to pronunciation, in dictionaries, is so\nobvious that it is needless here to say more.\n\nLet it suffice to say, in regard to the second\n\nuse, that of dialect research, that there is sufficient work of that character done in this countrj'\nto justify the existence of the American Dialect Society.\n\nIt is in the third use, that of lan-\n\nguage work in classes, that the use of a phonetic alphabet is most clearly shown.\n\nIt is here,\n\ntoo, that its ultimate influence in hastening simplicity in spelling is likely to make itself most\nfelt.\n\nAt the present time, for example, a certain French grammar indicating the pronuncia-\n\ntion by means of the symbols of the International Phonetic Association is very widely used\n\nthruout the United States and Canada.\n\nThe meaning of this statement is that now thou-\n\nsands of children are familiarizing themselves with this system of indicating pronunciation.\n\nMoreover, a whole series of international dictionaries with this same system of figured\npronunciation is in process of publication. The volume French-English and EnglishFrench has already appeared, and is being much used in school, college, and library work.\n\nThis statement, like the preceding, is significant.\n\nAware of what has been done in the past, as well as of what is now taking place, it is\nthe belief of the promoters of the Boston University movement that what can most wisely\n\nbe done to hasten simpler spelling is, first and foremost, the avoidance of the repetition of\nthe experience of the past.\n\nInstead, then, of adding to the numerous phonetic alphabets\n\nalready in existence by inventing a new one, take the one already most widely used thruout\nthe world for the purposes just enumerated,\n\nand use it for just such purposes.\n\nThe ex-\n\nperience of four centuries shows that any new system, be it ideal if you will, simply has to\n\ntake its chances vnth all the others already awaiting recognition and go thru precisely the\n\nsame vicissitudes.\n\nOf the scores of existing phonetic alphabets, there is one that is decidedly in the van.\nThis well-known method is being used more widely than ever, not only on the continent\nand in England, but in this country.\n\nIt employs the phonetic transcription of the InterAt present, in different countries, there are published more than one\nhundred books in which this uniform alphabet is used. Some of these works have had a\n\nnational Association.\n\nvery large sale, spreading the system far and wide:\n\nthe\n\nPassy-Rambeau Chrestomathie\n\nFrangaise, the best-known book of the kind in this country, and the most generally used\nof the works on French phonetics;\n\nFrance;\n\nMiss Soames's book in England;\n\nRossmann and Schmidt in Germany;\n\nthis country;\n\nthe Passy books in\n\nthe Eraser and Squair French Grammar in\n\nand also a set of international dictionaries of foreign languages published by\n\nHinds, Noble & Eldredge in New York.\n\nThe Fraser and Squair Grammar has been widely\nused thruout the United States and Canada, and is today the most effective means of introducing the system of the International A.ssociation to the rising generation.\n\n"}
{"page": 169, "printed_page": null, "text": "Superintendence]\n\nCONFERENCE ON SIMPLIFIED SPELLING\n\n157\n\nThe Hinds, Noble & Eldrcdgc dictionary enterprise bids fair to erlipse in magnitude\nall\n\nsimilar ventures, and to spread far and wide this useful phonetic system, which is com-\n\nitself, and which can easily be promoted and hastened.\nIt must be obvious that in\nany attempt to adopt universal alphabet the International System will have to be reck\n\ning of\n\noned with.\n\nMeantime, the question is: What can most wisely be done to hasten the coming of\nThe reply is: Using the moSt widely used phonetic alphabet. That\n\nsimpler speUing ?\nwill\nis\n\nhasten what, as just pointed out, is already coming of itself.\n\nThe principle involved\n\nthat a system that is uniform, tho far from adequate, if it comes into general use renders\n\nincomparably better service than the countless individual systems employed only by their\ninventors.\n\nIn order the sooner to secure an alphabet that will be generally used, all of those interested in the simplification of spelling, in uniform keys for dictionaries, in dialect research,\n\nand in language instruction in class work should get together in a solid phalanx and use for\ntheir particular purpose one unifonn system.\nIn reply to an inquiry, the editors and pubhshers of the leading American dictionaries have declared, with practical unanimity, that if\nphonetists would agree on a uniform scientific alphabet, that alphabet would of necessity\n\nbe used as a key to pronunciation in future editions of dictionaries.\n\nThe importance of this\n\nhas been truly said:\n\n\"Agree on a uniform\n\nstatement can hardly be overestimated.\n\nIt\n\nalphabet and fold your arms, the spelling reform will come of itself.\"\n\nOut of some eight hundred replies received by the promoters of the Boston Universitv\nmovement for securing uniformity in indicating pronunciation, comprising many from the\nmost qualified experts at home and abroad, only three per cent, were opposed to the project.\nThe ninety -seven per cent, composing the majority declared a conference to be the only\nWithout an agreement, reform cannot be\nsatisfactory means to arrive at any agreement.\nThe problem is then reduced to a question\nhastened. Reform, in fact, means agreement.\nEven tho all the results\nof money. The foremost authorities in phonetics are well known.\nhoped for thru such a commission might not be rcaUzcd, yet many points upon which\nFor instance, the marking of\nand desirable could be settled.\nis possible\nThis result in itself, small\nstress, quantity, nasality, voice, voiceless, word-division, etc.\nagreement\n\nas it may seem, would make a conference worth while, and hasten the ultimate object.\n\nBesides the efforts of Boston University for the cause. New York University, Leland\nStanford, the University of Wisconsin, and the I'nivcrsity of Maine arc acting as receivers\nof fun<Js which, in small sums, are constantly coming in.\ncertain\n\nMoreover, pledges to contribute\n\nsums have been received from representatives of many colleges and universities,\n\nnot only in this country, but all over the world, as well as from private individuals desirous\nEducational institutions and men of science are, however,\n\nof promoting the cause.\n\nproverbially poor in material resources, yet thus far they have furnished not only their\n\npowerful moral support, but what they could financially for the cause.\n\nsum of $10,000 would be sulVicient to realize such a conIn view of the fact that donations for public purposes in the\nUnited States have recently averaged $100,000,000 a year, it ought not to be diflkult for\nIt has been estimated that the\n\nference as contemplated.\n\nthe friends of the present\n\nmovement to obtain the small sum needed for a work of such\n\nmanifest necessity and such far-rracliing im|)(jrlance.\n\nBy abandoning the attempt to insist on the form, and by jmtiiii^; the stress (in unity,\nyou are likely to gel, in the\n\nfirst i)lace, results;\n\nsc-condly, you can iniprnve on tluiii later.\n\nDISCUSSION\nPresident David Felmlkv, of the Normal University, Normal, 111.\ntends to shatter a child's Ixlief in the <loclrine that this is a world of law.\n\ndone ?\n\nThe N. E. A. list is loo .short.\n\n— English sinlling\nWhat ought to Ix-\n\nPrehi<ienl Felniliy then read exlrarts from a letter\n\n"}
{"page": 170, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\nj^g\n\n(Louisville\n\nAssociation cause\nfrom Professor Calvin Thomas suggesting that the National Educational\nits sanction.\nwith\nschools\nprimary\noffered\nto\nand\nmade\nbe\na spelling primer to\nPresident Charles McKinney, of the State Normal School, Milwaukee, Wis., re-\n\nported on some investigations made for the purpose of learning to what extent the\nspelling hst, and whether\ntional journals of the country are using the N. E. A. simpUfied\n\neduca-\n\nSomewhat more than a\nthey would agree to use a more extended Hst if it were offered.\nfourth of all such Journals now use all of the list, about one-half use only a portion of it, and\na fourth say that they are opposed to it.\n\nHe suggested that persons present might aid the\n\ncause by efforts to induce their state educational journals to use the N. E. A. list.\nW. T. Harris, U. S. Commissioner of Education, commended Chancellor Andrews'\n\npaper and Professor Hempl's remarks, and cautioned against too much haste in the cause.\nHe said that real advance in the cause will be made only when the children in some school\nbegin to use the hst, and when a pronouncing alphabet has been made and accepted.\n\nTHE INCORRIGIBLE CHILD\nMISS JULIA RICHMAN, DISTRICT SUPERINTENDENT OF SCHOOLS,\nNEW YORK CITY\n\nThe incorrigible child makes me think of the story of a band of street\nboys, one of whom had a big apple and\n\nwas eating it alone.\n\nSix pairs of\n\nOne lad, at last, could contain himself no longer: \"Say, Dick,\" he burst out, \"will yer gimme de core ?\"\neyes, hungry and envious,\n\nwatched him sadly.\n\nBetween bites, Dick replied: \"Dere ain't goin' ter be no core.\"\n\"Dere ain't goin' ter be no incorrigible child,\" ladies and gentlemen,\n\nwhen we shall have come to see that every child, properly understood and\nproperly trained, is \"good to the core.\" I need not define the incorrigible\nchild.\nWe all know him as the child that hates school, torments the teacher,\ndemoralizes the class, disobeys the rules, and defies authority\n\n—even the laws\n\nHe is present in every school, and, if reports may be relied\nupon, is pre.sent in ever-increasing numbers. He it is who is responsible for\nthe nervousness and breakdown of many a teacher who succumbs to his torments.\nHe it is who burdens and weights down the best of teachers by his\npresence in the class.\nHe it is who robs the rest of the class of time and\n\nof the state.\n\ninstruction by his drafts upon the energy and patience of the teacher.\n\nBut\n\n\"with all his faults, I love him still.\"\nI have seen and\n\nam seeing the incorrigible boy at his worst — in a section\nNew York City, where over twenty-five thousand\n\nof the congested East Side of\n\nschool children, of both sexes, are hou.sed within an area of less than half a\n\nsquare mile.\n\nFor many years school accommodations in this section of the\n\ngreat metropolis have been inadequate.\n\nEven now, after eight years of con-\n\nstant effort on the part of recent boards of education, the number of schools is\n\nnot equal to the needs of the district. For many years children had been kept\nupon a waiting list, or sent away from school, because there was \"no room.\"\n\nThe compulsory-education law could not be enforced, because there was no\nschool place for the non-attendant.\nHave you any idea of what happens to\nthe boy of the tenements, if he is left on the streets for a year or two ? Take\n\n"}
{"page": 171, "printed_page": null, "text": "THE INCORRIGIBLE CHILD\n\nSuperintendence]\n\n1\n\n59\n\nthe history of the boys committed to city or penal institutions durint; the last\nten years, and\n\nyou will\n\nlearn.\n\nloafer, and you will find out.\n\nRead the biography of the city's professional\n\nThe boy kept out of school gets his education\n\non the streets, and graduates in loaferism, gambling, and burglary by the\ntime he is fourteen.\n\nThis has been the fate of many hundreds of boys, ruined\n\nfor life because of administrative niggardliness, or because of the official\n\nwickedness of those teachers and principals who attem]>t to maintain di.^ci-\n\nby driving the troublesome boys out of school. But this condition has\n\"Compulsory truancy\" is a thing of the past, because\nevery child must now attend school, even tho for the younger children in some\npline\n\ngone by in New York.\n\nsections, owing to the lack of accommodations, only part-time instruction can\n\nIn consequence of better administrative methods, hundreds of\n\nbe afforded.\n\nchildren, mainly boys, have been brought into the schools, lawless, undisciplined, untutored; fitted by age and size for the middle and\n\nupper grammar\n\ngrades, unfitted in book-learning for any l)ut the lowest primary classes;\n\nignorant as new-born babes of all that the course of study demands; wise as\nveterans in\n\nall street\n\nshrewdness and knowledge of the seamy side of life.\n\nIntroduce five or six of these street arabs into any class, and can you not\nTired, discouraged teachers must refer extreme cases of\nforesee the result ?\ndiscipline to the principal;\n\ntired,\n\ndiscouraged principals must give valuable\n\ntime and their best energies to the investigation and treatment of the acts of\n\nAdd to these internal burdens the additional one of the boy\n\ndelinquents.\n\nparoled by the children's court; the boy known to be a thief; the boy known\nl)y his classmates to have been arrested; the boy known by his confederates\nto have been sent back to school\n\nunpunished; the boy whose answer to the\n\n\"What did they do to you in court?\" is, \"Oh, nuttin'; dc judge\nand the result is disheartening.\njest talked soft ter me\"\nThe incorrigible child, now counted by the score, must soon be counted\n\n(juestion,\n\n—\n\nby the hundred, unless remedial and preventive measures can be immediately\nOn the one hand, there are the boys already bad, who nuist he\n\napplied.\n\nreclaimed;\n\non the other hand, there are the boys not yet corrupted, who\n\nmust be saved.\n\nIn every clas.s there are children several years beyond the\n\nage for which the regular grade work is designed. Think of the cfTcct upon tiie\nboy of twelve or fourteen who, having spent years upon the street peddling,\n\ngambling, and often .stealing, is forced to attend sduiol with\n\nforty, or lifty.\n\nand compcllc.j to repeat with tlu-m,\n\"One apple and two apples are three apples'.\" Think, too, of the etTe( upon\nthese .six- or scven-ycarold babes of associating with the boy who swears,\ngambles, and smokes, anrj who has eaten of the fruit <.f llic tree of knowl\n\nor sixty\n\nlittle\n\nfelNjws of six or .seven,\n\nt\n\nedge, of less good than evil.\n\nLet\n\nme say right here that tlie first year classes\n\nare meant for the babes, and the second year clas.scs for those a bit older; and\nthe hilfl of ten or eleven or twelve or older has no place in the regular cla.sses\nc\n\nof the first three years, no matter how ignorant he may be of reading, writing,\n\nor arithmetic.\n\n.Such a classification of the older\n\nboy has a bad\n\nsiibjec tive\n\n"}
{"page": 172, "printed_page": null, "text": "national educational association\n\nj6o\n\n[Louis^•me\n\ninfluence upon him, and a correspondingly bad objective influence\n\nupon the\n\nchild for whom the grade work was planned.\n\nMy first recommendation, therefore, to meet the>e conditions, is the formation of special classes for the children over age.\n\nIt will be\n\nfound that, with\n\nfew exceptions— so few as to be almost a negUgible quantity— the incorrigible\nchild will find his way into the special class, which at once reHeves the regular\nclasses of the most objectionable material.\n\nThe teachers for special classes\n\nmust obviously be selected with great care, in order to secure for these back-\n\nward children the teaching power and the sympathy and the encouragement\nnecessary to bring them forward more rapidly than is possible in the regular\nThe so-called non-essential studies should be taken from the course,\nclasses.\nand the teacher's whole energy devoted to carrying the children on to meet\nthe academic requirements of\n\nthe child-labor\n\nshould be given to physical training.\n\nMuch attention, too,\n\nlaw.\n\nPromotion from group to group and\n\nfrom class to class should be promised, and given at any time that progress\nis evident, and each child should be made to understand that this special\nIn New York this, experiment showed\ngrading is solely for his benefit.\ngood results from the beginning.\n\n]Many a boy, responding for the first time\n\nto a real interest in his welfare,\n\nbegan to realize the importance of trying to\n\nand later not only showed interest in his work, but a real\nMany of these boys, who had been, or were destined to\n\nplease his teacher;\ndesire to learn.\n\nbecome, incorrigible under the old classification, were saved by being placed\n\nwhere work was provided suited to their years and ability, and where an\nearnest teacher was willing and able to give them the individual help and\nencouragement they needed.\n\nThe formation of special classes helped much, but it did not solve all\nthe difl5culties.\nThe incorrigible child and the chronic truant were still too\nmuch in evidence. The former, after having had a fair trial under at least\ntwo teachers, was officially suspended by the principal.\n\nTo have returned\n\nto his old school, a suspended boy, whether sinned against or sinning, would\n\nnot only have had a bad efi'ect upon other children, but it would have made\nit\n\ndifficult for the delinquent to do his best.\n\n-There is much truth in the old\n\nadage: \"Give a dog a bad name and hang him.\"\n\nThe transfer to another\n\nschool was accompanied by a warning that a second suspension would result\nin commitment to the truant or parental school\n\n— a threat invariably executed.\n\nThe principal of the school whither the boy was\n\ntransferred,\n\nwas made\n\nacquainted with the circumstances, and the boy placed, if possible, in the\nclass of a good teacher.\n\nHe was also placed on parole to the district superin-\n\ntendent, at whose office he was compelled to report every Saturday, bringing\n\nwith him a record of daily attendance and conduct.\n\nIn like manner,\n\nall\n\nchronic truants, and all children placed on probation by the children's court,\n\nA word of praise, a\nword of admonishment, a moment's friendly conversation, the loan or gift of\n\n-were compelled to report to the district superintendent.\na book, a ticket to a ball\n\ngame or some good entertainment\n\n—these things\n\n"}
{"page": 173, "printed_page": null, "text": "THE INCORRIGIBLE CHILD\n\nSuperintendence]\n\nl6l\n\nupon paroled boys, and a claim which most\nIn my experience, several got to a point where they\n\ngive the superintendent a hold\nof them will recognize.\n\nwould polish\n\ntheir shoes,\n\ncame to see me.\nscolding, he got it;\nfair.\"\n\nIt is\n\nsmooth\n\nand wear collars, when they\n\ntheir hair,\n\nWhen a boy deserved a\nand he respected me all the more for it, so long as I \"plaved\nI did not always talk \"soft.\"\n\n\"playing fair\" that wins a boy's heart.\n\nOn one occasion I gave\n\nboy who had removed.\nIn this letter I asked the\nprincipal of an up-town school to place Harry in the class of a teacher who\nwould encourage him when he tried to do what was right. I read the letter\n\na letter to a paroled\n\nto the boy and asked: \"Do you know what I mean by that, Harrv ?\"\n\"Yes,\nyou mean a teacher who won't holler at me for every little thing.\" It is the\n\nteacher who \"hollers\" at a boy or class \"for every little thing\" that helps\nto make the incorrigible child.\n\nIf only all teachers could be taught to \"play\n\nfair\"!\n\nThe chronic truant gives much trouble.\n\nThere are many causes which\n\nlead to truancy, and scientific treatment will eradicate much of the evil.\nsubject, however, merits a chapter of\n\nsome boys.\n\nirresistible to\n\nits\n\nAfter two\n\nown.\n\nThe\n\"The call of the street\" is\n\nor three attempts on the part of\n\nthe attendance officers to keep a truant at school, the parent and child\nare summoned to appear before the district superintendent.\n\nIf\n\nupon inves-\n\ntigation it appears that the parent is to blame, the case is dismissed upon the\n\nunderstanding that following the next offense the matter\n\nwill\n\nbe taken\n\nbefore a magistrate, with a request that he impose a fine upon the parent.\nIf,\n\nowing to lack of parental control, the blame rests solely upon the boy,\n\nhe is warned, placed upon parole, and upon a repetition of the truancy is\n\ncommitted to the truant school.\nUnfortunately, the capacity of the two truant schools in New York i> only\n\nabout one hundred and eighty.\n\nWith a school population of over half a\nBetter accommodations\nare under way, but some of our troubles past and present are due to this\nmillion, such\n\nan equipment is absurdly inadequate.\n\ninadequacy.\n\nIt\n\nfill\n\nto\n\ntakes but a few weeks after the opening of the fall term to\n\nIn order\nthen follow other trials and commitments.\naccommodate the newer commitments, vacancies in the truant school nui>t\nthe truant .schools;\n\nbe created, either by returning a good boy to his home or by sending an exceed-\n\nsome reformatory institution. Tiiis is tlie weakest\nThe boy sent lumu' too soon\ni)art of the truancy system.\ninvariably has a relapse.\ncorrectional in>titution, after\nboy\nsent\nto\na\nThe\nsome months u^iually comes back wholly cf)rrupte(l. Intimate association\nwith hoys worse than himself corrupts the individual boy to a point almost\nbeyond rcdemj)tion. Last s[)ring the rcmctval from our city of one threat\ningly troublesome (^nc to\n\nand wickedest\n\ninstitution .sent\n\nabout a thousand children back\n\nfourteen were ordered to attend .school.\n\nto their\n\nhomes.\n\n.Ml\n\nunder\n\nMany of these became the most\n\ndemoralizing element in the schools, and witliin two months the majority of\nthose sent to niv district had to\n\nhi-\n\nrecommitted,\n\neilht-r\n\nthru the children's\n\n"}
{"page": 174, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n1 62\n\ncourt or thru my office.\n\n[LouisviUe\n\nUnfortunately, however, before their recommitment\n\nthey had organized their own Httle gangs, and had started other lads on the\nMany of my paroled boys, perhaps more weak than wicked,\nevil road.\nattracted\n\nby the strong personality of one or another of these young lawFor a time last\n\nbreakers, drifted into evil ways, and arrest often followed.\n\nspring\n\nit\n\nseeemd as tho all our efforts, which for many months had been\ncomplaints from the schools became more\n\nunremitting, had proved futile;\nfrequent;\n\ndiscouragement met us at every turn.\n\nThe heaviest burdens were\n\ndirectly traceable to the \" ticket-of-leave \" boys from correctional institutions.\n\nWith this absolute knowledge in my possession, there came a determination\nto\n\nkeep my boys, even my \" incorrigibles, \" out of all institutions if possible,\n\nand to try to bring about reform in some other way. It was easy to determine\nthat I should recommend no more for commitment; but what could I do\n\nTo turn him adrift was out of the question; to keep him\n\nwith the bad boy ?\n\nin the regular school was equally out of the question;\nto the truant school;\n\nI\n\nwould not send him\n\nconsequently a special school was needed.\n\nOur school board authorized the establishment of a special school for\ntruant and incorrigible boys, using for the purpose a small, old-fashioned\nschool building in my district.\n\n(The bad girl must be differently dealt with,\n\nand before long something definite, I trust, may be undertaken for her reclaAltho this special school was designed solely for the most undemation.)\nsirable material in the regular schools, it was deemed ill-advised to stigmatize\nit\n\nby giving it a name which might carry with it offense either to the children\n\nenrolled or to their parents.\n1 20,\n\nTherefore it goes by its old name. Public School\n\nunder the same general management and supervision as the regular\n\nelementary schools.\nIt\n\nwas, of course, essential that no mistake be\n\nmade in the choice of a\n\nNot only was it necessary to find some one fitted to do this delicate\nand important work; it was quite as necessary that he or she should be willing to undertake a task so beset with trials and opportunities for discouragement. Thank God that among the men and women in our profession there\nare not a few of the class whom Matthew Arnold characterizes as \"divinely\ntouched,\" and a more capable, patient, earnest, loyal, God-serving group of\nmen and women than forms the teaching force of Public School No. 120 it\nwould be hard to find. The school was organized about the middle of last\nOctober. The pupils were taken from a new and novel kind of eligible list.\nEvery principal within my districts was directed to make a Hst of the most\nprincipal.\n\nserious discipline cases\n\namong the boys in his or her school, writing out a\n\nshort history of each case,\n\nworst boy at the top.\n\nand arranging the list in the order of demerit\n\nI shall never forget the impression\n\n— the\n\nmade upon me upon\n\nmy first visit to that school. About sixty boys, every one of them with a history;\nhardness, miitrust, ugliness, written on almost every face; a latent desire to\nresist authority in\n\nevery heart\n\n— seemed\nit\n\nto\n\nme as tho I had done a cruel\n\nthing in loading such a responsibility upon the principal and her teachers.\n\n"}
{"page": 175, "printed_page": null, "text": "THE IXCORRIUIBLE CHILD\n\nSuperintendence]\n\ni6;\n\nThat was four months ago. Today those same boys, and others of their kind,\n\nwho have since been sent to the school, are growing more and more susccplible to\n\ngood influences; and I believe that from their ranks there will come\n\nboys so clearly and definitely started\n\nin\n\ndevelop into respectable citizens,\n\nwill\n\nif\n\nthe right\n\nnot\n\neven\n\nway that many of them\nsuccessful men.\nThe\n\nmajority of the boys, altho averaging thirteen years of age, were absolutely\nunfittetl for intellectual work of any kind.\n\nsome could not work\n\nSome could not write their names;\n\nthe simplest examples;\n\nmost were chronic truants;\nalmost all were cigarette-smokers and crap-shooters; most were liars; many\nwere known to be thieves; ])rofanity rolled from almost everv {)air of lips.\n\nOne feeling, however, was strong within me:\neffect\n\nthat whatever might be the\n\nupon the boys, the teachers, or the ])rincipal of this school, the effect\n\nupon the regular schools, brought\nmust be tremendously helpful.\n\nabt)ut\n\nby the removal of\n\nEvery incentive was offered\n\nmake\n\nthe school attractive.\n\nto\n\nrequirements were kept in the background, until\nrespect for authority,\n\nresjject\n\nthis element,\n\nAcademic\n\nfor the teacher-\n\nand self-respect had been, in part at least, developed.\n\nThe school was a boon to those boys: boys who had been driven from pillar\nto post; boys who had been the disturbing influence in their classes; boys\nwho had been beaten by their parents with or without cause; boys who had\nbeen run down by the police the veritable pariahs of school life. Have\n\n—\n\nyou any idea what it means to such a boy suddenly to find himself under an\niniluence so directed that he discovers that he\nthat\n\nsomeone cares for him;\n\nthat\n\nwhen he backslides, someone is grieved.\nfound for the\n\nfirst\n\nis\n\nof interest to .somebody;\n\nwhen lie tries, someone is plea.sed;\n\nthat\n\nThis is what many of those bovs\n\nand, under the sunshine of friendly interest and\n\ntime;\n\nthoughtful care, some of the hardness that had grown about the tender spot\n\nwhich can be found in almost every boy's heart began to .soften and to melt;\na> the soft spot showed its pre.sence, the skillful teacher, tenderly, carefully,\nI>rayerfully,\n\nkept on melting the hard outer crust and giving the warm >i)ot\n\nand as the heart grew warm, .something in the\n\nencfturagemcnt\n\nto\n\nface changed.\n\nThe hard, sullen, rebellious look disappears at times;\n\ndevelop;\n\nocca-\n\nsionally there is the light of hope on the face; in a few ca.ses the old look has\nentirely disa[)peared.\n\nSome day some of these boys, who but for this inllu-\n\neiK (• in their lives would\n\nhave found their way into the House of Refuge, and\n\ninto f)thcr hotbeds of vice\n\nand inicpiity, will Ik- alilc to hold u|t their heads\noiiic lo\n(\"an any greater rewanl\n\na> honest, decent, law abiding citizens,\nthe teacher than the\n\ni\n\nknowledge that he or .she has achieved this?\n\nSuccess has not come\n\nin\n\nevery case.\n\nOne boy has already had to be\n\ngiven up as ho))eless, not only because he would not lend himself to any of\nthe good influences at work, but because his inlhicncc over the other boys\n\nwas .so terribly demoralizing that for their sakes he h.id to be rcinoscd. His\n.Another boy had to be sent to\n\ncase was referred to the Children '> Society.\n\nan asvlum for mental defectives.\n\nKive or six have been\n\nlo^t\n\nto ns Ixi.iusc;\n\n"}
{"page": 176, "printed_page": null, "text": "J\n\nNATIONAL EDUCATIONAL ASSOCIATION\n\n54\n\nof criminal conduct outside of school,\n\n[Louisville\n\nwhich led to their arrest and commit-\n\nSome were sent back to the regular schools at the begin-\n\nment by the court.\n\nning of the February term, pronounced absolutely cured by their teachers\nSeveral were carefully prepared to meet the academic require-\n\nand principal.\n\nments of the child-labor law, and they have gone out to work now properly\nIn some of these cases the boys were\n\nquaUfied and properly certificated.\n\ncarried forward thru the essentials of three or four regular grades.\n\nMany\n\nthem had keen minds and needed merely to be shown how, and to be\nencouraged, to enable them to make astonishing progress. The boys are\nproud of their school, and in most cases a class pride has enabled them to\nof\n\nmake effort that was impossible to the individual child.\nConsiderable attention has been given to physical training and athletic\n\nOne of the most astonishing phases of this work was disclosed\n\ndevelopment.\n\nwhen these boys, who had lived their lives on the street, were found to be\nThey seemed to be utterly\nabsolutely unable to do regular physical exercises.\nwithout muscular development; the simplest physical tasks seemed beyond\nthem. They were awkward, unwieldy, and heavy-footed. The change in\nA basket-ball team was organized soon\nthis direction has been marked.\nafter the opening of the school, and the boys have learned how to do creditable\n\nteam work.\n\nTheir team had been practicing less than six weeks when they\n\nasked permission to compete in an interschool contest in the district.\n\nThey\n\nwere of course beaten, because the other teams had been in practice for many\nmonths.\n\nThey took their defeat amiably, but demanded that they should\n\nbe taught a school cry of their own, because the winning team had its school\ncry.\n\nMany incidents might be here recorded, but for lack of time I shall narrate\nonly one.\nPhilip, thirteen years of age,\n\nwas placed high upon the eligible list at the time that\n\nHe was a chronic truant, and at the time of his transfer was\na vagrant, not having slept at home for some time. It took two attendance officers and\nthe school\n\nwas opened.\n\ntwo teachers three weeks to find the boy and bring him into school.\ntwo hours and then ran out, and was gone for another week.\n\nHe remained about\n\nwas brought\nAbout four weeks later, during which time\nhe had not once played truant, and in several other ways had shown a desire to do well,\nhe went into the principal's office, where the following conversation took place:\nback again, and\n\nIf I\n\nthis\n\ntime he remained.\n\nBoy: Say, Miss Jones, there's two fellers on\nmake 'cm come, will yer take 'cm in ?\nPrincipal:\n\nFinally he\n\nmy street what don't go ter school.\n\nWhy don't they go to school ?\n\nBoy: They ain't been in no school for a long while.\nPrincipal: Where did they use to go to school?\nBoy: They didn't go ter no public, they went ter dc Brudder's.\nwon't yer take 'em in if I make 'em come ?\nPrincipal:\n\nYou can't make them come.\n\nBoy: Now, never yer mind what I can do.\nPrincipal:\n\nSay, Miss Jones,\n\nI'll\n\nWill yer take 'em in if I make 'em come ?\n\ntake them.\n\nAnd he went off. Next morning he came into Miss Jones' office and literally threw\ntwo boys at her, having brought them into the school holding each by the collar. Their\n\n"}
{"page": 177, "printed_page": null, "text": "THE INCORRIGIBLE CHILD\n\nSuperintendence]\n\n165\n\nhome was fully half a mile from the school. \"Here's them two fellers. Didn't I tell ycr\nI could bring 'cm?\"\nAnd he had. The two boys in question, upon investigation, were\nfound to have been away from school for seven months, spending their entire time upon\n\nThey were at first irregular in attendance, but two or three visits to the home\nof the grandmother, with whom they lived, and a rather sharp letter to the father, brought\nthe street.\n\nabout reform in this direction, and they are now attending regularly.\nI\n\nleave\n\nit\n\nto the psychologist to discover\n\nbringing these two boys into the fold.\n\nIn\n\nwhat was Philip's motive in\n\nmy optimistic moods I like to\n\nbelieve that, having felt the good inlluence of the school, he wished his friends\nto share that influence;\n\nbut there are other times when I think a feeling of\n\nenvy that these boys could be on the street while he was at work mav have\nbeen the dominating force.\n\nHowever, this is not the time to analyze motives.\nThree chronic truants are now attending regularly, and that in itself is ju.stification enough for the existence of such a school as the one I have described.\n\nOne of the teachers in this special school told me that he never hesitated\nto talk to the boys about their bad reputation:\n\nThey knew that they were bad boys, and they knew that I kne%v it.\n\nBy comparing\n\nthe results of honest life and earnest work with the results of dishonesty and idleness,\n\nI\n\naroused a slight spirit of shame and hurt pride, and, I beUeve, created a little desire to\n\ndo right.\nI\n\nI\n\nappealed at first to the material side of every question of right and wrong.\n\ntalked dollars and cents as the result of work, and the lack of them as a consequence\n\nThe response was astonishing.\n\nof neglect.\n\nLater, after I\n\nhad gained a fair control of\n\nthe class and developed some spirit of right-doing by simple talks, I tried to get the Ixays\n\nHaving grown up in New York streets myself,\nthem a little by a few stories about the\n\nto do right because they wished to do so.\nI\n\nam \"wise\" to everything they do.\n\nI astonish\n\nand make them understand that they are wasting time when they try to lie to me.\nand now only exaggerate. The gymnasium\nand shop raised high hopes of having a fine time. These hop^-s were turned to use, and\nstreet,\n\nIn consequence they have stopped lying,\n\nthe boys were led to accomplishing set tasks.\n\nTheir predominating characteristics arc\n\npersonal pride and a supersensitive feeling of injustice to themselves.\nto class pride\n\nI\n\nhave had an almost perfect attendance for many weeks.\n\ntruant one morning;\n\nabout half-past ten he came\n\nin,\n\nBy app>'aling\n.'\\\n\nboy played\n\nconfessed he ha<i been\n\n\"on the\n\nhook,\" felt ashamed of having spoiled the class record, and .so came in willing to accept\nhis\n\npunishment.\n\nI\n\nhave appealed\n\nto individual\n\nevery time I could find the slightest chance.\nthat others\n\npride,\n\nwherever possible, by praising\n\nPraising one boy j)ublicly for something\n\nhad failed to do has a good effect upon the boys who fail.\n\nThey recognize\n\nOne boy\npunched another in the eye, because that other had received from me more praise than\nthe puncher thought he deserved.\nAmong these Ixjys the will is exceedingly strong. In\nmost cases it is perverted. The great diHicully is to overcome this perversion. The only\nway clear to me is to develop feeling inslrad. Sympathy toward them is an absolute\nncces-sity.\nThey are quick as Topsy t<J notice any aversion. The teacher's rewanl for\nThe teaching of\ncfTort comes mainly from their ready res|K)nsc to personal kindness.\nl}<X)k knowledge Ls a difficult matter.\nThe Iwys have a strong iiversi«)n to work at .set\nthe jxjint quickly,\n\ntasks.\n\nand a rivalry\n\nfor obtaining this praise\n\nis\n\nTo overcome this, all [Kjssible interest must l>c aroused.\n\neasily arousi-d.\n\nHere, also, the matirial\n\nthem of giKxl jolis, fine jMisilions,\nlilji-ral salaries obtained by others bei ause they <ouM ilo just sui h wnrk as I was attenqitside of life\n\nmust be us<-d as an argument.\n\ning to teach.\n\nI\n\nThe psixins:- was astonishing.\n\npatience must be inexh.iustible.\n\nstrong habits in the bad\n\nl>oy.\n\nF^.k k\n\nremin<l(il\n\nIn <Iialing with thes»- Ixiys the lea< her's\n\nof attention\n\nand lack of application are very\n\nThe hoi)e of reward proves a stronger incentive than to\n\n"}
{"page": 178, "printed_page": null, "text": ":\n\nNATIONAL EDUCATIONAL ASSOCIATION\n\nl56\n\nFLouisville\n\nThey are born \"grafters,\" and will work for prizes or pay, when work\nBecause of the hope of reward and some form of praise,\nworking at one set task for a full hour. That\nI have scon my class, as a whole, steadily\n\nordinary boys.\n\nfor work's sake is impossible.\n\nthat alone showed the worth of just such\n\nalone, in my opinion, was a victory over them;\nspecial treatment as\n\nwe are now giving them.\n\nIt is possible to\n\nmake these boys worth\nThey do not\n\nmuch, altho the process is long, tedious, and at times very discouraging.\n\nThis, however,\nretain well anything that is taught them, except possibly arithmetic.\nshould not prove discouraging, because there is enough victory for the teacher if these\nboys can be induced to attend regularly, obey willingly, and apply themselves to work.\nA premium should be placed upon effort, not knowledge. This causes the boy to try.\n\nOur work here has been difi&cult; but all of us feel that the school has met a great neighborhood need, and that it is achieving an immeasurable amount of good.\n\nFrom all the teachers I have reports on individual progress. Every case\nThe limitations of a single address make it impossible\n\nis\n\nworthy of record.\n\nto\n\ndo more than quote one typical case.\nS.,\n\nFor the first few weeks he\nand talking every minute of the\nHis main purpose seemed to be saucy to his\n\nage fourteen, was both a truant and incorrigible.\n\npersisted in leaving his seat, walking about the room,\n\ntime except\n\nwhen fighting his neighbor.\n\nHe knew absolutely\nHe would grow ugly if\n\nteacher and to let everybody know he had no fear of punishment.\nnothing.\nI\n\nHe could not read and would not attempt to read.\n\nmade the mistake of asking him to do so.\n\nhe knew a little more about such work.\n\nI\n\nfound out that he Hked arithmetic because\n\nI gave him twice as\n\nmany examples as the others,\n\nassuring him that I knew he could do double the work that any other boy could do in the\n\nsame time.\n\nLater I informed him that, if he could read as well as he could cipher, he\n\nHe waited after school every day for private help.\n\nmight stand highest in the class.\n\nI\n\nbegan with the blackboard and a first reader; later a second reader. In six or seven\nweeks he had mastered the subject. Today he will read any book he can lay a hand\non.\nI consider this boy one of the best cases of reform in the school.\nThe other day he\nhanded me an old blankbook and said: \"Please write in here the things you said about\nme.\n\nMy father doesn't think it's true that T am a good boy.\"\n\nhis seat to get next to a friend.\nto, sit there;\n\nI\n\nRecently he changed\n\nForeseeing the result, I said: \"S., you may, if you wish\n\nbut I should like to see you sitting just where I can look at you and where\n\nalways know I can find you.\"\n\ndon't care much for myself;\n\nA smile came over that face, and the reply was: \"I\n\nWithin a month this boy will\nbe able to take out his employment certificate, and will carry with him into life respect\nit is\n\nfor every individual in authority.\n\njust as you want me.\"\n\nHow can I help calling this a case of complete reform ?\n\nThe following table is a fair, accurate statement of the condition of the\nspecial school on February i\nTotal number admitted to date\nSent back to regular schools cured\nReceived employment certificates (3 more to go soon)\nWent to work at sixteenth birthday\nMentally not responsible\nMi-ntally lacking (not so pronounced as former)\nArrested and committed by court since admitted to Public School No. 120\nArrestcrl and paroled^-fiitto\n\n\"\n\nChronic truanLs before attending Public School No. 120\nNumber of these absolutely cured of truancy\n(Those not yet reformed are mainly pupils lately admitted)\nNumber thoroly reformed on all charges\n(Of these 5 will always need special care)\nNumber improving steadily\n* Soon to be placed in a special class for defectives.\n\n140\n5\n\n4\n6\n\n*i2\n\"i'6\n\n...\n\n.\n\n6\n7\n\n118\n100\n\n33\n42\n\n"}
{"page": 179, "printed_page": null, "text": "THE INCORRIGIBLE CHILD\n\nSuperintendence!\n\n1\n\nNumber impro\\nng spasmodically\nNumber improving but vcr}- slightly\nNumlxT showing no improvement at all\n\n67\n32\n10\n20\n\n(This last item includes 6 arrested and committed, and 6 not yet attending a month)\n\nSurely, no further evidence is needed to convince even the most skejjtical\n\nthat a school of this kind\n\nwould Ije a benefit to any community.\n\nBut such\n\nschools would not be so imperatively needed, had i)ro|ier measures always\n\nbeen applied in our regular schools and classes.\n\nIf the true hi>t()rv of\n\neach\n\none of these boys were written, it would be shown that many sins of commission, as well as of omission,\n\ntendents, helped to\nI\n\non the part of teachers, principals, and superin-\n\nmake tliesc deiinciucnts what they were.\n\nreferred some time ago to the special classes for children over age.\n\ncjuestion needs attention.\n\nThis\n\nThe special class appeals stronglv to the Ijackward\n\nwho has often been troublesome because he was not interested in the\nAn appeal to his good .sense brings about a co-operation\n\nchild,\n\nwork of his class.\n\nwith the teacher in her efforts to carry him thru two or more grades of .school\n\nwork in one term.\n\nI\n\nhave on hand many records wliicli read as follows:\n\nL v., age twelve, went from iB to 4A in five months.\n\nE.xtreme discipline problem\n\nnow an earnest worker.\nL. R., age fifteen, from 2A to 4B in five months.\nBad boy before being placed in\nspecial class; now good and industrious.\nHad been very troubleJ. S., age thirteen, from 3A through 5.^ in seven months.\nsome; now obedient and industrious.\nH. S., age twelve, t,.\\ to 5A in seven months. Very disorderly before being placed\nbc-fore\n\nbeing put into special class;\n\nin special class;\n\nthoroly reformed.\n\nThe foregoing were all boys.\nL.\n\nS.,\n\na\n\ngirl,\n\nage twelve, from iR to\n\n3B in five months.\n\nPreviously\n\nknown as a\n\nbad girl.\nPreviously known as a bad girl.\n\nS. K.,\n\nage eleven, iB to 3B in two months.\n\nR.\n\nage twelve, from 2B to 4.^ in seven months.\n\nF.,\n\nhandle before being placed in special class;\n\nTroublesome and dilTiruU to\n\nnow gives no trouble.\n\nAnd so the records run.\nIs there\n\nanything that can be done for the iiuorrigible child, where con-\n\nditions are not favorable for organized reform along tlie lines of special clas.ses\n\nor special schools?\n\ngame\n\n<\n\nailed\n\nHave you ever seen a number of dnldren playing the\n\n\"Follow Master\"?\n\nThe leader is (lio>fn, or\n\ni\n\nhooscs himself,\n\nand the laws of the game recpiire all that follow him to imitate exac tly whatever he docs or .says.\n\nXo matter how al)suril. no mattir liow ridii ulous, no\n\nmatter how foolish, no matter how dangerous his movements may be, the game\n\nWe, at the top of\na great game of\n\" follow master. \"\n.\\re we po.ssibly leading our followers to do what is absurd,\nor ridiculous, or foolish, or even dangerous? There is something pathetic\nin the way prim ijials and tc-ai hers try to do those things wliiili they liflic\\ithe superintendent desires them to do.\nAre we superinttndiiits always\nleading wisely in this great game ?\nIs it n«)t |)().ssible that while we have been\nriemands from all the others blind, unthinking imitation.\nour professi<»n, are leading our\n\n|)rintipals\n\nand\n\nti-ai hers\n\nin\n\n"}
{"page": 180, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\nj68\n\n[Louisville\n\nleading toward penmanship of a certain character and style; reading according to this, that, or the other method;\n\nimmediate results in arith-\n\nbrilliant,\n\nmetic or technical grammar; marvels in the production of juvenile compositions; wonderful exhibits of manual and constructive work; high averages\nfor promotion or graduation; or the other details which to us seem pedagogi-\n\nwe may have forgotten to lead along those lines which\nwould have helped the incorrigible child and prevented some others from\nDo you not feel, in this blessed privijoining the ranks of the incorrigible ?\ncally important,\n\nlege of leadership that has been given to us, that if we had made it clear to\n\nthose\n\nwho follow that character means more than knowledge;\n\nthat effort\n\nmeans more than tabulated results; that the rescue\nof the soul of one child is a greater achievement for any teacher than the\npromotion or graduation of 90 per cent, of his class, possibly more might\n\nin the right direction\n\nhave been done for the incorrigible child ?\n\nare, that is the\n\nIs\n\nit\n\nnot time that all superin-\n\n\"It is not what your children do, but what they\n\ntendents should declare:\n\nmeasure of your success;\n\nnot the number of questions\n\nit is\n\nyour children can successfully answer, but it is the number of temptations\nthat they can successfully resist, that proves you to have been a successful or\n\nan unsuccessful teacher\"?\n\nThey work\n\nOur poor teachers!\n\nso hard;\n\nthey work so incessantly;\n\nand the pity of it is that so much of their energy is misdirected. Why ?\nChiefly because from time immemorial we have placed the shadow above\nthe substance.\n\nWe have prided ourselves on what has been done for the\nWe have never recorded what has become of the child\n\nchild who survives.\n\nwho fell by the way.\n\nIs\n\nit\n\nnot time that a higher standard be imposed ?\n\nDoes not this country need character more than it needs knowledge of facts ?\nUnderstand, I\n\nknow full well that all good teachers and good principals\n\nconstantly hold before the children standards of right living and of true worth,\n\nand that many a child is benefited thereby; but this has not prevented thousands of children from going thru school and out into life with a lack of\ncharacter that is a reflection upon any school system, and that tends to lower\nthe standards of citizenship thruout our land.\n\nWe are expected, in com-\n\nmunities largely made up of foreigners, to give correct American standards\nof living to the children of the alien.\n\ncommunities wholly creditable ?\n\nAre the standards of living in American\n\nWould the general corruption in municipal\n\ngovernment, would the general unethical basis of the commercial world, be\npossible,\n\nif\n\ncorrect ethical standards had been given to the men who control\n\nthe affairs of the world today, at the time we had them as little boys in school ?\n\nBut, as Kipling says, \"that is another story;\"\n\nso let us get back to the incor-\n\nrigible child.\n\nThere are home conditions of poverty and of degradation, or of indulgence\nand bad judgment, which send even the httle child to us, morally, if not\nintellectually handicapped.\n\nIt is the sacred obHgation of the teacher in whose\n\nclass this child is first placed to find out\n\nsomething of his home conditions,\n\n"}
{"page": 181, "printed_page": null, "text": "THE INCORRIGIBLE CHILD\n\nSuperintendence]\n\n1\n\n69\n\nand by a deeper interest, a sweeter patience, an infinite tact, to make good\nto that child what it failed to get by the accident of l)irth.\nUnder such treatment, what do you think would be the response from the child ?\n\nDo you\n\nthink that the baby under this special sympathetic treatment would develop\nthe germs of incorrigibility ?\n\nPass him on to the next class, and let the teacher\n\nwho sends him on pass on a word of enHghtenment to the next teacher, so\nthat she too may take the little fellow into her heart and smooth out the path\nhim; and so on term after term.\n\nfor\nit\n\nis\n\nIs this\n\nUtopian?\n\nI\n\nthink not.\n\nBut\n\nimpossible when the teacher lacks tact, patience, and warmth of sym-\n\n\"The teacher who hollers at you for every little thing\" is the dis-\n\npathy.\n\npenser of as much poison as is the hospital nurse w'ho mistakes a bottle of\n\ncarboUc for a sedative!\n\nWe have reached that stage of civilization and\n\nenlightenment in municipal affairs where the\n\nfirst\n\nindication of contagious\n\nphysical disease is detected, and the patient is removed for the protection of\nthe rest and for the improvement of its own condition.\n\nIs\n\nit\n\nnot time then\n\nfor us to begin to train teachers to look for and detect the first symptoms of\n\ncontagious\n\ndiscipHne disease, and to compel them to take proper means to\n\ninsure, not only the safety of others, but the improvement of the child in whom\n\nsymptoms have been detected ? The first symptoms of contagious\nwhat are they ? Were one to ask our teachers to answer\n\nthese\n\ndiscipline disease\n\n—\n\nthat question honestly, I believe that a majority of the replies\n\nwould give\n\nevidence that they are laying too much stress upon unimportant things.\n\nTo\n\nrequire children to sit perfectly still, in furniture often physically uncomfortable, is, I think, the root of many of our discipline problems.\nat tasks lacking every element of interest increases the evil.\n\nTo keep them\nThe energy,\n\nmake children do what is not\nremember well in my early teaching days\nwhen, in every penmanship lesson, tremendous emphasis was laid upon the\nproper crossing of the / and the accurate dotting of the i. Most of us have\nthe time, and the nervous strain expended to\n\nworth the doing is appalling.\n\nI\n\nrei>ented in sackcloth and a.shes for our folly in this direction, and realize now\nthat,\n\npenmanship be free, rapid, and legible, it makes no dilTerence where\n\nif\n\nthe / is cros.sed or where the i is dotted; but in tho.se days wc made so much\noi the cro.s.Mng of the / and the dotting of the / that we lost sight of the impor-\n\nAre we not living thru a similar crisis in our\n\ntance of freedom and speed.\ndis( ipline problems ?\n\nDo not some of the things that teachers demand (and,\n\nremember, teachers and [jrincijjals are playing the game of \"Follow Master,\"\nand, as a rule, demand what they think the superintendent desires)— do not\nsf)me of these things bear the same relation to true disc ipline that the crossing\nof the\nis\n\n/\n\nand the dotting of the / bear to real penmanship?\n\nclearer vision for ourselves.\n\ncan be aroused\n\nin\n\nand written,\n\nc\n\nWiiat we need\n\nvibrating enthusiasm for any great\n\nmove\n\nany teadiing body, provided enough enthusiasm goes\n\nout from the leader to set\nthis to ije true\n\n;\\\n\nin\n\nmotion the vibrations in the mass.\n\nIf\n\nwe feel\n\nand translate our feeling into our utterantes, both sp«)ken\n\nan we not thereby\n\n<\n\nreate a public opinion that will fon <• its way\n\n"}
{"page": 182, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\nl^O\n\nthru our utterances to the attention of the living, acting\n\n[Louisville\n\ncommunity?\n\nIf,\n\non the other hand, we feel that our ofhcial duty is discharged by the occasional\n\ncommitment of an incorrigible child, instead of tracing incorrigibility to its\ncauses, and trying to remove those causes, do we not show ourselves unfit\nfor the responsibility of leadership ?\n\nIt is too late to solve discipline\n\nlems when the extreme case is brought\nlower down, and we must begin at once.\n\nto official notice.\n\nprob-\n\nWe must begin\n\nFor a time the present trouble\n\nmust last, because lawlessness has been so steadily on the increase among\nour boys that remedial measures will be required for some time; but this\nsame lawlessness will increase at an appalling rate unless we capture the\nlittle ones now and remove from their lives those influences which have made\nBoys already so defiant of all authority,\nas was the material out of which my special\n\nthe bad boy of today what he is.\nso willful\n\nand disrespectful,\n\nschool was constructed, must be removed and placed in small classes under\nspecially chosen teachers.\n\nBut that\n\nnot enough.\n\nis\n\nfrom taking measures\n\nto\n\nPermanent preventive work can come only\n\nchange the standards of discipline in the entire\n\nWe must watch closely every teacher in whose class truancy\n\nteaching body.\n\nand other violations of the law are most frequent; and if lack of sympathy,\nlack of tact, or bad temper on the part of the individual teacher is found to\nbe responsible, in whole or in part, for these troubles, we must have the courage\nto prefer charges against such a teacher, and remove him or her before further\n\ndamage results.\n\nDrastic measures in removing two or three of the worst\n\noffenders would insure an improvement on the part of others\n\nwho by their\n\nharshness, injustice, and unkindness are helping to embitter the school life\n\nEmmy Lou's \"Ogress\" must disappear from our schools;\nEmmy Lou's \"Dear Teacher\" is needed in every room. We hear very\n\nof many a child.\n\nlittle\n\nabout the incorrigible child from \"Dear Teacher.\"\n\nIf,\n\nhowever, the\n\nfault does not lie with the teacher, there must be something inherently wrong\nin the\n\ntroublesome child, or something in his environment that tends to mih-\n\ntate against the best influences of the school.\n\nSome plan must be devised\n\nto make special provision for the proper training of such children.\n\nChildren\n\nwho cannot, or will not, obey the laws of a school, as administered by a sane,\ntactful,\n\nsympathetic teacher, must be treated as diseased, and must be iso-\n\nlated for their own good and for the protection of others.\n\nWe dare not wait\n\nuntil the child infected has advanced in years, with ever-increasing disrespect\n\nThe disease must be treated in its incipiency.\n\nfor authority.\n\nPhysicians\n\nhave proved beyond question that a cure is possible in every case of incipient\ntuberculosis,\n\npro])erly treated.\nBeyond the incipient stage recovery is\nand the danger of infection to others immeasurably greater.\n\nif\n\nless frequent,\n\nSo, too, with our discipline problems.\n\ntreatment,\n\nall,\n\nor practically\n\nall,\n\nIn the incipient stage, under proper\n\ncan be cured.\n\nOnce allow a child to get\n\nwell beyond the incipient stage of lawlessness, and recovery is not only doubtful,\n\nbut the spread of the disease is a natural sequence.\n\n"}
{"page": 183, "printed_page": null, "text": "THE INCORRIGIBLE CHILD\n\nSuperintendence]\n\nIt\n\nI7I\n\nhas taken years to educate the public to a proper conception of the\n\nduty of every individual toward checking the spread of the white plague.\n\nIt\n\nmust now become our duty to educate teachers, parents, and public opinion\ngenerally to the fact that defiance to authority presents a greater menace to\n\nour country than does tuberculosis.\n\nThe spread of moral disease is infinitely\n\nmore far-reaching in its influence for evil than the spread of physical disease.\nIf,\n\nthen, it be essential for the public to help physicians stamp out incipient\n\ntuberculosis,\n\nhow much more necessary is it that the same jniblic should\n\nbe appealed to,\n\nstamp out incipient lawlessness ?\n\nLet me\n\nWhat would be thought in medical\n\ncircles of\n\nto help teachers\n\ncontinue the comparison.\n\nphysicians and nurses, charged with the care of tuberculous patients, who\nrecklessly scatter the\n\nsame ?\n\ngerms of disease instead of carefully destroying the\n\nWhat, then, must be thought of the teacher or principal whose prime\n\nfunction is to train the child of today for future citizenship, if he recklessly\nscatters the\n\nbound\n\nto\n\ngerms of incipient lawlessness so that the spread of the evil is\n\nSuch germs must be exterminated\n\nfollow ?\n\nmeasures must be applied\n\nto\n\nunder the influence of nervous excitement and\nwith the troublesome child,\n\n;\n\nproper preventive\n\nThe teacher,\n\nthe control of the contagion.\n\nis\n\nirritability,\n\nrecklessly scattering\n\nthese\n\ndue\n\nto conflict\n\ngerms, so that\n\nothers in her class not yet contaminated are in the greatest danger.\n\nTact,\n\ncourage, sympathy, and infinite patience on the part of the teacher arc the\n\nTeachers must learn\n\nonly remedies for incipient lawlessness.\n\nthat,\n\nif\n\nthe\n\nstrong will of a child is set up in opposition to the teacher's mandate, insist-\n\nence upon immediate surrender to the teacher's will is l)()un(i to carry with\nit\n\nhumiliating consef|uences.\n\nIt is far better to\n\nignore such an outbreak, to\n\ntake no notice of the child at that particular moment, and to wait for the right\n\nopportunity in which to gain the (li>pute(l ])oiiit.\n\nThi> point is rarely gained\n\nby forcing the issue at the moment that the child is controlled by stubbornness,\n\nand the teacher by temj^er.\n\nMany a boy has grown hard and ugly as a result\n\nof battles of this kind, when at the mdiiuiit of rebellion the display of syni|)athy, tact, and judgment on the teacher's part would have resulted in future\n\ncontrol, not only of the teacher over the child, but possibly of the child over\n\nhimself.\n\nHere, then, is one line of thought for the teat lier who is tormented by an\nunruly boy.\n\nyour soul\n\nPosse.ss\n\nHow (an you e.xpet\ncontrol your own\n\nt\n\nin\n\n])alience\n\nto teat h a willful\n\nt\n\nliild\n\nmood under provoi atioii ?\n\nor with a sullen (hild,\n\nis\n\nand await your oppdrtunily.\nxlf\n\ni\n\niintml, uluii\n\nyuu iannol\n\n\\ (onte.st with an angry child,\n\nbound to s|)read the germs of disea.se.\n\nTreat the\n\ncase scientifically, an<l rcnuinbir that even germs cannot always be destroyed\n\non the spot.\nopportunity\n\n(;ne must carefully gather them together, and carry them, as\noffers,\n\nto those places\n\nwhere\n\ntheir dcstrut tion\n\nis\n\nassured.\n\nIf\n\nonly we could learn to treat lawlessness as wc treat tuberculosis!\n\nOur poor teachers'.\n\nThe whole world sympathizes with their struggles.\n\nParadoxical th(j it may seem, I reserve the term \"poor icaiher\" for only the\n\n"}
{"page": 184, "printed_page": null, "text": "172\n\nNATIONAL EDUCATIONAL ASSOCIATION\n\ngood teacher.\n\nThe really poor teacher does not deserve much sympathy.\n\nIf the recording angel is doing his duty, there will\n\n[LouisviUe\n\nbe a long account for the\n\npoor teacher to settle, some day; and when that day comes, may God help\nher!\n\nFifty years hence what difference will\n\nmake if the present official\n\nit\n\nschool record of any teacher be good or poor ?\nif\n\nthe record in the Great Beyond be a poor one\n\nstand before the Great Judge.\nthese:\n\n!\n\nBut think of the difference\nSome day each of us will\n\nHow shall we then answer such questions as\n\n\"What did you do with all those little children intrusted to your\nHow many young, erring souls did you save from destruction ? \"\n\nguidance ?\n\nThese are serious thoughts; but does not the very sacredness of our work\nmake it necessary for us to think seriously ? Is there not something more to\nteaching than the mere assigning of tasks, the hearing of lessons, the making\nof records, the promoting of children, and the doing of the thousand and one\n\nthings that\n\nnow seem of such great importance ?\n\nhigher to be aimed for ?\n\nIs there not something\n\nCannot teachers be led to feel that the final aim\n\nin teaching is the directing and organizing of the entire educational process,\n\nso that every child shall find self-realization in a happy and useful\n\nor womanhood ?\n\nIs a\n\nmanhood\n\nhappy and useful manhood or womanhood possible\n\nfor the incorrigible child?\n\nYes, but on one condition only:\n\nall\n\ntraces of\n\nincorrigibility must be removed from his character before the influence of the\n\nschool is taken out of his life.\n\nThis can be done;\n\nthis\n\nmust be done.\n\n\"If\n\nit\n\nwere well done when 'tis done, then 'twere well it were done quickly.\"\n\nto\n\nshape school legislation,\n\nWe who are in the official position to change or dictate school policies,\nto guide\n\nand direct teachers, must assume our\n\nshare of the responsibility, and assume it quickly.\n\nIt is we who must see that\n\nevery child gets tasks according to his age and needs.\n\nIt is we who must see\n\nthat special schools or special classes, under most carefully chosen teachers,\n\nare provided for all children who are defiant toward authority.\n\nIt is we who\n\nmust train teachers to give to all cases of incipient lawlessness the scientific\ntreatment accorded to physical disease.\n\nremove, or cause to have removed,\n\nall\n\nIt is\n\nwe who must, if necessary,\n\nteachers who, because of tempera-\n\nmental defects, by their impatience and unreasonableness, are driving children into truancy and defiance.\n\nIt is\n\nwe who must lead all teachers to see\n\nthat the development of proper character in the child transcends all else in\n\nimportance, and that a teacher's highest duty lies in saving the soul of the\n\nwho otherwise might fall by the way.\nThere must be a change in the special attitude of the teacher toward\n\nchild\n\nmisdemeanors and misdemeanants.\n\nOn the teacher's part there must be the\n\nyearning and eager activity to save and redeem.\n\nThis activity is bound to\n\nreact upon the child until it is fair to expect him to repent, or to cause him\n\nneed of repentance. The child who repents can easily be saved.\nThe proper attitude toward the misdemeanant demands that the teacher\nto feel the\n\nconsider his obligation as a labor of pity and love.\n\nInstead of threats and\n\ncondemnation, the teacher must give the chance for hope, admiration, and\n\n"}
{"page": 185, "printed_page": null, "text": "—\nSuperintendence]\n\n£X.4-1//.V.4 T/O-V\n\nOF EVES OF SCHOOL CHILDREN\n\n173\n\nwork their wonders.\n\nlove to\n\noften remains untainted.\n\nEven in a hardened sinner a part of the soul\nThink, then, what evil must result when a teacher\n\nrefuses to look for and nourish the untainted part of tlic soul of a cliild.\n\nNo\n\nlabor of love and pity is ever wasted.\n\n\"Talk not of wasted affection, affection never was wasted;\nIf\n\nit\n\nenrich not the heart of another,\n\nits\n\nwaters, returning\n\nBack to their springs, Hke the rain, shall fill them full of refreshment.\"\nIt is this refreshment that will l)e the salvation of the\n\nincorrigible child.\nattitude.\n\nteacher and of the\nand not condemnation must be the teacher's\n\nAffection\n\nNo child is so hardened that it will not respond to so gentle an\n\nemotion; no child's life so spoiled that the untainted part is beyond redemption;\n\nno child's habits so formed that a change in aim and achievement\n\ncannot be brought about.\nall;\n\nTeach every child that success cannot come to\n\nbut that, if he cannot reach success, he may still win life's first prize\n\ncharacter.\n\nSome day, perhaps, every teacher may learn that his or her truest\n\nmission lies in giving to the child inspiration and stimulus for right living\n\nand for the formation of true character; some day, perhaps, every child may\nlearn that no success, that no achievement, can be\ntrue character.\n\ncompared in worth to\n\n^Vhen that day comes, there will be few or no discipline\n\nproblems; when that day comes, pessimism will give way to optimism; when\nthat day comes, the teacher's heaviest burden will disappear;\n\niclicti\n\nthat day\n\ncomes, there will be no incorrigible child.\n\nTHE EXAMINATION OF THE EYES OF SCHOOL CHILDREN\nJOHN C. EBERHARDT, DAYTON, OHIO\n\nThe development of the mental faculties depends largely, if not entirely,\nupon the functions of perception, and these should tlierefore receive critical\nattention flaring childhood.\n\nProfessor 'J'ait, of the University of Edinburgh,\n\nScotland, in his treatise on light says:\n\n\"All our other sen.ses together, except\n\nuncler very special conditions, do not give us one tithe of the information ob-\n\ntained at a single glance, and sight is also that one of our senses whic h we are\n\nable most effectively and extensively to assist by proper apjiaratiis.\n\nThe phonograph, reproducing the falsely i)itchcd voice and nerve racking\ndiscords of a distemj)ered piano, grai)hi(ally demonstrates the undiilatory\nthetjry of\n\nsound; nor can we\n\ncriticise\n\ntlie\n\nfaiihful\n\nrcprodui tion> of these\n\nsound photogra|)hs.\nSight is purely a mental plu-nomenon, for\n\ntlie\n\nimage of cxtt-rnal ol)jei Is\n\nreflected ujKjn the inner wall of the eye is transmitted over tlu- million nerve\nfibers comjjosing this wall to the\n\ninnermost recesses of the brain, where con-\n\nsciousness of vision is bftrn and where al><», phonogra|)h like, mental im]»ressions are retorded, whic h, even after the lap^e of years, will i-naiiic llic mind's\n\neye to pass in review that whic h caused them.\nIn the phonograph we know the accuracy of construe tion and dc-iii acy of\n\n"}
{"page": 186, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATIOK\n\n1-4\n\nadjustment essential\n\nto its satisfactory operation.\n\nWe should certainly be\n\nequally critical in dealing with that choicest of possessions\n\nEnvironment\n\nlargely influences the mind for\n\n[Louisville\n\n— the eye.\n\ngood or evil. The deformed\n\neye therefore, which constantly transmits to the brain distorted images, must\nundoubtedly have a demorahzing influence upon the mentality. That this is\ntrue is evidenced by the statistics of our reformatories,\n\nhomes for the feeble,\n\nminded, inebriate retreats, and insane asylums, showing, as they invariably dolarge percentages of visual defects in the inmates.\n\nAllen Greenwood, M.D., in an address before the Boston Medical Society,\nrecently urged that municipalities take up the investigation of the eyes of schcol\nchildren, emphasizing the fact that alarmingly large percentages of backward\n\nand feeble-minded children examined had been found to be afflicted with deformities of the eyes impairing vision, all of whom evidenced marked improve-\n\nment mentally and physically when defects of sight had been corrected.\n\nThe Medical Review oj Reviews quotes the results of investigations conducted by Dr. Theodor Gelpe, of Vienna, in which he states that 72 per cent,\nof feeble-minded children\n\nexamined had been found possessed of extremely\n\ndefective eyes, largely of a congenital character, capable of marked improve-\n\nment by properly adapted glasses.\nDr. John J. Cronin, chief of division of school inspectors of New York City,\nper cent, were found to have defecreports that out of 7,166 pupils examined\ntive sight whereas in Philadelphia the health board recently recommended that\nthe authorities provide funds for supplying suitable examinations and glasses\nto the large numbers of poor school children in need of them.\nOne of the frequently encountered defects is a marked deformity or subdevelopment of one eye, which, owing to the resultant low vision and conseTjT,\n\n;\n\nquent non-use, leads either to its total loss, a condition of cross-eye, or the\nvarious phases of nerve-suffering and mental degeneration herein referred to.\n\nDuring childhood, when development is as yet incomplete, nature sends to\neach function blood and nerve supply, not only for the purpose of enabhng it to\n\nperform its work, but also to contribute to its growth.\n\nIf, therefore, owing to a\n\ndeformity or faulty development, an excessive activity is involved, a correspondingly excessive expenditure of nutrition and energy will result, depleting the\n\npart and interfering with its development.\n\nThe question presenting itself is, therefore Can an effective and feasible\nmeans be provided by which these cases can be discovered ? It has been found\n:\n\nimpracticable to acconipUsh this by means of speciahsts, as the task, owing to\nthe large numbers involved, is a difficult, if not an impossible, one.\n\nSeveral\n\nyears ago the speaker suggested a plan which, if carried into effect, would result\nin the discovery of at least many such afflicted pupils.\n\nFor this purpose the regular wall test-chart is used.\n\nAs many pupils as\n\npossible are seated in two rows facing the wall, and about twenty feet away.\n\nThe rest of the puj)ils leave the room.\n\nEach of these pupils is provided with a\n\nsheet of paper on which to write his name.\n\n"}
{"page": 187, "printed_page": null, "text": "Superintendence]\n\nEXAMIXATIOX OF EYES OF SCHOOL CHILDREN\n\n175\n\nThe pupils are now requested to cover one eye with a handkerchief (or\nstrips of musHn can be used), the teacher displays the test-chart on the wall, and\n\nthe pupils are instructed to copy the test-letters thereon, holding up their hands\n\nwhen completed.\n\nSome will accomphsh this task quickly, while others will\n\nhesitate, and after considerable effort abandon the attempt.\n\n(The teacher can\n\nhere obtain considerable information of their acuteness of vision.)\nsufficient time has been allowed, the chart is removed,\n\nWhen\n\nand the pupils are re-\n\nquired to cover the other eye, when the reverse side of the chart, containing\nother letters, is displayed and copied in a similar manner.\n\nThese papers will\n\nat once indicate the acuteness and accuracy of vision of each eye, those showing\n\nunsatisfactory results being later again submitted to the test.\n\nit,\n\nWhere one or the other eye is very deficient, the result will al once indicate\nand parents can be notified. The principal should always have this chart\n\nat hand for the purpose of investigating the eyes of the dull, non-studious, unruly, or truant scholar, which\n\nmay freciucntly furnish evidence of inestimable\n\nvalue.\n\nExperience has demonstrated that marked deformities of the eye are frequently due to malformations of the skull, which the analytical observer readily\nlearns to recognize, whereas those pupils having deeply wrinkled foreheads, or\n\nthose comjjlaining of periodical headaches, .should always be suspected as being\n\npossessed of eye-defects, and be subjected to e.xaraination.\n\nThe following cases are typical and demonstrate possibilities: Two years\nago a boy thirteen years of age was brought to me.\n\nHis virion was stated to\n\nbe .satisfactory, but nerve disturbances, which had evidenced themselves since\nhis first school year, had gradually become more marked, until they had devel-\n\noped into a well-defined condition of e])ilc])sy, the Ijoy having had .several\nattacks of falling\n\nfits\n\nyears, without relief,\n\nfrequent.\n\nmonthly.\n\nHe had been under treatment\n\nfor\n\nfour\n\nwhereas recently attacks had become more severe and\n\nE.xamination revealed an extreme distortion of the\n\nleft\n\neyeball,\n\nwith vision in this eye very imi)erfect and accom])li>hed at the cost of great\nstrain, leading to acute headaches if the eyes were used for any length of time.\n\nThe (orrec tion of the defect by the rcfjuisite glass, and the enforced at ti\\ ity of\nthe defective eye, graduall\\' not onl\\- brought vision in this vyc u|) to tlu- nor\n\nmal, but has contributed to such an extent to imi)roved ])hysiial conditions\nthat for the jKist eighteen\n\nmonths he has attended school regularly, wliic h he\n\nhad not been al)le to do for .several years ]irior to tliis tinii-, and nrrvc disturb\nances have entirely disappeared, the boy not having liad an attac k in over a\nyear, whereas his school |)enentages show a marked advanc e.\n\nThe .second case was that of a boy of twelve bntught inc by one of our\nHe was the M)n of extremely poor parents, who ridiiuled the idea\nof glasses. He was given to truancy, was ditlu ult to (ontrol, was non studious,\nand apparently was mentally deficient. The corredion of an extreme anaj)rin( ipals.\n\ntf)mi(al\n\ndeformity of both eyeballs by suitable glasses not only (levelo|)ed\n\nvision where he had been to all intents blind, .so far as <»l»je( ts !>evond\n\nten feet\n\n"}
{"page": 188, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n176\n\n[Louisville\n\nwere concerned, but his vicious tendencies disappeared, and he became fond\nHe is\nof his studies as evidenced by the marked change in his percentages.\nhim\nand\nare\ncommend\nemployers\nhis\nnow working after school hours, and\ninterested in him,\n\nand\n\nI\n\nam firmly convinced that the boy's future has been\n\nlargely influenced for good.\n\nThe third case was that of a young girl, age sixteen, who since her eighth\nyear had suffered from periodical attacks of headache, which in recent years\nhad been accompanied by digestive disturbances, evidencing themselves by\nacute nausea, which had defied medical treatment.\nthe fact that, while the\n\nleft\n\nAn examination revealed\n\neye was normal, the right was so defective in\n\nformation that well-defined vision was an impossibility. Upon being questioned, she insisted that her vision was perfect, she being able to see test-letters either on the wall chart or at reading distance.\n\nUpon being requested to\n\nhold her hand over the left eye, she for the first time reaHzed that she had no\nvision in the right beyond the ability to perceive light.\n\nbefore this eye she could with\n\ndifficulty\n\nWith the proper glass\n\nvaguely discern letters one-half inch\n\nwhen brought to within six inches of the eye, and these for only a\nminute, when they became blurred and then faded away. Why ? Because,\n\nin size\n\nowing to the existing deformity and consequent non-use, the visual funcSpectacles containing an opaque glass\ntions in this eye had not developed.\nand\nthe corrective lens before the deformed eye, were\nbefore the normal eye,\nprescribed for exercise use.\n\nBy this means the dormant eye was forced into\n\nactivity for short periods at\n\nfirst,\n\nAfter the\n\nfirst\n\nas exhaustion speedily\n\nevidenced\n\nitself.\n\nweek improvement was marked, and the eye could now read\n\nAt the end of the second month the eye\nwas able to read regular newspaper print for half an hour. At this time clear\nglass was placed before the good eye, and glasses have since been worn\nheadlines in a paper for ten minutes.\n\nconstantly.\n\nRecent examinations reveal vision to be normal in the deformed\n\neye thru the corrective lens, but, what\n\nis\n\nmost significant, headaches, and\n\nnerve and stomach disturbances, have disappeared, and the general health is\nvastly improved.\n\nThis case would undoubtedly have been discovered by the test suggested,\nbecause the girl could not see even the largest letters on the test-chart with the\ndefective eye, whereas a study of facial proportions at once revealed a marked\ndistortion of the right side of the face, due to a cranial deformity.\n\nThe query constantly propounded by the pubhc is: \"What has caused\nby the young?\" Sta-\n\nconditions necessitating the extensive use of glasses\n\ntistics dating back to the early part of the last century show that in\n\nversity centers of the\n\nthe uni-\n\nOld World the percentage of defective sight among\n\nstudents was very large, and scientists now generally concede that, at least so\nfar as that condition known as myopia or near-sightedness is concerned, defi-\n\ncient light, and the consequent tendency on the part of the pupil to approach\n\nabnormally close to his books, is, in a manner, responsible; whereas many\nmaintain that, in view of the fact that the human eye in early childhood is mark-\n\n"}
{"page": 189, "printed_page": null, "text": "Superintendence]\n\nPROMOTION AND INCREASE OF SALARIES\n\ni-jy\n\nedly subnormal in development, whereas the demands upon it are constantly\nincreasing, e'cry effort should be made to assist it by proper apfniratus during\nthis period, wherever such are found acceptable.\n\nhere so briefly described ?\n\nBut, what of the conditions\n\nAnatomists are agreed that the violation of nature's\n\nlaws, attending the demands of modern fashion, has to such an extent modified\ncertain portions of the female anatomy as to make motherhood extremely difficult,\n\nnecessitating in a constantly increasing percentage of cases the aid of\n\nmechanical adjuncts, to the use of which the cranial deformities referred to\ncan, in a large measure, be traced.\n\nCan we contemplate these possibilities unmoved? How many children\nmay be struggling on under your very eyes, condemned to live within a circumscribed mental as well as visual horizon, to whom science might give invaluable\nsen'ice were she but appealed to ?\n\nCultivate the ability to read aright the hieroglyphics graven by suffering\n\nupon the faces of the young.\n\nNote the faulty position assumed by some\n\nstudents, the extreme tilting to one side of the head, a disposition to squint\nuntil the eye is scarcely visible.\n\nAdd to this the simple visual test suggested,\n\nand you will encounter, where you least suspect them, visual deficiencies, the\ncorrection of which will not only be of great value to the ones afflicted, but\nwill prove a fascinating and grateful field of research, and lead to the discovery\n\nof new truths.\n\nWHAT SHOULD BE THE BASIS FOR THE PROMOTION\nOF TEACHERS AND THE INCREASE OF\nTEA CHERS SA LA RIES ?\n'\n\nJAMES H. VAN SICKLE, SUPERINTENDENT OF SCHOOLS, BALTIMORE, Ml).\n\nBy \"promotion of teachers\" I understand adxance to positions of greater\nresponsiliility or authority, as, for\n\nant, vice-principal\n\n—\n\nexample, head of department, first assist-\n\npositions in which a higher order of executive ability is\n\nrequired than is essential in work limited to a single class-room.\n\nThe kind of\n\nexecutive ability required in a given jjosition must be discovered chielly\n\nby observing the individual's way of doing things, his judgment dis])layed\nin meeting difficult .situations, and his .skill and tact in preventing difficulties\nfrom arising.\nfar as\n\nfrom\n\nAn examination .serves this purpo.se but little, exccj)t in so\n\nwidens the area of choice of candidates by inviting competition\nbeyond the home locality. An examination may, liowever, serve to\nit\n\ndisclose weaknesses that were not even suspected; and, when this is the lase,\nits\n\nnegative value is very great.\n\nIn the twenty minutes allotted to me\n\nI\n\nprefer t<> M.nsiijer tlu- ^eioiid\n\nof the tojnc, \"the basis for inc reasc of leailiers' salaries,\" as I believe\nlie\n\njiaii\n\ntlii^\n\nto\n\nthe more vital of the two phases of the subjec t at the preMul lime.\n\nSalary should not depend upon grade taught.\nI\n\ndo not here\n\nrefer to extra\n\ncompensation given\n\nin\n\ncertain grades for\n\n"}
{"page": 190, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n178\n\n[LouisviUe\n\nteaching special subjects, as Latin or a modern language; nor to the higher\nsalary which in some places is given to male assistants, teachers of ungraded\nclasses, or such special positions;\n\nbut to regular salary schedules.\n\nTo make\n\nupon assignment to a higher grade is to cause\nteachers to regard their present work as temporary and of relatively small importance, and to divert their attention from the finer problems of the work\nincrease in salary depend\n\nwith the group of children immediately in their charge.\n\nThis poHcy in school\n\nmanagement tends to lessen the efficiency of service in the grades from which\ntransfer is sought.\n\nFor the sake of the children for whom the schools exist,\n\ntherefore, teachers should be able to secure advance of salary in present work,\n\nnot exclusively away from it; at least they should not be forced by considerations of salary to bend their efforts toward getting away from present work-\n\nTaste and aptitude should govern in such adjustments.\n\nTo place a higher\n\nmoney value on teaching in the upper grades would imply that these grades\nrequire\n\nmore of the teacher in education, training, skill, and effort than is\n\nrequired for thoroly good work in lower and intermediate grades.\n\ngood work anywhere costs effort.\n\nReally\n\nPoor work is no more to be tolerated in\n\nthe intermediate grades than in those above.\n\nIf the authorities fix a higher\n\nsalary for upper-grade work, teachers not well adapted to it will seek it solely\n\non account of the financial inducement offered.\n\nIt is to\n\nbe expected that\n\nthey will magnify the value of the work that carries the higher salary, and to\n\na proportionate extent belittle the value of service in lower grades.\n\nTeachers whose powers and aptitudes point to seventh- and eighth-grade\nassignment as most appropriate are not, as a rule, found averse to taking\nsuch assignments even where no salary inducement exists;\n\nfurthermore,\n\nwhen a mistake is made in assigning a teacher, it is much easier to correct\nthat mistake when such correction involves no loss of salary.\nFrom various\npoints of view, therefore,\n\nit\n\nseems to\n\nme unnecessary and unwise to offer\nIt may immedi-\n\nfinancial inducement to teachers to take upper-grade work.\n\nWhy pay high-school teachers more than elementaryWe demand of all who teach in elementary schools the\n\nately be asked, then:\n\nschool teachers?\n\nacademic attainments evidenced by the high-school diploma;\n\nfrom those\n\nwho are to teach in our high schools, the attainments evidenced by the college diploma or its equivalent.\nAt the point where we estabhsh the higher\neducational requirement we may admit the force of the argument for a differ-\n\nent schedule of salaries based on the added cost of collegiate education.\n\nEven tho we grant that a teacher can do business after a fashion in the\nlower grades on a smaller capital of knowledge than would be required to\navert failure in the upper grades of the elementary school, we find that our\n\nrecognized national standards do not set up a lower educational demand for\n\nlower-grade work.\n\nFor the elementary-school teacher, both in primary and\n\ngrammar grades, the recognized standard on the academic side is high-school\ngraduation.\n\nWe do not willingly accept less even from those who are to\n\nteach in our kindergartens.\n\n"}
{"page": 191, "printed_page": null, "text": "Superinlendcnce]\n\nPROMOTION AND INCREASE OF SALARIES\n\n179\n\nWhen advance in salary comes from good work in anv grade, teachers\nseek assignment to the grade for which they are best fitted by disjwsition and\nattainments, whether that grade be high or low;\nsalary depends\n\nupon transfer to a higher grade.\n\nnot so\n\nwhen increase in\n\nFor the sake of teachers\n\nand children, the suj)erintendent should have the greatest possible freedom\nin lixing\n\nand changing grade assignment.\n\nThis can be had onlv bv elimi-\n\nnating grade taught as a factor in salary advance.\n\nThe same priiu i])le should\nhold also in the high schools: highest salaries should not be given exclusively\nto teachers conducting the most advanced work; first-vcar })U])ils should\nshare with advanced puj)ils the best instruction that the school affords.\n\nSalary advance beyond a certain\n\n])oint\n\nshould not be ba.sed on vears of\n\nservice.\n\nFor a time, the period differing in individual cases, there comes increased\nefficiency with increased experience.\n\nThis is likely, however, after the first\nfew years to be limited to ease of control, with small increase in teaching\n\nThere is a tendency\n\nskill.\n\n—a very strong one, too —\n\nto fall into a\n\nlifeless\n\nroutine; to lose the early interest in the work itself; to perform the dailv duties\n\nTho\n\nas a task rather than as a vitally interesting piece of the world's work.\n\ntendency may not ap])car in the \"born teacher,\" yet the great army of\n\nthis\n\narmy of people earning their daily bread in other\ncall.\nThey must\nbe trained. In these days, when salary advance is in the air, we owe it to\nour calling which we hope, if not now, then at an early day, to call a profession\nwe owe it to our profe.ssion to see to it that, in the words of the Comteachers, like the great\n\noccupations, begin their work without any heaven-sent\n\n—\n\n—\n\nmittee on Taxation of our A.ssociation,\n\n\"we can i)oint to a dollar of value\n\nadded to the tax budget;\" or, as I prefer to say,\n\nin .service for every dollar\n\nwe can point to the best possible teaching that the money of the taxjiayers\nwill secure.\n\nThi.i has seemed to me to be the consideration that would guide the owner\n\nof a large private business in\n\nemploying the members of his force and\n\nin\n\nTo test this, I addres.sed ten letters of iii(|uiry to as\nmany representative men in mv city, each interested in the management of\n\nfixing their salaries.\n\na bu.sine.ss involving large cajjital, and emjtloying\n\nThe\n\nmany subordinates.\n\nquestions were as follows:\n1.\n\n2.\n\nDo you pay level salaries in a given departmcnl ?\nTo what extent, if any,\nyears of service count in fixing salaries or in making\n(l<j\n\npromotions ?\n3.\n\nTo what extent ability sliown or (luality of service rendered ?\n\n4.\n\nWhat provision is made for the aged emjjloyee the value of whose service is dimin-\n\nishing year by year ?\n\n(Jne writes:\n1.\n\nWe do not pay level salaries in any department, altho we are paying skilled lalxir\n\na minimum rate fixed by lalxir unions, .is we employ all union laUir.\n\nworkmen\n2.\n\nreceive\n\nmore than\n\nthe\n\nYears of s<rvire «lo not\n\nr\n\nminimum\n\n(The more\n\nrate.)\n\nouiit in fixing salaries or\n\nmaking promotions.\n\n<\n\napable\n\n"}
{"page": 192, "printed_page": null, "text": "national educational association\n\nj8q\n3.\n4.\n\n[LouisviUe\n\nfixing salaries.\nAbility and quality of service only are recognized in\npositions for aged employees\n\nTo the extent of our ability, we find sinecure\n\nwho\n\nnumber of years, but, as we have an average of a couple\narbitrary application of this rule.\nof thousand employees, we cannot make an\nhave been in our service for a\n\nAnother writes:\nIn response to your favor, I think the question of merit prevails almost universally\ncommercial houses, promotion of employees being dependent upon their usefulness\nin\nand ability, and it is frequently the case that employees are promoted above those who\nall\n\nhave been very much longer in service.\nWe do not pay level salaries in a given department,\n\nbut there are some positions\n\nthat would naturally carry a maximum salary, and the maximum salary is obtained and\nretained by those showing efficiency, while inefficient persons do not retain those posi-\n\nany long period.\n\ntions for\n\nFrom our experience^ it is the exception and not the rule to pension employees who\nhave been long in service, but in special cases this is done.\n\nIn closing one makes this remark:\nPermit me to say that I fully agree with your idea that the same considerations should\n\npubUc money as in private, and I hope\ncome when Baltimore will be managed as economically and efficiently as\nare the cities of Great Britain and Germany, and especially that our schools may be con-\n\nobtain in the management of public business and\nthe time will\n\nducted on broai lines solely for the greatest good to our children.\n\nThese letters are typical of\n\nall.\n\nNo employer pays level salaries.\n\nemployer makes salary dependent chiefly on years of service.\n\nNo\n\nAll make the\n\nchief consideration ability shown and quality of service rendered.\n\nWhy do not such considerations prevail more generally in public-school\nwork ?\n\nAre public funds to be used with less regard to returns than private\n\nfunds ?\n\nThe business man does not hesitate to estimate the value of service\n\nand arrange his salary schedule accordingly. He has standards of efi&ciency,\nand he applies them.\n\nWe may differ as to the particular merit plan we adopt;\n\nbut as professional men and women it seems to me that we cannot stand for\nlevel salaries regardless of\n\nranks above failure.\n\nagement\ntrained\n\nto those\n\nthe value of the service rendered, so long as it\n\nI beheve, further, that the merit system is full of encour-\n\nwho expect to become teachers.\n\nUnder such a system\n\nand efficient teachers are not put at a disadvantage in competition\n\nwith those poorly prepared for their work.\n\nIn speaking of the considerations that should govern in salary increase,\nI\n\nquote with full approval a paragraph from the last report of the superin-\n\ntendent of schools of Chicago.\nIf the welfare of the children in the schools is the fundamental consideration, we\nmust be governed in fixing teachers' salaries by an estimate of the value of the services\n\nAny consideration is invalid, except in so far as it affects effiAny increase of salary based upon length of service can be defended only in so\n\nrendered by the teacher.\nciency.\n\nfar as it can be shown that length of service conduces to greater efficiency in the work of\n\nDifference of salary based upon sex can be defended only by showing\na factor that must be considered in estimating the efficiency of the teacher.\n\nthe schoolroom.\n\nthat sex\n\nis\n\nIncrease of salary based\ntested\n\nupon zeal, student-like habits, and scholarship must alike be\n\nby this criterion of efficiency.\n\n"}
{"page": 193, "printed_page": null, "text": ";\n\nSuperintendence]\n\nPROMOTION AND INCREASE OF SALARIES\n\nBy way of illustrating the application of these principles to actual pracmay be permitted to tell of what we are now doing in Baltimore. On\n\ntice, I\n\nthe first of January, igo6, rules went into operation in our city that will in\nthe near future raise the salary level in the elementary schools 40 per cent.\n\nThe immediate increase amounts to fully 20 per cent.\n\nThese rules represent\n\nthe outgrowth and completion of a promotion plan inaugurated on a small\nscale three years ago.\n\nThe oi)eration of the plan requires an estimate of\n\neach teacher's efficiency in the terms \"excellent,\" \"good,\" \"fair,\" or \"poor.\"\n\nThe estimate is made by the principal, hut is subject to correction bv the\nsuperintendent, and the superintendent undertakes personally to investigate\n\ndoubtful cases.\n\nAppointment to the service is for one year on trial after\n\none year or more spent in substitute work.\n\nPrior to this the candidate must\nhave completed a high-school course and have spent two years at our teachers'\ntraining school.\n\nDuring the trial year the young teacher is supervised bv\n\nthe training-school teacher known as the director of practice.\n\nThe trial year over, advance in salary is automatic for three years, when\nto secure further increase the record of efficiency\n\npoint denominated \"good.\"\nin salary of\n\nmust be at or above the\n\nThis record having been secured, an advance\n\n$200 in installments averaging $40 a year may be secured by\n\npassing a promotional examination which includes the record mentioned\n\nabove.\n\nThe examination is in two parts.\n\nThe first part may be taken during\n\nthe third year of service, and the second part two years later.\n\nIn our book\n\nof rules the promotional examination is thus defined:\n\nThe Promotional Examination, Part I, shall consist of: (a) the teacher's efficiency\nwhich must not be lower than \"good,\" as determined by inspection of regular\nwork by the respective principals and the superintendent; together with {b) an\nimpersonal test of the correct and effective u<5c and interpretation of English.\nrecord,\nclass\n\nThe Promotional Examination, Part II, shall consist of: (a) a written report of the\nworking-out of some problem of teaching, or of the study of a particular group of ciiiklren\n{b)\n\nsuch a defense of the report as will evince famili;irity with educational literature Ix-ar-\n\ning on the problem or study;\n\nand when required (c) a class-room demonstration.\n\nThese tests are not nece.ssarily difficult, but they will readily lend themselves\n\nto\n\ngradually advancing standards.\n\nTake\n\nthe test\n\nin\n\nEnglish,\n\nfor\n\nmere correctness may go along with woodenness or emptiness;\nfor this reason the word \"cfi\"ective\" is added.\nThe writer must have some-\n\ninstance:\n\nthing to .say, and then .say it in such a way as to make a definite impression.\n\nFurthermore, to interjiret to a child is one thing, to an adult aiiollur thing.\nKfTectivc interjjretation\n\nmust regard the audieiue as\n\nliterature to be inter[)reted.\nit\n\nis\n\nthe\n\nuniversal subject.\n\nWe scict\nIt\n\nt\n\nwell a^\n\nllii'\n\nICnglish for this examination\n\n|»iece\n\nof\n\nbecause\n\noccupies approximately one third of each\n\nday on our school programs in one form or another, i>esides being the vehicle\nof instruclicjn in all other subjects.\n\nthe attention of a\nlevel, that\n\nIf,\n\nthen, any one study should engage\n\nyoung teacher on her way up to tlu- first regular salary\n\nstudy is English.\n\nIt\n\ni'^\n\na\n\ngood thing\n\nfor tlic tc-ruhcT\n\nduring her\n\n"}
{"page": 194, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\nl82\n\nfLouisville\n\nthree years of service to be preparing to meet the EngHsh test\n\nfirst\n\n— a good\n\nthing for the teacher, and a good thing for the children she teaches.\n\nStudy\n\ncarried on with a view to such an examination in English will be directed\n\nalong hnes helpful to the schools.\n\nThis is our purpose\n\n—\n\nto strengthen the\n\nlanguage side of our work.\n\nAs to Part II of the promotional examination, a teacher may take it after\nthe fifth year of service, if she has been promoted under the rules governing\n\nPart\n\nI.\n\nBy this time she should have developed some independence and\nThe test imposed for eUgibility to the maxi-\n\nconsiderable professional skill.\n\nmum salary is one in the power to discover problems in the daily class work.\na test in thoughtfulness\n\nIt is\n\n—\n\n^not in\n\nIts tendency cannot fail to\n\ntest.\n\nmemory.\n\nIt is\n\na highly professional\n\nbe toward greater sympathy with children,\n\ncloser observation of their individual characteristics, their home environment,\n\nand the many things which the true teacher needs to take into consideration,\nif\n\nshe would reach a high level of efficiency.\nIt\n\nmay be objected that the so-called cultural studies are too little in\nThis will hardly be charged of Part I, the\n\nevidence in this examination.\n\nAs to Part II (the discovery of a problem and the preparation of a report upon it), such a defense of the report is required as will evince\nEnglish.\n\ntest in\n\nfamiliarity with the educational hterature bearing\n\nTo some extent, surely, this is cultural;\n\nif\n\non the problem studied.\n\nnot sufficiently so, we can easily\n\nimprove it in this respect when we are able to add another $ioo to the annual\nsalary, not now very high.\nThe two tests have the merit of being progressive.\nThe second is in no particular a repetition of the first, either in substance or\n\nmethod\n\nof\n\nmanagement.\n\nAn\n\nexamination conducted on the plan of the\n\nthesis and its defense attains a dignity that the ordinary examination lacks,\n\nand it affords the examiners an opportunity to know more fully the professional equipment of a teacher than it would be possible to learn by the obser-\n\nwork alone or by the ordinary written examination.\nEach teacher who submits a report must be able to explain it fully, and defend\n\nvation of schoolroom\n\nit\n\nby reference to recognized authorities and to actual conditions in her own\n\nschoolroom.\ntion.\n\nIn order to do this well, it is necessary to make thoro preparaTo one well prepared the ordeal seems easy enough, and so it should\n\nbe;\n\nbut to one who so underestimates its searching character as to sHght\n\nin any way the prehminary work, or to adopt any fine-sounding pedagogical\n\nphrases not clearly understood, the examination seems, as it should, severe\nindeed.\n\nBoth parts of the examination\n\n— Part\n\nI\n\nand Part II\n\n—have the merit\n\nof directing the attention of the teacher to the regular daily work, and to the\n\nchildren she\n\nis\n\nto teach.\n\nIn order to retain the maximum salary, a teacher must continue to render\nacceptable service;\nsarily\n\nthe advance\n\nis\n\nnot, therefore, to\n\nbe regarded as neces-\n\npermanent.\n\nAltho it does not come exactly under the topic of this paper, I venture\nto mention another problem taken up by the Baltimore board\n\n—\n\nit is the prolilem\n\n"}
{"page": 195, "printed_page": null, "text": "Superintendence]\n\nNEXT STEP IX THE SALARY CAMPAIGN\n\n1S3\n\nof the teacher who has served the city many years, but who, thru advancing\n\nage or other causes, is no longer efficient.\n\nA school system as extensive as\n\nours requires a large number of substitute teachers to take temporarily the\nclasses of regular teachers\n\nfully efficient,\n\nwho are visiting other schools or are absent on\n\nIt is the\n\naccount of illness.\n\nopinion of the board that teachers no longer\n\nbut who have given their best days to the schools at a salary\n\nout of which they have been able to lay up little or nothing, may, with entire\njustice to the taxpayers,\n\nbe allowed io do as much of this occasional substi-\n\ntute work as they are able to do,\nafford.\n\nFor three years\n\na\n\nand such clerical work as all large schools\n\nrule has\n\nbeen\n\nin existence\n\nwhich allows such\n\nteachers, upon their application, to be ])lace(l upon a list of special substitutes\n\nS360 per year. Our city has as yet no fund for pensioning\nThe state pension is only $200 per year. Our special substitute\nlist is, therefore, a welcome half-way station for worthy teachers who can\n\nat a salary of\n\nteachers.\n\nno longer do\nIt is\n\nfull\n\nwork.\n\nnot difficult to estabUsh\n\nnew rules for new teachers; but when the\n\nnew rules operate to stop the unconditional advance of the less meritorious\nteachers of the regular force along the new salary schedule, a situation arises\nthat must be met with firmness, and yet with kindness and consideration.\n\nThe care now exercised in training our teachers, the freedom from interference which we enjoy in sifting out the unpromising, and the encouragement offered to teachers while in service to become highly efficient, should\nin future enable us to ehminate to a great extent the problem of the inefficient\nteacher.\n\nTHE XEXT STEP IN THE SALARY CAMTAIUX\nDAVID FELMLEV, PRESIDENT OF STATE NORM.\\L UNIVERSITY, NORMAL, ILL.\n\nThe discussion of this topic as a question of national scope is rendered somewhat difficult by the fact that teachers are selected and their salaries determined by local authorities, limited only by state regulations regarding revenue\nand teachers' qualifications. In some communities in every state an intelligent and insistent public oj^nion demands that salaries be high enough to\nIn some\nsecure and retain teachers of personal worth and adecjuate training.\n.secure\nwise\nas\nto\nfortunate\nso\nbeen\nhave\nforces\nstates where the educational\n\nand capable leadership, ample revenue, a high standard of (lualiluations, and\nThe splendid advaiue in\na living salary have been .secured by legislation.\nfour years, under the\nlast\nthe\nduring\nmade\nIndiana\nof\nthe neighboring state\nleadership of y(jur president is a case in jjoint.\n\nHence any detailed discussion of this topic must <leal with the lon.htions\nin\n\nparticular states;\n\nthe conclusions reached\n\nence to conditions in Illinois.\n\nmay be of interest so far as like\n\napology for my frc<nuni n-ferA furllier justification may be found in the fact\n\nconditions are found elsewhere.\n\nI\n\noffer this\n\nthat the Illinois school .system is almost completely decentralized, permis.sive\n\n"}
{"page": 196, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n[Louisville\n\nof the effecrather than mandatory in its legislative provisions; hence, in spite\nit stands well to the\ncommunities,\nother\nfew\na\nand\nChicago\nin\ndone\nwork\ntive\n\nthe entire state.\nrear in organized effort to better the salary situation thruout\nThe statement of the question by your president assumes that at least one\n\nHe, doubtless, has in mind the ex-\n\nsubstantial step has already been taken.\n\nhaustive investigation of teachers' salaries made during the past two years by\na committee of the National Educational Association, under the chairmanship\nof Carroll D. Wright.\n\nThe report of this committee, along with the authorita-\n\ndata collected under state auspices, makes clearthat, while in many of\nour larger cities teachers are fairly well paid, yet in the majority of our\nsmaller cities and villages, and almost everywhere in rural districts, the scale\ntive\n\nof wages is entirely too low to maintain the schools even at their present level\n\nof efficiency.\nIt is\n\nnot necessary to marshal statistics to demonstrate this proposition.\n\nIt is proved by the prevailing scarcity of teachers.\nis\n\na matter of common knowledge.\n\nI assume that this scarcity\n\nIt is certainly known to\n\ncharged with the selection of teachers.\n\nsuperintendents\n\nIn more than one county in every\n\nstate in the Middle West schoolhouses are standing empty because a suitable\n\nteacher cannot be found.\n\nCounty superintendents and boards of examiners\n\nhave been obhged to lower their standard of requirements for admission to the\nOne county superprofession, to reject fewer appHcations for certificates.\nintendent reports that last year he rejected only two, while two years before he\n\nturned away forty-three.\n\nUnder such conditions the children must suffer.\n\nThe schools must be supplied with teachers.\n\nAll who can pass muster with\n\nthe county superintendent are reasonably sure of employment, while he in turn\n\nmust level his requirements to the ability of the available candidates.\nAn examination of the roll in any particular county will show that many o^\nthe best teachers are leaving the work; the men to farm, to study law or medicine, to become insurance agents and traveling salesmen, or to enter the gov-\n\nernment service; the women to marry, to become trained nurses, stenographers'\nresponsible bookkeepers, and saleswomen.\n\nThere has always been this out-\n\nflow from the profession; but just now it is greater than before; fewer young\n\npeople are ready to fill the vacant places; and I think we must all agree that;\nin view of the needs and responsibilities of modern education, too few are look-\n\ning seriously to a career in this profession and making adequate preparation\nfor it.\n\nWhy are teachers scarce ? The economic law is that labor drifts from one\noccupation to another according to the relative inducements offered in each.\n\nAt all times teachers have been drawn to their vocation by a variety of consid-\n\nThe social position and public respect accorded to worthy teachers\nPeople who love knowledge for its own sake, not\nmerely for the uses to which it may be put, usually fmd delight in sharing their\n\nerations.\n\nare no mean inducement.\n\ntreasures with others.\nlove of children.\n\nMany, too, are attracted to the schoolroom by a genuine\n\nTo most of us, I take it, teaching is more than an occupation;\n\n"}
{"page": 197, "printed_page": null, "text": "Superintendence]\n\nNEXT STEP IN THE SALARY CAMPAIGN\n\n185\n\na veritable calling; there has been something of a spiritual summons;\n\nit is\n\nideal of bettering the world thru the ministrations of the school.\n\nan\n\nAlong with\n\nthese inducements has been the salary, which we have valued nearly as much\n\nas a mark of the juiblic respect accorded us as for the material comforts that it\n\ncommands.\nNow, as compared with other occupations, it seems to me that tlie moral or\nspiritual inducements to become a teacher are as potent as ever.\nBut the (|uestion of salary is becoming in every sphere of activity a larger consideration\n\nThe cause is fundamentally in the industrial\n\nthan it has been in the jiast.\n\nchanges that have removed the domestic industries from home and farm to\nfactory and shop.\n\nOur pioneer forefathers ])roduccd with their own hands\nThey saw little of the wares of the\n\nnearly everything in and about their homes.\n\nTheir luxuries and personal adornments were largely the product\n\nmerchant.\n\nof their own taste and skill.\n\nas much as a century ago.\n\nNow the world buys and sells relatively five times\nWe serve others, and are served by them in turn.\n\nThe measure of comforts that we shall enjoy depends very largely u})on our\ncommand of the market. The standard of living is determined by these\nchanged conditions. In s])ite of all the moralists may say in ])raise of the\nsim])le life, teachers know that, to retain a due measure of respect in the eyes\nof the public, if not in their own, they must in dress, in style of living, pay\n\n.some regard to prevailing standards.\n\nThe teacher, therefore, is not to be\n\nupbraided because he sometimes turns from his work to consider the cjuestion\nof pay.\n\nIt is true that,\n\nwhether his salary be great or small, he owes all that\n\nhe can give to the children under his care; but when the day for signing a\ncontract has arrived, it is his privilege to make the best possible bargain.\n\nTeachers' salaries, as a whole, have undoubtedly made a great gain in the\nlast thirty years.\n\nto S67.33\n\nThus in Illinois the average for men has risen from $48.19\n\nper month.\n\n$33.46 to S57.95.\n\n\\\\'omen's average monthly wages have\n\nThi> is for the entire state.\n\nri.^en\n\nfrom\n\nThe increase, however has\n\nbeen mainly in Cook County, employing one fourth of the teachers, and in a\nfew large cities outside.\n\nIn 62 counties out of the 102 the average salary of\n\nwomen teachers is less than S40 per month; in 4 it is less than S30. In 10,\nmen are paid an average salary of less than $40 per month. Tlie 10,000 teaihFrom the re])orl of\ners in our rural schools average less than S300 per year.\nyour committee it is evident that similar lonchtions exist in every northern\nstate east of the Mis.souri River, witli the exception of Massac hu>('tt-~. Kliode\nIslanfi,\n\nNew Jersey, and Inrliana.\n\nIn 36 Illinois counties the average montldy\n\nwages of men teachers arc lower than thirty years ago.\n\nIn iS, women are ])aid\n\nless.\n\nIn the\n\nmeantime the population of the country has douhk-d;\n\nhas trebled.\n\nits\n\nLand and all produ( Is of the land have risen in value.\n\nfor every other species of\n\n.service\n\nICven wiiere teachers are most\nlavers, mac hinisls, moMc-rs\n\ndemanding skill and\n\nlibc-rally paici, all\n\nskilU-d\n\nwealth\n\nWages\n\nlidclily liavi-\n\nrisi-n.\n\nmec lianics\n\nbrie k-\n\nenjov a larger annual income, while the common\n\n"}
{"page": 198, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\nl86\n\n[Louisville\n\nlaborers on the streets and sewers are better paid than the lowest teacher in\nthese same cities.\n\nIn 1902, the last year for which we have complete statistics, the average\n\nannual earnings of all the workers\n\n—men, women, and children—in\n\nleading manufacturing industries in Illinois was $502.92.\n\nfifty-five\n\nThe average annual\n\nearnings of men teachers the same year was only $490.69.\nIt is not necessary to multiply evidence upon this point.\n\nIt is a matter of\n\ncommon knowledge that the country schoolmaster is fortunate whose net earnings are better than those of a good farm hand.\n\nMany good teachers earn less\n\nthan stenographers, seamstresses, and cooks.\n\nOur wages have remained prac-\n\ntically stationary,\n\nwhile the cost of living has advanced nearly 20 per cent.\n\nMoreover, the demands upon teachers have multiplied.\n\nInstitutes, books,\n\nperiodicals, and summer schools have brought home to them the need of professsional preparation.\n\nWhen this need is realized, the conscientious teacher\n\nfeels that he must obtain the preparation or quit the ranks.\n\nI believe\n\ntoday\n\nthat the demand for this preparation is stronger among teachers than among\n\nemployers.\nleft\n\nI\n\nhave personally known several promising teachers who have\n\nthe work because they keenly felt this need, but could not realize from\n\npresent salaries enough to make the necessary expenditure.\n\nThe inadequate compensation is not because our people as a whole do not\nbelieve in education, nor spend money generously for its support.\n\nDuring the\n\npast twenty-five years the cost of public education in Illinois has increased 175\n\nper cent., while the population has increased only 70 per cent.\n\n;\n\nbut the enlarged\n\nexpenditures have been for fine buildings, for equipment, apparatus, libraries,\n\nand especially for developing the somewhat expensive high schools in our cities\nand towns. Salaries in the elementary schools have seen the least advance.\n\nA fine school building especially appeals to the American spirit.\npride of the town to be exhibited to the prospective investor.\nas a wise expenditure for advertising purposes.\n\ndetermined by custom.\n\nIt is the\n\nIt is regarded\n\nBut teachers' wages are largely\n\nNo organization or trades-union methods have been\n\noperative to force them up.\n\nstricted competition, wages are\n\nWith unrebound to sink to the lowest level at which\n\nlaborers will consent to\n\nThis\n\nCompetition has been unrestricted.\n\nlive.\n\nlevel is\n\nreached in that large class- of\n\nyoung women, fresh graduates from the public school, who, while Uving with\ntheir parents, are willing to accept any small salary sufficient for their per-\n\nsonal expenses.\nthis\n\nWherever school boards are willing to employ teachers with\n\nstandard of preparation, all discussion of the salary question is useless.\n\nWhat wages should teachers receive ? What wages should be paid for any\nThe answer is: Society should provide for all its servants charged\n\nservice ?\n\nwith any vital function the conditions and means essential to effective service.\n\nThe citizen teacher of the early days could\nFew teachers are content with the\nstandard of excellence then possible. Excellence in the calling now involves\nprofessional training, books, magazines, summer schools and institutes, travel,\nTeachers should be free to teach.\n\nteach in winter and farm in summer.\n\n"}
{"page": 199, "printed_page": null, "text": "Superintendence]\n\nXEXT STEP IN THE SALARY CAMPAIGN\n\n187\n\nA vacation outing is no extravagance if it buvs vigor\n\nlectures, and concerts.\n\nand inspiration for the schoolroom.\n\nThe teacher's salary should be sufficient\n\nto reimburse him for his outlay for professional training, to maintain his pro-\n\nfessional growth, to enable him to live in the part of the town and dress in thp\nstyle which the community demands, to bring up and educate his family, and\n\nlay by something for old age.\n\nIn the Indiana Report on Taxation and Teachers' Salaries the following\n\nrecommendations are made:\nFor the rural schools, $400 to $600 per year.\nFor grade teachers in towns and villages, S480 to $650.\nFor grade teachers in cities of 25,000 inhabitants, $600 to S800.\nFor grade teachers in cities like Indianapolis, S750 to $1,000.\nFor principals of elementar}' schools in smaller cities, $900 to $1,000.\n\nFor such principals in larger cities, $1,200 to $1,800.\nFor high-school teachers, the same salaries as for ward principals.\nFor high-school principals salaries should be about 50 per cent, greater.\n\nCounty superintendents should be put on a par with other county officers.\nCity superintendents should be paid as well as the postmasters of the same\ncities.\n\nIn Chicago and a few of its suburbs the superintendent of schools is\n\nbetter paid than that official.\n\nIn the 220 Illinois cities paying their school\n\nsuperintendent $1,000 or more the postmaster's salary averages one-third\nlarger.\n\nHis responsibilities are surely no greater; the required standard of\n\ncharacter, ability, knowledge, and culture, no higher.\n\nThree remedies are proposed for the existing salary situation.\na sort of laisser-jaire policy that would rely\n\nhitherto bettered conditions in our progressive conimuniiios.\nteachers, in the words of Newton Bateman\n\nThe first is\n\nupon the methods that have\nIt\n\nwould say to\n\n:_\n\nThe higher law by which teachers' salaries are graduated by the (|iiaiity of service\nrendered, and the law of supply and demand, will not be set aside for their benefit; that\n\nlaw is unchangeable and inexorable; it is a cold, relentless, emotionless principle of politi-\n\neconomy which has controlled the whole question of wages with a pitiless and desHence the thing to do is to quit weeping and wailing over\nlow wages and the non-recognition of the teachers' profession, so long the twin themes\nof unmanly lamentation, and go to work.\nThere is plenty of room higher up. If you are\nwilling to spend th'.- time, thought, energy, perseverance, and money vital to the best\n\ncal\n\npotic sway for centuries past.\n\npreparation and service, the world will recognize you, appreciate you, reward you.\n\nThe trouble with this policy is that it presumes a larger measure of interest\nin\n\neducation and knowledge of good teaching than school boards yet po.ssess,\n\nor are likely to [jo.s.scss for a long lime to come.\n\nthan any other form of expert\n\n.service.\n\nTeaching is harder to judge\n\nIn most services requiring special\n\nknowledge or skill, if we cannot judge of the work while in progress, we can\njudge of the results.\n\nIf the blacksmith is un.skillful, the horse goes lame.\n\nIf\n\nthe builder is a botcher, his roof leaks, his doors sag, his paint scales, or liis\nplaster falls.\n\nThe poor lawyer loses his case; the physician, his patient.\n\nfor [)oor teaching there\n\nis\n\nno |)rompt or ready test.\n\nlUit\n\nIn fad, most otherwise\n\nintelligent ])eople have very hazy notions of what the s( hool ought U\\ liriiig to\n\n"}
{"page": 200, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n[Louisville\n\nOur people believe in \"education,\" without knowing exactly what the\n\npass.\n\nword means.\nSuffice it to say that from a good school the youth should come forth with\n\na body sound, healthy, graceful; with a mind furnished with a goodly stock of\nknowledge of the sciences that underlie our civilization, and of the best literature in which its ideals and spirit are expressed.\nof perception and reasoning;\n\nIt will have trained his powers\n\nit will have estabhshed that scientific spirit that\n\ndoes not believe and take for granted, but weighs and considers;\n\nit\n\nwill have\n\nsecured reasonable proficiency in reading, writing, drawing, computing, singing, speaking, and the art of good behavior.\n\nThe daily administration of the school will have established habits of\nand\n\npunctuality, order, industry, courtesy,\ntions, and a due sense of responsibihty.\nlife,\n\nself-control, of fideUty to obliga-\n\nIt will have implanted high ideals of\n\nthe love of excellence, a passion for justice, a chivalrous sense of honor.\n\nIn brief, the school should turn out\n\n—\n\nto adapt the words of\n\nMilton\n\n—honest,\n\nhonorable, high-minded men and women able to discharge justly, skillfully,\n\nand magnanimously all the duties of public and private life.\n\nNow, the best teaching will not always bring this to pass.\nfied by the influence of home and street, of press and stage.\n\nfew employers know what to expect from the schools\n\n;\n\nIt may be nulliThe point is that\n\nfewer still can separate\n\nthe mingled currents in adult knowledge and character, and trace each to its\nsource.\n\nIn any case,\n\nto\n\njudge of today's schools by results, we must\n\nemployment\nand supervision of teachers must be able to know good teaching when they\n\nwait\n\na generation.\n\nEvidently, then, those charged with the\n\nsee it.\n\nNow, the average layman asks only two questions: \"Do the children like\n\"Does he keep order?\" Both are good tests, as far as they\ngo; yet this audience knows that the affection of children is easily won^quite\nas easily by him who entertains as by him who instructs.\nThe value of order\nin the schoolroom depends very much upon whether it is secured by threats\nthe teacher?\"\n\nand bribes, by appeals to fear or selfishness, or whether it is secured thru the\npreoccupation of the children in interesting and profitable work.\ncall the\n\natmosphere of the schoolroom is not a decisive test.\n\nWhat we\n\nOften school\n\nexercises that seem skillful or even beautiful are, when judged by standards of\n\nultimate educational value, useless or worse.\nI cannot argue this point further.\nI sulmiit the proposition to your serious\njudgment that in no other form of service is the difference between true excel-\n\nlence\n\nand mediocrity harder to detect.\n\nThis fact puts trained and worthy\n\nteachers at a serious disadvantage in competition with relatives of the board,\n\nwith \"deserving girls\" from the \"home school,\" and the general pressure of\n\"economy.\" So long as teachers are everywhere employed by local boards,\nand are licensed by a county superintendent elected by popular vote, the silent\nplea of effective service will not alone bring the salary deserved.\n\nThe second remedy is the poHcy that has been so effective in raising wages\n\n"}
{"page": 201, "printed_page": null, "text": ";\n\nSuperintendence]\n\nNEXT STEP IN THE SALARY CAMPAIGN\n\n189\n\nhundreds of staple com-\n\nin the skilled trades and in enhancing the prices of\n\nmodities of commerce organization.\n\nIn the country where I Hve a lawyer in good standing must have his $25 to\n\nhandle the most trivial case before the circuit court; the physician, $2 per visit\nthe plumber, 60 cents an hour.\n\nThese prices are fixed by \"an understanding\n\namong gentlemen,\" by a resolution of the county medical society, or by the\nunion scale. The person employed fixes the price for his services; if I need\nthe service, I\n\nmust pay the price or go without the service. But teachers'\nYet under our school laws, especially\n\nsalaries are usually fixed by employers.\n\nwhere the bulk of teachers' licenses are issued by the county superintendents,\nteachers may, with the help of that official, obtain almost any reasonable increase in salary.\n\nThis has been effectively demonstrated by the teachers of\n\none lUinois county.\nciation appointed a\n\nIn February, 1904, the Saline County Teachers' Asso-\n\nThe com-\n\ncommittee on the state of teachers' salaries.\n\nmittee examined the assessment records in the office of the county clerk, considered llie number of pupils enrolled in the various schools, and prepared a\n\nschedule of minimum salaries carrying from $25 to $100 per month for the\nvarious positions in the county.\n\nThis schedule was mailed to every teacher\n\nin the county, with a request that he stand by the committee's schedule.\n\nMany\n\nof the directors complained bitterly of the proposed increase, when they found\nthat every applicant for a particular school demanded the same salary; but the\n\nOnly fifteen of the 125\nteachers accej)ted positions at less than the scheduled rate, while some boards\nbest sentiment of the county supported the teachers.\n\npaid Sio or $15 above the scheduled\n\nminimum.\n\nwere attracted from neighboring counties.\n\nSeveral superior teachers\n\nThere has been a revival of educa-\n\ntional sentiment in the community, and of professional s])irit among the teach-\n\nThe average monthly salary of men is now $45; of women, S40.\n\ners.\n\nThe\n\naverage three years ago was for men, $34.77; for women, $28.87.\n\nTeachers know that, when they go into the market with their earnings to\n\nbuy the services of others or the goods of manufacturers, they find in nearly\nevery ca>e tlie price of such services or goods enhanced by combinations\nformed to resist or control competition; they know that in all other callings demanding special knowledge or skill, organization may go on unrestrained, while\nllieir\n\nown .salaries are subject to the free play of competition: The tiniptation\n\nto use the weai)on to secure just (onipelilion is very great;\n\nyet nio>t of us do\n\nOurioal\n\nnot lake kindly to this idea of organization to enforce our demands.\n\nindu-try now |)re>ents the spectacle of two arnuil\n\n(\n\n;nn])s\n\none of slot kholdiTs\n\nand investors, the other of wage earners whose olVu ers o( coionally meet\nunder a Hag of tru<e to settle the terms upon which the armistice may lontinue for another year.\n\nI'lHJir\n\nmodern industrial conditions has almost en\n\nhuman sympathy that under an earlier system bound\n\\\\ ho would leach if the same\ntogether master and man in a common interest.\ntirely di-,ai)peared the\n\nspirit of antagonism is to reign in the relations of teac hers and llie\n\nwhic li they server\"\n\nSet,\n\nI\n\ni\n\nonnnuiiity\n\nlake it, we shall resort to no trader union methods.\n\n"}
{"page": 202, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\nipo\n\n[Louisville\n\nWe shall continue to present our claims with dignity and moderation, confident that the sense of justice and the generous disposition of the American\npeople will give them due recognition.\n\nThe third remedy is legislative action prescribing the minimum salary that\nmay be paid. Five states have recently enacted such laws. Pennsylvania\nmakes the minimum salary $35 for at least seven months. Maryland makes\nWest Virginia provides minimum monthly salaries\nit $300 for the year.\nof $40, $35,\n\n$28, respectively,\n\nfor the\n\nthree grades of teachers'\n\nlicenses.\n\nSouth Dakota provides a minimum of $45 for the better grade teachers. The\nIndiana law enacted in 1903 provides that in the case of beginning teachers\nthe daily wages shall not be less than 2\\ cents multipUed by the scholarship\n\ngrade on his license.\n\nAfter the first term of teaching the\n\ncents; after three years, 2f cents.\n\nupon\n\nthe\n\nmultipHcand is 2^\n\nThe multipHer is increased for attendance\n\nannual institute and for professional ability\n\nschoolroom\n\nor\n\nsuccess.\n\nThe examinations for teachers licenses are uniform thruout the state;\nper cent, is the minimum grade upon which a license can be issued.\n\n85\n\nUnder\n\nthe provision of this law, the poorest teacher in Indiana cannot be paid so little\nas $40 per month.\n\nIn three years the law has effected an average rise in teach-\n\nThe increase has been all along the Hne, but greatwomen teachers in rural schools, who now receive in\n\ners' wages of 36 per cent.\n\nest in the salaries of\n\nIndiana an average monthly salary of $49.77, while in sixty-two counties in\nIllinois the\n\naverage salary of all women teachers is less than $40 per month\n\nof twenty-one days teaching.\n\nThere can be, I think, no vaHd objection to such legislation.\nare public employees.\n\nTeachers\n\nThe salaries and fees of many public officers in minor\n\npolitical divisions are prescribed by statute.\n\nIn most of the states the legisla-\n\nture has made only general provisions for schools, leaving to the discretion of\n\nthe various districts the amount of money to be raised, the salaries paid, the\nlength of the term, the branches to be taught, and the selection of the teacher.\n\nIn experience it has been found that the inteUigence and pubHc spirit of some\n\ncommunities are not sufficient adequately to execute the educational purpose\nof the state.\n\nThe legislature has been obliged to play the schoolmaster by\n\nrequiring a certain length of school year and prescribing the quahfications of\nteachers.\n\nA minimum-salary law is only another step in the same direction.\n\nIt recognizes that the education of the children of the state is the concern of\n\nthe entire state, and not merely of families or neighborhoods.\n\ninteUigence and the authority of the\n\ncommonwealth\n\nto\n\nIt\n\nbrings the\n\nthe support and\n\nassistance of localities where educational sentiment is weak.\n\nThe fear is sometimes expressed that the passage of such a law tends to\ncreate the sentiment that the prescribed minimum salary is sufficient.\n\nI have\n\nyet to learn of any such law's working that way.\n\nPrior to 1884 the salaries of county superintendents of schools in Illinois\n\nwere fixed by county boards.\n\nThirty-eight of them in that year received $400\n\n"}
{"page": 203, "printed_page": null, "text": "NEXT STEP IN THE SALARY CAMPAIGN\n\nSuperintendence]\n\nonly 16 received as much as Sr,ocx>.\n\nor less;\n\n191\n\nThe next year the legislature\n\nestablished minimum salaries of $600, S800, and Si, 000, according to the num-\n\nber of schools in the county, and a maximum of $1,252.\n\nAfter twenty years\n\nthese results appear:\n\nThe maximum salary is paid in 84 counties, altho rc(iuirc(l by law in but\n60 counties.\n\nThe limitation, while possible in 42 counties, is ai)plicd in only 18.\nIn no county is the salary held down to the limit permitted to the county\nboard.\n\nAt a convention of school officers I heard one say: \"I believe we are all\nagreed that salaries in this county ought to run ten dollars a month higher than\nthey do;\n\nand I beheve we are also agreed that the present teachers arc not\n\nworth more than they are getting.\"\n\nminimum is a remedy.\n\ndecent\n\nsalaries are\n\nimproved.\n\nand make\n\nit\n\nFor such a condition a law providing a\n\nSurely better teachers will not appear until\n\nHigh salaries attract and retain superior teachers,\n\npossible to\n\nraise\n\nthe\n\nstandard\n\nof\n\n(jualifications.\n\nIf\n\npaid\n\nfor a year or two to the present poorly qualified force, they are enabled to\n\nthemselves by further schooling for meeting the advancing require-\n\ncjualify\n\nments.\n\nIn many states a minimum-salary law will not be elTective unless supple-\n\nmented by suitable means for securing a high standard of qualifications.\nwill not\n\nand most villages are scarcely able to raise\nsalaries under the revenue laws of\n\nThis\n\nSome rural districts\n\nalways result automatically from better pay.\n\nrevenue enough to pay liberal\n\nmany states.\n\nThe number of such rural\n\ndistricts is not great.\n\nA minimum-salary law might impel small and weak\n\ndistricts to consolidate.\n\nIn the states where .schools are supported mainly by\n\nlocal taxation, there should be provided a state school tax supplying one third\n\nof the total school revenue, to be distributed in such a manner as shall espe-\n\nencourage backward districts.\n\ncially\n\nIn our great\n\navenues helps to educate the children in the slums.\nhere for the wisdom of such policy.\n\nIn\n\ntlu-\n\ncities the\n\nsame way llic wealth of all the\n\nstate should stand pledged for the schooling of all the\n\nno matter where the diildren\nby\n\nfunds should\n\n-till\n\nlocal\n\nIhrir .-(hool,an(l at\n\n[trifle\n\nin\n\nbe\n\nmay\n\nrai-i-d\n\nlocal\n\nhaj)|)en\n\nwealth on the\n\nNo argument is needed\n\nto\n\ntaxation\n\nc\n\nroide.\nto\n\nhililren\n\nTlic\n\nstimulate in\n\nin tiie >tate.\n\nbulk\n\nof the\n\nthe\n\npeoi)le\n\nthe same time promote a due (•(onoiny in\n\nexpenditure.\nI\n\nbelieve,\n\nMr. President, that the next step in the salary campaigu .should\n\nbe to sec ure the cnac tment of minimum salary laws in the various states, sup-\n\nplemented i;y such other legislation as may be needed to make them elTective.\n\nThere seems to be no way to overcome the inertia of our village and rural communities.\nAs a great body of |)ublic servants diarged with a fuiu lion mt)st\nvital to the prosperity and perjietuity of the {(tmmonwealth, we may with\nflignity\n\nand .self-respect ask from our legislatures sU( h tonipensatioii as\n\nenable Us to do the work whercunto we are cilled.\n\nwill\n\n"}
{"page": 204, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\njg2\n\n[LouisviUe\n\nDISCUSSION\nMiss Adelaide S. Baylor, superintendent of schools, Wabash, Ind.\n\n— agree with\nI\n\nBut it seems to me that the\nthat President Felmley has said concerning legislation.\nWith the\nnext step is to find what can be done to raise the standard of teaching.\nail\n\nquestion of salaries, let us also consider what are the requirements for admitting people to\nthe profession of teaching, and what we are doing for the growth of those already in the\nprofession.\n\nI\n\nask this with the greatest respect for those\n\nwho are teaching.\n\nI\n\nknow\n\nhowever, that there are those in the profession thoroly incompetent both by nature and\nby training. About three weeks ago a young lady in my own city came to me and said:\n\n\"I should like to enter the training school.\" I remembered her as a young girl in the\nhigh school, being without any special qualifications for teaching sensitive, not selfI had a\nassertive, not especially popular among the students, and not very sympathetic.\nI asked her\nlong and earnest talk with her, and she left saying she would consider it.\n\n—\n\nmother a few days later as to her daughter's plans, and was told that she had plenty to\ndo at home, but the folks at home thought that it would be a nice httle experience for\nher to teach a year or two.\n\nI\n\nwondered what would be the experience of the children\n\ntwo under her teaching.\nThree years ago a principal was taking me past one of the rooms, and when I proposed\nRecently I asked that printo go in, she said: \"We do not often take visitors in there.\"\n\nfor the year or\n\nThe report was that she was still\n\ncipal how the teacher of that room was getting along.\n\ndoing poor work.\n\nT have wondered whether it would not be wise to appoint a committee\n\nto investigate these conditions and make such report as would aid school boards in dealing\n\nwith such conditions.\n\nOur courses of study have been revised thru the recommendations\nWe ask a teacher: \"What are you doing in\n\nof N, E. A. committees of investigation.\n\nand the reply is: \"I am following out the recommendation of\n\nhistory or in English?\"\n\nthe Committee of the National Educational Association.\n\n'\n'\n\nBook-publishers are preparing\n\nbooks in accordance with the recommendations of the Committee of Ten.\n\nWe hear\n\nconstantly of the Committee of Ten, or Committee of Twelve, or Committee of Fifteen.\nIf these\n\nreports can produce results so general,\n\nif\n\na Report on Taxation\n\nis helpful\n\nin\n\nshaping plans for taxation, I think a report on standards of teadiing would be advisable.\n\nThe work of such a committee should consist of a systematic investigation of standards\nthruout the country.\n\nIn at least ten large\n\ncities in the\n\ncountry, standards have been\n\nestabhshed for the placing and promotion of teachers, and in many smaller cities there\n\nSuch systems of promotion for teachers should be known thruthe salary campaign should be\nin this direction, and recommendations resulting from such investigation will put backbone into school boards and superintendents in the selection of teachers, and when\nproper efficiency is secured much of the salary problem will be solved.\nare such merit systems.\n\nout the country.\n\nI think, therefore that the next step in\n\nTHE NEW PHONETIC ALPHABET\nGEORGE HEMPL, PROFESSOR OF ENGLISH PHILOLOGY AND GENERAL LINGUISTICS,\n\nUNIVERSITY OF MICHIGAN, ANN ARBOR, MICH.\n\nThere are three movements on foot at present, which are more or less\n\nand therefore likely to be confounded. These are: (i) the movement for the reform, or at lea.st the simplification, of English spelHng;^ (2)\nthe movement aiming at the establishment of a uniform phonetic alphabet\nrelated,\n\ndesigned to indicate English j)ronunciation in dictionaries, spellers, readers,\netc.;\n\n(3) the\n\nmovement that looks to the establishment of such a uniform\n\nAddress for information\n\n:\n\nThe Simplified Spelling Board, i Madison Avenue, New York City.\n\n"}
{"page": 205, "printed_page": null, "text": "THE NEW PHONETIC ALPHABET\n\nSuperintendence]\n\nphonetic alphabet, not only for English, l)ut\n\nfor\n\nall\n\n193\n\nmost imj)ortant\n\nthe\n\nmodern languages.*\nWhatever the interrelations of these movements, no one of them is dependent upon the other two; and any man may favor and advocate one and\nbe inditTcrent or hostile to the others.\n\nIt is therefore\n\nful not to transfer thoughtlessly to the others\n\nmay chance to entertain for one of them.\nis\n\naverse to spelling reform\n\nwill,\n\nnecessary to be care-\n\nsuch unfriendly feeling as one\n\nFor e.xample, many a person who\n\non consideration, lind much\n\nto enhst his\n\nsympathies for the movement that aims to furnish a uniform system of representing English sounds\n\nand groups of sounds.\n\nIt is this latter\n\nabout which I wish to say a few words this morning.\n\nmovement\n\nI shall limit myself to\n\nstating what is aimed at, and to pointing out the chief advantages of the project.\n\nThe movement originated in the minds of members of this Association\n\nNo one or two\n\nand in response to a great need felt by practical teachers.\ndictionaries now hold the lield and wield authority.\n\nThe growth of scholarship and the development of the English-speaking world have demanded and\nmade possible the preparation and sale of many good dictionaries. These\nhave different .systems of indicating pronunciation.\n\nA\\'hen\n\nlook up a word and compare authorities, the searcher\n\nis\n\nit is\n\nnecessary to\n\nat once confronted\n\nby the task of deciphering and interpreting the various letters and diacritic\n\nmarks employed, and these are so different and so differently used in the \\ arious\ndictionaries that it is often almost impossible to find out and remember what\nIf teachers and other adult users\n\nthe authorities have to say on the subject.\n\nof dictionaries find this proce'ss beset with diflSculty,\n\nchildren in our schools ?\n\nwhat must it be to the\n\nHow serious this matter is and how real the trouble,\n\none may estimate when he learns that practical dictionary workers, the men\n\nwho make dictionaries and are daily empk)ycd upon them, and who are supposed to know the different systems thoroly, constantly hud lluMUselves misinterpreting and confusing the signs emplo}ed.\n\nmay cite one or two cases in illustration of the dilluulty that (ontroiUs\nThe j)ronunciation of either is given in most\n\nI\n\nthe users of our dictionaries.\n\ndictionaries as e or i, in the 0,\\ford dicli(jnary as i or >'/, in the Stamlard as i.\n\nXcnv, all these mean the same, exce|)t that tlie Staiuiard docs not care to rec ogthe younger pronunciation.\n\nni/.e\n\nBut who\n\nwill\n\nblame the boy who comes\n\nback from a search of the dictionaries and says that the Oxford Dictionary\nfavors the pronunciation with ei sounded like- eye and that tlic Standard\nall(jw> only this?\n\nWhen one finds the pronunciation of mustiuhe, or moiis\n\nhidie, given as folhnvs, what i>he to make out of it ?\n\nImperial\n\n11\n\na,\n\nStudent's Imperial, do\n\nShormonth (w d, Webster's Collegiate ii ii.\nferent pronunc iations, but, of course,\n\nit\n\nCassell »<</. Century // <i,\n\nInlcrnalional 00\n\nit,\n\n<;,\n\nStandard\n\nu u.\n\nThe markings rejiresenl \\\\\\k' dif\n\nwill not\n\ndo to associate the>e with\n\nthe differences in marking, for the .same .sound has one sign in one die lionary\n\nand ancjther in another, and the same sign has different values in different\n'\n\nI\n\nor ind.rmalion ;i«l<lrc!ui;\n\nI'rufewMjr J. Cicddcit. Jr\n\nlii.^ii.n\n\nI\n\nnmisiiv, lli.,i..ii. M.im.\n\n"}
{"page": 206, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\nig4\n\n[Louisville\n\nIndeed, the same dictionary often uses different signs for the\ndictionaries.\nsame sound. Thus Webster's Collegiate and the International respell soon\nwith 00, and tnie with w, and Cassell's prints oo in soon and He in true. The\npronunciation of the two last letters in bring and brink is represented as follows:\nOxford\n\nInternational\n\nStandard\n\nCassell\n\nCentury, etc.\n\nbring\n\nbring\n\nbring\n\nbring\n\nbriri\n\nbrink\n\nbrink\n\nbrink\n\nbringk\n\nbrirjk\n\nAll these\n\nmarkings mean exactly the same thing, but what child could be\nFurther examples would make the absurdity of\n\nexpected to find that out ?\n\nthe usual systems even more evident, but this is unnecessary.^\nIt is clear that we must do one of three things: (i) Let the matter go,\nand permit our pupils to continue to wander in a maze of confusion and\nuncertainty. (2) Banish all but one dictionary from the school-room, and suffer\n\nthe consec^uent limitation of knowledge.\n\nalphabet.\n\n(3)\n\nEstabhsh a uniform phonetic\n\nFortunately, it was the last of these that was decided upon.\n\nThe\n\ninitiative was taken at the meeting of the Department of Superintendence in\n\nFebruary, 1903, when a committee representing the National Educational\nAssociation was appointed to confer with like committees of the Modern Lan-\n\nguage Association and the American Philological Association, and recommend\na universal system of notation for indicating pronunciation, or at least a\n\nsimple practical phonetic alphabet.\n\n'^\n\nAt the conference held in Boston (July 9, 1903), Professor Calvin Thomas\n\nwas made chairman and was instructed to appoint a joint committee of five,\nof which he should be chairman, to prepare a report to be submitted at a\nsubsequent meeting of the joint conference.\n\nThe other members of the Joint\n\nCommittee were Professor O. F. Emerson, of Western Reserve University;\nDr. C. P. G. Scott, of the Century Dictionary; Mr. E. O. Vail, then editor\n\nand myself. This committee made a tentative report in the\nsummer of 1904 and pubhshed it in the form of a pamphlet. 3 At the request\n\nof Intelligence;\n\nof the representative of the National Educational Association, in order to\nthis report was presented by the representatives of the\nAmerican Philological Association and the Modern Language Association\nfacilitate progress,\n\ndirectly to these associations at their next meetings.\n\nAt the meeting\n\nof the\n\nAmerican Philological Association\n\n(St.\n\nLouis,\n\nSeptember, 1904) it was voted-* that the association entertained a serious interest\nin the deliberations and recommendations of the Joint Committee and requested\n\nthose members of the committee that represented the association to continue\nin that capacity and to submit their final report when ready.\n\nAt the meeting of the Modern Language Association (Providence, Deccm'\n\nA comparative table of the vowel-notations used in the more important dictionaries will be found in\n\nthe Repwrt of the Joint Committee.\n'\n\n.See the Proceedings of\n\n3\n\nReport of a Joint Committee\n\nSee p. 131, footnote, below.\n\nthe National Educational Association for 1903, p. 140.\n.\n\n... on the Subject of a Phonetic English Alphabet, to be had of Pro-\n\nfessor Calvin Thomas, Columbia University, New York.\n'^\n\nProceedings loT September, 1904, p. xxvii.\n\n"}
{"page": 207, "printed_page": null, "text": "^\n\nTHE NEW PHONETIC ALPHABEl\n\nSuperintendence]\n\nher, 1904) the report\n\n195\n\nwas presented by Professor Thomas, on whose motion\n\nthe association resolved that the president of the association appoint a\n\nmittee of five to examine the report and suggest what,\n\nif\n\nare desirable before the alphabet proposed by the Joint\n\nbe submitted to the association for fanal action.'\nof the\n\ncom-\n\nany, amendments\n\nCommittee should\n\nThis Revising Committee\n\nModern Language Association consisted of Professor E. S. Sheldon,\n\nof Harvard, chairman;\n\nUniversity;\n\nProfessor James W. Bright, of the Johns Hopkins\n\nProfessor C. H. Grandgent, of Harvard;\n\nWeeks, of the University of Missouri;\n\nand myself.\n\nProfessor\n\nRaymond\n\nIts report*\n\nwas pre-\n\nsented to the Modern Language Association at its meeting at Haverford last\n\nDecember, and was unanimously adopted and ordered printed.\n\nThe same\n\nreport was presented to the American Philological Association at its meeting\nin\n\nIthaca a day or two later, and was also unanimously adopted, the associa-\n\ntion voting that it sanction the alphabet and recommend its use to the makers\n\nof dictionaries,\n\nand that the report of the committee be printed in the Pro-\n\nceedings.\n\nThe phonetic alphabet that has thus received the sanction of these two\nnational philological bodies is not a new invention.\nIt is based upon the\nphonetic alphabets already in wide use in philological books in Europe and\n\nAmerica, notably the alphabet of the International Phonetic Association,\nthe alphabet employed in the great O.xford English Dictionary,-* and the\n\nalphabet sanctioned by the American Philological Association in 1877. s\n\nmany respects these alphabets are ahke.\n\nWhere\n\ndetermined by certain important considerations.\n\nIn\n\nthey ditTer, choice was\n\nIn general, the simplicity\n\nof the alphabet of the International Phonetic Association\n\nwas aimed at.\n\nIn\n\nthe selection and the employment of individual characters, tho.se of the Oxford\n\nDictionary were, in most cases, preferred, that thus there might be no unnecessary deviation from the practice of what will for a long time remain the greatest\n\nBut the two haj)py forms employed in tlu- old alphabet\nAmerican Philological As.sociation for the vowels in or and hid were\n|)referrefl to the less suggestive and more awkward forms employed in the\nEnglish dictionary.\n\nof the\n\nother aljihabets.\nIt\nis\n\nthe\n\nmay jje asked: What is the common basis of all the.se alphabets?\nRoman, as adapted to English |)honology by Henry Sweet. ^\n\nIt\n\nFor the\n\nEnglish sounds that do not occur in Latin, variant forms of Latin and Old\nEnglish letters are made use of.\n\n'\n\n(For delailid information, sic the Report of\n\nPruceeilinns for 1004, p. xii.\n\nRf port oj Ihf Committee 0/ the Sioilrrn l.nnRuage A^^ortalion im Ihf I'ropoM-d\npamphlet to Ijc had of I'rofcuHor K. S. Sheldon, CaniliridKe, Mn.ns.\n'\n\nI'lintiftu-\n\nAlfhahrl, n\n\n•Sec Aims and Prinriplei 0/ the Intrrnntimuil I'honelii Ami'i itUion. a paiiiphlrt lo l.r had of\nI'aul I'assy, ItourK-lu Keinc, .Seine.\n\nI'nifriuuir\n\nTrance.\n\n*A Nrw Kngliih Diflionary on lliituriciil l'rin(ipU\\ {O.x/orJ Uniiersily I'rett, Nru' York).\n•\n\n.\\\n\nmodified form of this is employed in ihe .Slamlard Ditluinary.\n\n*\\n hit Hamlbook 0/ I'hanrtit 1 U'Ut \"I print) and\n\nNew York).\n\nhis t'rimrr\n\nv/ J'honrtia\n\n(Oxford Inivemily I'reM.\n\n"}
{"page": 208, "printed_page": null, "text": "—\nNATIONAL EDUCATIONAL ASSOCIATION\n\nig6\n\nCommittee of the Modern Language Association, p.\n\nthe\n\n131.)\n\n[Louisville\n\nNo other\n\nRoman has.\n\nThe adoption of it simply\nall\nfoundation\nof\nwestern\nalphabets, our own\nthe\nwas\nmeans a return to what\ndeparted\nbut\nlittle\nfrom the Roman,\nhave\nlanguages\nEuropean\nMost\nincluded.\nbasis has half the claim that the\n\nhence a return to the general virtues of the original is not only natural and\n\nThe\nnow employed in most English dictionaries is\n\nsimple, but by far the most scientific and the most practical procedure.\n\ninadequacy of the system\n\nbetrayed by the many strange and inconsistent diacritic marks that must be\n\nThe new alphabet Hmits the use of diacritic marks\nminimum; and when it employs such a mark, it does so consistently\nthat is, the mark has the same value or meaning with whatever letter it is\nused to eke them out.\n\nto a\n\nused.\n\nA child that has learned the new phonetic alphabet in the primary school\nwould require less than an hour's instruction in the pronunciation of Latin,\nwhile the task of learning the pronunciation of German and most other European languages would be reduced to a minimum.\n\nInstead of almost invari-\n\nably doing the wrong thing when confronting a foreign word or name, the\n\naverage Enghsh-speaking person would instinctively hit it right nine cases\nout of ten.\n\nWhat an immense gain this would be for the now isolated EnghshOf even greater importance is the immense\n\nspeaking peoples, it is easy to see.\n\nsaving of time, referred to above, for all those engaged in learning and teaching Latin, German, and other foreign languages.\n\nBut both of these may be regarded as minor matters compared with instruction in\n\nEnghsh itself.\n\nWith the so-called English values of the letters, it is\n\nimpossible to teach the truth as to Enghsh sounds.\n\nThis is due in part to\n\nthe great revolutions that have taken place in the English vowel system.\n\nThe Old English long vowels have changed immensely while the short vowels\nhave shifted but little, or not at all. In this way the former have long since\nparted company with the corresponding shorts, and the continued association\nis not only absurd, but very misleading.\nWhat we call \"long e\" now has\nnothing to do with what we call \"short e, \" and so on thruout the Ust. Arranging the English vowels physiologically with our current spelhng, in the most\nconsistent form, we have:\nfool\n\nfeet\n\nfwll\n\nf/t\n\nno\n\nfate\n\nobey\n\nmet\nnui\n\nall\n\niur\n\nor\n\nthere\nfat\n\nfar\n\npast\n\nThere could hardly be a greater mix-up of letters, and any attempt to comprehend the sounds and their relations on such a basis of representation is\nfutile.\n\nThe various systems of phonetic representation current in most of our\n\n"}
{"page": 209, "printed_page": null, "text": "THE NEW PHONETIC ALPHABET\n\nSuperintendence]\n\n197\n\ndictionaries and school books are particularly defective in that they do not\n\nprovide signs enough for the different sounds.\nletters\n\nThey are thus forced to add\n\n—not to represent the sound they nominally stand\n\nthat an adjoining letter has a different sound from\nis\n\nwhat\n\nfor,\nit\n\nbut to indicate\n\nusually has!\n\nIt\n\nas tho a new settlement in the West, instead of getting a new name, should\n\ntake the name Chicago and then attempt to indicate by the addition of the\n\nname Detroit that it was not Chicago that was meant, but a new place that\nCertainly as perverse a method of doing things\nhadn't any name of its own.\nThis is what we do when we write th or dh, sli or zli,\nas one can imagine.\nSuch a spelling as ch gives no idea whatever of the sounds it\nThere are two sounds and two letters, but neither letter rcj^cThe first sound in the group is /, the second is the sound\nsents either sound\n\nch, ng, etc.\n\nrepresents.\n\n!\n\nThus catch and chip differ from cash and ship in having\nThis makes it very clear how nature has got its present\nThe first element of the group that we call \"long w\" has, under the\n\nusually spelled sh.\n\na / before the sibilant.\n\nsound.\n\ninfluence of the preceding /,\nall.\n\nbecome the sibilant usually spelled sh\n\n— that\n\nis\n\nWhen we attempt to use ch as a phonetic spelling, the phonetic facts\n\nare concealed.\n\nIndeed, it is difficult to persuade most people that chip begins\n\nwith /, tho they will admit it in catch because it is written there.\nin the\n\nSimilarly)\n\nIn brink and longer we\n\ncase of ng in bring above, and in iong, etc.\n\nobserve that we have a pure k and a pure g, each ])rccc(lcd by a nasal that\nis\n\nnot the n heard in in, which is made by raising the tip of the tongue, but\n\na similar sound made by raising the back of the tongue.\nthis\n\nIn phonetic spelling\n\nsound is represented by an n with an extended leg, namely rj.\n\nlonger still has this n-\\-g, but long, while it still has rj, has lost the g.\n\nNow,\nBut\n\nthe spelling ng so takes possession of the mind that it is very hard to make\n\nmost people realize that there is no g at all in long, or that when a man says\nwalkin for u-alking he is simply raising the tip of his tongue instead of the\nback of it, that is, using ;; for t;— and not \"dr()])])ing the g,'' which was dn)pi)ed\nlong, long ago.\n\nIf\n\nwe use ng as a phonetic spelling for\n\nthe absurdity of using ngg and ngk to represent\nsjK'lling of bring and\n\nrjg\n\nr;,\n\nwc are forced to\nCompare the\n\nand i]k.\n\nbrink above.\n\nWc have considered the advantages of a phonetic spelling based on the\nRoman values of the letters (i) in the study of foreign languages and the\nlearning of foreign proper names, and (2) in the .study of Knglish itself.\nis still another situation in\n\nwhic h it lias importanc e.\n\nas no other language is.\n\nIt is\n\nThere\n\nEnglish is now .spreading\n\nstudied everywhere, and in\n\nmany places it is\n\ncrowding out the native language. In this we are all mut h interested, and we\nHy presenting to these foreigners,\nsurely should do all we (an to promote it.\nif\n\nnot a reformed ICnglish spelling, at least a phonetic res|)elling that will give\n\nthem (|ui( kly anrl e.\\a( tly the information they desire, we shall do not a little\nto leach good Knglish to the inhabilants of our dependencies and lo spread\nour mother tongue thruoni the world.\n\n"}
{"page": 210, "printed_page": null, "text": "\"\n\nNATIONAL EDUCATIONAL ASSOCIATION\n\nigg\n\n[LouisviUe\n\nWHAT FORM OF INDUSTRIAL TRAINING IS MOST PRACTICAL AND BEST SUITED TO THE COUNTRY CHILD?\nO. J.\n\nKERN, SUPERINTENDENT OF SCHOOLS FOR WINNEBAGO COUNTY,\nROCKFORD, ILL.\n\nIt is to be regretted, perhaps, that we do not have a better term to express\n\nFor a great many most excellent\n\nthe thought of this afternoon's program.\n\npeople today, moving along Educational Avenue leading up to the pubHc\nschool, shy\n\nand stop still at the sight of the word \"industrial\" as appHed\nAny attempt to lead them closer for a more careful\n\nto the work of the school.\n\ninspection of this\n\nTo their thinking industrial\n\nword proves unavaiHng.\n\ntraining means the eUmination of \"culture,\" whatever that may mean,\n\nthe substitution of the reform school or the trade school.\n\nand\n\nFor them the\n\nthought has not yet come that education should be for service as well as for\nsweetness and light;\n\nthat the children in our schools should be able to\n\ndo\n\nAnd in the doing of things there is\nas great opportunity for culture as there is in studying about what men have\nthings as well as to know about things.\n\nsaid and done, as revealed by the printed page.\n\nThe distinction between higher education and industrial education has\nno real foundation upon which to rest.\nideas of the Middle Ages.\n\nIt is\n\na survival of the aristocratic\n\nThe thought is not original with the writer to\n\nclaim that farming and blacksmithing are just as high as law and theology.\n\nWhether it is better to be a blacksmith than a minister depends.\n\nAs has\n\nbeen well said recently: \"It is better to pound an anvil and make a good\nhorseshoe than to pound a pulpit and make a poor sermon.\n\nQuoting further from this same writer:\nThere is a real distinction between education for self-support and education for selfdevelopment; between culture and what the Germans\n\ncall\n\nthe bread-and-butter sciences.\n\nIn order, if not in importance, the bread-and-butter sciences\n\ncome first.\n\nThe first duty\n\nev-ry man owes to society is to support himself; therefore the first ofiice of education is to\n\nenable the pupil to support himself.\n\nAnd, as has been said above, industrial education, if carried on aright, contributes to self-culture as well as to self-support.\nIt is\n\ntaken for granted that everyone present this afternoon believes that\n\nthis body of superintendents and the National Educational Association stand\n\nfor educational leadership.\n\ngive the trend\n\nTheir dehberations and printed reports should\nand tone to educational progress in our country. A student\n\nof industrial education for the country child cannot fail to express his deep\n\nobligation to one printed report which is in trend with this afternoon's consideration.\n\nThis is the 1905 report of the National Educational Association\n\nin Schools for Country Communities.\"\nThe\ncommittee which formulated that report was composed of expert students\n\non \"Industrial Education\nof this particular field,\n\nand there is no one better qualified to speak with\n\nauthority than its chairman, Superintendent L. D. Harvey, of Wisconsin.\n\n"}
{"page": 211, "printed_page": null, "text": "Superintendence]\n\nINDUSTRIAL TRAIKIXG FOR THE COUNTRY CHILD\n\nIn view of its importance,\nreport should be studied\n\nit\n\nnot claiming,' too\n\nis\n\n199\n\nmuch to say that this\n\nby every country-school teacher and school officer\n\nwho has to do with the administration of the country school system. Some\nway should be provided to create a demand for this document. No better\nuse can be made of a part of the surplus of the funds of the National Ktlucational Association than to send a number of copies of this report to countv\nsuperintendents, to distribute to thinking teachers, school officers, and patrons\n\nNot all county boards are as liberal as the one which\n\nof country schools.\n\npermitted its county superintendent to purchase 300 copies for distribution\nin\n\nhis county.\n\n])restige\n\nof\n\nthe\n\nA free distribution of this report will tend to increase the\nNational\n\nEducational Association as respects leadershij),\n\nand at the same time remove ])art of the nervousness on the part of its membership as to the safety of its ever-increasing surplus funds.\n\nThis paper will enter into no argument with res])ect to the why and how\n\nThe report referred to does\n\nof industrial training for the country child.\nthis in a\n\nA twenty-minute discussion\n\nmost logical and admirable manner.\n\npermit only an emphasis to be placed on a few practical and suitable\n\nwill\n\nthing> that can and should enter into the all-around symmetrical development\nof the country child in his training for service in the new age of countrv life.\n\nMy discussion calls for a consideration only of \"What Form of Industrial\nTraining is More Practical and Best Suited to the Country Child.\"\n.\\11\n\nway\n\nthose interests and activities that relate to agriculture in an elementary\n\n— quite elementary for a while — are practical and suited for the training\nThe prosperity of this nation in its last analysis rests\n\nof the country child.\n\nupon\n\nA very great majority of the children enrolled in the\n\nagriculture.\n\ncountry schools will remain on the farm, and the country school slu)ul(l lielp\n\nThe number\n\nthem to a better understanding of the new phases of agriculture.\n\nremaining on the farm will increase when right ideals prevail in the instruction\nwith reference to the dignity, worth, and luiancial possibiliiic> of tin- kind of\n\nfarming that is \"higher education.\"\n\nTo Ije specific, a study of soil by means of the school garden is practical\nevery country school. To be sure, a live teacher will\nget more out of it than a dead one who does not yet even know she is dead,\nliut s(jmething is done and can be done.\nA start i> being made. To wait\nto a certain extent in\n\ntill\n\nall\n\nthe teaching force is ready is to do nothing.\n\nLa.st\n\nyear the Department of Agriculture\n\nfifteen million acres of\n\nannually in\n\nits soil\n\nfarm land.\n\nsurvey and\n\ndescribed.\n\naiifl\n\nA\n\nWashington surveyed oxer\n\n'Hie state of Illinois is s])endiiig $25,000\ne.xperimetits.\n\n.soil\n\nhave been surveyed, and the e.xpectation\n(ounties arc surveyed.\n\nat\n\nis\n\nThus far sixtmi (ounties\n\nto (ontinuc\n\ntill\n\ntlir\n\nnitire\n\n102\n\nEvery type of soil as small as ten aire lots is map|)f(i\n\nvarious-colored\n\nm.ip\n\nis\n\npublishnl and put\n\nin\n\nbulletin\n\nform.\n\nMere is a map of one county (sliouiiig) wliii li gives you an idea (tf the work\nuf the\n\n.soil\n\nbureau.\n\n\\'ou see\n\ntlie\n\ndilTerent types of soil for this particular\n\n"}
{"page": 212, "printed_page": null, "text": "—\n\n:\n\nNATIONAL EDUCATIONAL ASSOCIATION\n\n200\n\n[Louisville\n\nThe printed matter in connection\nmap gives an accurate account of the early settlement, chmate,\n\ncounty represented by different colors.\nwith this\n\nphysiography and geology, description of the types of soil, agricultural conmarkets, transportation facilities, etc. Laying aside all thought\n\nditions,\n\nof industrial training,\n\nand the so-called ehmination of \"culture,\" and the\n\nalleged \"making farmers\" of our country children by \"putting agriculture\"\ninto the country school, just think\n\nthe study of home geography!\n\nhow valuable this bulletin is simply for\n\nSurely there is time for the study of geog-\n\nraphy in the average country school.\n\nA copy of this map and bulletin was\n\nThe expense\nAnd this map, so far as it goes, is far more valuable for the\n\nput into the library of every country school of this county.\n\nwas nothing.\n\nteaching of agriculture than the so-called agricultural charts for $40 which\n\nsome school officers are buying of agents who are posing as apostles of agricultural instruction for the country school.\n\nWe are not quite accurate when we speak of \"putting agriculture into\nthe country school.\"\n\nRather let us attempt to put the school into agriculture\n\n—into right relation\n\nto its\n\nenvironment.\n\nA school garden is practical.\n\nTrue, it is in its experimental stage as yet.\n\nSo was manual training for the city child, and is so to a certain extent today.\n\nBut no one would ehminate manual training because teachers do not yet\n\nknow all about matter and method.\n\nWe do not know all about the school\n\ngarden as a means of giving instruction with reference to soil and plant life-\n\nWe can learn, however, and learn by doing, even if the doing is crude for a\nfew years.\nit,\n\nThe best way to have a garden in the country school is to have\n\neven if it is not larger than four feet square.\n\nthat is a great deal.\n\nA start can be made, and\n\nTo sit down and contemplate the difficulties is to remain\n\nseated.\n\nSchool-garden work, manual training, and domestic arts for the country\nschool will be put on a more intelligent and permanent basis\n\nwhen there\n\ncan be trained supervisors for this work, such as many city schools now have.\n\nThis will come when the county superintendent can change the ideals of\nthe country people so that they will regard the office for educational leadership, and not subject to the exigencies of party politics.\n\nThe job of changing\n\nthe ideal in this respect is a fairly big one.\n\nTrue, if we could have such gardens as the Macdonald gardens of Canada,\nbetter results would be obtained.\nit\n\nIf millionaires of this\n\npossible to do as this man is doing\n\na great educational uplift would\n\ncountry would find\n\n—doing something for the country child\n\ncome to all phases of country life.\n\nHere\n\n[showing] is a most interesting pamjjhlet describing the Macdonald gardens-\n\nThere are special traveling instructors for these gardens, which are two acres\nin extent.\n\nOne or two quotations are sufficient to reveal their character.\n\nWith reference to the place of the garden in school work\nThe work of the garden is recognized as a legitimate part of the school program,\nand is already interwoven with a considerable part of the other studies. The garden is\n\n"}
{"page": 213, "printed_page": null, "text": "\"\n\nINDUSTRIAL EDUCATION FOR CITY CHILDREN\n\nSuperintendence]\n\n2CI\n\nbecoming the outer class room of the school, and the plots arc its blacklx)ards. The garden is not an innovation, or an excresence, or an addendum, or a diversion. It is a happv\nan organic part of the school in which boys and girls work among\ngrowing things, and grow themselves in body and mind and spiritual outlook.\nfield of expression,\n\nOf the advantages the following summary only is given here:\n1.\n\nEducationally it affords a release from the dull routine of the school-\n\nroom and puts the pupil out into the fresh air and sunlight.\n\nIt is a means of\n\nhelp by affording scope for motor activities that are natural to growing chil-\n\nThe garden work is correlated with much of the formal work of the\n\ndren.\n\nschool, as arithmetic, reading, composition, drawing, etc.\n\nIt\n\nserves as an\n\nintroduction to the development of literary appreciation, as the \"ability to\n\nappreciate the charm of many of the best poems depends not a little on abihty\nto\n\nform visual images of natural objects.\"\n\nIn this respect, if the teacher in\n\nthe country school is alert, the country child has the advantage over the city\n\nFor \"the urban eye of the town-bred child, who has never been inter-\n\nchild.\n\nested in garden or field,\n\nmust fail to catch the imagery of our best nature\n\npoems.\n2.\n\nEconomically the school garden teaches the composition and care of\n\nthe .soil, be.st conditions for plant life, value of fertilizers, seed selection.\n3.\n\nNationally the school garden develops an interest in the fundamental\n\nindustry of the country.\n\nThere develoj) the sense of owncrshij) and respect\n\nfor property.\nIn the care of their own plots the pupils fight common enemies, and learn that a bad\nweed in a neglected plot may make trouble for many others. The garden is a pleasant\navenue of communication between the school and the home, relating them in a new\nand living way, and thereby strengthening the public interest in the school as a national\ninstitution.\n\nA study of the development of plant life is practical and suik'(l for tlic\ncountry child.\n\nFor years we have had the thorobred horse, the j)ure-bred\nHere is an ear [showing] of high-\n\ncow, and now comes the high-bred corn.\n\nbred corn rai.sed by the president of the Illinois Corn-Growers' Association.\n\nThis was taken from a field that easily made one hundred bushels per acre.\n\nTo be sure, to rai.se hundred-bu.shel corn there must not only be one-hundredbushel .seed, but al.so hundred-bu.shel soil and a hundred-bu.shel man.\n\n(\n\n)ur\n\nindustrial training should teach the children in the country schools to strive\nfor these three things, viz.:\nintelligent\n\nbetter .seed, increa.singly fertile\n\nmethods of operation.\n\n.soil,\n\nand more\n\nHere is an opportunity for the school to\n\nco-operate with the home and train the\n\n(\n\nhiidrcn to study (urn on cx|»c'rinu'iital\n\nplats at home.\n\nLikewi.se\n\nsome training with\n\nrcfercMci- to\n\nfarm anrnial\n\nlife\n\n;ind\n\na con\n\n.sideration of some of the elementary principles of the business end of farming\nis\n\npractical\n\nand\n\nsuitable.\n\nFarm economics\n\nis\n\n|)ractical\n\narithmetic,\n\n(ould well take the pla( e of nnu h text-book matter that is \"taught at. \"\nthe average country school has time to Ic.k h the ariihinctii\n\nmu>t Use after leaving school.\n\nand\n\nSurely,\n\nthai the pupils\n\n"}
{"page": 214, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n202\n\nWith the country high schools\n\n— that\n\nchild should begin.\ninto a large\n\n—\n\nthe village high schools and\nmanual training for the country\n\nis,\n\nthe country consolidated school as centers,\n\nFrom these schools this educational activity will spread\n\nnumber of one-room country schools.\n\nThis will be slow; for\n\nthe average farmer does not yet distinguish between\n\nmanual labor.\n\n[Louisville\n\nmanual training and\n\nIf all the data could be collected, it would appear that quite\n\na considerable amount of manual training, elementary in form, is now being\ncarried on in the country schools.\n\nHere is a great opportunity for the school to co-operate with the country\nhome; and thru the inspiration and help of a live teacher a work-bench can\nbe installed in the home workshop, if it seems impracticable to install one\nin the country schoolhouse.\nThe boy at home, and the girl too, along home\neconomy, can make a small collection of simple tools, and from the teacher\nreceive instruction as to processes of work, etc.\n\nThe country school and the\nThe lines of industrial work\n\nhome should come closer together.\nand farm home offer an exceptionally fine opportunity\nfor this closer union for a common purpose.\nMost of the old farm home\ncountry\n\nsuited to the farm\n\nhave gone since the introduction of farm machinery of improved\nWith this change have gone some elements in the training for the\ncountry child that must be supplied by the new country school and the new\nfarm home, to meet the new conditions of country life in the age of telephones,\nactivities\n\nmake.\n\ntrolley cars, daily delivery of mail,\n\nrelating\n\nthe science\n\nto\n\nof\n\nimproved farm machinery, discoveries\nand improved methods of farm\n\nagriculture,\n\noperations.\n\nFor the boy this manual training will consist in a working knowledge of\nthe care and use of simple tools for repair work on the farm, the elements of\n\nsimple carpentry, farm mechanics, etc.\n\nWith this will go a practical knowl-\n\nedge of materials.\n\nFor the girl there will be instruction in household economy and management, food materials and the preparation of food, sewing and a study of\ntextiles, etc.\n\nThere need be no alarm that the country child will not receive culture\nalong these lines.\n\nAs has been well said:\n\nTo teach a boy the mechanics of homekeeping, to teach a girl the\n\nchemistry of\nhomekeeping, is as much self-culture as to teach either what kinds of homes the ancient\nGreeks and Romans possessed. Our present self development is too narrow. We need to\n\nbroaden it.\n\nManual training is necessary to make the \"all-round\" man.\n\nWe can take this culture to the country child, and in addition take to the\ncountry school good books, art, and music, and we need no longer be under\nthe necessity of tearing up the farm home by its roots and taking the children\nto the city in order to secure the country child's right to partake of the best\n\neducational opportunities that the age has to offer.\n\n"}
{"page": 215, "printed_page": null, "text": "Superintendence]\n\nINDUSTRIAL EDUCATION FOR CITY CHILDREN\n\n203\n\nFORMS OF INDUSTRIAL EDUCATION BEST ADAPTED TO\nCITY CHILDREN\nCHARLES H. KEYES, SUPERIXTEXDENT OF SCHOOLS, SOUTH DISTRICT,\nHARTFORD, CONN.\n\nThe traditional subjects of the school curriculum aim to train the child\nthru exercises whose perception basis is either visual or auditt)rv, or both.\n\nThe child's seeing and hearing alone, condition all his learning within the\nscope of the time-honored subjects.\nBut manual training aims at the development of the individual thru the introduction of e.xperiences based on other\nsense-perceptions than those of sight and hearing.\n\nTouch and muscular\n\nresistance are called into j^lay because they furnish, independently and in con-\n\njunction with the other sense-avenues, ex])eriences which react in the devel-\n\nopment of nervous centers and forces otherwise left practically impotent, so\nIn deciding what forms of\nmanual training are especially valuable for the child of any determined envi-\n\nfar as the training of the schools is concerned.\n\nronment, certain governing principles must be kept clearly in mind:\nI.\n\nThis training must develop capacity which is a new, additional positive\n\ncontribution to the child's unconscious endeavor at self-realization, and the\nschool's conscious endeavor to transform his po.ssibilities into powers.\n2.\n\nThis training should furnish him experience which enlarges his capacity\n\nto adapt himself more easily and efficiently to his life-work and\n\nwhen school days are finished.\n\nenvironment\n\nHe should begin to learn as a boy things\n\nhe mu.st do as a man.\n\nhim some experiences\nand e.specially\n.some of that cla.ss of experiences w-hich will enable him to understand and\nsympathize with the endeavor and aim of large grou])s of his fellow men\n3.\n\nThis training should not neglect\n\nto\n\nfurnish\n\nlying entirely outside the field of his prospective life-activity,\n\nwhose surroundings and occupations are decidedly unlike\n\nhis\n\nown.\n\nHe\n\nshould begin to get the view-point as a boy of a position he will not occupy\nas a\n\nman, but which will be occujjied by thousands of his fellow-men with\n\nwhom the good of the commonwealth and the nation demands that he shall\nhave intelligent sympathy.\n4.\n\nThis training is the resultant of excrci.ses in which the pu|)il is making\n\nhigh endeavors at .self-cxi)ression.\n\nHis ideals of strength,\n\nforged in the iron,\n\nutility,\n\nbeauty,\n\nand carved in the wood, bent and\nbraided and wo\\en into the raflia and rcc(U which lu-\n\nand honesty arc modeled in the day,\n\n(\n\nut\n\nmanipulates.\n\nWith these print iplc> in mind, and a rc( ognilion of the fai lli;it the inunr\nmanual training work of the great majority of lity\nt\n\ndiate direction of the\n\nwe may i)n)ceed\nmake some specific answers to the (juestion: \"What forms of industrial\n\n(hildren must be in the hands of the regular grade teaiher,\nto\n\ntraining are best suited tf) the diild of any determined envir<»nmenl ?\"\n\nObedience to the first and fourth of these ]»rin( i|)lcs will eliminate .some\n\n"}
{"page": 216, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n204\n\n[LouisviUe\n\ncommon forms of manual training frequently used as pedagogical\nsoothing syrup, under the name of \"busy work,\" in many primary schools.\nIt will do away with much of the work on hard and fast models, in which\n\nof the\n\nthe pupil has Httle or no choice or initiative, and which admit of only a comparatively low order of self-expression.\n\nSo far as the Hfe of any particular city or class of cities is distinctive, its\nconditions must guide us in applying the second and third principles, which\nchiefly determine the forms proposed for our discussion.\n\nRecognition of the principle that in manual training and industrial education the pupil should be taught to know and do, as a boy, things which he\nwill have to\n\ndo as a man, is now widespread.\n\nWe have ceased to apologize\n\nfor any special form of manual training having educational value, because it\nWe are\ngives a boy the skill of a craft in which he may later earn his living.\n\nno longer ashamed to acknowledge that many of our pupils are taught in\nour schools the very art or arts whose exercise in the business world gives\n\nthem their support. This conclusion is the only justification for the large\nplace that cooking and sewing have long enjoyed in the schools of our most\nCall it trade-school work if you will, but remember that\nprogressive cities.\nall our girls must be trained for the vocation of homemaker, and be skilled\neither in practising these two arts or in the direction, supervision, and training\nof others in their exercise.\nI may probably best indicate by illustration what I deem to be wise opera-\n\ntion of the law that the special character of the business Hfe of a city should\n\nforms of industrial education in its schools. My own city (Hartknown thruout the business world as a banking, insurance, and\n\naffect the\n\nford)\n\nis\n\nmanufacturing center.\nists,\n\nWe employ thousands of clerks, accountants, copy-\n\nbookkeepers, typists, and stenographers in these offices of our banks,\n\ninsurance companies, and factories.\nthe production of\n\nhigh-grade metal\n\nThe factories are devoted largely to\nOur guns and auto-\n\nmanufactures.\n\nmobiles, our tires and bicycles, our typewriters\n\nand automatic machinery,\n\ngo into every quarter of the world where efficiency is prized.\nduction\n\nwe employ thousands\n\nsmiths,\n\nand other high-grade mechanics.\n\nof\n\nmachinists,\n\nIn their pro-\n\npattern-makers, draftsmen,\n\nThe ranks of all these must be\n\nannually recruited from the boys trained in our public schools.\n\nWe recognize, accordingly, that penmanship has in our schools a place\nwhich it is not generally accorded or entitled to in many other cities. We\ndeliberately teach it as an important manual art all thru the nine grades of\n\ngrammar schools, and in the high school as well. Similarly, work in\nwood and iron is begun as low as the fifth grade of the grammar schools and\nthe\n\ncarried thru the high school.\n\nDrawing and design begin in the kindergarten?\nType-\n\nand are available thru every year to the end of the high-school course.\nwriting, stenography,\n\nand bookkeeping are taught in our high school.\n\nOur\n\nwork in pattern-making, mechanical drawing, and machine-shop practice is\n\nmore extended than might be justified in a city of different commercial hfe.\n\n"}
{"page": 217, "printed_page": null, "text": "Superintendence]\n\nIXDUSTRIAL EDUCATION FOR CITY CHILDREN\n\n205\n\nOur evening high school has not hesitated to undertake the training in its\nshops and drafting-rooms of ambitious young men from the factories.\n\nWith-\n\nout conscious formulation of the doctrine that the schools of the community\n\nshould teach whatever the business of the community demands\n\nin a large\n\nway, we have accepted it in our practice.\n\nBecause of recognition of the principle that every man's vocation, as well\nas his location, puts limitations upon his life and thought, we have always\ndeemed it necessary to teach pupils many things in history, literature, and\nlanguage, largely for the purpose of enabling them to understand people\nfar removed from them in time or territory.\nWe know the moral value of\nthe suggestion, \"Put yourself in his place;\" but we have not fully learned\nthat due appreciation of the dignity of manual labor, and its possible intelligence and self-respect cannot be gained without doing this in some practi<!al\nway. No amount of reading and study will do this for most of us as efficiently as a little experience with the life work of the class we would understand.\nHow else can we account for the general attitude of the public toward\nmanual and industrial education ? We hear enough of its virtue, we read\nenough of the value of its contribution to the efficiency of the social and\npolitical life.\nBut so long as only the neglected negro, the abu.sed Indian,\nand the inmates of our reformatories and penitentiaries are made its chief\nbeneficiaries, how can we avoid the conclusion that it is not truly understood ?\n\nNow no one will deny that it is highly important that the city boy, who\nas a man is to live in the city, help form public opinion of the city, and express\nthat in his vote, should have a sympathetic interest in the work of the farmer,\n\nthe horticulturist,\n\ndemands it.\n\nThe good\n\nand the gardener.\n\nof\n\nthe\n\ncommonwealth\n\nIn my own state the gravest hindrance to progress in helpful\n\nlegislation for both city and country is\n\nmutual misunderstanding of the city\n\nview-point and the country view-point.\n\nWe in the city think the .^^hort-\n\nloming and the duty of our farmer fellow-citizen are manifest; but is it not\nour duty to give our children, not only tuition, but industrial experience that\nwill\n\nmake it easier for them\n\nto\n\nco-operate\n\nmcirc intelligently anrl\n\nsympa-\n\nthetically with the great agricultural class?\n\nAnd\n\nnot alone in manufacturing states like Conneiticut,\n\nl)Ul\n\nthruout\n\nthe Union, the city children need this opportunity to gain at least an elementary a((iuaintance with the life-endeavor of the great farming class.\n\nThe\n\nbest place to train our city boys and girls to this open-eyed and open-hearted\n(f»\n\noperation with the millions of their farmer fellow citizens is in the sihool\n\nThe school garden as an institution ha.s, of course, large value as\nIt may also prove a .solution of the vexed i)roblem\nlying between too many hours in school and too many hours on the street.\n\ngarden.\n\na nature-study laboratory.\n\nBut its chief value lies in the fact that it gives thru\n\nits\n\nexperience the oral\n\nand intellectual sympathy which I have urged is .so needed in the civic and\npolitical\nIt\n\nlife.\n\nmay be urged that the garden on any ackcjuate scale is not available\n\n"}
{"page": 218, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n2o6\n\n[Louisville\n\nIt is not and will not be in the city on the day in which we do\nminimum land interests of children. No man would underthe\non\nnot insist\nof good Kentucky colts without ample grounds in which\nscore\nrear\na\ntake to\n\nin the city.\n\nthey might get their play and their training. To limit these would be to\nquadruped the world has produced. But\n\ninsure failure with the noblest\n\ndozens of communities are essaying to rear a thousand American boys and\ntrain them on a school site but Httle larger than the building\n\n— a school\n\nsite\n\ncovered with a brick house, a concrete walk, and the grave of man-making\n\n\"Keep off the grass.\" Have\nwe not reached the time when we know that blooming girls and bouncing\nboys are worth more than springing grass and budding bush ? Whenever\nplay, above which rises the mournful epitaph:\n\nand wherever the physical rights of our youth are properly understood by\nthe managers of our schools, we can trust the solution of the land question\nto the American father, whose prayer today is still that of the Grecian hero\nbefore the walls of Troy:\n\nAgain,\nfamiliar,\n\nlet\n\n\"May this, my son, be greater than his father.\"\n\nme illustrate by the example with which I came to be most\n\nand which involved all the type difficulties besetting the develop-\n\nment of a city school garden.\n\n— the central\n— situated in the heart of\n\nThe Wadsworth Street School\n\nschool of the system for which- 1 am responsible\n\na thickly populated district of our city.\n\nis\n\nTo it 1800 boys and girls went daily.\n\nThe unoccupied portions of the site were barely adequate to the play purposes\nThe proper appeal to the school committee in the name of\n\nof the school.\n\nthe open-air rights of the children resulted in the purchase of the needed\nsite.\nAll was uninclosed, and to the comseemed desirable to keep open to the public certain walks thru\n\nland contiguous to the school\nmittee\n\nit\n\nby which throusands of citizens daily traveled to and from\nThe land secured was enough to furnish garden opportunity\nfor from 300 to 400 children in one year.\nIt seemed desirable, then, to give\nthe property\ntheir\n\nhomes.\n\nthe garden opportunity to the children of the youngest grades.\n\nThe first year\n\nup exclusively to the children of six kindergartens,\nunder the leadership of an enthusiastic kindergarten supervisor of limitless\nthe gardens were given\n\nindustry.\n\nNearly all of the kindergartners and the great mass of their chil-\n\ndren caught the spirit of the work, and the gardens were a great success.\n\nThe boys and girls of the neighborhood, without any invitation, took upon\nthemselves, out of school hours and during vacation, the duty of protecting\n\nRemember the tract was unfenced and\nno teacher or school official, not even a janitor,\n\nfrom trespassers and marauders.\nthat from 5\n\np.\n\nM. to 6 A. m.\n\nThe morals of young and old in the neighborhood\nRemember too, that\nthere were scores of children Uving within a few blocks of this garden who\nwas on the premises.\n\nwere equal to withstanding all, or nearly all, temptation.\n\nwere pupils in private schools and had possibly never attended pubHc schools.\n\nBear in mind, further, that there was no special police protection given to\nthis block more than to any others in the vicinity.\nWhen the watermelons\napproached maturity, and before the frost was on the pumpkins, the watering\n\n"}
{"page": 219, "printed_page": null, "text": "Superintendence]\n\nART AS RELATED TO MANUAL TRAINING\n\n207\n\nsome juvenile mouths and the longing for Jack-o'-lanterns became too\n\nof\n\npowerful, and we lost a good portion of these two crops.\n\nOtherwise llowers\n\nand vegetables were practically unmolested.\n\nThe ne.xt season four first primary grades were added to the garden squad.\nTheir teachers brought added enthusiasm, energy, and thoughtful consideration to the\n\nmanaging and directing forces.\n\nthese departments teachers able to take\n\nWe were fortunate in having in\n\nup new problems intelligentlv, and\n\nThe gardens were now a i)ronounced\nThe work was practically all done by the children and their teachers.\n\nready to follow them up persistently.\nsuccess.\n\nThe highly efficient teacher or kindergartner could be picked out as readily\nin the\n\nWe had answered the question:\n\ngarden as in the school.\n\n''Are the\n\nToo long always for the\n\nschool hours too \"long for the primary children?\"\n\nwrong kind of work; never too long in the school that has the intelligence\nto recognize, the\n\ncourage\n\nto\n\nstand\n\nft)r,\n\nand the freedom to serve the true\n\ninterests of the growing child.\n\nOther cities of varying industrial life and environment may furnish varying\nspecifications in their answer to the question we have discussed.\nples\n\nThe j)rinci-\n\nwhich we have endeavored to enunciate must, however, be folk)we(i by\n\nall.\n\nThe best forms of industrial education for the children of any gi\\en\n\ncity\n\nmust result in the development of power not ade(juately developed in\n\nthe traditional curriculum,\n\nmust\n\ntrain for industrial cfiiciency in the citv,\n\nand must give sympathetic understanding and respect for the\n\nlife\n\nwork of\n\nthe millions in the country.\n\nART AS RELATED TO MANUAL TRAINING\nJAMES EDWIN .\\DDICOTT, PRIXCIIWL OF ISIDORE NEWMAN MANUAL-TRAINING\nSCHOOL, NEW ORLEANS, LA.\nIt i^\n\nmy purpo.se today to make clear two points: first, that art and manual\n\ntraining, as expressed in private, municipal, and national life, are one and in-\n\nseparable,\n\nand consec|uently should be\n\ncourses for our pujjlic schools;\n\nwhat phases (jf\n\nart\n\nso j)resented in\n\nthe industrial-arts\n\nsecond, I shall altem])! to show si)ecilically\n\nand manual training may 1k' correlated\n\nnaturall)\n\nand\n\nadvantageously.\n\nThis paper assumes that both art and manual iraining constitute cs.scnlial\nbraiuhes in the courses of study of our elementary and secondary schools.\n\nThe direct (juestion before us is: Are they distinc\n(jf\n\nt\n\nliraiu lies having few poirits\n\ncontact, or are they fundamentally related ?\n\nThe answer cannot be safely settled by referring to texts on the subject;\nneither should opinions of successful teac hers of the inchvidual subje( Is be\n\nwholly relied U|)on, unless perchance they aim far bcNond tlu- t(thni(|iie and\norganization of s( hool work.\nsities of\n\nRather let us look out broadly upon the neces-\n\nthe industrial world and feel the pulsing need of\n\nAmerican institu-\n\ntional life, if we would answer the (|ui-siion rationally.\n\nTo be more spec ific\n\n,\n\nit\n\nnuist be adrnilttd tliat, on ihe one hand, there may\n\n"}
{"page": 220, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n2o8\n\nILouisviUe\n\nbe a few individualistic artists whose work is so highly specialized as to go\nwholly unrelated to structural elements; and, on the other hand, there may be\nmechanics whose work does not and need not partake of any artistic feeling.\nseems to me, however, that such specialists have no more right to expect\n\nIt\n\nthat a technical preparation for their callings be given in the elementary schools\n\nthan the lawyer has to expect a training suflSicient to plead a case of criminality\nin the courts, or the surgeon that all pupils be qualified to treat a case of appendicitis, or the clergyman to request that each child be able to expound the\n\ndoctrine of the Trinity.\n\nIn the past the manual-training movement in this country emphasized highly\nspecialized technical and accuracy features as essentials of a preparation for\n\na few specific forms of handicraft.\n\nLikewise much of art in the schools has\n\nbeen and still is a series of drawings arranged in such sequence as eventually\nafter many years of effort to prepare the pupil for some specific phase of socalled \"refined art.\"\n\nThe teacher who hopes to guide educational thought\n\ntoday must feel the relation of his specific branch to the world's work.\n\nAd-\n\nmitting the narrow specializing aims of art and manual training in the past, it\nis but just to say that they approached the educational ideal as closely as other\n\nschool branches: for we not only claimed, and could prove by the theories of\nthe pioneer psychologists, that manual training and art trained all the faculties at one sweep,\n\nbut we invented some new, artistic, and mechanical facul-\n\nties which were developed simultaneously with the commonly accepted list.\n\nWith such narrow and undemocratic ideals, and with such an inadequate\ntheory of the aim of education, it was impossible fully to comprehend the\n\nfundamental relations which naturally combined the arts and crafts into a\nbroad and unifying educational movement.\n\nToday the educational ideal has shifted.\n\nWe look not so much to text-\n\nbooks, not to the teacher, not to the rich heritage of the past; rather, we look\nto society, and to the great industrial and commercial enterprises, if we would\n\nknow just what is best to teach.\nThe thoughts contained in texts, the ideas of the pedagog, and the ideals\nof past generations are to be accepted only as they serve to\n\nfulfill\n\nsociety's\n\npresent plans for physical, intellectual, and religious attainments and needs.\n\nFrom this broad social standpoint let us first consider the arts, then the\ncrafts,\n\nand then their union as expressed in private and public needs;\n\nand\n\nlastly the relations of the two in school as a preparation for, and as a participa-\n\ntion in, this private and public life.\n\nIn the past there has been an almost superstitious reverence for the highly\nspecialized talents of the artist.\n\nSomeone has described the artist as \"heaven-\n\ntaught;\" for it is he that has led us to see and appreciate the beauties of ocean,\nof mountain, and of God's grandest works.\n\nWhen the artist really does lead us thru his work to a nearer view, and a\nhigher appreciation of the exquisite harmonies and beauties of nature, his work\n\nmay indeed be styled heaven-taught, and even heavenly; and he may be given\n\n"}
{"page": 221, "printed_page": null, "text": "Superintendence]\n\nART AS RELATED TO MANUAL TRAINING\n\n209\n\ncredit for living up to his highest rehgious and educational ideals.\n\nToo often\n\nhowever, we see the painter of the picture glorified, rather than the works of\nthe Creator which inspired the artist and thus made the painting possible.\n\nhave a suggestion here of the true nature and mission of art.\n\nWe\n\nArt fulfills its\n\nhighest mission only when it leads us to a higher appreciation of the beauties\nof nature, whether they be inanimate, animate, or human.\n\nA taste for things\n\nbeautiful in nature, a refined and deHcate feeling of pleasure in the sunset, the\n\nwoods, the mountain streams, and a sympathy for nature's creatures, are\n\namong the highest ideals of art instruction.\n\nWhen fine art becomes separated from all other arts, when fine art ceases\nto be an integral part of the thoughts, actions, and inner being of the individual,\nits\n\ngrace, charm, and effectiveness are lost.\n\nInstruction in fine art is the creation of an atmosphere in which the student\nbreathes, moves, and performs every detail of his\n\nlife's\n\nwork.\n\nFine arts\n\nshould affect our taste for nature, for literature, for music, for high companionship, and, in fact, for everything lovely and holy.\n\nArt is not a subject to be isolated from all other subjects, and then subdivided into its various parts for special study and arrangement; but rather\n\na charming appreciation of all things beautiful, at all times and in all places.\nConsider for a moment the broad influence of art in the modern home.\n\nNotice\n\nthe simplicity of lines in the woodwork and furniture; notice the color scheme\nof carpets, rugs, tapestry, wall-paper, and decorations.\n\nWhile there are many\n\nthings in one room, the harmonious blending of colors and of simple decorations impresses one with a unity and simplicity that are exquisitely pleasurable.\n\nThe darker tones of the floor gradually lighten to the soft tints of the\n\nceiHng, producing a quietude in the individual similar to that felt when nature\nsuj»j)Iies the restful dark-green\n\nbeneath, the woods and mountains in tlie fore-\n\nground,, and the light-blue sky above.\n\nAn attempt to separate clearly the arts from the crafts in such a home\nwould mean annihilation to both.\n\nWithout the delicate artistic touches to the\n\nstructural and ornamental elements, there would be little need or ajiprei iation\nfor\n\nmu(h of the craftsman's work. Reciprocally, without the constructions\nhow and where may the arti.st exi)ress his\n\nof manufacturer or craftsman,\nfeelings or display his talents ?\n\nThe union of arts anrl crafts is displayed in evt-ry department of a modern\nhome; from the drawing-room to the kit( hen, the princ i|»les of harmony, simplicity, and beauty are expresscfi by the orrclatc-d w<»rk of the artist and the\n(\n\nartisan.\n\nThis correlation\n\nis\n\nstrikingly manifi->tc(l al>o in private, nuniiiipal,\n\nnational enterprises, tho what has been ac(omi)lished\n\nwhat is to be.\n\nElaborate jircparations are on foot\n\nadopt a style of an hitei turc ada|)ted to the\n\n(\n\nin\n\nis\n\nand\n\na very small part of\n\nmany of our (ities to\n\nlimate and most fitting tlie natural\n\nenvironment; also to give su(h (itie> an arrangement of pul>Ii( l)uildings that\nwill add an hilec tiiral beaulv, and at the ^anie time suit the coiivinieiue of the\n\n"}
{"page": 222, "printed_page": null, "text": ":\n\nNATIONAL EDUCATIONAL ASSOCIATION\n\n2IO\n\n[Louisville\n\nThe conception of artistic civic centers, with landscape gardening,\n\npublic.\n\nboulevards, and parks, is growing in popularity every day, and evidences in\na profound way the increasing public appreciation and demand for the union\nof arts\n\nIn many of our American\n\nand handicrafts.\n\nbeautiful\n\nand the useful\n\nmunicipal control.\nfor\n\nfixtures\n\nelectric\n\nis\n\ncities the\n\nunion of the\n\nbeing expressed in every detail coming under\n\nWe find artistic feeling expressed even in the poles and\nand gas hghts, in bill-boards, shop fronts, fire-alarm\n\nboxes, plates naming the streets, letter-boxes, electric-light signs, pavements,\nfountains, monuments, and the arrangement of steps, flowers, shrubs, trees,\n\nand lawns.\nStriking examples of this harmonious blending of the arts and crafts may\n\nbe found in public buildings, such as the Boston Public Library and the SouthThe latter has an entran-\n\nern Pacific Railroad Depot at San Antonio, Tex.\n\ncing architectural charm, and seems to bespeak the climate, history, and character of the Texan people.\n\nThe simplicity, beauty, and unity expressed by\nOne can simply breathe the\n\nthe Boston Public Library are beyond description.\n\natmosphere and receive the inspiration.\n\nEvery minute spent within its walls\n\nonly enhances the ennobling influences which administer to the spiritual\nemotions.\n\nIn government buildings such as the Congressional Library and the new\n\nSan Francisco Post-Office we see indications of a growing national desire for\nTho these national buildings may not\nthe correlation of handcrafts and arts.\nfully satisfy\n\nour ideals for unity and simplicity, nevertheless, when viewing\n\nthem, the aesthetic element dominates one's feelings.\n\nAt the Louisiana Exposition much of the so-called arts and crafts was exhibited in the Palace of Fine Arts.\n\nPorcelain, glass, and metal- work, textiles,\nand household furnishings, were awarded honors and prizes on equal terms\nwith paintings and sculpture. It is gratifying to note this national approval\nof the art-craft movement.\n\nIt would\n\nseem in place now to ask the following\n\nquestions\n\nShould teachers of art or of manual training ignore the ofiicial position of\nthe government in this matter ?\n\nsociety?\n\nShould they ignore the desires and needs of\nShould they be taught largely for art's sake, and manual training;\n\nor should they both be taught wholly for the pupil's sake, and for the sake of\nsociety whom we serve ?\nIt is\n\nunfortunate that teachers of art and manual training have been so\n\nslow to recognize each other's virtues; for the work of either is essential to\nthe welfare of the other.\n\nIf the fault lies unevenly, it would seem to rest on\n\nthe side of those who are mechanically inclined.\n\nThe all-important thing at\n\npresent is to harmonize these elements, and thus secure a reciprocal influence\n\nbetween art and construction. The most useful things are artistic, and the\nmost artistic things are in the highest sense useful.\n\nThe artistic project is becoming the ideal of the artisan, while usefulness\nand fitness are being recognized by artists as concomitants of the beautiful.\n\n"}
{"page": 223, "printed_page": null, "text": "1\n\nSuperintendence]\n\nART AS RELATED TO MANUAL TRAINING\n\n21\n\nThis meeting upon common ground of art and industry is due in no small\n\nmeasure to our changed and changing notions of education, thoroness, and\nspecialization.\n\nThe specialist of today is not that person who knows one\n\nthing and only one thing, but rather that person who knows one thing in relation to all other things to which it is in some way related.\n\nThere is no adverse criticism of the artist who makes a .shelf, or plants and\ncares for a flower garden; on the contrary, we credit him with being an artist\n\nThe artisan in the .same way is considered a more proman if he gives a touch of beauty to the form and color of his work.\nThe present tendency to introduce art and manual training into the already\n\nof the broader sort.\nficient\n\ncrowded curriculum of our pubHc schools is due to this broader view of education, thoroness,\n\nand\n\nculture.\n\nBoth these subjects touch\n\nthe very heartstrings of every boy,\n\ngirl,\n\nman, and woman.\n\nin\n\na vital\n\nway\n\nEach of these\n\nbranches is related in some way to every other subject in the curriculum, and\n\nby denying either of them a place in the course of study we only weaken that\ncourse,\n\nand consequently the pupil;\n\nwe are thereby cutting off the full\n\nfor\n\nsupply of experiences which give life and m()ti\\e to the thoughts and actions\nof normal children.\n\nThe school-teacher who objects to art and manual training on the ground\nthat there is not even time to teach reading, writing, and arithmetic thoroly, is\nlike the farmer who spent all his time plowing, harrowing, irrigating, and fertilizing;\n\nbut, as he never found time to do these things thoroly and perfectly,\n\nhe therefore objected to planting any seeds.\n\nThis school work that is always getting ready for life and forever says to\nthe child,\n\n\"Don't touch life till you are thoroly prepared by studying text-\n\nbooks,\" is like the experience of the farmer who refu.sed to plant seeds until\nthe propitious time had passed, or like the boy who was trying to swim before\n\nventuring into the water.\n\nhave little patience with that form of education which is based wholly\nujKm a preparation for life; if the school work isn't life, and life-work, it isn't\nworthy the name of education. Eclucation means life. \"1 am come that\nI\n\nthey might have life, and that they might have\n\nit\n\nmore abundantly.\"\n\nThe\n\nlife of every boy and every girl is an unfolding, a growth, a participation in\n\nsome form of life's duties; and the process is internal application, not external.\nWe have looked upon the child too much as we would a watch with all its\nwheels, springs, screws, and cogs, thinking that, as the watchmaker may adjust\nand lubricate\n\ntill\n\nthe j)erfec t timepiece is produced, just so the teacher may\n\nforce his ideas and imprcs.sions upon the child, regardless of the duld's apti-\n\ntudes, jjrevious exjjeriences, or attainments.\n\nshould have found the perfect\n\nIf\n\nman long ago.\n\nthis theory\n\nwere true, we\n\nWe shall make educational\n\nmore naturally by thinking of the hild rather as a plant\nwhich does and must develoj) largely ac ording to its natural inclinations.\nWe can nourish, protect, and guide; but we cannot safely force either the\n\njjrogress faster and\n\nc\n\n(\n\ngrowth of the plant of the (|(\\ »l()|)iiiciit nf llic\n\n(\n\nliild.\n\n"}
{"page": 224, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n[Louisville\n\nAs a means of natural unfolding and self-expression, we find both art and\nmanual training to be safe and reliable agents.\nThe correlation of these two subjects is the great need of each. This cannot be done by discussing the relative merits of each, nor by emphasizing the\nstrong characteristic features of one for the purpose of improving the other.\n\nWhat we must do is to seek common ground, and work together along the line\nof least resistance for common ideals.\n\nWe have already shown that there are\n\nwork and of industrial enterprises and of practical everyday affairs which look to both art and mechanical skill for their\ncertain fields of educational\n\nhighest and richest realization of success.\n\nSpeaking broadly, we find that\n\neven remote and apparently unrelated branches, such as music, poetry, and\nliterature, are\n\ndependent in no small way upon the fine arts for a full and\n\ncomplete interpretation; the mechanical element, likewise, is necessary for\n\nany expression of cadence and rhythm in either poetry or music.\nIt is in the field of industrial arts that hand-skill and fine arts are obviously\n\nrelated and interdependent.\n\nIn the preparation and serving of foods, in the\n\nplanning and making of clothing, in the construction of homes, business\nhouses, means of transportation, and in the various other conveniences serving the aesthetic\nreferred to\n\nand practical needs of man, we find the common ground\n\n—the workable\n\nfield for both fine arts and manual training.\n\nIn considering the various subtopics coming under the general heading of\nindustrial arts, we find some lines, such as pottery, basketry, and metal-work,\n\nlending themselves most naturally to the artistic designer;\nlines,\n\nthere are other\n\nsuch as textiles, cardboard, and wood- work, offering many Hmitations;\n\nwhile still other lines, such as joinery and machine-shop work, admit of very\nlittle\n\nart expression.\n\nLet us now consider what phases of art are best suited to manual-training\ncourses.\n\nBoth applied design and art interpretation may well serve the man-\n\nual-training teacher;\n\nfor the\n\nformer deals with the size, form, and color of\n\nconstruction, and the latter allows a universal appHcation of art principles.\nIt is evident that other important lines of art,\n\nand the Hfe and works of\n\nartists, of\n\npieces, as well as the production of\n\nhistorical\n\nsuch as a study of pictures,\n\nand inspirational master-\n\npure or modified representation, are less\n\nintimately related to structural work.\n\nThat branch of art known as design seems, then, to be most vitally related\nto hand-work; indeed, it is an essential part of that work; for it deals not only\n\nwith decoration, but also with construction and arrangement of parts.\n\nBy design I mean the \"conception and expression of form and color ideas,\nThe main\n\nincluding all kinds of construction, arrangement, and decoration.\"\n\npurposes of design are to secure unity, simplicity, and beauty;\n\nthe specific\n\nprinciples of balance, rhythm, harmony, variation, etc., are also to be ever\n\nkept in mind.\n\nEvery design must be influenced by, and must conform to, the ideas of use to\n\n"}
{"page": 225, "printed_page": null, "text": "ART AS RELATED TO MANUAL TRAINING\n\nSuperintendence)\n\n213\n\nwhich the thing is to be put, to the essential structure, to the materials of which\nto be made, and to its surroundings.\n\nit is\n\nIt is in these last ideas that the artist\n\nwhen trying to assist the manual training work.\nThe art teacher who has never made a basket can hardly be e.xpected to\ndirect the work in designing baskets.\nThe same diflkulites arise in designing\ntinds his greatest difficulties\n\nfor sewing, bent-iron\n\nwork, cabinet-making, or any other line of hand work.\n\nThe question naturally arises:\nis at\n\nonce artist and mechanic ? \"\n\n\"Where may the teacher be found who\nOne rarely fnids an artist with the accurate\n\ntraining of a mechanic; the artist rather deplores accuracy as being destruc-\n\nOn the other hand, how few technological students tind real\n\ntive to art.\n\npleasure in fine arts; they rather look upon artists as visionary j)ersons who\n\nhave a superstitious reverence for beautiful forms and color.\nOccasionally we find an artist who sees how art may be api)lied to the work\nof securing and making food, clothing, and shelter in such a way as to administer to the aesthetic feelings as well as to the material comforts of man.\n\nOccasionally, too, we see a manual-training teacher taking fine-arts courses,\n\nand getting the appreciation and spirit of art, perhaps as a controlling influence\nover all he sees and hears and thinks.\n\nWhile we are expressing our desires and ideals concerning the simultaneous\nteaching of hand-work and art, the fact still remains that the artist-artisan who\nis\n\nat once\n\nan artisan-artist is rarer than the four-leafed clover\n\n— might say\nI\n\nafter the frost.\n\nWhat education needs today is men and women who are well balanced in\nthese two related subjects, who appreciate both, and who can teach both without under- or over-estimating either.\n\nThe teacher of design should fully understand tlie limitations of materials\nto be used; such knowledge is impossible to one who has not had nuu h ex])erience in the manipulation of substances involved in manual-training tour.'^es.\n\nThe teacher of hand-work has the limitations of material well defined; he\nusually has his ideas of design well defined also\n\n— too well\n\nin\n\nfact, for the\n\nstraight edge and compasses are still used at the expense of free hand doigns,\n\nand consequently the X'sthetic element is not given its rightful |)lace.\nIt is practically impossible for the art teacher and the manual training\nteacher fully to agree upon the design and structure of a given pmjei t, and\nthis lack of agreement indicates the desirability of .securing a tea( her\n\nwell balanced in designing and construction.\n\nSuch combined (|uaHtications,\n\nas has been pointed out before, are rarely found in one teai her.\ninrlicates the cru.x of the\n\nwhole matter.\n\nwho is\n\nAnd this\n\nWhen our training .school.^ and col-\n\nleges can .send out well balanced teachers of the arts and i rafts, teachers who\n\nunderstand both, and teachers who love to teach both, the (|Uestion before us\n\nnow will not be a difiic ult one to .solve.\n\nThis does not\n\nmc-aii that teachers\n\nwithout training in each line .should be forced to teach both\nis an artist,\n\nit\n\nis\n\nfutile to trv to get\n\nan cxac\n\nt\n\n;\n\nfor if the teac lur\n\nl)alan( e of the- two.\n\nif tin- teat Iwr\n\n"}
{"page": 226, "printed_page": null, "text": "214\nis\n\nNATIONAL EDUCATIONAL ASSOCIATION\n\na mechanic, the same is true.\n\nfLouisviUe\n\nLet the teacher teach that which he loves,\n\nthat which he feels and lives in, that which he has the power to enthuse his\nf)upils with, and to give them a thirst for more.\n\nTo state briefly our conclusions:\n1.\n\nArt and manual training are fundamentally related, and should be so\n\nconsidered in elementary and secondary schools.\n2.\n\nIn all lines of industrial arts hand-work and design\n\nmay be advanta-\n\ngeously correlated.\n3.\n\nThe double purpose of this correlation is to elevate and refine the work of\n\nthe artisan, and at the same time to make the artist's work practical and essential.\n4.\n\nFrom the pupil's standpoint this correlation gives interest, reason, and\n\nmotive to both art and hand-work.\nLastly, the ideal is to make of every teacher artist an artisan-artist, and of\n\nevery teacher artisan an artist-artisan.\n\n"}
{"page": 227, "printed_page": null, "text": ":\n\nREPORT OF THE JOINT COMMITTEE, REPRESENTING THE AMERICAN LIBRARY ASSOCIATION AND THE NATIONAL EDUCATIONAL ASSOCIATION, ON INSTRl'CTION\nIN LIBRARY ADMINISTRATION IN NORMAL\nSCHOOLS\nPREPARED BY ELIZABETH G. BALDWIN\n\nLETTER OF TRANSMISSION\nTo the President and Members of the National Council oj Education:\nThis report is made in accordance with the following resolution of the Library Department of the National Educational As.sociation, passed at St. Louis,\n\nJune 30, 1904\nIt is\n\nthe sense of this department that greater uniformity in library methods would\n\nbe effective in bringing the benefit of library work to all classes of schools, and it is there-\n\nrecommended that the Library Department be authorized to prepare a manual of\nmethods, to be printed and distributed in the same manner as was, in 1897, the\n\"Report on the Relations of the Public Libraries to Public Schools.\"\nfore\n\nlibrarj'\n\nThe National Educational Association has never felt it desirable to undertake the publication of manuals or text-books. Accepting this policy as settled\n\nand wise, this committee named by the Library Department (and confirmed\nby your Council), and charged with the duty expre.'^scd in the above resolution,\nentered into extended correspondence with the leading normal schools of the\ncountry, and prepared a preliminary report, presented at the .\\sbury Park\n\nmeeting,\n\nJuly,\n\n1905.\n\nIt\n\nwas there ordered\n\nthat\n\nto elaborate the report, and that when comi)leted\n\ntribution to members of the Council and others;\n\nit\n\nthe\n\nCommittee\n\n[)r()cccd\n\nshould be |)rintcd for dis-\n\nand the sum of three hundred\n\ndollars was appropriated for the necessary expenses.\n\nThe committee expresses its great obligation to Mi.ss Elizal>clh G. Baldwin,\nlibrarian of Teachers College, one of the several colleges of Columbia University,\n\nby whom the body of the report has been comjiiled.\n\nShe is daily in con-\n\ntact with the very best forms of normal instrui tion and the very best\n\ntyjtes of\n\nnormal students, and therefore is doubly pre|)are(l for a .sali.sfactory i()ni|>l(tion\nof this generous unrlertaking.\n\nThe work has been done under the general supervision of the (liairnian of\nthe committee, aided by constant suggestions of other members.\ndifTu ult, be( ause of different\n\n(\n\nonditions to be ((>nsi<lere<l.\n\nIt\n\nhas been\n\nNeilher in (piantity\n\nnor in (|uality is the instruction for students in high sclio(»ls i(k-nti(al with that\npo.ssibic for those in normal .schools.\n\nMany normal graduates will have\nai5\n\n(\n\nharge\n\n"}
{"page": 228, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n2i6\n\nof very small school libraries, and for these the simplest forms and methods are\n\nquite sufl5cient.\n\nOthers will become responsible for the larger and more highly\n\nspecialized libraries of well-equipped high schools.\n\nMan/ are to work in towns\n\nwhich are fortunate enough to possess good public libraries, and therefore\nought to be well informed as to the administrative possibilities of these. All\nought to be sufficiently versed in library economy to be able to take an intelligent\n\nand effective interest in the public library from the standpoint of good citizenship.\n\nTo suggest instruction covering the entire ground, without impossible\nThat the result will be entirely\n\ndetails or mere generalizations, is no easy task.\n\nsatisfactory\n\ncannot be\n\nlibrarians\n\nexpected.\n\na text-book\n\n— rather as a book of\n\ntexts;\n\nthemselves are\n\nnot entirely\n\nThe report is not to be taken as\n\nagreed upon the details of their profession.\n\nas suggestive, to be abridged or\n\nenlarged as conditions and the experience of the instructor may determine.\n\nThe committee suggests that not less than ten lectures or class periods be\ngiven to this work, with two hours' practice-work for each period\n\n—\n\nthirty hours\n\n(minimum) in all. Double this time would be better.\nIt is presumed that a teacher, whether librarian or other, using this report\nas a basis of instruction, will find helpful in preparation for the work of each\nday the authors and texts referred to in the body of each section, as well as in\nthe bibhography given at the close of each.\n\nStudents also will find these\n\nreferences helpful in their study of the subjects presented.\n\nThe committee hopes that this report may serve as a daily guide for those\nmore personal and independent work as\nand that it may stimulate and render more efficient the\n\ninterested in this work, after their\n\nteachers has begun;\n\ninterest of school officers and\n\nd the general public in the administration and\n\nwork of public hbraries.\nRespectfully submitted\n\nJames H. Canfield, Chairman\nMelvil Dew^ey\n\nMary E. Ahern\nElectka C Doren\n\nMartin Hensel\nJanuary, 1905\n\n"}
{"page": 229, "printed_page": null, "text": "REPORT OX INSTRUCTIOX IX LIBRARY ADMI XISTRATIOX 217\n\nREPORT\nPublic library growl li.— Step by step, slowly perhaps but certainly,\npublic library is following the path already trodden by the public school.\n\nexperience of the one is almost identical with that of the other.\n\nthe\n'J1ie\n\nThe success of\n\nthe one has been determined, and evidently will be determined, by the same\nfactors which solved the problems of the other.\n\nThere has been the same indif-\n\nference on the part of the favored few, the few who seem entirely able to create\n\n—\n\nown whether they are able to enjoy them and appreciate\nthem or not; the same early and crude endeavor to meet a demand which was\nitself immature and more or less unintelligent\nthe free schools and the free\nlibraries of their\n\n—\n\nlibrary arise under similar educational and social conditions; the same spirit of\n\ncondescension and the same patronizing air, assumed by the so-called better\nclass, as though the free schools and the free hbraries were philanthroj^ies\n\nand\n\nnot necessities; the same blundering and short-sightednesss of some friends of\nthe public-library\n\nmovement, the failure to ground the library on that sure\n\nfoundation, public service; the same complaint on the part of the taxpayers\n\nabout \"useless expenditure\" and \"fads and frills;\" the same meager pay\nand inaderjuate recognition given to library workers; the same slow growth of\na true professional spirit; and now there is coming, practically has come, the\n\nsame hearty recognition of a worthy place and of true value.\n\nThis recognition\n\nof the free public library was scarcely discernible even ten years ago.\n\nPublic library place.\ngeneral consent,\n\neducation.\n\nis\n\n— The place now assigned the public library, by very\n\nthat of an integral part of our system of public and free\n\nOn no other theory has it sure and lasting foundation\n\n;\n\non no other\n\ntheory may it be supported by general taxation; on no other theory can it be\nwisely and consistently administered.\n\nA public tax can be levied for the main-\n\ntenance of a public library only upon the principle which underlies all righteous\npublic taxation; not that the taxpayer wants .'something and will receive it in\nprrjportion to the amount of his contribution, but that the {mblic wants some-\n\nthing of such general interest and value that all ])ropcrty-owners may be a>ked\n\nand rer|uired to contribute toward its cost.\nPublic library purpose.\n\n— In the particular case under consideration, that\n\nsomething is the general rise in the average line of life, of intelligent and tlierefore effective citizenry,\n\nable to accompli'^h.\ni>\n\nan advance beyond that whic h the |)ublic .schools are\n\nThe demand for this intelligent and efTectivc citi/enshi|)\n\nincreasing daily, for two reasons.\n\nFirst, the |)rol>lems of\n\npublic\n\nlife\n\nand\n\nof public .service, of communal existence (local, state, and national), arc daily\nl)e(\n\noming more complex, more diflk ult of satisfactory .solution. Second, we are\n\nrecognizing more clearly than ever before that our fjrcsent success and j)rcstigc\n\n"}
{"page": 230, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n,i8\n\nare due (more than to any other cause) to the fact that more than any other\npeople in the world's history have we succeeded in securing the active partici-\n\npation and practical co-operation of the whole people in all public affairs. In\nthe whole people are we finding and are we to find w^holesomeness and strength.\n\nPublic schools not enough.\n\n— But coincident with\n\nthis discovery, this keen\n\nrealization of the place and value of all in advancing the common interests of\n\nhas come the feeling, first, that the common public schools must be made\ngood enough for all; and, second, that even at their best they are insufficient.\nall,\n\nThe five school years (average) of the American child constitutes a very narrow\nportal thru which to enter upon the privileges and duties of life, as we desire\nlife to be to every\n\nThere is need of far more infor-\n\nchild born under the flag.\n\nmation, instruction, inspiration, and uplift than can possibly be secured in that\nlimited time.\n\nLibraries supplement schools.\n\n— Casting about for a satisfactory supplement\n\nand complement for the public schools, we find the public library ready to\nrender exactly this service; to make it possible for the adult to continue thru\nlife the growth begun in childhood in the public school.\n\nby this means can we hope to continue the\n\nOnly in this way and\n\ncommon American people as\n\nthe most uncommon common people which the world has yet known.\n\nHenceforth then, these two must go hand in hand, neither trenching upon\nthe field of the other, neither burdening or hampering the other, each helping\n\nthe other.\n\nThe public school must take the initiative, determining lines of\n\nthought and work, developing in each child the power to act and the tendency\nto act, making full use of the public library as an effective ally in all its current\n\nwork, and making such use of it as to create in each pupil the library habit, to\nlast thru life.\nThe public library must respond by every possible supplementary effort, by most intelligent co-operation, by most sympathetic and effec-\n\ntive assistance, and by giving the pupils a welcome which they will feel holds\n\ngood till waning physical powers make further use of the library impossible.\nTeachers and libraries.\n\n—Those who are\n\nto enter\n\nupon the profession of\n\nteaching will find themselves necessarily and gladly in this contact with the\n\nOften they themselves must add the duties of librarian to other\n\npublic library.\ndaily tasks.\n\nIn some communities the school library is the only collection of\n\nbooks available\n\nto\n\npupils,\n\nor which find their\n\nway\n\ninto\n\nhomes.\n\nIt\n\nis\n\nexceedingly desirable, therefore, that teachers learn the elements at least\nof library administration,\n\nand that there shall be more uniformity in school-\n\nlibrary methods.\n\n—\n\nMethod of instruction. The ideal method of presenting this subject is by a\nand experienced librarian and teacher. In larger normal\nschools this demand ought to be met by their own librarians, who should invariably be as well trained and as efficient as any member of the teaching\nforce. Wherever this is not feasible, the normals of a state, and even of adjointhoroly trained\n\ning states, may\n\no-operate and secure a \" traveling instructor. \"\n\nWhen this\n\nseems impracticable the school should do the best it can, with whatever assist-\n\n"}
{"page": 231, "printed_page": null, "text": "REPORT ON INSTRUCTION IN LIBRARY ADMINISTRATION\nance or instruction is possible.\n\n219\n\nUnder either method, and in any event, this\n\nreport proposes to be helpful to both instructors and teacher-students.\n\nThe proposed instruction covers scarcely more or other than anyone ought\nto know if he is to gather wisely even a private library; surely not more than an\n\nactive citizen should\nlibrary,\n\nknow if he is to serve etTcctively as a trustee of a public\n\nand certainly not more than ought to be perfectly familiar to every\n\nteacher from the standpoint of either her professional work or of general influ-\n\nence in the community in which her lot is cast.\n\nIndeed, there is little which\n\noutruns what nowadays may be called common information.\n\nThere would be\nsomething rather j)itiful in the position of one who hoped to l)e much of a force\n\nin any segment of human society, yet was without at least this much knowledge\n\nIn a word, there seems every reason for offering\n\nof these everyday matters.\n\nthis in.struction in normal schools, and possibly even in high schools which are\n\npreparing their graduates to teach; and no possible e.xcuse for ignoring\nLimits of instruction.\n\n—The kind and extent of instruction\n\nthis.\n\nin library economy\n\ngiven in a normal school will be determined by the time secured\n\nlec-\n\nft)r\n\nThe following will be found suggestive:\n\ntures and practice-work.\n\nThe Indiana Public Library Commission has published a normal-school\nThe director of the library school of the Western Reserve University\n\ncourse.\n\nhas planned a course on reference and bibliographic work as subjects to be\ntaught in high schools and normal schools, based upon materials of instruction\n\nfound in school curricula.\n\nThe Illinois State Normal University (at Normal) gives a course\n\nof\n\nsi.\\\n\nweeks in formation and care of school libraries; including selection and purchase of books, classification, cataloguing, care of school libraries, and treat-\n\nment of pictures, pamphlets, clippings, etc.\n\nThe State Normal School at Whitewater, Wis., has publi.shed u very hclj)ful\noutline of quite similar work.\n\nA brief statement of the course given in the Cleveland Normal ScIiodI, furnished by Miss E. L. Power, is a type of this class of library instruction:\n\nThe course ranks with other subjects in the curriculum.\n\nTlirce hours a\n\nweek for\n\ntwo terms of thirteen weeks each are assigned. The public hbrary is used as a laboratory\nfor student practice-work.\n\nThe first part of the course is the practical use of reference\n\nand of the library facilities of Cleveland.\nThe work correlates with the school work in naturf-stu<ly, history, geography,\n\nIxxjks,\n\nat)\n\nthat real problems are solved by practice-work in\n\nVisits\n\nlibrary.\n\nthe\n\nare\n\netc.,\n\nmade\n\nby groups of students to the public library, and a general idea is obtained of the location and\npurjxise of different departments an<l of the rules an<l regulati(»ns and s|>ecial privileges.\n\nThis is followed by elementary instruction in the principles of die tionary cataloguing\nand of the decimal classification. Practical problems in the use of the catalog are given,\nand students are required to arrange IxmjIcs on tin- shelves of the normal school library.\nAfter eighteen lectures, the drtailid slutly of reference-lxjoLs\npractical work in the jjublic and s( h(K>I library.\n\n.After two\n\nis\n\ncommence«l, with\n\nweeks, students work without\n\nsup<rvision.\n\nMethofls\n\n(jf\n\nthen discussed.\n\npresentation of the subjei t to\n\n(\n\nhildnii in\n\ntl>e\n\neliineiilary m hools are\n\n"}
{"page": 232, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\nSelection and use of schoolroom libraries lead to the second part of the course, viz.,\nThe aim is (i) to gain a wider knowledge of children's literature;\n\njuvenile literature.\n(2) to\n\nstudy the best methods of presenting good literature to children (story-telling,\n\nreading aloud, etc.).\nPublic Libraries:\nMcNeil, A. H.\n\nWhat the normal school may do to provide for library work in\n\n1901, 6:80-81.\nMilner, A. V. Instruction in use of catalogues and reference books in normal\nschools.\n1899, 4:324-326.\n1903,\nLibrary work in a state normal school (Whitewater).\nSalisbury, G. E.\nschools.\n\n8:93-94-\n\nWarren, Irene.\n\nInstruction in the use of books in a normal school.\n\n1898, 3: 151-153.\n\nLibrary Journal:\nAdams, E. L. Instruction in the use of reference books and libraries in normal and\npreparatory schools.\n1898, 23 :c 84-86.\nA library course given to city normal school students. 1906,\nClatworthy, L. M.\n31 160-163.\nCooper, T. B. Is there a need for instruction in library methods by the normal\nschools and universities ?\n1906, 31 157-160.\nMead, H. R. Training students in the use of books. 1905,30:082-84. (Intended\n:\n\n:\n\nfor college students.)\n(i) The school, by\nVitalizing the relation between the library and the school,\nM. L. Prentice. 1901, 26:78-80. (An account of the instruction given in the\nCleveland Normal School.)\n\nN. E. A. Proceedings:\nBrett, W. H., and Ahern, M. E.\n\nLibrary instruction in the normal school.\n\n1903:\n\n971-981.\nNoss, T. B.\n\nLibrary work in normal schools.\n1904:912-917.\nDiscussion.\n1904:917-918.\nTraining of teachers so that they may co-operate with librarians.\n1897:1008-1014.\nWarren, Irene. What the normal schools can do for teachers on the library side,\n1901:841.\nWilkinson, J. N. Duty of the normal school in relation to district school libraries.\n1904:919-923.\n\nSalisbury, G. E.\nSchreiber, M. E.\n\nYour committee suggests that the instruction offered ought to cover the\nfollowing subjects:\nSchool libraries: place and value both as general collections and for special instruc-\n\nhow to organize.\nThe public library and the public school: the field of each and general relations,\n\ntion, types,\n\nloans, bulletins, class-room libraries,\n\nmuseums.\n\nHow to use a library: books as tools, care of books, book-making, reference-books.\nThe school Hbrary room: location, light, heat and ventilation, equipment.\nSelection\n\nand ordering of books: authority of librarian, sources of material, aid\nmethods of ordering and accounting.\n\nin selection, sales catalogs,\n\nChildren's reading: finding\n\nlists\n\n— for teachers, for children.\n\nIncoming books: invoices, accessioning, marks of ownership.\nCataloguing and classification: systems of each, forms, preparation of cards.\nLibrary routine: loan and charging system, call-numbers,\nBinding: material, pamphlets, general care, repairs.\nLibrary associations: national,\n\nstate, local;\n\nState laws relating to school libraries.\n\nHbrary schools.\n\nshelf-list.\n\n«\n\n"}
{"page": 233, "printed_page": null, "text": "1;\n\nREPORT ON INSTRUCTION IN LIBRARY ADMINISTRATION\nI.\n\nPlace and value.\n\n22\n\nSCHOOL LIBRARIES\n\n—Primarily, the function of a school hbrary\n\nis to furnish an\n\nadditional incentive for intelligent and independent work in the schoolroom; to\n\narouse interest in the unexplored field of knowledge outside the text-book; to\nbring students into personal touch with the best writers on any given subject\n\nand to insure some appreciation of high forms of literary production.\nIf\n\nused in the right way, a well-selected school library will prevent both\n\nteacher and pupil\n\nfrom lapsing into those cut-and-dried methods which\n\ninvariablv result in limiting all effort to the mere routine of recitation.\n\nIn addition to this function, which may be designated \"first aid to the\n\nschoolroom,\" it is de.sirable (but not necessary) that the school library shall\nfurnish,\n\nby means of suitable books, recreation\n\nat home; and, by\n\nfor the ])upil in school\n\nand\n\nmeans of papers and magazines, shall stimulate a desire to\n\nknow what is going on in the world, an interest in everyday events both at\nhome and abroad. Like the school, the hbrary is no respecter of persons,\nbut offers all pupils equal opportunities to derive either information or plea.sure.\n\n—\n\nSchool libraries may be divided into two distinct\nThe first is a purely reference library, which in addition to the ordinary\n\nReference libraries.\ntypes.\n\ncollection of dictionaries, cyclopedias, etc., does not attempt to provide more\n\nthan the hterature relating directly to the subject-matter of the curriculum.\n\nIn\n\na strict and technical sense, it \"supplements\" the more formal instruction of\nthe class-room,\n\nand must be regarded as an essential part\n\nof the school\n\nequipment.\n\nThis type reaches its highest development in a closely organized school,\n\nwhose teachers have been trained in the more modern theories of pedagogy,\nand who are ever on the alert for ways and means of awakening and holding\nthe pupils' interest in class-room work.\n\nIn a school of this type the teachers are all specialists, and usually take\nentire charge of the children's reading; directing them not only to a particular\n\nbook or books, but to definite chapters and pages where the indicated references\nmay be found. Collateral reading is recommended and encouraged, but each\npu:>il is held\n\nresponsible for the assigned reading only.\n\nThere is danger that this method of using a library, if rigidly followed, will\nbe( ome mechanical, and will fail to develop either interest or independence of\nthought in the pu])]!.\n\nBut the saving of time, possible because of the training\n\nand knowledge of the teacher, is perhaps justifiable where a crowded curriculum\nnecessitates the strictest economy of the jiupil's ciTorl both in and out of si hool.\nFor a library of this type i)erhaps three thousand volumes (maxiniiiin) <.f\nAn\nmodern writers will meet all reasonable demands.\n\nthe best and mo.st\n\noccasional weeding out of obsolete literature is necessary to maintain the limits\nof a purely working collection.\n\nThere should\n\n1)C\n\na generous duplication of\n\nmore important books, the extent dcixnding upon the iniinbcr of pupils using\nthe library.\n\n"}
{"page": 234, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n(Second\n\nCrunden, F. M. Books and textbooks: The library as a factor in education.\nInternational Library Conference, London, 1897, Transactions, 46-54-)\n\nN. E. A. Proceedings:\n1901:858-864.\nPlace of the Ubrary in education.\n1902: 799-805.\n\nDewey, Melvil.\nMillis, W. A.\n\nAtlantic Monthly:\nScudder, H. E.\n\nLibrary Journal:\nSharp, K. L.\n\n<\n\nThe hbrary as an educator.\nSchool libraries.\n\n1893, 72:678-681.\n\nLibraries in secondary schools.\n1895, 2o:c5-ii.\n1881, 6:90-93.\nPlace of libraries in a system of education.\n\nWarren, Charles.\n\nGeneral libraries.\n\n—The second type of school Hbrary\n\nis\n\nfound in rural dis-\n\ntricts, or in villages and towns which have no public library.\n\nschool, and generally the public as well,\n\nThey serve the\n\nby combining the features of both\n\nschool and public library.\n\nThe function of this type is not only to supplement instruction in the classroom, to offer recreation to the children in and out of school, and to afford\npleasure to the family in the home, but also to promote general culture in the\n\ncommunity, and to guide and direct the public in the use of books so that\nnot only the reading habit may be acquired, but the habit of reading good\n;\n\nliterature.\n\nTo those who read good books this library will offer a wider range\n\nof subjects and more extended choice of authors than is possible in the average\n\nhome.\nThis type, more than the first, needs a trained librarian who can give her\nentire time to supervision and administration.\n\nAmerican Monthly Review of Reviews:\nRural school Libraries in North Carolina.\nPoe, C. A.\nN. E. A. Proceedings:\n\n1903, 28:338-339.\n\nRobertson, Agnes. School hbraries in rural districts.\n1902:818-824.\nSouthern Education, 1903, i, No. 18, Rural libraries. (Published by the Southern\nEducation Board, Knoxville, Tenn.)\n\nHow to start a school library. — If a school has no funds for buying books\nand depends entirely upon its own efforts for starting and maintaining a library,\nthe following suggestions may indicate ways and means of organizing this im-\n\nportant department of public education:\nE.xhibit a\n\nnumber of popular magazines.\n\nAfter looking these over, the\n\nchildren will probably decide to contribute a few pennies each month and subscribe for several, especially if they are told that the magazines can be taken\n\nhome.\n\nEncourage the circulation of these periodicals in the family circle, in\n\norder to arouse the interest of parents.\n\nCollect pictures and photographs to\n\nillustrate history, literature, and science.\n\nPerry and Cosmos pictures can be\n\nobtained for one cent each.\n\nPleasing and really artistic illustrations may be\n\ncut from publishers' circulars, railway advertisements, magazines, worn-out\n\nbooks, etc.\n\nThe need of a good dictionary, gazetteer, and atlas will be appar-\n\nent to the most conservative and utilitarian trustee.\n\nnucleus of the Hbrary.\n\npublishers, either as a gift or at a nominal price.\nlibraries.\n\nThis material is the\n\nAttractive supplementary readers may be secured from\n\nBorrow or beg from other\n\nPublish in the local paper a list of books needed for school use, and\n\n"}
{"page": 235, "printed_page": null, "text": ".\n\n:\n\nREPORT ON INSTRUCTION IN LIBILiRY ADMINISTRATION\nask parents and public-spirited citizens to furnish them.\nnate gifts of books,\nthe children, garden\n\ncake and candy\n\nif\n\npossible.\n\nparties,\n\nsales,\n\n223\n\nAvoid indiscrimi-\n\nRaise money by entertainments given by\n\ncostume\n\nparties,\n\nbarn dances, song\n\nfestivals,\n\nMrs. Jarley's wax-works., and private theatricals.\n\nThe women's clubs, the village or town literary and debating societies, if any,\nshould be interested. In several states the Women's Federation of Clubs has\norganized a system of traveling libraries which circulate among the rural\nNormal schools, following the example of Hampton Institute, might\nschools.\nsend out traveling libraries to public schools in which its graduates are teach-\n\nThe state library commission, if any, will give valuable aid.\n\ning.\n\nGive a library exhibit in the school, make the room attractive with picture\nbulletins, serve tea, and invite trustees and parents.\n\nKeep the subject before\n\nthe public thru the local paper.\n\nRelations with trustees.\n\nare indispensable.\n\n— Friendly relations between teachers and trustees\n\nIn an informal talk before the board the better methods of\n\npresenting a subject to a class with the aid of reference-books may be demonstrated\n\nA teacher who has patience, tact, and enthusiasm can influence the\n\nschool board even to the point of levying a local tax for the school library.\n\nThe size of this combined school-pubHc-library may vary from one thouParents and\n\nsand to ten thousand volumes, depending upon local conditions.\n\nthe community at large should understand that the library is for their use, and\n\nbe accessible during vacations,, and on specific days after school hours.\n\nwill\n\nTraveling libraries, if any exist in the state, may be called upon to furnish more\n\npopular reading.\n\nAn independent public library should be started as soon as\nMore\n\npossible, and the greater part of the school library transferred to this.\n\nthan one public library has had its origin in a small school library.\nFirst arouse interest in the children, then in the i)arents, then in school ofticials, then in the general public.\n\nPublic library a distinct organization.\n\n— The\n\n|)ublic library\n\nought\n\nentirely distinct organization under a separate board of trustees.\nfor this are thus summarized by W. R.\n\nto\n\nbe an\n\nThe reasons\n\nEastman, state inspector of libraries for\n\nNew York\nAs a part of the school system, the library is\n1. To command public attention.\nsure to take a subordinate place in the public mind, and to lose something of its individual appeal.\n2.\n\nTo secure the best management.\n\nThe best body for any public service is one\n\nespecially selected because of fitness for that particular service.\n\nPeople whose interests\n\nare divided between the library and schof)l will fail to give the best service to eith<T.\n.3.\n\nTo s<cure endowment and\n\ngifts.\n\nKxperience shows that the library\n\nis\n\nalmost\n\nnever the recipient of gifts and befiuests so long ;is it is regarded as a |)art of the S( hool\n\nsystem\n4.\n\nFor the sak<- of the work <.f llie schfKil itself.\n\nChiidn-n will Ik- likely to get much\n\nmore out of the library to suppiemeiil their school work, if it is dissociated in their minds\nfrom the atmosphere of reslri( lion and compulsion that obtains in the school. The school\nrei)res<-nts the\nfree,\n\nromf)ulsory side of edu<ation; the\n\nand attractive .side.\n\nlibr.iry\n\nshould represent\n\nits\n\nvoluntary,\n\n"}
{"page": 236, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n224\n\nIn spite of the added cost of separate management, there are few librarians\ntoday who dissent from these principles.\nFunction of school superintendents in procuring libraries for public\nBayliss, Alfred.\n(N. E. A. Proceedings, 1899:1136-1142.)\nschools.\n\nDana,\n\nJ.\n\nC.\n\nAdvertising a Hbrary.\n\n(Denver Public Library, Handbook, 1895:12-\n\n15; out of print.)\nHutchins, F. A. Securing hbraries for rural schools.\n\n(In Dana,\n\netc.,\n\nas below, 1899:\n\n503-505.)\n\nReport of committee on the relations of public libraries to public schools.\n(N. E. A. Proceedings, 1899:452-528.)\nMountjoy, J. C. Schools and libraries. (Public Libraries, 1897, 2:368.)\nSouthern Education, 1903, i, No. 18, Rural hbraries. (PubUshed by Southern Education Board, Kno.xville, Tenn.)\nWire, G. E. How to start a pubhc hbrary, 1902. (A. L. A. Library Tracts, No. 2.)\nBoston: A. L. A. Publishing Board. 5 cents.\n\nDana, J. C, ed.\n\nII.\n\nTHE PUBLIC LIBRARY AND THE PUBLIC SCHOOL\n\nIf the village or town has a public library, an independent school library is\n\nof secondary importance, and usually an unnecessary feature of school organization.\n\nFunctions of public library.\n\n—\n\nIf the public library is modern, and its admin-\n\nistration liberal and up to date, the teacher will find her work simplified.\nwill\n\nbe simply a matter of co-operation with the librarian.\n\nIf,\n\nIt\n\nhowever, the\n\nopposite conditions exist, a radical change must be brought about; and this will\n\nprobably demand persistent effort and untiring vigilance on the part of the\nteacher.\n\nThe public library should take charge of all but reference and other books,\nneeded for use in the school building.\n\nThese bear the same relation to the\n\nschoolroom that scientific apparatus bears to the laboratory.\n\nThese are the\n\nbooks which must be always at hand, ready for immediate use.\n\nThe public library should undertake the general supervision of the children's reading.\nqualified to\n\nBecau.se of daily contact with her pupils, the teacher is better\n\nknow and to understand their individual needs and inclinations,\n\nbut she is rarely as well acquainted as is the librarian with the entire field of\njuvenile literature, nor has she time to acquire this knowledge.\n\nWith the\n\nbooks, the tools of her trade, at hand, because of her special training, the\nlibrarian ought to be better prepared to advise and direct the children in their\n\ngeneral reading.\n\nFor their exclusive use, the library should provide a room with suitable\nequipment, containing the best juvenile literature.\n\nA special room or alcove\n\nshould be assigned to teachers, where they may find at any time the best and\n\nmost recent literature relating to their profession, periodicals as well as books.\nIn one large city the public librarian places a set of books, known as the teachers' reference collection, in each branch library.\n\nThese books are not circulated\n\nunless duplicates are available.\n\nLibrarian's efforts repaid.\n\n—The librarian should understand that whatever\n\nshe does to help the schools will be repaid with compound interest.\n\nIn most\n\n"}
{"page": 237, "printed_page": null, "text": "—\n\n-\n\nREPORT ON INSTRUCTION IN LIBRARY ADMINISTRATION\n—\n\n-\n\n_\n\n225\n.\n\nI\n\ncommunities the public have at heart, more than anything else, the welfare of\nthe public school and all that it implies.\n\nWhen it is once understood that the\n\npublic library is an indispensable agent in advancing educational progress and\nis far-reaching in its influence, the librarian may ask. and probably will obtain,\nanything in reason, even from hitherto reluctant taxpayers.\n\nLibrary loans.\n\n— Books, pictures, and photographs should be\n\nlibrary for class-room use, with necessary duplication.\n\nlent Ijv the\n\nThese may be circulated\n\nin the various schools, remaining in each as long as wished.\n\nUse of pictures in libraries.\nchusetts, Eighth Report, 1898, 1 7-28.)\n\nGreen, S. S.\n\nVisits to schools.\n\n(Free Public Library Commission of Massa-\n\n—The librarian should be supplied with courses of study\n\nand outlines of work, and should be invited to visit the school and speak quite\ninformally to the children and teachers about the library.\nLibrary Journal:\nMoore, A. C.\n\nLibrary visits to public schools.\n\nLibrary bulletins in schools.\n\n1902, 27:181-186.\n\n— A special library bulletin-board should be\n\nin\n\neach school building, and the librarian should be asked to furni.sh news items\n\nabout the library, its privileges, it.s rules, lists of new books, lists of books on\nspecial subjects, notices of special exhibits, material for the observance of\nspecial days\n\n— such as Lincoln's birthday, Decoration Day, Flag Day,\n\netc.\n\nLibrary Journal:\nGaillard, E. W.\nAn e.xperiment in school library work (New York Public Library).\n1904, 30:201-204.\n\nNotices 0} class ivork.\n\n— Lists of subjects\n\nto be studied in the various classes\n\nshould be sent to the library several days before the topics are to be taken up,\n\nand the librarian should be asked to prepare for the children's use books, pictures, and any other illustrative material relating to the specified themes.\nIn\nsome libraries, illustrated talks are given to tlie children to induce them to u.se\n\ncertain classes of books.\n\nTeachers .should be businesslike in their dealings with the library, and considerate and rea.sonable under all circunL-^tances and in all their demands.\n\nIn-\n\ndeed, as in most personal relations, suggestions and re<|ueNts are generally more\neffective than demands.\n\nRejerences. —The following articles give informaliDn a.^ to liow the pulilic\nschool is using the public library in .some cities:\nLibrary Journal:\n\nHowemian, (i. T.\n.31\n\n:\n\nnrctt,\n\n.Scliool\n\nwork (jf tlu- Di.strict of {'i)liinil)ia Public\n\nLil)rary.\n\ni()ofi,\n\n165-166.\n\nW. H.\n\nUse of the public library in the Cleveland scho<ils.\n\nHunlick, E. E.\n\ni8<)i,\n\ni6:r 30-31.\n\nEducational work of the Jersey City Free Public I.il)rary.\n\ni8<;6,\n\n281.\n(Chicago I'ublic Library.\nPuliIic library and public .schools.\nCragin, E. F.\nWork with the schools at the New York I'ree Cirrulating Library.\n1898, 23: 194-195.\ni8<;a,\nEa-stman, L. \\. 'V\\m- lil^rary and the rhiidren (Cleveland Pul)Iic Library).\n23:142-14.).\n1903, 28:\nElmendorf, H. L. .S( h(Kjl department of the HufTalo Public Library.\n1H.H3, 8:\n\n157-160.\n(iiLv)n.\n\nM. F..\n\nLibrary and scIukiI work in Newark, N. J.\n\ni()o6,\n\n31: 167-168.\n\n"}
{"page": 238, "printed_page": null, "text": ":\n\nNATIONAL EDUCATIONAL ASSOCIATION\n\n226\n\nLibrary Journal, continued:\n1887, 12:119-121.\nGreen, S. S. Public library and the schools in Worcester.\nWork with children and schools in the Portland (Oregon) Public\nHassler, H. E.\nLibrary.\n\n1905, 30:214-217.\nRelation of the Hartford Public Library to the public schools. 1894,\n\nHewins, C. M.\n19:292-295.\nLeland, C. G.\n\nWork with the schools in the Buffalo Public Library.\n\n1899, 24:\n\nLibrary and the schools in Milwaukee.\n\n1890, 15:\n\n150-151.\n\nMilwaukee Public Library.\n21; also 1895, 20:123-124.\n\nPublic Libraries:\nCrowell, Mary.\n\nThe school Hbrary in the school room (Dayton Public Library)\n\n1899, 4--5I-53Denver School Library. 1896, 1:54.\nCo-operation between the schools and libraries in Providence.\nFoster, W. E.\n\n1898,\n\n3:244.\n\nN. E. A. Proceedings:\nElmendorf, H. L.\n\nThe greater school (Buffalo Public Library).\n\n1900: 643-647.\n\nJones, M. L. School reading thru the pubhc library (Los Angeles Public Library).\n1899: 1143-1148.\n\nEducational Review:\n\nPeckham, G. W.\n\nPubhc library and public schools (Milwaukee Public Library).\n\n1894, 8:358-362.\n\nThe following articles treat of the relations between public libraries and\npublic schools in general\nGreen, S. S., ed. Libraries and schools.\n1883, o. p. (Chaps. 2, 3, and 6 are reprinted\nfrom the Library Journal, V, 5, 7, and 8.)\n\nN. E. A. Proceedings:\nSome co-operative suggestions. 1903:938-943.\nCanfield, J. H.\nPubhc libraries and the pubhc schools. 1901:836-841.\nCrunden, F. M. The school and the library. 1901:108-118.\nDana, J. C, ed. Report of the N. E. A. committee on the relations of libraries\nand schools. 1899:452-529 (special report).\nDoren, E. C. Public library work for schools. 1903:943-948.\nGreenwood, J. M. What the school may properly demand of the library. 1902:\n\nBayliss, Alfred.\n\n811-817.\nMeleney, C. E.\nWright, R. H.\n\nPlace of the library in school instruction.\n\n1904:924-930.\n1905\n\nHow to make the library useful to high-school pupils.\n\n:\n\n864-\n\n867.\n\nLibrary Journal:\nAdams, C. F., Jr. The public library and the pubhc schools. 1876, 1:437-441.\n(Also in Green, S. S., libraries and schools.)\nClark, G. I.\nMethods of school circulation of hbrary books. 1906, 31: 155-157.\nDoren, E. C. Library and the school work now done.\n1904, 26: c 153-157Eastman, L. A. The child, the school and the library. 1896, 21:134-139.\nFoster, W. E.\nThe school and the hbrary: their mutual relation. 1879, 4:319-325.\nGreen, S. S. Relation of the public library to the public school.\n1880, 5:235(Also in his Libraries and schools.)\n245.\nLibraries and schools.\n1891, i6:c 22-26.\nJames, H. P. Libraries in relation to schools.\n1893, 18:213-214.\nUtley, H. M.\nRelation of the public library to the pubhc school.\n1886, 1 1 301-305.\nPublic Libraries:\nBrett, W. H.\nThe school and the library. 1905, 10:225-227.\nDewey, Melvil. Relation of school libraries to the public library system. 1905,\n10:224-225.\nHelpful things done by librarians for teachers and children.\n1903, 8:409.\nHutchins, F. A. School work of a librarian.\n1905, 10:167-168.\n:\n\nAmerican Monthly Review 0} Reviews:\nSmith, K. L. Provision for children in public hbraries.\n\n1900, 22:48-55.\n\nEducation:\nCarpenter, F. O.\n\n1905, 26:110-114.\n\nThe library the center of the school.\n\n"}
{"page": 239, "printed_page": null, "text": "REPORT ON INSTRUCTION IN LIBR.lRy ADMINISTR.ITION\nU. S. Bureau of Education:\nCommissioner's Report,\n\n1892^3:\n\n693-697.\n\nCorrelation of\n\npublic schools and\n\npublic libraries.\n\nUniversity Convocation (New York):\nPeck, A. L., and Estee, J. E. Correlation of library and school.\n1896:104-116.\nWilliams, Sherman, and Abrams, A. W. Libraries as a source of inspiration, kjoo:\n247-254-\n\nOther references on this subject will be found in the appendix.\nSiJwol museums.\nIf possible,\n\n— A department closely\n\nallietl to the library is the\n\nmuseum.\n\na separate room and a special custodian .should be jjjivcn this, but\n\nunder the general supervision of the library as an integral part of its work.\nCostly collections of gems, ivory, jmttcry, furniture, etc., which mav be found,\n\nvery properly, in a large municipal museum, should not be acquired unless by\ngift;\n\nbut all illustrative material relating to school work can be cared for in a\n\nlibrary museum.\n\nThe collection should include photographs, pictures, casts, models, lanternslides, charts, stuffed birds, birds' eggs, insects, and\n\nother zoological objects; as\n\nwell as geologic, mineralogic, ethnologic, and agricultural s[)ecimens, and prod-\n\nucts of manufacture and industrial art.\nThese should be loaned in the same\nmanner as books, and teachers should furnish lists of all material that the\n\nschool museum can reasonably be e.xpected to furnish.\nThe children's museum of Brooklyn began in 1900 its pioneer work with children and teachers.\nIt is now a branch of the museum of the Brooklyn institute of .\\rts and Sciences,\nand publishes The Children's Museum News.\nThe Webster branch of the New York Public Library has l)ccn very successful and helpful in school-museum work, which is steadily growing in impor-\n\ntance and in acceptance as a legitimate part of a well-organized and ciTicient\npublic library.\nPublic Libraries:\nGaillard, E. W.\nBeginning of museum work in libraries.\n1903, 8:9-11.\nHoggan, E. L. .Side light on the museum department of a library.\n1903, 8: 11-12.\nLibrary JourtuiLGaillard, E. W.\nOutcome of the picture bulletin. 1901, 26:192-193.\nAn extension of the picture bulletin. 1901, 26:874-875.\nMerrill, H. B.\nWork of the Milwaukee public schools at the public museum. Milwaukee Boarfl of Education. 1904.\n.•>/.\nNicholas:\nPaine, A. B.\nThe children's room at the Smithsonian, kjoi, 281:964-973.\n\nClass-room lilmirics. Tiic \\aliio of\n\n<\n\nlass\n\nmom libraries can hardly be over-\n\nThese collections vary in size from twelve to fifty volumes, and\nThe public library lan\nshoulfl include books both for reference and lending.\nestimated.\n\nnot take the place of the class-room library.\n\nchiM may have\n\nThe five or tin miiuites whi( h a\n\nfor reafling at the close of a study |)eriod or during re( ess on a\n\nstormy day W(juld be wasted in a journey to the general s( hool library in anttther\npart of the building, while a trip to tin- i)ubii( library would be out of the (|uc>\ntion.\n\nIn the schoolroom the\n\n<\n\nhildren have an o|)porlunity to talk over the books\n\nwith one another or with the teacher; arwl as the greater nunilxr of book.s\n\n"}
{"page": 240, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n228\n\nshould be lent over night only, the excuse so often heard, that a particular\nbook \"was not in, \"cannot be offered for a badly prepared lesson.\nChildren who carefully refrain from reading, apparently on \"general principles,\" in the schoolroom can be led to regard books in the Hght of a mild enter-\n\ntainment, and will of their own accord apply for membership in the public\nlibrary.\n\nAs a rule, every child will feel responsible for the condition of books in the\nschoolroom.\n\nThis is specially true if each child is in turn appointed acting\n\nlibrarian.\n\nBut the class-room library cannot take the place of the public library; where\nthe child comes in contact with a larger number of books, has the benefit of the\n\nimpression which massed books always make, and unconsciously learns certains facts thru picture bulletins, exhibits, etc.\n\nHere he meets other children\n\nwho are interested in some favorite author or some special topic, and he\nenlarges his own range of knowledge by becoming acquainted with their\nparticular fads and fancies.\n\nClass-room libraries may be provided by the school board or by the public\nlibrary.\n\nIf\n\nunder public-library control, funds should be furnished by the\n\nschool board to enable the library to care for this work intelligently and eco-\n\nnomically by means of a traveling library department.\nPublic Libraries:\nBerkey, M. L.\n\nDodd, H. P.\n\nPrimary schoolroom libraries. 1901, 6:77-79.\nSchoolroom libraries in Newark, N. J. 1903, 8:317-318.\n\nN. E. A. Proceedings:\nKaltenbach, Millicent. Room libraries.\n1897:1021-1025.\nLeland, C. G. Mission of the class library.\n1903:953-956.\n\nIII.\n\nInstruction in use.\n\nHOW TO USE A LIBRARY\n\n—Instruction in the most efficient use of a library should\n\nform as important a part of the curriculum as instruction in language or in\nhistory.\n\nIt will exert\n\nmore influence on the pupil's future career as a useful,\n\nbecause an intelligent,\n\ncitizen,\n\nthan any two subjects in the course of study.\n\nThe library rather than the school makes possible and probable a continuation\nof intellectual activity and progress after school life is finished.\n\nInstruction in the use of libraries will be of service to the student who enters\ncollege,\n\nand by encouraging individual investigation and research\n\nit\n\nwill de-\n\nvelop a habit of reading good literature in the boy who leaves school to engage\nin business, or in the girl who will be chiefly occupied with social matters.\n\n—\n\nCare oj books. Children should be taught how to care for books; how to\nopen and close them; how to place books upon a desk, table, or shelf the\n;\n\nobjections to pencil marks, to turning down leaves and other injuries, to leaving\n\nbooks out in the rain, or dropping them in the mud, to the unsanitary practice\nof moistening the fingers before turning leaves;\n\nlearn the necessity of clean hands.\n\nand above all they should\n\n"}
{"page": 241, "printed_page": null, "text": "REPORT ON INSTRUCTION IN LIBRARY ADMINISTR.\\TION\n\n229\n\nThe Library League formed among child-readers of the Cleveland pubhc\nLibrary has resulted in a marked improvement in their treatment of books.\nLibrary Journal:\nEastman, L. A.\n\nThe Cleveland Children's Library League. 1897, 22:151-153.\nThe library and the children. 1898, 23:142-144.\nMethods of inducing care of books. 1900, 25:60-62.\nDousman, M. E.\n\nPublic Libraries:\nHammond, Miss. Library league. 1899, 4:32-34.\nDana, J. C. Care of books. (Library Primer, 1903:73-75.)\n\nMaking\n\nbibliography.\n\na\n\n— Each student should be required\n\nat least one brief subject-bibliography.\n\nto\n\nmake\n\nAfter assigning the subject, which may\n\nwork or to some individual fad of the student, the mechanical\nmethod of making a bibliography should be discu.ssed: why cards are prefer-\n\nrelate to school\n\nable, information to be recorded on the card\ncle,\n\n— the atithor of the book or\n\narti-\n\nthe title, where it may be found if an analytical or magazine article, some\n\nArrangement\n\nof the cards\n\nIf the subject is at all prolific, at least\n\none hundred\n\nnote or annotation as to its character or value.\n\nshould be explained.\n\ncards ought to be accumulated during the school terms.\n\nBook-making.\n\n— Almost at the opening of instruction\n\nshould be devoted to the general make-up of a book.\n\nmaking\n\nwill\n\nserve as introduction.\n\nPutnam, G. H.\n\nBooks and their makers.\n\n1896-97.\n\nin details\n\nsome time\n\nA brief history of book-\n\nNew York: Putnam.\n\nS2.50.\n\nPublic Libraries:\n\nHoag, J. P.\n\nCo-operation of Public Library and Public School.\n\n1904.\n\n9:226.\n\nThen the form and use of the title-page may be described, together with the\ndedication, preface, introduction, table of contents, chapter headings, runningtitle,\n\nand\n\nfootnotes.\n\nThe inde.x, with its often complicated a])l)rcviali()ns,\n\n.should be carefully explained, with illustrations.\n\nThat a library may be used to the best advantage, .somcclcnunlary iii>truction should be given as to thescojic, character, and value of tlu'diiYcrent clas.^es\nof reference-books.\n\nReference-books.\n\n—The following brief enumeration of the more im])ortaiU\n\nof\n\nthe.'-e will indicate to both teacher and pupil those general .sources of informa-\n\ntion to be found in nearly all large libraries.\n\nInstructors should discu.ss each of\n\nthem with the class.\n\nThe\n\ncatalog\n\nought\n\nto .show\n\nwhat\n\nis\n\nin\n\nthe library.\n\nHaving found out\n\nwhether the books desired are in the lil)rary, the next step is to .send for thi-ni\nor go to the shelves for examination.\n\nIf\n\nthe catalog or shelves do not furni>h\n\nthe desired information, consult the librarian,\n\nwho will be ready to iiitrr]. ret\n\nthe catalog or other library aids.\n\nThe best-known of all reference books is tin- I'.ni^'li^i dii lionary; but evi-n\nwith daily hanrlling there are always some pu])ils who do not know just how\nmuch information a plain, unabridged dictionary can offer, with its various\najjpendiccs and supjjlements.\n\n"}
{"page": 242, "printed_page": null, "text": ":\n\nNATIONAL EDUCATIONAL ASSOCIATION\n\n230\n\nThe merits and characteristics of the Century, Standard, International, and\nMurray's EngUsh dictionaries should be discussed.\nThe next most useful book is a general cyclopedia.\n\nExplain the difference\n\nbetween a dictionary and a cyclopedia; also why the Britannica is most useful\nin certain investigations, why an American cyclopedia is better for general use,\n\nand why mere compilations \"made to sell \" are dear at any price.\nare the special subject dictionaries and cyclopedias\n\nThen there\n\n— those covering antiquities,\n\nbiography, botany, chemistry, education, fine arts, history, law, literature,\nmedicine, mythology, political science, quotations, religion, etc.\nof special countries\n\nBiographies\n\n—American, English, German; of special classes—\n\nartists,\n\nauthors, missionaries, musicians, saints, scientists, women.\n\nValuable also are gazetteers, atlases, (geographic and historic), guide-books\n\n(Badeker and Murray), street directories; such annual publications as Statesman's Yearbook, almanacs (Whittaker, World, Tribune) such special works as\n;\n\ncommentaries and concordances; special handbooks of information in literature and history, and other topics, as Brewer's Dictionary of Phrase and Fable,\n\nThe Reader's Handbooks, Wheeler's Familiar Allusions, Haydn's Dictionary of\nDates, Harper's Book of Facts; and such special bibliographies as Adams'\nManual of Historical Literature. Teachers should be interested in the special\nbibliographies of education published annually, as the \"Bibliography of Educacation for the Year,\" pubHshed in the June number of the Educational Review; the \"Bibliography of Child Study,\" in the Pedagogical Seminary, and\nthe Psychological Index, published in April of each year.\n\nThe place and value of the following should receive careful consideration\nGeneral indexes: Poole's Index to periodical\n\nAnimal Literary Index, Reader's Guide\n\nto\n\nliterature,\n\nwith its supplements, the\n\nPeriodical Literature\n\n(Cumulative Index),\n\nLibrary Index.\nCatalogs: Important printed catalogs, as that of the British Museum, Astor, Boston\n\nAthenaeum, Peabody Institute.\nPublic documents: These include national, state, and municipal publications.\nOnly a superficial knowledge can be obtained of government pubHcations in this brief\nexamination, as they are numerous and complicated. The more important are: publications of Congress, the library of Congress and of the departments; of the more\nimportant bureaus and commissions, such as Labor, Education, Census. Cbnsular, and of\nthe National\n\nMuseum, Smithsonian Institution.\n\nWycr, T- D. United States government documents (N. Y. State Library Bulletin No.\nAlbany, N. Y., 1906.\n102).\n15 cents.\n\nA list of public documents useful in a public library is given in the A. L. A. Catalogue\n1904, Part 1:367-372; also in Minnesota State Library\n\nCommission, Publication No. 2.\n\nPublic documents in the small public library, and in the Free Library of Philadelphia,\nBulletin No. 6, selected list oj United States public documents specially useful in a small\n'ibrary.\n\n1905.\n\nThe Catalogue of United States Public Documents, issued monthly by the superintendent of documents, shows the nature and extent of the current federal publications.\n\nThe Index and Review (monthly), published by Young in Washington, D. C, also gives\na list of these publications as they are issued; American Catalogue, 1890-95, Appendix\n\n\"Government PubHcations.\"\n\n"}
{"page": 243, "printed_page": null, "text": "REPORT ON INSTRUCTION IN LIBR^ARY ADMINISTRATION\nState publications:\n\n231\n\nThe state departments which issue reports are usually divided\n\nas follows: executive, legislative, judiciary, inspection and regulation, institutions.\n\nAmerican Catalogue, 1890-95, Appendix, state publications.\n\nBowker, R. R.\n\nState\n\npublications, 1899, Parts 1-2.\n\nMunicipal reports: Civic departments follow quite closely the aflministrative division of the state; as, education, health, finance, etc.\n\nThe organization of cities may\n\nbe found in any recent book on city government.\nBrief mention should be made of the publications of important national and local\nsocieties\n\nand associations\n\n—as the American Historical Association.\n\nAmerican catalogue, 1890-95, .Appendix, Publications of societies.\nGeneral national and trade bibliographies: American Catalogue 0} Books, United\nBook Index. Publisher's Weekly, Publishers' Trade List\n\nStales Catalogue, Cumulative\n\nAnnual, Bookseller (English).\n\nGuide to the study of reference books, 1902. (A. L. .\\. annotated\nSupplement to the same: Recent reference books. Library Journal, 1903,\n\nKroeger, A. B.\nlists.)\n\n28:823-828; 1905, 30:5-10; 1906, 31:3-7.\nReference books and catalogues.\nH. L.\n1896:48-62.)\n\nKoopman,\n\n(In his Mastery of Books,\n\nMany of the preceding reference-books will not be found in a small public\nor school library.\n\nBut instruction need not be confined to books within reach.\n\nPractical wcrk, however, must be limited to these.\nwill\n\nOrdinarily the foUowinfi;\n\nbe available: catalog of the library, dictionaries, cyclopedias,\n\ncla.ssical\n\ndictionary, general biographical dictionary, gazetteer, almanac, atlases, hand-\n\nbooks of information (such as Brewer's), the A. L. A. catalog, and periodicals,\nthe use of which for purposes other than recreation should be explained.\n\nLibrary instruction in schools.\n\n— Normal students ought\n\nto\n\nknow\n\nthat\n\ninstruction, not too technical, in the use of the library may be given as early\n\nThe younger children can be taught how to use\n\nas the fourth or fifth grade.\n\nthe catalog, dictionaries, and cyclopedias, as well as the location of dilTcrent\nclasses of\n\nbooks in the library.\n\nWith the children in lower grades informal\n\ntalks are better than formal lectures.\nPublic Libraries:\n\nwork\n\nMcCrory,\n\nH. L. Library\nsixth-grade children.)\n\nfor\n\nchildren.\n\n6:93-95.\n\n1901,\n\n(Inhndid\n\nfor\n\nHigh-school instruction.— lAhnxry instruction in the high school has been\nsystematized in a highly satisfactory manner in the Central High School of\nDetroit.'\n\nTeachers of English co-operating, library reference work is made part of\nthe Knglish courses.\n\nOne lesson a term is devoted to the study of library aids.\n\nKight liljrary courses are correlated u itli tiie eight\n\nl''iighMi\n\n(ourM-s iiu hided in\n\nthe four years oi high-.school work.\n\nCourse i includes the use of inde.xes, abbnviatintis, heavy type indii .itinj; iniportanl\nindex to a work in many volumes, atlas index, use of a onrordanc r, a liriif ixi>la\n\npage.s,\n\ni\n\nnation of Poole's Index.\n\nCourse 2 covers the use of a ard .italo^ and brief t.ilks on lassifu alion :ind\nsuch as dii tionarii-s, ga/ettecrs, and ry(l()|>e{lias.\n(\n\n(\n\n<\n\nrcference-lxK)k.s,\n\n'Compilrtl (r«?n llic- N. E. A. I'rtxerihngi,\n\nKjot,,\n\nwilh iirrmiMion o( Morcnrr .M. Ilupkinii.\n\nK<\"<''al\n\n"}
{"page": 244, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n232\n\nCourse 3 includes periodical indexes, Poole's Index more in detail, Reader's Guide,\nLibrary Index, and the value to young people of the index to St. Nicholas. Preface,\nSuch reference books as Harper's\npublisher, and date of pubHcation are explained.\n\nBook of Facts and the Brewer series are discussed and compared.\nCourse 4 considers elementary bibliography, such as the bibliographic references\nfound in modem text- books and at the end of articles in modern cyclopedias. The A.\nL. A. Index to General Literature is explained with particular reference to the method\n\nand Baker's Guide to Best Fiction, Granger's\n\nof indexing reports of official institutions,\n\nIndex to Poetry, and special bibhographies like the Warner's Library, Lamed '.y History\nfor Ready Reference, and Strong's Yearbook of Social Progress.\nCourse\n\n5\n\ncovers annuals,\n\nalmanacs. Statesman's\n\nYearbook,\n\nbiographic annuals.\n\nWho's Who, annual literary index (supplement to Poole's Index and A. L. A. Index\nto General Literature), reports of city officers, city and state manuals {Blue Books).\nCourse 6 takes up dictionaries, cyclopedias, special indexes, and cyclopedias or\ndictionaries of special\n\nsubjects.\n\nThe\n\nGeneological Index, the A. L. A. Catalogue of\n\n8,000 volumes, and the A. L. A. Guide to the Study and Use of Reference Books, are considered special indexes.\n\nUse of Publishers' Weekly, Trade List Annual, U. S. Cata-\n\nlogue of Books in Print, and the Cumulative Book Index.\n\nCourse\n\n7\n\nincludes\n\nCongressional Directory,\nStatistical Atlas,\n\nUnited\n\nStates\n\nreference\n\nDocument Catalogue,\n\npublications,\n\nStatistical\n\nCongressional Record,\n\nAbstract,\n\nCensus Abstract,\n\nLabor Bulletins, Consular Reports, and the more important publications\n\nof the departments of state.\n\nCourse 8 is a review of the preceding courses, with practice work.\n\nDuring instruction the books under discussion are used in a room outside of\nthe Hbrary.\n\nTo save time, printed lists of the books are distributed.\n\nThe\n\ncourse is given in eight hours of the four years of high-school -work, two hours\nfor each year.\n\nSets of questions, requiring the use of the books explained, are\nworked out in the librar}' by each student after each talk. The papers are\n\ncorrected by the English teachers, with usual credits.\n\nBy request, the publishers of Webster^s Dictionary have prepared for this\nEnglish and library instruction a pamphlet for class drill in the proper use\n\nand its appendix. Sample pages are given, illustrating the\nimportant facts and the different kinds of information which may be found\nof a dictionary\n\nin\n\nWebster's\n\nInternational\n\nDictionary.\n\nThese pamphlets are distributed\n\ngratuitously.\n\nThe following illustrate questions given to students:\nNathaniel Hawthorne and His Wife, by Julian Hawthorne, is in two volumes.\nsult the\nfullest\n\nCon-\n\nindex under \"Brook Farm,\" and name the volume and page which give the\n\naccount.\n\nWho is the author of the following (give play, act, scene)? \"Neither a borrower\nnor a lender be.\"\n\nLook up the seven wonders of the world in two different books.\n\nName the books.\nName three important reference points covered by the Century Dictionary of names.\nWhat is the \"Reader's Guide\" to a selected list of periodials, and what points does\nit\n\ncover?\n\nName three good books in which you could find an allusion to the \"Field of the\nGold.\"\nFind a novel on the subject of chivalry.\n\ncloth of\n\nGive author and title.\n\n"}
{"page": 245, "printed_page": null, "text": "REPORT ON INSTRUCTION IN LIBILARY ADMINISTR.4TION\n\n235\n\nName two sources by means of which you could be guided to material for an essay\non Easter.\n\nName five reference points indexed in the World Almanac.\nWho is secretary of the Department of Commerce and Labor?\nbom ?\n\nWhere was he\n\nWhat classified catalog of books has been carefully prepared by the libraries of\nAmerica recommending good books on leading subjects ?\nWhat cyclopedia would you consult for very full articles ? What cyclopedia would\nyou consult for very brief articles ? What cyclopedia would you consult for medium\narticles ?\n\nWhat is the Document Catalogue? How frequently is it published ?\nvolume for 1899-1901 and give a reference on the subject of insurance.\nWhat\n\nis\n\nthe\n\nStatistical\n\nof cofifee imported in 1890.\n\nExamine the\n\nAbstract? By means of it find the number of pounds\nWhat is the Congressional Record ?\n\nName the books or books in which you think the answers for the following questions will be\n\nfound:\n\nKind of government, present officers, etc., of Denmark.\nTranslation of the phrase \"Alia Zappa.\"\nBrief biography of prominent men.\nLeading athletic events of the past year.\n\nPresent secretary of the navy.\n\nBibliography of any subject in which you are interested.\nAbbreviations.\n\nIndex to scattered selections of poetry.\n\nCondensed report of the last census by color.\nSpeeches in Congress.\n\nFor further details of this work .see:\nN. E. A. Proceedings:\nHopkins, F. M. Methods of instruction in the use of high school libraries.\n\n1905:\n\n858-864.\n\nFor Hbrary instruction in schools in general see:\nLibrary Journal:\nInstruction in the use of reference books and\nUbraries in high schools.\n1898, 23:86-91.\nDoren, E. C. Library and the school work now done. 1904, 29:c 153-157. (Statistical account of reference work and hbrary instruction in schools.)\nFletcher, M. J.\n1904, 2<):\nInstruction to high school students in u.se of libraries.\n481.\nMead, H. R. Training of students in the use of books. 1905, 30: c 82-84.\nQuigley, M. G.\nSystematic instruction in the use of tlie library at Clrand Knpids.\n1906, 31 166-167.\nSargent, A. L.\nReference work among school children.\n1895, 20:121-122.\nStanley, H. H. Reference work with children.\n1901, 26:c 74-7*'Wait, M. F. Library work in a preparatory school.\n1904, 29:18a.\n\nAmes, A. S., and Rathbonc, J. A.\n\n:\n\nPufjlic\n\nLibraries:\n\nElizab<-th.\nInstruction of school children in the use of library catalogs and\nreference Ijooks.\ni8f>9, 4:311-314.\nlinney, B. A.\nHigh schcx)! instruction in ust; of reference Ixjoks. i8<;(^, 4:3'.S-.3'7Hanna, B. S. Reference work with chihlren. 1004, 7:149-151.\nHopkins, F. M. Library work in high schools (Central High ScIkkiI of ])( troit).\n\nEllis,\n\n1905, 10: 170.\n1903, 8:156-158.\nHopkins, J, A. A les.son on the rard ratalog.\nMoore, E. L. Library work with children prize contest. 1901, 6:418-419.\n\n—\n\n"}
{"page": 246, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n234\n\nIV.\nLocation.\n\nTHE SCHOOL LIBRARY ROOM\n\n— The library of a school should be accessible, and yet remote\n\nenough to escape the noise and confusion which prevail near the main stairway\nor elevator, and should be out of the way of the casual visitor, who often regards\nit\n\nas a convenient and attractive waiting-room.\nIf no provision has been made in the school building for a Hbrary, any large\n\nroom on the second or third floor will serve this purpose.\nFor all details of library construction see New International Encyclopedia or Encyclopedia Americana,\n\narticle\n\n\"Libraries.\"\n\nFor a new school building the architect should consult a library expert in\nregard to location and every detail of interior finish and arrangement of the\nlibrary room.\n\nLight.\n\n—\n\nIf there are windows\n\non one side of the room only, they should\n\nextend from within three feet of the floor to the ceiling. Light is more important\n\nthan heat, and there is usually danger of too little rather than too much.\n\nIf\n\nthere are windows on two sides of the room, they may come down only to the\n\ntop of the bookcases, in order to give wall room for shelving.\n\nCare .should be\n\ntaken, however, to avoid, if possible, what is sometimes called the \"dungeon\"\neffect of windows.\n\nArtificial light must be provided for short winter afternoons\n\nor possible evening use;\n\nand whether oil, gas, or electricity is used, the light-\n\npoint should be properly shaded to prevent unpleasant glare or reflection.\n\nThe \"Rochester\" oil lamp, and other similar burners, give a soft and pleasThe best gas Hght is furnished by acetylene or by the\n\nant light for reading.\n\nWelsbach burner.\ntected\n\nEach table should have one or two adjustable lights proby a deep, cone-shaped, enameled tin or glass shade, green outside,\n\nlight polished lining inside, so\nlight\n\non the table.\n\narranged as to shield the eyes and throw the\n\nPortable lights, with a metal half-shade which throws the\n\nlight on the\n\nbacks of the books and protects the eyes, are best for the shelves.\nVery little general artificial lighting of the room as a whole is desirable.\n\nSome architects advocate brilliant illumination of the room by means of\nThey argue that this secures a light more nearly resembling\n\nceiling clusters.\n\nthat of the sun, and therefore is the natural method; but this is practically and\ntheoretically wrong.\n\nNothing relating to the education of the child is more important, and nothing so universally neglected, as the right light for reading or study.\n\nshould never face a strong\n\nPupils\n\nlight, or read in insufficient light, whether natural\n\nor artificial.\n\nHeat and ventilation.\nture of 68°.\n\n— Heat should be so regulated as to secure a tempera-\n\nThe room should be ventilated several times daily by lowering the\n\nwindows from the top, and should be well aired both before and after use.\nSystems of indirect ventilation, by forcing fresh air thru registers, tho theoretically perfect, are rarely quite as satisfactory as the air carefully taken directly\n\nthru an open window.\n\n"}
{"page": 247, "printed_page": null, "text": "REPORT ON INSTRUCTION IN LIBRARY ADMINISTRATION\n\n235\n\nMuch of the restlessness and general perversity of children both in schoolroom and library are due to the demoralizing effects of foul or over-dry air.\nLibrary Journal:\n\nDcwcy, Mclvil.\n\nHeating libraries. i88r, 6:93-96.\nLincoln, D. F.\n\\'entilation of libraries.\n1879, 4:254-257.\nPatton. N. S.\nHeating, ventilation and lighting of libraries.\n(In U. S. Bureau\nof Education Papers, prepared for the World's Library Congress held at the\nColumbian Exposition, 1896. 718-724.)\n\nShelving.\n\n— Shelves should e.xtend along the sides of the room as far as the\n\nwall space permits.\nof average height\n\nThe top shelf should be within reach of a child of fourteen\nfloor.\nThe top of the upright, exclu-\n\n—say 64 inches from the\n\nsive of molding, should be 74 inches from the floor, including a base of 4 inches\n\nwhich will protect the books from a too vigorous broom or mop.\n\nThe shelves\n\nshould be adjustable, i inch thick, 8 inches deep, not more than 3 feet long (30\ninches would more surely prevent bending under the weight of books), and\n\nTwo large shelves\n\nplaced between uprights at intervals of 9^ or 10 inches.\n\nnext the floor, 12 inches deep, 14 inches apart, will accommodate large books.\n\nA ledge i inch thick and 3\n\nor 4 inches wide, separating the upper and the\n\nlower shelves, adds to the gei>eral appearance of the room and is a convenient\nplace for books ready to be returned to the shelves, but interferes somewhat\n\nwith the use of the lower shelves.\n\nIf the lower shelves are not all\n\nneeded for\n\nlarger books, they can be fitted with drawers or doors, and utilized for storing\npictures, photographs, and library sup{)lies.\n\nbut not necessary.\ntion of\n\nBacking for shelves is desirable,\n\nMoldings should be plain.\n\nany kind collects dust.\n\nIf finish\n\nis\n\nFancy beading or ornamenta-\n\ndesirable for ends of ca.ses where\n\nthe continuity is interrupted by door or window, inlaid panels look well and pre-\n\nvent warping, especially\n\nif\n\nthe material\n\nis\n\noi\\k\\\n\n])ut\n\narc not necessary, and\n\nincrease expense.\n\nWhen the wall shelves are filled, additional .shelving may be obtained by\nforming alcoves with double-faced floor cases placed at right angles to tlic wall.\n\nA thin strip of wood two inches high placed between double .shelves will prevent\nbooks from slipping back, and is cheaper than full backing.\nQuartered oak is the best material\n\nmake fairly satisfactory substitutes.\n\nfor wood-work, but pine or whitewood\n\nShelves can be made of pine with a one-\n\ninch veneer of oak on the front e<lgcs.\nIf there are\nfitted\n\nno funds\n\nwith shelves.\n\nSoule, C. C.\nDana, J. C.\n\nfor this style of\n\nshelving, packing boxes lan\n\nbe\n\nDiscarded wardrobes .serve the .same purpose.\n\n(A. L. A. Lil)rary Tract, No. 4.)\nLibrary rooms and buildings, 1902.\nRooms, building, fixtures, furniture, 1903. (In his Library Primer, 25-29.)\n\n—\n\nTables and chairs. Tables and chairs .should be of different heights to\naccommodate children of different ages. Tables 5 feet long by 3 feet wide will\naccommodate six persons, two at eac h side and one at each end. They .should\nHen wood (hairs, with\nbe [)lain and without drawers, slides, or foot rails.\nI\n\nrubber ti[)s if the floor is bare, are light, durable, and very satisfa( tory.\n\n"}
{"page": 248, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n236\n\ndown near the floor (see sug-\n\nIf windows are on one side only and come\n\nThese will prove popu-\n\ngestion above), a bench can be built underneath each.\nlar seats on dark days.\n\nThe objections are that they may tempt to lounging.\n\nThey should not occupy space available for shelving.\nThe librarian's desk should be near the entrance, if this\nLibrarian's desk.\n\n—\n\nposition permits general supervision of the room.\n\nnothing should obstruct the lines of vision.\n\nIt should have a flat to]), for\n\nA small table, or a- revolving case,\n\nwithin easy reach is very convenient.\n\nand cleaning.\n\nFloor-covering,\n\n—Linoleum or\n\ncorticine\n\nis\n\nthe best floor-\n\nThese serve to deaden noise and can be washed like a wood floor.\nThe floor should be cleaned thoroly with soap and water each week;\nThe room should be swept and the furniture dusted every\noftener if necessary.\ncovering.\n\nTwo or three times yearly books should be removed from the\n\nmorning.\n\nshelves and dusted,\n\nand the shelves cleaned with a damp cloth.\n\nNever use\n\nfeather dusters.\nIf possible, there should be a lavatory near the library.\n\nChildren should be\n\ntaught that they must have clean hands before touching books or magazines.\n\nA catalog case of six trays will hold nearly 6,000 cards, with guide cards.\nThe base for this case should be open and fitted with three or four shelves, for\nThe cataatlases, portfolios, and all volumes too large for the regular shelves.\nlog case should be of the best make and bought from a reliable maker.\nIt\ncannot be imitated by the village carpenter.\n\nIf it is too expensive for a small\n\nlibrary, catalog cards can be kept in tin or wood or even pasteboard boxes, cov-\n\nered, each holding about 800 cards with guides.\n\nRacks.\n\n—A newspaper rack for daily and weekly papers\n\nfor periodicals.\n\nis\n\nrecommended,\n\nA special rack with shelves at difi\"erent angles is convenient\n\nbut not necessary.\n\nIt is economical in floor and wall space.\n\nPeriodicals may be\n\nstored on bookshelves, divided by partitions into pigeonholes, 10^ inches wide\n\n6 inches high, and labeled with name of publication. An alphabetical arrangement is the best. A shelf deeper than the ordinary will be necessary, or magazines will project and look disorderly.\n\nTrucks.\n\n—A book-truck\n\nis\n\ncostly, but very useful for\n\nthe various processes of preparation for the shelf\n\nholding books during\n\nand\n\nfor\n\nmoving books\n\nfrom one part of the library or building to another.\n\nBook supports.\n\n—There should be a good supply of book-supports, for use on\n\nshelves which are not quite full;\n.shelves, but because books\n\nnot only for the better appearance of the\nwear much longer when standing upright. The\n\nold Library Bureau support is the best and cheapest.\n\nShelf labels.\n\n— Plain cardboard, buff or\n\nlight gray, neatly labeled, can be\n\nfastened on the shelf with thumb-tacks; but as these are easily soiled and displaced, tin shelf label-holders five inches long should be used.\nBulletin-hoards.\n\n—\n\nIf sufficient wall space is not available for bulletins, the\n\nends of bookcases may be used.\n\nRemnants of cork carpet are very satisfactory-\n\nCut to the desired size and frame with oak a half-inch wide.\nframes, to be found in many a garret, can be substituted.\n\nOld picture-\n\n"}
{"page": 249, "printed_page": null, "text": "\"\n\nREPORT ON INSTRUCTION IN LIBR.iRY ADMINISTRATION\nInk.\n\n— Black, blue, and red inks are used\n\n237\n\nin the library.\n\nAvoid pale, thin,\n\nwatery lluids, light green, or blue warranted to dry black.\n\nInk should be of\n\nstandard make.\n\nMany library records are written for all time, and ink must\n\nbe permanent.\n\nThe following makes have been tried and found satisfactory:\n\nCarter's Black Letter Ink, City of Boston School Ink, Carter's Blue Writ-\n\ning Ink, Carter's Crimson Fluid, Carter's Fast Red Copying Fluid,\n\nStafford's\n\nBlue Writing Ink, Massachusetts Record Ink (made by Carter).\nPens.\n\n— Pens are a question of individual preference. For printing library\n\ncards, King's Nonpareil No. 5 and Library Bureau No. 3 are much used.\nPaste.\n\n—Binder's or flour paste\n\nis\n\nbest for library use.\n\nAs it spoils in a\n\nshort time, it is suitable for large libraries only, where large quantities are used.\n\nA small library should use some kind of photographer's paste.\nBlotters.\n\n— For the desk, use blotters of dark gray or green. They are more\n\nserviceable than the white, pink, or buff blotter.\nPaper-cutter.\n\n—A plain,\n\nflat paper-cutter of celluloid or bone, with a .slightly\n\nAs a rule, any fancy \"souvenir\"' variety is useless.\nChairs, tables, desks, cases, shelves, and other equipment should match, if\nQuartered oak is the most satisfactory in genpossible, in material and color.\n\nsharp edge, is best.\n\neral effect, but is expensive.\n\nEconomy.\n\n— Economy may be practiced, without detriment, in part of\n\nthe library equipment.\nracks,\n\nCheap wood can be used in place of oak.\n\nTrucks,\n\nand special cases for photographs or folio volumes can be dispen.sed\n\nwith as luxuries.\n\nThe local carpenter, if furnished with the right dimensions, can make cases\nto hold\n\ncharging cards and other records;\n\nbut the catalog case must be of\n\nstandard make.\nLibrary Supplies.\n\n— For\n\nwith prices, see Library Bureau\n\nall library supplies\n\nCatalogue, Boston; also their \"Suggestive List oj Supplies for a Library oj\n\nS,ooo Volumes.'^\n\nClark & Baker, of New York, and the Globe- Wernicke Co.,\n\nof Chicago, also make a specialty of catalog ca.ses and cards.\nFurniture and\n\nSteams, L. E.\n\nfittings.\n\n(In her Essentials in library administration,\n\n1905:80-91.)\n\nDecoration.\n\n— The library should be made as attractive as possible without\n\ncarrying the decorative idea to an extreme.\n\nOrder and neatness are essential,\n\nbut highly colored pictures and tawdry ornamentations of any kind are inajjpropriate and undesirable.\n\nThe ceiling and walls .should be tinted with a warm .sIukIc of terra cutta\nor olive green, the lighter tints being desirable.\n\nA fern or palm on toj) of the catalog case gives a touch of color to the\nA few carefully .selected pictures for the wall above the bookshelves,\n\nroom.\n\nand one or two casts or bronzes, will\nture-;\n\nsufTicc for permanent decoration.\n\nPic-\n\nneed not have an educational tendency; that is, the educational features\n\nshould not be visible.\n\nThe children \"get enough of that in .school.\n\n"}
{"page": 250, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n238\n\nBraun's or other best photographic reproductions, while expensive, are\nA few of the many that are peculiarly\nbeautiful and always appropriate.\n\"Head\nof a Dutch Boy,\" Ruydael's \"The\nCuyp's\nare:\nsuitable for a library\nMill,\" J. T. Millet's \"Feeding Her Birds\" or \"The Gleaner,\" Corot's \"Sunset \" any of Troyon or Breton, one of Rosa Bonheur's pictures. Sir George and\n\nA beautiful\nthe dragon, a mediaeval knight in armor, the Sistine Madonna.\nchildren,\nthe\n\"Flying\nMercury.\"\nwith\nis\nA cast\nfavorite\nbronze, and a great\nof Delia Robbia's \"Singing Boys\" is always acceptable.\n\nPictures of favorite\n\nauthors may be hung on ends of book-stacks or between windows.\nPicture exhibits by means of bulletins are made to serve\nPicture bulletins.\n\n—\n\nsome special purpose, to illustrate a topic under discussion in the schoolroom or\nan event of general outside interest. Pictures can be fastened on bulletin\nboards, together with a list of books relating to the topics illustrated, or they can\n\nbe mounted separately on gray cardboard, and hung by clips on wire or cord\nThe picture bulletin is of temporary interest only\nstretched along the shelves.\n\nand should not be too elaborate, or it will tend to make the library look like a\n\nmuseum.\n\nA private school in New York City recently gave an exhibition of photographs taken during the\n\nsummer vacation, developed and printed by the\n\nchildren; and altho of amateur workmanship, they formed an interesting and\nreally artistic collection.\nMilner, A. V. Pictures for reference use.\n1903:9-10.)\nStearns, L. E.\n\nIllustrated bulletins.\n\n(In her Formation and care of school libraries,\n\n(In her Essentials in library administration, 1905:\n\n22-24.)\n\nLibrary Journal:\n\nAn extension of the picture bulletin. 1901, 26:874-875.\nPicture work in children's libraries.\n1900, 25:126-129.\nOutcome of the picture bulletin. 1901, 26: 192-193.\n—Place of pictures in library work for children. 1900, 25:159-162.\nRoot, M. E., and Maltby, A. B. Picture bulletins in the children's library.\nGaillard, E.\n\nW.\n\nMoore, A. C.\n\n1902,\n\n27:191-194.\n\nDousman, M. E. Pictures and how to use them. 1899, 4:399-400.\nFreeman, M. W.\nUse of pictures in library work. 1900, 5:446-449.\nMorton, Josephine. Exhibits and special days. 1903, 8:464-465.\n\nPublic Libraries:\n\nLibrarian.\n\n— A collection of\n\nfive hundred or more volumes needs a custodian.\n\nThe school law of several states specifies that the secretary of the school board\nor a teacher shall act as librarian, make reports to the state superintendent, and\nbe responsible for the condition of the books.\ngenerally nominal.\n\nIn such cases the office\n\nis\n\nThe teacher, or the secretary, who is probably a business\n\nor professional man, cannot be expected to give the necessary time for the\n\nproper care of even a small library.\nIf\n\na trained librarian is too great a luxury, a graduate of the school will\n\nprobably serve for reasonable pay.\n\nShe should have good judgment and\n\ncommon-sense, be accurate, and must have some instruction and experience in\nlibrary methods.\n\nUnder these conditions, the teachers will be obliged to attend\n\nto the reference side of the library work.\n\n"}
{"page": 251, "printed_page": null, "text": "REPORT ON INSTRUCTION IN LIBRARY ADMINISTRATION\n\n239\n\nAs the library increases in size, in order to increase al^o in efl5ciency a\ntrained librarian becomes necessary. She should give her entire time to the\nlibrary, in and out of school hours, in order that she\n\nmay applv the technical\n\nknowledge gained thru her special training to the work of making the library\nuseful in the highest degree.\n\nShe must explain the card catalog to both teachers and pupils, and give\nsome instruction in the use of books. She will decide for both teachers and\npupils how and what to read, as well as the kind and quality of books needed in\nthe class-room.\n\nThe library atmosphere should be different from that of the schoolroom.\nThe librarian can meet the children in a more faftiiliar, informal manner than\nthe teacher.\n\nN. E. A. Proceedings:\nDana, J. C. The librarian and hor equipment; the Hbrarian and the teachers;\nthe librarian\n\nRules.\n\nand the children.\n\n— Rules relating\n\n1899:517-525.\n\nto the privileges of the library\n\nand circulation of\n\nbooks should be displayed in some conspicuous place in the liljrary, and near\nthe main entrance.\n\nIn formulating rules the librarian should omit everything\n\nShe should say what she means and mean what she says.\n\nsuperfluous.\n\nRules\n\nthat are not enforced are worse than no rules.\n\nSchool boards and superintendents of public instruction are sometimes\nauthorized by the school law to make rules and regulations governing the use of\nschool libraries.\n\nCalifornia and Wisconsin publish very specific directions of\n\nthis nature.\n\nDiscipline.\nditions, and\nis\n\n—The question of discipline\n\nis\n\ngoverned entirely by local con-\n\nno hard and fast rules can be laid down.\n\nSchoolroom discipline\n\nundesirable in a library, but in some localities it must be enforced.\n\nChil-\n\ndren >hould feel that the use of a library is a privilege, and not that they are conferring a favor on the librarian by their mere presence\n\n—a\n\nspirit that is sometimes\n\nmanifested in the children's department of a public library.\nReport.\n\n—The librarian should make a formal\n\nrejxjrt each year to the board\n\nof education, giving statistics of the circulation and other uses of the library, an\n\naccount of all money passing thru her hands, result of the annual inventory,\nrecord of gifts, list of new books received, account of technical and routine work,\n\nand other items of interest regarding any special work with tlie children and\nteachers.\n\nThe local paper will gladly print such a rcj)ort.\n\nV.\n\nSELECTING AND\n\n(\n\n)RI)I:RING BOOKS\n\nL.hnirian final authority.— The librarian, constantly advising with teachers\n\nand with school authorities, should be the final authority in selec tingbooksforthe\nschcxjl library. Hy keeping in touch with both tea( hers and pii|)ils, .she is in a jM)sition to know what l>ook^ will be most useful in the library; and she alone knows\n\nthe funds available, and how these niav be distriltuted most wisely\n\nand cfjui\n\n"}
{"page": 252, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n240\ntably.\n\nFrom time to time teachers should send to the librarian lists of books\n\nneeded for their work, indicating those which are wanted for immediate use,\nBut teachers are not always infallible\nthat these may receive prompt attention.\nin their judgment regarding books.\n\nThey may be highly efficient as teachers,\n\nand yet know little about juvenile or even adult literature;\n\nand it is quite prob-\n\nable also that they know comparatively httle of the cost of books, and may ask\nfor expensive editions\n\nquite as well.\n\nwhen something less costly would serve their purpose\n\nIf the library is in a rural district, serving the neighborhood as\n\nwell as the school, the needs of the school must be met first, as the library is first\n\nand last an educational institution, and the children have the first claim.\nJudging from the results of an investigation made by W. H. Cheever in\nWisconsin, published in Public Libraries, 1897, 2:349, teachers are not always\ngiven opportunity to say what kind of hterature they wish placed in the school\n\nThe county superintendents to whom inquiries were directed seemed\n\nlibrary.\n\nto think that this was because teachers are not considered competent to decide\n\nIn one district books were se-\n\nwhat books should be bought for school use.\n\nlected and bought during the summer vacation when the teachers were away!\n\nThe town clerk or some other public official may be authorized by law to\nmake contracts and pay bills, but final word in selecting books ought to lie with\nthe librarian.\nA county superintendent describes in a recent number of Public\nLibraries the kind of school library which may result if the choice of books is\n\nThe town clerk of a certain dis-\n\ndelegated to the wrong, incompetent official.\ntrict\n\nthought it desirable to make the school library popular.\n\nbought books which the people would read;\n\nHe therefore\n\nwith the result that the girls\n\nquarreled over Bertha M. Clay's novels, and the boys fought over biographies\nof Frank and Jesse James.\n\nPupils should be encouraged to express opinions in regard to books read,\n\nand, as far as may be reasonable and possible, their likes and dislikes should be\nrespected by the librarian.\nIf due\n\nallowance is made for personal or professional bias, the advice of\n\nspecialists is sometimes desirable, especially as to scientific books.\n\nmust be made from lists prepared by the state superin-\n\nIf the selection\n\ntendent the librarian should\nresponsible for this.\n\nthey do not at\nlibrary,\n\nfirst\n\nSuch\n\nstill\n\nmake the final choice, and should be held\n\nlists are usually\n\nrevised from time to time and\n\nif\n\ninclude just what the librarian thinks necessary for her\n\nby presenting her case to the proper authorities she may obtain the\n\nliterature from some future official list.\n\nPrinciples oj selection, and aids.\n\nfollowed in selecting for purchase.\n\n— Certain fundamental principles should be\nIt is useless to fill shelves with classics never\n\nread, merely because they come under the head of good literature.\n\nPublications containing notices of new books are usually issued weekly and\n\nmonthly.\n\nAs a rule, reviews are written for the general reader rather than for\nmore space being given to fiction and other literature which\n\nthe student,\n\nappeals to the public.\n\n"}
{"page": 253, "printed_page": null, "text": "REPORT ON INSTRUCTION IN LIBRARY ADMINISTRATION\n\n241\n\nThe librarian of the school library is more limited in her field than is the\npublic librarian, and a conscientious examination of these reviews will seem\nat times to be without adequate results\n\nFor general text-books or works on education it is advisable to rely upon notices\npublished in such educational periodicals as the Pedagogical Seminary, Educational\nReview, Journal 0} Pedagogy, etc.\nUnfortunately these periodicals do not give many\n\nand frequently a book is on the market several months before they refer to it.\nFor scientific books, read reviews in Science, Nature, School Science, etc.\nBooks on kindergarten, manual training, and other special topics are reviewed in\n\nreviews,\n\nManual Training, and other special periodicals.\nThe Dial (semi-monthly, Chicago, $2), Nation (weekly. New York, $s),Oullook\n(weekly, New York, $3), are most reliable of the critical reviews. The Bookman (monthly,\nKindergarten,\n\nNew York, $2) is more popular and entertaining in stj'lc, giving chatty items about\nThe New\n\nauthors as well as books, and docs not treat of literary topics exclusively.\n\nYork Times Saturday Review has a wide circulation because it is inexpensive and up to\ndate, reviewing books almost as soon as they leave the press.\n\nFor a selected list of books consult the A. L. A. Book-List, published monthly except\nduring the summer.\n\nPublisher, price,\n\nand imprint are given, with annotations made\n\nby Ubrarians; also the bulletins of A. L. A. Committee on Book-Buying, and suggestions\n\nand rules for the Library of Congress cards. The later numbers give the classification\nbook according to the decimal and expansive system, with suggested subject\n\nof each\n\nIt is intended to aid those who are buying small libraries.\nFor a complete list of current publications consult Publishers' Weekly (New York,\n\nheadings.\n\n$3)\n\nand Cumulative Book Index (monthly, Minneapolis,\n\n$5).\n\nPublisher, price, and\n\nThe Publishers' Weekly\nissues a special spring announcement number in March, a summer number in May,\nan educational number in July, a fall announcement in September, a Christmas number\nin December.\nThe Cumulative Book Review Digest (monthly, Minneapolis, $5) gives\nimprint are given, with annotations for more important works.\n\ndescriptive notes\n\nand a digest of reviews which have appeared\n\nperiodicals in English.\nat longer intervals.\n\nAll\n\nin forty of the leading\n\nlarge publishing-houses issue annotated\n\nlists\n\nmonthly or\n\nA number of these make a specialty of schoolbooks and children's\n\nliterature.\n\nAmerican Catalogue (not necessary in a small\n\nlibrary),\n\n1875-1900,\n\ngives lists of books printed in the United States during these years,\n\nfive\n\nvolumes,\n\nand includes some\n\nimportations; the information is very full, gives publisher and price of book, with date\n\nVolumes 2, 3, and 4 give lists of United States government publications,\nby departments; also publications of literary and scientific societies; also a\nlist of state publications.\nThese lists were omitted in the last volume, as the same\nOne of the most useful features of this\ninformation appears in another publication.\ncatalog is the subject-index which follows the author-ind.x and forms Part 2 of each\nof publication.\nclassified\n\nvolume.\n\nOne is enabled to find out from this catalog what lx>oks on any subject have\n\npublished\n\nlx:cn\n\nin the\n\nUnited\n\nStates during the period covered.\n\nhowever, for most small libraries.\n\nThis is too costly,\n\nThe earlier volumes are out of print, and 1890-95\n\nand 1895-1900 arc $15 each.\n\nThe Bookseller Cmonthly) and the English Catalogue (annual), each 5.?., represent\ncurrent English publications, but would\n\nnf)t\n\nbe\n\nus<-fl\n\nto\n\nany great extent\n\nin\n\na small\n\nlibrary.\n\nFor standard Ixxiks still in i»rint the most useful gui«le is the A. L. A. Catalogue of\nVolumes (1904, Wa-shin^^ton, Sup< rintendent of Documents, 50 cents). This list\n\n8,r)<>f)\n\nwa,s compiled\nclassified\n\nby exports, and is an invaluable guide to libraries and teachers.\n\nIt is fully\n\nand indexed, give.s publisher and price, and romprehensivc annotations.\n\n"}
{"page": 254, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n242\n\nWinser, Beatrice. Some of the recent and current aids to book selection.\nPublic Library Newark, N. J.\n\n1905,\n\nFor prices and information concerning reference-books consult A. B. Kroeger, Guide\nand Use of Reference Books with supplements published in the Library\nJournal. Lists of books suitable for school libraries are mentioned under the topic of\n\nto the Study\n\n\"Books for Children and Teachers.\"\n\nOrdering\n\n— After selections have been made, and contracts,\n\nbooks.\n\nif any,\n\nhave been closed, the librarian should be authorized to order books according\nto the contracts and regulations made by the state or by the local school\nauthorities.\n\nIf,\n\nhowever, the power to buy rests with the town clerk or some\n\nschool official, the librarian should have the privilege, approved by the school\n\nboard, of ordering books needed for immediate use.\n\nA book wanted for class-\n\nroom work at the beginning of the term may be quite useless a month or six\nweeks later.\nRecords of orders.\n\n—A record of\n\nall\n\norders sent out should be kept in the\n\nlibrary on orderslips, to be had of the Library Bureau, or made by the local\nprinter.\n\nAny blank cards of standard size will serve.\n\nAuthor's name, title,\n\nedition (if known), publisher, date, and hst-price of the book are recorded on\n\nthe order-slip, with name of agent and date when ordered.\nsent, each entry should\n\nBefore the order is\n\nbe compared with the library catalog and with the list\n\nof outstanding orders, so that unnecessary duplicates will not be bought.\n\nWhen the books are received, corresponding slips should be dated and costprice recorded.\n\nSlips for filled orders are then filed in a separate alphabet (see\n\nThe order sent to the agent should\nmay be copied\nfrom these slips on a sheet of paper, and stamped with name of library and\n\ndetails under topic \"Checking Invoices\").\n\ncontain the same information given on the order slips and\n\ndate.\n\nEach order should expressly state, that, if not found within (say) thirty\n\ndays, it will be considered canceled.\n\nA small rubber stamp may be used to\n\nprint this condition.\n\nNot all\n\nof\n\nthese details are necessary in a small\n\nlibrary,\n\nbut records\n\nshould be accurate and complete.\n\nPurchasing agents.\n\n—\n\nIt is advisable to buy from one agent.\n\nBy this method\n\naccounts are simplified, mistakes are more easily rectified, more interest\n\nshown, and better discount is granted by the dealer.\n\nis\n\nIn choosing an agent, it will\n\nprevent criticism if lists of the books to be bought are sent to several agents,\nincluding the local dealer, with a request for lowest terms, keeping in mind\nthat the man who is the cheapest is not always most rehable.\nIt is better to\npay a local or other agent a little more, and secure convenience and good\nservice. When possible, an agreement or contract for the year should be made\n\nwith the agent.\n\nLarge publishing houses act as jobbers, selling publications of other firms as\nwell as their own.\n\nBecause of greater facilities, they can give, perhaps, better\n\ndiscounts than the home dealer, and can more readily obtain books out of print.\n\nHowever, the question of express charges and possible delay, as well as of\nfriendly relations, must be considered.\n\n"}
{"page": 255, "printed_page": null, "text": "a\n\nREPORT ON INSTRUCTION IN LIBRARY ADMINISTRATION\n\n243\n\nIn case of large orders, a reduction of 30 or 33^ per cent, may be expected,\nunless books are \"net,\"\n\nwhen 5 or 10 per cent, or no discount is allowed.\n\nMagazines also should be bought thru one agent.\nPublic Libraries:\nUnderhill, C.\n\nM.\n\nGenerally, avoid\n\nBook ordering and buying.\nall\n\n1903, 8:142-144.\n\ndealings with itinerant book agents, buying neither\n\nsubscription books, nor on the installment plan.\ne.xpensive than\n\nway.\n\nThese methods are more\n\nbuying thru regular channels, and are undesirable in every\n\nMost subscription books can be bought in open market for abi)Ut half\nvolume is issued.\n\nprice six months after the last part or\n\nForeign books intended for educational institutions may be imported free\nof duty.\n\nEditions.\n\n— Expensive editions, editions de luxe, have no place a school\nthe print\ngood — that\nnot\nor blurred —\nin\n\nlibrary, unless as gifts.\n\nIf\n\nis\n\nis,\n\nfine\n\ncheap edition is desirable, as it can be thrown away when soiled or worn out\n\nand replaced by a new copy.\n\nStandard literature is issued in an attractive\n\nform, at reasonable prices, by\n\nmany publishers under some such title as\n\n\"School and\n\nHome Classics,\" \"Classics for Children,\" \"English Classics,\"\n\n\"Riverside Literature Series,\" \"Temple Classics.\" These should be ordered\nin cloth bindings,\n\nnever in paper.\n\nA really poor edition .should not be placed on the shelf or accepted even as a\ngift.\n\nIf dealing with a reliable firm, the agent may be trusted to supply a good\n\nworking edition of any book.\nAuction\n\nand second-hand\n\ninterest school librarians.\n\ncatalogs.\n\n—Auction catalogs contain\n\nlittle\n\nto\n\nBargains in standard literature or books out of print\n\nare sometimes found at auction sales; but unless books are examined personally\nor thru an agent, poor editions and cheap bindings are frequently obtained in\nthis way.\n\nCatalogs of .second-hand dealers offer the same class of material as\n\nauction catalogs, but are j)erhaps a little more satisfactory, as a fixed price is\nfiuoted and books may be returned if found undesirable.\n\nRegular book agents will advertise for any Ijook out of print, or the librarian\n\nmay do so thru the Publishers' Weekly.\nRegular trade-lists, catalogs, and special advertisements of leading publi.shing houses are the most important and reliable channels for a knowledge of the\n\ncurrent literature i.ssued.\niJati.'i,\nBuying Ixjoks. (In his Lilirary |)riinir, 1903:63-68.)\nJ. C.\ni8(;5: 29-33.\nDi-nvcT Public Library, Ilandlxjuk.\n.Milncr, .\\. V.\nFormation and tare of schi>ol librarii.-s. 1902:2-4.\n\nI.ihniry\n\n./i/iiriiiil:\n\nHow wc choose and buy new l>ooks.\nMclson, C. A.\n\ni88<j,\n\nChfK)sing and buying l>ook.s.\n\n14:336, 37a.\n1HH7, 12: 155-156.\n\n"}
{"page": 256, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n244\n\nCHILDREN'S READING\n\nVI.\n\nmuch has been said and written on children's reading that it seems\n\nSo\n\nsuperfluous to add anything to the abundant material already accessible to\nthose interested in this 'topic, so important to the school and\n\npubHc library.\n\nbe sufficient, perhaps, to call attention to articles written and lists com-\n\nIt will\n\npiled by library and school experts.\nIt\n\nhas been stated by authorities in literature and education that no list\n\nof children's books having a literary and educational value in the highest sense\n\nhas yet been prepared.\n\nIt is to be hoped that at some time in the near future\n\nthese critics will issue an ideal list, and thus for the first time meet all reason-\n\nable requirement\"?.\nLists.\n\n—Lists of juvenile\n\nliterature are of three classes:\n\nthose intended for\n\nuse in the children's department of a public library, .such as special lists of\nthe best books for boys and girls; or lists of fairy-tales, legends, travel, biog-\n\nraphy, etc.; or lists of books, articles, poems, etc., relating to special days, as\n\nChristmas, Lincoln's birthday, or Flag Day.\n\nFor use of both teachers and pupils lists of books suitable for a school\nlibrary\n\nhave been compiled, or approved, and recommended by librarians,\n\nteachers, and school superintendents.\nLists combining the features of both classes have also been compiled for\n\nuse of those in charge of rural libraries which supply reading for school use\n\nand for recreation.\nAll lists available should be consulted in selecting or recommending books\n\nfor a school hbrary,\n\nand no one list should be followed too closely.\n\nAll con-\n\nwork and library work differ in different communities.\nBesides, in a certain sense any list is out of date as soon as issued, because\nof the flood of new books.\n\nditions of school\n\nOFFICIAL LISTS\n\nWisconsin Department of Public Instruction. List of books for township libraries compiled under the direction of the state superintendent,\niqoi, 1902, 1903, 1904,\n4 vols.\nList of books for high school libraries.\n1902.\n(Free to schools in Wisconsin;\noutside of the state a charge of 25 cents is made.)\n\nThese\n\nlists\n\nare\n\npublic instruction.\n\namong the most useful issued by state departments of\nThe first is intended for use in selecting books for school\n\ndistrict libraries, and is divided into primary and\n\nintermediate grades.\n\nBoth\n\nlists are classified by subjects, as biography, science, etc., and include reference-\n\nbooks and periodicals.\n\nFull information\n\nis\n\ngiven in regard to author,\n\ntitle,\n\ndate, binding, pagination, illustrations, publisher, and list-price and discountprice, with author, title, and subject indexes.\n\nThe descriptive notes accompanying each book cited are comprehensive and helpful, and are written from\nthe teacher's standpoint.\nIn 1904 the Connecticut State Board of Education issued a list of books for schoo\nlibraries, classified\n\nby subjects; and in the same year the Connecticut PubHc Library\n\n"}
{"page": 257, "printed_page": null, "text": "REPORT ON INSTRUCTION IN LIBRARY ADMINISTRATION\n\n245\n\nCommittee issued a list of books in the traveling school libraries loaned by the Connecticut Society of Colonial Dames of America.\n\nDepartments of public instruction sometimes print book-lists as part of their annual\nreports or of some other otlicial publication.\n\nIn his annual report for 1902 the state\nsuperintendent of New York published a book list under the title School Libraries and\n\nReading.\n\nIn 1905 the Illinois and Missouri Departments of Public Instruction issued courses\nof study for rural, graded, and high schools; followed by a graded list of books for school\nIllinois and Nebraska publish lists of books recom-\n\nlibraries, including reference-books.\n\nmended for teachers' reading-circles, with reviews of some more recent publications.\nThe Board of Education for New York City published in 1904 a Catalogue of Books\n/or Public School Libraries, a list graded from the kindergarten to the eighth grade.\n\nThis\n\ngives publisher, price, illustrations (if any), descriptive note, and author index, followed\n\nby a classified list of books for reference libraries and for teachers' libraries.\nIn the annual report of the Columbus (Ohio) Public School library, for 1904-5, the\nlibrarian publishes a\n\nlist\n\nof books in that library for supplementary reading, arranged\n\nby grades and subjects.\n\nA list of books for supplementary reading for the Milwaukee public schools was\nissued in 1904, graded and classified by subjects, and followed by a list of general refer-\n\nence-books.\n\nThe committee appointed by the National Educational Association on Lists of Books\nLower Grades of the Public Schools published in the\n\nfor Reading and Reference in the\n\nJournal of Proceedings for 1898, pp. 1016-22, graded lists of books suitable for a school\nlibrary.\n\nThe committee appointed by the National Education Association on Relations of\nPublic Libraries to Public Schools, in a special report for 1899, published under the\ntitle The Relation of the School to Libraries, a \"List of Books for the Grades,\" pre-\n\npared by Charles A. McMurry, and a \"List of One Hundred Books for High Schools,\"\nprepared by J. C. Hanna.\n\nThe same report contains a \" List of Books to be Read in Grades I to XII Inclusive,\nwith Special Reference to the Average Country School and the Average Grade Teacher,\"\n\ncompiled by Sherman Williams.\n\nThe Southern Education Board in Southern Education, 1903, Vol. I, No. 18 (\"Rural\nLibraries\"), publishes\" A List of Books for a Rural School Library,\" classified by grades,\n\nwith unsually full descriptive notes.\n\nIt is intended to be\n\nused as a guide\n\nin starting a\n\nrural school liljrary.\n\nLISTS FOR\n\nSCHOOL LIBRARIES\n\nOregon Library Commissif)n, List of books for school libraries, 1906.\nfor elementary schools; Part 2, B(joks for high schools.\n\nThis\n\nlist\n\nPart\n\ni,\n\nB(M)ks\n\ngives price, publisher,\n\nand annotations, aLs<j directions for care and maintenance of scIkk)! liljraries in Oregon.\nM. H. Prentice and E. L. Power have published a Children's Library, selected in\nbehalf of the Cleveland Normal School, and approved by the Cleveland Public Library\n(second edition, 1904). The books on this list are recommended for \"the children's own\nvoluntary reading\" as well as for schoolnwm use.\n\nThey are graded with helpful anno-\n\ntations as to the character of the lxK)k3 and the object to be gained by their use.\n\nUnder the title \"SchrK>l Holiday Series\" the Cleveland pul>lic library i.ssues special\nDay, Christmas, Abraham Lincoln, George Wiishington,\n\nreading-lists for Thanksgiving\n\nMemorial Day,\n\nThe\nlist is\n\nNew Year's Day, Arljor Day.\n\nBulTalo Public Library,\n\nH)02> Classroom Libraries for Public Schools.\n\nThis\n\ngraded from the first to the ninth grades, with a su|)|ilementary list of picture-lxKjks\n\nfor first and second grades.\n\nA s< parate classified list is given of reference-lxjoks, including\n\nlx)ok3 for teachers, on teaching, psychology, child-study, religion, ethics, etc.\n\n"}
{"page": 258, "printed_page": null, "text": "\"\n\nNATIOXAL EDUCATIONAL ASSOCIATION\n\n246\n\nThe Springfield (Mass.) City Library, January, 1899:\n\nList oj\n\nBooks in the City\n\nLibrary recommended for Outside Reading to the Pupils of the Springfield High School\nby tJie Teachers. A classified list but without annotations.\n\nThe Evanston (111.) Public Library, 1902: A Graded and Annotated List of Five\nHundred Books in the School Library Department, with author and title index, and a\nlist of good stories for boys and girls.\nNew York State Library (Albany), 1901: Bulletin iVo. 65,\" A $500 Library Recommended for Schools\" (15 cents). An annotated classified list, with the abridged decimal\nclassification nimaber for each book, and author index.\nThe New York State Library has issued a number of library bibliographies at prices\nvarying from\netc.\n\n5\n\ncents to 35 cents; such as Fairy-Tales, Froebel. Domestic\n\nIt also issues\n\nEconomy,\n\nannually a selection from the best books of that year, for children\n\nand adults, classified by subject (10 cents), .\\ltho the list is prepared for the use of\npubUc libraries, it includes many books useful in schools, and therefore is of interest\n\nThe decimal classification number is given for each book.\nThe Department of Psychology and Education of the University of Colorado pubThis is an\nlished in 1903 a Bibliography of High School Reference Books (50 cents).\nto teachers.\n\nexcellent list, classified by subjects, with full descriptive notes, and is useful for teachers\n\nas well as students.\n\nREADING-LISTS FOR CHILDREN\nFive himdred books for the young: a graded and annotated list for schools.\nNew York: Scribner. (A good fist, but somewhat out of date.)\n1892.\nSargent, J. F.\nReading for the yoimg: a classified and annotated catalog. 1890. Boston:\nLibrar\\' Bureau. Si.\n\nHardy, G. E.\n\nSupplement.\n\n1896.\n\n$1.\n\nThese are most valuable guides to juvenile literature. The age of the children\nfor which the books are most suitable is indicated by letters, a, b, c.\nAn author and\nsubject index follows.\n\nHewins, C. M. Books for boys and girls. 1904. (A. L. A. annotated lists.) 15 cents.\n(Lists compiled by Miss Hewins are always safe and helpful guides.)\nCarnegie Library of Pittsburg. Annotated catalog of books used in the home Libraries\nand reading clubs conducted by the children's department. 1905. 25 cents. (This\nis a carefully prepared fist, di\\-ided into \"Books for younger children,\" \"Books for\nboys\" \"Books for girls,\" and an author and title index. The character of the\nbook is told in a brief statement, and the classification would at once attract the attention\nof any child.\nStories are grouped under such headings as \"Detective stories,\"\n\"Sea stories,\" \"Popular stories,\" \"School stories,\" \"American army,\" \"Indians.\"\netc.)\n\nIowa Library Commission.\npiled by A. C. Moore.\n\nList of books recommended for a children's library, com(Classified by subjects, with a list of reference-books, preceded by suggestions for the selection and purchase of children 's books.)\nBrooklyn Public Library- Books for boys and girls, compiled by C. W. Hunt. (A classified list.\nBooks that should be given first choice or duplicated are indicated by\na star. \"Easy books\" for first three school years are indicated by \"c.\" Includes\na reference collection for a children's library.)\nLeypoldt, A. H., and lies, George. List of books for girls and women.\n1895. Boston:\nLibrary Bureau. $1. (.A.n excellent guide for standard works. Twenty-one\nhundred books on various subjects are recommended, accompanied by biographical\nand critical notices of authors, and a brief description of works cited.)\nForbush, W. B., compiler. Books for boys. (How to help boys, April, 1903.)\n14\nBeacon St., Boston. 25 cents. (There are five divnsions of this little manual and\nguide: \"Helpful lists from which to select books for boys,\" by W. B. Forbush;\n\" Lists of books for boys' reading,\" by C. M. Hewins; \"List for a boy 's own library,\nby F. J, Olcott; \"Natural science, electricity and useful arts,\" by E. S. Smith;\n\"Periodicals suitable for boys,\" by M. D. Crackel.)\nWelsh, Charles. Right reading for children. 1902. Boston: Heath\nCo.\n(A compilation of what has been said on the subject by experts, followed by a graded and\nannotated list of books for children.)\n:\n\n&\n\n"}
{"page": 259, "printed_page": null, "text": "REPORT OX INSTRUCTION IN LIBRARY ADMIN ISTR.A.TION\n\n247\n\nREADING-LISTS FOR TEACHERS\n\nNearly all official\n\nbooks for teadhers.\n\nrecommended for school libraries contain lists of\nThe following also are suggestive:\nlists\n\nof books\n\nMonroe, W. S.\n\nBibliography of education.\n1807. New York: AppK-ton. $1.50.\n(Contains 3,200 titles, classified, with an author index and a few annotations.)\nColumbia Universitj-. Books on education in the libraries of Columbia University.\n(A classified list of about 14,000 titles, with author index. Value and\n1901. $1.\ncharacter of the books not indicated.)\nLord, I. E., and Wyer, J. I. Bibliography of education. (PubUshed annually, since\n1900, in the June number of the Ediuational Rn-irw.\nIncludes the most important\nbooks, articles, periodicals, and special chapters in books published during the year\nin England and America, with critical annotations.)\n\\\\ ils«n, L. N.\nBibliography of child study.\n(Published annually, since 1898, in the\nPedagogical Seminary; since 1005 published by Clark University Press.\nIncludes\niHHjks, periodicals, and articles in all languages.)\nBishop, W. W. Books for teachers in secondan.- schools. Educational Review, 1900,\n10:177-186. {.\\ helpful and suggestive list.)\nBrooklyn Public Library. Books useful to teachers. (A compilation of books \"from\nwfeich information can be obtained quickly,\" to be used in the class-room, with\nreference to the course of study.)\n\nREFERENCE-BOOKS\nGuide to reference books (A. L. A. annotated lists\"). 1902. Boston:\nHoughton, MifSin & Co. $1.25. {\\ very useful book in any libran.-.)\nA. L. A. Catalogue:\nEight thousand volumes for a popular libran.-, with notes.\n1904.\nWashington: Superintendent of Documents. 50 cents. (A guide to standard\nKroeger, A. B.\n\nliterature now in print.)\n\nAbbott, E. L.\nBibliography in a small library. Public Libraries, 1902, 7:8-13.\nBaker, C. A.\nReference books for a small library. (Dana, J. C., Library Primer,\n1903:46-52.)\n\nBOOKS ON children's READING\nFor teachers and librarians who wish to study the subject of children's reading,\nhow to read and what to read, the following books will be found to treat the matter exhaustively\n\nfrom the standpoint of the teacher:\n\nChubb, Percival. Teaching of English in the elementary and secondary schools. 1903.\nNew York: Macmillan. $1.\nCarpenter, G. R.; Baker. F. T.; Scott, F. N. Teaching of English in the elementary\nand secondare' schools. 1903. New York: Longmans. $1.50.\nMcMurry, C. A. Special method in primary reading. 1003. New York: Macmillan,\n60 cents. (Includes lists of books for children in the first, second, and third grades,\nand books of material for teachers.)\nSpecial method in the reading of complete English classics in the grades of\nthe common school.\nNew York: Macmillan. 75 cents, (.\\ppended are lists\nUnder each grade\nof books with brief notes, gradi-fl from fourth to eighth grade.\nbooks for regular reading lessons, (2) supplementary\nlists are di\\nded as follows: (i\nand reference-books, (3) Teachers '-books.)\nLitTar)' landmarks: a guide to good reading for young people.\nBurt, M. E.\n1893.\n(Aims to show a profitable use of\nBoston: Houghton, Mifflin\nCo. 75 cents.\nbooks in the chiss-room, and is followed by a list of books mentioned in the text.)\n188R.\nBoston\nHoughton, Mifflin\nSrudder. H. E. Litf-raturr in .vhool.\nCo.\n^Placc of literature in common schools, nursen.' classics in school, Ameri15 cents.\ncan classics in school.)\n)\n\n,\n\n&\n\n&\n\nARTICLES ON CHILDREN'S READING\n\nN. E. A. Proceedinf^^:\nHardv. G. E. Literature for children. 1802: T!;4-ii;A.\nLawrence, Isabel. How shall children be led to love good books? i90i:Ri;o-858.\nSupplementary reading. ^Report of the committee on the relaMefcalf, R. C.\ntions of public lihraries to puMir v. hooN, 1800:18-24.)\nSchreilier, M. E.\nHow to dinct f hildrrn in their reading. 1900:636-643.\nReading listj for public schools, how preparrd, how used\nWilliams, Sherman.\n1898:1022-1028.\neflFecfivelv.\n\n"}
{"page": 260, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\nPublic Libraries:\n1899, 4:317-320.\nConover, Mary. What can the Ubrary best do for children ?\nReading of our youth. 1902, 7: 117-119.\nCrafts, L. M.\n1897 2:304-310.\nGalbreath. L. H. Books for various grades.\nUse of libraries by school children. 1897, 2:16-19.\nKlink, J. S.\nHow to induce school reading. 1897, 2:9-10.\nNichols, F. W.\nTemple, Mabel. A selected Ubrary for children. 1901, 6:406-408.\nUpton, G. E. Best reading for the young. 1901, 6:88-91.\nLibrary Journal:\nBean, M. A.\n\nReport on the reading for the young. 1883, 8:217-227.\nBooks for children: (i) Fiction, (2) Fairy tales, (3) Science. 1901, 26: 063-70.\nDana, J. C. Children's reading: what some of the teachers say. 1897, 22: 187-190.\nDeveloping a taste for good literature. 1897, 22:245-251.\nFoster, W. E.\nHewins, C. M. Book reviews, book lists and articles on children's reading. 1901,\n26: C57-62.\nRational hbrary work with children.\nOlcott, F. J.\n1905, 30:71-75.\nPlan for course of reading for pupils of the Poughkeepsie public\nSickley, J. C.\nschools.\n1887, 12:372-377.\nReport on reading for the young. 1894, 19: 081-87.\nStearns, L. E.\n\nU. S. Bureau of Education:\nPublic Ubraries and the young.\n(In Public libraries in the U. S.,\nFletcher, W. I.\n1876 412-418.)\nHewins, C. M. Reading of the young. (In Papers prepared for the World's\nLibrary Congress, 1896:944-949.)\nAtlantic Monthly:\nWhat children read. 1887, 59:23.\nRepplier, Agnes.\n:\n\nVn.\nChecking invoices.\n\nINCOMING BOOKS\n\n— Check\n\nTake order-slip\nCompare author, title, and editor\n\nbills as books are unpacked.\n\nfor each book from file of unfilled orders.\n\nwith title-page of the book, and price with price on the bill.\n\nIf\n\nmistakes\n\nhave been made in fiUing the order, or if any item charged on the bill is\nmissing from the package, notify dealer at once.\n\nStamp order-slip with date\n\nof receipt, record cost-price, and then file order-slip with orders filled.\n\ndate,\n\nand\n\ncost-price\n\nnext after\n\ntitle\n\npage\n\nare usually penciled\n\non the\n\nleft\n\nSource,\n\nmargin of the\n\nleaf\n\n—a convenient but not necessary memorandum. The\n\nbook is now ready for accessioning.\nIt is again true that not all these details are necessary in a small library.\n\nThe accession-book. — The necessity of the accession-book is much disputed\namong librarians. Some libraries, large and small, have either discarded the\naccession-book or have never kept one.\nIt is for the use of the librarian\n\nbooks added.\nlibrary.\n\nIf accurately kept,\n\nIt tells\n\nmainly, and is a chronologic record of all\n\nit\n\ngives the history of every volume in the\n\nhow many volumes were in the library at any given time,\n\nwhen each volume was added, accession number of last volume added, from\nwhom bought or by whom given, cost, call number, author, title, place of\npublication, publisher, date, pages, size, binding, and any fact relating to its\nloss,\n\nwithdrawal, or rebinding.\n\nIt is a most useful record to con.sult in compiling an annual report, because\nit\n\nand information difiicult to obtain from any other source.\nmeans of identifying lost books.\n\ngives statistics\n\nIt is also a\n\n"}
{"page": 261, "printed_page": null, "text": "REPORT ON INSTRUCTION IN LIBRARY ADMINISTRATION\nIt is the\n\nbusiness record of the library, and, if kept in a safe place,\n\n249\n\nmay\n\nbe used as an inventory for insurance.\n\nOne record is more easily kept and used than several records.\n\nMany substitutes have been tried by librarians who do not api>rove of tlu'\nThe growth of the library is sometimes recorded on the book\nwhich are filed alphabetically by dealer's name, and then arranired\n\naccession-book.\ninvoices,\n\nchronologically, with a separate record for\n\ngifts.\n\nThe Wisconsin Library\n\nCommission recommends a printed form on separate sheets for keeping the\nrecord of additions and withdrawals.\nPrice and source, with date of purchase, are sometimes noted on the shelflist.\n\nThe order-slip and accession items are combined in some libraries.\nThe standard accession-book, however, has the great advantage of being\n\na plain record easily understood.\n\nIts use,\n\nand the method of keeping it, are\n\nself-evident even to an untrained librarian.\n\nFor large libraries the standard accession-book, \\sith printed headings at\nthe top of each column, consecutive numbering, and printed rules for entering\n\nbooks, is furnished by the Library Bureau in different\n5.000 lines (entries), at a cost of from $4.35 to $8.\n\nsizes,\n\nfrom 2,000 to\n\nFor ordinary public,\n\nschool, or private hbraries the condensed accession-book is more convenient\nand less expensive, costing from $3.60 to $5. A book containing 1,000 lines\n(entries) in press-board covers is furnished at Sr .25.\n\nCertain information for which space is provided in the accession-book\n\nis\n\nnot essential, and if the saving of time and effort is important the following\n\nitems may be omitted:\n\nclass and\n\nbook number, pages, size unless a quarto\n\nor folio, and binding unless other than cloth.\n\nThe date should be written at the top of the left-hand page, if the entry\nIf a new accession entry is made anywhere except on\n\nbegins on a new page.\n\nthe top line, the date should be written in the margin before the accession\n\nnumber. Numbers run consecutively, and each entry has a separate line.\nThe same accession number should not be assigned to a second volume, or\nto works or sets as a whole.\nThe author's surname, with initials, and brief\ntitle of\ntitle\n\nof\n\nblank.\n\nthe book, should be used.\n\nFor volumes of pamphlets give author and\n\nFor bound periodicals leave author colunui\nDo not accession material such as periodicals or pamphlets until\n\nfirst\n\npamphlet only.\n\nbound. If a volume is withdrawn, lost, sold, rebound, etc., nolc the fact in tlie\n\"Remarks'' column.\nAfter the accession entry is made, the accession number assigned to a book\nis\n\nwritten or stamped on the lower margin of the page following the title-page.\n\nBecause they are conci.se and save time and space, Arabic figures and\nlibrary abbreviations should be used on all library records.\n\nAccession rules are printed in the accessicm-book, with a\nabbreviations, and directi(jns for use of capitals.\n\nThe following [nibli< ations will be found heliiful:\n\nli^t\n\nof library\n\n"}
{"page": 262, "printed_page": null, "text": "\"\n\nNATIONAL EDUCATIONAL ASSOCIATION\n\n250\n\nLibrary methods for school teachers.\nSalisbury, G. E.\nDewey, Melvil. Sioaplified library school rules. 1898.\n\n1903:8-11.\n\nLibrary Journal:\n\nH. E. Economy in accession records.\na substitute for the accession-book.)\n\nBliss,\n\n1903,\n\n28:711-713.\n\n(Describes\n\nA model accession catalog. 1876, 1:315-320.\nAccession catalog.\n1878, 3:336-338.\nFellows, J. D. Cataloguing, accessioning and shelf listing for small Hbraries. 1899,\n24 :c 68-70.\n(A\nClassified and condensed accession record.\n1903, 28:830-832.\nHall, D. B.\nsubstitute for the accession-book.)\n1878, 3:324-326.\nShelf lists vs. accession catalogues.\nPoole, W. F.\nWeitenkampf, Frank. The accession book why? 1903, 28:295.\nDewey, Melvil.\n\n—\n\nPublic Libraries:\nAccessioning books.\nFiske, A. J.\n1903, 8:146—147.\nAccessioning.\nTyler, Miss.\n1899, 4:383-384.\nAccessioning.\nUnderbill, C. M.\n1903, 8:147-148.\n(In U. S. Bureau of Education, Papers preAccession department.\nJones, G. M.\npared for the World's Library Congress, 1896:809-826.) (A selected bibliography\ngiven on selection of books, duplicates (buying and disposal), specializing, buying,\ngifts, collation, and accession-book.)\n.^jBiji\nt.j\n\nOpening a new book.\n\n—The following excellent directions have been given\n\nby William Matthews, for opening a new book, to avoid injury to the binding:\n\"Place the book with its back on the table, let the front cover down, then the\nother, holding the leaves in one hand while you open a few leaves at the back,\n\nthen a few at the front, and so on\n\n;\n\nalternately opening back and front, gently\n\npressing open the sections till you reach the middle of the volume.\n\nCutting leaves.\n\n— Care should be taken,\n\nin cutting the leaves, to avoid\n\nNever use a knife or other tool with a sharp edge, or a\nA flat bone or ivory cutter is the best, used evenly along the edges\n\ntearing the paper.\nhairpin.\n\nand clear into the joint at the top.\nMarks of ownership. Several kinds of stamps are used in libraries as\nmarks of ownership. The perforating stamp is costly and mutilates titlepages and plates, but it is most permanent. A book-thief can remove it only\nby cutting it out. Rubber ink stamps are used more than any other because\ninexpensive. They are ugly, and can be erased or removed with an ink eradicator.\nAn embossed stamp is least objectionable and can be removed only\nby an adept. The lettering should be as plain as possible, and include the\nname of the library, place, and state, without the oval lines usually inclosing\n\n—\n\nthis\n\nkind of stamp, because such lines tend to cut thru the paper.\n\nPrivate\n\nmarks of ownership are sometimes used, such as a pinhole in the last figure\nof the main pagination, but these are rarely worth their cost in time and\ntrouble.\n\nBook-plates.\n\n—A book-plate lends a certain\n\nair of dignity to a book.\n\nBesides\n\ndenoting ownership, it is a convenient place for recording the class, book number,\n\nand name of giver if the book is a gift.\n\nA plain label of cream tinted\n\npaper, 2X3 inches, bearing name and address of the hbrary, is recommended.\n\nA pictorial or armorial design should be engraved or etched in order to look\nwell,\n\nand this process and the entire cost of printing it are too costly for the\n\naverage library.\n\nThe book-plate should be pasted inside the front cover.\n\nIf\n\n"}
{"page": 263, "printed_page": null, "text": "REPORT ON INSTRUCTION IN LIBRARY ADMINISTRATION\n\n251\n\na plate, autograph, or any valuable printed matter is on this cover, the library\nplate should be pasted above or below this, or be \"ti])ped in\" on edge of cover.\nLibrary Journal:\nKent, H.\n\nPockets.\n\nW.\n\nLibrary book plates.\n\n—The book\n\nis\n\n1902, 27:932-934.\n\nnow ready for the pocket which serves to hold the\n\nPockets can be made of ordinary writing-paper, 4^X4^ inches.\n\nbook-card.\n\nFold over the lower edge and sides of the book-card, crease down with a papercutter, paste the inner edges, and then attach to the inside of the back cover.\n\nThe card, when in the pocket, should not project above the top of the book.\nAnother form for the pocket opens on the side toward the inner edge of the\nbook.\n\ncan be made from a manila envelope with the open side cut in a\n\nIt\n\ncurve, so that the card may be taken out more easily.\n\nThe pocket, like the Acme pocket, used in many libraries, may be used\nBesides name and\n\nas a book-plate if pasted on the inside of the front cover.\n\naddress of the library, rules and regulations arc often printed on the face of\nthe pocket.\n\nIn pasting plates, labels, and pockets, use paste sparingly, and with care\n\nand neatness.\n\nAfter they are in place, rub over with a clean cloth to smooth\n\nout wrinkles.\n\nThe book should be left open until the paste is dry.\n\nVIII.\n\nThe catalog.\n\nCATALOGUING AND CLASSIFICATION\n\n—The catalog\n\nis\n\na record used by the librarian and\n\nby the\n\nIt is a list of the books in the library, giving author and title of each.\n\npublic.\n\nIn addition, it ought to show the contents or subject of each (where the subject\n\ndoes not clearly appear by the\n\ntitle),\n\nand the location\n\nof each\n\nin\n\nthe\n\nlibrary.\n\nFrom the catalog the reader should be able to learn wlu'thor the works of\na certain author are in the library, by what books he is represented, whether a\n\nbook with a certain title is in the library, and how much anrl what material\non a certain subject the library contains.\n\nIn other words, the catalog •should\n\nshow the resources of the library.\nDifjercnt catalogs.\n\n—This\n\nis accomplished in\n\na variety of way.s.\n\nThe public\n\nusually prefer a printed catalog, because it seems less formidable and is more\neasily\n\nhandled\n\nthan a card\n\ncatalog.\n\nIt\n\nvantages for either large or small libraries:\n(late the day after it leaves the press\n\nAny local newspaj)er will\n\nhas, however, two\nit\n\nserious disad-\n\ncosts too much, and it is out of\n\n— because of incoming new books.\n\nprobably print, on re(|uesl, sjiecial lists of books:\n\nas, on nature study or on bi<tgrapliy; or i)ooks relating to some special coimtry,\n\nas Russia or Jajjan;\n\nor lu-sv books just received at the library;\n\ncopies of these can be u.sed in tlic Iilir:iry as biiilc'tins.\na catalog of the entire library i^ not achi-al)!*-.\n\nand cli|)|icd\n\nI{ut ht ;itl(n)|>l to print\n\n"}
{"page": 264, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n252\n\nThe method of cataloguing books on sheets bound in book form is too\nobsolete to need discussion.\n\nIt will not be used in a library which is growing\n\nor shows any other signs of life.\n\nA card catalog is by far the most satisfactory form, when the prejudices of\nthe public are once overcome.\n\nIt\n\ncan be kept up to date without rewriting.\n\nWhen a new book comes in, the cards are made for it, and then filed in the card\nThe disadvantages of the card system are possible loss\n\ncatalog without delay.\n\nor displacement of the cards, and they cannot be turned and examined quite\nas quickly as the eye and the finger can run down a printed page.\nis\n\nBut there\n\nmuch less chance of missing a title — by oversight.\nHaving decided upon a card catalog, the technical preparation for it should\nThe style of writing most suitable for a card catalog has\n\nbe considered.\n\nbeen much discussed.\n\nIt is\n\nreally a\n\nmatter of convenience to the users,\n\nnot of personal preference.\n\nTypewritten cards are uniform in appearance, and can be written much\nfaster than by hand;\n\ntherefore they are better and cheaper.\n\nThe disadvan-\n\ntages are that, unless the right kind of machine is used, and unless the operator\n\nHas had considerable experience, the ink on cards will be either thick and blur-\n\nAlignment also sometimes becomes\n\nred or so faint as to be almost illegible.\n\nA good typewriting machine is a luxury for a small Ubrary.\n\nfaulty.\n\nvisible writers,\nfive dollars.\n\nThe\n\nwhich are the best for library use, cost libraries about sixty-\n\nAn expert operator is also expensive, but almost any librarian\n\ncan soon learn to run the machine faster and easier than she can write by\nhand.\n\nThe noise of a machine is a serious objection in a small library,\n\nwhere the librarian usually constitutes the library staff and catalogs during\nthe leisure moments of library hours.\nIf a machine is used, a separate room\nand an extra assistant should be provided, or the cataloguing must be done\n\nout of library hours.\n\nHand-printed cards.\nis\n\n— Next\n\nto the typewritten, the disjoined printed hand\n\nmost legible, uniform, and pleasing.\n\nquestion of practice.\n\nIt is easily\n\nacquired, being merely a\n\nThe one disadvantage of this hand is that most people\n\nwrite it slowly.\n\nThe library hand is more rapid than the disjoined, and has always been\npopular.\n\nIts disadvantage is that it is difficult,\n\nimpossible, to acquire.\n\nand for some persons almost\n\nCopies of the standard library hand- writing, joined and\n\ndisjoined, may be had from the Library Bureau at a cost of five cents each.\n\nArrangement oj cards.\nseveral systems.\n\n—The card catalog may be arranged by either of\n\nAuthor- and title-cards may be arranged alphabetically in\n\none file, and the subject-cards arranged in a separate file, numerically according to the Decimal classification, or on\n\nplan\n\n;\n\nsome other\n\nlogical\n\nauthors, titles, and subjects may be arranged in a single\n\nically from\n\nor systematic\nfile,\n\nalphabet-\n\nA to Z, as a dictionary catalog. This is usually recommended for a\n\nschool library, as it is very easily understood, and can be used by anyone who\n\n\"knows his alphabet.\"\n\n"}
{"page": 265, "printed_page": null, "text": "REPORT ON INSTRUCTION IN LIBRARY ADMINISTRATION\nCatalog cards.\ncm.),\n\nis less\n\n253\n\n—The small card, approximately 2X5 inches (5X12.5\n\nexpensive than the large size, and is more economically stored.\n\nThe large size, appro.ximately 3X5 inches (7 .5X12.5 cm.), is more generally\nused because carrying more matter, and because the Library of Congress\nuses that size.\n\nboard\n\nNearly all catalog trays are made for this .size.\n\nused in\n\nis\n\nmany libraries.\n\nHeavy bristol\n\nA medium weight, however, costs le.ss,\n\noccupies less space, and unless subjected to rough usage ought to be prac-\n\npermanent.\n\ntically\n\nUse white cards, absolutely uniform in size, weight, and\n\nIf the tops are red, these will not present the dirty\n\nruling.\n\nappearance fol-\n\nlowing constant handling.\n\nElementary catalog rules.\nauthor or main entry.\n\n— Every book\n\nis\n\nrepresented in the catalog by an\n\nThe author is responsible for the publication, and\n\nmay be an individual, society, institution, or an official department of city,\nstate,\n\nor national government.\n\nMake the author card first.\n\nWrite the author's surname on top line, at\n\nthe right of the first red vertical line (standard ruled catalog card), followed\n\nby the Christian name or initials.\n\nIn case of two authors, follow the name\n\nof first author, written as above, by the surname of .second author, with initials,\n\nand connect the two names by \"&.\"\n\nThen write a separate card with name\n\nof the second author first, followed by the name of the first author, reversing\n\nthe order of the first card, viz.:\n1.\n\n2.\n\n& Shaw, J. C.\nShaw, J. C. & Horton, Charles.\n\nHorton, Charles\n\nIn case of three or more authors, write\nothers;\"\n\nname of first only and add \"&\n\nviz.:\n\nBronson, William, and others.\nIf an author is better known\n\nby a pseudonym than by his real name, or if\n\nhis real name is not known, use the pseudonym followed by the abbreviation\n\n\"pseud;\" viz.:\nTwain, Mark, pseud.\n\nIn case of an anonymous book, for whiili no author can be found, leave\nthe top line blank and enter the book under the title on the second line.\n\nA government department, a society or an institution which is.^^ues jjublicaregarded as the author, and the entry corre.s|)onds to thnt made for\n\ntions, is\n\na i)ersonal name, viz.:\nU. S.\nU. S.\n\n—Geological Survey.\n\n— Education, Bureau\n—School committee.\n\nof.\n\nBoston\n\nNew York Historical Society.\nSmithsonian Institution.\n\nHarvard University.\nIn case of a colIe( tion of jxji-try or essays by (lirfcrcm ;\\iitliors, tin.-\n\n.\n\nompiler\n\nor editor is regarded as the author, and his name is followed by llu- ;dil>re\\iation \"ed \" «)r \"(omp.\"\n\n"}
{"page": 266, "printed_page": null, "text": ":\n\nNATIONAL EDUCATIONAL ASSOCIATION\n\n254\n\nSacred or classic works of unknown or composite authorship are entered\n\nunder the name of the work, viz.:\nBible,\n\nKoran, Nibelungenlied, Arabian Nights.\n\nEnter periodicals and cyclopedias under the title on the top line, usually\nat the right of the second red vertical line.\n\nWrite the title of the book on line below author's name, beginning at the\nsecond red vertical line and at the left margin of the card on the following\nlines.\n\nOmit the initial article, if EngUsh.\n\nOther omissions may be made\n\nto\n\nshorten the title, provided they do not change the meaning; but no additions,\ntranspositions, or other alterations in the title should be made.\n\nThe imprint, if given, is divided into three groups:\nthan one has been\n\npublished; (2) pages\n\nif\n\na single\n\n(i) edition, if\n\nvolumes if more than one, illustrations, maps if any, size of book;\n\nand date of publication.\n\nmore\n\nvolume, or number of\n(3)\n\nplace\n\nLeave a space of i cm. after the title and between\n\neach group of the imprint.\n\nFor the catalog of a small library, the author's name, brief title including\nthe editor's or translator's name, if any, with the date of publication, will be\nsufficient.\n\nIn addition to the author-card, all novels, plays, poems, or books bearing\nstriking or unusual titles should be represented by a title-card.\n\nIn a library\n\nmore title-cards are needed than in a library for adults only, as\nchildren remember titles rather than authors.\nBooks published anonymously\n\nfor children\n\nneed title-cards.\n\nThe title-card consists of a brief title (omitting initial article if English and\nnot necessary to the sense) written on the top line at the right of second red\nvertical\n\nHne, with the word \"see\" written at\n\nthe end of the line.\n\nauthor's name is on line below, beginning at the\n\nfirst\n\nThe\n\nred vertical line, as on\n\nthe author-card.\n\nThe subject-card ranks next to the author-card in importance.\n\nFiction,\n\nand books treatOther books require\n\npoetry, plays (unless historic or biographic in character),\n\ning of no subject definitely, do not need subject-cards.\n\none or more subject-cards each, according to the charactei of the book.\nSubject entries are more conspicuous and more easily distinguished from\ntitle-\n\nand author-cards if they are made in red ink.\n\nWrite the heading on the\n\ntop line, beginning at the second red vertical line, the rest of the card being a\n\ncopy of the author-card, except that contents, given for a collection on the\nauthor-card, may be omitted.\nCross-references written like a title-card, in black ink, are made from one\nor more forms of an author's name to the form selected for the main entry, viz.\n\nThompson, Ernest Seton, see Seton, Ernest Thompson.\n\nWrite subject cross-references in red ink, viz.:\nHymenoptcra, see Bees.\n\n"}
{"page": 267, "printed_page": null, "text": "REPORT ON INSTRUCTION IN LIBRARY ADMINISTRATION\nCataloguing.\n\n— Catalop;iiing\n\nis\n\n255\n\na science somewhat difficult for an untrained\n\nOne who understands the theory of the subject becomes\nan expert only after much practice.\nA catalosi should be well made or it is worse than none, because it misleads.\nThe form adopted should be closely and consistently followed. In\nlibrarian to master.\n\nchoosing a form of entry for author or subject, the standpoint of the public\nrather than of the librarian should be considered, and the simpler or better-\n\nknown form selected. George Eliot and Mark Twain are better known than\nMarian Lewes Cross and Samuel Langhorne Clemens. \"Birds\" is a better\nBut in all such cases there should be\n\nsubject-heading than \"Ornithology.\"\nat least\n\none \"cross-reference\" card, bearing the less familiar name or title.\n\nEntries should be uniform.\n\nBulwer and Lytton.\n\nBulwcr's works should not be entered under both\n\nIf \"In.sects\" is\n\nchosen as a subject entry for one book,\n\nthe next one on the .^^ame subject should not be represented under the heading\n\n\"Entomology.\"\n\nReference-cards should always be made from\n\nall\n\nprobable\n\nor possible entries to the one chosen.\n\nThe catalog should give information which cannot be obtained from any\nother library record, but to what extent this information is carried depends\n\nupon the size and kind of library.\n\nIn the large library, author's full name is\n\neffort.\nThe form of the\nname as it appears on the title-page cannot be accepted without question, as\nthe same author sometimes prints his name difTerently on different title-pages.\nA woman may write under her maiden name, and perhajis later under her\n\ndesirable\n\nif\n\nit\n\ncan be obtained without too much\n\nmarried name.\n\nChoose specific rather than generic terms for subject headings.\n\ntitle\n\nEnter a\n\nRemember that the\n\nbook on trees under \"Trees\" and not under \"Botany.\"\nof a book does not always indicate its subject.\n\nMark all cards for a book, except a cross-reference whi( h may stand for\nany number of books, with the call-number of that work.\nin\n\nIt is usually written\n\nthe upper left corner of the card, in blue or black.\n\nCertain information for the use of the librarian\nof the main entry or author-canl;\n\nviz.:\n\nis\n\nrecorded on the back\n\naccession numbers, subject headings,\n\nand the number of cards made for the book.\nAnalyze books containing es.says or chapters on specific topics, and rci)reby subject-cards in the catalog. Analytic work is peculiarly\n\nscnt the result\n\nim|)ortant in a small library, where every scrap of information ought to be\n\nmade available.\n\nA useful reference-book for subject analytics, cspci i.illy if tiu- school is\nis W. I. Fletcher's A. I.. .1. Itulcx to doicral\n\nnear a large public library,\nLiterature (second\n\nedition,\n\nBoston,\n\niqoo;\n\nSio).\n\nThis contains subjed-\n\nrcfcrenccs to j)a|)crs, monographs, and essays of value, with a list of the works\n\nindexed.\n\nIts continuation, the Annual Literary Index, is published yearly by\n\nthe Publishers'' Weekly {%t,.^6).\n\nThese publications arc costly, and refer to\nThe same objec-\n\nmaterial probablv not found in the average school library.\n\n"}
{"page": 268, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n256\n\ntion holds good as to Poole's\n\nA rural library,\n\nIndex to periodical literature.\n\nthen, dependent entirely upon its own resources, should make its own analytics\nfor books and periodicals.\n\nrules\n\nSettle\n\nfor\n\npunctuation,\n\ncapitals,\n\nabbreviations,\n\nindentation,\n\nand\n\nAltho not of vital importance, the neatness of the\n\nspacing in the beginning.\n\ncatalog depends upon uniformity in these matters.\n\nCapitals and punctuation\n\nare used sparingly by the cataloguer.\n\nFurther discussion and amplification of these details, and\n\nlists\n\nof library\n\nabbreviations illustrated by sample cards, will be found in the publications\nreferred to later.\n\nPrinted catalog cards.\n\n—The printed catalog cards issued by the Library\n\nof Congress may be used,\n\nif\n\npreferred, for current publications.\n\nmany cards as are needed for each book.\ncard\n\nand one-half cent\n\nfor\n\neach\n\nOrder as\n\nThe cost is two cents for the first\n\nadditional\n\ncard,\n\nthe\n\nfor\n\nsame book.\n\nAn objection to these cards is that sometimes they give too much information.\nIt is\n\napt to be confusing, especially to inexperienced readers,\n\nwho do not\n\nunderstand what it all means.\nPeriodicals.\n\n—Unbound periodicals need not be catalogued\n\nif\n\nan alphabetic\n\nrecord of current numbers is kept in a book or on cards, with the name of\ntlie\n\ngiver if a gift, of the agent\n\nand price if bought.\n\nCheck each number\n\nunder the date, as it is received.\nLibrary Journal:\nJames, H. P.\n\nCurrent magazine checklist.\n\n1889, 14:377-378.\n\n— Catalog pamphlets separately, even when bound together,\nthey were individual books, noting on each card: \"No. — of a\n\nPamphlets.\nas\n\nif\n\nvol.\n\nof pamphlets.\"\n\nIf unbound, pamphlets may be catalogued as above, without\n\nPlace several pamphlets relating to the same subject in a box,\n\nthe note.\n\nlabel like a bound volume, and put on the proper shelf.\n\nAlphabetizing.\n\n—After necessary cards are made for a book comes\n\narrangement in the catalog.\n\nAlphabetizing is not as easy as it sounds.\n\ntheir\n\nJust\n\nhow author (individual orofacial names), subject, title, .series, periodical, editor,\nand translator cards should be placed, and still retain an alphabetic relation\nas a whole, requires judgment and experience.\nIf an\n\nauthor is represented by many cards, place the subject-cards, biog-\n\nraphies,\n\nand criticisms first, arranged alphabetically by the author's name;\n\nthen the complete works, then partial collections, then single works arranged\nalphabetically by titles.\n\nIf an author has written a book with another author,\n\nplace the joint-author card after the single-author cards.\n\nAdditional cards,\n\nlike editor, translator, or annotator, are placed last.\n\nAlphabetize authors by the surname first, then by the Christian name or\ninitials.\n\nIf the\n\nsame word represents the name of a person, place, and title,\n\nplace the name of the person first, then the name of the place followed by the\ntitle, viz.:\n\n"}
{"page": 269, "printed_page": null, "text": "REPORT ON INSTRUCTION IN LIBRARY ADMINISTRATION\n1.\n\n2.\n\n257\n\nLondon, Jack\nLondon, W. J.\n\nLondon (Eng.) Customs (subject)\nLondon (Eng.) Education Society (author)\n5. London Pride (title)\n3.\n\n4.\n\nFile Christian\n\nnames used alone in order of rank, monarchs of the same\n\nname alphabetically by countries.\n\nThese precede similar names representing\n\nsurnames^ viz.:\n1.\n\nJohn,\n\nSt.\n\nJohn, J. D.\nJohn River (N. II.)\n8. John Bull\n9. John Inglcsant\n6.\n\nJohn v., Pope\n3. John II., King of France\n4. John II., King of Portugal\n5. John of Gaunt\n2.\n\n7.\n\nAlphabetize abbreviations like Mc, St., as if spelled Mac, Saint, etc.\n\nArrangement of names beginning with a prefix:\n\nDe Coverley Papers\n\nDemocracy\n\nDeering, John\n\nDenmark\n\nDefence of ignorance\nDefoe, Daniel\n\nDeQuincey, Thomas\nDerby, E. G.\n\nDe Garmo, Charles\n\nDe Vere, M. S.\n\nDckker, Thomas\n\nDewey, John\n\nDe Mille, James\nDi.sregard the initial article of titles of books in alphabetizing.\n\nThe following arrangement of entries will illustrate some of the principle?\nof filing in an alphabetical order:\n\nThe book buyer\nBook of commerce\nBook of golden deeds\nThe Book-lover\nBook plates\n\nA day at Laguerres\nDay dreams of a schoolmaster\nA day in ancient Rome\nDay of my life\nThe day's work\nDays and hours in a garden\nNew, Walter\n\nNew American Series\nNew Jersey\n\nNew London\nNew Manual\nNew Mexico\nNew party\nNew South Wales\nNew York (city)\nNew York (state)\nNew Zealand\nNewark\nNewburgh\nNewcastle\n\nNewspapers\nNrwton, J. K.\n\nGmiWw.— Guides of heavy cardboard, cut in thirds, properly labeled, are\nneeded to complete the catalog {Library Bureau Catalog).\nSpecific rules for different kinds of entries cited and for many others not\nmentioned, such as series, .secondary entries, editor, tran.slator, compiler, and\nthe treatment of analytics, continuations, contents, notes, etc., have been\ncarefully comi)iIed by speciali.sts and arc in the following publications (given\nin the\n\norder of their usefulness to the untrained librarian) -one or more of\n\nwhich .should be in every lil)rary, and within easy readi of every student of\nlibrary arlmini^tration\n\n•\n\n"}
{"page": 270, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n258\n\n(See list\n1903: pp. 13-22.\nLibrary methods for school teachers.\nSalisbury, G. E.\n(Simple cataloguing rules for the use of the inexperienced\nof works in Appendix.)\nEntries for societies, institutions, public documents, etc., are discussed,\nlibrarian.\nand illustrated by fac-simile cards.)\n(A. L. A Library Tract,\nCataloging for small libraries.\n1905.\nHitchler, Thercse.\nNo. 7.) Boston: A. L. A. PubUshing Board. 15 cents. (A useful guide for the\nArrangecataloguer, with fac-sunile cards to illustrate different cases mentioned.\nment of cards and alphabetizing are discussed, with examples of different methods.\nThe book contains a list of most essential reference-books for cataloguers, and a\nlist of definitions of bibliographic and typographic terms.)\nrules.\nLibrary\nlibrary\nschool\nBoston:\nSimplified\n1898.\nDewey, Melvil, ed.\n(Intended for use in a small library, applicable to both a\nBureau. $1.25.\nCovers more ground\ndictionary and classed catalog, illustrated with sample cards.\nthan the preceding, going farther into details. Indentation, spacing, call-numbers,\narrangement, capitals, punctuation, abbreviations are discussed, and library terms\ndefined.)\nCutter, C. A.\nRules for a dictionary catalog. 4th ed., 1904. U. S. Bureau of Education.\nFree.\n(The standard work, but rather abstruse for the uninitiated.)\nCrawford, Esther. Cataloging. 1906. Chicago: Library Bureau. 25 cents. (A clear\nand sensible exposition.)\nA. L. A.\nList of subject headings.\nBoston: A. L. A. Publishing Board. $2.\n1898.\nAmes, Sadie. List of subject headings for use in dictionary catalogues of children's\nbooks.\nCarnegie Library of Pittsburg.\n1903.\nNew York State Library.\nselection of cataloguer's reference books. 1903. Albany. 25\n\nA\n\ncents.\n\nThe A. L. A. Catalog will serve as a guide for form of entry of authors'\nnames, full names, and subject headings.\n\nThe following are useful in identifying authors, and will answer many\nquestions asked by the public:\n\nThomas, Joseph.\n\nUniversal pronouncing dictionary of biography and mythology\nPhiladelphia: Lippincott.\n$15.\nPhillips, L. B.\nDictionary of biographical reference. New ed., 18S9. Philadelphia:\nGabble. $2.25.\nAllibone, S. A.\nCritical dictionary of English literature and British and American\nauthors.\nPhiladelphia: Lippincott.\n5 vols. 1859-1902.\n$17.50.\n\n3d ed., 1901.\n\nWho's Who. 1906. New York: Macmillan. $2.\nWho's Who in America. 1906-1907. Chicago. Marquis.\nCentury cyclopedia of names.\nLippincott 's\n\n1901.\nGazetteer of the world.\n\n$3.50.\n\nNew York: Century Co. $10.\nNew ed., 1905. Philadelphia: Lippincott.\n\n$8.\n\nGENERAL ARTICLES ON CATALOGUING\nLibrary Journal:\nFellows, J. D.\n\nCataloging, accessioning, and shelf listing for small libraries.\n\n1899.\n\n24:c68-7o.\nLane, W. C.\n\nCataloging.\n1893, 18:238-240.\nVan Dyke, J. C. Making of library catalogs.\npendent, April 16, 1885.\nWhitney, J. L. Catalogues of town libraries.\n\n1885, 10:126-127.\n\nAlso in Inde-\n\n1879, 4:268-275.\n\nPublic Libraries:\nBenedict, L. E. W.\nSuggestions to beginners in cataloguing.\n1896, 1:266-267.\nBullock, E. D.\nPractical cataloguing.\n1901, 6:134-138.\nBushy, M. J. Cataloging. 1903,8:148-150.\nCatalog Symposium. 1901, 6:150-154.\nClatworthy, L. M.\nCataloging.\n1904, 9:107-109.\nGanley, Marie. Some problems in cataloging.\n1901, 6:139-143.\nMaking of a card catalog. 1904, 9:109-113.\nJones, E. L.\nJordan, F. P. History of printed catalog cards.\n1904, 9:318-321.\nReinick, W. R.\nCataloging of government publications.\n1900, 5:83-87.\nSimpson, Frances. Some problems in cataloging a normal school library.\n1901,\n6:153-154Smith, F. E. Best catalog for a small library.\n1901, 6:147-150.\nWellman, H. C. Cost of cataloging. 1902, 7:314-315.\n\n"}
{"page": 271, "printed_page": null, "text": "REPORT ON INSTRUCTION IN LIBRARY ADMINISTRATION\nF. T.\nAlphabetical and classified forms of catalogues compared.\nInternational Library Conference, iSg;, Transactions, 67-71.)\nBrown, J. D. Manual of library classification and shelf arrangement. 1898.\nLibrar\\' Supply Co.\n45.\nBarrett,\n\nAtlantic Monthly:\nFiske, John.\nA librarian's work.\n\nNation:\nHagen, H. A.\n\n259\n\n(Second\n\nLondon.\n\n1876, 38:480-491.\n\nCutter, C. A.\n\nThe librarian's work.\nThe cataloguer's work.\n\nClassification.\n\n— Like catalo<2;uing, classification\n\n1877, 24:40-41.\n\n(On Dr. Fiske 's article.)\n\n1877,24:86-88.\n\n(An answer to Dr. Hagcn.)\n\nis\n\na difficult process for the\n\nuntrained and inexperienced librarian.\n\nThe purpose of classification is to bring together on the .shelves the books\nwhich treat of the same subject, and in this way to make the resources of the\nlibrary more readily accessible to both the lil)rarian and the public (the \"open\nshelf system\" is taken for granted).\n\nWhatever system is adopted, it should be permanent, and should be elastic\nenough to provide for growth without reclassifying every few years.\n\nThe usefulness and efficiency of a library depend more on its proper\ncataloguing and classification than upon any other detail of administration.\n\nBoth require technical knowledge, and a large amount of common-sense and\ngood judgment.\n\nNo scheme of classification has yet been devised that is perfectly satisfactory (e.x'cept to the inventor), because authors will not write books from\n\nthe standpoint of the classifier,\n\nand it is sometimes difficult to find just the\n\nright place in any scheme for a given book.\n\nCertain rules and principles must be followed in cataloguing and clas.sification, yet\n\nit\n\nis\n\nnecessary to recognize occasional exceptions or the system\n\nbreaks down.\n\nThe character of the library must be taken into con.^ideration, and books\nmust be classified where they will be most naturally sought and will be most\nuseful.\n\nThe use made of the books in a public library is finite dilTercnt fn)m\n\nthat in a school library.\n\nHaving decided upon a definite location for a book, the classification of\nwhich seemed rather dul^ious, the next book like it should be classified in the\n\nsame place. The public naturally think the methods of the librarian radically\nwrong if two l;ooks similar in charac tcr arc .so cla.ssificd that they are found\non opj)osite sides of the room or in ditTcrcnt rooms.\n\nA book treating of two (»r more subjects should genenills\n\n\\k-\n\n(la-^ificd\n\naccording to the one most important fo that particular Iil)rary.\n\nHooks should not be classified simply by title,\n\nwiiich\n\nis\n\nsometimes\n\nmi.s-\n\nThe table of contents may not indicate .sufficiently the harai ler of\nThe classifier sonu-times\nthe book, and even the text may fail in this respect.\nIcarling.\n\nt\n\nfinds a clue in the jjreface, in whit h the author states his object.\n\nThe disadvantages of the \"fixed location\" used in older libraries netii not\nA\n\nbe discus.sed, as this classification has very generally been abandoned.\n\nbook classified by this system always stands ab.solutely in the .same place, in\n\n"}
{"page": 272, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n26o\n\nrespect to shelf, tier, and room, irrespective of its subject or relation to other\n\nbooks.\n\nThe two systems of classification most widely\nDecimal\nSystem and the Cutter Expansive System.\nDewey\nknown are the\nThe first, which this report recommends\nlibraries.\nmodern\nin\nused\nBoth are\nof being better known because it has\nadvantage\nhas\nthe\nlibrary,\nschool\nfor a\nin a large number of libraries.\nhas\nbeen\nadopted\nand\nin\nuse\nlonger\nbeen\nSystems of classification.\n\nIt is\n\nclaimed for the Decimal System that it\n\nis\n\nmore easily understood\n\nthan other systems, is adapted to small or large libraries, is flexible, admits\nof\n\nbroad or close classification, and may be elaborated without reclassifica-\n\ntion as the library grows.\n\nAs the name imphes, it is based upon the decimal system of notation, the\nbooks so classified standing on the shelves in numerical order.\nDewey, Melvil.\n\nAbridged decimal\n\nLibrary Bureau.\n\nclassification\n\nand\n\nrelative\n\nindex.\n\n1894.\n\nBoston:\n\n$1.50.\n\nThe Alphabetic Index of subjects (with references from synonyms) gives\nthe corresponding class number for each, and indicates its exact place in the\n\npreceding tables.\n\nThe preface fully explains its use, with practical suggestions\n\nto beginners.\n\nInexperienced classifiers will be aided by the following:\nA. L. A. Catalog:\nKroeger, A. B. Guide to the study of reference books.\nN. Y. State Library. A $500 library recommended for schools.\nSelection of best books (for the year).\nPublished annually.\nNote.\n\n—These three publications give the Decimal\n\nclassification for each work.\n\nPublic Libraries:\nBullock, Edna.\nProblems in classification. 1900, 5:6-8.\nPreparing books for the shelves.\n1898, 3:117-118.\nTyler, A. S.\nClassification.\n1899, 4:377-380.\nVan Valkenburgh, Agnes. Classifying and cataloging a\n3:199-201.\n\nsmall\n\nlibrary.\n\n1898,\n\nLibrary Journal:\nFletcher, W. J.\nLibrary classification: theory and practice.\n1889, 14:22, 77, 113.\nFoster, W. E.\nClassification from the reader's point of view.\n1890, i5:-c 6-9.\nGifford, W. L. R.\nDifficulties in the Dewey classification and their adjustment.\n\n1896, 21:494-498.\n\nSmall libraries.\n\n— For a library of\n\nfive\n\nhundred volumes or less, a list of\n\nauthors and titles on cards will serve the purpose of a more formal or systematic card catalog.\n\nThe\n\ncards should be arranged alphabetically by\n\nauthors, and can be used in place of the accession-book and for taking the\ninventory.\n\nOUTLINE OF A SCHEME ADAPTED FROM THE DECIMAL CLASSIFICATION\nGeneral works, cyclopedias, periodicals,\n\netc.\n\n1\n\nPhilosophy, ethics, logic,\n\n2\n\nReligion, Christian\n\n3\n\nSociology, political economy, political science, law, education, commerce, customs,\n\n4\n\nPhilology, English,\n\n5\n\nNatural science.\n\netc.\n\nand non-Christian.\n\nfolklore.\n\nGerman, French, etc.\n\n"}
{"page": 273, "printed_page": null, "text": "—\n\n1\n\nREPORT ON INSTRUCTION IN LIBR.4.RY ADMINISTILiTION\n\n261\n\nUseful arts, medicine, engineering, agriculture, domestic economy, manufactures, etc-\n\n6\n7\n\nFine\n\nS\n\nLiterature.\n\narts.\n\n9\n\nGeneral\n\n9.\n\nTravel.\n\nhistor)'.\n\n9 2 Biography.\n.\n\n9.3 Ancient history.\n\n9.4 European history.\n9 5 Asian history.\n.\n\n9 6 African history.\n.\n\n9.7 North American and United States history.\n9.8 South American history.\n\nBook-shelving.\n\n—Arrange book.s on the shelves according\n\nsubject\n\nto\n\nArrange books belonging to the same class\n\nscience, literature, history, etc.\n\nby the author's name, except in biography, where it is more\n\nalphabetically\n\nimportant to arrange them by the name of the person written about.\n\nThe first figure of the Decimal Classification indicating the class to which\nthe book belongs, with the initial letter of the author's\n\nsurname below, can\n\nbe written on the inside cover and on a label pasted on the back of each volume.\n\nWrite the combination of da.ss number and author's initial in the upper\nleft\n\ncorner of the catalog card which represents the book, as it identifies the\n\nbook and locates it on the shelf\nUntrained librarians who feel unequal to cataloguing and classifying their\nlibraries may prepare for this work, to some extent,\n\nby a six-weeks' course in\n\none of the summer library schools; or may engage an expert cataloguer temporarily,\n\nunder whom the librarian can work as an apprentice until she can\n\ncarrv on the work unaided.\n\nIX.\n\nCALL NUMBERS, SHELF-LIST, LOAN SYSTEM\n\nBook numbers.\n\n— After books have been assigned a\n\nclass number, it is neces-\n\n.sary to distinguish those belonging to the same class by means of a book number\n\nor author numljcr.\n\nMany books may receive the same class mark, but the book\n\nnumber belongs to one book only.\nname.\n\nIt is as distinctly individual as a j)crson's\n\nIf a work consists of two or more volumes, the same book\n\nnumber is\n\nassigned to each volume; but each volume must be distinguished from the rest of\ntlie >-ct\n\n—\n— The orrler usually adopted for arranging books bclonginu to\n\nby \\\\> volume number\n\nCutter tables.\n\nthe same class is al{)habelic.\n\n1,2, 3, etc.\n\nThe library may contain twenty-five books on\nBy using the Cutter author tal)lcs {Library\n\nl>otany by Brown, Jones, Smith, etc.\n\nBureau, $1.25)\n\nin\n\nassigning bf)ok numbers, these books will stand on the\n\nshelf al|)habeli(ally by authors.\n\nThe (Alitor table consists of the initial letter of\n\nthe author's name, if a con.sonant, followed by two figures.\n\nIf tlic initial letter\n\nis a vowel, the table gives the two first letters followed by one figure.\n\nnumber for an author named Brown is B81.\n\nThe book\n\nA second edition of the .same\n\n"}
{"page": 274, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n262\n\nbook receives the book number B811 while a different book by Brown, on the\nsame subject, receives the book number B812. Books are arranged on the\nshelves first by class number, then by book number; and under book number,\n;\n\nfirst by letter,\n\nthen by figures.\n\nFor a small library the initial letter and one figure will give a shorter book\nnumber. The second figure may be added to distinguish two authors of the\n\nsame name.\nIf the Cutter table is not accessible, the initial letter of the author's surname -\n\nmay be used, adding i, 2, 3, etc., to indicate different books by the same author,\nNames beginning\nor books by different authors having the same initial letter.\nwith the same letter can be kept together under one class by this method, but\nnot in a strict alphabetic order.\n\nIn biography the book number is for name of person written about and not\nfor name of author.\n\nIt is more important to keep biographies of George Wash-\n\nington together on the shelf than to alphabetize them by author's name.\n\nThe letter Z is a convenient book number for a volume of pamphlets or for a\nbox of unbound pamphlets.\n\nSuch a collection by various authors will stand on\n\nthe shelf at the end of their class.\n\nFor simplified book numbers, including special schemes for keeping books by the\nsame author (in literature) in an alphabetic arrangement, see Melvil Dewey, Simplified\n\nLibrary School Rules.\nShelj-list.\n\n—Having assigned a\n\nclass\n\nnumber and book number, compare\n\nthis assignment with shelf-list, to be sure that it has not been used already for\n\nanother book.\nis the call\n\nThe combination of class number and book number together\n\nnumber (see below).\n\nThe shelf-list is a record which represents the books as arranged on the\nshelves,\n\nfirst\n\nby\n\nclassification,\n\nthen by book or author numbers.\n\nEnter\n\nevery book on the shelf-list as soon as the book number is assigned.\n\nThe shelf-list has several important uses. It must be consulted in assigning\nbook numbers, as it is the only record which shows what call-numbers have been\nused for other books.\n\nWhen the proper classification of a book is doubtful, the\n\nmay be consulted for the classification of books of similar character.\nIf the card catalog does not include subject entries, the shelf-list may be used as\na subject catalog, but it will not (like the catalog) give subject analytics.\nThe\nshelf-list\n\nshelf-list is also used in\n\ntaking the inventory of the library, and is a source of\n\ninteresting statistical information.\nShelj-list sheets.\n\n—The shelf-Hst may be kept on sheets laced in a binder.\n\nStandard shelf-list .sheets, with or without printed headings and binder, are\n\nmade by the Library Bureau.\nIf kept on sheets, the entries are made as follows:\n\nWrite the class number on\n\nthe upper outside margin of the sheet, where pagination is printed in a book.\n\nHkely to grow rapidly, two subjects may be entered on the\nsame sheet, the second being written half-way down on the outer margin. If\ndecimal classification is used, its numbers are arranged in numerical order, of\nIf the class is not\n\n"}
{"page": 275, "printed_page": null, "text": "REPORT ON INSTRUCTION IN LIBR^iRY ADMINISTR.ITION\n\n263\n\ncourse like the books on the shelves. Book numbers under each class are arranged\nalphabetically, as far as possible, in book-number column, the accession number\n(or numbers) is written next, followed by number of volumes if nn)rc than one,\n\nauthor's surname, with initials and brief\n\ntitle.\n\nIt is impossible to\n\nnumbers in a strict alphabetical order as new books are entered.\ntime the sheet must be copied and entries rearranged.\n\nkeep book\n\nFrom time to\n\nTo avoid much of this copying, the New York State Library has adopted a\nsmaller shelf-list sheet containing ten lines to the page instead of twenty-tive, and\n\none subject only is put on a sheet.\nShelj-list cards.\n\n—Another method of keeping the\n\nused in .several libraries, is on cards.\nis\n\nshelf-list,\n\none which\n\nThe.se never need to be copied.\n\nis\n\nA card\n\nmade for each title and dropped in place as soon as made. Items on the shelf-\n\ncard are copied from the catalog card, and consist of call number, author's\nsurname, brief title, and accession and volume numbers (if more than one\nlist\n\nvolume.)\n\nCards are filed in boxes or drawers in the order in wliich the books\n\nThe cards may be thinner than catalog cards.\nThe objections to the card shelf-list are the same as those raised against the\ncard catalog. The cards may be lost, stolen, or displaced, and are not as easy\nto consult as a page containing a number of entries over which the eye mav\nare arranged on the shelves.\n\nglance without the trouble or loss of time entailed in handling separate cards.\n\nMany librarians consider these objections insurmountable.\nDewey, Melvil, ed.\n\nSimplified\n\nshelf\n\n(In\n\nrules.\n\nlist\n\nhis\n\nSimplified\n\nLibrary\n\nSchool\n\nRules, 1898.)\n\nPublic Libraries:\nCrawford, Esther:\n\nInventory.\n\nThe shelf list.\n\n1899, 4:381-383.\n\n—The annual inventory\n\nis\n\nmore quickly taken ])y two persons,\n\none reading numbers of books on shelves while the other checks num])erson\nshelf-list.\n\nNote all missing books on a separate sheet, and look up afterward.\n\nThey may be charged out to readers, at the joinder's, or out of place in .some\nother [)art of the liljrary.\n\nThe best time for the inventory of a scIkk)! library is during the long vacation, when most of the books are in.\n\nCall-numbers.\n\n— After the call-number\n\nis\n\nassigned an\\' book, record\n\nit\n\nin\n\nupper left corner of all cards for that book, with class ninnber on the lop line,\nthe book number just below it; on slu'lf-li>t, on book plate, on l)ook lard, and\n\ncard-pocket\n\n—class number\n\nin the left corner, book innnbir in tin- riglit rorni-r.\n\nupon the back of the book, and here a variety of methods\nare in use in dilTereiit libraries.\nThe number should be at the same distance\nIt should also ai)pear\n\nlii;it\ntin- lnn ks may a|»pcar iniil'orm 011 ihc\nThe number may be gilded on by a binder. This is very sali>fa( torv,\n\nfrom the bottom of each book,\n.shelves.\n\nespecially to the eye, but it\n\ncents a volume.\n\nis\n\ntoo costly for a small library, from three to five\n\nIn niar)y libraries Denni.son\n\ngummed labels are UM'<i; but\n\nunless jjut on with great (are, these drop ofT, are (|ui( kly soiled, and wear out\neasily.\n\nThe surface of the book where the label is pasted must be roughened\n\n"}
{"page": 276, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n264\n\nand the glaze removed with sand-paper, a file, or with ammonia, taking care\nnot to injure or discolor the binding beyond the place covered by the label.\nAfter the label\n\nis\n\non the book, cover it with white shellac applied with a\n\ncamel's-hair brush.\n\nOld labels can be removed with wet blotting-paper.\n\nThe process of labeling is described minutely in Miss Stern's Essentials in\nLibrary Administration.\n\nThe call number may be written directly on the back of the book itself with\na pen or brush, using David's white letterine for dark bindings, and Higgin's\nwaterpr'^of ink for light bindings.\n\nCover these also with shellac to prevent\n\nrubbing off.\nLibrary routine.— The ordinary routine followed in getting a book from\npublisher to library shelf is: ordering (after comparing order-slips with catalog\n\nand with unfilled and outstanding orders, to avoid buying unnecessary duplichecking bill after book is received, dating order-slip, accessioning,\n\ncates),\n\nplacing accession number in the book, embossing (if stamp is used to denote\n\nownership), plating, pocketing, cutting leaves, cataloguing, writing author,\nsubject, and other entry cards, making subject analytics if necessary, classifying, assigning book\n\nnumber, shelf-listing, writing book-cards, writing in call\n\nnumber, labeling back, placing book on shelf, and filing the cards in the\ncatalog.\n\nIn a small library all of these steps need not be taken\n\n;\n\nbut whatever are\n\ntaken should be in this order.\n\nThe accession-book, card catalog, and shelf-list are the most important\nlibrary records.\n\nThe accession-book is numeric, by date of reception;\nbetic;\n\nthe catalog is alpha-\n\nthe shelf-list is numeric by classification and then alphabetic by book\n\nnumbers.\nPublic Libraries:\n\nAdams, Z. F. Practical hints on organization. 1898, 3:344-345; 1899, 4:58-59\nTreats of accessioning, charging system, shelf-listing, classi143, and 198-199.\nfication, etc.\n\nLoan-desk.— The loan-desk is the business department of the library, and\noften (especially in small libraries)\n\nis\n\nthe reference department as well.\n\nthe place where the public ask questions;\n\nIt is\n\nand where, according to treatment\n\nreceived, their impression of the library, favorable or otherwise,\n\nThis department should run very smoothly.\n\nis\n\nformed.\n\nThe reader should find quickly\n\nwhat he asks for or learn why he cannot get it.\n\nLoan-desk work demands\n\npatience, courtesy, and the necessary firmness to enforce rules— but the greatest of these is courtesy.\n\nThe records of the loan-desk should tell the whereabouts of a book that is\nwho has it, how long it has been out, and when it is due.\nGenerally, one book may be borrowed for two weeks.\nThis time may be ex-\n\nnot on the shelves:\n\ntended on due notice, if wished.\n\nIn a public library more than one book should\n\nbe issued to a reader, if needed for study or other serious work.\n\nTeachers should be permitted to take out as many books as they wish, and\n\n"}
{"page": 277, "printed_page": null, "text": "REPORT ON INSTRUCTION IN LIBRARY ADMINISTRATION\n\n265\n\nkeep them as long as their work demands, provided this does not interfere with\nthe rights of others.\n\nIn the charging system a book-card and a reader's card are used.\ncard, appro.xi ma tely .3X5 inches (7.5\n\nA book-\n\nX 12.5 cm.), of Hght cardboard, is made for\n\nThe class number is written on the top line at the left and book\nnumber on the right, author's surname on the second Hne, and a brief title on\nthe third line.\nThe book-card is kept in the card-pocket when the book is in\nthe library, and at the desk when the book is out.\nThe reader's card is usually hght brown, of same size as book-card. The\nevery volume.\n\nreader keeps his card if he has a book out;\n\nif\n\nnot. it is filed (alphabetically) in\n\nThe name and address of the person holding the\n\nthe library for safekeeping.\n\ncard are written at top of reader's card, as well as his number, wliich is assigned\n\nfrom the register, a blank-book recording by numbers the persons who use the\nlibrary, with names and addresses.\n\nA box containing book-cards of all books out is kept on tlie desk.\n\nThese\n\ncards are arranged back of the dates upon which these bt)oks are due.\n\nWhen\n\na book is returned by the borrower, at the back of it will be found a slip pasted\n\non the fly-leaf\n\n— the time-sHp — upon which\n\nbecomes due.\n\nis\n\nstamped the day when that book\n\nIf July 27, look in the card-box, back of the twenty-seventh, for\n\nthe book-card corresponding in name to the book.\n\nWhen found, stamp in\n\nright-hand column the date returned, and then put the card in the pocket of the\n\nbook.\n\nThe book is then ready to return to the shelf.\n\nA borrower chooses a book which he wishes to take out. The book-card is\nTake it out, stamp in left-hand column date on which the\nwrite in the middle space the borrower's number, and place the card in the card-box, back of the date, two weeks later when\nthe book will be due viz. August 10. Then on the time-slip cross off the date last\nstamped on it, and stamp the date when that book becomes due, as, August 10.\nThen the book is ready to be sent out.\nWhen books go to the binder's, .stam[)or write \"bindery \"on the book-cards,\nthen in the pocket.\n\nbook is drawn out\n\n—\n;\n\nJuly 27\n\n—\n\n,\n\nand file in the charging box.\nStatistics of daily circulation may be kept in a blank book or on cards.\n\nIn\n\na hbrary of five hundred volumes or less, books can be charged by writing on a\nslip of pa[)er the\ninitial,\n\nauthor and title of the book, or class number and author's\n\nname of borrower, and date of issue.\n\nThese slijjs should be hied under\n\ndate of issue, and the charge canceled when book is returned.\n\nIf .^tati^tics of cir-\n\nculation are desired, preserve the shps.\n\nDana, J. C. Charging system. (In\nPlummcr, M. W. Charging system.\nSteams, L. E.\n\nhis Lil>rary prinur, i(;03:i 16-121.)\n(In her Hints to small iiljraries, 1894:35-41.')\n\nLoan system. (In her Kss<nli;ils in library administration, 1005:65-71.)\n\nPublic Libraries:\n\nDodge, Virginia.\n\nLoan system.\n\n1898, 3:359-261.\n1897, 2:173-175.\n1897, 2:295-298.\n\nTwo IxkjIc system.\n\nMiner, .S. H.\nSharp, K. L.\n\nLoan systems.\n\nWood\n\nCharging systems.\n\nMiss.\n\n1899, 4:375-377.\n\n"}
{"page": 278, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n266\nLibrary Journal:\n\nThe \"two-book\" system. 1894, 19:161-162.\nBolton, C. K.\nReport on charging systems. 1889, 14:203-214. (Contains a bibliCarr, H. J.\nography of references with annotations.)\nPreparing a book for issue and charging systems.\n1896, 21:51-56.\nHill, F. P..\nCards for the \"two-book\" system. 1895, 20:168-172.\nJones, G. M.\n(FolSheldon, H. G. Elementary talk on charging systems.\n1897, 22:63-64.\nlowed by a list of references on charging systems.)\nLoan systems. (In United States Bureau of Education, Papers\nprepared for the World's Library Congress, 1896:898-906.)\n\nPlummer, M. W.\n\nX.\n\nBINDING\n\nA problem. —The right kind of binding for library books at a minimum cost\nis a problem which few Hbraries have\n\nsolved.\n\nA large library, binding thou-\n\nsands of volumes yearly, can get special prices under contracts, but the small\n\nAs a rule, cheap binding is not\n\nlibrary must pay good prices to get good work.\n\ngood binding.\n\nThe modern book, as it comes from the publisher, is pleasing in appearance,\nThe cover design is u.sually\n\nespecially the book issued for popular reading.\nartistic and often ornate.\nit\n\nHowever, sometimes it begins to fall to pieces before\n\nleaves the cataloguer's hands.\n\nThe man on the street who buys a book for a Christmas or birthday gift is\nsatisfied with a pretty cover.\nties\n\ndo not concern him.\n\nHe passes it on while new, and its wearing quali-\n\nBut the librarian would be better satisfied with a\n\nplainer cover and stronger binding.\n\nbefore it needs rebinding.\n\nA new book should circulate many times\n\nA publisher who will spend less on exterior decora-\n\ntion and more on the wearing qualities of the book will find favor with libraries.\n\nA book rebound should last longer than a new book, because (presumably)\nit is\n\nhand-sewed with linen thread, while (generally) the new book was machine-\n\nsewed with cotton thread.\n\nAs a matter of fact, a rebound book does not always\n\nwear better than in its original form.\n\nBinders say this is because the paper\n\nused for the modern book is made of wood pulp and is too rotten to hold the\nthread; the paper tears loose from the stitches, and leaves drop out.\n\nSewing.\n\n—Strength of the binding depends\n\nchiefly upon the sewing.\n\nAfter\n\nthe printed sheets have been folded, gathered, collated, and made compact by\npressure, they are ready for sewing.\n\nIn flexible binding, cords are placed on\n\nthe back of the sheets forming raised bands, and the thread is passed around\nthe cord.\n\nOld books were sewed in this manner, and therefore lasted longer\n\nthan modern books, this being a much .stronger method of sewing.\n\nused now, because a cheaper process is easier for the sewer.\n\nIt is\n\nnot\n\nThe ordinary\n\nmethod is to saw grooves on the backs of the sheets, usually three, deep enough\npassed through the back of\neach section (four pages) around the outside of each cora. The objection to\nto hold the cords or bands; and the thread is then\n\nthis method is that it weakens the back, and the book will not lie as flat as with a\nflexible binding.\n\n"}
{"page": 279, "printed_page": null, "text": "\"\n\nREPORT ON INSTRUCTIOX IN LIBRARY ADMINISTRATION\n\n267\n\nThe pages\n\n\\\\'hipstitching or overcasting is used on worn-out or poor paper.\n\nare collated and pressed, then sewed, then the sheets separated into sections\n\nare glued on the back, and then overcast along the back around the cords, the\nstitches of each section passing through the preceding section.\n\nFor heavy or large books tapes, because much stronger, are substituted for\ncords, and are occasionally used for valuable books of ordinarv size.\n\n—\n\nLeather binding. After sewing, end papers or fly-leaves between the book\nand the cover are pasted on, front and back, sheets are trimmed, the back\nis\n\nmade convex and the front concave by hammering (rounding and backing,\ncalled),\n\nit is\n\nand the book is then ready for covers.\n\nMill-boards of the right size, a little narrower than the book, are tlien pre-\n\npared for covers.\n\nWhen morocco is used, these boards are \"laced in. \"\n\nThe\n\ncords are drawn tight thru the boards, cut off, and the small projecting ends\n\nunraveled or frayed out, and hammered down until quite smooth.\nserves as a hinge connecting the book and cover.\nis\n\noften in the hinge, the cords break,\n\nThe band\nThe weakness of the binding\n\nand the book drops out of the cover.\n\nBinders sometimes put in an e.xtra cloth hinge, fastened to the book and cover.\nIn the Duro-flexile binding used by Cedric Chivers, one of the strips of linen\n\nwhich connects the end papers is inserted between the boards, and one of the\nend papers is pasted inside the cover;\n\nso that two thicknesses of cloth are be-\n\ntween the cover and the book.\n\nHead-bands are purely ornamental.\n\nThey are bought in strips, which are\n\ncut to the proper length and pasted on the back of the book, top and bottom.\n\nBacks.\n\n—The book\n\nthen ready for the cover-back.\n\nis\n\nThe leather for the\n\ncover-back is cut to the right size and drawn down on all edges.\n\nIn a \"tight\n\nback the leather is fastened to the back of the book and forms part of it.\n\nIn a\n\n\"loose\" or open back, \"strips of j)aper are gluctl to the l)ack, over which are\nplaced others free from the back; part of the leather is turned in between these\nso that the covering of the back only adheres to the loo.se pa])er.\"'\nin\n\nThe kathcr\n\nan open back connects the boards forming the sides, and is not attaihcd to\n\nWhen a book with such a cover is opened, a hollow is formed beween\n\nthe book.\n\nThe loose back is flexible, looks belter, anil is used\nThe tight back wrinkles the leather, but i^ rnu( h\n\nthe leather and the back.\n\nextensively on that account.\n\nstronger and lasts longer.\n\nCasing.\nfollows:\n\n— For cheap\n\n\"\n\nAs a rule, old books have tight bai ks.\nor leather binding a case is made, soinewluii as\n\nclotli\n\na piece of linen is cut, about a half inch wider than the thickness of\n\nthe book, and pasted on the back of ihe book.\n\n'I'lie\n\nboard sides are |)repared\n\nas before, and the cords, instead of being hutil in tlif boards, are frayed out\nat the ends and\nstrip, which\nis\n\npasterl down smooth together with the over edges of the linen\n\nthus connects the cover boards and the bac ks.\n\nThe cover\n\nc\n\nloth\n\nthen cut, enough larger than the cover boards and bac k to allow it- being\n\nThe in |)ai»ers are then pasted in,\nIcrierally the case is made com\n\nturned over the edges and pasted clown\n\nand the cover is then ready for \"finishing. \"\n'\n\nW. J. E. Crane, Bookbinding.\n\n(\n\n"}
{"page": 280, "printed_page": null, "text": "268\n\nNATIONAL EDUCATIONAL ASSOCIATION\n\nplete, with title\n\nand ornaments stamped on with a machine die, before the\n\nbook is glued into place.\n\n—\n\nCover material. The strongest and best material for covers is Turkey\nmorocco or goat, but it is too expensive for a small library. Persian\nmorocco is cheaper, but not as strong. Calf, Russia, and all grades of\nsheepskin should not be used in a public library.\n\nNext to Turkey morocco,\n\nAmerican Russia or cowhide is the strongest leather. For library binding,\nleather is used either on the back only, \"half morocco, \" or on the back and corners only, \"three-fourths morocco. \"\n\nThe sides are covered with cloth or mar-\n\nVellum corners, tho less common in America, are str(^nger than\n\nbeled paper.\nleather.\n\nDampness, dryness, dust, gas, heat, sunlight, tobacco smoke, all deteriorate\nHeat dries the oil out of the skin and makes it harden and lose flexibility; dampness causes mildew, while a strong light rots and fades.\nleather.\n\nOf cloth bindings, linen is most satisfactory, the Bancroft and Holliston\nBuckram is strong, but the rough surface is objectionable.\nThere is a very satisfactory smooth-finish buckram now on the market. Cancloths being the best.\n\nvass is cheap and durable, but it has a rough soft finish that holds the dust.\n\nFor\n\nheavy books canvass is by far the best.\n\nFor a small book which is subjected to hard usage, one of the strongest and\ncheapest bindings is half-buffing, or thin \"split cowhide\", with a tight back and\nstrong cloth hinge.\n\nA binding of this kind will sometimes outlast the book\n\nitself, while the cost is about the\n\nsame as cloth.\n\nIn selecting the color for binding, avoid light shades, as they soil easily.\n\nBrowns and maroon are very satisfactory.\ncolors.\n\nRed and green are the most durable\n\nBlack is generally used to disguise imperfections in the skin.\n\n—Every book should be collated before\n\nCollating.-\n\nall missing parts supplied if possible.\n\nit is sent to the binder,\n\nand\n\nThe title-page, index, all pages, and all\n\nillustrative material should be accounted for;\n\nand the binder should be held\n\nresponsible if any of these are missing when the bound volume is returned.\n\nA slip giving directions as to style of binding, material, color, and lettering\nshould be sent, and a record kept of each volume, the author, title, accession\n\nnumber, volume number, style of binding, and date when sent. This record is\nchecked when the books are returned, with date and price of binding.\nIf large numbers of books are to be bound, the binder should be asked for\n\nlower prices.\n\nSometimes it is best to send books away from home in order to\n\nget better binding or lower prices.\nIf the price of rebinding nearly equals original cost of the book, it should be\n\nthrown away and a new copy bought.\nPamphlets. Pamphlets not often used may be stabbed with wire or sewed,\n\n—\n\nand fastened in board covers with plain cloth backs, costing from ten to fifteen\ncents, according to size and quality.\nIn the St. Louis Pubhc Library a temporary binding is used for magazines\n\nwhich could also be used for pamphlets, consisting of a portfolio with paste-\n\n"}
{"page": 281, "printed_page": null, "text": "REPORT ON INSTRUCTION IN LIBKiRY ADMINISTRATION\n\n269\n\nboard sides covered with paper.\n\nAt the top and bottom are eyelets through\nwhich stitches are passed along the length of the paper.\nPasteboard boxes 9^X7X2 inches, for holding unbound pamphlets, can be\n\nbought for five or six cents each.\n\nCHppings may be mounted on sheets of manila paper, and\n\nfiled\n\nin\n\nboxes\n\nproperly labeled.\n\nW. J. E. Bookbinding for amateurs. Scribner. $1.\nCockerel!, Douglas.\nBookbinding and care of books. Appleton. $1.25.\nDana, J. C. Binding for Libraries. Library Bureau. 1906. 75c.\nHome, Herbert P. The binding of books. 1894. Kegan Paul, Trench, Trubncr\nCrane,\n\nCo.\n\n&\n\n$1 50.\n.\n\nPublic Libraries:\nDana, J. C.\n\nBinding for a public\n\nlibrary.\n\n1902, 7: 147-148.\n1904, 9:263-264.\nClippings for the library.\n1901, 6:329-331.\nHagey, Joanna. Binding. 1904, 9:268-272.\nHollands, W. C. Bookbinding.\n1904, 9:260-262.\nSoldan, F. J.\nDirections for binding.\n1904, 9:259-260.\nLibrary Journal:\nBliss, H. E.\nBetter book binding for libraries.\n1905, 30:849-857.\nDewey, Melvil. Colors in binding. 1885, 10:339-340.\nBinding rules and specifications for New York State Library. 1899,\n24:573Duro-fle.-dle bookbinding (Cedric Chivers).\n1887, 12:70-71.\nHathaway, F. P. Binding for a public library. 1879, 4:245-250.\nPoole, R. B.\nElements of good binding. 1892, 17 :c 15-18.\nRanck, S. H. Leather for bookbinding. 1901, 26:681-684.\nReport of Committee on Bookbinding. 1906, 31: 130-139.\nWoodard, G. E. Notes on bookbinding. 1898, 23:231-237.\nJohnston, D. V. R. Elements of library binding. (In U. S. Bureau of Education,\nPapers prepared for the World's Library Congress, 1896:907-916.)\nArticle on \"Bookbinding\" in New International Encyclopedia, 1902, Vol. 3. New York:\nDodd, Mead & Co.\n\nCrawford,\n\nW. R.\n\nThe book when bound.\n\nFergus, E. C.\n\nRepairs, and general care.\n\n— Books can be kept in good condition for a long\n\ntime and the cost of binding saved by care, and l)y making repairs as soon as\nneeded.\n\nBinder's thread and needles, cloth of different colors, paper, paste,\n\nglue, paraffin paper, transparent\n\ngummed paper, and \"onion .skin\" are the\n\nneces.sary tools for mending books.\n\nLoose sheets can be sewed in, doth hinges\n\npasted on covers, and cloth backs glued on.\n\nTears can be mendcil with paraffin\n\npaper and white paste, or with \"onion skin. \"\n\nColored leather can be washed\n\nwith alcohol; white leather or cloth, with soap and water. Leather (an be softened\n\nand cleaned with vaseline.\n\nGasoline will clean any kind of binding.\n\nBooks\n\nin a white or light binding can be covered with white .shellac varnish when new,\n\nand then washed with iniy)unity.\n\nInk spots can be removed from pajier with\n\nH. il. Collins' Ink Eradicator (Union Scjuarc, New York).\n\nNothing\n\nwill\n\nre-\n\nmove ink from book-covers, however, without disfiguring binding. Books returned from the homes where there has been any serious contagious disease\nshould be burned at once, as there is no inexpensive process for the [)roper disinfection of books.\n\nTo be effective, disinfei ting vapor nuist come in contact\n\nwith every page.\n\nRats and mi( e gnaw the ba( ks of books to get at the paste.\neat binrlings.\n\nsupposed\n\nto\n\n(\"01 kroadies\n\nHookworms (other tli;in human) arc not as common as they arc\nbe.\n\\ genuine bof)kworm is very rare.\n\n"}
{"page": 282, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n270\n\nPublic Libraries:\nLeighton, F. H.\nStraight, M.\n\nW.\n\nPreparing new books and restoring old.\nRepairing of books.\n1900, 5:88-89.\n\n1905,10:223-224.\n\nLibrary Journal:\nDisinfection of books by vapor of formalin.\n1895, 22:388.\nHagan, H. A. Insect pests in libraries. 1879, 4:251-254.\nHow to wash a book. 1885, 10:184-185.\nSpread of contagious diseases by circulating libraries.\nPoole, W. F.\n258-262.\n\nGeneral care.\n\n1879,\n\n4:\n\n— Books should not be packed closely on the shelves; the\n\nfriction wears out the binding, and tops are frequently broken or pulled off in\n\ngetting books from shelves.\n\nThey should not be shelved\n\nthey fall over, or stand so obliquely as to\n\nwarp\n\ncovers.\n\nso far apart that\nIf for\n\nany good\n\nreason books only partly fill a shelf, they should be kept upright by means of\nFolios may be shelved on their sides.\n\nbook supports.\nleft\n\nBooks should not be\n\nopen, nor leaned on, nor placed face downward while open, nor stand on\n\nNothing thicker than a sheet of paper should be left in a\nBooks should be kept away from heat and sunlight, and should\n\ntheir front edge.\n\nclosed book.\n\nnot be stored in a place badly ventilated.\n\nIn dusting a book, brush with a cloth away from the hinge without opening.\nSlap two books together flatwise to jar dust out of the edges.\n\nPaper covers are less and less popular, since such covers invite carelessness\n\nand readers have more respect for art uncovered book.\n\nSome public libraries use a book until it gets soiled, and then cover it.\n\nIf\n\ncovers are used, paper is better than cloth because cheaper, and can be thrown\n\naway as soon as it becomes grimy.\nOther suggestions on the care of books will be found under the topic \"Instruction to Children on the Care of Books.\"\nPublic Libraries:\nKroeger, A. B.\n\nCare of books.\n\nXI.\n\n1900, 8:319-320.\n\nLIBRARY ASSOCIATIONS\n\nAmerican Library Association.\n\n— The oldest library organization\n\nis\n\nthe\n\nAmerican Library Association, generally called the A. L. A. The first convention of librarians was held in New York City in 1853. At this, little more\nthan a preliminary meeting, the delegates decided to form a librarians' association and to issue a library\n\nmanual.\n\nDr. R. H. Guild, of\n\nBrown University,\nThe A L. A.\n\nprepared The Librarian's Mammal, which was published in 1858.\n\nwas not organized until 1876, in Philadelphia, during the Centennial ExposiAt the same time the Library Journal was founded as the official organ\n\ntion.\n\nof A. L. A.\n\nComplete files of this y)eriodical and of Public Libraries (Chicago\n\n— founded in i8g6) constitute a history of the library movement in the United\nStates for the la.st thirty years.\n\nThe object of the A. L. A., as stated in the constitution, is to promote the\nwelfare of libraries in America.\n\nIn addition, it aims to effect needed reforms\n\n"}
{"page": 283, "printed_page": null, "text": "\"\n\nRRPORT OX INSTRUCTION IN LIBIt-iRV ADMINISTRATION\n\n271\n\nand improvements, to lessen the labor and expense of library administration,\nto\n\nutilize\n\nthe experiments and\n\nexperience of\n\npromote\n\nthe profession, to\n\nacquaintance, and to advance librarianship as a profession.\nSince 1876 annual meetings have been held in different sections of the\ncountry.\n1897.\n\nInternational conferences were held in London in 1877 and a^ain in\n\nIn Chicago, 1893, '^\"'J St. Louis,\n\n190.1.\n\nthe conferences were interna-\n\ntional in character, and foreign delegates were present and on the program.\n\nAt\n\nthe conferences papers are read, followed by formal and informal discussions.\n\nThe proceedings are printed in the Library Journal, and sent to all members of\nthe association.\n\nAny person or institution engaged in library work may become a member\nby paying the annual dues, $2 for individuals, $5 for institutions.\n\nAt present\n\nthere are about 1,500 members.\n\nThe A. L. .\\. has the following sections:\n\nCollege and Reference, Trustees,\n\nCatalog, Library Work with Children, and State Library commissions.\n\nThese\n\nsections hold .'separate meetings during the regular sessions of the A. L. A., to\n\ndiscuss phases of the work in which they are particularly interested.\n\nOne of the pleasant and profitable features of each meeting is a post-conference trip taken by a limited number after the close of the regular business\nsessions.\n\nTraveling together in this way increases personal and professional\n\nacquaintance.\n\nImportant work has been accomplished by the A. L. A. Publi.^hing Board.\n\nThis has been greatly aided thru the generosity of Mr. Andrew Carnegie, who\ngave in 1902, $100,000, \"the income of which is to be apjilied\nration and pubUcation of reading-hsts, indexes,\n\nto the\n\nprepa-\n\nand such other bibliographic\n\nand library aids as will be specially useful in the circulating libraries of this\ncountry.\nLIST OF A. L. A. PUBLICATION'S,\n\nWITH A.VNOTATIONS BY SPECIALISTS\n\nKrotgLT, \\. B.\nGuide to rcfLTcnce books. $1.25.\nLarned, J. L., ed. Literature of American history. $6.\nSufjplement for 900-0 r. $1.\nA. L. A. Index to general literature. $10.\nliibliograjthy uf fine arts.\nlies, George, ed.\n90 cents.\nBfx)lcs for girls and women.\n90 cents.\nSubject headings for use in dictionary catalogs. $2.\nSargent, M. E. and A. L.\nReading for the young. Supplement (1890-95).\nCornu, Sophie, anrl Beer, William. List of French fiction. 5 cents.\n10 cents.\nHewins, C. M. Books for lx)ys and girls.\nSwan, R. T. Paper and ink. Free.\nIndex to [jortraits. (In preparation.)\n1\n\nLibrary tracts:\n\nWhy do we need a public library ? 5 cents.\nHow to start a library. 5 cents.\n2. Wire, G. E.\ncents.\nHutchins, F. A. Traveling libraries.\nLibrary rooms an<l buildings. 5 cents.\nSoule, C. C.\nNotes from the art sec lion of a library. 5 cents.\n5. Cutter, C. A.\n15 cents.\nEss<-ntials in library a<lminislralion.\n6. Steams, L. ¥..\nis <ents.\nCataloging for small libraries,\n7. Hitchler, Theresa.\nnls.\nA vill.igr library. 5\n8. TarlK-ll, .\\1. A.\n^o rents.\n.\\. L. A. B(M)k list (eight months)\n3.\n\n<;\n\n4.\n\n<\n\n«\n\n50 cents.\n\n"}
{"page": 284, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n272\n\nPrinted catalog cards:\n1. For current periodical publications.\n2. Bibliographic serials.\n3. For various periodical sets and for books of composite authorship.\nlibrary of the world's best literature.)\n4. For current books on English and American history.\n\n(Warner\n\nFor information regarding these publications address the Secretary, 34 Newbury\nSt.,\n\nBoston.\n\nProbably the most useful single book ever published for librarians is the ^.\n\nThe preliminary edition, published by the United States\n\nL. A. Catalog.\n\nBureau of Education, was prepared in the New York State Library, as the\ncatalog of the model library of 5,000 volumes in the library exhibit of the\n\nColumbian Exposition in Chicago, 1893.\n\nThe annotated ^. L. ^. Catalog (revised edition of the above), published\nby the Library of Congress, was prepared as part of the library exhibit at the\nLouisiana Purchase exposition, in St. Louis, 1904. This is a classed catalog\nof 8,000 volumes, the best in print for the average small library.\n\nIt\n\ncan be\n\nhad of the superintendent of documents, Washington, for 50 cents; bound. $1.\nThe A. L. A. thru its president, Melvil Dewey, also prepared for the Library\nCongress a collection of \"Papers on Library Economy,\" published by the\nUnited States Bureau of Education for the Columbian Exposition.\n\nThese\n\npapers were printed and sent in advance to the members of the congress, and\ndiscussed at the conference, and are still valuable to hbrarians.\nFletcher. W. I.\n\nThe American Library Association.\n\n(In his Public libraries in America\n\n1894:85-92.)\nLibrary Journal:\n\nThe American Library Association. 1876, 1:245-247.\nA. L. A. exhibit at Paris exposition.\n1900, 25 282-283.\nLibrary exhibits at Louisiana Purchase Exposition (including A. L. A. collection).\n1904, 29:423-424.\nPoole, W. F.\nConference of librarians, Milwaukee, 1886: address of the president.\n1886, 11:199-204.\n(A historical sketch of the A. L. A.)\nSharp, K. L. The A. L. A. library exhibit at the World's Fair.\n1893, 18:280-284.\nWoodworth, Florence. A. L. A. exhibit at Paris exposition of 1900, 25:116-119.\nWork and Needs of the A. L. A. 1905, 30:858-860.\nDewey, Melvil.\nHarrison, J. L.\n\n:\n\nStale library commissions.\n\n— A state library commission consists of\n\nfive\n\nor\n\nseven members, generally appointed by the governor, but sometimes by the\nstate board of education,\n\nand in some states are ex officio assignments.\n\nThe\n\nstate librarian and the superintendent of public instruction are usually mem-\n\nbers.\n\nWith the exception of a paid secretary, all serve without salary.\n\nThe work of the commission is to promote the establishment of free public\nlibraries by means of state aid, to give information and advice to new libraries\nin regard to selection and care of books and hbrary administration, to increase\n\nthe eflficiency of existing libraries\n\nby gifts of money or books, or by loan of\n\nbooks and by personal visits to keep in touch with all Hbraries thruout the state.\n\nBy means of traveling libraries, in charge of the commissioners, rural districts\nwithout libraries and small libraries in villages have been supplied with the\n\nbooks which thev could not otherwise obtain.\n\n"}
{"page": 285, "printed_page": null, "text": "REPORT ON INSTRUCTION IN LIBRARY ADMINISTRATION\n\n273\n\nMassachusetts has the pioneer library commission. It was organized in 1890, and\nhas given ad\\ice on library matters in all parts of the state, and occasionally in answer\nto inquiries from\n\nabroad.\n\nNew Hampshire organized a state commission in 1S91; New York, in 1892;' Connecticut, in 1893;\n\nand Vermont, in 1894.\n\nThe New York department first established the travcUng-library system, and has\nspecialized in library building and furnishing work for study clubs and library institutes.\nIts publications are\n\nnumerous and valuable, including bibliographies and reading-lists\n\non many subjects.\n\nThe Wisconsin commission is the pioneer in the West. It was organized in 1895\nand makes special efforts in personal visitation and instruction, maintaining general and\nspecial traveling libraries, a magazine clearing-house, and a state document department.\nWithout charge it helps to organize and classify new libraries, to reorganize old libraries\nand to create a desire for libraries in towns which have none. It publishes library statistics, news of library progress, lists of books for small libraries, buying-lists of current\nbooks, and lists on special subjects for special libraries.\nThe Wisconsin, Minnesota, Indiana, and Iowa State Library Commissions make\na specialty of library instruction by means of summer schools, library extension, institutes,\nlectures, and correspondence.\nIndiana has appointed a trained hbrarian and teacher to organize library work in\nthe schools of the state.\n\nPublic Librariss:\nTyler, A. S.\nInstructional work of library commissions.\ncan be done.)\n\n1905, 10:60-61.\n\n(What\n\nMichigan requires every commissioner of schools to make a report on library conCommission for every district school and public library in\n\nditions to the State Library\nhis county.\n\nIdaho sends books to lumber and mining camps.\nIowa has traveling libraries to lend to regular libraries and for general use, including books for study clubs, for young people, specific books for individuals, and books\nfor the blind.\nIt maintains a clearing-house for exchange of magazines, and assists\nin\n\norganizing local library associations.\n\nIn 1902 the State Library Commission Section of the A. L. A. was created.'\n1905 an application\nthe A. L. A.\n\nIn\n\nmade by the League of Library Commissions for affiliation with\n\nwas granted.\n\nAt present (1905) twenty-three states have library commissions.\n\nTheir\n\nactivities have been given in tabulated form by the secretary of the league in a\npaper read at the A. L. A. Portland conference in 1905. He divides the work\n\ninto the four groups of \"Direct Aid,\" \"Advisory,\" \"In.struction.\" and \" Docu-\n\nments;\"and states that the league has planned extensive undertakings in publications intended to help libraries Ijy making accessible the resuh of the knowledge and experience of specialists engagcfl in the work.\nThe character of the publications of the st;ile hbrary commi.s.sions depends\n\nsomewhat upon the location of the state.\nbooks and circular letters arc\ndistricts.\n\n.sent to\n\nAnnual reports arc i.ssucd, lists of\n\nfarmers and to the newspapers in rural\n\nBulletins and leaflets giving statistics and information on library\n\nprogre.ss, and all kinds of book-lists for school, public, and traveling libraries,\n\nare di.stril>ule(l without\n'\n\n(\n\nli.irge.\n\nThis w.i,n murr ili.in a rommiMion, rcolly n dUlinct itkle department.\n\n"}
{"page": 286, "printed_page": null, "text": "—\nNATIONAL EDUCATIONAL ASSOCIATION\n\n2 74\n\nFor information on the history, organization, work, and publications of\nstate Ubrary commissions, see\nPublic Libraries:\n\nJohnson. Synopsis of laws authorizing library commissions.\n10:83-87. (Gives organization, purpose, and state appropriation.)\nReports from state library commissions.\n1905, 10:62-67.\nTraveling libraries.\n1905,10:76-81.\nStearns, L. E.\n\nBrigham,\n\n.\n\n1905,\n\nLibrary Journal:\nBrigham, Johnson. A model library commission law. 1905, 30 :c 46-51.\nCountryman, G. A. State aid to libraries. 1904, 29 :c 148-152.\nTraveling libraries.\n1905, 30:056-58.\nHewins, C. M. The work of an eastern library commission. 1905, 3o:c 51-55.\nState library commissions.\nLegler, H. E.\n1905, 30:0 40-45.\nThomson, John. How to secure a state library commission. 1901, 26:191-192.\n\nState library associations.\n\n—The state library associations are unofficial\n\ncharacter, and resemble the A. L. A. in scope and aim.\n\nin\n\nMembership includes\n\nthose engaged or interested in literary work.\nSpecial efforts are made to secure the attendance of library trustees, and\nalso of library assistants who are unable, on account of the time and expense\n\ninvolved, to attend A. L. A. meetings.\n\nWhere no state hbrary commission exists, the state association frequently\nundertakes the work of the commission, securing the enactment of library laws,\ncirculating traveling libraries, holding Hbrary institutes, encouraging co-operation, and in general promoting library interests thruout the state.\n\nOne or several meetings are held during the year, and handbooks and bookHsts are pubhshed.\n\nNew York has the oldest state association.\n\nIt was organ-\n\nized in i8go, and holds a largely attended \"Library Week\" each September at\n\nLake Placid, at which papers are read and addresses made, followed by informal discussions. Other states than New York are represented, and the meeting\nis\n\nsecond only to the A. L. A.\n\nThe association carries on institute work, pub-\n\nhshes co-operative book-Hsts, watches Hbrary legislation, undertakes general\noversight of professional library training, and has a committee on pubHcity to\n\npromote intelligent use of the local press for library advertising in small communities.\n\nEach state association, of which there are now thirty-one, has accomplished\nsimilar work, modified by local conditions, and is planning to accomplish more\nin the future.\n\nLocal library clubs.\n\n—The\n\nlocal\n\nlibrary clubs, city and state, are like the\n\nstate associations, except that their interests are confined to a smaller territory.\n\nMeetings, informal in character, are held several times during the year, and\nspecial efforts are\n\nmade to promote acquaintance among librarians and to\nThe clubs usually pub-\n\nadvance library interests in that particular vicinify.\nlish a handbook or manual, and several\n\nhave issued other publications of local\n\nimportance.\n\nNew York is again the pioneer in this form of library organization. The\ncity founded the first library club in 1885, ^^^ years before the state association\n\nwas formed.\n\nThe New York Library Club published in 1887 a Union List of\n\n"}
{"page": 287, "printed_page": null, "text": "REPORT ON INSTRUCTION IN LIBRARY ADMINISTRATION\n\n275\n\nPeriodicals in New York libraries, and in 1902 Libraries of Greater Xeiv York,\nin\n\nwhich are given the history, regulations, and resources of the New York\n\nI)ublic and institutional libraries.\n\nThe Chicago Library Club issued in 1901 a list of periodicals in Chicago\nOther clubs publish book-li.sts, bulletins, etc.\n\nlibraries.\n\nThere are at present\n\ntwenty-one local library clubs in the United States.\n\nThe proceedings of the state commissioners,\n\nassociations,\n\nand clubs are\n\npublished in the Library Journal and Public Libraries during the year.\n\nAn\n\nalphabetic list of these organi/.ations with the name and address of the secretary is given in the\n\n.1 .\n\nL. A. Handbook.\n\nLibrary Journal:\nGreen, H. E.\n\nTabulated reports of state library associations. icSgi, 16:^2-^6.\nand local library associations can do for library interests.\n(Followed by a list of associations and clubs, American and\n1905, 3o:ci7-26.\nFor each association are given the name and address of the secretary,\nforeign.\ndate of establishment, amount of dues, number of members, and meetings during\nthe year, publications, and special work.)\nState and other local clubs and meetings.\nJones, G. ^I.\n1898, 23:138-139.\nThe field of work in state and local clubs. 1898, 23:519-521.\nTillinghast, W. H.\n\nDana, J. C.\n\n^^'hat state\n\nPublic Libraries:\nHow shall the program for a state library association be made up to\nFarrar, I. F.\nbe of the most use to the librarians of small libraries?\n1902, 7:363-365.\n\nLibrary schools.\n\n— The\n\nfirst\n\nschool for training of librarians was established\n\nTwo years later\n\nby Melvil Dewey in 1887 at Columbia College. New York.\n\nit\n\nwas removed to Albany and became the New York State Library School, with\nMr. Dewey as director; which po.sition he held until January, igo6.\nOther library schools are:\n\nW. Plummer, director.\n\nPratt Institute Librar}' School, Brooklyn, N. V.;\n\nUniversity of Illinois Library School, Champaign,\n\nine L. Sharp, director. Drexel Institute Librar}' School, Philadelphia, Pa.;\n\nMary\n\nKathcr-\n\nB. Kroi^ger,\n\nCarnegie Library Training School for Children's Librarians, Pittsburg, Pa.;\n\ndirector.\n\nSimmons College Library Training Course, Boston, Mass.;\n\nFrances J. Olcott, director.\n\nWestern Reserve University Library School, Cleveland,\n\nMar)' E. Robbins, instructor.\n(Jhio;\n\n.\\.\n\nIII.;\n\nH. Brett, dean.\n\n\\V.\n\nSouthern Library School,\n\n.Vtlanta,\n\nGa.;\n\n.Anne\n\nWallace,\n\ndirector.\n\nSummer library schools are conducted by the Chautauqua Assembly, Indiana Public\nLibrary Commission, New York State Library School, and the Universities of Wisconsin,\nIowa, and Minnesota.\n\nAPPENDIX\nUSEFUL BOtJKS\nSaiisbur)',\n\nV,.\n\nE.\n\nLibrary\n\nPul)lished by author.\n\nmethods\n\nfor\n\nschool\n\nteachers.\n\n1903.\n\nWliitcwattr,\n\nWis.:\n\n25 cents.\n\nInnmUfl to lulp IcarhiTS who have had no lil.r;ir> Iruininn, an<l who may \\>c rallcl ii|»in to suixrvino\nSchool lilirarics.\n\nE.\n\nA Library 'IVac t, .\\o.\n\nCovcM all (IrtaiU of lihrary orKaniuition in u ihoro and «)-slcmali( niannrr.\n\nA lint o( nrx-HHury lil.rary\n\nSteams, L. E.\n\nsu|i|>lin\n\nE.s.sc-nlials in\n\nlibrary a<lministration.\n15 cents.\n\n1005\n\n(A\n\nloj Beaton St., Bostr)n.\n\n6.)\n\nix\n\nKivcn, loKclhrr with n<l<!rriuir» o( lilirary aiipply firnu, and a lUl of IxKiks cm lilirary lilrraliirc\n\nThe sutCKe»lioiu are extremely helpful.\n'\n\nRefereme Ujokd and artiilen on Sin ifit Topicii havt- Inen tited under sinh topiit\n\n"}
{"page": 288, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n276\n\nPublished by the\n\nThe formation and care of school libraries.\nNormal University, Normal, 111.\n\nMilner, A. V.\nState\n\nBaylor University (Waco, Tex.)-\n\nA library primer.\n\nDana, J. C.\n\nPublic school libraries.\n1903.\n\n1905.\n\nChicago Library Bureau.\n\nIllinois\n\nNo.\n\n(Bulletin 8,\n\ni.)\n\n$1.\n\nThb book should be in every school or public library.\nPlummer, M. W. Hints to small libraries. 1894. New York. Lane. 50 cents.\nDenver Public Library Handbook. 1895. Carson-Harper Co. 65 cents.\nDewey, Melvil, ed. Simplified library school rules. 1898. Library Bureau. $1.25.\nIncludes\n\ndefinitions, abbreviations,\n\ncard-catalog\n\nrules,\n\naccession\n\nand shelf-list rules, book numbers,\n\ncapitals, and punctuation.\n\nLibrary Recipes (in Library Notes, 1895, Vol. IV, No. 15).\n\nLibrary Bureau.\n\n50 cents.\n\nCompilation of useful information in regard to mending, cleaning, pasting, etc.\n\nU. S. Bureau of Education. Papers prepared for the World's Library Congress, held\nFree.\n1896.\nat the Columbian Exposition, edited by Melvil Dewey.\nEach branch of library economy is discussed by an expert, followed by a selected bibliography.\n\nBoston\n1902.\nLibrary (Brooklyn). Reading list in library science.\nID cents.\nLibrary Journal (monthly). New York; published since 1876. $4 a year.\nChicago; published since 1896. $1 a year.\nPtiblic Libraries (10 months).\n\"Libraries.\" New Intel-national Encyclopedia, Vol. II, 1902. New York: Dodd,\nMead & Co.\nEncyclopedia Americana, Vol. IX, 1904. New York: American Book Co.\nPratt Institute\nBook Co.\n\nARTICLES IN PERIODICALS\nLibrary Journal:\nAdams, E. L. Library work with schools. 1898, 23:137.\nBolton, C. K. Library examinations in schools.\n1895, 20:122.\nChamberlain, Mellen. Public libraries and public schools. 1880, 5:299.\nCoe, E. M. Relation of libraries to public schools.\n1892, 17: 193.\nHow teachers should co-operate with librarians. 1895, 20:115.\nCole, G. W.\nComstock, M. E. The library as an educational factor. 1896, 21:147.\nCrunden, F. M. Relation of libraries and schools. 1904, 29 :c 5.\nCrunden, F. M., and Blanchard, C. A. Reading by school children and college\nstudents.\n1888, 13:89.\nCutter, C. A.\nSupervision of children's library use.\n1898, 23:149.\nDana, J. C. Libraries and teachers. 1896, 21:133.\nDavidson, Charles. Library work in schools. 1899, 24:150.\nDoren, E. C. School libraries. 1897, 22:190.\nDousman, M. E. Children's departments. 1896, 21:406.\nDruar, Margaret. The public library as an aid in the school room. 1899, 24:143.\nFairchild, E. M., and Adams, L, A. Methods of children's library work as determined by the needs of the children.\n1897, 22 :c 19.\nPublic school and the public library.\nFoerste, A. F.\n1897, 22:341.\nHow to use the public library: suggestions for the use of pupils,\nFoster, W. E.\n\n1879, 4:447Gilbert, C. B.\n\nThe public library and the public school. 1904, 29:169.\nLibrary aids.\n1881, 6:104.\nA bibliography of library science.\nAids and guides for readers. 1882, 7:145.\nReport on libraries and schools. 1883, 8:229.\nHardy, G. E. The school hbrary as a factor in education. i88g, 14:343.\nFunction of the library and the school in education.\nHarris, W. T.\n1890, 15:27.\nHewins, C. M. Yearly report on boys' and girls' reading. 1882, 7:182.\nMerington, Margaret. How may we make the guiding of pupils' reading a part\nof the teacher's work?\n1895, 20:119.\nPublic libraries and public schools.\n1887, 12:156.\nNew York Library Club. Relation of libraries to public schools. 1892, 17:204.\nWork with children at the Carnegie library of Pittsburg. 1900,\nOlcott, F. J.\nGreen,\n\nS. S.\n\n•\n\n23: 166.\n\nPlummer, M. W.\n\nThe work for children in free public libraries.\n\n1897, 22:697.\n\n"}
{"page": 289, "printed_page": null, "text": "REPORT ON INSTRUCTION IN LIBRARY ADMINISTRATION\n\n277\n\nLibrary Journal (continued):\nPratt Institute (.Brooklyn) Children's department.\n1898, 23:579.\nReports upon lending books to schools. 1891, 16.104.\nRelation of the public hbrary to the school.\nSanders, M. A.\n1S89, 14:79.\nSawin, J. M. Some successful methods of developing children's interest in\ngood literature. 1895, 20:377.\nStimson, Rev. H. A. Boys and books.\n18S4, 9:142.\nThurston, E. P. How can the character of the reading be improved ? 1891, 16:47.\nTripp, G. N. Can the public library and the public school be mutually helpful ?\n1904, 29:173.\nVan Sickle, J. H. Libraries in the school room. 1896, 21:152.\nWork between libraries and schools. 1897, 22:181.\nYoung. The public library and the public school. 1896, 21:140.\n\nPublic Libraries:\nBishop, W. W. School hbraries and public libraries.\n1896, 1:94.\nCheener, W. H. Use and abuse of school libraries.\n1897, 2:349.\nCo-operation between schools and libraries.\n1898, 3:154.\nDewey, Melvil. New library department of the N. E. A. 1896, 1:183.\n\nDodge, Virginia.\n\nThe library and the school.\n\n1898, 3:353.\n\nDoring, F. W. How we use the library.\n1903, 8:104.\nEastman, L. A. The children's room. 1898, 3:417.\n\nEngUsh, M. F. Classification of school libraries. 1897, 2:351.\nFolsom, Channing. How can and should the Hbrary assist the school ? 1898, 3: 164.\nHaney, J. D. How shall the public libraries help the high school? 1902, 7:224.\nHoag, J. P. Co-operation of the public library and public school (Ontario). 1904,\n9:225.\nLindsay, M. B.\n\nA children's corner in a small hbrary. 1899, 4:142.\nChildren's room at Scoville Institute.\n1899, 4:9.\nMackenzie, Davis. The public school and the public Hbrary. 1897, 2:423.\nMercer, Martha. Relation of school and library. 1898, 3:405.\nSchools and libraries.\nMiller, Marie.\n1896, 1:89.\nThe Hbrary and the school. 1896, 1:313.\nParsons, John.\nPratt, J. A.\nThe library and the children. 1898, 3:77.\nSchreiber, M. E.\nCo-operation between librarian and teacher. 1897, 2:2.\nSteams, L. E. Educational force of children's reading. 1897, 2:6.\nIn regard to reading.\nWilliams, Sherman.\n1899,4:57.\nWright, P. B. Relation of the Hbrary to the public school.\n1899, 4:11.\nYoung people and the school. 1896, i:8r.\nLyman, Edna.\n\nN. E. A. Proceedings;\nDana, J. C. The librarian and the teachers. 1899:519.\nHolland, E. O. The Hbrary as an adjunct to the secondary school.\n\n1903:961.\n\nOutlook:\n\nWhat the libraries are doing for children. 1902, 72:420.\nCrunden, F. M. The public library a paying investment. 1903, 73:494New England Magazine:\n15:245.\nOrr, William. Public school, library and museum. N. S. 1806.\nBissell, F. S.\n\nAtlantic Monthly:\n1887, 60:85.\nScuddcr, H. E. American classics in school.\n1894, 73:252.\nEducational law of reading and writing.\nWarner, C. D. The novel and the common school. 1890, 65:721.\nTomlinson, E. T. Reading for boys and girls. 1900, 86:693.\n\nContemporary Review:\nReading for the young.\nWeisse, H. V.\nAmerican Monthly Review of Revie^vs:\nEimenrlorf, I'l, L.\nto read.\n1903,\n\n1901, 79:829.\n\nSome things a l)oy of seventeen .should have h;i(l an ojiportunity\n28:713.\n\nSUMMARY OF STATE LAWS RKLATINC TO SCMOOI, I.IUkARIKS\nWhenever available, the latest edition of the school law has been ron.sultcd, generally\nthe statutes of 1902 or 1903.\n\nFor recent changes sec Comparative Summary and Index of Legislation, published\nNew York State Library.\n\nannually by the\n\n"}
{"page": 290, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n278\n\n—\n—\nArizona. — Allows $50 a year\n\nAlabama. Has no school-library law.\nArkansas. Has no school-library law.\nto every school district,\n\nprovided\n\nit\n\ncontains 100 chil-\n\nThe state superintendent (Report,\n\n1902) deplores the fact that only $357.55\nhad been spent during the year for school libraries. The law specifies that the libraries\ndren.\n\nare to be kept in the schoolhouses when practicable, and may be used by residents of the\ndistrict upon payment of an\n\nCalifornia.\n\n— Grants\n\nschool fund, provided\n\neach rural district 10 per cent, of\n\namount does not exceed $50.\n\nResidents\n\n$50 is allowed.\n\nannual or monthly fee.\n\nto\n\nits\n\nshare of the county\n\nIn cities, for every 1,000 children\n\nmay use school library by payment of a life membership,\n\nor an annual or monthly fee,\n\namount not specified. A fee of $2 paid for a teacher's\nand library fund. Fifty per cent, of this\n\ncertificate constitutes the teachers' institute\n\nmay be spent for a teachers' library.\n\nIn school districts from 5 to 10 per cent, of the\n\ncounty school fund may be used for this purpose, provided the amount does not exceed\nIn case there are five or more teachers in one school, $10 to $15 is allowed for each\n\n$50.\n\nteacher.\nlibraries.\n\nThe state superintendent is authorized to make lists of books suitable for school\nThe trustees or board of education make rules and regulations for the organ-\n\nization and administration of the libraries.\n\nColorado.\nli\n\n—Grants an annual tax of one-tenth of a mill for the support of school\n\nbraries, which are open to the public under regulations established by the district school\n\nboard.\n\nConnecticut.\n\n— Grants $10\n\nto every school district,\n\nand to every town maintaining\n\na high school, which raises by tax or otherwise a like sum to establish a school library;\nalso\n\nan additional $5 annually on same conditions, for maintaining and replenishing\nIf the number of pupils exceeds 100, the treasurer shall pay $10 in the\n\nsuch a library.\n\nand $5 annually thereafter for every 100 or fractional part of 100 pupils\nThe school board must approve selection of books and regulations for use.\nThe public-library committee (State Library Commission) shall advise\nand assist in selection, purchase, and cataloguing of books, and in maintenance and\nadministration of school libraries, and shall lend them books and pictures.\nDelaware. Pays $100 annually to the chairman of the committee on traveling\nfirst\n\ninstance,\n\nin excess of the first 100.\n\n—\n\nWomen's Clubs, to be used for buying books (and\namong public schools.\nDistrict of Columbia. Provides a certain amount annually for contingent school\n\nlibraries of the state Federation of\n\ncases) to circulate\n\n—\n\nexpenses, including books of reference, periodicals, etc.\n\n—\n\nFlorida. Authorizes the Board of Public Instruction to appoint a librarian to\nhave charge of the school library, to make it available to inhabitants of the neighborhood,\n\nand to change books from one library to another.\nlibraries or other educational\n\nSchool trustees may spend for school\n\npurposes the fund raised by a tax of three mills on the\n\ndollar annually.\n\nGeorgia.\n\n—Has no school-library law. Libraries have been started, however,\n\nand women's clubs. Committees\nhave been appointed to select books suitable for rural school libraries, and efforts have\n\nin different parts of the state thru efforts of teachers\n\nbeen made to pass a library bill which will give a permanent fund.\n\nIdaho.\nries\n\nin\n\n—Imposes a\n\ntax, not exceeding one mill on the dollar, for estabUshing Hbra-\n\nconnection with public schools.\n\nThe State Library Commission gives advice\nlibraries, to aid in organizing new\n\nand counsel to all free libraries and public school\nlibraries or improving those already established.\nIllinois.\n\n—Authorizes school directors\n\nto\n\nappropriate,\n\nfor\n\nbuying\n\nlibraries,\n\nany\n\nschool funds remaining after all necessary school expenses are paid.\n\nIndiana.\nschools\n\n—Authorizes establishment of\n\nfree libraries in connection with the common\n\nand permits a tax of one mill on the dollar.\n\nFor establishing common-school\n\n"}
{"page": 291, "printed_page": null, "text": "REPORT O X INSTRUCTION IX LIBR.4Ry ADMINISTRATION\n\n279\n\nRbraries in cities of 30,000 population a tax is granted of 25 cents on $100; in cities of\n\nfrom 35,000 to 40,000, 5 cents on $100.\nIowa. Grants from the school fund not less than 5 cents or more than 15 cents\nfor each person of school age in each school district.\nThe State Board of E.xaminers\n\n—\n\nprepares lists of books, and rules for administration of school libraries.\n\nThe secretan-\n\nof the board of education acts as librarian.\nK.\\NS.\\S.\n\n—Grants a\n\ntax, not exceeding two mills on the dollar, for library purposes.\n\nWTiere taxable property is more than $20,000, the tax is one and one-half mills; where\n\nmore than $30,000, one mill; where more than $50,000, one-half mill. The board of\ndirectors must buy books on histor}% biography, science, and travel.\nKENTtrcKY. Grants power to the Board of Education to establish and maintain\na public library out of any funds except that received by taxation or from state funds.\nThe board will make all rules and regulations governing such libraries.\n\n—\n\n—Has no school-library law.\n—Has no school-library law.\nMaryland. —Grants $10\neach school\n\nLousi.\\N.\\.\n\nMaine.\n\nto\n\ndistrict\n\nannually, provided the people\n\nThe library must be in charge of a teacher, and\nbooks must be selected from lists furnished by the State Board of Education. The State\n\nin that district raise the same amount.\n\nLibrary' Commission must give advice to public-school libraries as to selection, cataloguing,\n\nand other details, and help in organizing new or improving old libraries. It must organize\nand conduct traveling libraries, and may borrow from state libraries. The commission\nis\n\nallowed $1,000 annually for such purposes.\n\nMass.\\chusetts.\n\n—Has no school law relating\n\nto\n\n.school\n\nlibraries.\n\nThe Board\n\nof Free Public Library Commissioners may give $100 to a free public library in a town of\n\n$600,000 valuation, if the trustees have rendered the library useful to the teachers and\nTrustees are authorized to use 25 per cent,\n\nscholars of the public schools in such town.\n\nof the school fund for buying books of reference, maps,\n\nMicHiGAX.\n\nand apparatus.\n\n—Grants the establishment of a district-school library which\n\nshall\n\nbe\n\nbooks from the township librarj', and al.so to its share\nof library moneys; the school inspectors to have charge of the township libraries and of\nThe proceeds of all fines for any breach of the penal laws, for penall library moneys.\nalties in criminal proceedings, and for exemption from military duty must be apportioned\namong the several townships according to the number of children, and applied to townentitled to its just proportion of\n\nship and district libraries.\n\nMiN.VESOTA.\n\n—Empowers the\n\nstate superintendent, and the presidents of the five state\n\nnormal schools, to prepare lists of books suitable for school libraries; to include lx)oks\nof reference, history, biography, literature, political economy, agriculture, travel and\nThe law provides for\nnatural science; and to make contracts for buying such liooks.\ncare of books, appointment of librarian, and for suitable rules.\n\nFor one-half of the\n\namount spent for such purposes each school district may make a requisition upon the\nstate auditor. No district must receive more than $20 on first statement, nor more than\n$10 on any subsequent statement. The fund is $10,000 annually, or so much thinof\nAny village may ronlributc to\nas may be necessary to meet the provisions of this act.\nthe school library, or other school purposes,\n\nall\n\nor a iHrccnI.igc of the litcnse\n\nmoney\n\nreceived from persons selling intoxicating liquors.\n\n— Has no school-library law.\n— Authorizes school Ixianls use from\n\nMissrssrppi.\n\nMrs.S0URl.\n\nto\n\ns(\n\nh(M)l\n\nfunds nnt\n\nless\n\nthan\n\nnor more than 20 cents per pupil enumerated in the district each year, whii h shall\nspent for book.s selected from lists compihd by the State Library Board.\n\nMo.VTAVA.\ncent, of\n\n—Grants\n\n5\n!)<•\n\nfor a library fund a tax of not less than 5 nor more th.m 10 jxr\n\nthe county school\n\nfund, provided that such percentage do<'s not r.xceed $50.\n\nIn cities of 2,000 or more the library fund must not exceed $50 for every 500 children\n\n"}
{"page": 292, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n28o\n\nBooks must be selected from lists made by superintendent of public instruc-\n\nof school age.\n\nSchool trustees make library rules and regulations.\nNebraska. Has a public-library tax only, of two mills on the dollar.\n\ntion.\n\nNevada.\n\n—\n—Has no school-Hbrary law. School trustees may appropriate from school\n\nfunds for library books; but unfortunately, from motives of economy, have so far failed\ndo this. The superintendent of public instruction, in his report for 1901-2, urges\n\nto\n\nthe legislature to appropriate from $5 to $100 for each school for library purposes.\n\nNew Hampshire. —Has no school-library law.\nNew Jersey. — Grants $20 to any district which raises by tax, or in any other\n\nway, a like sum, to establish a school library, and the further sum of $10 annually on\nsame condition. Books are to be selected and approved as the State Board of Education\nmay direct. If there is more than one schoolhouse in a district, school libraries may\nconsolidate.\nOne hundred dollars is granted to establish a pedagogic library for teachers,\nif a like sum is raised, and not less than $50 nor more than $100 annually thereafter\non same conditions. The county superintendent and three teachers shall constitute\na county committee, to select and buy books and apparatus for such library, and to make\nrules\n\nand regulations for use and management.\n\nNew York. — Grants to each school district an amount equal to that raised from\nand appropriates $100,000 annually under\nThe school library must not be used\nAny public library\nas a circulating library except to teachers, school officers, and pupils.\nmay collect the books from any district library which has not been in charge of a librarian within one year.\nNew York is the pioneer state in establishing school libraries.\nThe first sum for this purpose was appropriated in 1838.\nNorth Carolina. Appropriates every two years $5,000 for establishing rural\nFor every $10\nschool libraries and $2,500 for adding to libraries already established.\nprovided by the state the community must provide $10 and the county $10 in addition,\nwith which to start a library; and $15 may be secured, on similar terms, for an enlargement of this library.\nNorth Dakota. Appropriates $750 annually for district school Hbraries, to be\ntaxation or other sources for library purposes;\n\nthis law, besides $50,000 for high-school libraries.\n\n—\n\n—\n\ncirculated as traveling libraries.\n\nThe state\n\nsuperintendent prepares\n\nof suitable\n\nlists\n\nand regulations. The district\nschool board may appropriate not less than $10 and not more than $25 for each schoo]\nbooks, with lowest prices indicated, and makes\n\nall\n\nrules\n\nlibrary.\n\nOhio.\n\n—Authorizes establishment of public\n\nlibraries\n\nconnection with public\n\nin\n\nschools, and buying books other than school (text) books for a school library.\n\nOklahoma.\n\n— Grants from the\n\ndistrict school fund, for the\n\nuse of a school library,\n\nfrom $5 to $100, according to number of teachers employed. The county board of examners shall furnish each county superintendent a list of reference and literary books,\nwith list-price and cost-price of each, and the order of purchase designated.\n\nHe shall\n\nfurnish additional lists at stated periods for future purchases.\n\nOregon.\n\n—Levies,\n\nfor district school libraries, a tax of not less than 10 cents for each\n\nchild (in the county) between four and twenty years of age.\n\nshare according to number of children.\n\npared by the state Board of Education.\n\nEach district receives its\n\nThe books bought are selected from lists pre\nThe school library must be kept in the school\n\nhouse, and the teachers are responsible for its proper care and protection.\n\n— Grants authority towns and school\nSouth Carolina. —Has no school-Hbrary law.\nSouth Dakota. —Reserves from the school fund an amount equal\nRhode Island.\n\nto\n\ndistricts to\n\nappropriate\n\nsuch money for support of school libraries \"as they shall judge necessary.\"\n\neach person of school age as a library fund.\ntendents' lists.\n\nto 10 cents for\n\nBooks are selected from state superin'\n\nThe clerk of the school district acts as librarian, with a teacher in each\n\n"}
{"page": 293, "printed_page": null, "text": "REPORT ON INSTRUCTION IN LIBILARY ADMINISTRATION\nschool to represent him.\n\n281\n\nThe libraries \"travel\" in a circuit consisting of not more than\n\nten schools.\n\n—\n\nTennessee. Has no school-library law.\nTex.'VS.\nHas no school-library law. The school libraries, of which there are over\n5,000 in the state, were started and maintained by local taxation or by funds realized\nfrom entertainments. The State Library Association has been very active, and the\n\n—\n\nWomen's Federation has established fifty-seven traveling libraries in rural districts.\n\n—\n\nUtah. Grants power to school boards to establish and support school libraries.\nVermont. Has no school-library law, but the Board of Library Commissioners\nmaintains and circulates some traveling libraries selected for the use of schools.\n\n—\n\n—\n\nHas no school-library law.\nWashington. Grants a tax of one-tenth of a mill on one dollar for a school-library\nfund.\nThe State Board of Education recommends books suitable for a pupils' circulating\nVirginia.\n\n—\n\nlibrary and for a pupils'\n\nand teachers' reading-circle.\n\nPupils of the eighth grade must\n\nread at least one of the reading-circle books before graduating.\n\n—Has no school-library law.\n— Grants from school funds an amount equal\n\nWest Virginia.\nWisconsin.\n\nto 10 cents for each person\n\nBooks are selected from lists made by the state\nprescribes all rules and regulations for administration of\n\nof school age, as a school-library fund.\n\nsuperintendent.\n\nThe law\n\nschool libraries.\n\n—\n\nWyomlng. Grants the establishment of public libraries in connection with schools.\nThe tax is not less than one-eighth of a mill nor more than one-half of a mill on the dollar.\nA suitable place without rent must be furnished by the community. A schoolroom may\nbe used for the library, and it must be free to all residents of the county.\n\nLibrary Legislation (in Dana, J.\nPatten, F. C.\n{Relates to public libraries.)\n\nC, Library primer,\n\n1903,\n\n147-15 1).\n\n"}
{"page": 294, "printed_page": null, "text": ""}
{"page": 295, "printed_page": null, "text": "MEMORIAL ADDRESSES\nJOHN EATON\nBV RFAKREND SHELDON JACKSON, WASIIIXOTOX, D. C.\n\nAmong ihc j)n)minent men of the United States, whose lives have touched\nand elevated large masses of men and whose inlluence on humanity is worldwide, is Rev. John Eaton, Ph.D., LL.D., clergyman, soldier, philanthrojjist,\njournalist, educator,\n\nand statesman.\n\nGeneral Eaton, as he was familiarly called, was horn in the township of\nSutton,\n\nMerimac County, New Hampshire, December\n\n5,\n\nHe was\n\n1829.\n\nthe eldest of nine children of a jjrosperous farmer, John Eaton and his wife\n\nOne of his paternal ancestors. Lieutenant Nathaniel Eaton\n\nJanet Andrews.\n\nhaving been killed or w-ounded), led his company in a\n\n(his superior officers\n\nOn his mother's side he was descended from Scotch-\n\ncharge at Bunker Hill.\nIrish stock.\n\nHe commenced attending scht)ol when a little over three years of age;\nbut the necessities of the family required that in his fifth year,\nride a horse in ploughing, he should begin work.\n\nwhen aijle to\n\nThereafter, according to\n\nthe custom of the times, he worked on the farm from spring to fall and attended\n\nEncouraged by his mother he availed\n\nschool during a few weeks in winter.\n\nmoments and evenings for study. He knew what it was to\nwalk eight miles on Sunday, when released from farm toil, to borrow a te.xthimself of odd\n\nbook.\nHe mastered the elements of Latin and chemistry after bed time,\nand commenced the study of the natural sciences wiiile drawing wood to\n\nmarket with an ox team.\n\nHis jjhysical development depended not\n\nu|)on\n\nmanual work to assist in getting an education.\n.\\t sixteen years of age, he himself became teacher of a district school\nHis mother\nduring the winter term, when he could be s])ared from the farm.\nathletics but hard\n\ndying soon after, he was accustomed to spend his Sundays at iinmc, lulping\nhis sister in the care of the\n\nyounger children.\n\nI'.ssaying to secure a colh-ge course,\n\nfrom\n\nhis\n\nfather, thru\n\nHiram Onutt; and thru\noiil\\\n\nhe worked his way, with\n\nh'niilcd lul|)\n\nAcademy, X'ermont, lluii in ch.irge of Dr.\nDartmouth Cnllcgc, graduating in 1X5.4, with\n\nTlietford\n\nthree (ents in his posse.ssion.\n\nHe had already felt the call to the gos|)el ministry, luit (lela\\c(l .illind.ini e\nseminarv until he (ould rcpk-nish his finances.\n\nat a theological\n\nSecuring\nhe\n\ns|)ent\n\nthe-\n\nfrom\n\nposition of\n\n|)rinc i|)al\n\n^d\n\nthat city.\n\n1.S5.4\n\nin\n\nof a\n\nward school\n\nHis success\n\nal\n\nin\n(\n\n(\"levc-lanil,\n\n'lc-\\cl.inc|\n\nled\n\n(\n\n)hio,\n\nlo\n\nhis\n\na|)pointment as superintendent c»f the public schools of Toledo, Ohio, which\npo-^ilion\n\nhe\n\nhe-Id\n\nfrom\n\n1.S56\n\n5c;.\n\nThis was\n2«3\n\nhis\n\nfirst\n\nindepc-ndcnt ccunmand,\n\n"}
{"page": 296, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n284\n\n[Memorial\n\nHe\nit gave him the opportunity to show his great executive abiUty.\nimpressed upon his teachers the need of the more exact classification of\nstudies and the importance of the more thoro mental training of their\nand\n\nAt the same time he began to work out the sociological questions\n\npupils.\n\nof public instruction thru the collection and analysis of statistics.\n\nIn 1859 he resigned the superintendency of schools in Toledo to enter\n\nAndover Theological Seminary as a candidate for the ministry. During\nhis three years at Toledo he employed all his spare time in the study of theAccordingly, upon entering the seminary he was able to crowd the\nology.\nusual three years' course into two.\n\nIn September 1861 he was ordained to the gospel ministry by the presbytery of\n\nMaumee, Ohio, but he never held a pastorate. The same fall he\narmy and was commissioned chaplain of the twenty-seventh\n\nenlisted in the\n\nOhio Volunteer Infantry. This regiment was recruited at Toledo and was\ncomposed of many of the personal friends and former pupils of Chaplain\nEaton.\n\nThe regiment was sent to join General Fremont's command in Missouri.\nWhile in Missouri Chaplain Eaton was twice taken prisoner.\n\nAt Lexington,\n\nMo., he won the respect and friendship of his captors to such an extent that\n\nupon their invitation he preached to the Confederate soldiers on the Sabbaths\nhe was with them. He was also under fire with General Pope at New Madrid.\nFrom Missouri he was sent with his regiment to join General Grant in Tennessee, and took part in the desperate battle at Corinth.\nIn Tennessee a brigade of Ohio and Missouri regiments was formed\nwith Colonel Fuller in command, and Rev. John Eaton, acting chaplain of\nHe was also made sanitary inspector for the brigade.\nthe brigade.\nIn October, 1863, he was commissioned colonel of the Ninth Regiment\nof U.\n\nS.\n\nColored Volunteers of Louisiana (afterward reorganized as the\n\nRegiment U. S. Colored Infantry), and at the close of the war,\nupon the recommendation of General Grant, he was commissoned March\nSixty-third\n\n13,\n\n1865, brigadier-general of volunteers by brevet for valuable services\n\nduring the war.\n\nHis devotion and zeal to his work, his strong common-sense, his tact in\ndealing with all classes of\nerate, his\n\nmen in and out of the army. Union and Confed-\n\nwonderful power of organization, were attracting the attention of\n\nhis superior officers,\n\nand a career was opening to him that made his name\n\nknown in all lands as a philanthropist.\nPresident Lincoln in his emancipation proclamation (1862) opened the\n\ndoor to the slaves of the South, and a few months later in the providence of\n\nGod, Chaplain Eaton was selected by General Grant as the \"Moses\" who\nshould lead the negroes from the \"house of bondage\" to freedom.\n\nAnd\n\nwas his work that was the beginning of the Freedmen's Bureau and gave form\nto Congressional legislation for the negroes in their transition from slavery\nIt was the first official recogto freedom, and from freedom to citizenship.\nit\n\n"}
{"page": 297, "printed_page": null, "text": "IN MEMORIAM. JOHN EATON\n\nSketches]\n\nnition\n\n285\n\nby the government of the United States of its responsibility for the\n\nwelfare of the escaped slaves and the negroes, who had deserted their planta-\n\nhad been abandoned by their owners upon the approach of the\nUnion forces.\n\ntions, or\n\nto\n\nIn his Memoirs written just before his death. General Grant, referring\nGeneral Eaton's organization of the Contrabands in connection with the\n\nArmy of the Tennessee in 1862-3 and 4, writes:\nably, where the\np.\n\nfirst\n\n\"It was at this point, prob-\n\nidea of a Freedmen's Bureau took its origin\" (Vol.\n\nI,\n\n424).'\n\nTHE EDUCATOR\nIn November, 1862, General Eaton was placed in charge of three-quarters\n\nand as fast as the Union\narmy extended its lines he established schools for them. The teachers were\nlargely devoted men and women, experienced and successful teachers from\nof a million of helpless, ignorant, escaped slaves,\n\nthe North.\n\nIn the winter of 1862-63, General Eaton provided a tent to be used as\na schoolhouse in the city of Memphis, Tenn., and employed a\n\nwoman to\n\nteach the negroes.\n\nIn 1863-64 he caused other schools to be opened in Vicksburg, Natchez,\nLittle\nall\n\nRock, Pine Blufif, and other places within the Union lines, having in\n\n13,320 pupils.\n\nWith\n\nthe opening of\n\narmy schools for negroes,\n\nthe\n\nleading Christian\n\ndenominations of the North commenced church schools among them.\n\nThe\n\nchurch schools also were supervised and systematized by General Eaton.\n\nAs the Union army advanced, the few public schools for white children came\nunder military control and were likewise directed by him.\nThis was the commencement of the America n common-school system\nin the\n\nSouth, which in succeeding years closed with the incorporation in the\n\nrevised constitution of every reconstructed southern state, of a provision\nfor the establishment of public schools,\n\nwithout distinction of race or color.\nsix million,\n\nand the education of all children,\n\nGeneral I^aton lived to see the day when\n\none hundred thousand, one hundred and twenty-nine white and\n\nblack children in the southern states were biing educated at tlu' rxprnse of\nthe states themselves.\n\nSlate superinlendent.\n\n— In 1867 General Eaton was elected mijh\n\nof public instruction for the .state of Tenncs.see.\n\n\\\n\nriiiliiukiit\n\nThis gave him an ()p|)ur-\n\nand enforcing the new school laws, whic h he\nhad largely been instrumental in pushing thru the state legislature. Tliese\ntunity of setting in operation\n\nlaws were so far in advance of the public sentiment of the times in that sc-c lion,\nthat they encountered bitter op])osition.\n\nnative loyalists\n\nTennessee with\n\nits\n\nlarge\n\nbody of\n\nbecame the strategic state during reconstruction days, and\n\nFor laik of space it is found ncccuary lo omit > graphic (counl of Grnrral Knton'i ilintinguishrd\nFor\nfull •(cuuiil ice Annual\n\nervices in orgiiniring the work of the I-'rcrclmrn'i Hurcmu in the Southwest.\n\nHtport oj the U. S.\n\nComminionfr of l-Ju<alum, looo-oi, ihap. xl, pp. ^1^-i^.\n\n"}
{"page": 298, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n286\n\n[Memorial\n\nthe fighting ground for common schools in the South for both whites and blacks.\n\nWith society torn and separated into warring factions, with whole communities bitterly opposed to the education of the negroes, and without adequate\nfunds, General Eaton, with his indomitable push and rare constructive abilities, organized and maintained during the two years of his superintendency\nfree public schools in Tennessee with 185,000 white and black children in\nWhen his dominating influence ceased at the close of his adminattendance.\nistration as superintendent, the \"Eaton System,\" as it was called, was swept\n\nout of existence by the state legislature repeahng the law of 1867.\n\nThis\n\nwho in his annual report\n\"No\nof\nTennessee,\nwrites:\nstate in the Union is now\ngovernor\nfor 1869 to the\n\nreaction had been anticipated by General Eaton,\n\nsatisfied without an efficieht system of free public schools.\n\nIf this one, which\n\nhas been inaugurated at such cost and with such care, is destroyed in Tennessee,\nit\n\nit\n\nwill necessarily\n\nin any American state. \"\n\nrarily checked,\n\nbe revived.\n\nIt\n\nmust\n\nNothing can prevent\n\nbe.\n\nThe prophecy was true. The system was tempo-\n\nbut with the advancement of an enlightened public sentiment\n\nin the state it was in its essential features afterward readopted.\n\nsumming up the work of General Eaton in\neducation in the South, both as military commander of the freedmen, assistant\nDr. A. D. Mayo, LL.D.,\n\ncommissioner of the Freedmen's Bureau, as superintendent of instruction for\nthe state of Tennessee, and afterward as United States commissioner of education, writes:^\n\nFor more than twenty 3'ears, from 1862 to 1882, no man in the United States contributed more to the final estabUshment and increasing importance of the common-school\n\nsystem in the South than he.\n\nIt\n\nwould be difficult to name an important movement\n\naffecting that section of the country in which he was not deeply interested, and, oftener\n\nthan was suspected, he was the most effectual personage in its direction and success.\n\n.... In all legislation affecting the South he was afterward in frequent consultation\nwith the most influential public men\nWhatever may have come of his tremendous\nlabors and those of his faithful assistant^ during these early years, working under a military supervision, it can not be reasonably doubted that any competent reader of the edu-\n\ncational literature thrown up in this period, with the commentary of subsequent events,\nwill\n\nbe forced to acknowledge that then and there was laid a permanent foundation for\n\nthe new departure of a system of common schools in the South\n\nNumbers of the best men and women who have honored the country by their great\nlabors in this field\n\nof\n\nSouthern education were either \"effectually called\" or reliably\n\naided by the hearty co-operation and genuine interest of General Eaton.\n\nUnited States Commissioner oj Education.\nto the great\n\ncrowning work of his\n\nlife.\n\n— This brings General Eaton\n\nThe work\n\nfor which, all\n\nuncon-\n\nsciously to himself, he had been in training for twenty-five years.\n\nHe had commenced in a small country school in New England, had\nbecome principal of a large city school with its more complex problems,\nthen superintendent of city schools with greater problems, had then entered\n\nupon the three years' life-and-death struggle as military commander of the\n'\n\n\"Common Schools in the South, 1861-76,\" Annual Report of the Commissioner of Edticalion, 1900-\n\n1901, chap, xi, pp. 424-34..\n\n"}
{"page": 299, "printed_page": null, "text": "IN MEMORIAM JOHN EATON\n\nSketches]\n\n-\n\n287\n\n\"Army of the Contrabands,\" had afterward served as assistant commissioner\nof the Freedmen's Bureau, and finally as superintendent of public instruction\nin a state still\n\ndistracted by the desolate homes, ruined fortunes,\n\nfeuds of the Civil War.\n\nand bitter\n\nHe had opened the door of the \"little red school-\n\nhouse\" to hundreds of thousands of negroes just emerging from the \"house\n\nbondage\" and ignorance, and to the millions of whites and blacks yet to\nHe had been drilled in the practical work of school-keeping, superintendence, and organization.\nHe had been led of God steadily forward\nand upward thru a range of experiences that had never been given to any\nother, until he was prepared to slioulder the educational alTairs of a nation\nof\n\nbe born.\n\nand of the world.\n\nOn March 4,\n\n1869, General Grant\n\nwas inaugurated president of the\n\nUnited States, and finding that Dr. Henry Barnard, commissioner of education, desired to resign, the\n\nPresident availed himself of the opportunity of\n\nbringing General Eaton to Washington, where he could confer with him from\n\ntime to time.\n\nU.\n\nAccordingly, on March 16, 1870, General Eaton was appointed\n\nCommissioner of Education.\n\nS.\n\nOn March\n\n2,\n\n1867,\n\nCongress created the Department of Education,\n\nHenry Barnard was appointed commissioner. But the fear of\ndangerous centralization was so great in the public mind that in 1870 the\noflice was changed from a department to a bureau and attached to the Dci)art-\n\nand\n\nDr.\n\nment of the Interior.\n\nThe annual appropriation for its maintenance was reduced from $20,000\nand the working force consisted of the commissioner with two\nclerks of low grade.\nIts usefulness was still furtluT iirtailcd l)y the failure\nof Congress to print its reports.\nThe very existence of the bureau itself was\nto S6,ooo,\n\n<\n\nthreatened.\n\nThe i)ossibilitv of being able to build u]) a Xational Bureau of Education\nthat should take the first rank as an educational force not only in the United\n\nStates but also in I^urope\n\nand the world, with but meager ai)i)r()i)riations,\n\nand with still less ]K)wer to enforce its requests, was the problem to bi- solved\nby the phenomenal power of organization and the indomitable energy of\nGeneral Eaton.\n\nHe at once placed himself in sympathetic relations with\n\nthe friends of the\n\nmovement in Congress and\nThru them he secured a\n\nof\n\nthe country.\n\nthe e(lu( ational associations\nlarger\n\nappro|)riatioii\n\nfrom\n\nCongress, more clerks, anrl of a higher grade.\n\nHe firew to the sup|)ort of the ofli< e the leading eflu«ators both North\nand S(juth, as well as successive generations of congressmen. Ex-Senator\nBlair of New Hampshire once said of him: \"He was always seeking out\nnew men as they came to Washington and (barging them with great ideas.\"\nThe s( hool system of the (tunlry was in the hands of the state authorities,\nand in those days was managed with but little attention to system. There\n(\n\nwas no\ntistics.\n\n(\n\n()nc:ert of ac tion\n\nbetween the states, no uniformity of reporting sta-\n\nHis was the task of uniforming the diverse systems of\n\ntliirty\n\nthree\n\n"}
{"page": 300, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n288\n\n[Memorial\nft\n\n,\n\nStates\n\nand a dozen territories and placing on record for the first time the\n\nHe prepared blanks for the collection of a\n\ncondition of American education.\n\nuniform system of school statistics from the thousands of town, county, city,\n\nfrom colleges, technical and other\nand religious; from libraries and\nmuseums. These statistical blanks were mailed, and in due time were filled\nout and returned by thousands of correspondents who had caught the enthusiasm of the commissioner and freely gave their time without pay to furnishing\n\nand state superintendents of instruction\n\n;\n\ninstitutions of learning, public, private,\n\nthe statistics necessary for the accurate study of educational progress\n\nand\n\nproblems.\n\nThese statistics were tabulated in the Commissioner's Annual Report, io\nthe Secretary of the Interior, printed by Congress,\n\nleading educators and educational circles.\n\nand sent broadcast to\n\nThey were largely sought after\n\nby the thinkers of the world.\n\nWith reference to the collecting and disseminating of authoritative facts\nupon which important deductions can be based. Dr. William T. Harris, who\nsucceeded General Eaton as commissioner, has said:\nGeneral Eaton was the true founder of this Bureau, in the sense that he established\na->\n\nthe chief work of this Bureau, the annual collection of statistics by means of statistical\n\nschedules, which were sent to\n\nall\n\ninstitutions and all general officers to be filled out\n\nreturned to the Commissioner from year to year.\n\nand\n\nIn this way he trained educators to\n\nkeep original records of their operations and made these records available for analysis\n\nand comparison.\n\nFrom the first he sought to make the Bureau a great national \"clearinghouse\" of educational information.\n\nBut while thus diligent and untiring in disseminating information of the\nwork of the schools and higher institutions of learning, he was not willing to\nconfine the scope of his office to them exclusively.\n\nIn his first annual report\n\nhe took the stand that education extended from birth to the grave.\nIn this ideal every educable force, whether affecting body or mind, in childhood or\nage, of the individual or communities would have its appropriate place.\nlift\n\nEducation must\n\nthis conception up before the people.\n\nHe always kept before him\n\nthe fact that he was not dealing primarily\n\nwith abstract theories, but with men, women, and children,\nhis duty to help.\n\nwhom it was\n\nHe sought to bring the best standards into direct relations\n\nwith the existing daily needs of the people.\n\nMoving along these lines his\n\ncommissionership was crowded with successful enlargements of the educational field.\n\nSpace prevents the record of each of these extensions of educational work\nin detail.\n\nSuffice\n\nit\n\nto mention that\n\nall his energy the establishment of\n\nhe early advocated and promoted with\n\nkindergarten; the introduction of domestic\n\nscience, industrial and manual training, into public schools;\n\nthe creation of\n\ncommercial, agricultural, art, and nurse-training schools; the higher educa-\n\n"}
{"page": 301, "printed_page": null, "text": "IN MEMORIAM J0HN['EAT0N\n\nSketches]\n\n289\n\ntion of women; schools for the bhnd and feeble-minded, and technical schools\n\nof all kinds; free libraries, and school savings-banks.\n\nHe gave valuable aid and encouragement to General Samuel C. Armstrong in his school for Indians and negroes at\n\nHampton, Va., to General\nR. H. Pratt, U. S. A., in his Indian school at Carlisle, Pa., to Dr. Sheldon\nJackson in bringing before the public the importance of educating the Eskimo\nand other natives of Alaska, and to many others engaged in similar work.\nHe was a pioneer in the now universal custom of utilizing the great national\nand international e.xpositions for the purpose of educating the public and\nincreasing the popular interests in education.\n\nHe represented the Depart-\n\nment of the Interior at the Centennial Exposition in 1876, the educational\ninterests of the\n\nUnited States\n\nAustria, in 1873;\n\nat the International Exposition at Vienna,\nhe was prominent in connection with educational affairs\n\nat the Louisville Exposition of 1883-84,\n\nwas chief of the Department of\nEducation at the World's Cotton Exposition at New Orleans 1884-85, secured\neducational representation of foreign countries and was president of the\nInternational Congress of Education at the\n\nNew Orleans Exposition.\n\nHe\n\nwas also the representative of the Department of the Interior at the World's\n\nColumbian E.xposition in 1893.\nFollowing along the lines indicated by Horace Mann in his fifth report\n(1841), \"Illiteracy and\n\nCrime,\" \"Education and Industry,\" General Eaton\n\npublished a series of articles on the relation of education to industrial activities\n\nand the general advancement of the wage earner.\n\nAmong the great efiforts of his commissionership was unquestionably\nthe attempt to secure national aid to education.\n\nWith President Grant,\n\nSenator Hoar, and other far-seeing statesmen, he firmly believed \"that only\n\nan adequate provision for universal education by Congress could justify the\nfifteenth\n\namendment, or avert the menace from ignorance and greed which\n\ndemoralizes our political and social life today.\"\nwith\n\nall liis\n\nAccordingly he supported,\n\nremarkable power. Senator Henry W. Blair of New Hampshire,\n\nthe leader of the\n\nbill\n\nduring the ten years' struggle (1880-90)\n\nin\n\nCongress.\n\nThis is said to have been \"one of the most brilliant legislative elTorts ever\n\nmade in this country.\"\n\nThree times the measure successfully passed tinand would undoubtcflly have passed the House of Representatives\nA masterly array\nif the opposition had not prevented its coming to a vote.\nof figures and statistical tables in its behalf was i)r(])ar((I uiulcr (Itiural\nEaton's personal supervision.\nAltho the bill failed to become a law, yet\nSenate,\n\nthe debate profoundly stirred and enlightened the whole country and will yet\n\nbear fruit.\n\nHut the sphere of General Eaton's influence on education was not coiiliiuil\nto the L'nited States.\n\nIt\n\nwas world-wide.\n\nForeigners who came from older\n\ncountries to study the marvelous growth <»f the United Statrs recognized that\n\none of the leading causes was\n\nits\n\nconferences with General Eaton.\n\nschool system, and\n\nEducation\n\nin\n\nthey eagerly sought\n\nevery nation\n\nin\n\nl-airope\n\n"}
{"page": 302, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n290\n\n[Memorial\n\nwas more or less influenced, changed and helped by the example and success\nof American schools.\nThe annual reports and bulletins issued by him,\nwere eagerly studied in foreign lands by leading educators who sought the\nlatest\n\nand best methods of education.\n\nIn recognition of his great service to the cause of public education General\n\nEaton was tendered an honorary membership in the French \"Ministry of\nPublic Instruction, \" which he declined, as it was not then considered proper\n\nAmerican officials to accept \"decorations\" from foreign governments.\n\nfor\n\nAt an \"International Congress of Education\" held\n\nat\n\nHavre, France, he\n\nThe Department of Education of\n\nwas elected and served as vice-president.\n\nEngland also sought his advice, and he had a personal conference with her\nleading educational officers.\n\nUpon his two visits to Europe, as the repre-\n\nsentative of the United States to various international conventions, crowned\n\nhim marked attention.\nRome, the king of Italy sent his royal carriage, and deputed his\nminister of foreign affairs to meet General Eaton upon his arrival at the railway depot, escort him to his hotel, and afterward show him the city. Royal\n\nheads, scientific and educational organizations gave\nVisiting\n\ndecorations were offered him, which he declined.\n\nHis counsel was sought\n\nnot only by the most highly civilized nations of the world, but also by those\n\nWhen the governments of Japan,\n\nemerging from barbarism.\n\njust\n\nAfrica, Egypt,\n\nBulgaria,\n\nBrazil,^\n\nColumbia,\n\nPeru,\n\nChili,\n\nSouth\n\nand Argentina\n\nawoke to the importance of educating the masses, they solicited General\nEaton to map out for them suitable school systems and assist them in finding\nthe agents and teachers, who should be selected to set these systems in operation.\n\nThese labors undermined his health, and in November, 1886, against the\nwishes of the President, he\n\nfelt\n\ncompelled to resign his commissionership.\n\nIn 1870 the Bureau had two clerks of low grade, 100 volumes in\n$6,000 for\n\nits\n\nits\n\nlibrary,\n\nmaintenance, and no reputation, being considered a\n\nfailure.\n\nhad 38 paid clerks in the\noffice and 9,000 unpaid volunteer assistants in the United States and foreign\nlands collecting statistics; 18,000 volumes and 47,000 pamphlets in the\nlibrary, which is considered the ntost extensive and complete pedagogic\n1886 thru the labors of General Eaton\n\nIn\n\ncollection\nits\n\nin\n\nexistence; $102,284 for the maintenance of the Bureau, with\n\nreputation world-wide.\n\nIt\n\nhas been declared to be \"the most influ-\n\nential educational office in the world.\"\nit\n\nit\n\nDuring the years from 1875 to 1886,\n\nnot too much to say that General Eaton wielded a larger influence in\n\nis\n\neducational affairs than any other person in America.\nIn anticipation of his resignation he was, in the fall of 1885, elected presi-\n\ndent of Marietta College Ohio, which position he filled until 1891, the college\n\nhaving then attained its largest attendance.\n'\n\nIn recognition of services in the organization of\n\nPedro tendered General Eaton\n\nhad done in similar cases.\n\nAfter a season of rest\n\nand re-\n\na school system for Brazil, the Emperor\n\n\"The Order of the Commander of\n\nDom\n\nthe Rose,\" which he declined as he\n\n"}
{"page": 303, "printed_page": null, "text": "7A-\n\nSketches]\n\nMEMORIAM JOHX EATOX\n\n291\n\nturned health, he was, in 1895, unanimously elected president of Westminster\n\nLake City,\n\nCollege, Salt\n\nI'tah.\n\nThis position he hrld\n\nuntil\n\n1S99, ^^'hen he\n\nresigned to accept a call of the government to organize the American school\n\nsystem in Porto Rico.\n\nOwing to his large experience in shaping and organ-\n\nizing the educational systems of the several South American republics, as thev\n\nthrew\n\noff the\n\nin the\n\nchange from a Spanish to an American system of education, he was\n\nSpanish yoke, thus mastering the various i)rol)lems involved\n\nselected, upon the\n\nAmerican occupation of Porto Rico, to inaugurate Ameri-\n\ncan schools on that island.\n\nIn this work he was superintendent of schools,\n\ndirector of public instruction, and chief of the Inireau of education, under\nmilitary rule.\n\nHaxing thu-< the sui)port of the military authorities he was\n\nable successfully to change\n\nthe\n\nold\n\nestablished customs\n\nabuses that had grown up under Sj)anish\n\nHe abolished the\n\ncertain privileged classes, were injurious to the masses.\n\n\"substitute system,\" whereby a\nteacher, and then\n\nHe reformed\n\nand reform the\n\nwhich, while profitable to\n\nrule,\n\nperson could draw\n\nthe\n\nsalarv of\n\nfull\n\na\n\nemploy a cheaj) and inefficient substitute to do the teaching.\n\nthe school curriculum, requiring\n\nmore attention\n\nregular\n\nto\n\nHe abolished the \"fee system\"\n\nschool studies and less to church catechisms.\n\nwhich debarred the children of the poorer classes from school privileges, and\n\nmade the school free to all between the ages of six and eighteen years.\nWhere a district was able to provide but one school, that school was required\nto receive girls as well as boys,\n\nthus greatly enlarging the opportunity of\n\neducating the\n\nthe rural districts.\n\ngirls, especially in\n\nand effete school system into one up to date.\n\nHe changed an ancient\n\nIn other words, he founded the\n\nAmerican school system in Porto Rico, and opened the way for his successors\nboth under the military and civil government.\n\nTHE STATKSMAX\nWhile (ieneral Ktton w;i-> known in Wa>hiiigton as the able and successful\n\nCommissioner of the Bureau of Kducation, it was not known, except to a\n\nvery few, that he was a confidential ad\\iser of Presidents Lincoln, Crant,\n\nand Hayes on great nationil and international\n(\n\n(|ue>ti<)ns,\n\nand\n\nhe was\n\nthat\n\nonstantly consulted by leading men f)f the day both in and out «if Congress.\n\nDuring the Civil War he was sent by (Irant\n(irant with\n\n(\n\nomminiications loo important\n\nto\n\nLincoln and by Lincoln to\n\nto entrust\n\nin\n\nthe nviil or |o the\n\ncare of other agents, sometimes too conlidential to be placed on paper.\n.\\ear the (lose of Lincoln's first administration,\n\nsecond term of ofl'ice uas being bitterly assailed\nPrc-sidcnl sent\nto learn his\nIc-rm.\n\nwhen his candidacy for a\nMime of the papers, the\n\nin\n\nCeneral lOaton as his personal re|)resentali\\c- to (ieneral (Irant\n\nviews as to the expedienc y of llu- President running for a second\n\nCc-nc-ral (irant ^cu\\ bac k\n\nword l!ial \"Mr. LiiKoln's re-election was as\n\nnecessary as that the army should be successful\nfrecjuently conferrcci with (Jeiicral\n\nmovements, espec iailv those\n\nc\n\nin\n\nthe tield.\"\n\n.Mr.\n\nLincoln\n\nLalon with regard to proposed important\n\nounce led with the interests of the negroes.\n\n"}
{"page": 304, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n2g2\n\n[Memorial\n\nAt the expiration of his office in the winter of 1869-70 as superintendent\nof public instruction for the state of Tennessee, General Eaton visited Wash-\n\nington to ask from his friend, President Grant, an appointment as minister\nto\n\nTurkey, in order that he might be\n\nin\n\na position to be of service to the\n\nAmerican missionaries that were at work in that empire. President Grant,\nwishing to keep him, where he could be of greater assistance to himself,\nappointed him commissioner of education.\n\nGeneral Eaton was probably\n\nthe closest and most influential of all President Grant's advisers during both\npresidential terms.\n\nHe was also closely associated with President Hayes.\n\nBoth Presidents Grant and Hayes consulted him freely in the preparation\nof their messages, even occasionally calling at General Eaton's office to do so.\n\nmember of various religious, philanthropic, and\nHe was one of the three incorporators of the National\n\nGeneral Eaton was a\nscientific societies.\n\nEducational Association in 1886;\n\none of the early members of the Public\n\nHealth Association of the United States and a member of its advisory board;\nvice-president of the American Association for the Advancement of Science;\n\ntwice president of the American Social Science Association; president of the\n\nAmerican Society\nSeminary,\n\nfor Religious\n\nCincinnati,\n\nof\n\nEducation;\n\nHoward\n\ntrustee\n\nUniversity,\n\nof\n\nof\n\nLane Theological\n\nColumbian University,\n\nWashington, and of Marietta College, Ohio.\n\nHe edited a History 0} Thetjord Academy, was author of Mormons of\nTo-day; Freedmen in the War (report)\n\n;\n\nSchools of Tennessee (report)\n\nlishment of American Public Schools in Porto Rico (report);\n\n;\n\nEstab-\n\nReports of the\n\nU. S. Bureau of Education, together with bulletins and circulars issued during\nhis sixteen years' administration of the office;\n\nmagazine articles.\nLincoln, Grant,\n\nalso numerous addresses and\n\nHe left for publication the manuscript of a book entitled\n\nand the Negro.\n\nIn recognition of his distinguished services Rutgers College conferred\n\nupon him the degree of Ph.D., and his alma mater, Dartmouth, that of LL.D.\nGeneral Eaton possessed by nature a strong mind in a healthy body,\nand grace gave him a strong, unwavering, religious faith in God as an overruling Providence, in Jesus Christ as a personal Savior, and the Holy Spirit\nas an ever-present daily helper.\n\nWhile firm in his own convictions, he had\n\na broad charity for those who differed from him.\n\nHe was endowed by nature with a marvelous faculty of organization\nthat enabled him, as if by intuition, to group and systematize his forces and\n\nthe essentials neccessary to success, and from his earliest years he possessed\nthe power of imparting his own enthusiasm to others.\n\nHe had a keen diplo-\n\nmatic sense that enabled him oftentimes to accomplish a distant purpose by\nusing the opportunities that were at hand.\n\nHe was not more remarkable for his great gifts and phenomenal success\nHe was ever more anxious to serve than to record\n\nthan for his humility.\nhis services;\n\nto set others to\n\nwork along his Hues of activity and give them\n\nthe credit of the results, than to receive the honor to himself.\n\nHis constant\n\n"}
{"page": 305, "printed_page": null, "text": "IN MEMORIAM WILLIAM RAINEY HARPER\n\nSketches]\n\n293\n\nunselfish, loving recognition of the good in others and the value of their work\n\nwas a prominent trait in his beautiful character. His indifference to recording events connected with himself has made it very difficult to give a full and\nadequate account of his great work, but it is a satisfaction to his friends to be\nable to see the large fruitage.\n\nResourceful in expedients, unwearied and unflagging in work;\n\nwith a\n\ntenacity of purpose that never let go; enthusiastic in any cause that com-\n\nmended itself to him; wonderful in his ability to present the best standards\nof living in their direct relations to the existing needs of men;\nin character;\n\nloyal to\n\nGod,\n\nhis country\n\nand\n\nunblemished\n\nhis friends, with\n\nworld-wide\n\nsympathies, it is not strange that he excelled in every position in life to which\n\nhe was called.\nIn May, 1899, while engaged in the establishment of American common\nschools in Porto Rico, he was stricken with paralysis, which finally closed\nhis earthly life at\n\nWashington, D. C, February 9, 1906.\n\nreverently buried\n\namong his comrades of the Civil War, in the National\n\nHis body was\n\nCemetery at Arlington, Va.\n\nWith his departure, the United States, the Christian Church, and humanity\nare poorer.\n\nAn educator, whose fame has gone into all lands, who enrolled nations\nas pupils, has closed his school.\n\nThe adviser of presidents and statesmen has ceased his counsels.\nfather\n\nin\n\nIsrael has\n\ngone\n\nto join the long roll\n\nof\n\nA\n\nprophets and teachers\n\naround the throne of God.\n\nWILLIAM RAINEY HARPER\nBY HARRY PRATT HUDSON, CHICAGO,\nIt\n\nis\n\nILL.\n\na significani fact in Dr. Harper's educational life that he was never\n\nofficially connected\n\nwith public education in any form excepting only during\n\nhis three years' service as a member of the Board of Education in the City of\n\nChicago.\n\nment.\nin\n\nall\n\nHis direct experience thereioie lay in institutions on private endow-\n\n\\()twiths»andingthat fact, he had a most enlightened and keen interest\nquestion^ of public education, and\n\ncame to problems connected with\n\n|)ublic sch(K;K rarelv efiuijiped to contribute\n\nfiom the\nable\n\nfact of\n\nhi.s\n\ntoward a wise .M)luti()n.\n\najjproacliing these questions\n\nIVrhaj)--\n\nfrom the outs'de, he was\n\nm some respects to get a perspective even better and more advantageous\n\nthan had he been m the thick of the contest.\n\nThe report of the educational\n\ncommission aj)pointed by the mayor of Chicago, of which commission Dr.\n\nHarper was an active member, and to which rej)ort lu- very largely coiitril)Uli(l,\nwas in many ways a remarkable ilocument. While there may be dilTfrence\nof oi)inion among educators as to the merits of suggestions embodied in\nit,\n\nthere can be very little diff'-rcnce of opinicjn as to its great breadth of view,\n\n"}
{"page": 306, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n2g4\nits\n\n[Memorial\n\ngrasp of principles, and its intelligent adaptation of existing means to the\n\nends of public education.\n\nAs a student, Dr. Harper's work lay in a field remote from the ordinary\nHis scholarly research and his teaching belong to the\n\npursuits of active life.\n\nSemitic languages and literatures.\nof late years\n\nThe drift even in the Christian ministry\n\nhad been decidedly away from Hebrew scholarship.\n\nIt\n\nwas\n\nDr. Harper's peculiar contribution to the world of thought that, on the one\n\nhand, he was instrumental in bringing about a thoro revival of acquaintance with and interest in Hebrew, and that at the same time he vitalized not\n\nmerely the Hebrew scriptures but also English understanding of the Old\n\nTestament in a way which was beyond the dreams of the generations past.\n\nHe made the life and thought of the Hebrews of old vivid and real.\n\nHe was\n\nand antiquated lore.\n\nOn the\n\nnot burrowing into dust heaps of forgotten\n\ncontrary he was bringing out from the storehouse of ancient thought treasures\nof real value to the daily\n\nlife\n\nand thought of our own age.\n\nIn other words\n\nhe was a modern man in every sense of the term quite as much when studying\nthe Hebrew prophets as when engaged in the activities of university education.\n\nThis essentially modern character of the man, rare enough\n\namong\n\nstudents of an ancient civilization, suffices to dignify every enterprise in which\n\nhe engaged and to give it an important practical bearing on life.\n\nHe was a great teacher.\n\nThe history of colleges in this country records\n\nnot a few men among college presidents who were in the truest sense teachers\n\n— Mark Hopkins, Wayland, Nott, Anderson.\ndifferent from anyone in this list.\n\nenthusiasm.\n\nIt was his delight to\n\nDr. Harper was marvelously\n\nHe had, however, first of all, the teacher's\nimpart instruction, to invigorate the ambi-\n\ntions of young men, to draw out their strong qualities, to surround his subject\n\nHe had the teacher's faculty of winning young minds.\nHe never ceased to be in thoro sympathy with the thought and ideals of\nyouth.\nHe could therefore fully understand how the mind of the young man\nworked, how it made its approaches toward grasping a new knowledge, how\nit grew and developed in many ways.\nHe had the rare faculty of organizing\nhis material in a lucid and rational way.\nHe was always an inspiration in\nwith living interest.\n\nthe classroom, and further he\nteacher, that the classroom\n\nhad also this very peculiar faculty of the true\nwas always an inspiration to him. If fate had\n\ncast his interest in the field of mathematics, of chemistry, of Latin, or political\n\neconomy, he would have been the same\n\ntireless and original scholar; he\nwould have left his mark in the same way on generations of young students.\n\nHe was a great educational administrator.\n\nHis active mind was keenly\n\ninterested in all problems of adjustment connected with the organization and\n\nadministration of educational institutions.\n\nIn his early experience he was\n\nprincipal of an academy connected with Denison University.\n\nIn this position\n\nhe showed the same versatility and knowledge which later was so conspicuous\nin the organization of the University of Chicago.\nin his\n\nHe was by no means narrow\nThe organization\n\nconceptions of relative values in educational work.\n\n"}
{"page": 307, "printed_page": null, "text": "IN^\n\nSketches]\n\nMF.MORIAM WILLIAM RAIXEV HARPER\n\n295\n\nand working of an academy, of a high school, of an elementary school, appealed\nto him with quite as keen zest as the organization of a college or a university\n\nHe recognized them all as parts of a common whole and felt that no one of\nthem could be considered by itself, but each had a bearing, and an impt)rtant\nbearing, on all the rest.\n\nmerely a college president.\n\nFor these reasons Dr. Harper was by no means\nHe was not merely a scholar, a teacher, and a\n\nuniversity administrator, but beyond all that he was a student of education in\n\nbroadest and highest sense.\n\nits\n\nAnother striking fact\n\nin the\n\nidiosyncrasies of Dr. Harper\n\nwas his great\n\nHe was concerned not with men and women in\nbut with individuals. He was eager to know them thru and\n\npersonal interest in people.\n\nmass,\n\nthe\nthru.\n\nHe was interested in the development of character in all its varied\nHe made very warm friendships among men of vcrv\n\nindixidual forms.\n\nThis fact was conspicuous at the time of his death. It\nwas a surprise to many to find the cK)se attachment felt for him bv men of\n\ndifferent types.\n\nsorts\n\n—\n\nbusiness men, teachers,\n\nmen engaged\n\nin politics, and\nhim was the forming of new\nacquaintances and learning to appreciate some new kind of life or some\nnew phase of character. Those in the Association who knew him will remember that it was not merely a formal acquaintance; that there was a real i)erall\n\nstudents.\n\n.scholars,\n\nA perennial source of interest to\n\nsonal relationship established\n\nin\n\nalmost every case.\n\nIn othir wortls.\n\nDr.\n\nHarper was not merely an official, but he was to almost everyone he met a\npersonal friend.\nThis fact was true even with those who strongly disagreed\nwith him in his policy.\nDisagreement on questions of opinion was l)y no\nmeans inconsistent with the most cordial jjersonal relations. He never\n(\n\nherished any resentment against those who ojjposed him, even\n\nthe strongest possible ground.\n\nif\n\nthey took\n\nHe was catholic enough in hi> mind to realize\n\nthe wide range of thought\n\nand the wide range of o])iin'on nece^sary in a large\nAs he said to one of his admiin'strative heli)ers in the university:\n\"This man wliom we ha\\e been discussing \\'ou adniil lias many gooti points\nand one or two very objectionable ones. Why not let the objectionable\nThis was\npoints go and draw upon the good side as strongly as possible?\"\n(\n\nommunity.\n\nway a key to his jxnver in handling men and in getting from\n\nin a\n\nilu'in tlu'ir\n\nbest.\n\nThe National FOduc alional .Association, comprising in it> ineinber^lii|) those\ninterested in e\\erv form of cdiu atioii:il work, at oik c ;i|»|)CMlcd to him ;i> being\n\nnot merely a meeting\n(\n\n])lace for\n\neducational experts from\n\nall\n\nparts of our\n\nountry and from all fields of educational activity, but also as being a |)owerful\n\nagency\n\nfor ediKational\n\nof |)ubli(\n\nopinion, and\n\nachanic.\nfell\n\nHe\n\nthat the\n\nn-t ogni/.i-d\n\n|)iibli(\n\nthe gri-at\n\nopinion of\n\npoifnli:il\n\nteat hers\n\nif\n\nforce\n\nbrought\n\ntogether and brought to bear on some good purposes could be made available\nfor\n\nmo>t important cdiK ;ilion;il\n\nb(( ame interested in the\nits\n\nmeetings.\n\nreforms.\n\nI'or\n\nthese\n\nreasons\n\nl)r.\n\nIi,ii|>er\n\nwork of the .Asmk iation and a regular attendant on\n\nHe valued the pers<»nal ass<K iations llius formed very greatly,\n\n"}
{"page": 308, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n296\n\n[Memorial\n\nand took as keen an interest in the problems which the Association has been\ntrying to work out as in any of the questions more immediately concerning\nhim. He was therefore a loyal and faithful member of the Association;\nand had his life been spared would have continued for many years a zealous\nIndeed it was on the National Educational Associaparticipant in its affairs.\ntion that he based his newly projected Religious Education Association which\nwas just in working order at the time of his death.\nSuch a man can ill be spared. The cause of education in this country\nneeds unselfish effort and large intelligence without stint. These Dr. Harper\ngave to the end of his life.\n\nMRS. MARY H. HUNT\nBY ALBERT E. WINSHIP, BOSTON, MASS.\n\nMary Hanchett Hunt born in South Canaan, Conn.. July 4, 1830, died in\nBoston, April 26, igo6.\n\nGraduate of Patapsco Institute, Baltimore; teacher\n\nof chemistry and physiology in the same institute.\nof East Douglass, Mass.. in 1852\n\n;\n\nMarried Leander B. Hunt\n\nlife-director of N. E. A. since 1880; superin-\n\ntendent of scientific temperance instruction for World's and National Woman's\nChristian Temperance Union.\nthe remarkable\n\nThis is the simple statement of the life of one of\n\nwomen of the nineteenth century.\n\nBorn on the fourth of July in the year in which Daniel Webster made the\ngreat patriotic address of the century, Mary H. Hunt was entitled to lead the\n\nworld in the greatest law-making educational crusade for temperance in all\nthe ages.\n\nShe drafted the law for compulsory scientific temperance education\n\npassed by the Congress of the United States, by every state in the Union, by\n\nand some of the countries of South America,\nand enlisted governmental interest in the cause in several European countries.\nseveral provinces of Canada,\n\nMrs. Hunt also placed her personal impress on the textbooks in hygiene\nused in, presumably, four-fifths of the schools of the United States during the\npast quarter of a century.\n\nThus in law-making and book-making, with one\n\nidea ever in mind, she accomplished more than has often come to the privilege\nof a\n\nman or woman to do.\n\nMrs. Hunt was not only born on Independence Day in the year of the\n\nWebster-Hayne debate, but she was descended from the celebrated\nReverend Thatcher, first pastor of the Old South Church of Boston, and her\n\ngreat\n\nfather\n\nwas an officer in the first temperance society in the United States.\n\nFrom girlhood she purposed accomplishing something more efficient for\ntemperance reform than anything hitherto attempted.\nThe ineffectual\nattempts of the church and of specific organizations were early appreciated\n\nby her, and she was the first to conceive the idea of using the public schools\nintelligently and wisely for reducing the evil effect of the misuse of alcoholic\n\nliquors.\n\nMrs. Hunt's first great service was\n\nin\n\nemphasizing the fact that work\n\n"}
{"page": 309, "printed_page": null, "text": "IX MEMORJAM ALBERT CRAXXIS LAXE\n\nSketches]\n\n29;\n\nagainst the saloon and the signing of the pledge were in no wise adequate for\n\nan effectual campaign against the greatest material foe of humanity.\n\n\"Pre-\n\nvention is worth a thousand times as much as a cure,\" was the kovnote of\n\nher service in scientific temperance teaching in the schools.\n\nWith sublime courage she faced the Congress of the United States, and,\none by one, the state legislatures, until she saw laws of her drafting on e\\er\\\n\nand state.\n\nstatute book, national\n\nNor was the law all-sufficient.\n\nIt\n\ncould\n\nnot execute itself, and she conceived a scheme of moral support for the cause\n\nwhich secured the specific introduction into all textbooks on physiology and\nhygiene adequate and appropriate facts, theories, and illustratit)ns as to the\nphysiological effects of the use of stimulants and narcotics.\n\nIn this great crusade she organized movements that gave her the backing,\nfirst\n\nof the\n\nWoman's Christian Temperance Union,\n\nthen of the National\n\nEducational Association, then of certain medical associations, then, one by\none, of the great religious denominations, then, little by little, of the })olitical\nforces\n\nNever has any other one mind of man or woman\n\nof the country.\n\nplanned and\n\neffectively executed so far-reaching a\n\nscheme for temperance\n\nreform as hers.\nIt is\n\nneedless to say that all this could be accom[>lished only by a\n\nwoman\n\nwith a relentless purpose, with deep convictions, with a senii-mcdical training\nwith a legal cast of mind, witli brilliant platform ])t)wor, and keen\n\nskill in\n\ndeal-\n\ning with men of affairs.\n\nHer great talent is best tcslitied to l)y lheachie\\ements\nwhich could only have come from the elTorts of a person of keen and \\igorous\nintellect, of intense and well-directed activity, of nol^le inheritance projected\ntoward the coming generati()n. Mrs. Mary Hanchett Hunt honored the\nNational Educational Association by serving as one of its life-directors for a\nfjuart-er of\n\na century.\n\nALBERT GRANNIS LAM'.\nBY JOH.\\\n\n\\V.\n\nCOOK, DKK.M.H. 11,1,.\n\nIt is .sometimes said that the biogra[)lH'r is in danger of missing that sense\n\nof balance that should characterize his estimate of his subject\nlent\n\nits\n\nperspectives\n\nand\n\nvalue as a generalization.\n\nsettings.\n\nlime has not\n\nif\n\nDoubtless the suggestion has\n\n(Jrdinarily a\n\nlife\n\nmuch of\n\ndoes not intlicate its significance\n\nfrom the social comjjle.x and isolates itself by its deThere arc fields of rndeavor in which the\nstructive or constructive infiuence.\nuntil its work emerges\n\nseason is long between the j>lanling and\n\ntlic\n\nliaixc-t.\n\n(\n\n)n\n\nilic\n\nis often true that a (areer can be i-stimali-d ju>tly only as it\n\nrange.\n\nother\n\nis\n\nseen\n\nThe personal eijuation may be tlu- main factor after all.\n\nliaiid,\n\nii\n\nat >liort\n\nTlic touch\n\nof a hand, the smile of encouragement, a word litly spoken, a lieroi( i\\v{(\\ in\nsome critical test of ihara( ter may come to more of iiilli and niununl in the\nlife\n\nof a\n\ncommunity than the dramatic movements of\n(ircat L.'iptaiii.s willi\n\nllu-ir\n\n^\\n\\s and drums.\n\n"}
{"page": 310, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n298\n\n[Memorial\n\nWhile some men seem to effect their purposes in an impersonal way, others\nfill whatever they touch with the genial warmth of a vivid and charming\npersonality.\n\nIn contemplating them\n\nwe change the sentiment of the oft\n\nquoted verse and know instead that\n\nThough we may forget the song\n\nWe shall not forget the singer.\nSo pervading and permanent is the influence of certain rare souls that they\nand their cause are one. Such men can be understood as they deserve only\nby those who not only touch elbows with them in the common work of life, but\nsit with them as well in the scant spaces of blessed leisure, where heart speaks\nto heart with no restraints of\n\nconvention nor haunting fear of misconception.\n\nAlbert Grannis Lane should be seen from both of these points of view.\nPerspective brings into finer relief what personal intimacy discovers, just as\nfamiliarity with the springs that fed his\nhis\n\nlife\n\nexplains the deeper meaning of\n\naims and achievements.\nIn attempting to understand such a character one naturally turns to his\n\nfamily history and to the circumstances of his childhood and youth.\nfather,\n\nElisha B.\n\nHis\n\nLane, was of New Hampshire birth and his mother,\n\nAmanda Grannis, a\n\nnative of\n\nNew York.\n\nBoth came of Revolutionary\n\nancestry, and both v/ere of good, sturdy stock.\n\n1836, six years after the first plat of the village\n\nThey located in Chicago in\nwas filed for record. The\n\nthriving settlement had already extended beyond the original town, which\nwas about equal in area to the territory now included within the \"loop\" of\nthe elevated railroad.\n\nThe county of Cook was\n\nonly five years old and\n\nthe city did not receive its first charter from the General Assembly until a\n\nThey found a community of thirty-five hundred people, most of\nwhom, like themselves, belonged to the pioneer type, the most enterprising\nyear later.\n\nelement in any population.\n\nThe first home was not in the town but, instead, a few miles away on what\nknown as the Gale farm, near the present town of Oak Park. There\n\nis still\n\nAlbert, the eldest of the eight children, was born\n\n1841,\nstory\n\non the fifteenth of March,\n\nShortly after the family removed to the town and occupied the one-\n\nwood cottage that had been prepared for their coming.\n\nIt was located\n\non the northeast corner of State and VanBuren, the present site of Roth-\n\nNot long since Mr. Lane indicated the exact\nWith the\ngrowth of the city the little dwelling was removed to West Monroe Street\nschild's\n\ndepartment\n\nstore.\n\nposition of his childhood home for some deeply interested friends.\n\nwhere it continued for many years to be the home of the family.\n\nA half-\n\ncentury later it again yielded to the encroachment of the town and on\n\nits\n\nwestern journey stopped over Sunday directly before the residence of Mr. A.\n\nG. Lane, superintendent of the city schools.\nHis intimate acquaintance with the city is thus explained.\nNative here, and to the manner born.\n\nHe was\n\n"}
{"page": 311, "printed_page": null, "text": "IN MEMORIAM ALBERT GRANNIS LANE\n\nSketches]\n\nIt\n\nserved\n\nhim\n\nwell in\n\nmany of\n\nChicago change from a town of\n\nthe situations of his busy\nless\n\nthan\n\nsix\n\nthousand\n\n299\n\nHe saw-\n\nlife.\n\nto a city of\n\ntwo\n\nHe was thoroly familiar with every aspect of its wonderful\nNo one could be more at home in its cosmopolitan life. The\n\nmillions.\n\ngrowth.\n\ngreat problems of a metropolis developed under his eyes.\n\nIt\n\nwas indeed a\n\nrare experience.\n\nAlbert was sent to school at an early age.\n\nHis parents believed in educa-\n\nand the home atmosphere was very favorable to the development of\nintelligence.\nBut his father was dependent upon his trade he was a car-\n\ntion,\n\npenter\n\n—\n— for his income. The family was large, the wages were low, and there\n\nwere interruptions from bad weather and scant business and all of the inev-\n\nA dollar and a half a day seems a pitiful allowance\n\nitable misfortunes of life.\n\nfor a family of eight or ten, even with no loss of time. In consequence there was\n\nthe most evident need of Albert's assistance in securing the ordinary necessities of life,\n\nas soon as he was old enough to find remunerative employment.\n\nAnd this time arrived just as he was finishing the grammar school.\n\nBut the\n\nnew high school was ready to open its doors to the boys and girls of the city,\nand he could complete its course in two years because of the advanced work\nof the elementary school.\nThe ardent boy's desire for further education had\nbeen fanned to a flame, and it seemed a cruel despoiling of hi? hopes for him\nto be obliged to give up his cherished ambition.\nThere was a family council,\nand a conclusion was reached which declared his strength and intelligence to\nhave become a marketable commodity whose value was greatly needed\nby the family.\nobligation,\n\nHe accepted the situation, asked for an assessment of his\n\nand entered into solemn league and covenant\n\nto turn\n\ninto the\n\ngeneral treasury weekly the three or four dollars which his services were\n\nassumed to be worth. Giving up his plans for an education was something\nwhich he could not entertain.\n\nOf course it was a trying time for the fifteen-year-old lad, but he kept his\nobligation.\n\nAt three o'clock in the morning he went to the Tribune olTice and\nHe herded cows in the afternonii\n\nfolded his papers and tramped his round.\n\non the prairies of the West Side where the poj)ulation is now the densest\npicked up odd pennies at odd jolis, and he kept his obligation.\ntell\n\nHe\n\nWho sh.ill\n\nhow many times, in the nineteen years that he was |)ayiiig his \"iiatioiiaj\n\ndebt,\" his mind reverted to the struggles of his Ixtyhood to meet the weekly\n\nassessment and remain\n\nin\n\nschool.\n\nHe entered the high school on the first day of the first term and remained\nthere two years.\nHe fell a little short of attending until graduation, altho\na few weeks more would have accomplished it; but he was after the substance\n\nrather than the external show, and he accepted the situation without rorn-\n\nhad been a great discipline for him, and it gave (nlor to all of his\nsubsequent life. He (ould sympathize with poverty, for he had experiem ed\nit.\nHe (oiild appreciate the inestimable worth of an edmalion, for ln' had\npl'-iint.\n\nbought\n\nIt\n\nit\n\nwith energy and privation\n\nand\n\nself denial.\n\nHe (ould\n\ninii-t\n\nthe\n\n"}
{"page": 312, "printed_page": null, "text": "\"\n\nNATIONAL EDUCATIONAL ASSOCIATION\n\n300\n\n[Memorial\n\nhumblest laborer upon his own plane, for he too had been a toiler where the\nwage was very small. It was worth all that it had cost.\n\nHe was no sooner out of school than he was elected to the principalship\nthe old Franklin, now known as the Lyman Trumbull.\nHe could safely lay claim to the honor of being the youngest man ever elected\nHe was barely seventeen\nto such a position in the whole history of Chicago.\nof a grammar school\n\n—\n\nwhen he entered upon the discharge of his duties. The suggestion of such a\nHe retained this prinsituation would now be regarded as preposterous.\ncipalship until 1869 when his larger career began.\nIn November of that year he was elected to the county superintendency\nof schools of Cook County.\nHe was then in his twenty-ninth year and in\nthe full, overflowing vigor of a splendid young manhood.\nHe was good to\nsee.\nTall, muscular, handsome, with a clear, ringing voice, a face that won\nits way to the fullest confidence at the first meeting, and an unusually magnetic\nmanner. He lived in an atmosphere of perpetual sunshine and ardent enthusiasm.\nHis sense of duty was exceptionally keen, and was grounded in a\ndeep religious conviction. Like Abou Ben Adhem, he loved his fellow-man.\nLike Pestalozzi, he saw the cure of the greater part of our social woes not only\nin\n\nan education of the head but, as well, of the hand and especially of the\n\nwas clear that his life had a deeper anchorage than that of most\n\nheart.\n\nIt\n\nmen.\n\nThis was an impression that he invariably gave to all who knew him\n\nHe seemed to draw his inspiration from unfailing hidden springs.\nThink of such a man in conjunction with such an opportunity! How\nbeautiful it was to see him press himself against his task with all of the ardor\nof a crusader.\nReady for any drudgery yet idealist to the core! The best\nschools were poor enough and the rural schools v^'ere worst of all. They were\nheld, ordinarily, in poor buildings, with little in the way of apparatus and\nnothing in the way of libraries. Even blackboards were a novelty in many\nlocalities.\nThere was no definite course of study, no uniformity of textbooks,\nand rarely a trained teacher. And the multiplicity of duties devolving upon\nthe superintendent was something appalling.\nHe must be lawyer, man of\nat all well.\n\nbusiness, peace-maker, educational exhorter, inspirer of indifterent\n\nteacher.\n\ncommu-\n\nschool examiner, and, most difficult of all, perhaps, licenser of\n\nnities, teacher,\n\nHe was all of these and more.\n\nAnd best of all, he brought to the\n\ndischarge of his manifold duties a sympathetic personality that made him\n\nnot only a public official, entrenched behind the law and exercising his formal\nauthority, but a warm-hearted friend, as well, all full of gracious courtesies\nto everyone.\n\nPoHteness has been defined as \"the ceremonial form in which\n\nwe celebrate the equality of all men in the substance of their humanity,\nand it found a fine illustration in his attitude toward his fellow-men. He\nunraveled legal tangles; examined accounts of trustees and treasurers; adjusted neighborhood quarrels;\nrights of\n\ntheir\n\nown\n\nchildren\n\n;\n\npleaded with parents for the inalienable\n\nurged more generous appropriations upon\n\"\n\npenurious voters; encouraged over-worked and poorly appreciated teachers;\n\n"}
{"page": 313, "printed_page": null, "text": "IN MEMORIAM ALBERT GRAN N IS LANE\n\nSketches]\n\n301\n\nsympathetically eliminated the inefficient by tactful methods; organized institutes for the instruction\n\nand inspiration of all, and did it all with tireless\n\npatience and abounding good nature.\n\nUnder his guidance the work which that faithful pioneer in education,\nJohn F. Eberhart, had started, began to expand and develop.\ncially\n\nHe was espe-\n\nimpressed with the superiority of the town schools over the country\n\nschools.\n\nIt was easy to see that the difference was\n\norganization\n\nof\n\nthe former and,\n\nscarcely\n\nless,\n\ndue mainly to the better\nto\n\ntheir\n\nrelation\n\nthe\n\nto\n\nHe accordingly introduced into the country schools of\n\nsecondary schools.\n\nCook County a uniform course of study. Thereafter the children were\npermitted to move from grade to grade until they had completed in a systematic way the rudiments of an English education.\nBefore this had been accomplished the waste of time and effort was little short of tragic.\n\nchange of teachers\nunusual\n\n—a succession of three or four\n\n— involved constant interruption\n\nin a single\n\nThe constant\nyear was not\n\nin the continuity of studv.\n\nEach\n\nteacher was of necessity left almost entirely to his own devices, and could not\n\nbe informed as to what his predecessor had done.\nlarge\n\nThus the children in\nnumbers of schools walked a mechanical round of uninteresting and\n\nNo other one thing was in any way comparable to this\nHe had the gratification of seeing his plans put into execution\n\nunprofitable routine.\n\none reform.\n\nin many other localities, both in Illinois and in other states.\nThis one problem put on the way to its solution, he attacked the second and was largely\n\ninstrumental in the multiplication of high schools, until the country child\n\nhad within his range the possibilities of a secondary education, and quite at\nhis own door.\n\nIn 1873 an event occurred to wiiith an allusion has alrcad}- been made.\nMr. Lane was loaded with a grievous burden which was to require almost a\nscore of years of unremitting self-denial upon his own part as well as upon that\nof his family.\nto $33,000.\n\nHe had in his j)ossession an undistributed school fund amounting\nThe county commissioners approved the Franklin Bank as a\n\ndepository, and there he deposited the money.\nthe\n\nbank fell to pieces like a house of cards.\n\nwreck, at least nothing of consequence.\n\nWith the coming of (he panic\nNothing was saved from the\n\nThe deposit was a total loss.\n\nIt is\n\nprobable that the action of the commissioners relieved ^^r. Lane from\nres[Kjnsibility\n\nunder the law.\n\nBut Mr. Lane\n\nlived\n\nall\n\nunder the higher law.\n\nihal a legal technicality rrlicvcd\n\nhim from a\n\nmoral responsibility, and that was enough to settle the matter.\n\nThe ad\\i( c\n\nNothing could persuade him\n\nIt was all in vain that they declared his design\nto be (|uixotic ancl sentimental.\nSince he was in no way to blanu- for tin-\n\nof his friends was of no avail.\n\nwhy should he burden his life in an atlem|)l to restore the fund ?\nThe commissi(jners had relieved his bondsmen as well as himself in ap|)roving\nthe depository, and his friends would not be lo.sers as they couM nol be tdinLet the county do it; it would be but a\npelled to make good the dclK it.\nfeather's weight for the whole community, while for one man it would l)e the\n\ndisaster,\n\n"}
{"page": 314, "printed_page": null, "text": "a\n\nNATIONAL EDUCATIONAL ASSOCIATION\n\n302\n\nseverest task for a lifetime,\n\nif,\n\n[Memorial\n\nindeed, he could ever hope to save so large a\n\nsum from the comparatively small earnings of his profession.\nsituation still more desperate Mr.\n\nTo make the\n\nLane failed of re-election in the following\n\nBut he did not discuss the question. He called his bondsmen together and told them that he expected them to make good what\n\nNovember.\nthey\n\nhad assumed\n\nin\n\nbecoming\n\nhis\n\nsureties.\n\nHe mortgaged\n\nall\n\nproperty in his possession and thus raised ten thousand dollars.\n\nimmediately applied toward the payment of his debt.\nthe rest, and the county did not lose a penny of\n\nits\n\nof the\nIt\n\nwas\n\nHis bondsmen paid\n\nfund.\n\nNo teacher nor\n\nchild ever knew of the matter except as a news item, for there was no delay\n\non\n\nthat account in the payment of a single salary, nor was there the interruption\nof the schools for a single moment.\n\nHe gave his notes, interest-bearing notes,\n\nto his bondsmen for the amount which they had paid, and then he bent himself\n\nredeeming the notes. And there was no complaining; there\nwas the same smile on his face and the same good cheer in his life. Having\nlost his educational position, he went into business for the.next four years, but\nto the task of\n\nreturned to the work in which his heart delighted at the end of that time.\n\nHe was restored to his former position by the free choice of the people, and\nthere he remained until his resignation fifteen years later, when he was called\nto\n\na position of greater honor, responsibility, and financial reward.\n\nmake himself square with the\nHe repaid to his bondsmen every dollar that he owed\nthem and with interest for every day. When the great task was completed\nIt\n\ntook him more than nineteen years to\n\nworld but he did it.\n\nhe had put forty-five thousand dollars of hard cash into the enterprise\n\nsnug little fortune for a man of modest desires.\nto his memory\nIt\n\n—\n\nIn a most touching tribute\n\nMr. O. T. Bright says:\n\nwas my good fortune to call at his office at the consummation of this struggle.\n\nfound him out of the office but he came in soon after, and I shall never forget the kind\nof glory that enveloped him as, stretching to his full height, he brought his hand down\nI\n\nupon my shoulder and said with the utmost intensity, \"Bright, I have paid the last dollar\nIn the annals of Chicago can be found nothing more thrilling than this heroic\n\nof it.\"\n\nHis will be a name to conjure with in teaching civic virtue\nwhen that of many a Chicago millionaire will have passed into oblivion.\n\nstruggle of Albert Lane.\n\nMy own experience is not unlike that of Mr. Bright's. We were coming\nhome together from a meeting of the State Teachers' Association and he\ntold me that his \"national debt\" was paid at last.\n\ngrasp was intelligible to us, whatever those\n\nI\n\nam sure that our hand\n\nwho were seated near us may\n\nhave thought.\n\nFor nineteen years he directed the educational affairs of Cook County.\nColonel Parker came to the head of the county Normal School while he was\nsuperintendent, and everyone\n\nknows now what\n\nthat\n\nmeant for education.\n\nHe always fought the battles of the Normal School, and there was no dearth\nof them in those\n\n\"good old times.\"\n\nOur militant friend, the colonel, never\n\ncould have survived the shock of the persistent assaults that were made upon\n\n"}
{"page": 315, "printed_page": null, "text": "\"\n\nIN MEMORIAM ALBERT GR.4NNIS LANE\n\nSketches]\n\n303\n\nhim but for the presence in the ranks behind him of the loyal county superintendent.\nIt was the very irony of fate that Richard Edwards should be\ndefeated for the state superintendency as the assumed father of the \"Edwards\nBill\" when it should have been called, in the interests of historic accuracy, the\n\"Lane Bill.\" The Saturday before the election he said to me, \"Tomorrow\nthe great body of German Lutherans in Cook County will vote for me and\n\nagainst Dr. Edwards, yet I am rather the one upon whom they should visit\ntheir wrath.\n\nI\n\ncannot make them understand that he is not responsible for\n\nthe law.\n\nOn the twenty-first day of March, 1S91, the day on which he touched his\nwas invited down to the Normal School. It was a\nhappy day ior him and for the children, all of whom knew the familiar face\nthat had so often smiled upon them in their work.\nThey brought him their\nhalf-century mark, he\n\ngifts,\n\nwhich they had made for him with joyful anticipations of the day, and\n\nthey sang him their songs, which they had prepared especially for him, and\n\nColonel Parker told him how they all loved him.\n\nHis sterling honesty, his\n\nChristian virtues, his unwearying helpfulness to his teachers, his unobtrusive\n\ndevotion to the right, \"as God gave him to see the right,\" were most inviting\n\nthemes, and the orator of the occasion did not spare him.\n\ndeeply moved.\n\nMr. Lane was\n\nHe expressed in faltering tones his keen appreciation of the\n\nlove that had prompted the children to prepare their beautiful souvenirs, and\n\nhe told them of the inspiration for the future which their touching tributes\n\nbrought him.\n\nThe children of the Sunday school of his church celebrated his fiftieth\nThe pastor of the\n\nbirthday as the children at the Normal School had done.\n\nchurch presented their offerings of flowers and conveyed their love and thankfulness in words that must have warmed his heart.\n\nThe leading paper of his\n\ndenomination in the West published an account of his life and especially of\nhis services to the church of which he was a\n\nmember.\n\nBut he was soon to receive a merited promotion.\n\nIn the summer of 1891\n\nGeorge Howland retired from the superintendency of the city schools, and\nthat Albert Lane should succeed him was in the thought of almost everyone.\n\nThe action of the city board in selecting him for the place received the cordial\nendorsement of the sincere friends of education everywhere.\n\nFor the next\n\nseven years he was to be in the thick of the fight against all of the evil forces\nthat were attempting to use the schools for the furthering of personal and\npolitical interests and at the sacrifice of the rights of the children for\n\nwhom\n\nThe howl of the \"gray wolves\" was a familiar sound\nto all who were in any way connected with the dispensing of positions.\nThe\nsavagery of the \"gang\" passes human belief. They were men ilcss in their\ngreed and conscienceless in its gratifi<ation. The rapacity ol tlic Huns and\n\nalone the schools exist.\n\nVandals was a mild exhil;ilion of ferocity when compared with tlie methods\nof the political ramp-followers of the\n\nmodern American\n\n(\n\nity\n\nat its worst,\n\nand it is hoped that there can be nothing worse than what Chicago has cxpe-\n\n"}
{"page": 316, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n304\n\nrienced in some of the stages of her growth.\n\n[Memorial\n\nYet Mr. Lane never lost heart.\n\nHe forever bent himself to the task of betterment.\nIn a recent article, Mr. Henry Barrett Chamberlin declares that no period\nof the school history was marked by so many innovations as his administration.\n\n\"marked a new era in the development of educational thought and pracThere are few features of the new education that were not introduced\ntice. \"\nIt\n\ninto the schools at that time.\n\nIt is\n\nnot strange that so radical a departure\n\nfrom the time-honored traditions of the city aroused a storm of opposition\nfrom the conservatives.\nThe extension of the manual training into the grammar grades;\n\nthe adoption of the\n\nthe introduction of sewing\n\nand\n\ncooking as a form of manual training; the added importance attached to drawing;\n\nthe\n\nkindergartens as a part of the common-school system;\n\nchange in the style of penmanship;\nlaboratory\n\non the part of the pupils in\nin the sub-normal pupils, resulting in\n\noriginal investigation\n\nwork in high schools; new interest\n\nungraded rooms for the defective pupils in the regular school buildings, in the erection\nof the John Worthy school and, later, in the law authorizing the parental school;\n\nhome life thru lecture\n\ncorre-\n\nand parents'\nmeetings; the vacation-school suggestion; the plan of commercial high schools and of a\ncourse in civics; the law authorizing a pension for teachers and employees; simplifica\"\ntion of the work in arithmetic; vitalization of the language work\nall of these featured in\nthe administration of Mr. Lane and showed that the new education was abroad.\nlation of\n\nthe child's\n\nschool\n\nlife\n\nwith his\n\ncourses\n\n—\n\nHere was material enough for the critics. The newspaper writers were\nhappy because of the abundance of educational schemes which misrepresenta-\n\nThe cartoonists sharpened\nMembers of the Board of Education actually visited schools.\nIt was inevitable that much of the new work would be imperfectly done, for it\nwas in the first stages of its development. The warfare resulted in the elimition\n\ncould transform into startling novelties.\n\ntheir pencils.\n\nnation of a portion of it, but its presence had changed the atmosphere, and\nthe schools could never go back to their old formalism after a glimpse of the\nfreer\n\nlife.\n\nBut such campaigning was heart-breaking work.\n\nof those years of struggles were\n\nThe burdens\n\nheavy enough to break the strongest and\n\nmost hopeful nature, and Mr. Lane never recovered from the disastrous\nconsequences of these years of storm and stress.\nIn 1898 he failed of re-election.\n\ndisappointment of his life.\n\nIt is\n\nprobable that this was the severest\n\nMany of his closest friends advised him to with-\n\ndraw from the schools. Business opportunities awaited him. In the presence of his ability and integrity and wide acquaintance doors opened all\nabout him. His faithful wife added her entreaties, but his answers were\nalways the same: \"Why should I abandon the profession of my choice and\nmy love simply because I cannot have the highest place ? \" He was succeeded\nby Dr. E. Benjamin Andrews, late president of Brown University, and accepted\nthe lower honor of assistant superintendent.\n\nThere are few situations in life that try one's character so thoroly as that\nA deposed chief is in a way discredited.\n\nwhich now confronted Mr. Lane.\n\nA certain degree of humiliation quite unavoidably attends such an experience.\n\n"}
{"page": 317, "printed_page": null, "text": "IN MEMORIAM ALBERT GRANNIS LANE\n\nSketches]\n\nStripped of the supreme authority one often loses all authority.\n\nwere formerly subalterns now found themselves equals.\n\n305\n\nThose who\n\nBut it was Albert\n\nG. Lane that was superintendent, and it was his intrinsic qualities and not\nthe accident of position that made men follow him gladly.\n\nIn no other expe-\n\nrience of his life did the dignity and sincerity and fidelity of his character have\n\nso good an opportunity of displaying themselves.\n\nThose of us who knew\nhim thru it all have no words to tell how we honor him. It was beautiful\nand yet it was all so simple and quiet. One cannot write about it with dry\neyes.\n\nRespecting his relations to his chief, President Andrews of the Univer-\n\nsity of\n\nNebraska writes me:\n\nNo report could be too glowing to set forth the excellence of his character or the\nHe was among the very ablest and most extraordinary school men\nwhom I have known. His genius for detail approached the marvelous. He knew intimately his principals and teachers with the peculiarities of each. A large number of the\npatrons of every school in his charge were in his confidence. He had a kind but true\nvalue of his services.\n\nand objective judgment of teachers' characters and abilities, never making a mistake\nHe loved the children and was loved by them in return\nand he never for a moment fell into the error of forgetting that the schools exist for them.\nTho stronger in administration than in theory and not a professed expert in technical pedagogy, no points concerning his work, however far they might reach into theory, were ever\nmisapprehended by him. Tho progressive, and never scorning a pedagogical innovation\nbecause it was an innovation, he had a fine contempt for pedagogical claptrap and for\nin recommending for promotion.\n\nnovelties that were retrogression in disguise.\n\nHe was absolutely just both to those under him and to the board employing him.\nHe worked incessantly; too hard and constantly for his health. Had he been less faithwould have lived longer.\nDuring my years with him in Chicago all my associates were kind and helpful, but\nLane was the man from whom I received most assistance. In serious matters I always\nwent to him. He never failed me. His death is an acute personal loss to me and, what\nful,\n\nis\n\nas indolent as some of us are, he\n\nfar more, a calamity to the public schools of Chicago and the country.\n\nIn a similar vein Superintendent Cooley writes:\nhave known Mr. Lane for many years, but never intimately until I became superI came into office with some little prejudice— not of a serious\nnature, but still a prejudice\nwhich I have completely outgrown, and feel in losing Mr.\nI\n\nintendent of the schools.\n\n—\n\nLane I have lost my most valuable assistant.\nHe was loyal, honest, and devoted to his work. There was never a time when he\nwas not willing to sink his own personality in the particular piece of work needed for the\nschools of\nV>ctter\n\nChicago.\n\nHe knew\n\nthe\n\nconditions— the practical questions— in Chicago\n\nthan any man I am acquainted with, and was simply invaluable.\n\nHe served as the president of the Board of District Supt-riniondenls and guided and\ndirected their roun.sels in trying to bring aljout a more uniform (ondition in various parts\nof the system.\nHis special efficiency lay in his patience, industry, and absolute devotion\nto the interests of the public scho(jls.\n\nThe city of Chic ago and the entire country have\n\nsuffered a great los.« in his death.\n\nThus far I have been occupied with the |)ubli( life of Mr. Lane. Wlial\nharacter perform a large\niiut men of his\nTluir broad cxpcriciK e\nnolhing.\nknow\nmany\nthe\nh\nwhi<\nservice\nof\nl)ublic\nI\n\nhave written was seen of all men.\n\n(lualifics\n\nthem\n\n(\n\nfor rare helpfulness in (hose voluntary organi/.atioii> that\n\ndo\n\n"}
{"page": 318, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n3o6\nso\n\nmuch for community and national life.\n\n[Memorial\n\nOrdinarily these services are\n\nwithout compensation, except of the kind that comes from the gratitude of\nthose who depend upon the quiet workers behind the scenes for the success\nof the\n\nmore public presentations.\n\nThe National Educational Association\n\none of the largest organizations of its kind in the world. With the single\nexception of a similar English association it is without a rival. Any sketch\nis\n\nof the life and work of Mr. Lane would be lacking in completeness if it omitted\nhis\n\nrelation\n\nto\n\nthis\n\neducational institution, for such it\n\nis\n\nin\n\nits\n\nessential\n\nnature.\n\nHe became a member of the Association in July, 1884, at the Madison\nmeeting, and his membership was continuous for the succeeding twenty-two\nyears.\n\nHe served as state director for Illinois for the years 1888-89 ^^<i\nHe was elected president of the N. E. A. at the Saratoga meeting\n\n1889-90.\n\nfor the period of two years, an honor thus far conferred upon no other member.\n\nIn the first year of his incumbency there were held in Chicago, in connection\nwith the World's Columbian Exposition, the memorable Congresses of Education, in which the most distinguished educators of all countries participated.\n\nThe volume of Proceedings for 1893 is the most celebrated of all the publications of the N. E. A.\n\nIt is a treasure-house of contributions to the literature\n\nof education, in which may be found the reflection of all modern peoples who\n\nhave given to the subject any serious consideration.\n\nMr. Lane served as ex-offlcio member of the Board of Trustees during the\nAt the Denver meeting he was elected a\nmember of the board and was continued in that position until his death,\nhaving served as president of the board since July, 1896. He was also a\nmember of the Executive Committee from July, 1892, until the time of his\ndeath, with the exception of the year 1895-96.\nAs president, as trustee, and\n\ntwo years of his administration.\n\nas chairman of the\n\nBoard of Trustees and as a member of the Executive\n\nCommittee he held each of the offices for a longer period than any other\nperson in the history of the Association.\n\nDuring his chairmanship of the Board of Trustees, the permanent fund\ngrew from $55,000 to $157,000. He had the personal\n\nof the Association\n\ncharge and responsibility for the safe-keeping of this fund and of its proper\ninvestment for the ten years of his chairmanship, with the co-operation of the\nother members of the Board of Trustees.\n\nNot a single dollar of either the\nLane was ever lost\n\nprincipal or the interest of any investment made by Mr.\nto the Association.\n\nThere were certain Kansas school bonds, purchased for investment before\n\nMr. Lane became a member of the Board of Trustees, on which it was supposed, at one time, that the Association would lose a considerable portion of\nMr. Lane's\nthe amount invested thru default of principal and interest.\n\nmanagement of the negotiations for settlement of these bonds resulted in\nrecovering the principal of nearly all of them with very slight loss.\nSecretary Shepard, to whom I am indebted for the foregoing facts, adds:\n\ni\n\n"}
{"page": 319, "printed_page": null, "text": "IN MEMORIAM ALBERT GRANNIS LANE\n\nSketches]\n\n307\n\nMr. Lane's annual reports of the Board of Trustees on the permanent funds were\nmodels of clearness, accompanied by detailed explanations of the conditions and policies\nof management adopted by the board.\n\nThis great service to the Association was given\nby Mr. Lane for ten years without remuneration of a single dollar, and often without\nreimbursement of actual expenses.\n\nMr. Lane was a frequent and welcome speaker in the general sessions and in the\ndepartment meetings.\n\nSome of the more important of his formal papers may be men\n\ntioned, as: a paper read before the Department of Superintendence, in 1889, on \"County\n\nInstitutes;\"\n\na paper on \"Educational Systems,\" read before the General Sessions, in\n\n1892, and a paper on \"Taxation and Teachers' Salaries,\" read before the National Council,\n\nin 1902.\n\nThe discussion of this last paper led to the appointment of the Committee\n\nof Investigation of Teachers' Salaries,\n\nTenure of Office and Pensions, which resulted in\n\none of the most valuable reports published by the Association.\n\nAn important feature of Mr. Lane's services to the Association is little known. Since\n1887 the railroads have granted to the National Educational Association a concession,\nnot enjoyed by any other large convention body, in an agreement to collect the annual\nmembership fee in the purchase price of the ticket. In 1893 this concession was not\nand most members thought it would never be restored. Its restoration and\ncontinuance from that date to the present are very largely due to Mr. Lane and his connection with the Executive Committee for the past thirteen years.\nDuring his presidency\nin 1893 and 1894, he formulated and declared a policy of fair dealing with the railroads\nunder which the many abuses of ticket privileges, so common in connection with special\noperative,\n\nrates for conventions, were officially\n\nE. A. was concerned.\n\ncondemned and largely prevented as far as the N.\n\nMany of the railroad officers of the country, and particularly in\n\nChicago, knew him personally and had the highest respect for him and entire confidence\nin his integrity and fair dealing.\n\nThe care taken to protect the rights of the railroads\n\nequally with the rights of the Association won the approval and the willing co-operation\nof railroad officials in continuing this valuable concession.\n\nHis death is to me a very great personal loss.\n\nDuring the entire period of my service\nCommittee and\nhas been a constant and generous adviser and helper in all the changes and problems of\n\nas secretary of the Association he has been a member of the Executive\n\nadministration.\n\nIn this connection President Andrews writes:\nHis devotion to the N. E. A. you know as well as I. He carried it upon his heart\nand gave to it his best intelligence and elTort. I suppose that no other man has done\nmore to shape its history thus far; few, certainly, have done half or a tenth ;is much.\na monument to the memory of so\nI wish that the Association had funds for erecting\ndeserving a public-school champion.\n\nPresident Nicholas Murray Butler, who succeeds Mr. Lane as president of\nthe\nof\n\nHoard of Trustees, writes: \"I have been deeply .saddened by the death\n.Nfr.\n\nLane and feel it as a personal loss.\"\n\nIn the Educational Review, for\n\nOctober, he writes editorially:\n\nThe startling announcement, on August 23, of the dealli of .\\ll)erl ti. Lane, district\nsuperintendent of s( hools in Chicago, brought with it a sense of grief and personal loss\nIn Chicago, in Illinois, and in the wider circle of the\nto, literally, thousands (jf persons.\n\nNational Educational Asscjciation, Mr. Lane had iK-en for more than a generation a central\n\nfigure.\n\nNo <jne of her merchant jjrinces or railway magnates ever began to do for\n\nChicago the great service that Mr. Lane has (lone lliru a life fillccl with\nanci unselfish service for the city's children and the city's citizenship\nnever aggressive, sincere without Ix-ing cl()^niati<\n\n,\n\npatient, devoted,\n\nDetermined but\nand persuasive with nc) trace of denia\n\n"}
{"page": 320, "printed_page": null, "text": "•\n\nNATIONAL EDUCATIONAL ASSOCIATION\n\n3o8\ngogery,\n\nMr. Lane was a tower of strength.\n\n[Memorial\n\nHe was almost universally liked and uni-\n\nversally trusted\n\nFor the National Educational Association, the loss of Mr. Lane is the most severe\nSince his retirement from the presidency in 1894 he has been\na member of the Board of Trustees, and the executive ofi&cer of the board during the\nintervening years. To Mr. Lane, far more than to any other man or body of men, is due\nThe wise hanthe present most satisfactory state of the Association's permanent fund.\ndling of the unfortunate investments made in earlier years, and the admirable choice of new\nwith which it could meet.\n\nsecurities,\nits\n\nwere both his personal doing.\n\nThe Association repaid his loyal service with\n\nunfailing confidence and affection.\n\nNot many months ago a well-known citizen of Chicago died, leaving a vast fortune\nMr. Lane leaves to the\nIt was chiefly in money and in money-values.\na pure and good life lived for his fellows, and an upright charcity a far richer legacy\nacter tested and tried in every furnace that tempers the human heart.\nbehind him.\n\n—\n\nThe Board of Education of the city of Chicago adopted a memorial reviewing his Hfe and distinguished service to the schools of that city, closing with\nthe following:\n\nThe Board of Education, recognizing, appreciating, and acknowledging his valuable\nservices in the cause of public-school education, and especially regretting the loss to which\nhis\n\ndemise has subjected the public schools of Chicago,\nResolves:\n\nsession of\n\nThat in all the public schools of the city, the last hour of the afternoon\n\nFriday, October 5th [at meeting of Oct. 10, date was changed to Oct.\n\n19],\n\nbe\n\ndevoted to exercises commemorating the upright and honorable life and educational services of Mr. Lane;\n\nThat on one of the public school buildings of the city, the name, Albert G. Lane,\nbe inscribed;\n\nThat this memorial and these resolutions be entered upon the records of the Board\nand a copy thereof be transmitted to the family of the deceased.\n\nOn Sunday, November 4, a large company assembled at the Auditorium\ntheater to pay their tribute of respect and affection to their lamented friend\n\nand fellow-worker.\n\nSuperintendent Cooley presided and introduced the exer-\n\ncises of the afternoon\n\ntenderness.\n\nby a brief address that was full of appreciation and\n\nFidelity, devotion to duty, loyalty and good cheer\n\nkeynotes of his eulogy.\n\nof the University of Illinois.\nin the schools of\n\nschools.\n\n—these were the\n\nThe chief address was delivered by President James,\nPresident James began his career as a teacher\n\nEvanston while Mr. Lane was county superintendent of\n\nHis theme was a fitting one for the occasion\n\n—\n\nThe possibility of national advance depends after all upon the existence in the average\nman of certain fundamental qualities; intelligence, industry, sobriety, economy, patience,\nand, above all, a pervading, ever-present sense of duty.\n\nHis illustrations were mainly drawn from the German nation, the secret of\n\nwhose success\nis\n\nnot to be found in the transcendent ability of its leaders but in the extent to which\n\nthe simple sense of duty has been inbred and developed in the common man.\n\nSuch a\n\nsense as predominates and controls the entire life of the nation, so that the average work-\n\nman phes his task to the best of his ability\n\n—not because his boss\n\nis\n\neying him, but because\n\nhe would disdain to skimp his work, exactly as he would disdain to do any other dishonorable thing.\n\n"}
{"page": 321, "printed_page": null, "text": "/,V\n\nSketches]\n\nMEMORIAM ALBERT GRANNIS I.ANE\n\nIt is to this pervading quality of the\n\n309\n\nGerman character that we may attribute\nmany departments of life.\n\nthe superiority of that remarkable people in so\n\nAll this I have said, because it seems to me that the most striking characteristic of\n\nour departed friend was this very sense of duty, developed and given\nit\n\nfree rein, until\n\nbecame his guiding motive and principle of life.\nDr. James traced the manifestation of this quality in the faithful discharge\n\nof all of the countless petty duties of a teacher's life, in the fuller development\nof a higher sense of public duty, and in the consecration of his life to a noble\n\ncause.\n\nHe declared that such a spirit in the masses of men is the only possible\n\nsalvation of the state and the only hope of survival of the great principle of\n\ndemocracy.\n\nIn exemplilication of this principle Mr. Lane has given to his\n\nlime the richest contribution which it is possible for any man to make.\nDr. Gunsaulus followed in a similar vein, expressing his persunal sorrow\nthat a life so sweet and uplifting should be taken away in the full flush of his\n\nThe writer of this sketch gave a brief account of the\nLane has rendered to the Association. The\nexercises were closed by Dr. Rufus White, of the Board of Education, who\ncharacterized him as the man who loved children. This aspect of his gentle\nnature was vividly portrayed with touching faithfulness and beauty. The\n\ncompletest usefulness.\n\ninestimable service which Mr.\n\nChicagcj Imperial Quartette sang the songs that he loved, the pastor of his\n\nchurch i)r()nounceda benediction, luid the assemljly went out into the autumn\nafternoon, saddened by a sense of great loss yet thankful for the }ears ui\n\ncomj)anionship with a consecrated life.\n\nMr. Lane in his relations to the church in which he was a worker for many\nI can easily imagine what he was in his long\nis a theme for others.\nservice as class leader, and teacher, and superintendent of the Sunday school,\nand in man\\- kindred offices. He was deeply religious in his nature, and there\n\nyears\n\nwas about him an atmosphere that suggested constant comminiion with the\nunseen, however humble the duty in which he was engaged. The fires were\nalways burning on his altars and their iiu rnsr filled his being with its sweetness.\n\nYet there was never anything ol)trusive about it\n\n;\n\nit\n\nwas always health-\n\nand human and inspiring.\nThe arduous cares and labors of his strenuous life began to tell upon hi>\nOccasionally he had been\nvigorous constitution within the last few years.\n\nful\n\n(ji;lig('d\n\nto drop his work for a season and seek a milder climate for recui)era-\n\ntion of\n\nwhich he stood\n\nin\n\ngreat need.\n\nThere were haunting\n\nfears in\n\nthe\n\nhearts of some of his friends, yet they were imprci);ired for the lragi<;d ending.\nHe was much run down at the close of the last school year, and went reUn lantly across the lake in llie ii\"|)e i.f .1 si)ee(ly recovery.\n\nHi-\n\nfailliful uiti'\n\nhad\n\npleaded with him to give up his work before it should be loo late, l»ul il was\nvery liard to indue e him to yield until his increasing weakne^s made ils neceslie did not gain as he had imped, and returned\napijarenl even to him.\n\n\"-ily\n\nin the middle of Augu^t to linger only a few days in the home that his presence\n\nhad made beautiful for so many years.\n\n"}
{"page": 322, "printed_page": null, "text": "—\n\n!\n\n:\n\nNATIONAL EDUCATIONAL ASSOCIATION\n\n3IO\n\n[Memorial\n\nIn \"Morituri Salutamus, \" one of the sweetest of our American singers\nchants his valedictory to his surviving classmates of half a century before\n\nO ye familiar scenes, —ye groves of pine,\nThat once were mine and are no longer mine,\n\n.... we who are about to die\nSalute you; earth and air and sea and sky,\n\nAnd the Imperial Sun that scatters down\nHis sovereign splendors upon grove and town.\n\nYe do not answer us\n\n!\n\nye do not hear\n\nWe are forgotten; and in your austere\nAnd calm indifference, ye little care\nWhether we come or go, or whence or where.\n\nAnd so thruout the larger part of\n\nthis\n\nbeautiful poem there\n\nwhere the haunting echo of a pensive melancholy.\n\nis\n\nevery-\n\nYet the good poet was\n\nThe love of his fellow-men had crowned him with unfading laurels.\nHe had not escaped sorrow, it is true; but it is the common lot of mortals,\n\nnot old.\n\nand it had come to him as it comes soon or late to all. At last a more hopeful spirit inspires the theme, and the note of repining sinks to a minor undertone as he consoles himself with the reflection that\n\n.... As the evening twilight fades away\nThe sky is filled with stars invisible by day.\nUlysses had a braver spirit.\n\nCome, my friends\n'Tis not too late to seek a newer world.\n\nPush off, and sitting well in order, smite\n\nThe sounding furrows; for my purpose holds\n\nTo sail beyond the sunset, and the baths\nOf all the western stars, until I die.\n\nThe Board of Managers of Lewis Institute, of which he was a member\nfrom the time of its original organization, adopted resolutions on October 9\nthat only repeat the universal\n\nsentiment\n\n—thankfuhiess for such a hfe of\n\nconsecration to duty and sense of profound loss at his untimely death.\n\nThe City Normal School held a beautiful service in his memory, and\nagain the fine old theme of devotion, gladness, inspiration, touched the\nhearts of the Hsteners.\n\nOn Sunday, November 18, the Centenary Methodist Episcopal Church\ndevoted the morning and afternoon to Memorial Services.\n\nIn the morning\n\nSunday school, of which Mr. Lane had been a member for more than\nsixty years, unveiled a bronze tablet which had been placed in the wall to\ncommemorate his worth. Addresses and music expressed the children's love\nthe\n\nand their sorrow for his loss. In the afternoon a large gathering assembled\nto do honor to his memory, Dr. Quayle gave the address.\nAlbert Grannis Lane was not old, yet the assaults of disease had made\n\nhim battle for his life more than once within the last few years.\n\nBut it was\n\n"}
{"page": 323, "printed_page": null, "text": "IN MEMORIAM CHARLES DUNCAN MC IVKR\n\nSketches]\n\n311\n\nthe unconquerable spirit of Ulysses that inspired the heroic figure so familiar\n\nThe eyes lost none of their luster and the earnestness and fervor of\nHe was never younger in his spirit than\nthe uplifted face were undimmed.\nto us all.\n\nwhen he fell asleep.\n]\\Ir. Lane was married on July 18, 1878, to Frances Smallwood.\ntaught ten years in the city, nine of\n\nShe had\n\nwhich were in the old high school.\n\nstood by his side whether in sunshine or in shadow.\n\nClara Lane Noble, and Harriet Lane.\n\nI\n\nShe\n\nThey have two daughters:\n\nwould not invade the sanctuary\n\nmemory of their dead, but upon the\n\nwherein they dwell with the radiant\n\nthreshold of that inner chamber would lay a wreath of simple flowers, mule\n\nmessengers of the love we bear him.\n\nCHARLES DUNCAN McIVER\nBY EDWIN A. ALDEKMAN, CHARLOTTESVILLE, N. C.\nAt Lake George last summer in the home of a dear common friend,\nlooking out over a scene of peace and quiet beauty, Charles Mclver and I\nwere talking of life and death and the flight of time that had carried us so\nOur moods alternated between boyish,\nswiftly past boyhood to middle life.\nstrain of premonition and sadness.\ncertain\nand\na\nmerriment\nunrestrained\noutlive\nme and you will probably have to\nwill\nyou\n\"Charles,\nI recall saying,\nme when I am gone. Make\nabout\nsomething\nor\nsay\nwrite some resolutions\npt)unding away at real\ntogether,\ntime\ngood\nhad\na\nit short.\nJust say that we\n\nHe answered quickly, \"Ed. Alderman, tho I look stronger than\nyou, you may outlive me after all, and I will give you the same counsel.\"\nthings.\"\n\nWe were talking like children in the dark, as all of us poor mortals must talk,\nbut I realize today how impossible it would be for me to speak of this strong\nand faithful friend, whom I knew and loved so well, and with whom I worked\nso intimately in the service of society, in any stately form of funeral eulogy.\nvery nearness to him, the elemental and vital character of his personality,\n\nMy\n\nmake it most difficult for me\n\nto\n\nset\n\ndown even this brief .ippreciation of\n\nhim in formal sentences.\nAll of us who were close to\n\nhim have the imi)ulse to say simply, \"Here\n\nwas a great, strong, hopeful, buoyant, friendly soul who loved his fellows\nand builded enduringly for their welfare, and should be forever honored by\nCertainly, I shall not seek to recount tlu'\n\nFurther words seem vain.\n\nthem.\"\n\nor could have\ndetails of his career, nor to enumerate the positions he held,\nl)iography\nformal\nin\na\nhour\nmemorial\nthis\nheld; nor, in any fashion, to use\nof him.\n\nCharles Duncan Mclver was born in a rural Scotch home, in the simplest\nThis Scotch home was full of\npart of the simplest democracy in America.\ncleanness and reverence and faith\n\nin\n\nthe dignity of luMu.iniiy and\n\ntiu-\n\npower\n\nof knowledge, and all of its ideals were ideals of self-respect and manly ambition.\n\nIn the existence of a multitude of such homes lies the antidote for the\n\n"}
{"page": 324, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n312\n\n[Memorial\n\ndangers of our over-nourished civilization and the safeguard of our republican ideals.^\n\nI saw him for the first time in the autumn of 1878 at the State University\nof North CaroHna at Chapel Hill, whither he had preceded me as a student by-\n\none year.\n\nThere was no mistaking the quality of this great big country boy,\n\neager, restless, purposeful, hopeful, with a face\n\nand an eye wherein humor\n\nand sympathy and shrewd discernment struggled for the mastery. He had\nalready become a leader among his fellows. There was no better place, I\nthink, for the\nseventies.\n\nmaking of leaders in the world than Chapel Hill in the late\nof life was simple, rugged\nalmost primitive. Our\n\n—\n\nThe note\n\nyoung hearts, aflame with the impulses of youth, were quietly conscious of\nthe vicissitudes and sufferings thru which our fathers had just passed.\n\"The conquered banner\" and the mournful threnodies of Father Ryan\nwere yielding place\nplace, while\n\nto\n\nsongs of hope.\n\nA heroic tradition pervaded the\n\nhope and struggle, rather than despair or repining, shone in\n\nthe purposes of the\n\nresolute\n\nmen who were\n\nrebuilding the famous old\n\nschool.\nAll\n\nof\n\nus were poor boys.\n\nThose who came from the towns looked,\n\nperhaps, a trifle more modish to the inexperienced eye, but they were just as\n\npoor as their country fellows, and had come out of just such simple homes\nof self-denial and self-sacrifice.\n\nThe unconscious discipline and tutelage of\n\ndefeat and fortitude and self-restraint had cradled us all.\n\nWe had all seen\n\nin the faces of our patient mothers and grim fathers something that we knew,\nif\n\nwe could not express, was not despair, and, somehow, life seemed very\n\ngrand and duty easy and opportunity precious.\nReflect upon just a few of the names of the boys that were there then, and\n\nperhaps you will agree with me: Aycock, Mclver, the Winstons, Doughton,\nStrange, Phillips,\n\nMurphy,\n\nGattis,\n\nNoble, Joyner, Thomas, Peel, Battle,\n\nDancy, Worth, McAllister, and many others high in industrial and commercial\nlife.\n\nStudent ambitions in that day tended almost entirely to law, or politics,\n\nThe great industrial awakening, which has since beckoned,\nand now beckons, to so many of our young men, to take a hand in transformor scholarship.\n\niDr. Mclver was born Sept. 27, i860, on a farm near Sanford, Moore County, N. C.\nHis paternal ancestors were from the Highlands of Scotland while on his mother's side\nhe was a descendent of the McNeills of Scotland. His first seventeen years were spent\n\non his father's farm and in attendance on private schools of the neighborhood. He\nentered the State University of North Carolina in 1877, graduating with high rank in\n1881.\nIn the following fall he became an assistant in a private school in Durham, N. C,\n\nand within a few months was elected prineipal of the school. He served as principal of\nthe Durham public schools in 1883, and of the public schools of Winston in 1884 and\nIn September, 1886, he was elected principal of the the Hterary department of\n1885.\nthe Peace Institute at Raleigh, N. C, where he remained until June 1889. In 1891 he\nassumed charge of the State Normal and Industrial College for Girls at Greensboro\nwhich he had labored so earnestly and successfully to establish and in which the most\nimportant part of his life work was done. [Editor.]\n\n—\n\n"}
{"page": 325, "printed_page": null, "text": "IX MEMORIAM CHARLES DUNCAN MC IVER\n\nSketches]\n\n313\n\ning our civilization from an agricultural into an industrial democracy, had\nnot begun to make its appeal.\n\nAfter four happy years of steady growth in scholarshij) and character,\nMclvcr passed from the university to the schoolroom in 18S1. I followed\nhim into the schoolroom in 1882, and our intimacy as fellow-workers i)egan\n\nunbroken and curiously interwoven, until that cjuiet hour\nLake George, and in a deep spiritual sense, forever. He did his dutv as\n\nin 1886, lasting\n\nat\n\nan undergraduate respecting his body and liis spirit.\n\nHe even won Greek\nmedals, but his thought was on men and student issues and college policies.\nThe story of his life from 1S82 to 1896 is a clear, high story of hmnan\n\nidealism and human achievement, which every boy in North Carolina should\n\nknow and ponder, and which should cause the\nlisten to the strident voices of unrest\n\nolder men and women, who\n\nand pessimism, to know that the heart\n\nof this republic is true and sound, and that a heroic and noble simplicity lies\nat the root of our life.\n\nIt is\n\nnot an eventful story.\n\nIt is\n\nnot a storv of thrill-\n\ning vicissitude or startling change of circumstance. It is a story of earnestness\n\nand insight, of faith and purpose.\n\nHis marriage\n\nto a\n\nnoble\n\nwoman, who\n\nsustained and strengthened him every day of his life; his clear sight of a great\ninstitution for the education of\n\nwomen in North Carolina;\n\nhis brief\n\nand\n\nattainment of that vision; a widening of that great\n\nresistless battle for the\n\nconception into a passionate and whole-hearted dedication of himself to the\n\neducation of all the people; the expansion of his nature under the spur of these\nhigh ideals; a splendid, joyous growth of his powers as they faced and over-\n\ncame the dilftculties that blocked his pathway;\n\na serene and noble satisfac-\n\ntion in beholding his youthful dreams embodied in the school which he founded\nin\n\nforms of dignity and beauty and human training; the recognition of his\n\nworth, and the deep national value of his services by the whole republic, and\na sort of unconscious apotheosis of him as the most useful citizen of his native\nstate;\n\nthe leader in all of its good causes.\n\nIs there not essential grandeur in\n\nthe unbroken unity of this upward-striving story ?\n\nThere are some scenes\n\nin\n\nour\n\ncommon experiences between\n\n1886 and\n\ni8go that my heart recalls, and that I shall mention even at the risk of bringing\nmyself into a picture, which I would fain fill with his own glory and his own\nworth.\n\nThe original\n\nidea of the establishment of the State\n\nNormal and\n\nIndu>trial College in N<jrth Carolina was born in the l>rain of Charles Mclvcr.\n\nHe did not borrow the idea frf)m Massachussetts or New \\'ork. The wlu)le\nscheme forced itself uj^on him out of the dust of injustice and neghgeiue right\nunder his eyes.\nof\n\nit\n\nto\n\nI\n\nrecall the da)' at HIac k\n\nMountain in 1S86, when he sjtoke\n\nme in his compelling way, and wnn m\\ (|uick .sympathy and interest\n\nirlea.\nHis busy brain and unwearying energy rapidly drew friends to\nmovement, for no one who met him failed to hear of it. Together we\ndrew uj) the first memorial to the legislature in its behalf, ami rcmfmlxr the\nday in 1HH6 that he as h.iirman, and George T. Winston, iMlward P. .Moses\n\nin\n\nthe\n\nthe\n\nI\n\n<\n\nand myself as asstx.ialcs, presented this matter to the Committee on Kducation.\n\n"}
{"page": 326, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n314\n\nWe knew that\n\nit\n\n[Memorial\n\nwas doomed, but we came away elated and somewhat\n\nexcited over our first contact with legislative responsibility and greatness.\n\nWe\n\nmight not have been so elated, if we could have forseen how much contact\nwe should have in the years to come tho, if he were here, I believe he\n\n—\n\nwould agree with me in saying that the contact did us good, and surely he gave\nback more than he received.\nI recall Commencement night at\n\nChapel Hill in the year 1889.\n\nWe were\n\nto start out in a few days on a new and untried experiment in North Carolina\n\nor the South, a deliberate effort by unique campaign methods to create and\n\nmold public opinion on the question of popular education, involving taxation\nWe were in the twenties, and there w^ere young\nfor the benefit of others.\nwives and children at home, and the work we were undertaking was a temporary creation, due to the suggestion of the State Superintendent of Public\n\nand the good impulses of the legislature, which could not quite\nmake up its mind to have done wath us once and for all. There was no\nprecedent for what we were trying to do, except Horace Mann, and he seemed\nInstruction\n\nso far off and so great, that each one of us would have laughed at the other\nI remember that we talked about our plans\nand purposes and difficulties until the cocks began to crow. I told him to let\nme say one more word and then let us both go to sleep. He replied, in his\nhearty, wholesome way, that he did not propose to be put to sleep and let me\n\nfor mentioning the comparison.\n\nhave the last word at the same time.\ntalked on until the sun arose.\n\nI\n\nWe then decided to make a night of\n\nit,\n\nand\n\nam inclined to think it about the best night\n\nI have ever spent, for an intelligent and unselfish idea held our youth under\n\nand bound us for life to a service, which was not the service of self.\nAs I think of it today, the grim old room in the inn at Chapel Hill, and the\nsilent watches of that night are lit with the light that never was on land or\nits spell,\n\nsea.\n\nFor three years^ in every county of this state, we sought to mold pubhc\nsentiment and direct public opinion toward the development of an adequate\n\nsystem of popular education and toward the establishment of a school for the\ntraining of teachers.\n\nSome day I shall hope to tell in detail the story of this\n\ncrusade, for such it was in spirit and purpose.\n\nIt had its discouragements\nand its comedies and its mistakes; but it was a time of full-blooded enthusiasm, exaltation, and faith in the people, and the experience taught Mclver\nand it taught me the essential lovableness and justice and dignity of character\nand openmindedness of the average North Carolinian in a way we could\nnever have otherwise learned. And some good seeds were sown, I think,\nwhich have increased some thirty, some sixty, and some an hundred fold.\nMclver was doubtful at first of his ability as a public speaker, but forgetting\nself in his purpose, he achieved in an amazing way the very thing that he did\nnot think himself equal to, and quickly became the most effective speaker\nIt was a dull and sensefor public education that I have known in America.\nless\n\naudience that did not respond to his earnestness, the breathless onrush\n\n"}
{"page": 327, "printed_page": null, "text": "Sketches]\n\nIN-\n\nMEMORIAM CHARLES DUNCAN MCIVER\n\n315\n\nof his appeal, heated red hot in the glow of his personality, and lighted with\n\na homely humor and a shrewd adaptation of story and anecdote, unequalled\nin\n\nNorth Carolina since young Zeb Vance won his triumphant way.\n\nHis\n\ntask was to plead with an individualistic and conservative community, hating\n\novermuch by reason of robbery and suffering the very word tax, for a democratic and communal institution costing large sums of money and a world of\npatience.\nHis weapons were persuasion and charm and earnestness and\nhumor and pleading and sympathy. They seem feeble weapons as compared\nto the\n\nmoney of the plutocrat or the force of the despot, but they found the\n\nheart of this just and reasonable democracy, and seem to prove that the solution of our peculiar difficulties must come not by might or force but by the\nspirit\n\nof love, justice, humanity,\n\nand\n\nprogress.\n\nIn\n\ncompany with Major\n\nSidney M. Finger we wrote the law now upon the statute books, creating the\nState Normal and Industrial School of\n\nNorth Carolina at Greensboro, and\nand I should be false to justice and\ngenerosity, if I did not here pay tribute to the earnestness and enthusiasm\nand faithful support given to us during these days by Sidney jM. Finger.\nAn interesting characteristic of the inspiring career of Charles Mclver\nwas its large unity and freedom from complexity. In studying either the man\nselected the location for the building;\n\nor his work, one does not meet with subtleties or whimsicalities or irritating\ncontradiction, but one beholds rather a large movement of beneficent purpose,\n\nstruggling onward to perfectly clear ends, and a big hearty nature ever \"greeting the unseen with a cheer. \"\nhis sight of the school, over\nit\n\nended where\n\nit\n\nIn a true sense, his earthly career began with\n\nwhich he presided to the day of his death, and\n\nbegan, but behold the all-embracing character of such\n\nAs a consequence of this stimulating vision,\ncame increased interest for popular education; as a result of his philosophic\ngrasp of the meaning of popular education to a democracy, came a whole\ngreat theory of civic service and community helpfulness, and common-sense\nspacious singlemindedness.\n\npatriotism that tied him in closest sympathy to everything helpful, from hanging i)ictures on the walls of dreary country schoolhouses, to large sentimental\n\nschemes of relighting the fires of love for the homeland in the hearts of those\n\nwho had strayed away.\n\nA clear vision, therefore, and a clean consecration of\n\nhimself, in the generous ardor of youth, to the pursuit of that vision, wrouglu\n\nand molded him into a kind of perfection as an American citizen, e.xhibiting\nthe moral jjcrsistence of the Puritan in a setting of sunshine and sympathy.\n\nall\n\nOne who never -turned his baik, but man hed breasl forward,\nNever tloubted tlou<i.s would break,\nNever dreamed, though right were worsted, wrong would triumph,\nHeld we fall l<; rise, are baflled to figlil Ix-lter, sieej) to wake.\n\nThe j)ersonality of Charles .Mihcr inliTestc-d and atlratted nun more\nthan any sum of his attainments. His .scholarshii) was not the .scholar>hip\nof the schools, but rather a genius for\n\nsympathy with scholarship.\n\nhis thesis and men were his bo(jks and Love his method.\n\nLife was\n\nThe Scotch passion\n\n"}
{"page": 328, "printed_page": null, "text": ";\n\nNATIONAL EDUCATIONAL ASSOCIATION\n\n3i6\n\n[Memorial\n\nfor metaphysics had passed him by, leaving in its stead, a certain large under-\n\nstanding and a hearty insight that revealed any matter to him whole and\n\nHe gave the physical impression of being in a hurry, but he was\nHe was a wilful man in a good sense, and loved\nto have his own way, but I have known no man with fewer blind prejudices\nHe was not the sort of man who wanted everything,\nto obscure his vision.\nentire.\n\nnever in a hurry mentally.\n\nbut the few fundamental things he sought, he kept a searchlight upon, and\nhis hurrying figure could be seen moving toward\n\nthem with resolute purpose.\n\nThis freedom from hindering prejudices, and\n\nthis\n\nsinglemindedness, gave\n\nhim a fine genius for co-operation and made him a beautiful man to work\nwith, for you knew that his pride was not sticking out to get wounded, or\nhis feelings to get hurt, or his toes to\n\nbe trod upon.\n\nYou were dealing with\n\nsanity and good will that knew when to compromise, when to surrender and\n\nMen called him a good politician and so he was, if you will\nme define a good politician as one who knows how to compel men to do\ndeeds of public service that they would not have otherwise thought of. He\nwas a royal good fighter, too, if you will let me define a fighter as a peaceful\nwhen to fight.\nlet\n\nman, who is clear as to his purpose, who will not be gainsaid, who will not be\nset aside, who will not\n\nbe cajoled, and who will come to his point.\n\nBesides,\n\nhe was a Scotchman and had to fight something, and ignorance was his natural\nfoe.\n\nMen of strong character are sometimes good haters.\n\nMclver was a\n\nHe could not hate men and always exhibited a sort of pained\nsurprise, unaccompanied with any ill-will or malignancy when men despitefully used him.\nHe simply could not waste his moral strength in that most\nvery poor hater.\n\nimmoral of all passions, hatred.\nIf I\n\nwere asked what was the greatest thing about Charles Mclver, I\n\nshould say that it was his interest and sympathy and love for men and women\n\nmen and women alone, or good men and women, or great\nmen and women, but men and women. To him had come perhaps dimly\nthe feeling that in rights and opportunities the final manhood of earth will\nnot attractive\n\nA crowd always interested him\nand stirred his powers no matter how weary he was, and he moved about the\nbe \"classless and tribeless and nationless.\"\n\ncrowd with a vast human interest shining in his face. I have seen him stop\nand speak to a young boy, half-formed and immature, with an interest\ninforming his countenance, like that which shines in the face of a naturalhistory collector,\n\nwho has just found a new object for his collection. The\nhuman-\n\nstory of the rise of man is full of men like Thomas Jefferson, who loved\n\nity, and were willing to die for it, but often they were shy of the units in the\nmass of men. Mclver loved men and women as he foiuid them, and they\n\nFew men have worked thru so busy a life, with so\nhis love.\nmuch sympathy and appreciation. He simply got what he gave.\nMen who build or develop institutions, men who strengthen or preserve\n\nreturned\n\nthe social forces of their times, do so thru the exercise of faith\n\nand enthu-\n\nsiasm and patience and courage and energy, and these words might form a\n\n"}
{"page": 329, "printed_page": null, "text": "IN MEMORIAM CHARLES DUNCAN MC IVER\n\nSketches]\n\nbrief\n\n317\n\nAs our revolutionary age demanded\n\nbiography of Charles Mclver.\n\nthe prophet of human freedom, and the civil war period demanded steadfast\n\ncourage, and the industrial period, the\n\nman of imagination and daring, so\nmen with\n\nthe decades between 1880 and 1906 in southern history demanded\nfaith\n\neducation as a great agency for molding social and economic\nand with power of personality and of brain to influence that most\n\nin\n\nforces,\n\nmajestic of all human agencies\n\n— public opinion.\n\nOur institutii)ns needed to\n\nbe democratized; our thought to be nationalized; our life to be industrialized, and the whole process was one of education.\n\nThe school was the heart\n\nof the South's problem and ISIcIver saw that truth, and he will live forever in\n\nthe history of this state as a great leader in this movement of transformation.\nIt\n\nwas, besides, his unique distinction to build outright a great institution.\n\nThe State Normal and Industrial College, planted in the love and in the\nhearts of the people,\n\nv.ill\n\ngrow fairer in outward form, and richer in inward\n\npower, and as it grows the great traditions of his devotion will grow with it.\nIn Emerson's fine phrase, this institution will be for all time the lengthened\n\nshadow of one man's life.\nIt is the purpose of those who\n\nlove\n\nhim to erect a statue to his memor}-.\n\nIn so doing they will honor themselves and teach objectively a great lesson,\n\nbut his school is his real monument.\nearthly type of immortality.\n\nIt\n\nis\n\nAn institution of learning is the best\n\nthe only thing under the heavens that\n\ngrows younger and stronger with the years. It is a creature of deathless\nGreat-grand-daughters will\nfunction, of endless needs, of immortal youth.\njourney to it as to a pilgrimage, while young children will be playing about\nits\n\nknees, and the influence of all influences that will guide its life will be the\n\ninfluence of Charles\n\nDuncan Mclver.\n\nAs for me, his death struck close at the foundati(Mis of my life. It was a\nthing my mind had never contemplated; for a certain unconquerable boyishI could\nness in him precluded the very thought of silence and the grave.\nnot think of death in connection with this happy-starred, full-blooded man,\nin love\n\nHis passing closes for me a cycle in my life,\n\nwith life and work.\n\na\n\ncompanionship of dreaming and work, of hope, and accomplishment, assoSuch work as he did must always go on\nciated with the morning of life.\n\nand I would fain be in it and of it, but his absence somehow gives it another\nhue and quality. After I left North Carolina, by a strange ct)inci(lence to\nwhich he often alluded, we drew closer to each other in actual intimacy iliaii\nHenign fortune set us to doing over an area extending from tlic\nCulf to the PcAomac, what we had once tried to ilo over the hills and valley>\n\never before.\n\nof\n\nNorth Canjlina.\n\nWe nut often each year, .sleeping in\n\ntin-\n\nsame n.om,\n\nsaved my stories for him. and he saved his for\nme. He imarnated North Carolina to me, suggesting its wholesomeness,\nme news of our\ntelling me its incidents, its ambitions, its jjrogrcss, and bringitig\n\narul talking in the night.\n\n1\n\nfriends— those that had <!ied and those that had married and those that\nwere fighting the battles of ambition and life. Kach meeting with him was\n\nolfl\n\n"}
{"page": 330, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n3i8\n\n[Memorial\n\na bath of youth and good feeling and courage, that left me cleaner and stronger\nand fresher for my own tasks. I shall miss him sorely, in this breathing\n\nNot only is he alive\nis not dead either to my sight or spirit.\nvague spiritual sense of the choir invisible molding the ideals and\n\nworld, tho he\nin the\n\npurposes of men, but he is alive and vital somewhere upon some mount of\nfaith,\n\nand busy at work upon some good cause.\n\nO strong soul, by what shore\nTarriest thou now ?\n\nFor that force,\n\nSurely, has not been left vain.\n\nSomewhere surely, afar,\nIn the sounding labour-house vast\n\nOf being, is practiced that strength.\nZealous, beneficent, firm.\n\nTHOMAS BLANCHARD STOCKWELL\nBY DAVID W. HOYT, PROVIDENCE, R. I.\n\nThomas Blanchard Stockwell, son of Amos W. and Susan Le Baron\nThe\nin Worcester, Mass., July 6, 1839.\nfamily removed to Chicopee, Mass., when Thomas was two years old, and\n\n(March) Stockwell, was born\nhis early education\n\nWhen\n\nwas received in the public schools of that place.\n\nhe was thirteen years of age, his father died, and he was thrown upon his own\nresources, with his mother and a younger brother dependent upon him.\n\nHe\n\nprovided a home for that mother many years, and tenderly cared for her as\nlong as she lived.\n\nHe fitted for college in the Chicopee High School, of which\" George D.\nRobinson, afterward governor of Massachusetts, was principal;\n\nand the\n\nfuture career of Mr. Stockwell was to a great extent the result of Governor\n\nRobinson's influence over him, in that school.\n\nMr. Stockwell entered Brown\n\nUniversity in 1858, graduating in 1862, and receiving the degree of\nthree years later.\n\nA.M.\n\nHere he came under the influence of that noted teacher,\n\nProfessor S. S. Greene, for whom he was accustomed to express great respect\n\nand admiration.\nAfter graduation, he served a short time as submaster of the Eaton Grammar School in New Haven, Conn., and then was appointed principal of the\n\nhigh school in Holyoke, Mass.\n\nIn March, 1864, he became a teacher in the Boys' Department of the\nProvidence High School, and continued to serve in that capacity for eleven\n\nFrom 1867 to 1875 he was also associate editor and manager of the\nRhode Island School-master.\nIn 1875 the monthly teachers' publications of the New England states\nwere merged in the weekly New England Journal oj Education, published in\nBoston. Hon. Thomas W. Bicknell, then commissioner of public schools for\n\nyears.\n\nRhode Island, resigned his position and became editor of the new periodical.\nMr. Stockwell, thru his association with Mr. Bicknell in the publication of\n\n"}
{"page": 331, "printed_page": null, "text": "IN MEMORIAM THOMAS BLANCHARD STOCKWELL\n\nSketches]\n\n319\n\nthe Schml-master, was already somewhat famiHar with the duties of the commissioner's office, and his experience as a teacher in different grades of schools\nwas an important qualification for the position. He was at once appointed\nto the office of commissioner of public schools for Rhode Island, and contin-\n\nued to fill that office till 1905, a period of thirty years of continuous service,\nlonger than that of any other official occupying a similar state position in this\ncountry.\n\nHe was also secretary of the State Board of Education and Board\n\nNormal School.\nMr. Stockwell commenced at once to make himself acquainted with every\nschool district in the state.\nAs a result of his travels and conferences thru\nmany years, he became more thoroly acquainted with the condition and the\npeople of the country towns than any other person has been, and this knowledge added much to his influence in those towns and in the General Assembly.\nHis office was far from being that of a mere collector of statistics, tho that\nHe was constantly striving to improve the methods\nreceived due attention.\nof instruction in the schools, and interest not only the teachers, but the parents,\nThis he did by meeting the people in their own\nin the cause of education.\ntowns, and by frequent conferences with them in his city office. The General\nAssembly was accustomed annually to place at his disposal a sum of money\nto be used for conducting institutes and obtaining lecturers for the purpose\nof Trustees of the State\n\nof securing these results.\n\nHe was, of course, as commissioner, the most\n\nimportant member of the Rhode Island Institute of Instruction, whose annual\nmeetings in Providence have been so fully attended by the teachers of the\nstate.\n\nThe duties of his office were partly judicial.\n\nMany educational diffi-\n\nand controversies were brought before him for settlement, and it is\nmuch to his credit that so seldom was an appeal taken from his decisions to\n\nculties\n\nthe courts of law.\n\nHis ability to recall the names and faces of those whom he had not seen\nmot them, added much\n\nfor some time, and the hearty greeting with which he\nt<j\n\nThe teachers, of both |)ul)iic and private\n\nhis fitness for the office he held.\n\nschools, regarded him as their personal friend, and often sought his counsel,\nin\n\npersonal as well as cducati<jnal matters.\n\nThe members of the General Assembly looked to him for information\nand advice, whenever a measure was proposed which alTec ted i)ul)lic educaN(Hwithstanding the well-known disin< lination of Rhode Islanders to\nti(jn.\nmake changes, during his long term of servii c ht- was able tt) sirurr imi)ortant\nreforms\n\n—\n\nlike\n\nthe free textbook law\n\nand the\n\nquiet, patient, constant effort, year after year.\ndistrict system\n\nccrtifK alion\n\nof teachers\n\n— by\n\n'I'hc abolition of the school\n\nand thi- adoj)tion of the town system he had long labored for,\nhangc would be made during his lifetime.\n\nbut hardly dared to hope that the\n\n(\n\nHowever, some of the more populous towns, one after another, voluntarily\nmade the change, and at last, more than year before the (lose of his administration, a law went into effect making the change binding upon the whole\n:i\n\n"}
{"page": 332, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n320\nstate.\n\n[Memorial\n\nThe erection of the splendid building for the Rhode Island Normal\n\nSchool, the increase in the facilities for secondary education, the establish-\n\nment of a large number of public libraries, and many other improvements,\nmight be mentioned, were one to write a history of his administration.\n\nHe wrote Annual Reports, 1875-1905;\n\nalso\n\nA History oj Public Educa-\n\ntion in the State 0} Rhode Island from 1636 to 1876, a volume of 458 pages,\n\npublished for the Centennial Exposition, now out of print, and highly valued\n\nby educators.\n\nHe was an influential member of the Barnard Club, an organization composed of male teachers of Rhode Island, of all grades, from university professors to\n\ngrammar-school teachers.\n\nreorganization upon\n\nits\n\nHe was its second president, after its\nHe was for many years an active\n\npresent basis.\n\nmember of the American Institute of Instruction, and, since 1891, of the\nNational Educational Association.\n\nHis efforts and influence were not confined to strictly educational circles,\nbut were extended to various moral and philanthropic organizations in Provi-\n\ndence and\n\nvicinity.\n\nEspecially\n\nwas his influence felt in religious matters.\n\nSoon after he became a permanent resident of Providence, he united with\nthe\n\nCentral\n\nCongregational\n\nChurch, where he was highly honored and\n\nesteemed, and, for the last thirty years of his life, held the office of deacon.\n\nHis constant and conscientious devotion to the duties of his office after\nhe became commissioner of schools prevented his taking proper vacations.\n\nHad he been more careful of himself, his life and usefulness might have been\nprolonged.\n\nIn September, 1902, he suffered a slight stroke of paralysis,\n\nwhich was repeated two years later, in August, 1904.\n\nHe soon after lost the\n\ncontrol of his voice, so that it was with difficulty he could make himself understood, tho he retained, to a large extent, the use of his mental powers.\n\nThru\n\nhis own desire and the kindly consideration of the State Board of Education,\n\nhe remained in office till the summer of 1905, thus retiring after thirty years\nof service.\n\nFor the next six months, he was able to walk about the streets near his\n\nhome, but died very suddenly, in his own house, February 9, 1906, without\nbeing confined to his bed.\n\nMr. Stockwell was married May 15, 1866, to Miss Harriet E. Davis, of\nWestfield, Mass., who survives him, with their three sons: Rev. Frederick E.\n\nStockwell, of Beverly, N. J.;\n\nArthur M. Stockwell, of Oil City, Pa.; and\n\nEdward A. Stockwell, Esq., of Providence.\nSoon after he was laid aside from active duties, the Barnard Club entered\nupon their records, and sent to him, a minute in which the following language\nwas used:\nTeachers will miss his cor din 1 greeting, his cheering presence, and wise counsel.\nAll citizens will appreciate the helpful visits he has made to the schools in all parts of the\nstate, his influence in\n\nsecuring wise and just laws for tbeir guidance, his wise decisions\n\nof legal questions submitted to him, his unremitting application to all his varied duties,\n.nd his upright Christian character.\n\n"}
{"page": 333, "printed_page": null, "text": "Sketches]\n\nIN MEMORIAM THOMAS BLAXCHARD STOCKWELL\n\n321\n\nThe Stale Board of Education passed the following resolutions upon the\nretirement of Mr. Stockwell:\nIn view of the resignation of Hon.\n\nThomas B. Stockwell, the Commi.ssioner of\nwho for nearly the period of a lifetime\n\nPublic Schools and the Secretary of this Board,\n\nhas discharged the duties of the high office with great credit to himself and equal honor\nto the State;\n\nThat this Board in accepting his resignation takes occasion to assure him\nand deep regret that impaired health and consequent di.>:abililv\nhave rendered this act on his part neccss.Try. In this connection the Board recalls with\ndeep sensibility its own indebtedness and that of the state to the singularly devoted and\nefficient services by him continued with unflagging zeal thru thirty years. When the history of education in Rhode Island during these years shall be written, it will present\nMr. Stockwell as the foremost among many able men and women doing effective work\nResolved,\n\nof its very high esteem\n\nfor the better education of all the children of the state.\n\nA born teacher,\n\ni. e.,\n\nhaving the ability and aptitudes for the nurture and training\n\nof youth, and enthusiasm that\n\nwas nothing else than a consecration to the cause as his\n\nmission in life, ambitious for visible results, he welcomed the office he now retires from.\n.\\n impulse of new life and interest in education was soon felt in all parts of the state,\nand it did not stop with the boundaries of Rhode Island. Teachers felt a new strength\nas of a leader and helper come to their aid.\nParents were awakened, and legislators\nlistened courteously to calls for appropriations that the new possibiUties might te realized.\nIn a word, the wheels of progress began to turn and the movement has gone grandly\nforward to this day, when we can justly and prouflly say Rhode Island is quite abreast\n\nof the noblest states in our country in the matter of popular education.\n\nMr. Stockwell is an American of the best type, public-spirit'^l, patriotic, with the\ncourage of his convictions, progressive, his whole character seasoned by lilieral studies\n\nand the spirit of a Christian gentleman.\n\nQuick to see opportunities of improvement, he\n\nhas been wise and prudent in creating the public sentiment necessary to the adoption\nof new measures.\n\nCrotchets and fads have never beguiled him.\n\nnation he has followed the verifiable paths of real progress.\n\nWith .singular discrimiEducational forces have\n\nbeen concentrated, harmony promoted, a system established that has the prestige of the\nworld's approval.\n\nIn it all the place of Mr. Stockwell is unique, for it is largely his monument. The\nBoard congratulates him upon the fact that he retires from the fieki of his lalK)rs as the\nvictorious soldier retires when the battle has been won and a grateful people give him\njoyful greeting.\n\nThis Board voices the general sentiment of this commonwealth when it wishes him\na glad future, sweet and inspiring, with the love of a generation he has .served and blessed.\n\nThe following is from a minute adopted by the Central Congregational\nChurch of Providence.\n\nOn the ninth of February 1906, Deacon Thomas B. Stockwell entered int«> rest.\nHad another year been allotted to him, he would have completed forty years of memU-rship and thirty years in the office of deacon in the Central Congregational Chur- h.\n\nDuring that long peri<Ml of time his active co operation has l>een constantly al tinhim prominent in the (.initJi Christian activities, making\nference meetings, in the Sunday schocjl, .and in the scjcial interests of the chun h\n\nservice of the church in all\n\nHis kind and cordial manner and his o|)en sincerity made his acquaintance a pic.isiire\nto old\n\nand ycmng; while his ready sympathy prompted him to minister as fur a.: jjo.ssible\nsic k and afllic ted by visits of condolence or other tokens of interest\n\nto the relief of the\n\n.md brcjtherly love.\nBrother Stcnkwell wan firnilv allaihed to the old st.ind.inls of (hiisti.in Ulirf.\n\n.Ninic!\n\n"}
{"page": 334, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n322\n\n[Memorial\n\nassaults upon the credibility and authority of the Sacred Scriptures, he remained\nunmoved in his adherence to them as the only safe guide, and in loyalty to \"the faith\nall\n\nonce delivered to the saints.\"\n\nThis church desires to place on record the esteem with which it regards the character\nHis best memorial will be the recol-\n\nof our departed brother, and its sorrow for his loss.\n\nlection of his many valuable services to his fellow-men in public and private.\n\nALBERT PRESCOTT MARBLE\nBY CLARENCE E. MELENEY, NEW YORK CITY\nAlbert Prescott Marble was born in Vassalboro, Maine,\n\nMay 21, 1836,\n\nand died in New York City March 25, 1906. He was a son of John and\nEmeline Prescott Marble, of old New England stock. His early life was\nspent on the ancestral farm where he developed a robustness and vigor which\nlaid the foundation of a well-developed physical and mental force that carried\n\nBy his own industry he laid up a\nhim to attend the academies at Yarmouth\nand at Waterville, and to begin his college course. He was over twenty-one\nyears of age when he entered Colby University, then old Waterville College.\nIt was the practice of students in that institution in those early days to earn\ntheir way thru college by teaching school during a winter vacation, and\nhim thru a long and active\n\ncareer.\n\nsmall sum, sufficient to enable\n\nto pursue their studies thruout the rest of the year, except three or four weeks\n\nThis short vacation was spent in the hay fields upon the home\nMr. Marble inherited not only a strong physique but marked intellectual ability and the moral qualities that characterized the men and women\nof New England communities.\nIn college he was a diligent student and,\nhaving acquired more than the average of maturity thru years of labor and\nin summer.\n\nfarm.\n\napplication to his books, he was able to excel in scholarship and to take high\n\nrank in his class.\nduring his course.\n\nHe won prizes in oratory and carried off many honors\nHe graduated in 1861, and when later the Phi Beta Kappa\n\nwas established he was enrolled as one of the early members of the chapter.\nIn 1864 he received his master's degree, and later was honored with a doctorate.\n\ntary\n\nDr. Marble had already begun his long life work as a teacher in elemen-\n\nand high schools.\n\nHe was principal of the Boynton High School in\n\nEastport, Maine, of the Berkshire Family School in Stockbridge, Mass.\n\nIn\n\n1862 he went to Wisconsin, as professor of mathematics in W^ayland University\nat Beaver Dam.\n\nAcademy.\n\nReturning east. Dr. Marble became principal of Worcester\n\nAt this time the academy was in the depths, both financially and\n\nup the undertaking and turn\nNewton Theological Institution. Power was\nasked from the legislature to do this, but Dr. Marble had the wisdom and\neducationally, and the trustees decided to give\n\nover what funds there were to\n\ncourage to oppose the proposition, and his opposition was so effective that\nthe power was not granted for the transfer.\n\nThus a useful and worthy insti-\n\ntution was saved for general education, which became under his management\n\nand during recent years one of the most important and successful secondary\n\n"}
{"page": 335, "printed_page": null, "text": "IX MEMORIAM ALBERT PRESCOTT MARBLE\n\nSketches]\n\nschools in the country.\n\nHis success\n\n323\n\nin this institution led to his election as\n\nsuperintendent of schools in Worcester in 1868, which position he held till 1S94.\n\nDuring these twenty-six years Dr. Marble became one of the most active and\nprominent superintendents in the country and a leader not only in his i)wn\n\nHe took charge of the schools in Worcester when\nwas practically no organization, and built up an effective city school\nsystem. He gathered around him a group of masters and a corps of teachers\nthat worked in the greatest harmony with him during his incumbency of this\nstate but in the nation.\n\nthere\n\nHe was an administrator of tact, discretion, and power.\nHe showed remarkable wisdom and foresight in what he did and a constructive force of the highest order.\nHe anticipated what the requirements of\n\nresponsible position.\n\nthe\n\nfuture\n\nwould\n\nbe,\n\nand\n\nfitted\n\nthe\n\npresent\n\nneeds to these conditions.\n\nHe was able to w'in to his support rival elements in his school committee, to\nconciliate opposition, and to direct and control both radical and conservative\nforces.\n\nHe gave much attention to the proper construction and equij)mcnt\n\nof schoolhouses, realizing the importance of\n\nconditions.\n\nmodern sanitary and hygienic\n\nFor many years the school buildings in Worcester were regarded\n\nas the best models in the state, and his leadership in this work had a great\n\ninfluence in establishing in Massachussetts the system of schoolhousc sani-\n\nwhich has made the state famous. Dr. Marble was the author of a\nwork on School-House Construction and Sanitation published by the U. S.\nCommissioner of Education. In the administration of the schools of Wor-\n\ntation\n\nMr. Marble recognized the ability, the resourcefulness, the integrity\nand the loyalty to the system of the principals of his schools and the directors\nof the special branches.\nHe had absolute confidence in them and they\ncester,\n\nbelieved in him.\n\nHe realized that they were able to work out the details of\n\nand to put into that effort their individuality, their enthusiasm,\nand their professional spirit. He never hampered or retarded progress by\nin.struction,\n\npetty criticism, too close oversight, or the obtrusion of his own theories.\n\nwas\n\nHe\n\nrecognized as a friend of the teachers, observant, symjjathetic, appre-\n\nHe never occasioned fear in the breast of the timid or inexperienced\nHe\nteacher, nor did he worry the moderate or an.xious seeker after truth.\nof\nfaithful\nthe\nresults\nrealized the limitations of human effort, and accejHed\nand conscientious service. The State Normal School in that city supplied\nthe schools with many of the teachers, and they found under his supervision\nciative.\n\nthe necessary opportunity for apprenticeship\n\nand\n\nfor\n\nthe divcloitnunt\n\nof\n\nefficiency.\n\nIn those years Worcester like\n\nmany other cities in the country i)rove(l to\n\nhe a field where it was always necessary steadfastly to maintain tin- |)osition,\nthe rights,\n\nand the i)rerogative of the superintendent.\n\nThere were earnest\n\ndelays and eager for the\n\nand well-meaning people who\nadoption of the most advanced ideas on school work. To ilu in Dr. Marble\nappeared to stand in the way of progress. Nevertheless the elementary\nschools maintained a high standard and the high schotjls became models of\nwere impatient of\n\n"}
{"page": 336, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n324\n\n[Memorial\n\nDr. Marble was one of the first superintendents to recognize the\n\nefficiency.\n\nimportance of the Enghsh high school as differentiated from the old-time\nclassical school, and he had the honor of founding an institution of that\n\nkind\n\nthat had the effect of raising the standard of secondary education along all\nlines of training and culture.\n\nWhen the advocates of manual training became\n\nactive and proclaimed this feature of school v^ork as the measure of educational\n\nprogress, Dr.\n\nMarble was not carried away with it, nor did he join in the\n\nHe had little respect for \"newness,\" and placed his confidence\nHe was wise enough to recognize the value\nin the \"presumption of brains. \"\n\nprocession.\n\nof a system\n\nwhich could be worked out by a conservative study of all the\n\nelements that contribute to a complete education.\n\nIn his mature experience\n\nas an educator he came to realize the broader means of training of the young,\n\nand contributed his strength to the establishment of all-round courses of\ninstruction.\n\nFrom Worcester Dr. Marble went to Omaha as superintendent of schools,\nbut remained only about a year in that city.\n\nIn 1896 the school system of\n\nNew York City was revolutionized by an act of the legislature which authorized the appointment of a new board of education and provided for a board\nof superintendents which should institute all educational measures,\n\nexamine\n\ncandidates for principals and teachers, and establish eligible lists,\n\nmake all\n\nnominations, recommend the establishment of schools, the courses of studies\n\nand textbooks, and administer and manage the schools. In June the new\nBoard of Education elected several men who had acquired experience in\nother states to membership in the Board of Superintendents, one of whom\nwas Dr. Marble. This was a field in which he was qualified by years of\npersistent and energetic work to undertake great responsibility.\nHis knowledge and ability was soon recognized and he was made chairman of the Committee on High Schools.\nIn this position Dr. Marble achieved a success\nwhich was the crowning work of his long career. It made him the leader in\nthe organization of the three first high schools established in the city of New\n\nYork, the preparation of courses of study, and the selection of principals and\nteachers.\n\nTo support him in the Board of Education in all legislation and\n\nin financial matters necessary for the erection\nings,\n\nand equipment of new build-\n\nhe had a committee headed by Hon. Henry W. Taft whose wisdom,\n\nforesight, and energy were essential to ensure the success of so great an under-\n\nWhen the new charter of the greater city was put into operation, by\nwhich the schools of all the boroughs were placed under one management.\n\ntaking.\n\nDr. Marble was elected to the new Board of Superintendents and appointed\n\nchairman of the new committee on high schools.\nschool\n\nwork and\n\nhis\n\nHis knowledge of high-\n\nwide acquaintance with high-school principals and\n\nteachers qualified him in an eminent degree to undertake the work of organizing and extending this department of the school system.\n\nfor him to be relieved.\n\nHe retained this\n\nand declining powers made it necessary\nHe also retained his intereest in and relations to the\n\nposition until his impaired health\n\n"}
{"page": 337, "printed_page": null, "text": "7A'\n\nSketches]\n\nMEMORIAM ALBERT PRESCOTT MARBLE\n\nelementary schools.\n\n325\n\nHe was an intelligent and sympathetic advocate of the\n\nprogressive yet conservative development of the school system in all its varied\n\nHe encouraged the development and extension of kindergartens,\nmanual and industrial education, and the vacation schools. He took a large\n\nactivities.\n\nview of the important educational prol)lems being worked out in the metropolis,\n\nrealizing the breadth\n\nand comprehensiveness of all their relations.\n\nHe\n\nwas not easily disturbed by the slow develoj)nient of great undertakings and\nseldom ruffled by opposition or criticism.\nin\n\nHe always had absolute confidence\n\nhis associates, respected the opinion of others,\n\ntatingly in every undertaking of importance.\n\nand co-operated unhesi-\n\nHe made friends among the\n\nteachers by his genial and sympathizing interest in their\n\nwork and was\n\nalways welcome in the classroom.\nIn\n\nNew York, Dr. Marble was identified with many organizations of\n\nschool men, including those engaged in public and private institutions.\n\nHe\n\ncontributed from his wide experience to their deliberations and discussions\nof live subjects.\n\nHe was warmly greeted in social circles, and his ready wit\nHe was\n\nand good common-sense always contributed to social enjoyment.\nblessed with an even temper, an open-hearted generosity\ndisposition.\n\nHe was\n\nand a cheerful\nHe com-\n\nalways approachable, courteous, dignified.\n\nmanded respect at all times and was admired for his courteous and gentlemanly qualities.\nDuring the last quarter of the century Dr. Marble has been recognized\nHe was active in state\nas one of the prominent educators of the country.\nand national gatherings of teachers, contributing by service and by his papers\n\nHe was one of the founders of the N. E.\nHe was the presitlent of\nA. and held the office of secretary and president.\nto the success of the organizations.\n\nIn those years\n\nthe Department of Superintendence of the N. E. A. in 1S69.\n\nhe was a fluent and engaging speaker, winning his points by his practical\n\nand common-sense views. He contributed much to educational discussions\nby his addresses, his school reports, and his articles in educational periodicals.\nDr. Marble did not confine his interests and his activity to the i)ublic schools.\nHis counsel was sought by other educational bodies, he having l)een a member\nof the boards of trustees of several of the higher institutions of learning.\n\n.\\n\n\neditorial estimate of Dr. Marble in a Xew York ])aper was expressed, lu-rhaps\njustly, as follows:\nlie was an outgrowth of ihu iiukpciKlL-nl, silf-rf.spc( ling New lingland s( liool of clu-\n\ncators,\n\nwho have taken a leading share in establishing the standards of public fdu< ation\nHe was perhaps not in close touch with many of the extreme ideas that\n\nin the country.\n\nl)ccame\n\n(\n\nurrent and jKiiiuiar during the last dec a<le, but he lived to .sec a tendency to reacHe did not take educational progress too seriously, recog-\n\ntion tf^wards his own view«.\n\nHe was in harmony with the\nHe was a trained teacher in all branches of IkkiI work, more\nYork]\npartic ularly in high-sc hoc! studic-s, and if he- ame to the sc hools of this city (New\nnizing that there was always a dividing line of e.xi)eriment.\nIx-st\n\nhuman methocls.\n\n.sc\n\nc\n\nsomewhat late in life to enter fully into the deeper interest and detail, he never failed\nHe would cimlribute\nto uresent a broad, plea.sant, and congenial attitude- to that work.\n\n"}
{"page": 338, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n326\n\n[Memorial\n\na cheerful and timely word or thought to aid teachers in their efforts at progress, and his\n\nkindly presence will be often and tenderly recalled.\n\nIn closing this brief sketch of the career of Dr. Albert Prescott Marble, I\n\ncan employ no language more fitting than the following paragraphs taken\n\nfrom the resolutions adopted by the Board of Superintendents of this city\nwhich appears in the minutes of March, 29, 1906:\n\nAmong the educators of the United States he was a leader, and among the school\nHe brought to the work upon which he entered\n\nsuperintendents at large he was eminent.\nin the city of\n\nNew York a ripe scholarship, a broad experience, a knowledge of educa-\n\ntional problems,\n\nand a capacity for administration that have been exhibited by few of\n\nIn the organizaiton of the great high-school system which is now found\nboroughs of Manhattan and The Bronx, and also in the work of the Board of\n\nhis contemporaries.\nin the\n\nSuperintendents during the past four years, he took a leading and active part.\n\nHis coun-\n\nwas always sound and his judgment could safely be followed.\nThose qualities which most endeared Dr. Marble to his associates and to all who\ncame in contact with him were a rare sweetness of temper, a courtesy that never failed,\n\nsel\n\na geniality that knew no difference of rank or station, an unswerving steadfastness of\npurpose, an unconscious dignity of bearing\n\nmarked him as distinguished, and a\nHis circle of friends was as wide as his\n\nthat\n\nhigh and noble conception of duty and honor.\nacquaintance.\n\nTo his associates in the Board of Superintendents the news of Dr. Marble's serious\nillness\n\ncame with deep regret, and the tidings of his death brought the keenest sorrow.\n\nThe loss is not only that of an associate, but of a friend and comrade.\n\nIt is the loss of\n\none whose knowledge wao at our service, whose advice or assistance was ever at our\ncommand, whose sympathetic interest was always aUve, whose fellowship we prized.\n\n"}
{"page": 339, "printed_page": null, "text": "PAPERS CONTRIBUTED FOR THE ANNI\nVERS ARY VO LUME\nBY ME^IBERS IN THE UNITED STATES\nFIFTY YEARS OF AMERICAN EDUCATION\nELMER ELLSWORTH BROWN, COMMISSIONER OF EDUCATION OF THE\nUNITED STATES\n\nThe National Educational Association, in its inception, was one of the\nearnest endeavors to arrive at a national view of the common interests of all\nsections of this country,\n\nwhich marked the third quarter of the nineteenth\n\ncentury, both before and after the Civil\n\nWar.\n\nIt\n\nfollowed after the great\n\neducational revival of the second quarter of that century, which was in fact\na revival, if not a new creation, of public conscience in the matter of the educa-\n\ntion of the\n\nIn the year 1857 that revival had passed its first\nhad already carried the American people forward to an\n\nwhole people.\n\nenthusiasm, but\n\nit\n\neducational position far in advance of any which they had ])rcviously attained,\na position from which they have never receded and are not likely ever to recede.\n\nThe tangible results of the revival were seen in the spread and the strengthening of school supervision in state and city and county;\n\nin the\n\ngrowth of\n\nstate school funds and local taxation for schools; in the organization of schools\n\nprovision for compulsory education;\n\nin a well-graded system; in the earlier\n\nand in the rapid growth of public high schools and of state normal schools.\n\nThe revival had to do primarily with education of an elementary grade,\nbut its influence spread slowly upward and was felt in the highest institutions.\n\nIn spite of the rapid growth of public high schools, the standard agency for\n\nsecondary education was still the privately managed academy.\n\nBetween the\n\npublic high school and the college there was still a wide gap, and the thought\nthat this gap ever would or ever could be bridged by the high school was not a\n\nwidespread convicticjn.\n\nThe colleges were pursuing in the main their old\nSome faint beginnings had been made\n\ntraditional course of classical training.\n\nwas hardly\n\nin the differentiation of their courses, but the established tradition\n\nwas only a very brittle and hardly recognized i)on(l whi( h\nSome »)f them had ontril)Uted\njoined them with the schools of the people.\nmightily to the development of elementary school systems, but il was by way\nshaken as yet.\n\nIt\n\n(\n\nof a missi(jnary propaganda and not by way of an identifu ation of iiUerests.\n\nThe earlier stale universities had already come into being, but llu-y had not\nyet been able to emancipate themselves from the\n\ni\n\nurrciit tradition nf\n\nhigher\n\nThey, too, were old-line classical colleges, only holding in lluir\nf<jrm of organization an unrealized capacity for responding to the still unformed\n\neducation.\n\naspirations of new commonwealths.\n327\n\n"}
{"page": 340, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n328\n\n[Anniversary\n\nThe tendencies of naturalism in education had not yet come to their full\nThe first Pestalozzian wave in this country was past, and the\ninfluence.\nAcross the seas, Darwin and Spencer\n\nsecond wave had not yet culminated.\n\nand Huxley and Helmholtz had begun their great work, and the soil of America\nwas already prepared for the seeds of their sowing. Agassiz was at Harvard\nand Arnold Guyot at Princeton, and American natural science, still drawing\nsome of its inspiration from Benjamin Franklin and from the group of scientists gathered at Yale by the first Timothy Dwight, was preparing to utilize,\nAmerican invention\nto the full, the forces which Europe had set in motion.\nwas already in full swing.\n\nA population of twenty-three millions in 1850,\n\nand thirty-one millions in i860, was annually taking out in the intervening\ndecade two thousand patents for their inventions; yet American technical\ninstruction, the training of hand and eye to follow the guidance of constructive\nimagination in the field of material things, had made only the smallest beginnings.\n\nThe national government had its schools of war at West Point and\n\nAnnapolis, and their influence was felt in the training of engineers; the Rensselaer Polytechnic Institute\n\nand one or two other institutions were doing\n\npioneer work in the technological field agricultural education was much talked\n;\n\nabout, and was actually attempted here and there, but had not yet found itself;\nthe\n\nkindergarten had been established in\n\nfirst\n\nGermany less than twenty\n\nyears before this time, and the few kindergartens opened in America before\nthe Civil War were educational curiosities;\n\nmanual training in the schools\n\nwas hardly a dream as yet, and drawing for technical ends and the whole range\nof training for the fine arts existed only in a crude and provisional way.\nIf this\nfifties, it\n\nwere a review of the fifty years preceding the eighteen-hundred-\n\nwould be easy to show that the time had been one of very great improve-\n\nBut the really glorious advance of that period had still left a greater\nwork undone. The task which faced the men of the fifties was truly formidable, and it called for a closer co-operation of educational forces thruout\nment.\n\nthe land.\n\nShortly after the founding of this National Educational Association, the\n\ncontinued existence of the nation in its entirety was threatened, and civil war\n\nwas the result. The re-estabhshed unity was in many respects a different\nnation from that which had been, a nation equipped for greater undertakings,\nand in the course of time bound together by stronger ties than anyone in that\ntime of strife could have hoped to see. The thirty-three states of i860 had\nincreased to forty-five in 1900.\n\nThe population of thirty-one millions in i860\nis now\n\nhad increased at the end of the century to seventy-six millions, and\nfast\n\napproaching ninety miUions.\n\nflourishing\n\nIn addition to the natural increase of a\n\npeople, there has been a tremendous increase by immigration\n\nof people representing all manner of national\nand racial history, an immigration which has never in any one year of\nthat period fallen below 72,183, the number for the year 1862, and which\n\nfrom all parts of the world,\n\nrose in\n\nthe\n\nyear 1906 to 1,100,735.\n\nThe 387\n\ndaily newspapers of i860\n\n"}
{"page": 341, "printed_page": null, "text": "FIFTY YEARS OF AMERICAN EDUCATION\n\nPapers]\n\n329\n\nhad risen in 1900 to 2,226, and the circulation of weekly journals and\nmonthly magazines had increased enormously. The number of volumes in\npublic libraries increased from eleven and one-half millions in 1875 to fiftyfour and one-half millions in 1903.\nThe whole industrial system of the South\n\nhas been changed by the abolition of slavery.\n\nThe accumulation of large\ncapital and the growth of gigantic industrial operations liavc introduced new\n\nforms of organization of both capital and labor, and have brought to the front\nthe weightiest problems of industrial administration that any people have ever\nfaced.\n\nThe morals of a crude, young society, a large part of whose inhabited\n\nterritory was on or near the frontier of civilization, have had to undergo read-\n\njustment to new conditions of public and private life.\nof the population hved in cities in the year 1S60,\n\nt,t,\n\nWhere 16 per cent,\n\nper cent, lived in cities in\n\nand the ideals and usages of urban life have been so spread\nabroad by improved means of travel and communication that already the city\nthe year 1900,\n\nthruout our civilization. The increase of urbanity in American\nhas already affected the American character most profoundly. With this\n\nis dominant\nlife\n\nurbanity has come a cosmopolitan tendency and interest in the affairs of the\nworld.\n\nAs our nation has come to take a new place among the nations of the\n\nearth, our people have shown a readiness to interest themselves in the larger\ninterests of mankind.\n\nAll of these various movements and tendencies have been interwoven in\n\nthe most intricate and interesting relationships.\n\nThe realistic movement in\n\nthe several arts, the ethical trend in religion, the economic influence in political\nlife,\n\nall\n\nof these things\n\ncomplication.\n\nhave entered most intimately into the tremendous\n\nWe are to see, in the rudest outline, how American education\n\nhas engaged in the movement of these fifty years, and, with more or less of\n\nand guidance from the National Educational Association, has\nHere as everywhere the educational movement has\nbeen both cause and effect of the large development of our civilization.\ninspiration\n\nplayed its part therein.\n\nFew people understand how great is the first, elemental responsibility of\neducational institutions, that of holding successive generations up to the cuUure\nlevel of their predecessors.\n\nThis alone is a tremendous task, which the schools\n\nare not always able to discharge in the face of adverse circumstances.\ndifilculty of that task\n\nis\n\nThe\n\nvastly increased when the peoi)Ie to be educated are\n\nspreading out into new territories and are taking into themselves large elements\n(jf\n\npopulation from foreign civilizations.\n\nmodern and democratic\nbetter than\n\nits\n\nAdd to this the responsibility which\n\naspirations impose, of educating each generati«)n\n\npredecessors,\n\nmore extensively and more variously, and the\n\ntask with which our schools have wrestled during these fifty years is sci 11 to bi-\n\none of almost overwhelming ditliculty.\n\nOnly a few of the (nuntlos as|t(( !> of our edut ;ilitin;il\n\nlife\n\n(luring this\n\nhalf-century can be mentioned lu-rc, ;in(l llityiaii be incnlioiicd only with the\n\nutmost brevilv.\n\n"}
{"page": 342, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n330\n1.\n\n[Anniversary\n\nThe enormous growth of pubHc high schools in this period has fre-\n\nquently been mentioned.\n\nIt is not only the numerical increase of such schools\n\nand of their attendance of students which is notable, but the fact that in this\nperiod the public high school, occupying a central position in our series of\n\neducational institutions, has come to exercise a most significant influence upon\nthe whole educational system.\n\nClosing up, by an irresistible growth, that\n\ngreat gulf between the schools of the whole people and the institutions of higher\n\neducation, the high school\n\nand its problems have come to constitute a very\n\ncenter of interest in all American education, an interest shared by schools both\n\nabove and below the high-school grade.\n\nThe historical table carefully prepared by Dr. Harris shows that there\nwere in existence in the year i860 only 69 high schools having a well-defined\n\nThe number of incomplete high schools at that\n\nhigh-school course of study.\n\ndate was much larger; but the standard American institution of that period,\nfor secondary education, was still the privately managed academy.\n\nWith the\n\nincrease of population in the decades following the Civil War, the attendance\n\non both public and private schools of secondary grade steadily increased, but\nthe public high schools grew more rapidly than their competitors.\n\nIn the\n\ndecade between 1880 and 1890 the center of gravity of our secondary education,\nas shown by the attendance of students, shifted from the side of the private\n\nacademy to the side of the public high school. Since that time the privately\nmanaged institutions have continued their steady growth, but the growth of\npublic high schools has been so great as to constitute one of the most striking\nfeatures in our educational history.\n\nThe 202,963 students in attendance on\n\nthese high schools in the year 1890 had increased in the year 1905 to 679,702\n\nIn the same time there had appeared many of the most notable\n\nstudents.\n\npublications yet issued in this country relating to the problems of secondary\n\neducation\n\n;\n\nand the influence of schools of this grade, and of various bodies of\n\nteachers representing the schools of this grade, had grown enormously.\n2.\n\nThe period last referred to might indeed be designated as the age of the\n\nhigh school, were it not that with even more reason it may be called the university age of our history.\n\nIndeed, the last half-century has been a time of\n\nremaking of our higher education. Practically the whole history of the AmeriIt is a most significant fact in our\nAmerican life that the university, which has come into being so rapidly, yet\nso largely without observation, has come to exercise so powerful an influ-\n\ncan university falls within that period.\n\nence in the higher life of the nation.\n\nBefore the time of our Civil War there had, to be sure, been foreshadowings\nof the\n\nAmerican\n\nuniversity.\n\nHarvard, bearing the university name, had\n\nalready begun to experiment in the elective system.\n\nFrancis Wayland, one\n\nof the seers among our college presidents, had dared propose radical changes\nin the college system of his time.\n\nScientific courses had begun to appear in the\n\ncolleges side by side with the ancient course leading to the degree of Bachelor\nof Arts.\n\nPresident Tappan, of the University of Michigan, had received a\n\n"}
{"page": 343, "printed_page": null, "text": "a\n\nFIFTY YEARS OF AMERICAN EDUCATION\n\nPapers]\n\n331\n\nprofound impress from the university system of Germany, and had })ubh'shcd\nlarge plans for the development of the institution over which he presided.\n\nBut\n\nthe real university movement in this country followed the Civil War.\n\nSome\n\nof its characteristic signs were private endowments of university instruction,\n\nthe upbuilding of instruction in natural science, the introduction and s])read\nof laboratory methods of teaching and of the modilied German Seminar, the\n\nrapid extension of technological training, the development of graduate schools,\n\nand the spread of the conception of independent research. Among the landmarks in this movement may be mentioned the establishment of Cornell University in 1868, with the purpose that it should be an institution where any man\n\nmay receive instruction in any subject, and the direction given to the first\nembodiment of that purpose by President Andrew Dickson White; the presidency of Charles W. Eliot at Harvard, beginning in 1869, and extending over\nthree-fourths of the period represented by the history of this Association\n\n—\n\npresidency marked by positive leadership in the making of many-sided aca-\n\ndemic freedom, in the advancement of American standards of professional\ntraining,\n\nand in the vital co-ordination of elementary and higher education;\n\nthe long leadership of Michigan University among the state universities of this\n\ncountry, under the presidency of James B. Angcll, beginning only two years\nlater than that of President Eliot, which in largo measure fulfilled and in many\n\nrespects surpassed the vision of President Tappan, and contributed greatly\nto the unification of public education in\n\nour state systems of schools;\n\nthe\n\nopening of Johns Hopkins University in 1876, and its early organization under\nDaniel C. Gilman, as the first American institution to give precedence to the\n\nadvanced study and research distinctive of the modern university; the decisive\nemphasis upon the idea of graduate work\n\nin the establishment of Clark\n\nUni-\n\nversity in the year i88g, and its organization by President G. Stanley Hall as\n\nan institution definitely raised above the baccalaureate rank; the long development and all-round organization of the various elements that go to make an\n\nAmerican university\n\nin\n\nthe\n\nUniversity, under President\n\nhistory of\n\nColuniI)ia\n\nBarnard and\n\nhis\n\nCollege,\n\nillustrious\n\nlater\n\nColumbia\n\nsuccessors;\n\nlater\n\nendowments of great magnitude, such as those of the University of Chicago and\nthe Ixland Stanford Junior University, together with new endowments of\nolder institutions.\ntion has only\n\nIt is a\n\nrecord of vast significance, and this l)rief enumera-\n\nbegun to mention the names of those who have borne large\n\nresponsibilities in\n\nits\n\nmaking, the foumiiitions thru \\vhi( li\n\nil\n\nhas been pro-\n\nmoted, and the intellectual and si)irilual achievements with whii ii it ha> lieen\n\nThe 225 (olleges and universities of 1S60 had risen to ,^17 in 1S70,\nand to 512 in 1905; thr 2.5, .^^92 (ollege and university students in 1872 had\nincreased to 126,404 in 1905; while the 198 graduate students of 1870 had\nattended.\n\nincreased to 6,829 '\" '905-\n\n'I'^i^^^t-'\n\nfigures, however, give no adecjuate indica-\n\ntion of the growth of the university spirit in American affairs.\n\nof free s( ienlific resean h, as\n\nit\n\nThe very idea\n\nhas gained ground with the American public,\n\nhas helped in a remarkable degree to educ ate and mold the American character.\n\n"}
{"page": 344, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n332\n\n[Anniversary\n\nThe university extension movement in its various forms, and to a vastly greater\ndegree the organic integration of American educational systems, from the\nlowest schools to the highest, has given a general currency to university conceptions, which had probably never been reached before over so wide a terri-\n\ntory and among so numerous a people.\n\nThe university insistence upon pure\n\ncompetence, impartially determined, and upon the willingness to wait, in\n\nany controversy, for the word of the man who knows\n\n—a\nwhich\n—has, I think, gone\nspirit\n\nis\n\nnone too widely spread abroad even at the present day\nfurther in the thought of our American people than\n\nwas ever known in any\n\npreceding age.\n3.\n\nIt is in these fifty years that the constructive side of education has fairly\n\nbegun to assert itself\n\n—-that side of education which represents the skilled hand,\n\nunder the control of a disciplined imagination, and guided by knowledge of the\nphysical world and of the products of human history.\n\nHere, as in the teaching\n\nof natural science, there have been movements from the side of both the highest\n\nand the lowest in our educational systems, which have met and mingled in the\nintervening grades to make some semblance of a continuous education of a\n\nThe kindergarten has played its large part in this movement.\nThat brilliant invention of the pure-minded German enthusiast has indeed\naimed at other and larger things than merely intelligent work of hand, but in\nno one direction has its influence been more discernible than in that of making\nthe hand the ally of the spirit in the process of education.\nThe growth of\nconstructive sort.\n\nschools of technology has given new dignity to the higher constructive activities,\nand the intermediate development of manual training, through many mal-\n\nadjustments to the philosophic purpose of the kindergarten and to the professional purpose of the school of technology, has been finding\n\ndoing\n\nits\n\nwork,\n\ntill\n\nit\n\nits\n\nplace\n\nand\n\nhas come to be a marked feature of our American\n\nsystems of education.\n\nThere were 42 kindergartens in this country in the year 1S73. This number\nhad grown in the year 1902 to 3,244, of which 2,202 were connected with publicschool systems, and 1,042 were private institutions.\nThe earliest report of\nmanual-training schools, that of the year 1890, shows that such training was\n\nThe number had increased in the year 1905\nThese figures do not take account of the considerable work\n\ngiven in 37 cities of this country.\nto\n\n420 cities.\n\nwhich has been done in the establishment of manual-training schools under\nprivate auspices,\n\nand privately managed trade schools.\n\nSome very small\n\nbeginnings have even been made in the introduction of regular trade schools\ninto public-school systems, and it is not unlikely that this movement may go\nto great lengths in the coming years.\n\nSince the close of the Civil War the establishment of technological schools\n\nand of technological courses in universities has been very rapid, there being\nnow more than one hundred institutions offering courses in civil engineering\nand almost as many offering electrical and mechanical engineering courses.\n\n"}
{"page": 345, "printed_page": null, "text": "FIFTY YEARS OF AMERICAN EDUCATION\n\nPapers]\n\n33^\n\nThere are enrolled at the present time 29,200 students in engineering and other\ntechnical courses of college grade.\n\nIn connection with the development of higher technical instruction in\n\n4.\n\nthis country, special attention should\n\nbe paid to the great national system of\n\nagricultural and mechanical colleges, which was inaugurated by the Morrill\n\nAct of July 2, 1862, and has been greatly furthered by later acts of Congress\n\nand by legislation in the several states. The initial act of this series constitutes\nthe great contribution of the war period to the development of a national\nsystem of education, and is in some sense the crowning educational service of\nPresident Lincoln.\n\nThe deep devotion with which Justin S. Morrill fathered\n\nmeasure and labored for llu> improvement of the schools which he had\nhelped to call into existence, forms one of the finest passages in our educational\nthis\n\nhistory.\n\nIt\n\nwas a matter of the utmost difficulty to bring into being, at that\n\nand technology.\nWithout the encouragement of the national government, and the painstaking\nperiod, efficient institutions for instruction in agriculture\n\nlabors of educational pioneers in the several states, the great results which the\n\nMorrill Act sought to accomplish could hardly have been attained.\nIt may be\ndoubted whether the nation fully appreciates to this day the magnitude of the\nresulting system of technical institutions.\n\nFifty state colleges and universities\n\nhave either sprung directly from this national endowment, or have received\n\nfrom it new direction and encouragement, in addition to si.xteen schools specifically for colored students in the southern states.\n\nThe terms of the national\n\nendowment, as embodied in the first Morrill Act, were so liberal as to enable\nthe institutions founded thereon\n\nto\n\nbe comprehensive universities of the\n\nAmerican type; they must lay due emphasis on instruction in agriculture and\nthe mechanic arts, but are enabled to bring such instruction into organic inteHere\n\ngration with a well-rounded system of higher education.\n\na national university, in sixty-six free and independent schools.\n\nis\n\nalready\n\nThe secondary\n\ninfluences which have flowed from this foundation are already of very great\n\nimportance, and promise to be still more largely infiucntial and useful in the\nParticularly in those states in which the benefits of the Morrill Act\n\nfuture.\n\nhave been concentrated in the state university, as in Wisconsin, Illinois, and\nCalifornia, there has come into being a remarkable type of higher education.\n\nWe see here a whole people engaged most intimately in the conduct of a\nhigher institution of learning, which at the same time is educating the whole\np('0[)lc.\n5.\n\nThe mfjvement toward a more efiective supervision of the public schools,\n\nwhich was greatly furthered by the educational\nforward during the period\nstates\n\nis\n\nrevival,\n\nnow under consideration.\n\nhas gone steadily\n\nIn every one of the\n\nnow found a regularly organized stale department of education,\n\nDelaware, the last of the (jldcr states to organi/.c such a department, having\ntaken that step in the year 1875.\n\nIn recent years the tendency to centrali/,a-\n\ntion of educational control in these state\n\ndepartments of education has con-\n\n"}
{"page": 346, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n334\n\n[Anniversary\n\nI\n\nstituted a well-defined movement, some of the states, as\n\nNew York, Wisconsin,\n\nBy town\nand Minnesota, having taken very long strides in this direction.\nand county organization, the country schools of all of the states are brought\nunder some form of inspection and guidance. Supervision has, however,\nreached its most complete development in a number of our larger cities. In\nfact the whole movement in the organization of city school systems, which has\ngone over into a distinctly new stage in the past ten or twelve years, is one of\nthe most marked changes which this half -century has brought about.\n\nIt is a\n\nchange which, along with the other urbanizing tendencies of this modern age,\nis\n\nspreading its influence to the remotest school districts of our land.\n\nOne\n\ncould hardly begin to set forth the characteristics of this recent movement in\n\nsuch a paper as this, nor is it necessary, in view of the fact that the movement\nhas been widely discussed in books and monographs and articles in our magazines.\n\nThe careful separation of the business side of school supervision from\n\nthe pedagogic side, the constitution of boards of education with a view to a fair\n\nrepresentation of the educational purposes of the community and the suppression of political partisanship in their affairs, the organization of such boards\nin eflftcient\n\nworking committees, the provision for systems of school finance\n\nintended to secure adequate funds and to accomplish a wise distribution and\n\nexpenditure of such funds, the organization of large supervising bodies, with\n\ndeputy and\n\ndistrict\n\nsuperintendents, supervisors of special subjects, and\n\nprincipals of separate schools\n\n;\n\nand all manner of special provision for different\n\nsubjects of instruction and for the training of different classes of pupils, for\n\nhygienic management, for school extension of many kinds\n\n—\n\nall of these things\n\nhave combined to render the educational systems of our large cities among\nthe most interesting social engineries of modern times.\n6.\n\nThis movement in school supervision in state and city and far-outlying\n\ncountry community has taken on the greater part of its active efficiency during\nthe lifetime of this Association.\n\nIn accordance with the early historical\n\ncharacter of our government, we have no centralized national system of education.\nBut while the supervision of our state school systems does not devolve\nupon the national government, the fact was early recognized that a great work\nwas needed in the form of a wide dissemination of such information as makes\nfor educational progress, and that this work and many incidental services\nconnected therewith could be adequately performed only by a national, govern-\n\nmental institution.\n\nAt an early stage in its history the National -Educational\n\nAssociation called public attention to the urgency of this need, and out of its\nagitation emerged the Bureau of Education of the United States.\n\nThis educa-\n\ntion office, ten years younger than the Association, has, in the first thirty-nine\n\nyears of its existence, been under the administration of only four commissioners,\nthe present incumbent being the\n\nfifth in\n\nthe Une.\n\nWithout attempting any\n\nsummary of its history I may mention the following facts with reference to\nthese four administrations:\n\nThe office was first organized by Henry Barnard, who was already, and had\n\n"}
{"page": 347, "printed_page": null, "text": "FIFTY YEARS OF AMERICAN' EDUCATION\n\nPapers]\n\n335\n\nbeen for many years, in his individual capacity, a national collector and dis-\n\nUnder General John Eaton, who presided\nover its activities for the term of sixteen years, the system of annual reports\ntributor of educational information.\n\ntook definite form, together with the publication of circulars of information and\nmiscellaneous educational bulletins.\n\nIn his administration, the conduct of\n\neducation in Alaska was placed under the direction of this oflSce.\n\nThe three\n\nyears' commissionership of Colonel N. H. R. Dawson is remembered especially\nfor the inauguration of that comprehensive series of state educational histories\n\nthe publication of which was extended over\ntion following his own.\n\nmany years of the administra-\n\nThat fourth administration, of Dr. William T. Harris,\n\nmarked in many ways a great advance in the history of this office as regards\neducational dignity,\n\nits\n\nits\n\nreputation, national\n\npersonal influence in our American civilization.\n\nand\n\ninternational,\n\nand\n\nits\n\nThe course of Dr. Harris'\n\nadministration was signalized by the more thoro organization of the statistical\n\nwork of the bureau, by a great increase in the volume of its publications, by the\nextension of its special activities to include the supervision of the allotment of\nthe national appropriation for agricultural and mechanical colleges under the\n\nsecond Alorrill Act, of August 30, 1890, and by the addition to its other educational service in Alaska of the introduction of domestic reindeer and of industrial\n\ntraining in connection therewith.\n\nIn the prosecution of these various\n\neducational activities, this education office, this foster child of the National\n\nEducational Association, has collected a truly national library of educational\n\ndocuments, and has brought into being a system of practical relationships\nwith educational movements thruout this country, which have enabled\n\nit\n\nto\n\nshare in one way or another in a large part of the distinct educational achieve-\n\nments of this past half-century.\n7.\n\nin the\n\nThe period under review has been characterized by an enormous increase\nfunds made available for education in the several states and territories\n\nof our Union.\n\nIn the year 1870, with a population of thirty-eight millions,\n\nthe expenditures for education in the several states aggregated sixty-three\nmillions of dollars; in the year 1905, with a population estimated at eighty-two\nmillions, the expenditures for education in the several states aggregated two\n\nhundred eighty-eight millions of dollars.\n\nThat is, an expeiuliture i)er capita,\n\nfor education in the public schools in the year 1870, of $1 .64, had increased\nin the year\n\n1905 to an expenditure per capita of $3.49, while an expenditure\n\nof $2. lo in the year 1870 for each $1,000 of estimated true value of pr<)j)erty\n\nhad increased to $2 70 for each $1,000 in the year 1905.\n.\n\nThese figures relate\n\nlo public systems of education alone, and do not include expenditures for stale\nuniversities.\n\nThe\n\nexpenditures for higher education, public and private,\n\nwithin that same period of thirty-five years, have advanced from seven millions of dollars in 1873 to forty-two millions of dollars in 1905.\n\nIt is estimated\n\nthat the total exjjenditure for all forms of education in this country, public\n\nand j>rivate, in the year 1905 had reached the truly colossal sum of $376,996,472.\n\nThis amrtunt equals 26 per rent, of all expenditures for governmental\n\n"}
{"page": 348, "printed_page": null, "text": "336\n\nNATIONAL EDUCATIONAL ASSOCIATION\n\n[Anniversary\n\npurposes in this country, national, state, and local; while the expenditures\nin all of the states for publicly supported education constituted in the same\n\nyear 22 per cent, of the total public expenditure of all the states, counties, and\nlesser political units for all purposes whatsoever.\n8.\n\nIn no other direction has this enormous expenditure of funds for public\n\neducation produced such conspicuous and tangible results as in the erection of\nbuildings for educational purposes, and the furnishing and adornment of those\nbuildings, together with provision of laboratories for teaching purposes, and\n\nother appliances.\n\nThis is one of the first aspects of American education to\n\nstrike the attention of our visitors from abroad.\n\nIt\n\nmay be said that in the\n\nmain these expenditures for the material equipment of our schools have been\njustified, and the results have been such as may rightly arouse our national\npride.\n\nEspecially\n\nis\n\nthis the case\n\nwhere adequate care has been taken to\n\nsecure in our school structures not only suitable proportions and well-considered\n\nbut more particularly where care and expense\nand inventive genius have combined to produce structures which are hygienic\nin plan and construction; where such buildings have been provided with\ngymnasiums, playgrounds, baths, and other appliances for promoting the\nhealth of pupils and where these appliances in turn have been supplemented\nby instruction, medical inspection, and personal oversight, directed to the\nmaking of sound health in our school population.\n9. When we come to consider dominant tendencies in our ordinary school\neducation, in city and country alike, we are met with a fact which is strongly\nemphasized by foreign critics of American schools, a fact, too, which we may\neasily recognize here at home.\nI refer to the great regard which is paid in\nAmerican education to the characteristics and inclinations of individual pupils\nto what one of our recent foreign visitors calls our American respect for\n\"the right of personality.\" There is no doubt that we have gone further than\nmost of the nations of the earth in our deference to the leadings of nature,\nWe pay respect to\nas shown in the varying bent and tendency of childhood.\nthe leadings of personality and of individuality in our education of every grade,\nlooking upon these things as the very data from which our educational doctrine\nand method are to be constructed. The elective system in our colleges is of a\nlines of architectural beauty,\n\n;\n\n—\n\npiece with this regard for the leadings of child nature in our elementary schools.\n\nWe have here a well-defined tendency in our American democracy.\n\nIt\n\nhas\n\nbeen made in part and in part discovered by some of our best-known leaders\nof educational thought and practice.\n\nIn some sense, this tendency all goes\n\nback to the Pestalozzian movement, back to Rousseau and the Emile. It\nreceived vigorous emphasis at the hands of Francis W. Parker, whose virile\nleadership and whole-souled devotion to his ideal were at once intensely Pestalozzian and intensely American.\n\nA new direction of a most significant sort\n\nhas been given to this tendency by the philosophic insight of John Dewey.\n\nAnd with it all, a veritable fire mist, which may be for the making of new\n\n"}
{"page": 349, "printed_page": null, "text": "FIFTY YEARS OF AMERICAN EDUCATION\n\nPapers]\n\n3^7\n\nworlds, psychological and educational, has spread abroad from that central\n\nglow at Clark University.\nThis is all very democratic and very American. In our democracy we\nhave had many leaders of public thought who in large measure were men\n\nWe know something of the weakness of self-education but\nwe know also very much of its strength; and it is hardly too much to say that\n\nself-educated.\n\nour American educational ideal has come to be the ideal of organized selfeducation.\nWe would make of every school a favoring environment, in which\neach pupil shall find his own opportunity and stimulus, and shall begin the\n\nworking out of his own true destiny.\n\n—\n\nThis is well-nigh an impossible undertaking to present in a few pages\neven a bare hint of the movement of American education in the fifty years\n\nwhich are under review.\n\nNothing has yet been said of the slow de\\elopment\n\nof our commercial education, which has taken on new promise within the past\n\nfew years\nin\n\n;\n\nof the movement in coeducation and the higher education of women,\n\nwhich the first difficult problems have already been solved, and others\n\nequally difficult and important are immediately before us; of the new education in physiology and hygiene, with its regard for both hygienic\n\nvalues\n\n;\n\nand moral\n\nof the peculiar and noteworthy development of school systems in the\n\nsouthern states since the close of the Civil War; of provision which has been\n\nmade for the education of the negro and the Indian in our states and territories, and of peoples both of our own race and of alien races in our more\nrecently acquired dependencies; of the special education of members of both\ndefective and delinquent classes; of the great development of public libraries,\n\nthose indispensable adjuncts of a highly developed educational system;\n\nof\n\nsummer-school instruction and university extension in all of their numerous\nforms; of movements for making a more varied use of both tlie puljjic school\n\n\"plant\" and of systems of public parks for manifold purposes of i)ublic education of the remarkable growth of tlie text-book business and the varied business\n;\n\nof school supply, which have been an essential element in the making of Ameri-\n\ncan education, while new evils and new problems have grown up with their\n\nAnd nothing has been said of the integration in single institutions of\nmany diverse intellectual and sj)iritual interests, touching the fine arts, tech-\n\ngnnvth.\n\nnology, commerce, journalism, and others without limit, which has become a\ncharacteristic of the American type of univirsity\n\n;\n\nof the transformation of our\n\nI)rofessional schools, particularly those of law and medicine; of the devilopmcnf\n\nof learned societies and the increase of productive scholarship in the higher\nfields of learning,\n\nwhich made possible, on American soil, the Congress of\n\nArts and Science at Saint Louis in the year 1904; of j)rincely benefactions for\n\neducation of every grade- -ten millions for the endowment of research, a like\n\namount for the endowment of college teaching, again a like amount for the\nfurtherance of general education, and other gifts that are (•om|)arable with\nthese;\n\nnor of the significant advance of that international\n\nspirit\n\nwhit h\n\nis\n\n"}
{"page": 350, "printed_page": null, "text": "a\n\nNATIONAL EDUCATIONAL ASSOCIATION\n\n338\n\n[Anniversary\n\n—\n\nbinding the schools of all civilized nations into one great world-institution\nnew world-power which transcends even national lines. All of these matters\n\nand many others call for extended and careful consideration, which they cannot\nreceive in this paper.\n\nWhile there is much in the history we have been considering that adds of\nright to our national pride, we must not overlook the fact that even now we are\n\nThe end of this fifty-year period finds us on\n\nonly at the beginning of things.\n\nthe threshold of a new age, with new problems before us and difficulties greater\n\nthan those we have surmounted.\n\nSome of these unfinished ends of the work\nOur secondary\n\nof the years now past have already been referred to above.\n\nschools must become better differentiated to meet the needs of our people, and\n\nmore widely extended to meet the needs of all.\n\nTheir adjustments to schools\n\nabove and below must be made closer and more vital.\n\nOur universities have\n\nonly begun to deal with the problem of educating vast bodies of immature\nstudents in single institutions, and their problems of professional and graduate\n\nstudy are numerous and are pressing for early solution.\n\nThe great unsettled\n\nquestion, too, of the new place and purpose of our old national type of higher\n\neducation, the American college, is one that cannot be ignored.\n\nOur schools\n\nand colleges for trade and technical instruction have not yet come into their\nfull\n\nadjustment to either our educational or our industrial system.\n\nWe can\n\nnot doubt that these institutions are to see a very large development in the\n\nnear future, and with that development will come new and difficult and often\nextremely delicate readjustments between our education and our national life.\n\nThe external organization of our school systems and our systems of inspection\nand supervision still calls for great improvement, particularly at that weakest\npoint of all, the county superintendency and the supervision of country schools.\nHere very great improvements are urgently required. Here, too, important\nbeginnings have already been made, in the consolidation of rural schools, in\ntownship supervision, and in the establishment of educational requirements\nfor the county superintendency.\n\nBut it is clear enough that much remains to\n\nbe done.\n\nThru all of these fifty years the country has been endeavoring to bring\nits population of school age into the schools.\n\nCompulsory education laws have\n\nbeen adopted and are now in force in 36 states.\n\nSuch laws are now supplemented with their natural and necessary accompaniment, that is, with laws\nrestricting the employment of children, in 32 of these 36 states, while in 11\nother states there are child-labor laws unaccompanied by laws for compulsory\neducation.\n\nVigorous organized efforts are making to improve the operation\n\nof these laws and secure their adoption in states in which they are not now in\n\nBy truant schools and truant officers and children's courts, this movement is, in various parts of the country, receiving added reinforcement. In\n\nforce.\n\nspite,\n\nhowever, of all these efforts, our school attendance still falls far below\n\nthat which we ought to have\n\nif\n\nwe are to be a thoroly educated people.\n\nIn\n\nthe year 1870, there were 57 per cent, of the children of school age in this\n\nJ\n\n"}
{"page": 351, "printed_page": null, "text": "FIFTY YEARS OF AMERICAN EDUCATION\n\nPapeis]\n\n339\n\ncountry enrolled in public schools.\n\nIn the year 1905 this proportion had risen\nAnother hard campaign is before us, to bring this very moderate\n\nto 70 per cent.\n\npercentage up to what may be regarded as a normal standard. Even of the\nchildren enrolled in the schools, only 70 per cent, are in average daily attend-\n\nance during the school year; and that school year, on an average, is only 150\ndays in length, instead of 200 days, which may be regarded as normal for our\n\nmore favored American conditions.\n\nIf we should take onl\\- that part of our\n\nschool population which is actually enrolled in the schools, with its irregular\n\nattendance for a short school year, and bring it up to regular attendance for a\nschool year of reasonable length, we should thereby increase bv over 90 i)er\ncent, the amount of education enjoyed by our American children.\n\nBut modern education calls for schooling for those who are nt) longer in\nschool.\n\nBy means of evening classes and correspondence courses and various\n\nother provision, the range of schooling is indefmitely increased.\n\nSuch increase\nmust be regarded as extremely desirable and worthy of being regarded as\n\namong the fir^t things to be considered in our next educational advance.\nThat all of these various improvements may be made, the central and vital\nneed is that the schools be provided with an adequate supply of adequatelv\ntrained teachers.\n\nWhen this Association came into existence, there were, all\n\ntold, 10 state normal schools in the United States.\n\nincreased to 130.\n\nThis number has now been\nNear the middle of this fifty-year period there began a\n\ndefmite movement for the higher training of teachers at the colleges and universities of the land, with particular reference to the needs of secondary schools.\n\nEarly experiments in this field had been made at the University of the City of\n\nNew York (now New York University), at Brown University and the University of Iowa, when in 1879 ^he University of Michigan established its chair\n\nof the Science\nhistory.\n\nand the Art of Teaching, which has had a highly inlluential\n\nThe University of Wisconsin and other institutions followed in the\n\neighteen-hundred-eightics, the movement reaching at length the large develop-\n\nment seen in the professional schools of university grade at Columbia and\nChicago universities, the University of Missouri, and several other institutions,\n^'et\n\nthe projxjrtion of teachers whose training is fairly well suited to the grade\n\nof school in\n\nwhich they teach is still relatively small.\n\nobtainable shcnv that in Massachusetts 61\n\nSucli figures as are\n\nper cAt. of the teachers in the\n\ncommon schools are normal school or college graduates.\ncent, are graduates of normal schools.\nis\n\nIn\n\nMaine 24 per\n\nIn many of the states the i)roportion\n\nundoubtedly much lower than these figures indie ate.\n\nWith su( h advance as has l>een made in the training of teachers, (lure has\nInt-n an efjually marked advance in tlie produt lion of an American pedagogical\n\nliterature.\n\nE.specially as regards\n\ntin-\n\nliterature of\n\nsecondary education, we\n\nmay say that it has grown from pra( ti( ally nil to its present proportions within\nthe past twelve or fifteen years.\nThe National I'.diu alional Assot iation has\nhad a direct and li<jnorable |)art in this movement, in lli.it the report of its\n\nCommittee of Ten aiul the later rejtort nf its Coiiiiiiiltee <»ii College Entrance\n\n"}
{"page": 352, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n340\n\n[Anniversary\n\nRequirements have been two of the most notable landmarks in this advance.\n\nYet with all that has been done, our pedagogical literature is not yet up to\nthe standard of the literature of the older professions, and the work that still\n\nremains to be accomplished in this field is very great indeed.\nIf our teacher-training and literature of teaching are still relatively back-\n\nward, it will not be questioned that the actual teaching in our schools and\ncolleges still leaves much to be desired.\nis\n\nSome of the best teaching in the world\n\nunquestionably done in America, and our average has probably advanced\n\nby many stages within these fifty years.\n\nBut it is easier than many suppose to\n\ngain a reputation for excellence in this field without the substance of excel-\n\nand a really high standard of sound instruction and thoro intellectual\nAs a people we still need\nto go on for many years learning to discriminate between positive excellence in\nteaching and in all forms of intellectual and spiritual productivity, and the\nsuperficial show that so easily may take its place.\nlence;\n\nachievement is hard to attain and hard to maintain.\n\nIt remains to speak of two of the highest aspects of educational achievement\n\nin which extensive beginnings have been made,\n\nbut beginnings which never-\n\ntheless must be regarded as wholly inadequate.\n\nOur instruction in the fine\n\narts, whether regarded on the side of production or on the side of appreciation,\n\nhas\n\nmade very great advance within\n\nthe past half-century.\n\nParticularly\n\nwithin the past ten or fifteen years the effective teaching of music in the public\nschools has made gratifying progress, and much has been done in the higher\n\nteaching of music in special schools of that art.\n\nIn painting and the plastic\n\narts, too, both as regards the pubHc schools and as regards the more advanced\n\ninstitutions, usually\n\nunder private control, the repeated stimulus of interna-\n\ntional expositions, of varied contact with the art of more artistic peoples, and\nof the more enhghtened call for the exercise of good taste and artistic invention\nin\n\nour public buildings, have all had a beneficial effect.\n\nYet so far as the\n\ncountry at large is concerned, we must believe that our development in music\n\nand the other arts belongs mainly to the future, and that with that development\nthere will come some of the finest things that may be hoped for by our\ndemocracy.\nSecondly, and finally, there is that most subtle and baffling, and yet that\nfinest and most indispensa Die portion of all educational endeavor, the fostering\n\nof\n\nmoral character and the furthering of religious development.\n\nThe non-\n\nsectarian character of our public schools has become firmly established within\nthis half-century,\n\nand that is a great and lasting gain.\n\nThe exclusion of\n\ninstruction in any distinct system of religion from the public schools throws\ndefinitely a large responsibility for religious instruction on private schools and\n\nThere remains to the public schools a weighty\nNo one\ncan reasonably doubt that these schools, even where they have been most\ncautious and reticent in all that pertains to rehgious belief, have exercised an\necclesiastical institutions.\n\nresponsibihty for instruction and training in the field of morals.\n\ninfluence which has\n\nmade for righteousness.\n\nYet the present situation is\n\n"}
{"page": 353, "printed_page": null, "text": "HOW TO CORRECT DEFECTIVE CLASSWORK\n\nPapers]\n\nbeyond question\n\nstill\n\nfully satisfied with\n\nunsatisfactory.\n\nThe fact\n\nthat\n\n341\n\nour people are not\n\nwhat has thus far been accomplished is shown\n\nin\n\nthe\n\nearnest activities of such organizations as the Religious Education Association;\n\nand another indication, which cannot be disregarded, is the growth,\n\nalong with our public-school system, of great systems of denominational\n\nand parochial schools, the schools of that religious denomination alone which\nis\n\nforemost in this movement having enrolled\n\nin\n\nthe year 1905 over one\n\nmillion pupils, or 6 per cent, as many pupils as the public schools.\n\nWhile\n\nand moral education are interwoven in\nmanv ways, experience shows that where occasion demands, the problem of\n\nthe problem of religious education\n\nmoral education can be\n\nsufficiently isolated for large treatment in such\n\nan\n\nBut it is also clear that effective training in\nmorals involves approach from many sides by a great variety of agencies and\n\ninstitution as the public school.\n\nmethods.\n\nDefinite instruction in morals\n\ndefinite instruction seems clearly\n\nthe growth of moral character.\n\nis\n\nnot sufficient of itself, yet such\n\nneeded as one of many ways of making for\n\nHere is a problem thickly set with difficulties;\n\nand we know that in this very field we must do a work and reach results which\nto the present day would appear almost impossible.\nYet, after all, taking all sides of our education into the account, the attain-\n\nments of the past half -century must be regarded as colossal in their extent, and\ntremendously vital in their quality.\n\nWe go forth to the work of the new age\n\nwell aware that it will bring new and larger needs, to be met by new means and\nefforts\n\nmore effective than those of the past.\n\nBut the period we have been\n\nconsidering showed at the outset its new and greater needs as compared with\nthose of the age preceding;\n\nand its large demands have been met with such\n\nfertility of resource, with such energy and self-sacrifice, with such\n\nmaterial\n\ncommand of\n\nmeans and spiritual power, as shall give us ground for hope and\n\nconfidence in all that the future may unfold.\n\nHOW THE SUPERINTENDENT MAY CORRECT DEFECTIVE\nCLASSWORK AND MAKE THE WORK OF THE RECITATION TEACH THE PUPIL HOW TO PREPARE HIS I.ESSOX\nPROPERLY\nBY W. T. HARRIS, WASHINGTON,\n\nD. C.\n\nIn the American school, to a greater extent, perhai)s, than in the schools\nof other countries, the recitation is the important means of teaching the i)upil\n\nhow to study the book and get infijrmation and insight for himself.\n\nTin-\n\nAmerican teacher relies im the use of the textbook more than llu- teacher of\nKngland, France, or (iermany does, and exi)ects more of self -preparation (.11\nOur greatest danger, tluiefore.\nthe part of the pupil than is expected there.\nlies in\n\nthe tendency to permit the mechanical haltit of mcmori/.iiig the text-\n\nbook, instead of rer|uiring the pupil to master its thoughts.\n\nought to develop in the j)Ui)iI\n\na greater |)ow(t of self helj).\n\nVm\\\\ rei ilation\n'J'here\n\nmust be\n\n"}
{"page": 354, "printed_page": null, "text": ":\n\nNATIONAL EDUCATIONAL ASSOCIATION\n\n342\n\n—\n\nwork on the part of the pupil the work of preparation of the\nthen there must be the examination on the results of his study, con-\n\nindividual\nlesson;\n\n[Anniversary\n\nducted by the teacher.\n\nThe examination is conducted in the presence of\n\na class; it does not take each pupil, one by one, by himself.\n\nFor the chief\n\npoint in the recitation is to ascertain the degree of understanding which the\n\npupil has attained, and correct and enlarge it so that he shall come to the study\nof the next lesson with\n\nmore care and attention.\n\nEach pupil learns most\n\nfrom his fellow pupils.\n\nWhile the poor teacher labors with pupils individually, dividing up his\ntime into small portions, and is obliged to flit from one subject to another\n\nwith such precipitation as to preclude the possibility of doing justice to the\nsubject, the good teacher knows how to manipulate his class as a whole.\n\nHe\n\nknows how to bring every part of it to the support of every other part; how\nto help each individual by means of the insights of his fellows.\nHe thereby gains time to consider each subject thoroly. But not only\nthis; he manages the class in such a way as to bring out the details of the\nlesson in a variety of different aspects, each pupil giving the results of his own\n\nstudy, and learning from the others their results.\n\nThis kaleidoscope view of\n\na subject as reflected from the minds of a whole class, when sifting and criticizing are carried on under the teacher's direction, is of far greater benefit to\n\neach and every pupil of the class than a private recitation of the same lesson\ncould have been, even with the teacher's whole time devoted to the one pupil.\n\nThis will appear from the following consideration\n\nThe immature mind of the pupil does not know how to study the printed\npage— it reads the words, but thinks under the words only its small mouthfuls\nof\n\nmeaning, seeing only a very little of the precise import, and missing the\n\n—\n\nThe object of the study of the book the chief\nis to learn how to get out of the printed book\nthe wisdom that is expressed there.\nThe race ought to reinforce the individual.\nThe pupil comes to his task with a small stock of words and a few narrow\ngeneralizations altogether.\n\nobject of the modern school\n\nideas.\n\n—\n\nYet he must, by means of the little that he has, unlock the great world\n\nof thought that is spread out before him in books.\n\nThe first object of his recitation is to draw out each pupil's own view of\nthe subject-matter of the lesson.\n\nAccordingly, as one after another recites,\n\nour teacher probes beneath the mere first statements for the more comprehensive phase which should lie in the pupil's mind if he understands what\n\nBy a few searching questions the pupil is brought up against\nsome phase of his lesson that his thoughts had not reached. Now begins the\nreal work of the recitation; this pupil shall now supplement or perfect his\nhe is reciting.\n\nown views by those of others.\n\nThe teacher rapidly calls out from a dozen\n\nother members of the class,\n\neager to add their statements, just what\n\nall\n\nis\n\nneeded to correct the one-sided character of the recitation of the first pupil.\nIt will\n\nalways happen,\n\nin getting at this result, that several\n\nnew views not\n\n"}
{"page": 355, "printed_page": null, "text": "HOW TO CORRECT DEFECTIVE CLASSWORK\n\nPapers]\n\n343\n\neven in the mind of the teacher at the moment are elicited, all tending to\nclear up and amplify the exposition.\n\nThe teacher is well aware that by drawing out from the different members\nof the class before him these statements and corrections, he is accomplishing\nfar\n\nmore for them than his own statements or corrections could do.\n\nwhat he does directly, but what he gets his pupil to do, is of value.\n\nXot\n\nThere\n\nare two aspects of this which deserve special note:\n\nThe statement of an idea in a i)upirs own words is apt to be better\n\n1.\n\nfitted to the capacity of com])rehension\n\nwhich his fellows possess, and there-\n\nfore to arouse more vivid ideas in their minds.\n\nThe necessary crudeness and\n\nnarrowness of such ideas get corrected l)y the variation of statement which\nis\n\nobtained from different members of\n\nthe class.\n\nEach pupil sees several\n\nphases that entirely escaped him in the course of his own investigation, and\n\neven the particular view that he himself seized is made clearer by the discussion.\n\nThe pupil is aroused and stimulated to a new method of study on the\nHe has obtained a peep thru the lenses of other minds, and\ncannot fail to remember these different points of view in preparing a new\n2.\n\nnext lesson.\n\nlesson.\n\nIt\n\nis,\n\nmoreover, a practical collison of one\n\nintellect\n\nwith another,\n\nand acumen is sharpened and habits of the closest attention are engendered.\nThe pupil in the recitation is to be taught how to study the book properly.\n\nHe is to be shown what his fellow-pupils have got out of the words of the lesson.\nEach fellow-pupil is an immature individual like himself. But partial views\none from another, and only agree by luck and chance; only whole\n\ndiffer\n\nviews agree with each other.\n\nfrom\n\nhis\n\nown\n\nThe ideas of his fellow-pupils are different\n\n— not contradicting his own, but supplementing them. The\n\ngood teacher takes pains to develop, one after another, these jjartial views,\nand complete them into whole views. All come to agreement when the\nwhole is before them.\n\nDisagreement exists as long as the views are partial.\n\nThe pupil must paraphrase any words and sentences that he quotes from the\nbook lest he shall hide his ignorance behind the mere words.\n\nAgain,\n\nif\n\nhe\n\ngives the thought entirely in his own words, there will be occasion for dis-\n\ncussion of the merits and demerits of the mode of expression used in the book;\n\nand this is the best possible form of what we call \"language lessons.\" One\nincreases rapidly in the command of language when he is required to paraphrase and to discover the advantages and disadvantages of the modes of\nexpression employed by himself and others.\n\nThe pupil is perpetually discovering how much is impliid in language;\nthat is to say, he is finding the ideas that belong to the\n\nwords\n\nthat\n\nhe sees.\n\nThe language has been made, not by individuals in their private capacity, but\nFor each worrl is such because it is a\nacting together as a social whole.\nconventional cxpressicm for .some thought.\n\nword.\n\nTin- individual cannot\n\nmake a\n\nIf he calls a thought by some vocal sound, that sound will not beciune\n\na word until his fellow-men accept the sound as expressing that thought.\n\n"}
{"page": 356, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n344\n\n[Anniversary\n\nThru this it is that the immature mind may be helped by others, for the\nwords used are problems to him the solution of which helps him into new\nthoughts discovered by his fellows.\n\nGiven the word, he must discover its\n\nmeaning by the context and by the explanation of others.\nIn the other form of recitation, that of the private pupil to his tutor, all\nthese advantages are lacking.\n\nBy what means can the teacher make up for\n\nthe want of that powerful stimulus to activity which the presence of enthusiastic\n\nclassmates gives to the pupil ?\n\nHow can the teacher so adapt his own expla-\n\nnations and corrections to the mind of his pupil as to produce the same enlightening results as the restatements of his classmates do ? Finally, by what\nmeans can the teacher arouse himself to that height of thought which the\npresence of a class of eager pupils excites in him ? One pupil looking one\nway is nothing to a score or more with different points of view; they take in\nthe whole horizon, and the teacher must ascend to the most comprehensive\n\nplatform in order to be equal to the occasion.\n\nThose educators who would look for superior instruction from the private\nindividual tuition of the teacher certainly mistake the nature of true educacation.\n\nSelf-activity, power of independent research, acute, critical insight^\n\nhow can these be obtained apart from contact with one's fellow-men striving\ntoward the same goal ?\n\nThere can be no doubt that such people are misled\n\ninto the behef that cramming or one-sided, capricious insights are better than\n\nthese quahties.\n\nMany educational reformers fall into the error of supposing that the business of a school is not, primarily, for the purpose of training the pupil to learn\n\nfrom books; they would teach the pupil to observe nature directly.\n\nIt is\n\nsurprising to discover, upon careful examination, how little one can get from\nhis own unaided observation of nature, even under the most favorable circum-\n\nstances.\n\nHumboldt learned to know nature wonderfully, but he arrived at\n\nknowledge mostly thru reading the results of observations made by\n\nthis\n\nothers.\n\nEach observer contributed only his mite to the aggregate of knowl-\n\nand it took the collected insights to make up what would be worthy\nIf Humboldt made more original discoveries than\nto be called knowledge.\nanyone else in his time, yet even in his case his original observation constituted\nonly one part in one hundred of his knowledge. The individual apart from\nthe social whole is a weak, puny affair.\nThe social whole of humanity is\n\nedge,\n\nsomething very powerful.\n\nThe individual reinforced by the whole is elevated\n\nto a potence far above his simple, natural self;\n\nhe becomes a spiritual self\n\nthru sharing in the labors of his race.\n\nWe must never lose sight of this relation of the individual to the social\nwhole if we are to judge rightly in affairs of education.\n\nThat which gives the\n\npupil only special skill, and no power to participate in the labors of others, is\n\nnot of the highest value.\n\nThe educator who has looked widely over the field does not need to be\nThe initiation\n\ntold that just here lies the most important point in pedagogy.\n\n"}
{"page": 357, "printed_page": null, "text": "HOW TO CORRECT DEFECTIVE CLASSWORK\n\nPapers]\n\n345\n\n—\n\nof the youth into the great secret of combination with his fellow-men\nwhere\ncan it be done so well as in the school ? The school should help each strug-\n\ngling boy or girl to ascend above his idiosyncrasy and achieve the universal\n\nforms of activity which will make the free man or free woman.\nthat, with the close, personal relation of the private tutor, the\n\nIt is\n\nagainst that emancipation of individuality which the school secures.\nprivately educated youth\n\nis\n\nclear\n\nchances are\n\nThe\n\napt to be non-sympathetic, and to be uncertain\n\nHe has not learned l)v early contact\nhow to suppress what is merely subjective and\npeculiar to himself, and how to square his views with what is objective and\nuniversal.\nHence he lacks direclive power among his fellow-men, and this\nis the most serious defect in the culture of life.\nHe must borrow directive\n\nand hesitating in his dealing with men.\nwith youth of his own age\n\npower from others. Such an education is a preparation for a misanthropic,\nunhappy life, and only the force of circumstances can overcome its damaging\ndefects.\n\nThere goes on necessarily with the learning to understand the lesson a\nprocess of verification on the part of the pupil.\n\nthoughts is principally this.\n\nThe assimilation of the new\n\nIn case it is the report of facts in nature, the\n\njnipil must verify them by comparison with what he has previously learned,\nand with what otlicrs know about the matter. Only in a narrow field of\n\nstudy can he verify the facts by going over all the original observations.\n\nIn natural philosophy and chemistry this\nsee\n\neverything verified\n\nis\n\nby actual experiment\n\nvery important.\nIn\n\nthere.\n\nHe\n\nshould\n\nbotany and\n\nin\n\ngeology this is not possible to nearly so great an extent.\n\nIn physical geog-\n\nraphy and meteorology and zoology to a much less extent.\n\nBut most of the\n\nstudies of school are studies that chiefly demand reflection on the material\n\nfurnished in the lesson, and do not require great addition of illustrative matter from outside.\n\nMathematics, for example, rer^uircs the reflecting mind to\n\ndiscover the links of necessity that connect one formula with another.\n\nLan-\n\nguage lessons require reflection on what is given, and it is not .sense-i)ercei)tion\nthat is needed there to any great extent.\n\nHistory is assimilated by recurrence\n\nto the pupil's experience with people, and not by an object lesson on a speci-\n\nmen brought in for the occasion.\nfor\n\nits\n\nLiterature, again, makes the same appeal,\n\nunderstanding, to the child's experience, sentiments, and convictions.\n\nIs it not clear how far the memoriter recitation\n\nis\n\nfrom the recitation con-\n\nThe teacher who allows parrot-like repetition of\nthe words in the book to pass unquestioned is not a teacher who desi-rves to\nhave charge of a class at all. He has not learned to mani|)ulale the instru-\n\nducted by a good teacher?\n\nment placed in his hands, and would a((()m|)lis|)\n\njust as\n\nmu( h\n\nwiili jinpils\n\ntaken individually as in classes.\n\nWhile the good oral teacher secures many of these advantages, he is not\nThe |)Upils come before him to receive information on\n\nable to secure all.\n\nthe day's lesson, and not to Ik* critically tested on what they have done, and\n<>u\n\nthe methods which they have used.\n\nIt is true that\n\nthey can be tested on\n\n"}
{"page": 358, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n346\n\n[Anniversary\n\nthe previous lesson, but it would be better to have them responsible, also, for\n\na definite amount of labor on the lesson of today.\n\nMeanwhile, if the oral\n\ninstructor is comparatively no better than a majority of teachers in schools as\n\nthey are, it is evident that the pupils will not be powerfully aroused to selfactivity of any sort except play.\nis\n\nself-activity,\n\nYet even memorizing the words of the book\n\naltho of a low order;\n\nit\n\nis\n\ncertainly a higher activity than\n\nthe process of repeating statements after the dictation of the teacher.\n\nBut the good teachers will strive by all means to develop in his pupil the\n\nHe will teach him how to pursue\n\nmost rapid growth of mental independence.\nhis investigations\n\non any topic by sifting to the very bottom the statements\n\nmade in the book.\n\nUnder the good teacher a pupil will learn to compare one\n\nassertion with another, and one man's view with another; to verify his ideas\n\nby consulting different authorities, and to gain a comprehensive insight by\nexhausting the sources of information on a given subject. Original investigation should not so much precede as follow a mastery of what has already\nbeen accomplished.\n\nNo one in his senses would recommend a young man\n\nto spend his time endeavoring to make discoveries in electricity or chemistry\n\nbefore he\n\nhad made himself acquainted with the present developments in\n\nthose provinces.\n\nLet us pause here to consider the bearing of this work of the class in recitation upon the training of the pupil's will-power.\n\nNo matter what the lesson is, whether language,, mathematics, history,\ngeography, grammar, manual training, cooking lessons\n\n—\n\nall these require two\n\nkinds of industry, the private individual industry and the social industry or\nclass work.\n\nThese involve two applications of will-power.\n\nLet me discuss\n\nthis more at length.\n\nSchool industry.-\n\n—Industry may be of various kinds, but the industry of\n\nthe school is essentially the study of books.\nis\n\nThe pupil, as we have shown,\n\nto add to his own feeble and undeveloped powers of thought and observa-\n\ntion these faculties of thought and observation as exhibited in the strongest\n\nThe printed page is the chief means by which he adds to his\nown observation and reflection what has been observed and thought out by\nfellow-men especially gifted in these things. The pupil shall learn by mastering his textbook how to master all books how to use that greatest of all\ninstruments of culture, the library. He shall emancipate himself by this\nof his race.\n\n—\n\nmeans from mere hearsay. information.\nIn the case of oral information the pupil must wait upon the leisure of his\n\ngood-natured neighbor or gossiping friend, trusting to his memory for the\n\nwords told him, and pondering them on some future occasion.\n\nIn the pres-\n\nence of the book he can take the sentences one by one and reflect carefully\n\nupon the meaning of each word and each sentence. The book waits upon\nThe book contains the most systematic presentation of its author's\nideas. Thru the book the observers and thinkers of the past become present.\nThose of distant and inaccessible countries come to his side.\n\nhis leisure.\n\n"}
{"page": 359, "printed_page": null, "text": "HOW TO CORRECT DEFECTIVE CLASSVVORK\n\nPapers]\n\n347\n\nThis shows us the significance of the kind of labor which the pupil perIn the schoolroom industry —\nus repeat the\n— there are two kinds of attention which the pupil must cultivate\nand exercise. There\nthe attention already discussed\nlength — the\n\nforms in his school industry.\n\nlet\n\nassertion\n\nis,\n\nfirst,\n\nattention which the class\n\nteacher\n\nwho conducts\n\nat\n\nmust give collectively to the recitation and to the\n\nit;\n\nand there is, second, the individual industry of\n\nthe pupil working by himself in the preparation of his lessons.\n\nBut it is in\n\nthe development of these two kinds of attention that the chief value of school-\n\nroom industry consists.\n\nIn the recitation the teacher examines the work of\n\nhis pupils, criticizes it, and discusses its methods and results.\n\nThe pupils in the class, we have said, all give attention to the questions\nof the teacher and to the answers of their fellow-pupils.\n\nEach one learns\nand negative things regarding the results of his own studies of\nthe lessons.\nHe finds some of his fellow-pupils less able than himself to grasp\ncertain points in the subject of study.\nHe finds others who are more able than\nhimself pupils who have seen farther than himself, and developed new phases\nthat had escaped his attention.\nHe is surprised, too, at sides and points of\nview which the teacher has pointed out; items of information or critical\npoints of view that had escaped his own attention and the attention of his\nb«jth positive\n\n—\n\nfellow-pupils in the class.\n\nThe pupil gains an insight into human nature such as he never had beft>re.\nHe sees the weaknesses and the strength of his fellows; he sees the superiority\nmanifested by the teacher who is maturer than he, and who has reinforced\nhis own observation and insight by the observation and insight of observers\nand thinkers as recorded in books. The pupil measures himself by these\nstandards and comes to that most important of all knowledge\n\n—self-knowledge.\n\nThis kind of attention which he exercises in recitations or class e.xercises\nis a kind of attention which I have called critical alertness directed outward\nto the expression of other\n\nminds, namely of his fellow-pupils and teacher.\n\nStep by step he watches carefully the unfolding of the lesson, comparing what is\nsaid with what he has already learned by his own effort.\n\nAfter the recitation is over, he takes up the work of indi\\ iilual preparation\nof another lesson, but he has improved in some respect his method, because\n\nhe is now alert in some new direction. He has an intellectual curiosity in\nsome new field that he had not before studied; what the teacher has .said or\nwhat some Ijright pupil has said gives him a hint of a new line of inquiry\nwhich he ought to have carried on in his mind when he was pre|)aring his\nNow he is con.sciously alert in this new direction,\nlessfjn of the day Ijcfore.\n\nand he reaps a harvest of new ideas that would have been pa^-ed over in\nneglect had he not received the benefits of the kind of attention\n\nwlii< h\n\n1\n\ncall\n\n\"critical alertness\" in the work of the recitation or lesson.\n\nThis kind of attention is something that cannot be developed by the !)Upil\nin\n\nany other way so well as in that school device calietl the \"reiitalion\" or\n\n\"lesson.\"\n\n"}
{"page": 360, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n348\nI^et us\n\n[Anniversary\n\nnow consider the other kind of attention which the pupil cultivates\n\nand exercises in school. While pupils of one class are reciting, the pupils\nof the other class (I assume that there are two classes in a room) are preparing\nEach individual is or should be absorbed in the work of preparatheir lesson.\ntion, not jointly with his fellows, questioning them or answering them, but\nby absorption on the part of each in his own work, having no communication\nwith the other pupils in the room or with the teacher; each one must be able\nto study his own book and resist the tendency to distraction which comes\nfrom the recitation that is going on with the other class.\nTo shut out from one's mind all objects that do not concern it and concentrate one's thought and observation upon a special given subject, whether\nit\n\nbe a scientific presentation of the textbook, or whether it be the investiga-\n\ntion of some subject by means of objects themselves, or by the use of many\n\nbooks\n\n—\n\nthis kind of attention is of the utmost importance.\n\nIt is that of indi-\n\ndividual industry, or absorption, while the other kind is that of critical alertness.\nCritical alertness follows the thoughts of others;\n\nthe dialogue which is going on.\n\ntakes an active part in\n\nThe ancients called this business of questions\n\nand answers and critical alertness the dialectic, and this kind of attention is\nthat which is trained in the old dialectic.\nBut the attention which is absorbed\nupon its object is a different matter, altho of equal importance.\n\nThe pupil should learn how to neglect the distracting circumstances of the\nschoolroom, the movements of pupils in the tactics of the class, the dialectic\nof question and answer going on with illustration and points of interest, and\n\nequally the work of his fellow-pupils in the class preparing themselves by\n\nabsorbing study like his own.\n\nHe lets these all slip by him, disciplining him-\n\nself to abstract his attention from them and to hold himself in utter indiffer-\n\nence to these outside events.\n\nproblems of his task,\n\nHe brings to bear his best intellect upon the\n\ncritically questions the\n\nmeaning of his author, and\n\napplies himself to the work of veryifying by his own observation and reflection\n\nwhat is compiled for him by the author. He is learning by this private\nindustry how to reinforce himself by the work of his fellow-men; he cannot\nhelp himself thru the help of others unless he verify their results.\ncation\n\nis\n\nalways an act of self-activity.\n\nVerifi-\n\nMemorizing the text of the book,\n\ncommitting to memory what has been told one, this is not self-help until the\ninternal work of verification has been accomplished.\n\nThe second kind of attention that we are here considering has therefore\nWhat someone else has seen and\nrecorded the pupil must see for himself if possible. What someone else has\nits\n\nmost important feature in verification.\n\nreasoned out by inference he must reason out for himself, and test the result\n\nby the activity of his own intellect.\nAt first the pupil finds himself with feeble will-power and unable to absorb\nhimself in his own task.\n\nhim.\n\nHe is easily distracted by what is going on around\n\nBy using his moral will in self-control he gains strength from day to\n\n"}
{"page": 361, "printed_page": null, "text": "HOW TO CORRECT DEFECTIVE CLASSWORK\n\nPapers]\n\n349\n\nday in concentrating his attention and neglecting all that is not essential in\nhis individual industry.\n\nThe two kinds of industry, the recitation and the preparation of the lesson,\nform the work of the school and furnish a ready test to the principal of the\nschool, or to the superintendent, of the quality of teaching.\n\nUpon entrance\n\ninto the room the supervisor notices the two kinds of industry going on without\n\nThe pupils in the class are alert, paying\nThe\ntask,\nown\neach\nattention\nupon\nhis\nconcentrating\nhis\nare\nnot\nreciting\npupils\n\ninterference with one another.\n\ncritical attention to the teacher and to the answers of the pupil reciting.\n\napparently oblivious of all else in the schoolroom.\n\nThe superintendent knows by this that the teaching is good.\n\nThe pupils\n\nhave acquired the essential methods of school industry and will become stronger\n\nfrom day to day.\n\nThe teacher cannot produqe this condition in his room as an empty show.\nand do not pay real attention in the recitation, or\ndo not acquire the habit of genuine absorption in their work of preparation,\nIf his pupils are careless\n\nthey cannot simulate it upon occasion to deceive the supervisor or the visiting\n\nshow itself in the faces and attitudes of those\naffecting to study; those in the class will lose the thread of the recitation and\nthe teacher will not be able to draw out their knowledge to correct the misexaminer.\n\nListlessness will\n\ntakes or supplement the deficiencies of the pupil reciting.\n\nOne or both of\n\nthese kinds of attention will be found wanting and the teacher's\n\nwork will\n\nbe noted as failing in the essential purpose of the school.\nI Have tried to set down some of the features of the true method of con-\n\nducting a class recitation, and to point out their advantages over the teaching\nof a private tutor or over the old memoriler system supposed to be still in\nI have also ^)\\\\n how the industry\n\nvogue in many schools in this country.\n\nof the school, its essential purpose, consists in the two kinds of attention, one\nof which\n\nis\n\ndeveloped in the well-conducted recitation.\n\nThe supervisor can\n\njudge of the efficiency of the work of the teacher by a brief inspection of these\n\ntwo kinds of industry in his school.\n\nI\n\nsum u|) the conclusions of my thesis\n\nas follows:\n\nSUMMARY\nIn the ungraded schools the naturally l)right pupils accomplish a fair\namount of work if they happen to have good textbooks. They are able to\nleach themselves from the Ijooks.\n\nBut tlu- rank aiul tUc of the school It-arn\n\nreading, writing, and arithmetic, and |)robably study the sanu- i)ook\nschool each\nfor several winters, beginning at the lirsl |)age on the first day of\n\na\n\nlittle\n\nyear.\n\nThose who need no heli> linni\n\nand enjoy a delightful freedom.\n\ntla-\n\n'J'liose\n\nteacher Uarn\n\nt..\n\nlulj.\n\nthemselves\n\nwho are slow and dull do not get\n\nTheir industry may have been in earlier times\nstimulated by fear of the rod, whic li was often used in cases of real or sup-\n\nmuch aid fr<jm the teac her.\n\nposed indolence. Harsh measures may succeed in fon ing |)Upils to dt) niei ham-\n\n"}
{"page": 362, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n350\n\n[Anniversary\n\ncal work, but they cannot secure much development of the power of thought.\n\nHence the resources of the so-called \"strict\" teacher of our childhood were\nto compel the memorizing of the words of the book.\n\nWith the growth from the rural to the urban condition of population, the\nmethod of \"individual instruction,\" as it is called, giving it a fine name, has\nbeen supplanted by class instruction, which prevails in village and city schools.\nThe individual did not get much from individual instruction, for the simple\nreason that his teacher had only five or ten minutes to examine him on his\ndaily work.\n\nIn the properly graded school each teacher has two classes, and\n\nhears one recite while the other learns a new lesson.\nof twenty to thirty pupils of nearly the\n\nEach class is composed\nsame qualifications as regards the\n\ndegree of progress made in their studies, but the first class is from ten to thirty\n\nweeks in advance of the second class.\n\nThe teacher has thirty minutes for a\n\nrecitation (or \"lesson,\" as it is called in England), and can go into the merits\n\nand discuss the real thoughts that it involves. The meaning\nis probed, and the pupil made to explain it in his\nown language. But besides this, all pupils learn more by a class recitation\nthan by an individual recitation to a tutor. For in the class each can see\nthe lesson reflected in the minds of his fellow pupils, and understand his\nteacher's views much better when drawn out in the form of a running commentary on the mistakes of the duller or more indolent pupils.\nThe dull ones\nare encouraged and awakened to effort by finding themselves able to see the\nerrors and absurdities of fellow-pupils.\nFor no two minds take precisely the\nsame view of a textbook exposition of a topic. One child is impressed by\none phase of it, and another by a different phase. In the class recitation each\none has his crude and one-sided views corrected more or less by his fellows,\nsome of whom have a better comprehension of this point, and some of that\npoint, in the lesson,\nhimself has some glimpses of the subject that are\nmore adequate than those of his fellows.\nof the subject\n\nof the words in the book\n\n^e\n\nThe possibilities of a class recitation are, therefore, very great for efficient\nhands of a teacher who understands his business. For\nhe can marshal the crude notions of the members of the class one after another,\nand turn on them the light of all the critical acumen of the class as a whole,\nsupplemented by his own knowledge and experience. From beginning to end,\ninstruction in the\n\nfor thirty minutes, the class recitation\n\nis\n\na vigorous training in critical alert-\n\nThe pupil afterward commences the preparation of his next lesson\nfrom the book with what I have called new \"apperceptive\" powers, for he\nfinds himself noticing and comprehending many statements and a still greater\nnumber of implications of meaning in his lesson, meanings that before had\nness.\n\nHe is armed with a better power of analysis,\nand can \"apperceive,\" or recognize and identify, more of the items of informanot been seen or even suspected.\n\ntion, and especially more of the thoughts and reflections, than he was able to\n\nsee before the discussions that took place in the recitation.\n\nHe has in a sense\n\ngained the points of view of fellow-pupils and teacher, in addition to his own.\n\n"}
{"page": 363, "printed_page": null, "text": "—\nJNTERXATIONAL CONGRESS AT LlkCE\n\nPapeisl\n\n351\n\nThe good school continually develops in its pupils two kinds of attention,\nand its success in this constitutes the surest indication to the supervisor of\nthe value of the teacher's work.\n\nRECENT INTERNATIONAL CONGRESS AT\n\nLIEGE'\n\nWILL S. MONROE, DEPARTMENT OF PEDAGOGY AND PSYCHOLOGY STATE NORMAL\nSCHOOL, WESTFIELD, M.\\SS.\nIn recent times the kingdom of Belgium has taken an active part\neducational affairs of the world.\n\nin the\n\nAt the international expositions and con-\n\ngresses held at Paris in 1889 and 1900, and at our recent exposition held at\nSt.\n\nLouis, she\n\nwas creditably represented.\n\nThree times during the past\n\nquarter of a century she has herself held expositions and congresses that have\n\nbeen more or less international in scope\n\n—\n\nat Brussels in 1880, at\n\nAntwerp\n\nand at Liege in 1905.\n\nin 1894,\n\nThe educational congress held at Lifege in 1905 was in all respects international.\n\nGermany, France, Spain, Russia, Portugal,\n\nServia, Switzerland,\n\nHolland, Great Britain, the United States, Mexico, Bolivia, Argentine Republic,\n\nand Japan co-operated with a representative committee of Belgian edu-\n\ncators in the direction of the international congress held at Li^ge September\n18,\n\n19,\n\nand 20, 1905.\n\nThe organization of the congress included three honorary presidents\n\nM. Jules van den Heuvel, minister of justice in the Belgian cabinet, Emile\nDupont, vice-president of the Belgian senate, and Henry Delvaux, member of\nthe Belgian chamber of deputies; the officers of the four departments of the\n\ncongresses; and national committees a})p()inted by the sixteen foreign countries participating in the congress.\n\nThe committee aj)pointcd for the United\nChairman, M. V.\n\nStates, by the Honorable the Secretary of State, included:\n\nO'Shea, professor in the University of Wisconsin, Madison, Wis.; secretary,\nWill S. Monroe, professor in the State\n\nNormal School,\n\nWestfield, Mass.;\n\nAlfred Bayliss, state superintendent of public instruction of Illinois, Springfield, 111.;\n\nCharles F. Birtwell, superintendent of the Children's Aid Society,\n\nWilliam H. Burnham, professor in Clark University, Worcester, Mass.; A. Caswell Ellis, professor in tiie University of Texas, Austin,\nBoston, Mass.;\n\nTex.; Mrs. Ellen M. Hcnrotin, Chicago, 111.; K. G. Lancaster, president of\nOlivet College, Olivet, Mich.; William H. Tolman, director of the ;\\merican\nInstitute of Social Service, New '\\'ork;an(l Rii hard H. Tuthill, judge in Cook\n\nCounty, Chicago, III.\n\nTwelve hundred individuals anrl institutions were numbers of tiu- congress,\nthe leading countries being France, 469 members; Melgium. 460; Hollantl,\n112; United States, 70; Germany, 20; England, 12; Russia 12, and Italy\n10.\n\nThree medical societies and\n\nthirty educational associations (in twelve\n\nFor arlditional account* of the connrcss wc an article by Mim Anna Htirkbcc in the Pfttnsytiitnia School\nJournal, Scplember, 1006; alsf) article* by the writer in the School Journal (New Y<irk), November 4. igos,\nThe proccr<linKii <>( the congreM both papers and di*anrl the Pedagogical Seminary, Dcirmbcr, 1005.\n\n—\n\ncti*«ion«\n\n— have been imblisbcd in French\n\nin eight volume*.\n\n"}
{"page": 364, "printed_page": null, "text": "—\nNATIONAL EDUCATIONAL ASSOCIATION\n\n352\n\ndifferent countries)\n\nwere represented\n\nin\n\nthe congress.\n\n[Anniversary\n\nAmong American\nand\n\norganizations represented were the National Educational Association\nthe National Congress of Mothers.\n\nThe congress was organized in four departments or sections.\n\nThe first\n\nthe\nhad for its central theme\nin\nthe\nfamily;\nthe\nthird\nsecond section, the care and training of children\nsection, the education of defective children; and the fourth section, agencies\nThe second section, which was\nfor the protection of childhood and youth.\nof discussion the study of children;\n\nsection\n\nthe largest of the congress,\n\nwas again subdivided into four subsections\n\n(i) general problems touching family education;\n\nbefore the school age;\n\n(3)\n\n(2)\n\neducation in the family\n\neducation in the family during the school age;\n\nfamily education after the school age.\n\n(4)\n\nProfessor J. J. Van Biervliet, of the University of Ghent, presided over\nthe\n\nfirst\n\ndepartment; and sixteen papers on various aspects of child-study\n\nwere presented by representatives from France, Belgium, the United States,\n\nand Holland.\n\nProfessor Alfred Binet, director of the psychological laboratory\n\nof the University of Paris, gave two papers.\n\nIn his first paper he suggested\n\na plan of co-operation among the scattered fields of genetic psychology, and\n\nhe asked the congress to name an international committee to co-ordinate\nand unify the labors of the numerous workers represented at Liege. Such\na committee was subsequently appointed, including Binet of France, Schreuder of Holland, Ufer of Germany, Diess of Austria, Popovisch of Hungary,\nPereira of Spain, Van Biervliet of Belgium, Monroe of the United States,\nMme. Koschkine of Russia, and Miss Pycroft of England. In his second\npaper Professor Binet pointed out the need of definite studies on the aesthetic\nreactions of children.\n\nThe problem of mental fatigue, and its relation to mental work and school\nlife,\n\nwas presented in two papers\n\n—one by Professor P. Malapert, of the\n\nLycee Louis le Grand in Paris, and the other by Professor Van Biervliet, of\n\nThe question of school hygiene was discussed by\nBurnham, of Clark University, Worcester, Mass. and\n\nthe University of Ghent.\n\nProfessor William H.\n\n;\n\nMr. L. Laberthonnifere, editor of Annates de philosophie chrelienne, pointed\nout the relation of the results of experimental and genetic psychology to\npedagogy and education.\nMethods of studying children were discussed in a half-dozen papers.\nProfessor Anna Buckbee, of the State Normal School at California, Pa.,\ngave an outline of the methods of studying children in American normal\nschools; Principal J. Klootsema, of the Reform School at Alkmaar, Holland,\n\nM. Marius\nDupont, of the National School for the Deaf at Paris, suggested the needs\n\npointed out the scientific value of current child-study methods;\n\nand methods of studies in anthropometry; and Will S. Monroe, of the State\nNormal School at Westfield, Mass., traced the development of child-study\nmethods in the United States. The subject of child-study in clubs composed\n\n"}
{"page": 365, "printed_page": null, "text": "—\nINTERNATIONAL CONGRESS AT LikGE\n\nPapers]\n\nof parents was discussed\n\n353\n\nby Miss Harriet A. Marsh, principal of the Han-\n\ncock School, at Detroit, Mich.\n\nThe second section of the congress\n\n—education of the child\n\nin the family\n\nappealed to a wide range of interests; and, because of the large membership\n\nand the numerous papers presented, the department met in four subsections.\n-Mmc. Lucie Felix-Faure Goyare presided over the subdivision devoted to\nthe education of the child in the home, and forty papers were read.\nthe notable papers were the following:\nl\\v\n\nAmong\n\nFamily Instruction Concerning Sex,\n\nDr. F. L. Blanchard, of Grenoble, France;\n\nStudy of the Child in the\n\nHome, by Mme. Nadine Koschkine, of St. Petersburg, Russia; The Art in\nthe Home, by Dr. Ernst Buss, of Glarus, Germany, and An Appeal to Workingmen and the Clergy for Co-operation in Family Education, by the Abbd\nSimon, of Namur, Belgium.\nThe second subdivision of the department, which considered family\neducation, had as its special theme the care of the child in the home before\nthe school age.\nThe Baronne de Pitteurs de Budingen, of Li^ge, presided,\nand thirteen papers were read and discussed. The topics discussed included:\nPersonality of the Child, by Dr. Frederick Eby of the United States; Relation of Play and Education, by Leo Claretie; Value of Kindergarten Training, by Maurice Wolff; Spinal Troubles of Young Children, by Dr. A. Kaisin; and The Training of the Child's Senses, by Mme. Gest.\nEducation in the family during the school age was the general topic of\nthe third section of family education.\nfor discussion.\n\nThirty-three papers were presented\n\nThe following titles will give a notion of the range of the\n\npapers: Collaboration of the Family with the School, by Eugraph de Kova-\n\nThe Rcafling of Chilof the Weather on\nInllucnce\nThe\ndren, by Mrs. Heller, of Omaha, Neb.;\nof Illinois;\nUniversity\nof\nthe\nChildren, by Professor Edwin Grant Dexter,\nlevsky, of the Russian ministry of public instruction;\n\nPedolcjgy, the Science of the Study of the Child, by George Walforce, of Lii?ge;\n\nThe Utility of Parents' Clubs for Child-Study, by C. Lachal, of Quincie,\nFrance.\n\nA notable speaker before this section of the congress was the emi-\n\nnent French historian, Professor ICrnest Lavisse, of the University of Paris,\n\nwho made an earnest i)lea for in( ulcating in children a genuine love of nature.\nThe fourth section of family education discussed the child tijicr the school\nHon. M. Priim, of the Duchy\nage, and some oi the problems of adolescence.\nTwenty-four papers were presented, including:\nTraining for Social Servi( e, by Mile. S. Lefebvre, of Amsterdam; Aids in\n\nof\n\nLuxemburg,\n\nllie\n\nChoic e cjf Careers, by G. Bille, of Fonl:iine rEve(|ue;\n\nj>re.sided.\n\nThe I'rotedion of\n\nN'oung Girls, by Mme. de Monlenaek; Instruction of (iirls for Motherhood,\nby I)r. i;. C(jrdier, of Hru.ssels; Domestic Instruction of Girls, by Mme.\n(iautier-Laca/.e; Training in Social Purity, by J. Renault, of Namur; Instruction in Sexual Hygiene, ity Professor F. (iache, of Alais;\n\nTniiiiing on \\n\\iu^\n\nInlluen* e of Military\n\nMen, by Alice M.iy Douglass, of .Maine; and The Kcin-\n\n"}
{"page": 366, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n354\n\n[Anniversary\n\nstallation and Revivification of the Hearth-Side as a Factor in the Education\n\nof the Adolescent,\n\nby Pastor Charles Wagner, of France.\n\nThe third section of the congress was composed very largely of medical\nmen and directors of institutions for defective, dependent, and delinquent\nchildren.\nThe general topic of the section was the care and training of the\ndefective\n\nchild.\n\npresided,\n\nand\n\nProfessor Jean\n\nDemoor,\n\nof\n\nthe\n\nUniversity of Brussels,\n\nthirty-nine specialists presented addresses\n\nand papers.\n\nDr.\n\nBourneville, the distinguished director of the Bicetre in Paris, opened the\n\ncongress with a comprehensive address on the problems touching abnormal\nchildren.\n\nDr. Decroly, of the policHnique of the medical faculty of the Uni-\n\nversity of Brussels, suggested a scheme for the classification of abnormal chil-\n\ndren.\n\nProfessor Alfred Binet, of the University of Paris, and Dr. Simon, of\n\nthe Hospital of Sainte-Anne,\nchildren.\n\ndiscussed the mental training of\n\nbackward\n\nDr. Guillaume, of Berne, traced the forces which had decreased\n\ncretinism in Switzerland during recent years.\n\nDr. George E. Shuttleworth,\n\nthe most distinguished English authority on the education of feeble-minded\nchildren, told the congress what was being done in England for feeble-minded\n\nand other mentally\nagencies.\n\ndefective children\n\nby voluntary and\n\nstate\n\nappointed\n\nDr. Fletcher Beach, also a well-known English alienist, discussed\n\nthe care of mentally\n\nand physically abnormal children and\n\nepileptics\n\nin\n\nEngland and Scotland.\n\nThe juvenile delinquents and incorrigibles were discvissed by Professor\nJean Demoor, of Brussels, Mile. Muller, of Rouen, Charles L. Brace, of\nNew York, and Miss Anna Gamewell, of Glen Mills, Pa. Orphans, illegitimate and abandoned children were treated by Director Dario Trentini,\nof Matarello, Tyrol.\n\nSpeech instruction for the deaf was the subject of a\n\nvaluable paper by Miss Mary S. Garrett, of Philadelphia.\n\nProfessor Edou-\n\nard Drouot, of Paris, also discussed the family training of deaf children.\n\nThe education of the blind was presented in papers by Michael Anagnos\n(since deceased), of the Perkins Institution for the Blind, Boston, and by J.\n\nSternheim, of the National Institution at Paris.\n\nSpeech defects, aphasia, and kindred disturbances were discussed by\nDrs. Jean Gresslar, M. Dufour,\nof St.\n\nand Georges Rouma; and Dr. Bourrillon,\n\nMaurice (France), gave an account of educational establishments for\n\nand deformed children. The nature of the care and training of\nwas presented by Dr. Alexandre Paris, of Nancy, Dr.\nKolle, of Zurich, and Dr. Fletcher Beach, of London.\nThe fourth section of the congress concerned itself with associations and\n\ncrippled\n\nepileptic children\n\nother agencies for the protection of youth.\nsity of Li^ge,\n\nProfessor Dejace, of the Univer-\n\npresided and thirty-eight papers were presented.\n\nEight papers\n\ndiscussed the alcohol problem and the nature of temperance instruction and\nsocieties.\n\nTwo papers dealt with the tobacco habit and its effect on the\n\ndevelopment of youth.\n\nMoral purity was presented by several speakers.\n\nSchool excursions and vacation colonies, school and postal savings banks\n\n"}
{"page": 367, "printed_page": null, "text": "THE TEACHER AND THE LIBRARIAN\n\nPapers]\n\n355\n\nand other thrift agencies, literary societies for young people, and a dozen\nother topics of a like nature were discussed.\nthis section\n\nwere:\n\nTwo important papers before\n\nThe Juvenile Courts of the United States, bv Richard S,\n\nand Benevolent Agencies iov Children in the United\nby Professor Charles R. Henderson, of the University of Chicago.\n\nTuthill of Chicago,\nStates,\n\nTHE TEACHER AND THE LIBRARIAN^\nNATH.\\N C. SCHAEFFER, PRESIDENT OF THE NATIONAL EDUCATIONAL ASSOCIATION, HARRISBURO, PA.\n\nWhen I accepted the invitation to meet the American Library Association\nmade up my mind that I would resist the masculine tendency to\ngive advice. The proverb, 'tis more blessed to give than to receive, must\nhave been written of advice. I am here rather for the purpose of glorifying\ny)n this day I\n\nthe vocation of the teacher and the librarian, and of uttering a sort of Mace-\n\ndonian cry, \"Come over to us and help us;\" for the National Educational\nAssociation\n\n—especially the library section —needs very much the help and\n\nco-operation of the\nquite as\n\nWe need that help\n\nAmerican Library Association.\n\nmuch as the teacher needs the help of the librarian, and I might\n\nannounce my point of view as being strictly in accord with the sentiment\nexpressed in this report, namely, that the library as well as the public school\n\nforms an integral part of a system of free and public education.\n\nWe who teach and supervise schools need your help, for the sake of uplifting the industrial classes.\n\nfrom my point of view ?\n.States,\n\nWill you look at this matter for a few minutes\n\nI live in the richest agricultural county in the United\n\na county that has more\n\nmoney deposited in its national banks than\n\nany one of seven southern states that might be named, and the wealth of that\ncounty is due to the fact that it is a great tobacco county. There is perThe boy aiul\npetual warfare between the school and the tobacco factory.\nthe girl leave the school just as soon as the law allows them to go to work,\nin\n\nvery many cases, and the owner of one of those industrial establishments\n\nassures me that during the noon hour the telephone is kept in constant use\n\nby the young people who are engaging scats upon the roof garden for the\nhave\nI\nevening.\nI confess to you I have sympathy for those young people.\nheard of industrial establishments where it takes 22 persons to maki- a pin;\nwhere the leather passes thru 64 hands before the shoe is reaily for the\nmarket.\n\nI\n\nhave never been able\n\ntobacco passes until\n\nit\n\nends\n\nin\n\nto\n\nascertain\n\nsmoke and ashes,\n\niK-ing spending his time on every working day\n\nthe last day of\n\nthru\n\nhow many hiinds the\nhuman\n\nbut think of a\n\nfrom the first ui January until\n\nDecember making the twenty-second part of a pin, the si.xly-\n\nfourlh part of a shoe, the infinitesimal part of a cigar,\nfor yourself the\n'\n\nR.\n\nI.,\n\nmonotonous\n\ndrudgery of\n\nthat\n\nsort\n\nof\n\nand you can realize\nIjfi-\n\nand the\n\niiniate\n\nAn aililrnui licforr the Amrrimn Lilirnry A»«Kialiiin. nt il» Annual I imvrnlicm nt N.irrnRttnuct I'irr.\n\nAsJWKiation.\nJuly, 1906, by I'rcsidcnl St hncflfrr as the offidal rcprT»rntnlivc ol ihc National i:duc«ll<in«l\n\n"}
{"page": 368, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n356\n\nimpulse driving those operatives to seek recreation.\n\n[Anniversary\n\nNow, how much better\n\nwould it be if these workers in the tobacco factory and in other industrial\nestablishments could at the close of the day go to the public library and there\nfind the recreation which their nature craves, instead of seeking that recrea-\n\ntion in the saloon\n\nand upon the roof garden.\n\nindustrial classes,\n\ndo not frequent the\n\nSo long as our workers, our\n\nlibrary, there to associate with the\n\nchoice spirits of all the ages, but seek recreation in lower forms of enjoyment,\nso long, I claim, there is important work to be done by the teacher and by the\nlibrarian.\nI\n\nam not wilHng to accept for the teacher all the blame for this state\n\nof affairs among our industrial classes.\nin the public life of the\n\n1 find that when anything goes wrong\n\nAmerican people, people always look to the school\n\nremedy and the teacher is blamed for what is wrong, or at least she is\nSee what the teachers are expected to do. If, for\ninstance, someone is found cruel to an animal, straightway there is legislation that teachers must give instruction upon the humane treatment of the\nbrute creation; if it is found that cigarettes and stimulants sap the life of the\nnation, straightway we have legislation that in every school we must teach\nfor a\n\nexpected to correct it.\n\nphysiology with special reference to the effect of narcotics and stimulants\n\nupon the human system;\n\nif\n\ntoo many boys leave the farm to go to the city,\n\nthe school is expected to give instruction in agriculture in order to revive an\ninterest in country life;\n\nif\n\nthere is danger that our forests will be all cut down\n\nand reach extinction, straightway there is legislation for Arbor Days, in order\nthat the children may know how to plant trees and take care of them; if there\nis trouble in learning a trade, straightway we must have manual training, in\norder that the boys, and the girls even, may learn how to use the tools that\nlie at the basis of all the different handicrafts; and if there is trouble in getting\ndomestic help, straightway we must have the introduction of domestic science\ninto the school curriculum.\nIndeed, no prophet can tell what problems will\nbe shied at the school in the next fifty years.\n\nWe are now to celebrate the\n\neighteenth of May in order to prepare the world for international arbitration,\n\nand somebody out in the state of Ohio, which is prolific in new ideas, recently\nproposed that the school children of\nshall raise $400,000 to build a\n\nthe explosion of the\n\nthis\n\ncountry, thru\n\ntheir teachers,\n\nbronze ship in memory of those who died in\n\n\"Maine.\"\n\nNow I am prepared to say that the school can, of course, help to solve\nsome of these problems; but here is the difficulty, and it should come very\nnear to the hearts of you librarians: the things which did not originally\nbelong to the school curriculum have been emphasized to such an extent that\n\nmany teachers have a bad conscience with regard to their legitimate school\nwork.\n\nMany teachers feel conscience-stricken if somebody catches them\n\nteaching the three R's;\n\nand I have found it absolutely necessary to show\n\nthe fundamental relation of that which called the school into existence to the\n\npreservation of our modern civilization.\n\nThere are many people who think\n\n"}
{"page": 369, "printed_page": null, "text": "THE TEACHER AND THE LIBRARIAN\n\nPapers!\n\nthat the library and the school are a burden\n\n357\n\nwhich our modern civilization\n\nI claim, on the other hand, that modern civili/.ation is a burden\n\nmust carry.\n\nwhich the school and the library must carry.\n\nOnce a good woman who, in\n\npreparing herself for the duties of the schoolroom, goes to summer schools\n\nand annual gatherings of teachers, came to me and in a tone of despair said,\n\"I would like to know what we are to teach ?\" \"Well,\" said I, \"what makes\nyou ask that question?\"\n\n\"Why,\" she answered, \"the editor of the Ladies'\n\nHome Journal says that a crime is being committed before the eyes of American parents thru the overcrowding of the school curriculum, whilst President Eliot savs that the school curriculum must be enriched.\" Said she,\n\n\"I have listened to a professor from Chicago who advcKated that no child\nshould be taught to read until it reaches the ninth year; and another professor\n\nsave us an interesting lecture on a whale, and another lecture on a butlertlv,\nand still another lecture on a Baltimore oriole, and he made us feel that this\nis the kind of information that we should give in the schoolroom.\"\nI saw that this woman's notions of the original purpose of the school\nneeded clarifying before she could again be happy in her school work, and I\nsaid to her:\n\n\"You know as well as I do that Pennsylvania has been made\n\nthe dumping-ground for the illiterate populations of southern Europe.\n\nLet\n\nus watch one of these men who cannot read and write, let us see his experi-\n\nences during a day.\n\nI saw one of them get on the train in the vicinity of\n\nPittsburg not long ago to go to some point where he was sent by the firm\nthat employed him.\n\nEvery now and then he asked the brakeman the name\nmight be carried beyond his destination; he\n\nof the next station for fear he\n\ncouldn't read the names that have been put upon tablets on each side («f the\nWhen the noon hour came he was sent to a hotel to get his dinner,\nstation.\n\nand there he was confronted by the hotel register. He made some excuse\nabout his name and got the clerk to write it. When he entered the diningroom he was confronted by the bill of fare, ])ut he couldn't read a wonl of it.\nIn despair he asked for something to eat. That evening he got a letter from\nhis\nthis\n\ndaughter who was attending the public schools. The child thouglu\nwas a fine opportunity to show papa she could write a letter, liut he\n\ncouldn't read a\n\nword of it.\n\nThere were ink and writing material in\n\ntliat\n\nhe could not do what he wanted to do, write a\nSomebody handed him a newspaper. Not\nletter to the dear ones at home.\n\nhotel, free to everybody, but\n\nwilling to\n\nacknowledge\n\nhis illiteracy,\n\nhe held\n\nit\n\nin\n\nthe customary position,\n\nbut soon there was a laugh, for .someone saw that lie was holding the paper\n\nNow what was it that this man iieetied all day long.-'\nknowledge of a whale, of a butterlly, of a Halliniore oriole, or was\n\nWas\n\nupside down.\nit\n\nability to read\n\nit\n\nthe\n\nand to write?\"\n\nThe good woman said, \"Hereafter\n\nI\n\n-h;ill\n\nteach reading and writing as\n\ntho the fate of the nation depended upon it.\"\n\nThe illiterate man is not adjusted to our modern (omplex\nand no matter what the st hool teaches, the school is a failurt- if\n\n(\n\ni\\ ili/.alion,\nil\n\ndoes not\n\n"}
{"page": 370, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n358\n\n[Anniversary\n\ndevelop ability to read and, in addition to that, the feading habit and the\nlibrary habit.\n\nLook at this wliole question from the point of view of John Fiske and\nLewis Morgan and other scholars who hold their views with regard to the\nI believe that if you look at your own work\n\ndevelopment of ancient culture.\n\nfor a few moments from that point of view every one of you will go home an\n\ninch taller, glorifying your work as librarians in a way that you never magnified that\n\nwork before.\n\nAccording to this theory, you will recall there were\n\nthree great epochs in the development of ancient culture.\n\nThe lowest, the\n\nhad in it three upward steps: first, man lived on nuts\nand fruits, then man learned to fish and how to build a fire, finally man learned\nto hunt with bow and arrow.\nDid any one of those occupations call the\nschool and the vocation of the schoolmaster into existence ? Far from it.\nAnd the next stage came when man stepped from the savage to the barbarian\nplane of life. And there I would like to make my bow to a woman.\nDid it\never occur to you that whenever the average girl begins to study a history she\nwishes she were a boy ? And why ? Because our textbooks on history devote\nabout 499 pages to the achievements of men, and if women get half a page in\nstage of the savage,\n\nthe ordinary textbook on history the sex\n\nis\n\nfortunate.\n\nmade to think that everything heroic in the world\ndoing\n\n—belongs\n\nto the other sex.\n\n—\n\nThe average girl is\nyes, everything\n\nworth\n\nNow I want to say that I had a good deal\n\nof sympathy for that New England woman who, when an assembly glorified\n\nthe Pilgrim fathers\n\nand talked of the hardships\n\nthat the Pilgrim fathers\n\nendured, rose and proposed a toast to the Pilgrim mothers, who endured all\nthe hardships of the Pilgrim fathers\n\nand then had to endure the Pilgrim\n\nfathers besides.\n\nThree epochs man passes thru before he reaches civilization. First,\nis nomadic and his wealth consists in cattle grazing on the adjacent\n\nhis life\nhills.\n\nBut does that\n\ncall the\n\nschool and the library into existence ?\n\nFar\n\nThe teacher and the librarian come later. The next upward step\nis made when man learns how to till the soil, to practice the art of the hus-\n\nfrom it.\n\nbandman.\n\nBut does that\n\ncall the school\n\nand the library\n\ninto existence ?\n\nAltho the school makes the farmer a better farmer, still farming did not call\n\nThe next great upward step was\nmade when man learned to work in iron, in metals. But that did not call\n\nthe school nor the library into existence.\n\nAccording to John Fiske and Lewis Morgan,\ndawned when man learned how to record his thoughts and how\nto transmit them to distant peoples and to future generations.\nIt is in the\nneed of recording man's thoughts and achievements and of preserving them\nfor future generations that you have the origin of the school and the origin\nof the library.\nSo that the vocation of the schoolmaster and of the librarian\nlies at the basis of our modern civilized life.\nAnd civilization, I repeat, is\nthe burden which the school and the library must carry and preserve.\nNow, from that point of view we can well glorify these two vocations.\nthe school into existence.\n\ncivilization\n\n"}
{"page": 371, "printed_page": null, "text": "THE TEACHER AND THE LIBRARIAN\n\nPapers]\n\n359\n\nThe library is of course useless if the teacher fails to teach the children how-\n\nOn the other hand, as this report points out, the school\n\nto read and write.\n\nlife of the average child in this country is five years,\n\n\\o the librarian and to the library,\n\nif\n\nand the rest of life belongs\n\nthe reading habit and the library habit\n\nhave been developed in these five years.\n\nUndoubtedly, even during the short\n\nperiod of the school life of the child it is possible not only to teach the child\n\nhow to read\n\n— and she\n\nis\n\nthe best teacher who with the least expenditure of\n\ntime and energy makes the child an independent reader\n\n—but\n\nit is also\n\npossible\n\nduring that school period, if the librarian and the teacher work together to\ndevelop in the child a love of good books, to develop the power to use books\naright;\n\nand in spite of all the talk we have had about things against words,\n\nthe school\n\nis\n\nAnd it is\n\na failure if it does not teach the right use of books.\n\nat that point that the teacher\n\nneeds the help of the librarian.\n\nTo my mind the vocation of the librarian has the earmarks of a profession.\nWhat are they ?\n\nV\\e\\\\, in the first place,\n\nde corps, and the\n\nfirst\n\nevery profession has its own esprit\n\nthing I heard when I got into this building was talk\n\nabout \"the library spirit.\"\n\nThere is a professional spirit springing up in\n\nthis organization that will finally pervade the entire vocation in this country.\n\nThen, in the next place, every profession requires technical training, and you\n\nMore than\n\nhave your library schools fulfilling that function.\n\nthat, every\n\nprofession presupposes a liberal or a general education, and the day has come\n\nwhen the brightest of those who graduate from our schools do not hesitate\nto use their learning, their training, their liberal culture, as a basis upon\nwhich to build the vocation of the librarian.\n\nIn addition, I notice that every\n\nprofession has certain operations that are not merely mechanical but that arc\n\nbased upon science.\n\nAnybody can chop off an arm, but it takes a skilled\n\nsurgeon to amputate an arm.\n\nThere is science at the basis of that professional\n\nYou throw a man, however learned, into a modern library and\nlet him manage it, and he will find how little he has of the technical training\nand the science that underlie the work in our libraries. And then, last of all,\nThe theologian seeks to save\nI find that every profession has a noble aim.\noperation.\n\nsouls, the physician seeks to save life\nIt is to\n\nfit\n\n— and the librarian has a noble aim.\n\nmen and women, not only to get knowledge from the booksiielves\n\nor the books on the shelves, not merely to get recreation, but\n\nit\n\nis\n\nto enable\n\nmen and women to live the higher life of thought. So many of our industrial\nclasses are dissatisfied because they think money makes life worlh living and\nbecause they think the millionaire has that which they themselves cannot\nget.\nNow, monev .stands for food and drink, for tlic garments we wear and\nthe houses\n\nwe live in and things of tlial xnt\n\nthat money cannot make life worth living.\n\n;\n\nl)Ul\n\nIf you\n\nlet\n\nit\n\nncvi-r be forgotten\n\nhave plenty of money you\n\ncan buy a fine h<juse, but you cannot buy a happy home; that must be made\nIf you are rich you may buy\nby you, and by her who occuj)ies it with you.\na fine co[)y of Shakespeare, but you (annol buy the ability to appreciate a\nj)lay of\n\nShakespt-are\n\n"}
{"page": 372, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n360\n\n[Anniversary\n\nPlato wrote above the door of his academy, \"Let no one enter here who\nis\n\ndestitute of geometry. \"\n\nWhy did he vakie geometry so highly ? Not\n\nmerely because he thought it was the best introduction to the study of philosophy, but Plato had still another idea, and he expressed it when he says,\n\n\"God geometrizes. \"\n\nPlato had an idea that when a youth learns to think\n\nthe thought of geometry, he is thinking God's thoughts and he is tasting the\n\npleasures of a life that does not turn upon what we eat and drink\nthe things that the almighty dollar will buy.\n\nand upon\n\nWhen Kepler discovered the\n\nlaws of planetary motion he exclaimed in ecstasy, \" O God, I think thy thoughts\nafter thee!\"\n\nAnd when the youth at school learns to think the thoughts\n\nthat God has put into the starry heavens above and into all nature around us,\n\nthat youth is learning to think God's thoughts and is enjoying the pleasures of\n\nthe higher life of thought.\n\nHere is where I glorify the library and the vocation of the librarian.\n\nNo\n\nhuman being can expect to discover for himself all the thoughts that God\nhas put into the starry heavens above and into all nature around us, but if\n\nhe has acquired the library habit he will find upon the shelves of the library\nthe books that give what\n\nman has discovered of the thoughts that God has\n\nput into the heavens above and into nature around us; he will learn that the\n\nbooks upon the shelves of the library enable him to associate with the ch ice\nspirits of all the ages and to think the best thoughts of the best\n\nmen whenever\n\nhe enters that library and makes a right use of books.\n\nFor that reason I believe that all over this land teachers and librarians\nshould emphasize as one of their chief functions the acquisition of the power\nto\n\nmake the right use of books, the development of ability to enjoy a good\n\nbook.\n\nAnd it is there that the library must help the teacher, for few teachers\n\nhave leisure enough to select the best books upon the shelves of the library.\nIt is there that\n\nthe librarian must act as a guide to both teacher and pupil.\n\nNow one word about the National Educational Association. We have a\nlibrary\n\ndepartment of the National Educational Association, as you have\n\nbeen told, and when I was president of the department, about 600 special\nletters of invitation to the\n\nmeeting of that department were sent to people\n\nWhat response did we get ? I think we\nhad present at St. Louis, if my memory serves me right, four librarians and\nin different parts of the country.\n\nless\n\nthan a score of teachers.\n\nThe National Educational Association has\n\nmoney; it has an invested fund now of about $150,000, and some of its finances\nhave been used to print this library report, which has come into being largely\nthru a committee of the American Library Association. I am not here to\nadvocate either organic or federal union between these two organizations,\nbut I wish to raise in your minds the question whether it is not possible to\n\nhave a closer affiliation between the librarians and the teachers, especially\nbetween the National Educational Association and the American Library\nAssociation.\n\n"}
{"page": 373, "printed_page": null, "text": "EDUCATIONAL AWAKENING IN ENGLAND\n\nPapers]\n\n361\n\nI rejoice in this opportunity to brint^ to you the greetings of the National\nEducational Association, and I shall never miss an opportunity to glorify the\n\nwork which you librarians are doing for humanitv and for civilization.\n\nBY CORRESPONDING MEMBERS IN OTHER COUNTRIES\n\nTHE EDUCATIONAL AWAKENING IN ENGLAND\nMICHAEL ERXEST SADLER, MEMBER OF ROYAL COMMISSION ON SECONDARY\nEDUCATION, EASTWOOD, WEYBRIDGE, ENGLAND\nDuring the last ten years more thought has been given to educational\nquestions in England than during any earlier half -century in our national\nhistory.\n\nChanges of great significance and magnitude have been made in the\nmachinery of educational administration. The central authority has been\nunified and reorganized.\n\nIt\n\nnow deals with primary, secondary, and technolo-\n\ngical education, as well as with the administration of educational endowments.\n\nIn some respects these separate branches of its work are still unnecessarily\ndi\\idcd from one another, but year by year they become more closely adjusted,\n\nand we can see signs of more complete fusion in the future. At the other\nend of the administrative chain the local educational authorities have been\n\nNew blood has been brought into the local offices: new\nforms of experience into the committee rooms. But we have not yet reached\n\nentirely remodeled.\n\na lasting settlement as to the form of local authority for educational govern-\n\nment.\n\nSo far as one can discern the future, we are likely to have some diver-\n\nsity in the\n\ndistricts\n\nmode of election of the local educational authority in dilTerent\nThe\nit.\n\naccording to the magnitude of the task devolving upon\n\nold school-board system with its cumulative vote has probably gone forever.\n\nWe have derived much benefit from the new county administration, and yet\nIck), has its\ndrawbacks and the new administrative model,\nwhich owed much to Fabian inspiration, is already beginning to show some\n\nthat system,\n\nweak places.\n\nIn London esjK'cially there are some signs of a reaction (not\n\nwholly justified) against the County Council administration, and it is possible\nthat there\n\nmay be a return in public thought to the conception of a semi-\n\nindependent local public authoril)- for educational purjjoses.\n\nThus, on the\n\nadministrative side, English education wears today a very dilTerent dress\n\nfrom that of ten years ago.\n\nThe wh(jle (h-ift of things is toward greater public\n\nHut whether that control is to ct)me from a\ngovernment oflice in London, or from the olVu es of local authorities scattered\ncontrol in educational matters.\n\nall\n\nabout the country, is still far from (irtain.\n\nI'he centralizing and the\n\ntonal jjrinciplcs are struggling with one anotlur for the nia>^tery.\n\none scores a jioint, and here the other.\npolitical theory\n\nis\n\nI'ra< ti(;il\n\n(\n\ncan-\n\nHere the\n\nointiiicni i- rallur lh;in\n\nsettling tin's new iialam c of pducrs:\n\nilic\n\nprobabililN\n\ni->\n\nlli.it\n\n"}
{"page": 374, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n362\n\n[Anniversary\n\nwe shall have a composite system of educational government in which the\ncentral power of the state and the decentralized power of the local authority\nwill play the part of the different metals in a compensating pendulum.\n\nModern administrative education is dogged by one great danger. It is\nIf the new educational movement in England breaks down on\nany one point other than dissidence in social ideals, it will be upon the question\nvery costly.\n\nfrom national and local funds. We have much leeway to\nmake up in educational provision, according to modern standards. A great\nof expenditure\n\ndeal has had to\nelective bodies\n\nl^e\n\nAnd modern\nThe result is that the\n\ndone very quickly to overtake arrears.\n\nseem to delight in bricks and mortar.\n\nmass of local indebtedness\n\nin\n\nGreat Britain\n\nis\n\nthat\n\nis\n\nnot directly remunerative has been indirectly beneficial.\n\naggregate of indebtedness\n\nnone the less serious.\n\nis\n\nYet\n\nalready considerable.\n\nMuch\n\nvery much of it represents expenditure which is directly remunerative.\n\nBut the\n\nAccording to the\n\nlast\n\npublished returns (those for 1903-4) the local debt of Great Britain is £,^(>g,231,417.\n\nTwenty-five years ago it was less than ;i^ 100,000,000.\n\nThe differ-\n\nence marks the change in our conception of the functions of local government.\n\nEducational expenditure will steadily become a more important fraction of\nthe whole.\n\nThe local rate-payer already raises cries of distress.\n\nGovern-\n\nments take a popular step when they shift the financial burden from local\n\nAnd the result of this tendency is that the\n\nrates to the central treasury.\n\nexpenditure from the imperial exchequer upon education in the United\n\nKingdom is advancing by leaps and bounds. Last August, on the motion\nMr. Thomas O'Donnell, the government issued returns relating to the\n\nof\n\ncost and to other statistics of education.\n\non which to tread.\nthe unwary.\n\nAll statistics are a dangerous ground\n\nEducational statistics are particularly full of traps for\n\nThese government returns, ' the first of their kind and interesting\n\nfrom many points of view, show that the total expenditure from the imperial\nexchequer on primary, secondary, technical, and university education\n\nEngland, Wales, and Scotland in the year 1904-5 was ;^i4,985,i35.\n\nin\n\nThis\n\nmeans that, apart from the cost of central administration, the amount paid in\ngrants from the imperial exchequer for the different forms of state-aided\neducation was 6 s. 11 d. per head in England and Wales. By a curious coinBut\ncidence, exactly the same contribution per head was made in Scotland.\nwhen we come to add together the educational expenditure from national\ntaxes and from local taxes, we find that England and Wales run ahead of\nOut of local taxes every man, woman, and child in England and\nScotland.\nWales paid, in 1904-5, 5 s. ^\\ d. for education. The corresponding figure\nin\n\nScotland was only 4 s. lo^ d.\n\nThe total expenditure on education from\n\nthe imperial exchequer and from local rates in 1904-5 for the whole United\n\nKingdom was ;^26,9i3,364.\n\nOf this amount, England and Wales were respon-\n\nsible for ;^22,303,i56.\n\nBut changes\n'\n\nin the\n\nform\n\nof educational administration\n\nHouse oj Commons Return, No. 305 (1906).\n\nPrice li d.\n\nand the rapid\n\n"}
{"page": 375, "printed_page": null, "text": "EDUCATIONAL AWAKENING IN ENGLAND\n\nPapers]\n\n363\n\nincrease in the cost of educational supply are only symjitoms (jf a much deeper\n\nchange in public opinion.\n\nIt is not too\n\nmuch to say that the last ten years have\n\nworked a revolution in the standpoint from which tlie more thoughtful of\nEnglish citizens view the problem of how best to train boys and\n\ngirls for\n\nand for the duties of citizenship. Educational thought is\nThe old bad habit of speaking of education as if it were simply\n\nsocial efficiency\n\nbroadening.\n\na matter of school-teaching is losing its hold.\n\nIt is\n\nnow coming to be more\n\nclearly understood that the physical side of education\n\nthan the intellectual.\n\nis\n\nnot less important\n\nEver since the time of Locke, English people have been\n\npredisposed to take this view.\n\nBut modern science has emphasized the\n\nimportance of physical training, of proper and sufficient food, of adcfjuate\nsleep, of pure air, of wise limitations of labor.\n\nl''ngland too, especially since\n\nthe time of Dr. Arnold, has always laid stress on the moral side of education\nas at least equal in importance to the intellectual.\n\nBut it is now being dimlv\n\nperceived that this requirement of right physical, intellectual, and moral\nconditions in training really involves the provision of a suitable social envi-\n\nronment for young people from their earliest years.\n\nAnd thus there is break-\n\ning in upon our thoughts the view that all education worthy of tlic name is\n\nThe shrewder sort of English thinkers\nRobert Owen saw it; Carlyle saw it;\nRuskin saw it; and the teaching of these three men is part of (he intellectual\nand moral influence which lies behind the rise of the new Labor Party. We\nin England, however, are not agreed about our social ideal.\nThe result is\nthat there is opening up a new field of educational contn)\\ersy which really\nbut one aspect of the social question.\n\non education have always seen this.\n\nturns upon an ideal of social environment.\n\n]Iaj)pily there\n\nis\n\na large field of\n\nagreement in which common action will be possible.\n\nThe educational awakening in England, with its broadening of view\nand new complexity of varied purpose, is the result of many influences, social,\neconomic, ethical, and\n\nscientific.\n\nAlways\n\nin\n\nthe welter of our eduiational\n\nthought, influences from abroad have ])layed their j)art.\nzation of the\n\nGerman\n\nempire, tho clearly unsuited\n\nin\n\nThe soc iai organimany respects to\n\ntemperament of the Englishman, has never before had so jxiwcrful a\ninfluence upon English ])olitiial thought.\n;\\n<l not !(--> iicnctraling lia\\e\nthe\n\nbeen the influences from beyond the Atlantic\n\nAmerican zeal for edmational\n\nreform, American faith in free public education as a factor in the well-bi-ing\nof the\n\nmodern state, have had a\n\n|)rofoim<l\n\ninlhuiKc upon English opinion.\n\nAnd may I, without doing injustice to the work of others, mention live names\namtjiig great Americ an ediK ators, whi( h are of espec iaI signilicaiu i\" to I*'nglish\n\nworkers in the educational field\n\n.^\n\nDr. William T. Harris, late I'. .S. Commis-\n\nwon an abiding place in the aflections of every\nEngli.sh teacher and student who has had the honor of becoming personally\nacquainted with him. .And the Rrporls from the |{iireau of Edmalion\nissued unfler his dire* tion are among the best-used books of eduialional\nsioner of J'^lucation, has\n\nreference on an English educational worker's shelves.\n\nPresident\n\nI'A'mi,\n\nof\n\n"}
{"page": 376, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n364\n\n[Anniversary\n\nHarvard University, is another household name in this country, and some of\nhis inspiring addresses, notably that on Education for Efficiency, have been\nvery widely read among all branches of the teaching profession.\n\nPresident\n\nColumbia University, by his unfailing helpfulness to English\nstudents and his unsurpassed knowledge of the various departments of edu-\n\nButler,\n\nof\n\ncational work, has become as it were a proxenos for English students of education.\n\nThe influence of President Stanley Hall has also been penetrating and\nThe child-study movement, which also owes very much in\n\nfar-reaching.\n\nGreat Britain to the insight and originality of Professor Earl Barnes, looks\nto Dr. Hall for much of its inspiration;\n\nand it is not too much to say that\n\nnumbers of English teachers think of the educational bearing of the problems\nof adolescence from a different point of view in consequence of Dr. Hall's\nteaching.\nFifthly, in its power of challenge and in its freshness of disintegrating criticism, the writing of Professor John\n\nDewey is potent in English\n\nam not sure that it may not turn out that conclu-\n\neducational thought.\n\nI\n\nsions indirectly drawn\n\nfrom Professor Dewey's suggestions may divert from\n\nits\n\nold channels much of the traditional democratic thought on educational\n\nproblems.\n\nwhich cannot be omitted.\nof Yale,\n\nmy live names, there are others\nDr. Maxwell, of New York, and President Hadley,\n\nBut, tho I have mentioned\n\ncome at once into the thoughts of any one who would attempt the\n\nbriefest catalogue of\n\nAmerican influences\n\nin English educational thought.\n\nNor should the influence of American schoolbooks and theoretical writings\non education be forgotten. You can hardly find an English teacher's room\nwithout well-used American textbooks upon the shelves. And yet more\nimportant than all these influences, personal and otherwise, are the great\nstreams of experience and of comment and the friendly interchange of view\nwhich are the outcome of the increasingly frequent visits of Americans to\nthe United\n\nKingdom and of travelers from here\n\nto\n\nAmerica.\n\nFor\n\ntheir\n\nencouragement of travel in America with a view to the study of educational\n\nmethods and institutions, the efforts of Mr. Alfred Mosely are held in high\n\nand deserved honor.\nIt is\n\nimportant that the distant student should not forget that there are\n\nvirtually four separate educational systems\n\niri\n\nthe United\n\nKingdom.\n\nEng-\n\nland and Wales, Scotland and Ireland have each of them their own educational legislation\n\nand government.\n\nBut there is much reciprocal influence\n\nbetween the educational ideals and the educational experience of the four\ncountries.\n\nThe Scottish system is the most homogeneous, the Irish is the\n\nmost divided, the Welsh the most emotional and enthusiastic, the English the\n\nmost complicated and various.\n\nFor historical reasons, we are not at one in\n\nour thoughts about social organization.\n\nRegarded as a composite\n\nthe Englishman may seem to some to be a Mr. Facing-Both-Ways.\n\nfigure,\n\nBut the\n\nreal truth is that at his best a sober-minded Englishman has the candor and\n\ngood sense to look at both sides of the case.\n\nHe likes what in the intellectual\n\nsphere is, in Pascal's words, the combination of opposite truths, and what in\n\n"}
{"page": 377, "printed_page": null, "text": "EDUCATIONAL AWAKENING IN ENGLAND\n\nPapers!\n\n365\n\nOne of his best qualities is a\nHe feels sympathy with what is true\n\nthe practical sphere is workable compromise.\ncertain temperateness of judgment.\nin opposite theories.\n\nof abstract formulas.\n\nThe better educated he is, the more distrustful he is\nLike Richard Baxter, he thinks that \"more light and\n\ngreater truth are with the reconcilers than with either of the two contending\n\nBut looked\n\nparties.\"\n\nat\n\nfrom a distance, he must sometimes appear\n\nstagger about in muddle-headed incfiiciency.\n\nto\n\nPie is always maintaining what\n\nmust look to the distant observer to be quite unnecessarily duplicated institutions.\n\nHe is prone to compromise;\n\nthought.\n\nhe seems to set no store by lucidity of\n\nHe has no\n\nHis acts of Parliament are a marvel of obscurity.\n\nwritten constitution.\n\nhe has not.\n\nDaily, when he dares to do so, he thanks Heaven that\n\nIn the armory of his ancient precedents he always keeps ready\n\nfor use some justification of whatever political revolution he has next a mind\n\nEverything is loose and free and easy-fitting, like an old coat or a well-\n\nfor.\n\nworn shoe.\nits\n\nHe admires the German spick-and-spanness, but, after inspecting\n\nresults, he walks away witli his mind set upon his own way of doing things\n\nand upon his own comfortable habits. He likes to hear himself scolded,\nbecause he knows it is good for him to have the discii)line of abuse, especially\nwhen he is aware that at bottom he is right. And this state of mind, this\nhabit of thought, reflect themselves in his education.\n\nbut a score of systems.\n\nHe has not one system,\n\nHis educational organization\n\nis\n\na conglomerate.\n\nIt works behind the scenes a good deal better than one would think.\n\nIt\n\nhas\n\nand it is in an incessant\nstate of change, buzzing at present in all directions with new and unregarded\nits compensations, its private balances, its tacit checks,\n\nexperiments.\nBut, after all, the great question remains unsolved.\n\nHow will this mixture\n\nof bold novelty and venerable tradition bear the strain of the\nof democracy, secondly of scientific competition.'\n\nfirst\n\nat any rate in England, in the power of a new current:\n\nforward to fresh issues and to unexpected change.\nus more in the diflrcult limes which are\n\nnew forces,\n\nWe feel ourselves,\n\nwe are passing ra])idly\nBut nothing will help\n\nupon us than a\n\ncertain out-of-door\n\nsanity of view which the best kind of Englishman never quite loses and whicli\n\nindisposes him to take\n\nup with the\n\nintellectual fashion of the\n\nmoment.\n\nSo\n\nHe does not like to cast aside\nHe is not very hopeful\npeople and institutions which have served him well.\nMost of all he distrusts the venof any rapid changes in human nature.\nHut now he finds\ndors of educational panaceas: he thinks them (|ua( ks.\nhimself compelled to make trial of general education 011 a much more serious\nHe comes to the new task with very little experiscale than ever before.\nHe has crude ideas about it. Perhaps what will .serve him best\nence.\nlong as he can, he walks\n\nis\n\nin\n\nthe old ways.\n\na certain shrewdness of temperament which\n\nness, but .sometimes hits a truth\n'\n\nmakes no pretense to clever-\n\nwhich cleverness does not observe.\n\nAnd\n\nThe fad thnt in dome indu!itri;il dLitricU the popul.ition is inircasing muih less r.Tpiilly than hrrclofnre\n\nhas social and educational bearings of deep significance\n\n"}
{"page": 378, "printed_page": null, "text": "366\n\nNATIONAL EDUCATIONAL ASSOCIATION\n\namong the truths to which the\n\nwiser English\n\n[Anniversary\n\nstatesman attaches especial\n\nimportance is the wisdom of not pressing social reform to the point at which\nit\n\nunnecessarily estranges one class of the community from another.\n\nTHE TEACHING OF MODERN LANGUAGES IN ENGLAND\nCLOUDESEY BRERETON, DIVISIONAL INSPECTOR TO THE LONDON COUNTY\nCOUNCIL, BRININGHAM HOUSE, MELTON CONSTABLE, ENGLAND\n\nThe reorganization and rearrangement by the local authorities thruout\nEngland of our whole system of education, and especially of that branch of\nit\n\nknown as secondary, offers us a unique opportunity for putting the teaching\nNow or never we have to bring home\n\nof modern languages on a sound basis.\nto the\n\npowers that be the importance of due recognition and support for\n\nFrench or German, or both, in any curriculum that professes to provide a\nliberal education.\n\nMoreover, with the supremacy of Greek being challenged\n\nin our larger schools and that of Latin in the smaller, it is essential that those\n\nwho believe that every well-balanced curriculum should contain a certain\nminimum of literary elements should develop and strengthen the teaching of\nthe mother-tongue and of modern languages in order to provide an adequate\nalternative for the classics which it will otherwise be difficult to replace.\n\nOur\n\ntask is therefore twofold, to convince not only the head-master who controls\nthe hours of study, but also the local authority who provides so largely the\n\nways and means. But this implies the necessity of sketching out as far as\npossible a modern-language course in its fullest and completest form, indicating en passant where it must be curtailed and abridged in those cases in\nwhich it only occupies a prominent in place of a predominant position in the\n\nOur task would be far easier were the subjects as yet un\\\\'e should merely have to outline new methods\nand indicate the qualifications requisite in those who should apply them.\n\ncycle of studies.\n\ntaught in English schools.\n\nAs it is, the field is largely occupied by teachers employing an almost infinite\nvariety of methods, some good, others the reverse, some well applied, others\nspoilt in the application.\n\nIn framing the grandes lignes of a complete course,\n\nthe wisest way seems to be to make a rough analysis of existing methods with\n\na view to selecting among the different types the strands of teaching likely\nto form a sound staple of instruction.\n\nBy thus indicating how the new and\n\nold are combined, we shall make the transition easier for existing teachers by\n\nsuggesting to them how they may readjust their teaching, instead of asking\nthem to \"scrap\" all their existing experience a proposal that none can\nregard with complacency, and few with equanimity.\nAmid the infinite variety of methods at present in vogue, we may distinguish three main tendencies which for the sake of convenience may be labeled\nThe first group is composed of oldthe Right, the Left, and the Center.\n\n—\n\nfashioned orthodox teachers, who, reared in the atmosphere of classical\ntraditions, believe that the aim of their teaching is to give a mental discipline\n\n"}
{"page": 379, "printed_page": null, "text": "TEACHING OF MODERN LANGUAGES\n\nPapers]\n\n367\n\nof the best possible kind, to teach the language in a scholarly fashion, and to\nutilize the foreign\n\ntongue as a means of teaching the king's English.\n\nthorogoing believers\n\nare\n\nand composition.\n\nThey\n\ngrammar, translation,\n\nin a liberal application of\n\nThe foreign language is treated perinde ac cadaver.\n\near is quite untrained, accent is largely neglected, conversation\n\nis\n\nThe\n\npractically\n\nignored.\n\nThe aim of the Left is to enable the pupil to understand, speak, and\nThey point out that excessive grammatical\nlater on to write the language.\nanalysis defeats its own object; they ridicule the employment of methods\nsuitable for the\n\nmature scholar for teaching the language to the small boy\n\nthey insist on the r61e of imitation.\n\nof nine;\n\nprogram the education\nmother-tongue as a\n\nof\n\nthe\n\near and\n\nThey put in the front of their\n\ntongue.\n\nSo far from using the\n\nmedium for learning the foreign\n\nlanguage, they insist\n\nthat the two should be kept as far apart as possible, while so far from neglect-\n\ning the mother-tongue, they consider it should be the subject of independent\nstudy.\n\nIf rather careless of the literary side, they give concreteness to their\n\nteaching by a liberal use of Realien, and by affording the pupil an insight\nthe country\n\ninto\n\nitself,\n\nits\n\ninstitutions\n\nand inhabitants.\n\nThey\n\nthus give\n\nbackground to their teaching, as well as infusing it with a moral aim.\n\nThe\n\npupil involuntarily acquires a better appreciation of his neighbors across the\nwater,\n\nand this makes for international good-will.\n\nBetween these two extremes come the Center, who steer a middle course\nbetween the two extremes.\n\nThus they believe in training the ear and tongue,\n\nand they likewise believe in the usefulness of grammar.\n\nUnsuccessful com-\n\npromise naturally ends in a jumble, but skilful compromise combines the best\n\nforms of opposing schools.\nists\n\nThe future does not appear to lie with the extrem-\n\nof either party, but rather with those who are keen on new experiments,\n\nwhile refusing to throw over what has proved of value in the past, with, in\n\nwould call\n\nfact, that section\n\nwhich, being nearer the Left, than the Right,\n\nthe Left Center.\n\nThe fault of the conservatives seems largely to lie in the\n\nI\n\na|)piicalion of methods at the outset which have their place to a certain extent\nlater\n\non;\n\nthe weakness\n\nbe their ajjjjarently\n\nc)r\n\ntacit\n\nrather iiicompklciK'Ss of the reformers seems to\n\nassumption of the adequacy of certain methods\n\nwhich pnjduce excellent results in the dehitfanl, yet are of themselves insufficient to cuhivate the finer literary and critical instincts of tin- niaturer pupils.\n\nWhat then would be the program of the Left Center? At the beginning\nThey would insist that the vounger\n\nthey would decidedly incline to the Left.\n\nthe child, the more oral the teaching should be.\n\nIn fa( t, with young cliiMrcii\n\nthey wcjuld jjrobably hold that what with pictures and i)antominii' liiey could\nlargely disjiense with a textbook.\n\n.Su(\n\nh kindergarten\n\nl'\"ren( h\n\ninvolves the\n\nemployment of all sorts of conccrtcil movements and ganii-s, whiih may be\njudi( iously varied\n\nby the introducliiJii of songs and sim|)le dialogues.\n\nUnder\n\n(over of these exercises the simple elements of grammar may be taught, but\n\nalways\n\ninc\n\nidcntally,\n\nand never\n\nin\n\na\n\nformal ai)strail fashion.\n\nNot nurelv\n\n"}
{"page": 380, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n368\n\n[Anniversary\n\nmust be insisted on from the start;\nand distinctness of speech are far too often ignored in Enghsh\nThere is no harm in beginning a foreign language early, provided\n\ncorrect accent but correct articulation\n\nclearness\nschools.\n\nthe mother-tongue\n\nnot neglected.\n\nis\n\nWith pupils of nine and older the teaching may be much more formal.\nSuch pupils will already have learned the art of reading and writing. The\nphonetic script may be used and phonetic drill practiced by means of Lauttajeln.\n\nIf the pupil\n\nis\n\nnot allowed to write the script,\n\nit\n\ndoes not apparently\n\nSongs and dialogues\n\nupset his acquisition of the ordinary spelling later on.\n\nA reading-book should be introduced early, but\n\nhave here their place.\n\nit\n\nmust not be composed of disconnected sentences, but of short stories. Nothing\nis more fatal to the sentiment of interest than a succession of sentences which\nhave no connection with one another.\n\nGreat\n\nstress should\n\nbe laid on class\n\nreading, both singly and in chorus.\n\nIn all oral exercises all mumbling and\n\ngabbling must be strictly forbidden.\n\nGrammar should be learned inductively,\n\nespecially syntax.\n\nBut the grammatical knowledge thus amassed should\n\nfrom time to time be classified\n\n—\n\n—\n\nsupplemented if necessary by the learning\nby heart of kindred forms in simple accidence, and reduced to a logical shape\n\nin the pupil's mind by means of a small grammar.\n\nThe ordinary class direc-\n\ntions should be given in French, but care must be taken that the\n\nbeyond reproach.\n\nFrench is\n\nThe mother-tongue should not be excluded, but when\n\nemployed should, be used as sparingly as possible, as a sort of temporary\nscaffolding to be taken down at the earliest possible moment.\n\nIf the teacher\n\nattempts to dispense altogether with it, it is almost impossible to guard against\n\nvagueness or even positive misconception.\nin the foreign\n\ntongue\n\nis\n\nBesides, to explain everything\n\nvery laborious for the teacher, and undoubtedly\n\ntiresome for the more quick-witted boys in the class.\n\nThe home work in the\n\nopening stage should mainly consist of recapitulation and revision of what\nhas already been done in school.\n\nIn this way alone is it possible to keep down\n\nthe percentage of mistakes to a reasonable figure.\n\nA good jjroportion of the\n\nwork should be oral, whether it be poetry to commit to memory, or a page\nof French to read over aloud.\n\nSo far the teaching is mainly based on the theory of the Left, but when\nwe come to the question of reading versus translation, we find expert opinion\ndeeply divided. The advocates of reading only insist that the exclusion of\nthe mother-tongue enormously strengthens the Sprachgejuhl.\nThe partisans\nof translation admit the contention to a certain extent, but point out how\nthey are able to cover a vast deal more ground, and can certainly teach conversation from the reading-book in a more rapid fashion.\nist\"\n\nThe \"new method-\n\ncan and does practice conversation in a similar way, but he cannot go\n\nthe same pace, because he is not certain that his class understand the meaning\nof the words.\n\nAs conversation taught off the reading-book is one of the chief\n\naids to the practice of oral composition, which in\n\nits\n\nturn should form the\n\nstepping-stone to written composition, the question of the rapid acquisition of\n\n"}
{"page": 381, "printed_page": null, "text": "Papers]\n\nTEACHING OF MODERN LANGUAGES\n\nvocabulary is obviously of great importance.\n\nIt is in fact\n\n369\n\none of the three\n\ncapital problems which confront the learner, the other two being the acquisition of accent\n\nHe who has not mastered all three has not\n\nand grammar.\n\nMoreover there are two kinds of vocabulary to\nacquire.\nOne which consists of words the pupil uses and the other, a far\nlarger one, of words which he understands when he hears them or meets with\nmastered the language.\n\nthem in print, but rarely if ever uses.\n\nIf\n\nan adequate speaking vocabulary\n\nconsists of (say) some five thousand words, the other amounts to at least ten\n\nor fifteen thousand.\n\nTranslation, therefore,\n\nmeans for acquiring\n\nthis\n\nis\n\none of the best ways and\n\nsecond vocabulary, tho later on, when a good\n\nvocabulary has been got together, the use of a second reading text, exclusively\nreserved for rapid reading without translation, is also of considerable assist-\n\nance in strengthening and adding to the pupil's vocabulary.\n\nSo far we have assumed that French should be the first foreign language\nto\n\nbe studied.\n\nMost persons will agree with this conclusion.\n\nThere\n\nis,\n\nhowever, a minority who contend that we should rather begin with German.\n\nSuch people argue that owing to its accent, intonation, and spelling, which is\nit is the more\nAs regards accent and intonation they are\n\nlargely phonetic, as well as to its closer kinship with English,\n\nsuitable language for beginners.\n\nprobably right, tho these are not such formidable obstacles with younger\nas with older children.\n\nIn respect to word-relationships, everything depends\n\non the age of the learner.\n\nIf\n\nhe is already able to read fairly fluently, he\n\ncomes across quite as many words of Latin origin in English to which French\nOn the other hand, German, with its more\nis generally a trustworthy key.\nabundant inflexions, its numerous inversions, its complicated word order\n\nand involved sentences, not to mention the difficulties connected with the\ngenders and prepositions, far more intricate than similar problems in French,\nappears to become the harder of the two as the pupils go farther into the\nlanguage.\nGerman, no doubt, is the language of research, yet it is often\nforgotten how much the French have done in these matters, especially in\nthe way of putting into shape the disconnected investigations of others.\nAgain, as far as commerce is concerned, French is certainly the more useful\nlanguage.\nMost German merchants know English, a large percentage of\nFrench do not. Our traders can therefore far more easily do without German\nthan without French.\nso\n\nWhere, however, French as a school subject seems\n\nimmeasurably superior to German\n\nis\n\nthat, as the dine I\n\n(lesceiidaiit\n\nof\n\nLatin, it is a better ste[)[)ing-stone to the study of that language than German.\n\nBut its chiefest claim to the premiership seems to be in its unrivaled Uu idity\n\nand its cult of f(jrm.\n\nIf there are any qualities \\vlii( h\n\nlack, they arc the habit of lucid\n\nwc ;is\n\n;i\n\nnation sir-i ially\n\nand logical thought, and the an (n cx])ress\n\nand concise fashion.\nOf course, while German should in most cases be the sccdiui lanmiage,\ndoes not mean that Sininish, or even Italian should never Ix- taken up.\nIn\nsome towns, notably Liverpool and Swansea, Spanish might well b.e the\n\nourselves in a clear\n\nit\n\n"}
{"page": 382, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n370\nsecond\n\nstring.\n\nIn\n\nsuch cases,\n\nis\n\nit\n\nworth\n\nconsidering whether\n\nshould not be made the first, for such boys as take\nstudying two languages of the same group.\n\n[Anniversary\n\nit\n\nGerman\n\nup, to prevent their\n\nBut the question which modern\n\nlanguage should be studied first is bound up with the much larger ones of\nthe relation of classics to\n\nmodern languages in classical and semi-classical\n\nschools, of the general order in which languages should be taught, and indeed\n\nAt present the several languages as a rule\n\nof linguistic teaching as a whole.\n\nare taught on exclusively analytic lines, or else as diversely as possible.\n\nstudy of two, or even more, is commenced almost simultaneously.\n\nThe\n\nClassics\n\nare begun at so early an age that many get disgusted with the subject, either\n\nbecause they began too young or ought never to have studied the subject at\n\nWhat is wanted is, as far as practical, similarity of method in linguistic\nEach language has, of course, its own idiosyncrasies, and there are\nfeatures, certain general grammatical notions common to\ncommon\ncertain\nall.\n\nattack.\n\nAgain, in language teaching, as in everything else, we must start with the\n\nall.\n\nHence\n\neasy and proceed to the less easy.\nbasis of linguistic study.\n\nthe mother-tongue\n\nmust be the\n\nAnd finally, we must make certain of one language\n\nwe open accounts with another, otherwise our mental book-keeping\nis apt to get mixed, and we shall be liable to form cross-entries between the\n\"\ndifferent languages, like the school-boy who wrote ^' Nous avons duos jrh-es.\nbefore\n\nThese conditions appear to be largely satisfied by the so-called Frankfort\nmethod, which bids fair to become the normal system of language-teaching\nin\n\nGermany in the near future.\n\ninstruction.\n\nThe mother-tongue is made the basis\n\nof\n\nFrench is begun at nine and studied intensively for three years.\n\nThen comes a parting of the ways.\n\nThe absolutely modern boy can now\n\ntake up a second modern language, English, while those classically inclined\n\nstudy Latin intensively for two years.\n\nAnd finally, there is a second bifur-\n\ncation between the full classical section, in which\n\nGreek is taken up and\n\nstudied intensively, and a Latin-modern languages section.\n\nFurther, the\n\nwork is so arranged that a boy who leaves at sixteen has received a complete\neducation of a kind, tho the\nteen.\n\nfull\n\ncourse\n\nis\n\nfor pupils of eighteen to nine-\n\nCould such a system be adopted in English schools, the gain would be\n\nvery great.\n\nThe choice between Latin or no Latin could be postponed to a\n\nmore reasonable age, and the classical side less blocked with hopeless duffers\nwhose metier is really elsewhere. The problem of Greek would be solved\nOne can hardly expect the big public schools at\nin the same fashion.\nonce to reverse their methods, but we may reasonably expect the new local\nauthorities\n\nto\n\nrequire the introduction of\n\nthe experiment\n\nin\n\nthe schools\n\nunder their authority or patronage.\n\nBut we have not as yet come to the end of the list of obstacles to the formation of\n\nan ideal curriculum.\n\nThe present widespread system of external\n\nexaminations is still a serious hindrance to the evolution of a proper course\nHappily, there are abundant signs of improveThat thing of shreds and patches, the grammar\n\nof study in individual schools.\n\nment in the near future.\n\n"}
{"page": 383, "printed_page": null, "text": "TEACHING OF MODERN LANGUAGES\n\nPapers]\n\n371\n\nwhich formerly bristled with all the lusus naturae in the language,\n\npiipcr,\n\nlooks like being replaced shortly by a questionnaire of sentences and phrases\n\nThe introduction of oral examinations on a large scale,\nis a move in the right direction, for which the\nCambridge University Syndicate may take much credit. The attempt to\ncombine inspection with e.xamination on the lines suggested by London Unito turn into\n\ntho\n\nversity\n\nFrench.\n\nonly optional,\n\nstill\n\nis\n\nequally promising, especially as examinutit)n is treated as a branch\n\nof inspection, or one of the ways, and not the sole and unique way as heretofore, for testing the\n\nNo one can at present forecast the\n\nwork of the school.\n\nBoard of\n\nfuture of the Leaving Certificate, which has been exposed by the\n\nEducation on the Educational Taygetus on the chance of the various authorrescuing\n\nities\n\nit\n\nBut one thing\n\nfrom destruction.\n\nis\n\nWith\n\nplain enough.\n\nthe spread of the direct method, the difficulty of examining the lower classes\n(if a\n\nlarge number of schools by means of written papers will increase, and the\n\ncase for individual inspection and examination will grow.\nif\n\nIt will be a mercy\nwe can get some of the cup-tie spirit out of our schools, and replace it by\n\nhigher ideals.\n\nBut there yet remains a\n(»ur\n\nfinal question.\n\nWhat ought the curriculum in\n\nhigher classes to be, supposing that the Frankfort method be adopted\n\nand the disturbance produced by external examinations be reduced\n\nminimum ?\nin\n\nto\n\na\n\nThis is a ])oint that has not received the attention it deserves\nHistorically, the explanation is easy.\n\nEngland.\n\nThe reformers who have\n\nbeen fighting the battle of oral French have hatl no time to consider the\nsec<jnd stage.\n\nclear our aim must Ije something more than io turn\n\nStill, it is\n\nout animated fjhonographs, if indeed from the point of view of literature and\nculture\n\nwe are to produce persons of something like tlie same intellectual\n\ncaliijer as the scholars who owe their training to a classical discipline.\n\nably a study of the curricula of the\n\nProb-\n\nGerman schools would supply us with\n\nWhat we need is a regular catalogue raisonue, not a\n\nmany abundant hints.\n\nmere alphabetical bibliography, of textbooks as short notes to say for what\nclasses they would be suitable, and above all, we want set out a clear and\ndefinite idea of the\nliterary\n\naim\n\nthat each school --whether classical, scientific, or\n\n—should adopt, with suggestions as to the best methods for\n\nits\n\nattain-\n\nAs before, the reading-book should be the center of instruction, but,\nas the pupils proceed, the bias given to the teathing ^liDukl i>e more and\nmore literary in the true sense of the word. Tliu^, with pu[)ils of si.xteen and\nment.\n\nUftward, Racine and Corneille, so out of pla( e\n\nin\n\nthe lower classes, should\n\nnow be studied rather than second-rate modern novels.\nbe able to appre( iate the fine literary\n\nby\n\nthis\n\ntime become\n\naccjui.sition\n\nof\n\nshould be reduced\ntities\n\npossessed\n\nof\n\nthe m-Klcrn i<liom.\nto a\n\na\n\nlla\\(>r of\n\nSui li pu|)ils should\n\nthese classic authors, haxing\n\nstandard of comparison, thru\n\n'i'he\n\nAuthors should be read\n\nmininunn.\n\nor in works complete in themselves, such as |)oems\n\ntea( hing should as far as po.ssible be\n\n(\n\ntheir\n\nreading of selections and snijtpets\nin large (juan-\n\nThe\n\nand plays.\n\nondui ted in the foreign medium.\n\n(\n\nIram-\n\n"}
{"page": 384, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n372\n\n[Anniversary\n\nmar should not be pushed to excess, nor its modern supplanter, philology,\ntho a little handbook on historical grammar would not be out of place.\nBut the instruction should be, above all, literary and critical.\n\nIt should include\n\ndiscussions on the subject-matter of, say, the play the class\n\nwas studying,\n\nwith an analysis of the plot, of the principal characters, and of the stagecraft displayed\n\nby the writer, dealing with such questions as why such and\n\nsuch a person or incident is introduced.\nlized\n\nas\n\nmaterials\n\nfor\n\noriginal\n\nThese matters might also be uti-\n\ncomposition.\n\nThat parasite\n\neducation, the annotated edition, should as far as\nwith.\n\nInstead of studying a\n\nthe pupil has his attention\n\npossible\n\nmodern\n\nof\n\nbe dispensed\n\npoem or play as an artistic or literary whole,\nperpetually called off and distracted by some\n\nfootnote of fifth-rate importance, while his taste and judgment are formed in\n\nadvance for him by the\nexternal\n\ninformation\n\nis\n\ncritical\n\nrequired\n\nappreciation prefixed to the text.\n\nshould be\n\nWhat\n\nsupplied by the teacher or\n\nhunted up by the pupils themselves in the reference library of the school.\nAlongside of the comparatively careful study of some classical masterpiece,\nthe pupils should employ for rapid reading a play by the same writer, or by\n\none of the same or even a later epoch, which would afford scope and subjectmatter for comparison and contrast, while the writings of some great French\n\non the author in question might be simultaneously studied. At the\nsame time, certain modern standard authors could be recommended for\ncritic\n\nhome reading.\n\nIn the highest class an introduction might be made to the\n\nstudy of philosophy by reading in class Descartes' Discours de la methode,\nor\n\nsome of Pascal's works.\nSuch, then, is a very rough sketch of a full curriculum.\nIt will doubtless have been noted that no attempt has been made to draw\n\na line between the teaching of modern languages in secondary and primary\nschools.\n\nThe reason is simple.\n\nGranted that the teachers are capable, the\n\nbeginning stage should always be the same, tho the scale on which the\n\nmethods are applied must naturally depend on the time allotted.\n\nEven in\n\nevening schools, wherever the teaching of modern languages\n\nproperly\n\nis\n\norganized, it would probably be better to make accent and pronunciation the\npihce de resistance of the first year's course, translation of the second, leaving\n\nthe commercial study of the language to the third year.\nin those schools\n\nIn the same way,\nwhose pupils go into business, the teaching of commercial\n\nFrench and German should be postponed\ncourse.\n\ntill\n\nthe last year of the school\n\nThe pupils will pick up the technical side all the quicker, the better\n\nthe foundation they have laid in the general knowledge of the language.\n\nThe successful realization of any curriculum, however complete in theory,\ndemands in practice the elimination of certain all-too-prevalent disabilities\nand the fulfilment of certain indispensable desiderata. Some of these have\nbeen more or less touched on already. They deserve, however, separate\ntreatment in order to give them their proper focus and proportion.\nI. Allusion has already been made to the need of treating the mother-\n\n"}
{"page": 385, "printed_page": null, "text": "TEACHING OF MODERN LANGUAGES\n\nPapers]\n\ntongue as the basis of all linguistic instruction.\n\nmust be brought\nclassical\n\nThis means that the teaching\n\nFrench and German, and the old\n\ninto line with that of\n\nmethods abandoned.\n\n373\n\nThe reading-])ook must be made the center\n\nGreat stress should be laid on reading aloud and recitation\n\nof instruction.\n\nas a means not merely of teaching simple elocution but of encouraging lite-\n\nQuestions should be employed to lead up to the practice\n\nrary appreciation.\n\nof oral narration based on the reading-book, and this in\n\nits\n\nturn should prove\n\na stepping-stone to written composition, which at the start should also be\nlargely reproductive.\n\nGrammar should be principally taught inductively from\n\nA simj^le grammar might be used for reference or revision,\n\nthe reading-book.\n\nbut the bulk of the work should consist of botanizing in the text itself.\n\nLiter-\n\nature, again, should be studied for the sake of the subject-matter and thought-\n\ncontent, not merely for the grammatical constructions it contains; above all,\n\npupils should be encouraged to find out what the author aimed at, and how\n\nhe tried to accomplish his aims.\n\nThey must, in fact, unravel the author's\n\nplot, his characters, the precise reason of their exits and entrances, the nature\n\nof their motives, the efYect of their actions on one another and on [hv general\n\ntrend of the story.\nnot a\n\nlifeless\n\nfact, the\n\nWe want an analysis of his purposes and processes,\nWe want to study, in\n\ngrammatical dissection of the result.\n\ndynamic element in his work\n\n— a studv which confines itself to col-\n\nWe want\nwe can, the master-builder's plan of tlie whole, in which,\nhowever much we study the architectural details, we must not forget they\n\nlecting the various flowers of rhetoric is but a study in gargoyles.\nto reconstitute,\n\nif\n\nare parts of a single entity.\n\nThis is but a thumb-nail sketch of what the teaching should be, l)ut enougli\nhas probably been said to show that our chief aim\n\nis\n\nto standardize t)ur\n\nA boy trained\n\nmethods of teaching different languages as far as possible.\non the above-mentioned\n\nlines\n\nshould bring to the study of French certain\n\nvaluable tools and instruments which ha\\e ah\"ea(l\\- been forged bv his expe-\n\nHe will know liow to U)ok out for parts of speech,\nmake simple distinctions between subject and object. IIa\\ing learned to\nspeak clearly in his own language, he will not mumble liis rem h and German. He will readily take to the method of oral narration, and as he advances\nrience of the first language.\n\nor\n\n1'\n\nin the foreign tongue he will be more ready to recogni/e literature as literature,\n\nand less likely to regard it as gibberish to \\k- turned into dog-Fnglish.\n2.\n\nReference has already been matle\n\nauthors for the different classes.\n\nIt\n\nis\n\nto the neeil of a gratluated\n\necjually im|)ortant that the\n\nlist\n\nof\n\nnumbi-r\n\ngrammar and exercise books in any one school should be ri'diin-d (o\n\\ot infrecjuently one finds in many of the classes a separate\ngrammar and exen ise book, fossil relics of different epochs in modern language teaching. What is wanted in modern schools is a sim|)le grammar\nof\n\n;i\n\nmiin'mum.\n\nin\n\nFrench written\n\nschools\n\nin\n\nfor I-aiglish boys, or a skeleton\n\nwhich only two hours a week are given\n\none\n\nin\n\nI'.nglisli\n\nto the subject.\n\ngrammars, if in use, sliouM be- employed mainly for reference.\n\nin\n\nthose\n\nLarger\n\n"}
{"page": 386, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n374\n3.\nif\n\n[Anniversary\n\nCo-ordination between the work of class and class is absolutely essential\n\none class is to serve as a stepping-stone to the next.\n\nIt is especially neces-\n\nsary in the case of teaching conversation on common topics.\n\nUnless certain\n\ntopics are duly allotted to certain forms, overlapping or omissions are sure to\n\noccur.\n\nTo insure co-ordination it is imperative that one of the staff should be\n\nmade responsible for the organization of\n\nthe modern-language teaching, a\n\nprinciple that has recently been largely adopted in\n4.\n\nLondon schools.\n\nBut co-ordination between subject and subject is equally essential to\n\na well-balanced curriculum, especially in the matter of the setting of home\n\nwork.\n\nHence the need for a thoro understanding between the specialists\n\non the different subjects, with the head-master acting as honest broker to\nsee that each gets fair play.\n5.\n\ntion.\n\nBut good teaching on modern lines requires good classroom accomoda-\n\nHow can we get clear enunciation in a crowded schoolroom ?\n\nScience,\n\nthanks in part to its effect on the olfactory nerves, has conquered for itself\nclassrooms of its own;\n\nlet\n\nus hope that modern language teaching will work\n\nsuch havoc with the auditory nerves of the neighboring classes, that it will\n\nmake good its claim to separate accommodation.\n6. Assuming it does so, care should be taken to make the French classroom as much a part of France as the French embassy in London is really a\n\nFrench enclave on British soil.\n\nAll notices should be in French.\n\nThere\n\nmight be French maps and pictures on the walls, with illustrations in natural\n\nWhat we want to create\nThe pupil should feel the change on enter-\n\nsize of the French weights and measures, coins, etc.\nis\n\na regular French atmosphere.\n\ning it, just as he feels a change on entering a church.\n7.\n\nSuch a room should contain a French library, with three sections, for\nThe books should be light reading, and all\n\nbeginners, juniors, and seniors.\n\nshould be encouraged to take out a volume.\nfor illustrated\n\nA preference should be shown\n\nbooks and weekly or monthly illustrated magazines.\n\nSuch\n\npublications are not unlikely to tempt an inquisitive Alfred to study the text\nfor the sake of understanding the pictures.\n8.\n\nAll these arrangements are of little effect if the pupils leave too early.\n\nThis is a very common defect in middle-class schools, especially when they\nare in good odor with the business world.\n\nA palliative would be the granting\n\nof a leaving letter to those boys only who have\n\nbeen three years at the school,\n\nmen should be publicly acquainted, either thru the\nlocal Chamber of Commerce or otherwise, with the fact that all other boys\nwho claim the hallmark of membership do so S. G. D. G., as the French say.\n\nwhile\n\nthe\n\nbusiness\n\n9.\n\nStill\n\nmore injurious to the proper working of a curriculum based on\n\nthe usual method is the irregular ages and seasons at which the new recruits\nenter.\n\nmay do a great deal, and even extra classes something\nmodern-language \" ineffectives \" up to the mark. It is\n\nSets, however,\n\nfor bringing these\n\ncertainly a pity we cannot demand of the parents that these \"specials\" receive\n\nextra coaching at home as they do in Germany.\n\nPersonally, one would like\n\n"}
{"page": 387, "printed_page": null, "text": "TEACHING OF MODERN LANGUAGES\n\nPapcre]\n\n375\n\nwho was over thirteen at\nwho did\nentrance unless he came\nto\non a\nmade\npay\nmight\nbe\nnot join at the beginning of the school year\nto see a higher fee\n\ncharged\n\nin\n\nthe case of a bo\\-\n\non from an accredited school, while boys\n\nhigher scale for the odd term or two preceding the next ^financial year.\n\nAnother factor to be reckoned with is the question of classes of manageable size. The point is so well known, there is no need to elaborate it\n10.\n\nhere.\n\nis\n\nIt\n\nworth noting, however, that the\n\noHuial jirogram looks\n\nI'\"rench\n\non twenty-five as a ma.ximum, and indicates that even this numl)er should\nbe avoided\n11.\n\nif\n\npossible.\n\nTeachers under tlie new method suffer from a double disadvantage.\n\nTheir work needs more ])rei)aration, it is also far more exhaustive. German\nstatistics prove that modern-language teaching on modern lines is rapidly\n\nbecoming a dangerous trade.\ntion of\n\nlife\n\nThe Xcitpliilolog has four years less expectaYet the German teacher has only about\n\nthan his colleagues.\n\n20-18 hours net per week\n\nin\n\nncntlv to prosper in England,\n\nObviously,\n\nschool.\n\nleaching hours for the modern language master.\nin\n\nthe reform\n\nif\n\nis\n\nperma-\n\nwe must cut down radically the number of\nThis again has been done\n\nmany London schools.\n12.\n\nIf\n\nthe staff are not\n\nall\n\nefjually\n\ncompetent, the be>t teachers must be\n\nput on at the bottom and the top of the school.\n\nIt\n\nis\n\neverything to get the\n\nEven if the teaching falls off in the middle, the\nbovs who have been well grounded can be pulled together again in the ui)])er\n\nfoundations in properly.\n\nclasses.\n\nHut the teaching in any one form should never be divided up if })os-\n\n13.\nsible.\n\nTo give one man the translation and the other the composition is to\n\ncut the latter off his legitimate source of supplies.\n\nOnly when there is a\n\nforeigner on the staff is it advisable to give the translation to an Englishman.\n\nThe use of a\n\nBut in that case the pu])ils ought to read witli the foreigner.\n\nyoung Erenchman in this respect as an assistant has much to commend it.\nHe can take the upper boys not only in reading but also in con\\ersation and\noccasionally in free composition, while his presence on\n\ntiie\n\nstalf gives the\n\nteachers a chance of keeping up their Erench.\n14.\n\nAltho we have a certain number of very ca|)ablc foreign teachers,\n\nthe experience of Erancc\neflkient\n\nand Germany\n\nhome-bred teacher.\n\nis\n\noverwluliningly\n\nlie j)robai)ly does not\n\nwell, but he knows its difficulties better.\n\nin\n\nfavor of the\n\nknow the language so\n\nAnd in teac hing it is not enough to\n\nknow; one must also be able to locate tlic impil'.- >t;ind|ioint in order lo tini>w\nhim a ro[)e across the unknown. Moreover, the liomc-i)red teacher knows\nthe temper and temperament of his own countrymen as the foreigner never\ncan.\n15.\n\nAll\n\nthese questions of smaller classes,\n\nreduced hours of teaching,\n\nand competent teachers are at bottom purely financial (|uestions. They\nmean more teachers and better rates of |)ay. \\o modern te;u lur ouglil to\nbtart on less than £iS°t when one (onsiders what h\\^ training has (ost him.\n\n"}
{"page": 388, "printed_page": null, "text": ";\n\nNATIONAL EDUCATIONAL ASSOCIATION\n\n376\n\n[Anniversary\n\nOur one hope of the estabhshment of modern languages on a sound basis\nmust, in the face of the niggardly doles of the Board of Education, rest with\nthe new local authorities as far as the aided schools are concerned, one of\n\nwhich has recently solved the financial problem\n\nat\n\nleast.\n\nThe London\n\nCounty Council instituted last July a new scheme of salaries for teachers in\nMen assistants can under certain circumstances rise\nits secondary schools.\nto a salary of £,^,$0 a year, and women teachers are correspondingly liberally\n\ntreated.\n16.\n\nBut if these bodies come to the rescue, it is sincerely to be hoped they\ndemand that the schools they aid offer a complete and well-\n\nwill in return\n\norganized course of study in modern languages.\ninfliction\n\nThis does not mean the\n\non these schools of a rigid curriculum, but only the observance of\n\ncertain definite principles in the teaching of the subject, while at the same\n\ntime allowing a wide latitude in the degree in which they are enforced.\nprinciples would involve, for instance,\n\nSuch\n\nan oral treatment of the language at\n\nthe start, recognition of conversation as a branch of the subject, the mother-\n\ntongue being made the basis 'of linguistic instruction, and languages being\ntaken up in their proper order of study,\n17.\nties\n\nIn order to hasten the adoption of these principles, the local authori-\n\nwould have to take steps to improve the existing teachers and secure a\n\nsupply of properly trained and qualified teachers in the future.\n\nTo effect the\n\nformer object, assistants might freely be introduced into the schools.\n\nIn\n\nuniversity towns the lectors who ought to be attached to every chair of lan-\n\nguage might conduct conversation classes for teachers and give them lectures\n\non French life.\n\nThe local teachers' guild might start a French club, and this\n\nmight find premises in the teachers' institute, which every large town should\npossess.\n\nAgain, in university towns the universities might so organize their\n\ncourses as to allow for graduate or post-graduate study in the evenings.\n\nLocal authorities might offer to pay fees at such courses and also at holiday\ncourses abroad.\n\nAnd lastly, after seven years' service, every teacher should\n\nhave a right to claim a year's furlough on full pay with a view to visiting\nother schools and getting out of the rut into which the best of us are liable\nto fall.\n\nAs for the training of secondary teachers, the whole thing is so much\n\nin the making one can only throw out a hint or two.\noffer scholarships at the local university in\n\nLocal authorities might\n\nmodern languages; they might\n\nalso encourage students already in residence to spend their vacations abroad\n\nand lastly, they might copy the example of certain German towns and give\n\nwho have already taken a degree.\nOne is the need\nof establishing certain principles at the very start.\nIf this is done, we shall\ntraveling scholarships to those\n\nIn conclusion, I would wish to emphasize two points.\n\nbe saved from the danger of adopting en bloc any stereotyped curriculum and\nrefusing to alter any jot or tittle in it; on the other hand, if we always have\nthese principles in view when building up a curriculum,\n\nwe shall be saved\n\nfrom incorporating in it practices which are really incompatible with sound\n\n"}
{"page": 389, "printed_page": null, "text": "SECONDARY EDUCATION OF GIRLS\n\nPapers]\n\neducational theory.\nthe ultimate\nIt\n\nis\n\n377\n\nAnd lastly, I would once more emphasize the fact that\n\nsolution of the\n\nproblem\n\nis\n\nvery largely a solution of\n\n;i^.\n\n.f.\n\nd.\n\nmoney that makes the mare go, and it is money that alone can make\n\nthe best of schemes work.\n\nSECONDARY EDUCATION OF GIRLS DURIXG THE PAST\nFIFTY YEARS\nI.\n\nIN ENGLAND\n\nBY DOROTHEA BEALK, PRINCIPAL OF THE CHELTENHAM LADIKS' COLLEGE,\nENGLAND ^\nI\n\npropose to give some account of the marvelous change that has taken\n\nplace during the last half-centur\\- in the education of\n\ngirls.\n\nI\n\nspeak\n\nshall\n\nonly of secondary and higher education, and of the great enlargement con-\n\nsequent thereupon of the sphere of women's work.\nFifty years ago, \" society\" excluded from its ranks any who earned\n\nmoney.\n\nA \"lady,\" if she could by small economies manage to live, was\n\nexpected, on pain of losing caste, to do nothing to increase her income.\n\nThe\n\n\"old maid's\" was a pitiable lot for most, and it was so proclaimed.\n\nhad\n\nto listen to a clergyman, a teacher of girls, saying that a\n\nI have\n\nwoman who did not\n\nmarry was a \"social failure,\" and another advised a father not to allow his\nfive girls to teach because their \"prospects would be injured.\"\n\nThose to whom a substantial mental diet w^as as necessary as food for the\nbody were fain to take it in secret, with blinds drawn down, lest IMrs Grundy\nshould espy them.\n\nIt was under protest that Elizabeth Barrett learned Greek\n\n— her grandmother wanted to keep her to needlework; and Mary Somerville\nanxiously enquired if it was \"wTong for girls to learn Latin.\"\n\nThe excellent\n\nclassical scholar, Caroline Cornwallis, wrote on philosophy under the title of a\n\nPariah; her books were much read, but she j)reser\\t'(l lur incognito as scrupu-\n\nHer mother was a good Hebrew scholar,\nand a cousin was well versed in the three classical languages and in mathematics.\nThese and a few like-minded, as Miss Sw^inwick, the author of\nlously as Junius, until her death.\n\ntranslations of Aeschylus, obeyed the inward impulse to unfold to the light the\nintellect\n\nwhich (iod had given them.\n\nmountains of prejudice\n\n\\\\y their faith,\n\nhave indeed been removed and cast into the sea.\n\nW\n\ni'\n\nha\\e lived to see the\n\nbecomes a sad duly lo announce the dciith of Miss Uokoiuka Hkai.e on November 9, 1906, in licr\nThis article which she, as a corresponding member, had consented to prepare for the\nAnniversary Volume was the last p.ipor wTitten by her, and is a review of the growth of the great work of\nwhich she wa.s the distinguished leader in l.ngland for half a century. After serving several years with distinction as a mathematical and classical tutor in Queen's College, and for one year as head tutor in tlieClirgy\nDaughters' School at (!astcrIon Charlotte Hrontc's \" Lowood\" Miss Ucalc was appointetl in 1838 head\nmistress of the famous Ladies' College of Cheltenham, in the fourth year of its existence, which position\n•\n\nIt\n\niscvcniyfiflh year.\n\n—\n\n—\n\nshe held continuously to the time of her death.\n\nShe was the virtu.d founder and creator of this great schtKjl for girls.\n\nIt is impossible\n\nhere to review her\n\nservices as [irincipal of this schrx)! for nearly lifty years and her efforts in every part of the I'niteil\n\nin Ijchalf of educntion for girls; a\n\nwork which\n\nmodem education for girls in Kngland.\n\npl.ices\n\nKingdom\n\nher l>csidc .Mrs. William Grey, the pioneer of the\n\nOne of her former pupils closes a touching \" Appreciation\" with\nknew her, a true Dorothea— the gift of God.\" [Dditor.]\n\nthe words, \"bhe has l^cn, and still is, to thcjsc who\n\n—\n\n"}
{"page": 390, "printed_page": null, "text": "—\nNATIONAL EDUCATIONAL ASSOCIATION\n\n378\n\n[Anniversary\n\ndaughters of prime ministers and bishops not ashamed to become paid workers\nlike their brothers and fathers.\n\nHalf a century ago certain subjects were considered masculine and others\nfeminine, and the general opinion regarding the right and the duty of women\nto use their intellect is perhaps made\n\nmore evident by such protests as Mrs.\n\nJameson's in her beautiful lectures on the Communion of Labor, than by any\ndirect attack\n\n—even as the Apologies of the early church show the existing\n\nideas of the heathen world.\n\nWe are told [she writes], practically to seek the shade till morally we fear the light.\nWhy cannot we walk bravely, honestly, serenely, yet simply, along the path to which\nGod to call us, instead of creeping about in a spirit of fear ? There are\nmen manly and far-sighted, eager to instruct us, eager to recognize in us companions by\n\nit hath pleased\n\nthe grace of God.\n\nShe enlarges on what was \"surprising and delightful, that there were found\neleven distinguished professional men, ready and willing to deliver lectures to\nladies on practical subjects.\"\n\nShe adds\n\nanywhere indicated that weakness and ignorance are to be accounted as charms in\nwomen by which they are to recommend themselves to intellectual men; or that it is\nunfeminine to study the conditions of health; or that the desire to know something of those\ndivine laws through which she lives, and moves and has her being, is the result of a \"de-\n\nit is not\n\npraved imagination.\"\n\nShe gives the astounding fact that out of nearly 80,000 women who married\nin\n\n1854, 68,000 could not write their names.\n\n\"Morally,\" she writes, \"a\n\nwoman has a right to the free and entire development of every faculty God has\ngiven her.\"\n\nOne was ever hearing that women were made to be wives and mothers,\nand it was not apparently evident that they could be neither in the fullest\nsense,\n\nunless\n\nthey\n\nwere \"beings breathing thoughtful breath.\"\n\nBishop\n\nDupanloup in his Femmes savantes, modestly suggested that the parable of\nthe talents applied to women as well as men.\nI might also refer to Miss Davies on Higher Education, to Miss Shirreff's\n\nbook, to Miss Parke's Essays, and to an article of mine in Eraser'' s Magazine\nfor 1866.\n\nMrs. Gamp ruled in the hospital; soldiers died on the battlefield without\neducated nurses; the poor were untaught; the middle classes learned in the\nschools \"words and facts ;\"^ science was studied unscientifically, drawing was\n\ncopying other drawings, music, playing pieces.\n\nThere were no schools in\n\nLondon corresponding with the grammar and public schools, which daughters\nof well-to-do people could attend;\n\nthe middle classes were taught by resident\n\ngovernesses and perhaps sent for a short time to boarding schools.\n\nIn the\n\nfashionable boarding school, \"accomplishments,\" as they were called, were\nthe\n\nchief occupation, and the\n\ncommitting to memory of words, empirical\n\nunconnected facts, and rules of grammar prevailed.\nReport oj the Schools' Inquiry Commission (1868).\n\nA few copies remain and will be sent to those mem-\n\nbers of the National Educational Association who ask me for them.\n\n"}
{"page": 391, "printed_page": null, "text": "SECONDARY EDUCATION OF GIRLS\n\nPapers]\n\n379\n\nThe first detinite movement for the higher edueation of women may be\ntraced perhaps to the foundation of the Governesses' Benevolent Society in\n1S43.\n\n-\"^\n\nregistry was opened by the society, but it was found almost impos-\n\nsible to distinguish real governesses from mere pretenders.\n\nlutely\n\nThere was abso-\n\nTo those who can read between the lines, the following sen-\n\nno test.\n\ntences, in the rei)ort for 1846, speak of vain efTorls to found a college, to get\nan examining board recognized, and to obtain government grants; there was\n\nfrom some subscribers, whose idea of charily was the giving of\n\nopjiosition\nm(.)ney.\n\nThe Committee expressed their disappointment.\n\nThey were not prepared to find\n\nthe higher authorities of the country unawakened to the importance of female education in\nits\n\nbearing upon national character, and thus upon national prosperity, nor to find that\n\nthose legislative favours which have been lavished so freely upon the\n\nEndowed Schools\n\nand Universities for the one sex, should be withheld from the first effort ever made to place\nfemale education upon a proper basis.\n\nThe College has commenced its operations\nHer Majesty has permitted the use of the \" Royal name for Queen's\nCollege.\"\nSome of the professors of King's College in October, 1847, began\nto examine gratuitously and to grant certificates to governesses, and the proIn the Report for 1847, ^^'^ read:\n\nthis year.\n\nfessors of King's College kindly opened free evening lectures for ladies engaged\nin teaching.\n\nMiss Buss writes, \"Queen's College opened a new^ life to me\n\nintellectually;\n\nto\n\ncome in contact with the minds of such men was a new\n\nexperience to me and to most women.\nat the outset.\"\n\nI was a member of the evening lectures\n\nEarly in 1848 a series of opening lectures were given which\n\nwere afterwards published in a volume, and helped much to modify public\nopinion.\n\nMr. Llewellyn Da vies has rightly called the establishment of Queen's\n\nSome of the first teachers were Fred-\n\nCollege an epoch in female education.\nerick Denison\n\n^Maurice,\n\nE.\n\nHayes Plumptre (afterward Dean\n\nof Wells),\n\nRichard Chevenix Trench (afterward Archbishop of Dublin), Dr. Brewer, the\nhistorian, and other leading men.\n\nLady Stanley, of Alderley, Lady Monteagle,\nLady Canning, Mrs. Wedgwood, and many others became lady visitors.\nThe queen founded scholarships. It is strange from the vantage ground of\nthe present to read the apologetic tone of these early papers:\nof the ffjunders of\n\nQueen's College has indeed been\n\nfulfilled.\n\nthe prophecy\n\nThey write,\n\n\"When the whole class l<K;k back at some future lime upon llie operations of\nCommittee are sanguine that this will be the branch from\nwhich has resulted the largest amount of permanent and general advantage.\"\n\nthe Society, the\n\nA simultaneous movement was begun by teachers themselvi'S.\nthe (,'ollege of Preceptors was f(jrmed\n\nin 1S45,\n\nwas at lirst ralher a benefit .society;\nthen the nr-( e.s>ity anjse of testing the (lualifications of those who had no\n;\n\nit\n\nExamin;itions were ojiened for men and wonuii alike.\nThe success of (^)ueen's Ccjllcge led to the eslablishinent in 1S49 of Bedford\n\nuniversity degree.\n\nCollege ujKjn an undenominational basis, folhjwing the lines of University\nCcjUege, as opposed to King's.\n\nIrancis\n\nNewman,\n\nDr.\n\nMorgan, and Dr.\n\n"}
{"page": 392, "printed_page": null, "text": "'\n\n:\n\nNATIONAL EDUCATIONAL ASSOCIATION\n\n380\n\nCarpenter were among its first teachers.\n\nand Hensleigh Wedgwood became\n\n[Anniversary\n\nErasmus Darwin, Thomas Farrar,\n\ntrustees;\n\nMiss\n\nJane\n\nMartineau\n\nwas\n\nsecretary.\n\nThen Miss Buss, who had been carrying on a private school determined to\ndevelop it on the lines of a public endowed school.\n\nIn 1854, the Cheltenham Ladies' College, the first proprietary school for\ngirls,\n\nwas established on the model of the Cheltenham College.\n\nSome good\n\nprivate schools were opened, but it was more than ten years from this time ere\n\nany great public movement was made.\n\nThe astonishing ignorance disclosed by examinations opened to governesses\ncaused some ladies, under the leadership of Miss Emily Davies, to press upon\nthe Schools' Enquiry\n\nCommission to get if possible some insight into girls'\nMiss Davies, Miss Buss, myself, and other\n\nschools above the elementary.\nladies gave evidence\n\n;\n\nthe portion belonging to girls' schools was by permission\n\nof the commissioners afterward condensed by me into a handy volume and\n\nreprinted with an introduction.\n\nI quote here a few passages from reports of\n\nsome of the Assistant Commissioners.\nThe noxious brood of catechisms [exclaims Mr. Bryce]. These books teach facts,\nsuch facts for example as the number of houses burnt in the fire of London\nSuch\nknowledge is fragmentary, known, not scientifically as a subject, but merely as so much\ninformation, and hence, like a wall of stones without mortar, it readily falls to pieces.\n\nMr. Fitch writes\nI have seen girls learning by heart the terminology of the Linnaean system, to\n\nwhom\n\nThey learn from a catechism\nthe meaning of such words as divisibility, inertia, who know nothing of the physical facts\nvery elements of vegetable physiology were unknown.\n\ntlie\n\nof which these words are the representatives.\n\nWe find [writes Mr. Norris], as a rule, a very small amount of professional skill, an\ninferior set of school books, a vast deal of dry uninteresting rules put into the\n\nmemory\n\nwith no explanation worthy of the name, a very false estimate of the relative value of the\nseveral kinds of acquirement, a reference to effect rather than to solid worth, a tendency to\nfill\n\nor adorn rather than to strengthen the mind.\n\nMr. Fitch also dwells on the wasteful expenditure in small schools.\nOf nearly 80, whose statistics I obtained, only 5 contained more than 40 scholars,\nNothing can well be more extravagant than the\nwaste of money, and of educational resources in these small schools. There is little life,\nno collective instruction, and nothing to call forth the best powers of either teacher or\n\nincluding both boarders and day pupils.\n\nlearner, in a school where each class consists of two or three pupils only.\n\nAs we talk of pre-Raphaelite painting, we might speak of pre-Victorian\nThere are evils now, but those who\nhave read the Reports of the Royal Commission of 40 years ago must acknowledge that the improvement in the education of girls is something to be thankful\n\neducation, so great has been the change.\n\nfor.\n\nThackeray's description of the past is scarcely overdrawn.\n\ncondition of a young lady's existence.\n\nShe breakfasts at 8\n\n;\n\nThis is the\n\nshe does MagnalVs\n\nQuestions till 10; she practices till one; she walks in the square with bars\nReport oj the Schools' Inquiry Commission (1868).\n\n"}
{"page": 393, "printed_page": null, "text": "1\n\nSECONDARY EDUCATION OF GIRLS\n\nPapers]\n\n38\n\nround her till two; then she practices again; then she sews or reads French or\n\nHume's History; then she comes down to play to papa, because he likes\nmusic, whilst he is asleep after dinner.\n\nThe evidence collected by the commission made a great impression, esi)ecially (n\\\n\nMrs. Grey and Miss Shirreflf, the daughters of Admiral Shirretf, and\n\nunder their able leadership, the National Union for Improving the Education\nof\n\nWomen was founded. They worked on in faith, and gradually the mountain\n\nof prejudice yielded:\n\nllu-ir high intellectual\n\nendowment, their power of expres-\n\nsion, their gentleness and strength, above all their lofty and unselfish character\nlifted the workers into a region too high for the ignorant and worldly to climb\n\nor for the arrows of ridicule to touch them.\n\nWhilst their work was chiefly to\n\nShe and\n\naddress meetings. Miss Davies set herself chiefly to collect facts.\n\nthe ladies acting with her prevailed on the University of Cambridge to allow\ngirls to\n\ntake informally the papers set in the \"local examinations\" for boys.\n\nMany evils were predicted, especially the ruin of girls' health.\n\nThe fight in\n\nwhich our American sisters, under the leadership of Miss Brackett, contended\nso bravely will not be forgotten.\nIt is\n\nMiss Buss and I led the forces in England.\n\nnow, I believe, universally admitted that the intellectual development\n\nhas coincided with bodily development, and a higher standard of health.\nIn 1869 girls were regularly admitted to local examinations and later a\nhigher examination was opened by Cambridge University and Miss Davies\nestablished at Hitchin, near Cambridge, a college for women, in which the\n\ncourse of study and examination was made as nearly as possible identical with\nthose of the university.\n\nThe London University in 1869 opened a si)ecial examination for women;\nVery few women came forward.\nit was almost identical with the matriculation.\nIn nine years only 139 passed; more than half of these were pupils of two\n\n44 were from the Cheltenham Ladies' College, 28 were from that\nfounded by Miss Buss; the first to take a certificate in mathematics was from\n.schools,\n\nCheltenham.\n\nProfessor Smith used to tell how the beadle came to him on\n\nseeing this solitary examinee, and in a loud whisper told him that \"if anything\n\nshould occur there was a female attendant in the next room.\"\n\nMason by a deed of fouiidalioii gave to Hirniingham a\nScience College open to men and women.\nIn 1870, Josiah\n\nwith regard to education itself and\nwomen, and thus to remove the gnat liin-\n\nIts object was to create a sounder public opinion\n\nthe national imporLince of the education of\n\ndrance to its improvement, the indilTerence witli whicii it is regarded l)y the\n\npuljlie.\n\nIn 1872 Miss Buss, giving \\\\\\) lier ])ri\\ale properly in Iut s( iiool, madi- it a\npublic school\n\nby placing\n\nit\n\nin\n\ntrust.\n\nMeanwhile\n\nladies' associations\n\nformed in various large towns, and a very important movement began.\n\nwere\nLec-\n\nturers chosen by Cambridge were sent to give courses of systematic instrui tion.\n\nThis has since developed into the great university extension movement.\nCirton had insisted rather on the importance of conforming its course and\n\nexaminations to those instituted for men.\n\nMany women desired university\n\n"}
{"page": 394, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n382\n\n[Anniversary\n\nculture, without being prepared to go thru the regular studies\n\nwhich were\n\nfamiliar to boys, but difficult for those who had taken other lines.\ntheir wishes, Merton Hall had been opened in 1871 by a\n\nTo meet\n\ncommittee of which\n\nProfessor Sidgwick was the leading spirit, and Miss Clough (sister of the poet),\n\nwho was full of devotion to the cause, was appointed head.\nlater to\n\nIt\n\nwas removed\n\nNewnham.\n\nThe Girls' Public Day School Company was founded in 1873, and the\nFroebel Society, the outcome of the efforts of Mrs. Grey and Miss Shirreff.\n\nMeanwhile opportunities for obtaining higher education were extended.\n\nA university college was opened at Aberystwith, where education was offered\non equal terms\n\nto\n\nmen and women. Subsequently similar colleges were\nThe small Women's College at Hitchin was\n\nadded at Cardiff and Bangor.\n\nremoved to Girton, and it has never ceased to grow.\nA most important movement had been going on in which again our American\nsisters took the lead.\nIn 1858 Dr. Elizabeth Blackwell had taken her\nM. D. in Switzerland. Soon after Miss Garrett began to seek medical educaIn 1866 she became a qualified practitioner, but the door\ntion in London.\nthru which she had entered was immediately closed, and then began a\ndesperate struggle against women doctors on the part of the less enlightened\nof the profession.\n\nIt culminated in\n\n1873 when the women students of medicine\n\nwere driven from Edinburgh to London.\n\nNot until 1882 were English medical\n\ndegrees opened to women.\nIn 1866, by the energy of Mrs. Jellicoe, supported as she was by Arch-\n\nbishop Trench and the provost and fellows of Trinity College, Alexandra\nCollege,\n\nDublin, was founded.\n\nAlso existing colleges continued to grow.\n\nThe Ladies' College at Cheltenham, once a school, had developed into a real\ncollege;\n\nand in 1872 it was removed from a private house into a beautiful\n\ncollege designed for 250 pupils;\n\nit\n\nnow numbers about 1,000.\n\nIn 1874 Bedford\n\nCollege moved to York Place and a medical college for women was founded\nin London.\n\nMiss Buss formed in 1874 an Association of the Head Mistresses of\nEndowed and Proprietary Schools. There were only eight present at the first\nmeeting. It now numbers a membership of 230.\nIn 1875 an endowment of ;^2o,ooo was assigned to the Camden schools\n\nby the Charity Commissioners, and the Clothworkers added ;£3,ooo in 1878.\nMiss Ewart had already in 1872 given ;^i,ooo to the lower school.\n\nIn 1879\n\nthe handsome buildings of the North London Collegiate School were opened\n\nby the Prince of Wales.\nexceptional talent\n\nMrs. Bryant, D. Sc, London, a woman of quite\n\nand distinguished equally\n\nin\n\nmathematics and mental\n\nscience, became the able vice-principal.\n\nAn important step was taken in 1877 by the establishment of training colMiss Newman (sister of Mr. William\nNewman, the distinguished fellow of Balliol, and recent editor of Aristotle),\nleges for teachers in high schools.\n\nopened a small house in connection with the Cheltenham Ladies' College.\n\nAt\n\n"}
{"page": 395, "printed_page": null, "text": "SECONDARY EDUCATION OF GIRLS\n\nPapers]\n\n383\n\nher death, money was collected, and the College of St. Hilda's, Cheltenham,\n\nnow accommodates 50 students.\nThe following year, 1S78, the Maria Gray Training\n\nCollege was estab-\n\nlished in London, and King's College again took the lead in a movement for the\n\nextension of women's education.\n\nThe year 1879 was a memorable one in many ways;\n\nthe\n\nLondon Uni-\n\nversity having given up its cry of }ion possumus, had obtained a supplemental\n\ncharter,\n\nand for the first time admitted women on the same terms as men;\n\nbut the medical faculty was strong enough to exclude them from medical\ndegrees, and it was not until three years later that this citadel was carried.\nAA'hile Cambridge was ever offering fresh advantages to women and London\nwas giving degrees, Oxford reluctantly offered its local examinations; and it\n\nwas not until ten years after the Hitchin College had been opened, ten years\nafter the London University had examined women, that the Ladies' Association\n\nwas formed, and two colleges were founded\n\n—\n\nSomerville and Lady Margaret.\nOwen's College, Manchester (founded in 1852), became the\n\\'ictoria University, and received power \"to bestow degrees on all persons,\nIn\n\n1880,\n\nwho shall have pursued a regular course of study in a University College,\nand shall submit themselves for examination.\" The Liverpool and Yorkshire\nCollege at Leeds now formed part of the Victoria University.\nThe association\nhas however been since dissolved, and all our principal towns are now asking\nthat university colleges should become universities.\n\nThese all admit women\n\nto classes and grant them degrees.\n\nIn 1882, the Cambridge tripos examination was opened to women.\n\nAfter\n\na desperate fight at Oxford, the honors examination was also opened, but\nthe degree was still refused.\n\nMeanwhile there had been growing up all over the country large and\nefficient schools for girls;\n\nalso the endowments,\n\nwhich had been diverted to\n\nboys alone, were now being restored to girls, and a number of old foundations\n\nwere revived.\n\nFive of the most important were the Blue-Coat, the Grey-Coat,\n\nWestminster, the Bedford, the Askc and Mary Datchelor Schools.\nIn 1883 another important movement began.\n\nThe idea originated with\n\nMiss Buss of uniting into one great body teachers whether men or women,\n\nforming a body of great weight and importance, and thus the Teachers' Guild\n\nwas established.\nIn 1H84 Miss Prideaux obtained brilliant honors in the medical examinations of the\n\ncaught\n\nin\n\nLondon University.\n\nShe died the following year of diphtluTia,\n\nthe discharge of her duties.\n\nIhr iiiicllectual superiority and the\n\nbeauty of her character helped to break down the remaining prejudices felt\nfor\n\nwomen doctors;\n\nthe last vestiges disap|)eare(l\n\nwhen the suffirings of the\n\nIndian women were brought before the English community by the Marchioness\nof\n\nDufferin and Ava, and\n\na\n\nnational associatinti fdrincd to supply female\n\nmedical aid.\n\nThe Jubilee year was signali/cd iiy the oj)eiu\"Mg of liic inagiiirucnl\n\nI\n\nloljoway\n\n"}
{"page": 396, "printed_page": null, "text": ":\n\nNATIONAL EDUCATIONAL ASSOCIATION\n\n384\nCollege.\n\n[Anniversary\n\nAt Cambridge women won special distinction, Miss Ramsey being\n\nSenior Classic, and having the whole class to herself; Miss Harvey occupying\na similar position in the mediaeval languages tripos; and in 1890 Miss Philippa\n\nFawcett was placed above the senior wrangler.\n\nAt length Oxford opened the Honour Schools in Lit. Humaniores, but\nrefused to permit women to enter for the pass examination.\n\nWomen gained\n\nLondon University,\none took the gold medal, being the highest in classics at the final M.A. In\nspecial distinction this year in the examinations of the\n\nthe B.A. classical honors. Miss Richardson\n\nequal second.\nmidwifery.\n\nof\n\nCheltenham was bracketed\n\nDr. Sophia Jex-Blake was appointed extra-mural lecturer on\n\nThis is the first instance of the official recognition of a woman as\n\na lecturer in a public medical school in this country, and it is of particular\nsignificance as representing the progress of opinion in Scotland where with\n\nmuch difficulty the lady students, excluded from the university, obtained their\neducation in the Extra-Mural School of Edinburgh.\n\nAnother step toward\n\nbreaking down the intellectual barriers which separate men and women, was\n\ntaken in the summer meeting for Oxford extension students at Oxford in 1S88.\n\nFrom all parts came men and women, brothers and\n\nsisters, fathers\n\nand\n\ndaughters, heads of schools, teachers and senior pupils, workingmen and\n\npeople of high position, social and intellectual.\n\nThe large rooms in the new\n\nschools were crowded every morning with eager listeners\n\ning lectures were also given.\ntional subjects,\n\n;\n\nafternoon or even-\n\nMeetings were held for the discussion of educa-\n\nand a great stimulus given to university extension work.\n\nSchemes were discussed for bringing the university into still closer relations\nwith students in large towns, by the forming of reading circles, the granting\nof certificates, etc.\n\nThe subsequent meetings have been very numerously\n\nattended and the 1889 and 1890 meetings, which have combined a month of\nquiet study after for a select number, have been much appreciated.\n\nIn 1893 I opened St. Hilda's Hall at Oxford, a beautiful house built by\nSir Benjamin Brodie, looking down on Christchurch Meadows and Magdalen\nIt has been several times enlarged,\nCollege. It accommodates 30 students.\nand I have now given it to the association of St. Hilda's Incorporated College,\nand thus connected it with the Cheltenham College of St. Hilda's which\n\ntakes 58.\n\nLet me try to sum up the chief changes\nThere was until forty years ago no college where women could receive\nThere are now large and\nanything corresponding to a university education.\nimportant colleges in London, Cambridge, Oxford, Edinburgh, Dublin, and\n\nGlasgow.\n\nAll the universities existing in Scotland and Wales and all in Eng-\n\nland except Oxford and Cambridge are open to women, besides many uni-\n\nWomen are admitted to the tripos and honor examinations\nOxford and Cambridge, tho they have no degree: several have been\nappointed extension lecturers. University local examinations were first opened\nversity colleges.\nat\n\nto girls in 1868, now all the universities admit boys and girls to the local exami-\n\n"}
{"page": 397, "printed_page": null, "text": "SECONDARY EDUCATION OF GIRLS\n\nPapers]\n\n385\n\nsame conditions, and the Oxford and Cambridge Schools'\nExamination Board grant certificates to both. Thus education of the best\nand highest kind in all departments is now open to girls and women. Women\nhold leading positions in numerous hospitals for women and children in Engnations on the\n\nland,\n\nand in India, and no hospital is complete without its higlily educ 'ted\n\nsisters\n\nand thoroly well-taught trained nurses.\n\nNow that women have\n\nshown themselves capable of doing good work they are employed not only by\nprivate associations but by the state in the post-office, and women have become\nclerks on the Labor Commission\n\n;\n\nthey are poor-law and factory inspectors.\n\nAll has been done quietly, gradually.\n\nThe old idea of a \"lady \" being one\n\n—\n\nwho came to be ministered unto is gone to render service is felt to be the\nhighest privilege.\nThe desire to serve has made women contend for the\nmeans of education and training. The passion for service, as Ruskin has\ntaught, stimulates every faculty, glorifies and gives insight into nature,\n\nhallows all art.\ntional nature,\n\nand\n\nThis, as our great musicians have shown, ennobles the emo-\n\nand exalts its expression.\n\nBut as women have come to feel\n\nmore and more that culture is a good for the human being, they have longed\nU)\n\nlift\n\nup those who had not their advantages to a higher level; the many\nEverywhere\n\nunmarried women have become working bees in the social hive.\n\nladies have been found ready to leave a home of comfort and even of luxur\\- to\n\nbecome national school-mistresses, to minister to the poor in hospitals and\nworkhouses, in asylums for the insane, and in the homes of the sick poor.\n\nThey arc working in prisons and penitentiaries; they have been elected guardians of the poor, and county councilors; in the Salvation Army as in the\nSociety of Friends they hold equal rank with men.\n\nLarge organizations have\n\nbeen formed and managed by women, notabl}- the Girls' Friendly Society, the\nMelrojtohtan Association for Befriending Young Servant Girls, the Christian\n\\'oung\n\nWomen's Association, the Young Women's Help Society, the Girls'\nThe (Oxford and Cam-\n\nClub Union, and the College for Working \\\\'omon.\n\nbridge colleges and Cheltenham Ladies' College have established settlements\nof their own in the poor i)arl (^f London.\n\nMany outcasts too have been gath-\n\nered ill by the Church Peiiilenliar\\- aiul similar societies, and wonic-ii have been\nleaders in the great crusade against the most terrible evils which aftlict human-\n\nWomen entirely manage the /enana,and take active ])art in foreign and\nhome missions as accredited agents of the great societies. They have become\nity.\n\nlecturers\n\nand writers c)n social topics, forming societies for iinigralion,\n\nfor\n\nsanitar)' science, and giving lectures on temiti-rance, dress, cooking, hoinc arts\n\nand industries, plain and art needlework, slojd, etc-. Sonic- lake u]) let luring\nas a profe.ssion, and are emjjloyed by the Palestine and I-'.gyptian l'',x|)loratioii\nSocieties.\n\nOthers have taken up physical culture, regarding it as a maltc-r of\n\nnational iinjiorlaiH\n\nc\n\nTin- old prejudice that for a\n\nwoman to earn money\n\nwas to lose caste is a thing of the jtasl: those who are admitted to the highest\ncircles of society have accepted lieadshi|)s of women's colleges: head-mistresses\n\nrank with\n\nlic-ad inastc-rs.\n\nF.ady\n\nphysic iall^\n\nand other\n\n]>ripfc-ssioiial\n\nwoiiic-ii\n\n"}
{"page": 398, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n386\n\n[Anniversary\n\n.\n\nnow take the place to which they are entitled, women medical officers have\neven been appointed to government service, and it is not thought unwomanly\nto lecture\n\nand address large audiences.\n\nWomen are carrying on business as\n\nprinters, lithographers, law-copyists, photographers, architects, etc.\n\n;\n\nthey are\n\nfound in insurance and other large offices, to say nothing of the ever womanly\ncallings in the management of the home.\n\nwhen the National Union of Women ^^^orkers holds\nHere assemble most of those engaged in some important\n\nIt is a cheering sight\nits annual congress.\n\nphilantliropic work\n\n—\n\nable to write and speak clearly, to organize and direct;\nand the last development of a world-wide intellectual organization for women\nby means of the Lyceum Club has brought together a large number of\nthe leading writers and workers of Europe.\nIt is true that still women pass the same examinations with men at the\nold universities, but are denied the title which has been won but these anomalies must surely vanish before long, and may we not hope that some day\nthe iron age will end, that some crying wrongs will be redressed and our\nhearts cease to bleed for those who are now trampled in the dust and who\nexact a terrible revenge ? It seems as if again a voice had gone forth as to\nthe daughter of Jairus to the women of England\n\"I say unto thee, arise.\"\nIt is true that they have been deprived of the seat to which they were\nentitled as members of school boards and not allowed to be elected to county\ncouncils it is true that they pay rates and taxes but have no voice in an expenditure; but when we consider what has been done during the last fifty years,\nwe thank God and take courage. Especially do we feel strengthened as we\nsee the good work being done in all countries by our American sisters.\nThey\nwere the pioneers in the most beneficent reform, the opening of medical education to women, in missionary work, and in many of the reformatory experiments of our time. But I must not encroach on the space in which the great\n\n—\n\n—\n\n;\n\n—\n\n;\n\nachievements in behalf of education for girls will be recorded.\n\nTHE SECONDARY EDUCATION OF GIRLS IN FRANCE\nCAMILLE s£e, counselor OF STATE, PARIS, FRANCE\n\nThe secondary education of girls is entirely the work of the Third Republic.\n\"It alone of all our institutions of public instruction owes\n\nits\n\ninitiative to\n\nParliament\" as Mr. Gabriel Compayr^,' one of our most eminent university\n\nmen, remarks.\n\nThe education of women under the old regime was confined to the monAs Mr. Gabriel Compayre says:^ \"Women were trained up only\n\nasteries.\n\nfor heaven or for the religious life\n\n;\n\nspiritual exercises formed the sole occupa-\n\ntion of the pupils, and study was hardly thought of. \"\nRepertoire du droit administratif\n\n,\n\nThis was the position\n\nT. XIX, part 4, \" Enseignement secondaire des jeunes\n\nfilles,\"\n\np.\n\n180, col. 2, by Mr. Gabriel Compayrfi, Inspector-General of Public Instruction, formerly Deputy, formerly\n\nProvost of the Academy of Lyons.\n'\n\nHisloire de la pedagogic, p. 177.\n\n"}
{"page": 399, "printed_page": null, "text": "Papefsl\n\nSECONDARY EDUCATION OF GIRLS IN FRANCE\n\n387\n\nEven at Port Royal the\n\nof affairs in the middle of the seventeenth century.\n\nJacqueline Pascal scheme of education was limited to instruction in catechism, reading, and writing, and there was an hour's arithmetic on holidays.\n\nM\"^- de Scudery in 1750 writes:\n\n\"I am astonished to see so many women of\n\nquality with an ignorance so gross that they dishonor one's sex. \"\n\n\"Nothing\nmore neglected,\" said Fenelon in 1687, \"than the education of girls.\"\nThis was at the time of the foundation of St. Cyr. There Madame de Mainis\n\ntenon tried to train up young girls for the convent.\n\nIn reality from the outset,\n\nwhen \"Esther\" and \"Athalie\" were performed, the syllabus was limited to\nreading (which never included the profane authors), writing, and music, with\na little orthography and some very summary notions of the history of France,\n\n\"comprising the knowledge of the national princes and a sufficient cognisance\nof them to prevent the confusion of our kings and their courts with the princes\n\nof other nations\n\n.... but all this without rule or method. \"\n\nconcerned the young\n\ngirls of\n\nThis syllabus\n\n\"For the girls of the\n\nnoble families alone.\n\nmiddle classes all this is useless, \" said M'\"^ de Maintenon.\n\n\"It\n\nto teach them to recite the catechism and to read and write. \"\n\nAs for the edu-\n\nis\n\nsufficient\n\nWhen in 1697\nM™^ de Maintenon turned St. Cyr into a monastery, even the girls belonging\n\ncation of girls of the lower class it was not even thought of.\n\nto the nobility\n\nwere taught only reading, writing, and arithmetic.\n\nThe education at girls' convents in the eighteenth century was the same.\nThe assemblies of the Revolution took an interest in the education of women,\nbut they opened to them only the primary schools.\nof the Assemblee Conslituante,\n\nTalleyrand, the reporter\n\nopened the public schools for boys to girls\n\nThe reporter of the Assemblee Legislative, Con-\n\nunder the age of 8 years.\n\nwhen there was only one primary school in a locality,\nthe boys and girls should be educated together under the same instructor and\ngiven the same instruction.\nThe reporter of the Convention, Lakanal, put\ndorcet, arranged that,\n\nboys and girls on a level as regards j)rimary teaching.\nhe substituted\n\nvisits to\n\napprcnticcshij) to a trade.\n\nover in silence.\n\nHowever, for the girls\n\nmanufactories for military drill, and needlework for\n\nDaunou, who succeeded Lakanal, passed\n\ngirls\n\nFourcroy sj)oke of them only to say that his scheme (May,\n\n1S02) flid not concern them.\n\nAnd this observation applies also both to the\n\nEmpire and to the Restoration.\nI'nrlcr the monarchy of July, Cuizol's scheme (183,^) of priniar\\' iiislrui\n\nlir'-l\n\ntion (ontainecl a section\n\nn(|uest rtf his friends,\nl.'nflcr\n\non the instruction of girls.\n\nleft this\n\n-\n\nThe minister, at the\n\npart of the scheme in abeyance.\n\nthe Republic, in 1848, Monsieur lii|i|io|ytc Cariiot, in his s( liciiie\n\nof |)rimary education, revived the (|uestion of the education of girls.\n\nThe\n\nreporter of the scheme, Mr. liarthdkniy Saint Ililaire, asked that every town-\n\nship with\n\nmore than 800 inhabitants should be compelled\n\nto\n\nhave a\n\ngirls'\n\nand that in other towns the girls should be received into the boy's\nschools.\nThis scheme was not debated. It was replaced by the scheme\nwhich became law in 1H50, the loi I'alloux. livery town containing more\nschool,\n\n"}
{"page": 400, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n388\n\n[Anniversary\n\nthan 800 inhabitants was compelled to have a primary school for girls, but on\nthe condition that it defrayed the expenses out of its \"own resources. \"\n\nThe\n\neffect was to leave the primary education of girls to the initiative of individuals\n\nand particularly of religious associations.\nVictor Duruy, under the Second Empire, remedied this state of things in\nthe law of 1867, by calling upon the department and the state to contribute to\nthe expense of the foundation and upkeep of primary schools for girls.\n\nEvery\ntown with more than 500 inhabitants was again compelled to maintain a\npublic school for girls.\nBut in this law as far as girls were concerned it was\nonly a question of primary elementary teaching, that is to say of instruction\ngiven up to the age of 12 years.\n\nThis was what Jules Simon stated on the\n\nplatform of the corps legislati} in 1867, when he said: \" Girls, even in the most\n\nadvanced boarding-schools, receive a futile education, wholly lacking in\naccomplishments.\" And the bishop of Orleans, Mr. Dupanloup, confirmed\nthis\nis\n\nopinion several months after when he wrote:\n\nscanty, trivial,\nIt\n\n\"The instruction of girls\n\nand superficial, even when it is not factitious.\"^\n\nwas under these circumstances that,\n\ninstruction, Victor\n\nin\n\n1867, the minister of public\n\nDuruy, asked the provosts to invite the municipalities to\n\nopen to girls courses of lectures in literature, modern languages, science,\nand drawing. These courses were to extend over a period of six months,\nand the staffs of the boys' schools were to be called in to undertake them.\n\nSome municipalities endeavored to carry out the desire of the ministry.\nParis at the Sorbonne an association\n\nIn\n\nwas actually formed, which included\n\n116 girls in 1868-69, and 162 in 1869-70.\n\nAll or almost all the courses dis-\n\nappeared with Mr. Duruy.\nManifestly, they were not destined to\n\nno management, no staff, no buildings.\n\nlive.\nThey had no organization,\nEach town had opened courses of\n\nwished.\n\nIn one place they were elementary in preparation\n\nfor the brevet simple.\n\nIn another place they were intended for those pre-\n\nlectures\n\nas\n\nit\n\nparing for a commercial or professional career.\n\nIn some places they were\n\nof the nature of lectures tentatively established for the daughters of university\n\nmen. There were towns which had two or three courses on literature, history,\nand science; or on science; or on modern languages; or again on history,\ngeography, and literature. The law was not posted up in the town. Further,\nthese courses lasted for a few weeks only.\nHygiene, domestic economy, and\npedagogy were everywhere passed over in silence. These courses had no\ncommon program. There was absolutely no connection between them.\nThey were open by chance, if the municipalities were wiUing; there were\nno professors with degrees, no directresses, no listeners, far less pupils. These\ncourses, in reality, were more in the nature of a diversion or passe-temps\nthan of actual instruction.\nthe girls.\n\nNo conditions of age or abihty were required of\n\nThe professors did not know them.\n\nno questions.\n\nThere were no exercises and\nwhere it was the excep-\n\nIt was even the same at the Sorbonne,\n\n\"Femmes savantes et femmes studieuses \" Le correspondant\n\n1867, Vol.\n\nLXX p. 765.\n\n"}
{"page": 401, "printed_page": null, "text": "SECONDARY EDUCATION OF GIRLS IN FRANCE\n\nPapers]\n\ntion for\n\n389\n\nanv notes taken by the pupils to be corrected by the mistresses.\n\nFinally there was no place for these lectures to be held in, and the Hotel de\n\\'ille\n\nolTercd the hospitality of one of\n\nits\n\nrooms.\n\nTo sum up, there only existed for girls the public schools, which offered\nprimary elementary teaching; private schools which added to this instruction\n\nsome accomplishments; and the convent.\nSuch was the sad position of women willi regard to education. The task\npresented itself of making the general culture, which secondary education\nIt was only justice to assure this right to woman,\nofifers, accessible to them.\nIt was\nas long as she existed with her personality and her responsibilities.\na social obligation of the first\n\nmagnitude to undertake the education, moral\n\nand civic, of the wife and mother of tomorrow, \"so that all the children of\nthe same family, who are often alienated by different influences, might be\nbrought up in accordance with the same principles and endowed with the\n\nsame spirit.'\"\nAll of these reasons made\n\nit\n\nimperative to establish secondary education\n\nfor girls, suitable to their vocations and future careers.\n\nof the\n\nlaw of December\n\n21, 1880.^\n\nthe partisans of religious teaching;\n\nThis w^as the work\n\nThe law was vigorously attacked by\nthey fought\n\nit\n\nwith the greater energy\n\nbecause, until that time, the clergy had had, as it were, the monopoly of the\n\nWe have .seen that this education had been reduced to\nand that it was a question of establishing secondary\neducation for girls and leaving it to the initiative and sole charge of the state.\n\neducation of women.\nprimar>' education,\n\nThe supporters of the convents disputed the right of the state to teach.\n\nThey\n\nmaintained that to establish schools for the secondary education of girls in\n\nname of the state, would be an infringement of liberty.\n\nthe\n\nThey knew,\n\nhowever, that it had not even been suggested that this education should be\nobligatory, and that the father of a family would be free to send his daughters\nto a\n\nconvent as before, or to have recourse to state establishments.\n\nThey\n\nwent farther; they pretended that not only was liberty menaced, but, what is\n\nmore serious, that liberty of conscience, that most precious of all liberties,\n\nstill\n\nwas violated, notwithstanding that in the law scrupulous care had been taken\nHowever, to violate freedom of conscience means, for some\nto respect it.\n\nmake Catholic religious teaching in the classes obligatory\nwho are not Catholics.\nThe [)roi)osals of the bill submitted for delil)erati()n to the Chamber of\n\n|)ersons, not\n\nto\n\nfor those pupils\n\nDejjuties concluded with the establishment by the state, with the co-operation\nof the (k-i)artmeiits\n\nthat\n\nand towns, of secondary education for girls analogous to\n\nwhich is given in the boys' high schools. 3\n\nThe bill proposed that the\n\nReport 0} the Miniiler of Publu Imlrudton, M. Armantl Falliircs, to\n\nthe President of the Republic,\n\n1889. T. I,p. li.\n• Proprjflcd by Cam 11 Ic S^, Chaml)cr of Deputies, 1878; re|)ortcr to the ChiimIxT of Deputies, C.imillc\nSc<; reporter to the .Senate, .VIr. Urot.i. afterward Henri Martin.\n> It in the hiKh !i<hfK)l. indeed, that tlie law metins.\nIt even\nIn fact it created alw) mtiiii< ip.il colleges.\nfavored the o(<eninii of rourM-n of lectures hy the municipalities, in the Ix-lief, which is f.ir from lx-in({ juslil'ied,\nthat they would be a help in the application of the law.\n\n"}
{"page": 402, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n390\n\n.\n\n[Anniversary\n\nestablishments should be at one and the same time day schools and boarding-\n\nFor the establishment of secondary education\n\nschools.\n\nfor girls\n\nwithout\n\nboarding-houses in connection with the schools would have been utterly\n_\n\nuseless.\n\nIt is\n\ndue to the residential system that in the case of the secondary\n\neducation of boys, the ecclesiastical establishments have overthrown the\nprivate estabhshments conducted by laymen, and at the same time have held\nin\n\ncheck public establishments.\nResident schools are necessary\n\nin\n\nFrance.\n\nIf the\n\nopening of establish-\n\nments for girls had been limited to simple day schools, families in the country\nand those in towns not possessed of a high school would have been deprived\nof the proposed education.\n\nIndeed, it is not the custom in France to send\n\nyoung girls away from home and to intrust them to families living in towns\nwhere there is a school. It is as rare to meet parents willing to trust their\ndaughters to strange families, as to meet families prepared to accept the\nWithout boarding-houses in connection with the schools the\nresponsibility.\nbenefits of the high school would have been reaped only by girls in towns\nwhere they had been opened. Even in towns it would not have satisfied\nparents\n\nwho are obliged, on account of their occupations, family ties, or\nIt may be added that it\n\nsocial duties, to have recourse to boarding-schools.\nis of equal, if not of\n\ngreater importance, to give, in addition to instruction, the\n\neducation which residence alone can assure.\n\nBoarding-schools are necessary\n\nso that the horizon of the young girl may not be limited to her family.\n\nShe\n\nought to see something of the society in the midst of which she is going to\npass her life.\n\nIt is a\n\ngood thing for her, before she leaves her parents\n\nto\n\nshare the life of her husband, to serve the apprenticeship in life, in however\nslight a degree, and to this end she should share for some time in the common\n\nThe residential system suits the French character.\nof a high school.\nThe law then would have failed in its task, if it had not taken cognizance\n\nlife\n\nIts clear duty was to\n\nof this.\n\nestabhsh high schools provided with boarding-\n\nhouses, where the regime of the convent would be avoided and the organization\n\nwould be on the model of family life.\nThe state could have made model establishments.\n\nThe high\n\nschool\n\nmight have been built in the middle of a large park, and around it might have\nl)een\n\ngrouped small boarding-houses placed each one under the superintend-\n\nence of an experienced lady, who would have taken the place of the absent\n\nmother and would bave been specially intrusted with the education of the\ngirls.\n\nIt\n\nwould have been her duty to prepare them for their future role as\n\nwife, mistress of the house, and instructress of children.\n\nIn these boarding-\n\nhouses also girls would have been able to converse with foreign mistresses,\n\nand in a short time would have accustomed themselves without difficulty to\nspeak fluently in three or four languages. These boarding-houses would have\nbeen, as it were, a continuation of the home life.\nThey would have had all\nthe advantages without any of the inconveniences of the boys' boarding-\n\nhouses.\n\n"}
{"page": 403, "printed_page": null, "text": "SECONDARY EDUCATION OF GIRLS IN FRANCE\n\nPapers]\n\n391\n\nThis is the sort of resident school which should have been established and\norganized under the control of the state.\n\nThis was the system to which the\ncommission of the Chamber of Deputies gave its support, but on the instance\nof the minister of public instruction they abandoned it, in full sitting, in favor\nof the establishment of non-resident schools, to which boarding-houses might\n\nbe attached on the request of the municipalities.\n\nIn vain the reporter took\n\nup in his own name as an amendment and defended with tenacity the\nwording of the commission, which made resident schools obligatory.\nwas defeated: the amendment was thrown out by 453 to 12 votes.\n\nfirst\n\nHe\n\nThe opponents of the law considered it lost. They did not attcmj)! to\nOne of their most important organs speaking next day of\nthe voting, said: \"It (the Chamber of Deputies) has retained the system of\nboarding-houses under certain special conditions which make the law illusory.\"\nTo his praise be it said that Jules Ferry, the minister, brought the question\n\nconceal their joy.\n\nup again before the Senate, and spoke most eloquently of the necessity of the\nboarding-house system.\n\nBut the resolution of the Chamber, of which the\n\nobject was to throw the moral and financial responsibility of the boarding-\n\nhouses on the municipalities instead of on the state, was emphasized to a\ngreater extent in the Senate.\n\nstill\n\nWhen it was a question of putting the law\n\ninto practice, it was recognized that to apply\nto restrict the benefits conferred by it to a\nin possession of a high school.\n\nit\n\nstrictly, as it stood,\n\nwould be\n\nfew privileged towns which were\n\nIt was decided then to support the boarding-\n\nhouse system, which system alone made it possible for the whole of France to\nbenefit by the law.\n\nThe director of secondary education to the ministry of public instruction,\nCharles L^vort, with his never-failing shrewdness, recognized that there was\n\n\"an irresistible trend of opinion\" in favor of the boarding-house system,\n\nTo this end he trod the\nHe even contributed to bring about the decision\n\nand he exerted all his efforts to get it established.\nfarthest limits of legaHty.\n\nthat the state should contribute half the sum required for the establishment\nof secondary schools for girls, without distinguishing between the day schools\n\nand boarding-.schools.\n\nMore and more was it recognized in practice tliat the key to the success\nwas the boarding-hfjuse system. And this is an oj)inion which,\nas the law was carried into force, made itself fell in I)otli haiiihers.\nof the law\n\n<\n\nIt is,\n\nindeed, as Gabriel\n\nCompayrd' notices, tlie opinion that since 18S0\n\nwe have found exjiressed in many reports on the budget of the minister of\npublic inslructi«jn, and notably in that of Aulonin Dubosl, now president of\nthe Senate, who in 18S4 said: \"Tlie iioarding-house system is a practiia!\nnecessity which\n])arl\n\nof\n\nllic\n\nestablishing\n\nit\n\nis\n\na\n\ndeplorable\n\nthe opinion of those\n•\n\nnot pitssii)le to overlook without depriving an important\n\n]Mjpulation of the advantages of secondary e(iu( ation,\niMc(|uality\n\nin\n\nthe education of\n\nwho sup|)orlc(l the estai)lishment\n\nRepfTloire du druil adminiilralil.\n\n\\'n\\.\n\nXI.V, I'arl 4, p. i8».\n\n«)f\n\nand thus\n\nwomen.\"\n\nThus\n\nresident\n\nschools\n\n"}
{"page": 404, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n392\n\nstep by step, and who, at the\n\n[Anniversary\n\nChamber of Deputies, recorded only 12 votes,\n\nwas entirely justified. Edgar Levort, provost of the Caen academy, mentions\nHe says:' \"We must recognize,\nthis in his History of the Third Republic.\n\nnow that we have learnt it by experience, that the 12 were right against the\n453-\"\n\nThe thought which has dominated the legislature in drawing up the scheme\nfor teaching has been above all the scrupulous assurance of respect for liberty\n\nTeaching establishments, under the direction of the state and\n\nof conscience.\n\naddressing themselves to all families alike, ought to safeguard all opinions,\nall beliefs.\n\nIt would not have been possible, as\n\nCondorcet says,\n\nto infringe\n\nthe liberty of conscience by attaching weight to particular dogmas. ^\n\nMoral\n\nteaching, that is to say, the teaching of that lasting morality which is common\nto all beliefs and to all good people, can alone form part of a code of instruc-\n\ntion given to all in\n\ncommon.\n\nReligious teaching cannot form part of an\n\ninstruction common to all, seeing that it must be the choice of each individual\n\nconscience, and therefore no authority has the right to prefer one religion to\n\nanother. 3\n\nIt was then the bounden duty of the legislature to draw a clear line\n\nof demarkation between the moral law,\n\nwhich is common to all, and the\n\nwhich belongs exclusively to the individual conscience, and\n\nreligious law,\n\nconsequently to reserve the teaching of morality for the state and religious\ninstruction for the ministers of the different denominations.\n\nThis is a prin-\n\nciple which the law with regard to the secondary education of girls has scru-\n\npulously respected.\nthe girls.\nis\n\nMoral teaching is given in common in the classes to all\n\nReligious instruction, in conformity with the wishes of the parents,\n\ngiven outside the classes by the ministers of the different denominations.\n\nFrench language;\n\nAfter moral teaching the following subjects figure:\n\nreading aloud, and at least one modern language;\n\nliterature, ancient\n\nand\n\nmodern; geography and cosmography; French history and a slight sketch\nof general history;\n\narithmetic,\n\nthe elements of geometry\n\nand chemistry,\n\nphysics, and natural history; hygiene; domestic economy; needlework; ele-\n\nmentary law; drawing; music; gymnastics.\nFurther, the teaching of pedagogy may be organized.\nestablished\n\nThe teaching thus\n\nwas intended by the law to correspond in scope and duration\n\nto that given in the boys' high school.\n\nIn the secondary education of boys\n\nand girls there should be equality, but, as Ernest Lejouve remarked, \" Equality\nin difference.\"\n\nThe teaching ought to be \"feminine,\"\n\nthe career and vocation of women.\n\ni.\n\ne.,\n\nappropriate to\n\nFor example, girls should not be taught\n\nhistory like the cadets at the Military School of St. Cyr, or science and mathe-\n\nmatics, like the pupils at the Polytechnic School.\n\nAt the same time, to secure\n\nthe proper teaching, great caution is necessary and a steady insistence on the\nparts of the syllabus which are particularly interesting to women.\n'Vol. Ill,\n\np.\n\n113.\n\n'\n\nCondorcet, Report to AssemhUe des statuts.\n\n>\n\nCondorcet, Vol. VII, p. 104.\n\n1\n\n"}
{"page": 405, "printed_page": null, "text": "SECONDARY F.DUCATIOX OF GIRLS IX FRANCE\n\nPapersl\n\n393\n\nFinally, and above all, an important place had to be given to hygiene as\n\nwell as to domestic economy, theoretical and practical, which are as it were\n\nThey are, above all, the\n\nleading examples of the kind of teaching required.\n\nsciences which give the scope for the preparation of girls for their future\n\ncareers as wives and mt)thers,\n\nand which he!]) them in a worthy manner to\n\noccupy their place at the domestic hearth and vigilantly to watch over the\n\nThose who have been charged with\n\nwell-being of their families and homes.\n\nthe practical working of the law have not entirely conformed to\n\nits\n\ntenets,\n\nwhen it was a question of regulating the extent and duration of studies. They\ndid not sufficiently regulate tne preparatory classes. They reduced the\nduration of real secondary teaching to five years, when six or seven years\nshould have been devoted to it.\nThey set aside completely the enactments\nof the law\n\nwhen,\n\nin revising\n\nthe\n\nsyllabi\n\nin\n\nthey\n\n1797,\n\ndevoted to hygiene and dt)mestic economy in a way\n\ntime\n\nthe\n\nlimited\n\nwhich showed that they\n\nwere bent on its suppression.\n\nWe have had to limit ourselves in this short account to the main outlines\nWe have passed over the details of the measures taken by the\n\nof the law.\n\nminister of public instruction to assure its being carried out.\n\npassed over\n\nall that\n\nThus we have\n\nconcerns scholarship, for secondary education\n\ngratuitous like primary education.\n\nis\n\nnot\n\nThe number of scholarships is fixed in\n\nthe agreement between the minister of public instruction, the department,\n\nand the township where the school is established.\n\nAt the same time we have\n\nomitted university abatements or exemptions, which benefit the children of\nprofessors at secondary schools for boys\nfunctionaries of primary education.\n\nand girls as\n\nwell as those of the\n\nWe have at the same time passed over\n\neverything concerning the conditions of establishment, of upkeep, and of the\nfinancial\n\nregime of the schools.\n\nWe have also taken no account of all the\n\nregulations relating to the duration, division, distribution of teaching, etc.,\n\nand also those relating to entrance examinations, examinations during the\ncourse, leaving diplomas, etc.\nwill find\n\nit\n\nin\n\nReaders who wish information on these points\n\nWe refer\n\nthe (jlTicial article published by Gabriel Com|)ayre.\"\n\nthem also to this article for all that concerns llic staff (coiKlilioiis of nomination, [privileges, salaries,\n\npensions).\n\nFinally,\n\nwe will speak of the training-\n\ncollege for secondary teachers at Sbvres, established to form this stalT.\n\nThe result of liie law with regard to the >(•( i)n<lary eduialioii of girls and\nof the preparatory work to whi( h\nis\n\nit\n\nlias\n\ngiven rise, is that eai h estal)lishmenl\n\nplaced under the authority of a directress, and that the teaching\n\nby lady professors furnished with recognized diploin is.\ndid not exi.st.\n\nIt\n\nis\n\ngiven\n\nThis class of teaclu-rs\n\nhad U) be created, inslru( ted, and trained for teaching.\n\nThis was the work of the law of July 2S, iHSr, wliii h, like the law of\nDecember 21, 18H0, on the >e(omlirv ediualioii of girls, was proposed and\n•\n\nReperluirt du\n\nGirU.\"\n\nilruil\n\nailniiniUrati/, Vol. Xl.\\. \"I'lihlii\n\nInsliuiiinn.\"\n\n|);irt\n\niv,\n\n\"St'CDinlary\n\n'I'c.ii liiiiK\n\nfur\n\n"}
{"page": 406, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n394\n\ncarried through by Parliament.^\n\n[Anniversary\n\nA boarding-school, according to the word-\n\ning of the law, is a school to which girls obtain entrance by competition\nare supported free.\n\nand\n\nAll that concerns the syllabi, the duration of the course\n\nof study, the staff, the conditions of admission, and the leaving examinations,\n\nwas referred back by the law to a regulation debated in the conseil superieur\nThe school is composed of two sections, viz., arts\nof public instruction.\nand science. The length of the course of study is three years. At the end\nof the second year the girls compete for the certificate of ability to teach in\n\nsecondary schools for\ndes jeunes\n\ngirls\n\n(certificat\n\nd'aptitude a V enseignement secondaire\n\nThe examination for this certificate comprises arts and\n\nfilles).\n\nscience, including written tests, followed\n\nby oral tests, if the candidate has\n\nAt the end of the third year, which only\n\npassed the written examination.^\n\nwho have obtained the above-mentioned certificate can enter upon, is\n\ngirls\n\nthe competition for a higher certificate of ability to teach in secondary schools\nfor girls (agregation de V enseignement secondaire des jeunes filles).\n\nThe exami-\n\nnation for this certificate includes arts, subdivided into two sections, literature\n\nand\n\nhistory,\n\nand\n\nscience,\n\nsubdivided into mathematics and physical and\n\nThe schemes of study and the syllabi are arranged by the\n\nnatural science. ^\n\nprofessors of the school.\n\nThese professors have the title of charges des con-\n\nThey are borrowed from the faculties and the boys' high schools\nin Paris, and are paid au cachet 70 francs a lesson.\nThere are some lady\n\nferences.\n\nprofessors with degrees, for elocution, drawing, English,\n\nmaking.\n\nGerman, and dress-\n\nThere are besides four assistant mistresses, two for arts, two for\n\nscience, as well as\n\ntwo for supervision work.\n\nAmong other conditions with regard to the reception of girls at the school,\nnecessary for them to be not less than 18 and not more than 24 years of\n\nit is\n\nAll expenses, except for dress, are borne by the state.\n\nBut the young\n\ngirl must undertake to teach for ten years in the public schools.\n\nIf the engage-\n\nage. 4\n\nment is not kept, she is obliged to refund ;i^40 for each year passed in the school.\nSuch is, in brief, the reform by which France has profited for more than\na quarter of a century, and which will not, we trust, be without its influence\non her destiny.\n\nBIBLIOGRAPHY\nLouis Baugon, La loi Camille See,\n\ni\n\nvolume, Paris, 1881.\n\nGabriel Compayre, Histoire critique des doctrines de V education en France, depuis\nseizieme siecle\n\n(prix de I'Academie\n\nle\n\ndes sciences morales et politiqucs, en 1877),\n\nParis, 1879.\n\nGabriel Compayre: Histoire de la pedagogic, Paris, 1884.\n\nCamille See, Lycees des colleges de jeunes filles, 7th edition.\nA. Villcmot, Etude sur I' organisation,\n\nle\n\njonclionnement\n\n'\n\nProposed in the Chamber of Deputies by Camille S^e;\n\nles\n\net\n\nsecondaire des jeunes filles en France de 1879 a 1887,\n\ni\n\nprogrhs de V enseignement\n\nvolume, Paris, 1888.\n\nreporter to the Chamber of Deputies, Camille\n\nS^e; reporter to the Senate, Mr. Ferrouillat.\n»\n\nFor all these regulations see the article of Gabriel Compayre.\n\n3\n\nSee Gabriel Compayr6, Repertoire, loc. cit.\n\n* Ibid.\n\n"}
{"page": 407, "printed_page": null, "text": "\"\n\nHIGHER EDUCATION FOR WOMEN IN PRUSSIA\n\nPapers]\n\nO. Grcard, Education, Instruction, T. I, Paris, 1887.\nHenri Marion (Professor in the Faculty of Arts in Paris),\n\n395\n\nU education des jeuttes fiUes,\n\nParis, 1902.\n\nE. Levort, Histoire de la troisihme republique, Paris, T. III.\n\nGabriel Compayre, Repertoire du droit administrat if, Tome XIX;\n\n.\n\nsecondaire des jcuncs fillcs.\n\" L'enscignement secondaire des jcunes filles. \"\n\nPart iv \"Enscignement\n\nReview founded and organized by\n\nCamille See (50 volumes).\n\nTHE MODERN SYSTEM OF HIGHER EDUCA TION FOR WOMEN\nIN PRUSSIA^\nFRIEDRICH PAULSEN, STEGLITZ (bERLIN)\nI.\n\nIt\n\nseems now as if higher education for women is at last on tlic point\n\nof emerging from the period of fluctuating discussion and groping exjxM-iment,\n\nand that it is about to fmd itself settled on lasting and enduring foundations.\nFar-reaching plans on the part of the minister of public instruction, which\n\nwere furthered by a conference called for the purpose, have led to the adoption of a scheme of a joint organization which,\n\nit is\n\nhoped, may at no distant\n\nday find its development in a well-considered curriculum and in other wellordered arrangements.\n\nThe\n\ndetermination\n\nthat\n\nwas apparent, thruout\n\nall\n\nthe\n\ndclil)crations\n\nover the proposed law, as submitted, was, to provide for two independent\n\nand complete systems of higher education for girls, each of which had to work\nFirst, a school was\n\nout its own minor details, as based on the accepted plan.\n\nplanned whose ten-year course was designed to end concurrently with about\nthe sixteenth year of the pupil's age, and which undertakes to give a general\n\npreparation for the duties of life and for the activities of woman's existence,\nand which, on the whole, embraces the course followed in the so-called Realschulen for boys.\n\nThe second is a school offering a prc])aratory course for\n\nthe scientific studies of the high school, corresjjonding to the course\n\nhigher grade of our Gyvuiasien.\n\nin\n\nthe\n\nFor the fir^t, the name Lyzniiii and for tin-\n\nsecond, Oberlyzeum, has been proposed.\n\nThe ruling idea in the elaljoration of the plans ami the\n\ni\n\niiiii(\n\nuluin for\n\nboth schools will be to lead the scholars to earnest menial cnilcaN'or and to an\ninde[)endcnce of thought and act which\nof ( haracter by bringing the will\n\nin\n\nits\n\nturn will result\n\nin\n\nihc molding\n\nand the mental fa( idlies inidcr lull (onlrol.\n\nHitherto, girls' schools, more particularly private sch<v)ls, \\va\\v been lons[)i(Uously weak in one direction-\n\nc, in Ia\\ ing too nnu h stress on inc idcntal,\nshowy accomplishments, and l<»o little on serious work. Literature and languages, anfl,\n\nin particular,\n\ni.\n\nconversation and aesthetics, were emphasized as\n\nthe chief ornament of the \"higher education;\"\n\nwhile, in\n\nllu-\n\nacquisition of\n\nthe really important branches, i.e., ciphering, mathematics, natural\n\ngeogra[)hy, history, there was too often\n\ns(\n\nmuch left to be wished for.\n\ndirection the school had accommodated itself to liic o|)inions of so( iity.\nTranslated at the University of Chii.iKo PrrM. Clii(.ini., 111.\n\niciK c,\n\nIn thi>\n'i'lie\n\n"}
{"page": 408, "printed_page": null, "text": "—\nNATIONAL EDUCATIONAL ASSOCIATION\n\n396\n\n[Anniversary\n\nidea of \"culture,\" of \"higher education,\" particularly as regards\n\nsocial\n\nwomen, admits of but one point of view, i.e., that \"culture\" consists, above\nall, in the ability and the readiness to carry on conversation and to express an\nopinion, even in foreign languages.\nThat the acceptance of such an ideal\nproduced such resultant fruits is not surprising; the \"finished\" daughter,\nthe natural product of the \"finishing-school for girls, \" was a being who waspartly ridiculous, partly to be pitied, with a nature that neither took itself\nseriously nor was taken seriously by anyone else;\n\nand who, when life finally\n\npresented itself as a serious affair, was dazed and lost in the face of her responsibilities:\n\nshe had thought to be able to settle everything with \"conversation\"\n\nand chatter.\n\nOn the other hand, those girls who had attended the public\n\nschools were far better off.\n\nThey had been seriously instructed in serious\n\nsubjects with the boys, often in close association with them; they had learned\n\narithmetic\n\nand had read the Bible;\n\nit\n\nhad never been suggested to them,\n\neither at home or in school, that the ability to \"engage in conversation\" was\n\nsuch an especially important affair.\nselves\n\nAnd so, from the outset they bore them-\n\ntoward life as toward a serious thing; they regarded the home as a\n\nscene of work and of duty, not as a doll's house for the exhibition of affectation\n\nand for indulgence in gluttony. True, the \"cultivated\" family did not, in every\ncase, measure up\nor down\nto this standard but it can no more be denied\n\n—\n\n—\n\n;\n\nthat the model woman of \"good\" society thoroly approved of this standard,\n\nthan\n\nit\n\ncan that the higher \"finishing-schools\" had grown to be altogether\n\ntoo complacent toward the dictates of this class.\nsociety\n\nmolds the school\n\n—not the school,\n\nIt will\n\nbe admitted that\n\nsociety.\n\nIn the meantime views have changed to some exte nt, as have the circum-\n\nHowever perplexing, unusual, fantastic, and even impos\"woman's movement\" may have appeared to many, it is, on the\n\nstances themselves.\nsible, the\n\nwhole, actuated by a consistent purpose:\n\nthe determination to achieve a\n\ndefinite object in life, and, above all, to elevate the \"polished\" woman above\n\nthe insignificance of society's pursuits of the doll's-house variety, and to lead\n\nher to substitute for the latter a serious purpose and an honorable occupation,\n\nA new ideal for the education of women is in process of development\n\nan ideal which contemplates more earnest, perhaps even more austere aims,\nthan the old order of things: the production of an independent, industrious\n\nwoman, able to stand alone and to demand her rights; in other words, a\nmore virile woman. In the one case the result is that the woman of the\nworking and middle classes is becoming, in an ever-increasing measure, a\nfactor of importance as a self-supporting worker in the trades and professions.\n\nThis transformation has become\n\nboth possible\n\nand desirable thru the\n\ndevelopment of modern methods of household management which have\n\nmade it easy to break away from the old preconceived notion that woman\nmust confine her activities to domestic affairs: the demands of business are\never more and more circumscribing the claims of mere household manage-\n\nment.\n\nIn the other case,\n\nit\n\nis\n\napparent that, among those of the educated\n\n"}
{"page": 409, "printed_page": null, "text": ":\n\nHIGHER EDUCATION FOR WOMEN IN PRUSSIA\n\nPapers]\n\nclasses, the failure to marry is becoming more frequent;\nin\n\n397\n\nthe absence of skill\n\nhousehold management and the increase of social demands and activities\n\neven among the bourgeois classes, combine to render a man more and more\ncautious in taking upon himself the burden of a family.\n\nFor this very reason,\n\nthe girls in this class of society are finding themselves in increasing numbers\n\nforced to seek an independent\n\nmeans of livelihood;\n\ntheir\n\ndependence on a\n\nsupport from their family constantly becomes more and more an uncertainty,\n\nand the necessity more and more pressing of establishing for themselves a\nposition in business life, if they would avoid the alternative of becoming a\nmere dependent.\n2.\n\nThe Lycf»w.— This great change in attitude and outK)ok must, generstamp itself on the new higher schools for girls. And this\n\nally speaking,\n\nwill be the case, not only in the Obcrlyzeum,\nscientific studies to which matriculation\n\nis\n\nwhere the preparation for really\n\na condition precedent will naturally\n\nentail serious and constant application and study, but in the Lyzeum likewise.\n\nThe hitherto vapid and light-minded \"linishing-school\" will give place to\nThe prospect of a possible future activity in\nmercantile business, in manufactures, in traffic, will make itself felt as a\n\none with more earnest aims.\n\nCommercial arithmetic and mathematics which,\n\nstimulus.\n\nuntil recently,\n\nmany girls' schools seemed to consider as superfluous for women\nalso, as\n\nwhat\n\nbeing beyond\n\nslight\n\nthe\n\njustification!)\n\n—\n\ncapacity of\nwill\n\nnow be\n\nthe\n\nfeminine\n\nseriously\n\nintellect\n\ntaken up;\n\n— possibly,\n(tho with\n\nthe\n\nnatural\n\nteaching of\n\nand will coincidently attract an eager following; the\nlanguages will then be taken up with more thoroness and\n\npersistency.\n\nAnd so, in every direction, the girls' curriculum will be estab-\n\nsciences will follow,\n\nlished on a plane more nearly approaching the more difficult courses that\n\nobtain in the boys' schools\n\nmovement itself.\n\nIt is as\n\n—\n\nto the\n\nadvantage of the individual and of the\n\ntrue in the case of the woman as it is in that of the\n\nman that\nWcr mil dcm Lcben spiel t,\n\nKommt nic zurccht;\nWcr sich nicht sclbst Ix-fichlt,\nBleibt immrr Knecht.'\n\nIn the original plan to place the Lyzeum on a parity with the si.x-graded\nRealschule, and which served as a basis for all the discussions of the Confi-r-\n\ncnce which followed, it was pointedly insisted tliat \"tlie Lyzeum shall olTer a\ncourse which shall be, at the very least, the ecjuivalent of that followed in the\nsi.x\n\ngrades of the boys' schools.\"\n\n\"Ecjuivalent,\" it may be i'.\\i)lained, means\n\n\"uniform with;\" and thus the special branches of instruition as well as the\n'\n\nThe translator of thin paper has thouKht it to l>e in licttcr taste to let the al>ove stanr^-i, as quotc<l liy\n\nMr. Paulsen, remain in its ori|{inal German in the text, and tu ofTcr the followinji tran.shition. (or wliat it is\nworth, by means of a footnote\n\nWho (ports with hfc as S'lmcthinn li|{ht\nWill ne'er achieve the Roal;\nWho is not master of him.vlf\nMust fill a menial r6le.\n\n"}
{"page": 410, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n398\n\n[Anniversary\n\ndetails of their delivery, will bring the curriculum provided for the girls closer\n\nand closer to that followed in the case of the boys.\nClearly, however, it must not be supposed that all the scholars from the\n\nnew Lyzeuni enter a business avocation, as in the case of the graduates of the\nRealschule, even tho they do not take the full course at the Oherrealschule.\n\nThe role of wife and mother will ever, as heretofore, remain as the primary\nvocation of woman.\nThe Lyzeum would be false to its mission if the results\nof the education it offers tended to unfit a girl for this role, or even to divert\n\nThe general proposition is laid down, however,\n\nher from its contemplation.\nthat a thoro school course\n\nis\n\nof great advantage even to that end.\n\nFor\n\nnot only will the habit of close and minute attention to duty, which is incul-\n\ncated by such a course, prove to be of value in the performance of every act\nof service; but the actual knowledge and well-balanced control of the mental\nfaculties\n\nwhich result therefrom will find ample opportunity for their use\n\nand application, both in the management of a household and in the rearing\nof children.\n\nThis will be apparent, for example,\n\nin the fact that\n\nsuch a\n\nmother will be better qualified to give stimulating and helpful guidance to\nher sons on up thru their school course\n\n—a situation that\n\nrially to broaden the scope of her relation\n\ntoward them.\n\nwill serve\n\nmate-\n\nAnd finally, it may\n\nbe said, the measure of respect accorded to the woman corresponds invariably\n\nmeasure of her force of mind and her ability.\nTen years have been contemplated as the proper term to cover the curriculum of the Lyzeum or seven years, if the three-year elementary curriculum\nto the\n\n—\n\nis\n\nleft\n\nout of consideration\n\n—while the order of instruction from the year\n\n1894 establishes a nine-year curriculum as the norm, corresponding to the\n\nThe ten years of school life are meeting\nThe term corresponds to what used to be con-\n\nnine-year course at the Realschule.\n\nwith universal approval.\n\nsidered the rule in the displaced \"higher schools for girls.\"\n\nTo leave school\n\nat 15 years of age is too early, and places the child in an anomalous position.\n\nWith the increased maturity apparent at 16 years of age comes greater adapta-\n\nhome\n\n— either one's own or that of others; and,\n\nbility to the exigencies of\n\na\n\nlikewise, greater strength\n\nand decision of character can be brought to bear\n\non taking up the ensuing preparatory course for a life-calling.\n\nAnd for the curriculum itself the additional year is also a distinct gain.\nIt\n\ncan be arranged somewhat more easily; the hours of study are not neces-\n\nsarily so\n\ncrowded; as it is, the contemplated course demands from twenty-\n\nfour to twenty-six hours a week, independently of athletics, singing, and\n\nmanual training. That the course for boys in the Realschule covers but\nsix years is no argument against it; for, as a rule, as regards mental effort,\nthe constitution of woman is endowed with a somewhat slighter power of\nresistance, as compared with that of man, and should be spared some of the\nstrain during the critical years of early\n\nlife.\n\nAnd it has been urged with\n\nsome show of reason that the six-graded Realschule subjects the pupil to a\ngood deal of mental forcing. In particular, it is scarcely possible to reach\n\n"}
{"page": 411, "printed_page": null, "text": "—\nHIGHER EDUCATION FOR WOMEN IN PRUSSIA\n\nPapers]\n\n399\n\nthe prescribed proficiency in the two foreign languages in six years;\nresult\n\nthat, in practice, the course\n\nis\n\nand the\n\noften extended to cover seven years\n\nis\n\nand even longer, and results in denying the contemplated advance in grade\nIn any case, the average\n\nto the great distress of scholar, parents, and teacher.\n\nage at which the Rcalschiile is left behind is considerably beyond 15 years.\n\nFrom every point of view, thorefi^ire, it was considered wiser to make the\npath of learning, which, for boys, is already somewhat too steep, somewhat\nless so for girls.\n\nIn any event, there is no fear that complaint will ever be made that the\nseveral stages embrace too few subjects of instruction.\n\nhere and there it\n\nwill\n\nIt is\n\nbe charged that not enough time\n\nThus, I\n\npractice in the details of a subject.\n\nis\n\nmore likely that\ngiven for thoro\n\nam not ihoroly convinced\n\nwhether it will be possible to adhere to the three hours a week allotted in the\nplan to accounts and mathematics.\n\nIf\n\nabsolute correctness in results\n\nis\n\nto\n\nbe attained, it will be admitted that constant and many-sided practice is of\nthe\n\nimportance.\n\nfirst\n\nIf the\n\nnecessary time for this cannot be found in the\n\nschedule as arranged, it must be taken from the time allotted to housework.\n.\\nd if this suggestion is worth considering, we are confronted with the fact\nthat most girls, when they leave school, have\nof arithmetic, but are well grounded in none.\n\n\"gone thru\" most branches\nSo, too, the provision of two\n\nhours for instruction in natural sciences is in scarcely the needed proportion,\nthe more so from the fact that, in these subjects, everything must of necessity\n\nbe done in the regular school hours themselves.\n\nAnd a thoro grounding in\n\nnatural sciences is, for girls, of an importance that cannot be overestimated.\nIt\n\nis\n\nof equal importance, alike in the departments of housekeeping\n\nchild-rearing,\n\nand in the ordinary business avocations.\n\nIndeed,\n\nand\n\nwe might\n\nsay that it forms the indispensable foundation for all the courses which are\nimperative later on in a training-school.\n\nI\n\nam persuaded that in this direction\n\nan increase in the contemplated hours of study (fifteen) will be conceded as\nPossibly instruction in German, to which thirty-four week-hours\n\nnecessary.\n\n(almost\n\nfive\n\nin\n\neach week thruout the course) have been allotted, may be\n\nMore hours are perhaps accorded to\ncommended. Tho this study may possiljly lead to a broader outlook, it may easily be made to produce a certain\nmental nausea. Thus it should be easy at first to deduct a few hours from\nthis branch in favor of domestic subjects.\nMost of the pupils come from a\ncircle in life in which some reading is done, anyway.\nPossibly we shall even come to the pcjint of .seriously (juestioning wiietlu-r\nmade\n\nto\n\nyield\n\nsome\n\nliterature\n\nthan\n\nis\n\nof the\n\ntime.\n\naltogether to be\n\na knowledge of two foreign languages forms an indisjjcnsable element in the\ntraining f>f\n\nGerman boys and girls.\n\nThe western nations simplify the questhey make two modern languages\n\ntion for themselves, or Uix their youths:\n\noptional.\n(\n\nulture.\n\nThey have the advantage of an older and more independent\nGermany the feeling that rooted itself in the national miixl at\n\nIn\n\nthe time of the greatest degradation of our national\n\nlife,\n\nstill\n\nexists, that to\n\n"}
{"page": 412, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n400\n\nattain culture, or even to the true dignity of\n\n[Anniversary\n\nmanhood, the acquisition of\n\nHe who knew no language but German\nwas classed as one of the vulgar rabble, with whom it was in no sense profitable\nforeign languages was indispensable.\n\nIt may be that some day the German people will grow brave\nenough to regard foreign languages more in the light of an accessory, rather\n\nto converse.\n\nthan as the actual substitute, of culture.\n\nIf,\n\nas is the proper way of viewing\n\nthe matter, foreign languages come to be valued merely as a means to an end,\nrather than as a criterion and token of culture, we shall, I fancy, be ready to\n\ndeclare that, as a rule, a young girl has, provisionally, acquired enough in\n\nacquiring one foreign language, both in respect to linguistic and grammatical\n\nknowledge, as well as every practical need.\nanother arises\nis left\n\n—\n\nbehind.\n\nIf, later,\n\nthe necessity of learning\n\nwell, the possibility of learning it does not cease when school\n\nAnd for all the purposes of the school itself, a tolerable pro-\n\nficiency in the use of one foreign language would prove in the end of far greater\n\nvalue than the doubtful advantage of having \"taken\" two.\n\nThere can be no\n\ndoubt that, some day, the death-knell will sound for the compulsory learning\nof\n\ntwo foreign languages,\n\nin\n\nfavor\n\nthe\n\nof\n\nreally material subjects in the curriculum.\n\nmore thoro acquisition of the\nThere is weary sighing now to\n\nbe heard in all the higher schools, without exception, under the present heavy\n\nburden of the requirements in languages.\n3.\n\nThe Oberlyzeum.\n\n—The proposed regulations\n\nfor the\n\nLyzeum encoun-\n\ntered at no time any basic criticism or opposition in the Conference.\n\nThe\n\ndebate was limited almost exclusively to a discussion of the grammar-school\n\ncurriculum for girls.\n\nSo much stress was laid, by the advocates of higher\n\nstudy for women, on the question as to the relation of the curriculum of the\n\nOberlyzeum to the preceding curriculum of the Lyzeum, that it seemed to be\nthe main question at issue.\n\nIt is noteworthy that no one seemed for a moment\n\nto draw in question the necessity of according to\n\nwomen the right to pursue\n\nthe studies conducted in the colleges, and to accord them untrammeled access\n\nGymnasien; so thoroly has the \"woman's\nmovement\" triumphed in these days over the old-time prejudices and obsessions.\nThe only question that was raised was: How shall we arrange the\ncurriculum of the Gymnasium for girls, and, in particular, how are the stages\nto the preparatory courses of the\n\nleading to the higher schools for girls to be worked out ?\n\nThe discussion proceeded on the assumption that the Oberlyzeum was to\nbe established as an educational institution entirely independent and complete in\n\nitself.\n\nOf course, it takes for granted that a suitable preUminary\n\neducation has been obtained; but its course is not confined to being a direct\ncontinuation of that of the Lyzeum.\n\nJust as the latter has an independent\n\nstanding and position of its own, so has the Oberlyzeum.\nrelations\n\ncan maintain\n\nEngland and America.\n\ninstitution has\n\n—\n\nvery much as is the case with the \"college\"\nAnd on this basis the internal government of the\n\npendently organized institution\nin\n\nIt\n\nwith a Lyzeum, and can, nevertheless, exist as a thoroly inde-\n\nbeen estabhshed:\n\nthere\n\nis\n\nno hard-and-fast, unchangeable\n\n"}
{"page": 413, "printed_page": null, "text": "HIGHER EDUCATION FOR WOMEN IN PRUSSIA\n\nPapers]\n\n401\n\ncurriculum which is forced on all alike; but a variety of courses with optional\n\nThe course customarily followed resembles that of the\n\nsubjects in each.\n\nOherrealschiden, with sciences\n\nand modern languages as the principal sub-\n\nA second course closely follows that given in the classical Gymna-\n\njects.\n\nAnd, finally, there\n\nsium, with the dead languages as the prominent feature.\nis the course occupying a position\n\nmidway of the two others, patterned largely\n\nafter the plan of the Real(^ym>iasium, with Latin, but not Greek.\n\nAs a rule\n\nthe ultimate object is matriculation preparatory to entering college; yet even\nso, the training\n\nobtainable in the Oberlyzeum is of distinct value.\n\nThis is\n\napparent, also, in the permission which it is contemplated extending to girls\nto attend lectures, in cases\n\nwhere they arc following a limited number of\n\ndistinctly optional subjects.\n\nThe normal length of this course will be four\n\nyears.\n\nAt this point arose the opposition, whose principal mouthpiece was INIiss\nHelene Lange.\n\nThis opposition was based on the following contentions:\n\nthat in the usual course of events preparation for the Oberlyzeum naturally\n\nsucceeds the Lyzeiim itself, that is, in a ten-year course.\n\nAdd to this the four\n\nyears of the Oberlyzeum course itself, and you have an aggregate of fourteen\nyears'\n\npreparation for college:\n\ncourse for boys.\n\ntwo years longer than the corresponding\n\nThus girl students would reach the university at twenty\n\nyears of age instead of at eighteen, as in the case of the young men, and they\nare therefore proportionately delayed in their preparation for embarking on\ntheir life-work.\n\nviduals\n\nThis results in a heavy burden being imposed on the indi-\n\nand on their families, since, as a rule, the women pursuing higher\n\nstudies are not to be found among the well-to-do classes.\n\nAnd this imposi-\n\ntion is the more unfair since it will be conceded that it is only girls earnest\n\nand\n\ngifted\n\nabove the average who devote themselves\n\nto scientific .studies.\n\nFor this reason, it was declared, the demand that girls be enabled to reach\nthe university thru a twelve-year course\nthat to this\n\nreasonable.\n\nis\n\nAnd it was urged\n\nend the Lyzeum curriculum should be bifurcated, so to speak,\n\nafter the pupil is twelve years old;\n\nthat the course of the general higher girls'\n\nschool should branch off at this point with Latin, which thus would lead to\nthe final examination in six years.\n\nIn\n\n.spite\n\nof the most brilliant\n\nfailed of approval;\n\nand importunate advocacy, the demand\n\na large majority of the members of the Conference held\n\nfast to the outlines of the original plan.\n\nI\n\nbelieve they were right.\n\nThe\n\nfollowing reasons seem, in the main, to be the ones to be taken into account.\n\nUnder the constitution of the higher-girls'-.school system, it is impossible\nmeans\nUnder the enactment of the\nof a uniform short cut thru the curriculum.\nWith them the\nboys'-school system, the situation is somewhat different.\nmatriculation examination and the succeeding academic studies must be\n.And in\nconsistently i)lanncd for with a more or less dcfmitcness of aim.\nto make provision for the smoothest possible road to the university by\n\npractice the higher bf)ys' s(hof)l is regarded as a college.\n\nIn earlier times (he\n\n"}
{"page": 414, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n402\n\n[Anniversary\n\nhigher middle-class school achieved for itself some sort of independence of\nthe college under the guise of the so-called Realschule.\n\nWhat, however,\n\nseems contradictory is the fact that even among those who need and desire\na higher middle-class-school course to follow after they have reached their\nsixteenth year, the practice is, nevertheless, to complete their studies in the\n\nlower and middle classes of the Gymnasium and the college\nresults in serious regrettable interruption\n\n—a situation that\n\nand drawbacks.\n\nIn the school system for girls there is no necessity whatever for duplicating\nthis intrinsically objectionable\n\nclass\n\nUnder\n\nschool.\n\nthis\n\ncombination of college and higher middle-\n\nand\n\nmatriculation\n\nsystem,\n\nalways be regarded as the exception.\n\ncollege\n\ngeneral course, this exception will come to be all but overlooked.\ngirls' school,\n\nstudies\n\nwill\n\nAnd, owing to the lengthening of the\n\nThe higher\n\nfrom now on, will have to develop its own curriculum entirely\n\nwith reference to its own needs and conditions, without taking into consideration a possible scientific course to follow.\n\nthe course were to be inaugurated,\n\nIf the\n\nproposed bifurcation of\n\nand thus provide a special course after\n\nthe twelfth year of age for those who contemplated a university course later\nit would result in a deep-seated disturbance in the curriculum planned\nthem after they have attained their sixteenth year. Parents and young\ngirls would then be confronted with the question,\na question it would be far\n\non,\nfor\n\n—\n\ntoo early to be able to settle properly:\n\nShall\n\nit\n\nbe college or higher girls'\n\nschool ?\n\nAnd the disquieting discussion would not only result in unnecessary\n\nheat, but\n\nwould probably often lead to far-reaching dissension.\n\nParents'\n\npride and daughters' hastiness, ambition and jealousy, combined with the\nreflection that it can always be tried, and, if it does not \"go,\" can always be\n\nabandoned, added to the fact of holding one's self free to make the choice\nas is the case with the boys' school, would prove the death-blow to the college\ncourse.\n\nAnd the result would then be just the same as in the case of the\n\nboys' school: that after longer or shorter trial the experiment would have to\n\nbe abandoned, ending, after futile labor, in a bungling, half-acquired knowledge of Latin.\n\nOr the result might be that, pride forbidding the admission\n\nthat one was mistaken concerning one's strength and talents, a determination\n\nmight be reached to follow to the end the course originally decided on, in\nspite of all the handicap of nature.\n\nunfit young men (of\n\nAnd we should then find the number of\n\nwhom there are not a few at the universities) augmented\n\nby the presence of unfit young women, with the sad prospect of the disillusionment awaiting them.\nBut, passing from this extreme possibility, have we any real occasion, by\nso arranging the curriculum, to attract the daughters of the leisure class,\n\nand then to \"crowd\" them in their studies, as, it must be admitted, is done\nwith their sons at the Gymnasium?\n\nI think, on the contrary, it is desirable\n\nrather that they should be held back, not to say, even deterred.\n\nIt seems to\n\nme wholly undesirable that we should follow America's example of making\nthe^learned professions more and more accessible to the female sex: (i) On\n\n"}
{"page": 415, "printed_page": null, "text": "HIGHER EDUCATION FOR WOMEN IN PRUSSIA\n\nPapers]\n\n403\n\naccount of the thing itself; for we can scarcely believe that the professional\nduties of the j)hysician or of the teacher can be more effectively undertaken\n\nHowexer great may be the achievements of a few,\nwe shall, nevertheless, have no occasion to abandon the old conviction that\nin general a manV* ^trengtll and skill in these callings are greater, more reUFrom the facts\nable, more lasting, and more persevering than a woman's.\nalone that the woman ages earlier, and there always remains in the backbv women than b\\\" men.\n\nground the possibility of her marrying, it may be urged that her training for\nthese professions,\n\ndemanding so long a preparation as it does, is more unEven the Americans are Ix'ginning to give\n\nthan in the other case.\n\nthrifty\n\niheni.-elves\n\npause and\n\nto\n\nask whether, in the highest sense,\n\nit\n\nexpedient\n\nis\n\nthat their school matters should be so preponderatingly controlled by women;\n\nwhether in training boys to become men, it is not better to intrust their man-\n\nagement\n\nto\n\nmen.\n\n(2)\n\nOn account of the individuals themselves:\n\nfor the\n\nwoman scarcely e\\\"er finds the same satisfying gratification in such a calling\nThe proof of this is seen in the reachness displayed by women\nas does a man.\nto\n\nembrace each offered opportunity to escape from their profession and to\n.state as the one true and sati>fying vocation.\n(3) Anc',\n\nenter the married\nla>tlv,\n\nnot on account of the joint contact of the se.xcs involved.\n\ning of\n\nwomen into the learned professions is\n\nresult of a prejudicial effect\n\nfollowed\n\nThe crowd-\n\nby the immediate\n\non the establishment of families; not so mucli,\n\n—\n\nwoman's thoughts from marriage she will\nanyhow as that by her presence she crowds out\nfrom such positions the men who would be able to support a household if\nTen thousand self-sustaining female\nthey occupied them themselves.\nwould it not be more desirable for the sake of the community if\nteachers\nwe had in their j)lace ten thousand married male teacliers ? True, they\n\nperha])s, because\n\nit\n\ndiverts the\n\ncast furtive glances at\n\n—\n\nit\n\n—\n\nwould cost more; but would not ten thousand teachers' families with\naccretions more than recoup\nis\n\nthe influence which\n\n|>lank\n\ntlie\n\ne.xpense ?\n\nthis\n\ntheir\n\nWho shall say how weighty\n\nteacher's house, serving, so to speak, as a gang-\n\nbetween the lower and u])per classes of society, has exerted and will\n\nc(jntinue tf) exert\n\n— the school teacher's house, but, etjually, the head-master's\nthings whose value cannot be exactly\n\ncomputed\n\nfamily.\n\nThe>e are\n\nfigures;\n\nthey touch us closely, however, and are not without weiglit.\n\nWe\n\n— nor would we —altogether exclude women from the karneil\n\nj)ro-\n\ncannot\n\nfessions;\n\nall\n\nbut, on the other hand,\n\nit\n\nis\n\ne(|uall\\\n\nout\n\nol\n\nllic\n\n([Uolion\n\ntlial\n\nin\n\nwe\n\nshould, by means of an adjustment of the school curriculum, present to them,\nas something necessary or natural, a c hoice of such u career.\n\nhigher .schools for girls with sudi\nwell t<t-do familie.-. to regard\n\nit\n\n(\n\nlause the\n\nas a social duty to cause their daughters to\n\nstudy along the same lines as, unhappily, their sons now do\nregard as disastrous;\n\nTo stamp the\n\nliaractcristics as graihuilly to\n\nand the dironit\n\ncrowding of\n\ntlie\n\nthis\n\n1\n\nprofessions\n\nshould\nis\n\nthe\n\ninevitable result.\n\nThus it will be nei essary so to arrange the curric uhim that il shall aim\n\n"}
{"page": 416, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n404\n\nto terminate with the pupil's sixteenth year of age;\n\ndistinct resolve\n\nof the\n\n[Anniversary\n\nthat it shall necessitate a\n\n— could almost wish for a strain —\nI\n\nGymnasium.\n\nto take up the curriculum\nOnly unusual energy and talents together with other\n\nfavoring circumstances, should, as a rule, justify such a resolve.\n\nThe more\n\nemphatically the school will declare that it expects no such resolve on the part\nof its pupils, the better.\n\nWe should be starting ourselves on a fatal course\n\nif we were to offer up the girls' school at the shrine of the girls' Gymnasium,\n\neven as we have sacrificed\n\nthe higher boys' school to the Gymnasium.\n\nIf this be insisted upon, it\n\nmay well appear an open question whether the\nmake too much concession to the\n\nproposed order of instruction does not\n\nopposite principle, in that it will provide for a collateral Latin course of six\n\nhours weekly in the two upper classes of the Lyzeiim, and in such a manner\nthat those who take this subject will be compelled to receive somewhat less\n\nGerman and\n\ninstruction in\n\nFrench.\n\nPerhaps\n\nit\n\nwould have been more\n\nsuitable to leave a contingent Latin course wholly to the promptings of indi-\n\nvidual diligence.\n\nThe resultant necessary additional work \"would have been\n\na test of the student's capabilities; and to obtain a competent teacher for the\n\npurpose would scarcely have resulted in appreciable\n\ndifficulty\n\nanywhere.\n\nSuch a man is not seldom to be found in the house, or at least in the immediate neighborhood.\nforces itself in after\n\nThus something like the beforementioned \"bifurcation\"\nall, which is closely related to the ambition to become\n\none of the \"college students.\"\n\nIt is thus clear that,\n\napart from the possible\n\nindividual studying, provision for taking elementary Latin might be incor-\n\nporated in the general scheme.\n\nI admit that I have not been able minutely\n\nsuch a provision.\n\nIn any case, the gratification of any such\n\nto figure out\n\nambition may well be left to individual enterprise.\nLikewise, it would not seem to me as an impossible concession if, with a\n\nview to the development of possible candidates for the Gymnasium, the course\nfor the upper classes of the higher girls' school should be kept, as far as possible, free of all new subjects, so as to make the graduation from such classes\n\neasier for the aforementioned candidates.\n\nIt is true that\n\nif\n\nthe final class\n\nwere to cover merely a general review without covering material branches\n\nwhich would lead to new levels, it would lose in prestige in the pupils' minds.\n\nAnd the same objection would apply to a too comprehensive approach to the\nOberlyzeum.\n\nIf it were attempted to convert the lowest grade into a sort of\n\nreception-class,\n\nwhose object would be to bring all its pupils who would, of\n\ncourse, have come from all sorts of schools and private teachers to the same\nlevel by means of review and complementary studies, the result would be not\n\nonly to rob the general course of a whole year which could ill be spared, but\n\nwould tend to dull the zeal of those who brought ambition with them.\nAnd likewise, it would serve to postpone, in the case of the \"unfit,\" a recogit\n\nnition of their mistake.\n\nSome doubt might even be entertained as to the wisdom of the nomenThe terms Lyzeum and Oberlyzeum (as\n\nclature of the different institutions.\n\n"}
{"page": 417, "printed_page": null, "text": "HIGHER EDUCATION FOR U'OMEN IX PRUSSIA\n\nPapers]\n\n405\n\nin the case of the Realschule and Oberreahchule) give rise to the idea that the\nlatter is a continuation and rounding-out of ihc former.\n\nFranklr speaking, a\n\nnew characterization of the new arrangement is needed, as over against the\nold TbchterscJmle and MddcJicngymuasiitni.\n\nmany secondary considerations may well be in-\n\nIn the fmal discussion\ncluded.\nis all\n\nIt\n\nmight be urged that the nine-year Gymnasium course for l)oys\n\ntoo short;\n\nactual practice it often extends over an appreciably\n\n.since in\n\nThe average age of those\nAnd for our university requirements, this\n\nlonger period with necessary class-review work.\n\nwho matriculate is twenty years.\n\nTo leave school at an earlier age is not always an unmixed\nhowever much it may be desired by parents. It would be (juite\n\nnot too high.\n\nis\n\nblessing,\n\nproper, therefore,\n\nif,\n\nfor .the girls, with their\n\nweaker constitution and more\n\nwe were to endeavor to lay out a somewhat more level\npath than the all- too steep highway of the nine-year Gymnaskim course.\ntimid dispositions,\n\nIf,\nit\n\nat\n\ntwenty years of age, they attain the point where they can enter college,\n\nwould prove a more suitable age.\n\nroute, they have gained a\n\nAnd if, in reaching this goal by the longer\n\nmental and physical maturity,\n\nthis will\n\nprove of\n\nimmense advantage in the later university course, and might even aid in\n.shortening the latter.\nThe avoidance of the year of dienen and of strenuous\nstudy which is so often undertaken by our students, will always assure them\nthe means of \"catching-up\" with their fellow male students.\nMoreover, there would in no case be any compulsion to pursue the full\nfourteen-year course\n\nLyzeum and Oberlyzeum.\n\nthru\n\nNo one\n\nwould\n\njjrevented from reaching the goal by pas.sing-over certain classes.\n\nbe\n\nThis was\n\nnot an unusual thing in colleges in earlier days, accomplished by means of\n\nstrenuous private tutoring, and, without doubt, was an advantage over the\npresent system of filling out the entire period allotted to each grade.\n.sion\n\nto the\n\nOberlyzeum\n\nis\n\ncourse of the Lyzeum.\n\nAdmisby no means conditioned on completing the full\nwill\n\nIt\n\neventually be necessary to determine the\n\ncandidate's attainments and general preparation by\n\nmeans of ;in entrance\n\nexamination, but no conditions will be impo.sed as to the manner in which\nthese were acquired.\n\nA good course of private tutoring — which is not to he\n\nconfounded with \"cramming\"\n\n— as.suming the necessary capacity and deter-\n\nmination, can, without doubt, lead to the goal by a .shorter route than the\nschools afford.\n\nAs a rule, of course, preference must be given to the school,\n\nand, in practice, preparation for the university will generally be found to\nrcfjuire the stated\n\nterm.\n\n1\n\nslxjuld\n\nnot regret\n\nif\n\na year were oixasionally\n\ninterjected between the Lyzeum and the Oberlyzeum for tht\nin hou.sehcjld ec(»nomics\n\nmarriage which might\n\n—\n\nif\n\nlini-hing touches\n\nfor no other reason than for the .sake of llu- |)o.ssiblc\n\nen.sue.\n\nThe \"crowding\"\n\nincident\n\nlo\n\nthe (juickest\n\npossible completion of the course is assuredly the most unheallhful condilion\nto\n\nwhich a young girl can be subjected.\n4.\n\nTo go into jjarticulars of the j)lan and course of instruc lion of the two\nis not my intention.\nI have but a few suggestions lo add.\n\ninstitutions\n\n"}
{"page": 418, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n4o6\n\nCollaterally to the Lyzeiim course,\n\n[Anniversary\n\nwhich will assure a complete school\n\neducation, there should be established courses for a general rounding-out of\nthe education of adult girls, and for training in the various vocations of life.\nClasses for a general finishing education would provide for those subjects\n\nwhich are of highest importance to the mistress of the house and the mother;\nsuch as the economic sciences, with a theoretical foundation, the laws of\nhealth, with the necessary details of anthropology and physiology, rules for\n\nand upbringing of children, with training in nursing and kinderWe have been reproached for not keeping these things in view;\nbut this is unfair. It was, from one point of view, unreasonable to overload\nThose selected were numerous and\nthe course with too many subjects.\nthe care\n\ngartens.\n\nburdensome enough.\n\nAnd, from another point of view, it is desirable that in\namount of liberty and individualization\n\nrespect to such subjects a certain\n\nshould obtain, which is impossible in a minutely laid-out plan of studies;\nand, for the rest, a certain private initiative, which is here attended with the\nbest results, must be given greater opportunity for its display.\n\nAs regards the Oberlyzeiim, it was but right that the majority of the pupils\nshould be accorded the opportunity of following the path which leads to the\n\nAnd so, also, in the case of those who have no intention of\nThe same is true for those who\nhave in mind the study of mathematics and natural sciences. And if, as\nOherrealschide.\n\nfollowing up their studies at the university.\n\nseems probable, the medical departments shall next open their doors to\ngraduates from the Oherrealschide, such young women as intend to devote\nthemselves to the profession of medicine will likewise find that there is no\nlonger any need for any very extensive\n\n— repeat, extensive—course in Latin.\nI\n\nFor the future teachers of the humanistic sciences, theology, languages, history, a knowledge of Latin, and, in certain circumstances, of Greek also, will\nalways remain desirable, if not indispensable\nalike.\n\n—for female and male teachers\n\nTo permit entrance to the schools on equal terms will entail the neces-\n\nsity of furnishing correspondingly equal instruction to the entrants.\n\nPossibly,\n\nin other respects, the \"modern\" curriculum of the Oberlyzeum will not strictly\n\ncorrespond to that followed by the Oberrealschule; it will necessarily be\nsomewhat more \"humanistic\" in character, if only for the reason that the\ntechnical colleges, for which the Oberrealschule was originally a preparatory\nschool, have made no provision for the entrance of women as scholars.\n\nFor\n\nthose who would become teachers, even of mathematics and natural sciences,\nas well as for female physicians, a thoro training in the humanistic sciences\nwill\n\nalways be of extreme value.\n\nment of the general plan.\n\nThis was not overlooked in the establish-\n\nBut it is noteworthy that this same plan will be\n\nfound to have made one provision, also, for a philosophical course. In fact,\nwhat would be otherwise a strongly \"realistic\" course will be found to\ncontain a noteworthy illustration of the fact that a comprehensive view of\nthings cannot be obtained from a knowledge of natural sciences alone.\n\nA completion of the Oberlyzeum course with its concomitant ripening of\n\n"}
{"page": 419, "printed_page": null, "text": "HIGHER EDUCATION FOR WOMEN IN PRUSSIA\n\nPapere]\n\nthe miml, will thus guarantee to\n\n407\n\nwomen the rijjjht to enter the university on\n\nand in any event, the right to matriculate can no longer be\nAnd, in like manner,\ndenied them, as has hitherto been the case in Prussia.\n\nequal terms;\n\nthe right on the part of individual teachers to deny access to their lecture-\n\nrooms will come to an end. For particular medical .subjects, special courses\nIt goes without saying that equal\nwill undoubtedly have to be arranged.\nThe academic as well\nrights carry with them correspondingly equal duties.\nas the state examinations will establish uniform requirements of both sexes,\n\nand, in particular, the would-be female principal must measure up to the\n\nstandard\n\nset for\n\nwith equal facilities\n\nbe so\n\nthis\n\nThe natural result will be that both will enter life\n\nmen.\n\n—\n\nat least with res])ect to the higher girls' schools.\n\nWill\n\nThus, altho\n\nunder\n\nwith respect\n\nto\n\nthe\n\nboys' schools\n\nalso ?\n\nthe American plan of coeducation in the higher schools is finding\n\ndifficulties,\n\na foothold;\n\nsmall beginnings have already been made.\n\nIn the meantime,\n\neven from America, warnings against the overvaluation of the system reach\n\ndue\n\nus,\n\nthe cheapening of\n\nto\n\nthe privilege.\n\nThe same appreciation and\n\nrecognition of its advantages are not accorded to the system by thoughtful\n\nmen that are urged by the average American, enveloped in an atmosphere\nof\n\ndemocracy, radicalism, and general \"up-to-dateness.\"\n\nOn the other hand, the fullest recognition cannot be refused the system\nhigher girls' schools; and the management of the institutions w-ill be\n\nin the\n\nPassionate protests have been made against this.\n\nsubject to it.\nthat\n\nis\n\nit\n\nIt is declared\n\nbeneath the dignity of a man, as such, to submit, as a teacher, to\n\nthe direction of a woman.\ntive ability\n\n—and this\n\nis\n\n*\n\nI\n\ncannot share this view.\n\ncertainly to be found in\n\nIf a\n\nwomen\n\nwoman has execu-\n\n—and inasmuch as\n\nmany private schools are managed by women with good results, it is not\neasy to see why a man's honor should be imi)ugned if he should make his own\n\nwork fit in with such an institution.\n\nThe guiding hand of a woman would\n\nbe of especial value in such Oberlyzeen as were devised on the plan of (he\n\nEnglish-American colleges, with a complete \"boarding-school\" system of\ntheir own.\nleast a\n\nAnd I am persuaded that it would be highly advantageous if at\n\nfew of the Oberlyzeen were .so arranged; they ])osse>s advantages in\n\ntheir influence\n\non character-builcling, and in\n\nrcsjiect to the\n\ndevelopment of\n\nindividuality which the family training does not exhil)it in every case.\n\nremains to be seen whether the time will (ome wlien wealth\n\nIt\n\nbe devoted\n\nwill\n\nmore than at i)rcsent to the founding of such establishments.\nFinally, girls' schools\n\ntance\n\nif\n\n({ualified\n\nwould progress to greater signifuaiKe and imjtor-\n\nteachers did not consider themselves too good\n\npermanently on their stalT.\n\n(<>\n\nremain\n\nThat (ould not be said of them as long as the\n\nhigher girls' school was not regarded as belonging in the higher edut aiioiial\ncircles, but was relegated to the class represented\n\nby tlic public\n\nthe establishment of the Lyzcutn as c)ne of the higher\nwill disiippear.\n\nefforts\n\nPresumably male teachers will\n\ntoward obtaining positions in\n\nstill\n\n(lie iiyiinuisiitni,\n\n^i\n\ns( iiools,\n\nIkkiI.\n\nbend\n\ntheir\n\nolder and\n\nmore\n\n(onliiuie to\n\nas\n\n(Ju-\n\n\\\\ iih\n\nthis obstac le\n\n"}
{"page": 420, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n408\n\nagreeable institution.\n\n[Anniversary\n\nOn the other hand, the new Oberlyzeiim, with its new\n\npractices, its greater adaptability of courses, and its highly qualified scholars,\noffers an attractive prospect to which male teachers may well remain loyal.\n\nThe new arrangements for girls' schools, under the auspices of the state,\nis practically little\n\nmore than a plan, a plan which the state will not undertake\nbut which is turned over to the cities and to private\n\nto carry out or develop,\n\nenterprise, even tho the establishment of a\n\nfew such institutions by assist-\n\nance from the state is not altogether impossible.\nof the state\n\nSuch interest on the part\n\nmight concern itself with institutions conducted on the plan of\n\nboarding-schools resembling the ancient Fiirstenschulen, designed for the\nbenefit of indigent but talented daughters of officials, teachers, and ministers.\n\nIn the main, however, the benefit of this plan would consist in the fact that\ngradually\n\nall\n\nthe existing establishments, conducted\n\nenterprise, will develop into such schools.\nsuffice\n\nfor\n\nexternal justification.\n\nby the city or private\n\nThe resulting advantages would\n\nA more intimate justification, however,\n\nmust lie in the conviction as to the applicability of the plan.\npart, I believe it will bear honest and thoro examination.\n\nFor my own\n\nON THE DEVELOPMENTS AND CHANGES IN PRIMARY\nTEACHING IN FRANCE DURING THE THIRD\nREPUBLIC (1870-1906)^\nPIERRE EMILE LEVASSEUR, PROFESSOR AT THE COLLEGE OF\nFRANCE, PARIS\nPublic instruction has been the object of very keen anxiety under the\n\nThird Republic.\n\nIt\n\nhas had ample and varied development, it has aroused\n\nlong and ardent debates, and in its legal organization and in the constitution\nof its schools, it has undergone very great changes, which have been imposed\n\nupon it by republican policy.\nWithout too minutely recalling the system in vogue previous to 1870, it\nwill be useful, before speaking of the achievements of the Third Republic, to\n\ndivide the history of that system into five distinct periods.\n1.\n\nDuring the great Revolution of 1789 to 1795, the subject of general edu-\n\ncation had awakened an interest in the minds of the leading authorities, which\nresulted in the formation of important bills followed by the enactment of some\ninto law; but the greater part of these laws had not been applied.\n2. This education had been the subject of no special law during the First\nEmpire and the Restoration. Nevertheless, during the Restoration it had\nbeen the object of numerous special endowments and was the cause of ardent\n\nrivalry\n\nbetween the ecclesiastics who pursued the plan of teaching in classes,\n\nand the liberals who argued in favor of teaching singly.\n3. It was during the reign of Louis Phillippe that the first organic law\nthe law of June 28, 1833, known as the Guizot\nestablishing primary teaching\n\n—\n\n'Translated at the University of Chicago Press, Chicago, 111.\n\n"}
{"page": 421, "printed_page": null, "text": "PRIMARY TEACHING IN FRANCE\n\nPapers]\n\nlaw\n\n—was enacted. As a\n\nfollowed;\n\nwhile the\n\n409\n\nresult, the establishment of numerous public schools\n\nnumber of pupils registered in primary schools, both\n\npublic and private, increased in 1847 to 3,530,000.\n\nUnder the Second Republic, the fear that socialistic\n\n4.\n\nideas might be\n\npromulgated by means of the school was mainly instrumental in bringing about\nthe passage of the law of March 15, 1850.\n\nOn one hand, this rendered the\n\nmaintenance of girls' schools obligatory for townships of more than 800\ninhabitants;\n\nand on the other, it organized the administration in sucli a way\n\nas to place the teachers under the influence of the clergy and to favor the\n\ndevelopment of clerical schools.\n\nAll lay teachers were regarded \\vith suspicion\n\nduring the first ten years of the Empire.\n5.\n\nWith the new direction of imperial\n\npolitics after the\n\nwar with Italy,\n\nthe school situation changed during the latter half of the Empire.\n\nUnder\n\nThe law of\n\nVictor Duruy as minister, adult courses were greatly encouraged.\n\nApril 10, 1867, made the maintenance of girls' schools mandatory for townships of more than 500 inhabitants, and authorized each townshij) to give\nfree\n\nprimary tuition on condition that four centimes be added to the three\n\ncentimes by which the four direct tax-levies were increased, and which\nalready sufficed to pay part of the salary of the teachers and the expense of\n\nmaintaining the schools.\nIn 1850, under the Second Repul^lic, there were to be found in France\n60,579 primary schools, public or private, and 3,332,000 pupils enrolled in\nthese schools (a number inferior to that shown by the minister's report at the\n\nend of the reign of Louis Phillippe).\n\nIn 1872, after the fall of the Empire, there\n\nwere 70,179 schools and 4,722,000 pupils enrolled.\n\nDuring this time (1850-\n\n72) the number of lay private .schools had decreased, while the private clerical\n\n.schools\n\nhad increased.\n\nThe number of public schools had also increased,\n\nprincipally those belonging to the clericals, which had been augmented from\n\n6,564 to 12,060 between the years 1850 and 1863.\n\nThis progress of the ecclestiastical schools, which was tiue to tlie law of\n1S50 and to the policy oi the government during the first years of the I'.inpire,\nhafl been momentarily checked during Duruy's ministry.\n\nThe first years of the 'I'liird Republic are chiefly noticeable on account of\nthe |)e<lagogi(al organization which (ireard, director of j)rimary teaching in\nthe de|)artment of the Seine, ga\\e lo the schools of the\n\nc\n\nity of\n\nParis and wlii( h\n\nhas .served since as a type for the general reorganization of ])ul)lic sc hools in\nFrance.\n\nAt this early period of the Third Repul)hc there\n\ndeserving of mention:\n\nthat of .Man h 19, 1875.\n\nis\n\nbut one law\n\nTlii> iiu rcascd\n\nfrom ihice\n\ncentimes to four centimes the additional amount whic h the townsiiips sliould\n\nminimum .salary for\nmen teachers to 1,200 francs and for women teat hers, to 900 franc s. It was\n\nvote for the support of their schools, and increased the\n\nonly after the defeat of May\n\n16,\n\nwhen the rc])ublican party came into power,\n\nthat the reforms .so long considered by them began to be executed.\n\n"}
{"page": 422, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n41\n\n[Anniversary\n\nThe first and one of the most important reforms related to school buildings.\n\nMany schools were still installed in rented houses very poorly adapted to the\nneeds of instruction and to the requirements of hygiene.\n\nThe law of June i)\n\n1878, compelled the townships to own their school buildings.\n\nIt appropriated\n\na double fund, one of 60,000,000 francs intended for distribution among them\nin the form of subsidies\n\nfor the\n\n;\n\nthe other, of 60,000,000 francs,\n\npurpose of assisting in the cost of construction.\n\nintended to be lent\n\nSubsequent laws\n\nhave at various times augmented this fund, while the form of the loan and the\nsubsidy has varied.\n\nIn 1902 the budget set forth the fact that seven hundred and eighteen\n\nmiUions had been distributed in subsidies and loans, and had served to construct 37,908 schools, 182 normal schools, and to buy or improve 26,314 school\n\nfurnishings.\n\nThese seven hundred and eighteen millions form only two-\n\nthirds of the total sum spent; to this sum must be added about three hundred\n\nmillions for the account of the large cities which did not have recourse to the\nstate.\n\nThis brings to about one billion francs the total sum devoted to the\n\nwork of school-building from 1878 to 1902.\n\nParliament still votes every year\n\na large sum to aid in the constructions.\n\nThe reorganization of instruction upon the plan conceived by the republican\nparty commenced a short time after the promulgation of the law of June i,\n\nAs early as the year 1872 the French\n1878, and continues to this day.\nLeague of Instruction had presented to the Bureau of the Chamber of\nDeputies a petition bearing more than a million signatures asking that primary\neducation be made obligatory, free, civil.\n\nThis triple desire long cherished by the republican party was realized by\nthe laws of June 16, 1881, of March 28, 1882, and of October 30, 1886, and\n\nwas followed by other complementary laws. These, which aroused heated\ndebate in the press and whose elaboration and discussion in Parliament were\nslowly and laboriously accomplished, are today the organic laws of education.\n\nThree men have contributed much to the preparation of the bills and the\napplication\n\nof\n\nthe\n\nlaws:\n\nJules\n\nFerry,\n\nas\n\nminister of public\n\ninstruction;\n\nPaul Bert, as reporter in the Chamber of Deputies; M. Buisson, as director\nof primary instruction.\n1.\n\nThe law of June 16, 1881, abolished entirely all charges for primary,\n\nelementary, and higher education in the public schools.\n2.\n\nThe law of March 28, 1882, inaugurated the principle of compulsory\n\neducation, requiring every child of from six to thirteen years of age, viz., during\n\na period of seven years, to attend a school, public or private, unless his education at home were provided for.\n\nThis law at the same time determined the\n\nsubject-matter of primary education.\n3.\n\nThe law of October 30, 1886, on the establishment of primary education,\n\nfollowed by several explanatory enactments, provided for the classification\nof schools into three grades: infant schools, formerly known under the name\n\n"}
{"page": 423, "printed_page": null, "text": "PRIMARY TEACHING IN FRANCE\n\nPapers]\n\n411\n\nelementary primary schools; and higher primary schools,\nwhich had been omitted by the law of March 15, 1S50. The infants' schools\nof salles d'asile;\n\nwhich existed in 1886 had to be annexed, under the title of infants' classes,\nto the several\n\nprimary schools.\n\nPrimary schools were able to add to their\n\nelementary classes a course in higher primary instruction extending over one\n\nThe law provided that the instruction in all public schools\n\nor two years.\n\nshould henceforth be non-sectarian;\n\nthat the laicisatiou, that\n\nis\n\nto say, the\n\nsubstitution of non-sectarian for clerical schools should be completely accom-\n\nplished within the space of five years for boys' schools,\n\nand without time\n\nlimit after tlie death or withdrawal of clerical instructresses for the girls' schools.\n\nHow are these laws applied ?\nFree education led to a complete change in the financial policy of primary\n\nFormerly the budgets of primary instruction had been provided\ntownship\nby\nfunds derived principally from the four additional centimes\n\neducation.\n(i)\n\nin the direct ta.x-levy\n\n;\n\n(2)\n\nby an additional levy of four centimes for the benefit\n\nof the departments and devoted chiefly to maintenance of the primary normal\n\nschools;\n\n(3)\n\nresources;\n\nby grants by the state which supplemented the scanty township\nfinally,\n\n(4)\n\nby academic fees whicli parents who were not poor\n\npaid for the schooling of their children.\n\nThe townships furnished forty-one millions (all their expenses were not\nthen known):\n\nacademic tuition-fees provided sixteen millions; the depart-\n\nments eight and one-half millions; the state, whose contribution had much\nincreased since Victor Duruy had been minister, twenty-three millions.\n\nThe law of July, 1889, made the public school teachers officers of the state\nwhose salary is paid out of the general budget of the ministry of public instruction.\n\nThey no\n\nlonger depend\n\nupon municipal\n\ncouncils,\n\naltho the town-\n\nships still vote them supplementary salaries, some determined by law, others\n\nThe tuition fees which the parents paid were entirely abolished.\nThe expense which fell upon the departments for the support of the primary\noptional.\n\nn<jrmal sch(K)ls no longer exists, as the state maintains these schools with the\n\ngeneral funds of the budget.\n\nThe contribution of the departments toward\nThe con-\n\nthe expenses of primary education is therefore today insignificant.\ntribution of the townships,\n\nwhich had sunk to thirty millions during the first\n\nfew years following the establishment of free education, has since increased,\n\nand this is due to several causes, but principally to the piiyment of the debts\nincurred at the time of the erecticm (jf the schools.\nThe amount was eightyone millions in 1902.\n\nThe contribution of the state is the (jne that has increased the most.\nthirty-three milli<jns in\nin\n\n1886,\n\nit\n\nrose to one hundred\n\n1902, increasing from year to year,\n\nsystem.\n\nI'rom\n\nand fifty-five millions\n\nowing to the application of the new\n\nWhile the total expense for public |>rimary education was two hun-\n\ndred and thirty six millions in 1902, the last year for which the entire expenditures are known, the sum payable to the state was 65 per cent, of this.\n\nIts share\n\n"}
{"page": 424, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n412\n\nhas almost quadrupled in 22 years.\n\nIt is still\n\nincreasing\n\n[Anniversary\n\nand will continue\n\nprimary education is allowed one hundred and seventy-two and\n\nto increase:\n\nthree-quarter millions, in the budget for igo6.\n\nTo the two hundred and thirty-six millions of the year 1902 there should\nbe added the expenses of private primary instruction; but these are nowhere\nobtainable.\n\nThe figures relating to the number of schools, public and private, and to\nthe number of teachers, male and female, are recorded every year in the report\ncalled etats de situation which the primary inspectors send to the minister of\n\npublic instruction.\n\nComparison of the year 1876-1877 which preceded the\n\nreforms of the republican government and which is on the other hand the first\nyear of which the commission of statistics of primary instruction (established\nin 1876)\n\npublished the results in detail, with the year 1904-1905, the last for\n\nwhich complete statistics have reached the minister, furnishes a statistical\n\nmeasure of the progress accomplished.\nin\n\nWe give the figures (for France alone,\n\n1876-1877, for France and Algeria together, in 1904-1905) grouped in two\n\nways:\n\n(i)\n\nin\n\npublic schools\n\nand\n\nin\n\nprivate schools;\n\n(2)\n\nin non-sectarian\n\nschools and in clerical schools.\n\nPrimary Schools\n\nPublic\n\n:\n\n1876-77\n\nboys' and mixedi\ngirls'\n\nPrivate: boys' and mixed'\ngirls'\n\nPublic non-sectarian\nPrivate: non -sectarian\nPublic: clerical\nPrivate : clerical\n:\n\n'\n\n39.764\n19.257\n2.657\n9,869\n\n44,928\n23.365\n3.396\n10,116\n\n71.547\n\n81,805\n\n45,816\n5.841\n13,205\n6,685\n\n67,499\n10,697\n794\n2,815\n\n71.547\n\n81,805\n\nMixed schools, viz., those receiving boys and girls, are classed with the boys' schools because they\n\nare most often taught by men teachers.\n\nIn the course of these twenty-eight years, the\n\nnumber\n\nof\n\nschools\n\nhas\n\nincreased more than 10,000, especially in the direction of the public schools\n\nwhich have increased more than 9,000; and among the public schools, the\nnon-sectarian schools have gained nearly 22,000 while more than\npublic ecclesiastical schools were closed.\n\n12,000\n\nOn the other hand, the figures\n\nindicate that there has been a very slight increase in the number of private\n\nschools (986)\n\nand that this increase is entirely to the advantage of the non-\n\nsectarian schools, the clerical having diminished 3,870 in number.\nIt\n\nhad been otherwise up to 1902-03.\n\nThe number of the public clerical\n\nschools had become in fact less from year to year; the diminution had been\n\n11,000\n\nin\n\ntwenty-six years.\n\nBut,\n\nin\n\ncompensation, the ecclesiastics had\n\nopened private schools, and the number of these new creations was 3,500.\n\n"}
{"page": 425, "printed_page": null, "text": ".\n\nPRIMARY TEACHING IN FRANCE\n\nPapers]\n\n413\n\nThe suppression of clerical instruction, of which we will speak farther on,\nproduced a sudden change, and the schools reconstructed under non-sectarian\n\nform by the Catholics have for two years been taking tlie place of the proscribed\nclerical schools.\n\nNaturally there are more teachers than schools, and the number of the\n\nformer has proportionally increased more than the latter because the number\nof pupils in the city schools, especially in Paris, has increased, and because, in\n\ngeneral, for the rural as well as for the urban schools, the administration has\n\nendeavored\n\n—without always succeeding —\n\nto give the instruction\n\nan assistant\n\nwhen the number of pupils exceeded fifty.\n\nPublic:\n\nSchool Teachers\n\n1876-77\n\nboys' and mixed schools.\n\n46,400\n33.663\nS.3I7\n25.329\n\ngirls'\n\nschools\n\nPrivate: boys' and mixed\ngirls'\n\n'\n\n57.331\n54.817\n9.003\n29,716\n\n110,709\n\n150,867\n\nNon-sectarian, public,\nprivate\nClerical, public\n\n53.240\n10,785\n26,823\n\n110,757\n27,002\n\nprivate\n\n19,861\n\n11,717\n\n110,709\n\n150,867\n\n,\n\n1,391\n\nThe public schools have gained 32,000 men and women teachers, and as\nclerical instructors, male and female, have decreased by 25,532 in these schools,\nit\n\nfollows that there\n\nis\n\nan increase of 57,517\n\nin the\n\nnon-sectarian teachers.\n\nIn the private schools, on account of changes necessitated by the suppression\nof clerical instruction, the teachers of this class\n\nhave decreased about 8,000,\n\nwhile statistics show an increase of more than 16,000 of the city.\n\nThe number\n\nof pupils has increased also; but not as much proportionally as tliat of the\n\nteachers.\n\nHere are the figures given by the statistics.\n1876-77\n\n1904-S\n\nboys' and mixed\n\n2,197,632\n\ngirls'\n\ni,625,6<;6\n\n203,230\n690,357\n\n2,442,598\n2,070,616\n360,001\n694,815\n\n4.716,935\n\n5,568,030\n\nNon-sectarian: jjuIjUc.\n\n2,337, '93\n\nprivate.\n\n3\">36<)\n\n440,084\n\n4,446,693\n710,145\n66,521\n344,671\n\n4. 7 » 6,935\n\n5,568,030\n\nPupils of Primary Schools\n\nPublic:\n\nPrivate: boys' and mixed,\ngirls'\n\nClerical\n\n:\n\npublic\nprivate.\n\n1,628,2X9\n\nDuring this jjcriod of twenty-eight years, the number of primary schools\nhas increased 14 per cent.; the numl)er of men and\n\nwomen teachers 36 per\n\n"}
{"page": 426, "printed_page": null, "text": "_ NATIONAL EDUCATIONAL ASSOCIATION\n\n414\n\nper cent.; the number of pupils 20 per cent.\n\n[Anniversary\n\nThe increase has been greater\n\nfor girls than for boys because in 1877 there were still many girls who did not go\n\nThe public schools which enrolled in round numbers 2,109,000\nmore in the non-sectarian schools, and 1,562,000 pupils less in the\n\nto school.\n\npupils\n\nclerical schools,\n\nThe private schools\n\nhave gained a total of 548,000 pupils.\n\nhave gained about 303,000 entirely to the advantage, in the last two years, of\nthe so-called non-sectarian schools; total increase, 851,000.\n\nThe total number\n\nof the pupils enrolled in the primary schools, public and private, has increased\n\nfrom year to year, from 1876-77 to 1888-89, when it reached the number of\n5,623,401.\ntime.\n\nThis is the highest enrollment which has been reached up to this\n\nThe following years it dropped to 5,526,800 in 1900-1; from 1901 to\n\n1904-5 it rose again slightly.\n\nTo what cause can this decrease, or at least this stationary condition extending over 15 years, be attributed ?\n\nThe principal and most apparent cause is\n\nassuredly the lowering of the birth-rate in France.\nregistered 920,000 births;\n\nin 1897, 859,000.\n\nIn 1880 the state had\n\nThe school children who were\n\nnine years old after these two dates could not be, supposing that none of the\nsurvivors failed to be enrolled, as numerous at the second date as at the first.\n\nOther causes, such as irregularity of attendance, or even total withdrawal of a\n\nnumber of children notwithstanding the compulsory education law,\nand the confusion caused in certain families by the closing of the clerical\nschools, have probably also influenced the enrollment.\nHowever these are\ncertain\n\nsecondary causes; the birth-rate is the principal one.\n\nThe question of clerical instruction has been one of the gravest with which\nParliament and the minister of public instruction have had to deal for the\n\nBetween the republican party and the Catholic church\nand political antagonism had existed for many years. When the\norganic laws of 1881-86 entirely separated primary from religious instruction\nthe latter of which had henceforth to be given, not by the school teacher but\nby the religious teacher and outside of the school— the Catholics manifested\n\npast twenty-five years.\nfriction\n\nthe fear that this absolute separation might lead to the \"school without God\"\n\nand from the school without God to the \"school against God\"; that is, that\nIt was\nit might inculcate materialistic ideas in the minds of the children.\nthen that they struggled to increase the clerical schools so as to compensate for\nthe successive closing of the public schools of this order that had been proscribed\n\nby the law of 1886.\n\nThus it was that the city of Paris having in three years\n\nclosed 136 public clerical schools containing 41,479 pupils, the diocesan board\nof the Christian schools founded 291 Christian schools which received 54,280\npupils.\n\nRadical deputies often complained that the transformation took\n\nplace too slowly to suit them.\n\nThe law relating to articles of association, promulgated July t, 1901,\nbut it made an exception\n\nestablished in the first place freedom of association\n\n;\n\nof religious congregations which henceforth could be founded only after author-\n\n"}
{"page": 427, "printed_page": null, "text": "PRIMARY TF. ACHING IN FRANCE\n\nPapfre]\n\n415\n\nity had been conferred to by law, and it specified that no person\n\nbelonging to\n\nIn virtue of this law,\n\nan unauthorized congregation could give instruction.\n\nthe minister, during the years 1902-1903, closed 10,049 clerical schools or\nclasses.\n\nThe Catholics for their part opened 5.839 new private schools directed\n\nby ecclesiastics or by lay teachers.\n\nTo put themselves in harmony with the\n\nlaw, a large number of congregations addressed a request for the above-men-\n\ntioned authority to the government.\n\nThe government, thru the Chamber\n\nof Deputies, rejected en viasscTxW these requests (March 18, 1903).\n\nThe law of July 7, 1904, definitely settled the question by prohibiting all\nclerical instruction, by deciding that the suppression of this instruction should\n\nMore than 3,000 clerical\n\nbe made completely within the space of ten years.\n\nschools or classes have already been closed from 1904 to 1906.\nmatter, the government has been\n\nIn this grave\n\nmore desirous of getting rid of\n\nreligious\n\ninstruction, which was contrary to republican policy, than of respecting liberty\n\nof thought or education.\n\nThis suppression of schools by authority explains why\n\nfor the last three vears the number of clerical schools has considerably dimin-\n\nished, and how, altho in a\n\nmuch smaller ratio, the number of non-sectarian\n\nschools, by which the Catholics have tried to replace them, has increased.\n\nStatistics furnish only very insufficient information\n\nabout the results of\n\nThey show that in 1877, in round numbers, 85 recruits\nout of 100 knew how to read, and 70 wives out of 100 had signed their own\nprimarv instruction.\n\nmarriage certificates; that in 1904 there were 96. 5 per cent, of recruits knowing how to read, and that in 1901, 94.2 per cent, of wives were capable of\nsigning their names.\n\nThe census of 1872 enumerated in every 100 people of more than 6 years of\nage 42 illiterates (not knowing how to read or write)\n\n;\n\nthat of 1901 enumerated\n\n18 illiterates of more than 5 years of age (14.9 per cent, of males, 20.2 percent,\nof females), a proportion\n\nwhich is much less in the younger generations (5\n\nilliterates out of 100 boys from\n\n10 to 14 years; 4.9 out of 100 girls) than in the\n\ngenerations of an advanced age.\n\nprimary education.\n\nThis testifies\n\nto the present progress of\n\nIn reality, primary education has gained\n\nthan the figures indicate.\n\nmuch more\n\nTeaching in tlu' primary normal schools has been\n\nwho\n\ntransformed, and the teachers\n\nare\n\nnow obliged\n\nto\n\nprocure teachers'\n\nlicenses, are in general better informed than their i)redecessors.\n\nThe material\nThe\n\nfor instruction, books, maps, pictures, has been renovated and imjjroved.\n\nnumber of pupils who obtain\n\nthe certificate of primary studies on leaving\n\nschool has increased sixfold.\n\nAuxili.iry institutions of\n\nprimary education have received amj)le develop-\n\nment under the Third Rc|)ul)li(\nchild of from\n\n2 to\n\nstatistics showed\n\n753,000.\n\n.\n\nUefore the elementary primary school, the\n\n6 years is received free\n\nin tiic\n\nkindergarten.\n\n532,000 children in the kindergartens;\n\nin\n\nIn 1S76 77\n\n1901-2, it showed\n\nAbove the elementary primary school which comprises 3 courses,\n\n"}
{"page": 428, "printed_page": null, "text": "6\n\nNATIONAL EDUCATIONAL ASSOCIATION\n\n41\n\n[Anniversary\n\nelementary, intermediate, advanced (implying ordinarily six years of study),\nis\n\nplaced usually the higher primary school, or the complementary course\n\ntaught in the elementary primary school.\n\nThe higher primary schools did\n\nnot appear in the statistics of 1877; they were then not very numerous.\n\nIn\n\n1901-2 these schools and the complementary courses comprised 66,600 pupils.\nIn the primary school, the treasury allowed grants to support school canteens furnishing luncheon to the children at a low price;\n\nschool libraries have been installed;\n\nwithout charge;\n\nor sometimes even\n\npupils have received\n\npractical ideas of economy by means of the school savings bank which receives\n\ncent by cent their deposits, and more recently by means of school mutualities\n\noperating as mutual-aid societies and retiring funds.\n\nVacation colonies have\n\nbeen organized, thanks to which poor children pass a fortnight in the country\nor at the sea-shore.\n\nThe adult courses are a very useful complement of the primary school.\nThey were in high favor after the passage of the law in 1833 during the reign\nof Louis Philippe, and then during the ministry of Victor Duruy under the\nSecond Empire. They had been very much neglected during the first twentyfive years of the Third Republic.\n\nSince 1895 the minister of public instruction\n\nhas given them anew a vigorous impulse.\n\nIn 1905 examination showed 47,330\n\nadult courses, followed more or less regularly by about 400,000 pupils in the\n\npublic schools and, in addition, about 6,000 evening courses taught by societies\nof public instruction, the principal ones located in Paris being: the Polytechnic\n\nAssociation, the Philotechnic Association and the Young Peoples' Union; at\n\nLyons, the Professional Association of the Rhone; at Bordeaux, the Philo-\n\nmathic Association, etc.\n\nThese courses are also taught by extension schools,\n\nsyndicates, etc.\n\nSeveral societies, particularly the French Educational League, have made\n\nimportant contributions by congresses and by a resort to propaganda and\npatronage, to the development of public instruction and to the republican education of the French youth.\n\nThe primary school, even if no child evaded the\n\ncompulsory law, would not comprise the total of the young generation of 6 to\n13 years inclusive, for the pupils, provided with their certificate of primary\nstudies, can stop before attaining the age of 13.\n\nOn the other hand, there is a\n\ncertain number of children who receive instruction at home, or partly at home\n\nand partly in private courses (in some large cities only).\n\nThere are several\n\nthousand children who receive their instruction from the beginning in institutions\n\nof secondary\n\ninstruction.\n\nmajority of pupils enter the active\n\nUpon leaving primary\nlife\n\napprentices, or as junior workmen;\ntechnical schools\n\n;\n\nschool,\n\nthe great\n\nof labor as aids to their parents, as\n\na certain\n\nnumber enter professional or\n\na certain number also begin their secondary studies.\n\nA volume would be necessary to set forth the history of primary instruction\nWe have been obliged, in the space at\n\nin France under the Third Republic.\n\nour disposal, to limit ourselves to sketching a few of the most characteristic\n\n"}
{"page": 429, "printed_page": null, "text": "—\nFRANCE'S^EDUCATIONAL DEBT TO AMERICA\n\nPapers]\n\ntraits of\n\nthis\n\nhistory,\n\n417\n\nmentioning the date of the laws and the\n\nstatistical\n\nfigures.\n\nThe subjects mentioned 'suffice to~make clear the fact that considerable\nchanges have been introduced into the system of primary education, and that\nthis period of thirty-five years has\n\nbeen one of the most active in the general\n\nhistory of the education of the people in France;\n\nand that, if liarmony has\n\nbeen disturbed by religious and anti-religious antagonism which has reduced\nthe number of schools and increased the expenses of the state, very notable\n\nprogress has, nevertheless, been accomplished along several lines of pedagogical\nwork.\n\nWHAT FRANCE OWES TO AMERICA IN THE MATTER OF\nEDUCATION'\nJ.\n\nJ.\n\nGABRIEL COMPAYR^, RECTOR OF THE ACADEMY AXD UNIVERSITY OF\nLYONS, FRANCE\n\nThe Atlantic Ocean separates us, Americans and French, but it does not\nBetween two peoples who have never made war upon each other\n\ndivide us.\n\na rare thing in the history of the world\n\n—there are\n\naffinities\n\nand sympathies\n\nwhich have often already exhibited themselves in the past and which, as we\nsincerely hope, will do nothing but develop in the future.\n\nocean separate the two countries by\n\nits\n\nIn vain does the\n\nvastness of distance:\n\nit\n\ndoes not\n\nprevent the same trees from growing, the same plants from flourishing, and\nthe same sentiments and passions from expanding and growing on the two\n\nshores so widely divided in a geographical sense.\n\n•\n\nIt would be a promising and attractive field of study to investigate what are\n\nthe m(jral debts which our country has contracted toward yours in the course\nof the past century, to be followed by an inquiry of\n\nihe American democracy has made itself\n\nfelt\n\nhow far the influence of\n\nby the French democracy.\n\nI\n\nam restricted, in this pai)er, to sketching rai)idly a few traits of this aljsorbin<^\n\nand important lii>tory.\nIn the first place we cannot forget that our Declaration of the Rights of\n\nMan and the Charter of Republican Lii)erties is modeled upon lines of a\nsimilar Declaration by\n\nmeans of which the United States of America, a few\n\nyears before our great Revolution, had defined the limits of the independence\n\nwhich ihey had won.\n\nHow dare one call in (juestion the infiuence which\n\nyour country has exercised u|)on ours in \\iew of tlic fad that it was Lafayette\nwho, after having gloriously served your cause and ins|)ire(l with the friendship of Washington, was llie fir>t at the National Assembly of July\nto\n\npropose the drawing u|) of\n\n;i\n\ndeclaration?\n\ni\n\n1,\n\n17^(7,\n\nHow continue to doulil when\n\none compares the texts of the two documents, and reads, for instance, in the\nDec laration of Indepenck-nc e, voted in July, 1775, by the Congress at Philadc.-lj)hia,\n\npassages such as these:\n\n\".\\ll\n\nmen are crcMtcil c-(|iial;\n\nthey are en-\n\ndowecl bv their Creator with inalienable rights, among wliic h are to be counled\n'Tr.inslaicfl ai ihc UnJvcrrily of Chicago I'rcss, Chicago, HI.\n\n"}
{"page": 430, "printed_page": null, "text": "\"\n\nNATIONAL EDUCATIONAL ASSOCIATION\n\n4l8\nliberty\n\nlife,\n\nits\n\nand the pursuit of happiness.\"\n\n[Anniversary\n\n\"When a government abuses\n\npower, it is the right and even the duty of men to throw off or to destroy\n\nthis government. \"\n\nIs this not the same language which our ancestors of the\n\nRevolution used when, \"in the presence and under the auspices of the Supreme\nBeing, \" they attested solemnly the \"sacred and inalienable rights of equality,\nof liberty,\n\n.... of resistance to oppression.\"\n\nThe eminent philosopher\n\nPaul Janet, who has closely studied the question in his History of Moral and\nPolitical Philosophy, does not hesitate to conclude that the\n\ntion\n\nis\n\nin great part the translation of the\n\nnoble ideas,\" said a\n\nFrench declara-\n\n\"These\n\nAmerican declaration.\n\nmember of our Constituent Assembly, \"conceived in\n\nanother hemisphere, should by preference transplant themselves first to the\nland of France.\n\nThus, since the end of the eighteenth century, there has been exchange\nand intercommunication of social ideas between France and America, and\nour growing democracy has found itself united to yours by a close community\nof views.\n\nSince then, it is true, our destinies have been different.\n\nYou have\n\nmarched in a straight line and without interruption in the path of democratic\nprogress.\n\nOur course, on the contrary, has led us in irregular directions, a\n\ncourse often diverted from its goal.\nings and retreats.\n\nIt is\n\nWe have at times experienced backsHd-\n\nnone the less an unforgettable period in the history\n\nof humanity when Lafayette and his companions\nat the service of\n\nwent to place their swords\nAmerican independence and when, having returned from\n\nNew World, they brought back to us the rights of men.\nOf all these rights, not one is more precious than the right of instruction;\nand it is in this particular, especially, that the republic of the United States\nthe\n\nhas been our model and our guide.\n\nDoubtless our fathers of the Revolution\n\nmay be said to have beeen the first to conceive the true principles of public\neducation and to dream of the establishment of schools open to all the chil-\n\ndren of the nation, free for all, and likewise compulsory for all.\ndid not have the time to apply their lofty ideas;\nus,\n\nhave put them into practice.\n\nit is\n\nBut they\n\nyou who, in advance of\n\nThe reactionary governments which have\n\nthree times checked the progress of liberty, the first Empire, the Restoration\nof the\n\nmonarchy, the second Empire, have likewise considerably retarded\n\nthe establishment of a national system of education so that, you having antici-\n\npated us in theory, we have been, as a matter of fact, no more than your\nimitators.\n\nWe have had to wait for the actual advent of our third Republic\n\nbefore being allowed to witness, after a delay of one hundred years, the dreams\n\nand the ideal of the Revolution of 1789 becoming a reality on earth.\nIf,\n\nat the opening of the twentieth century, the United States of America\n\ndisplays before an admiring world a marvelous ensemble of educational\ninstitutions\n\nwhose far-reaching influence no country can excel, nevertheless,\n\nFrance, too, making up for\n\nlost\n\ntime, has estabhshed\n\nupon an enduring\n\nfoundation a public-school system, free like yours, compulsory like yours.\n\nThe man who contributed most, under the ministries of Gambetta, Jules\n\n"}
{"page": 431, "printed_page": null, "text": "FRANCE'S EDUCATIONAL DEBT TO AMERICA\n\nPapers]\n\nFerry,\n\n419\n\nand of Paul Bert, toward the inauguration of educational reform,\n\nM. Ferdinand Buisson, was permeated with the American spirit which he\nabsorbed on the occasion of his visit to the great expositions at New Orleans\n\nand Philadelphia. Had your great school organizer, Horace Mann, lived\nin our time and repeated his trip to Europe, he would not have brought back\nfrom his visit such an unfavorable impression as the French school system\nmade upon him in 1843. He would gladly have admitted that we have made\nHe wanted\nprogress and that we have followed the path blazed out by you.\nsuitable and comfortable, well-ventilated and spacious school buildings; and\n\nwe have built by thousands such buildings as have been called \"educational\npalaces.\"\n\nHe attached the highest importance to normal schools where\n\ninstructors of both sexes are trained in approved methods, and we can count\n\nmore than two hundred of such.\n\nHe desired no more of these paying schools\n\nwhich he judged to be a blot on civilization.\n\nAll of our primary, elementary\n\nEven the lay nature of our neutral, non-secwith\nits free and obligatory character complete\ninstruction\nwhich,\ntarian\nmotto, was in part inspired by Horace\neducational\nterms\nour\nthe three\nof\n\nor superior schools are free.\n\nMann.\n\nWas it not he in fact who declared that direct religious instruction\n\nhad no place in the public schools, because the teaching of dogmas and tenets\nof special religions is \"despotism on the part of the teachers, and slavery\nfor the children ?\"\n\nChanning is a classic in our country, at least for the higher examinations\nin primary schools, on whose educational programs he prominently figures;\n\nand in many ways,\n\nespecially thru his never-faltering belief in the necessity\n\nof universal education in a democratic republic, Felix Picard, the most note-\n\nworthy of our recent educators, appears to us as a French Channing.\nBut it is not alone our primary departments which have put the examples\nfrom America to profitable use.\n\nThe latest reform in our secondary instruc-\n\ntion, occurring in 1902, also owes something to the practices in vogue in your\n\ncolleges.\n\nThe minister Mr. Alexandre Ribot, who presided over the great\n\npublic investigation into secondary instruction, recalled in his Report that\n\nI\n\nhad visited the United States in 1893, and said: \"Mr. Compayrd has brought\nback from America interesting information as to the way in which American\neducators came to modify the rigidity of the class system and to avoid over-\n\nburdening the students, while constantly increasing each year the variety of tincurricula.\n\nIn\n\nall\n\nthe schools tlurc are certain refjuired subjects\n\nwhich are unqualifiedly elective to the students.\"\n\nand others\n\nFollowing these views the\n\nfour sections of our secondary education were established four years ago, and\nin the limits of these the students can choose what they believe to be best suited\n\nto their a[)titudc\n\nand ambition.\n\nAnd when the partisans of the old routine\n\"\n\nopposed the establishment of the new rdgime, saying, \"That is impracticable,\nthey were told, \" You sec very well that it is not, since that is done in America.\"\n\nOur universities also sometimes take yours as examples. To be sure, they\ndo not receive gifts as munificent or as princely as those made by Rockefeller or\n\n"}
{"page": 432, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n420\n\n[Anniversary\n\nCarnegie: everything in America is on a more liberal scale than in France.\nHowever some public-spirited men have been found who have contributed\n\nfrom one to two hundred thousand francs to the universities of Paris, Lyon,\n\nOn the other hand, the work of higher education is\n\nBordeaux, Nancy, etc.\n\nbeing more and more turned, as with\nlaboratory experiments,\nplays of former years.\n\nwe having\n\nlost\n\nyou, toward scientific research and\n\nour taste for the vain oratorical dis-\n\nAgain, it is in your schools that our psychologists have\n\nlearned to study the psychology of the child and to practice the methods\nof the investigator\n\nand student of\n\nresearch, which, a few years ago, were\n\nentirely unknown in France.\n\nThe little which we have here said is sufficient to illustrate.\n\nTHE REHABILITATION OF PHILOSOPHY IN GERMANY^\nHERMANN SCHWARTZ, HALLE AN DER SAALE\nAll of the individual sciences\n\nhad their origin in philosophy.\n\nFor that\n\nreason it was at one time styled \"the mother and queen of all the sciences.\"\nBut, in the opinion of some, this mother of the sciences bears a strong resem-\n\nblance in certain particulars to a human mother.\n\nThe band of children to\n\nwhich she has given life grow up and develop, while she herself ages and\n\nAnd thus philosophy has been, and still is, regarded by many as a\n\ndies off.\n\nEven in the days of Kant (about 1780) it was felt that\nWith\nthe aid of Kant and the great German idealists, Fichte, Schelling, and Hegel,\nphilosophy experienced a victorious renascence and ruled supreme for some\nmoribund discipline.\n\nphilosophy might be treated scornfully, like an antiquated matron.\n\ntime.\n\nAfter 1840, because of the rise of the natural sciences, philosophy again\n\nbegan to sink in the estimation of the people, and its entire dissolution was\nlooked for.\n\nIt\n\nwas asserted that it should\n\nbe distributed among the indi-\n\nvidual sciences, without being permitted to retain even a remnant of its own\n\nThis suggests the idea of the amoeba, the lowest form of\n\nexistence.\n\nlife.\n\nWhen an amoeba divides, a number of new amoebas remain the mother has\nceased to exist, having disappeared. And thus in the sixties the individual\n:\n\nsciences felt called upon to enter completely into the inheritance of philosophy.\n\nThe claim was advanced that there were and could be only individual sciences,\npsychology being considered the last branch separated from philosophy, and\nthe idea of recognizing a distinct science of philosophy, in addition to the\nothers,\n\nwas declared foolish and antiquated.\n\nMany scholars, whose educa-\n\ntion is rooted in that period of the absolute sway of the natural sciences, have\n\nmaintained this opinion down to the present day.\nPhilosophy, however, is not a moribund but an eternally young science,\nand the fountain of youth for all the other sciences. Its relationship to the\nindividual sciences is not that of a declining human mother to her offspring,\n>\n\nFrom\n\nthe\n\nIllustrirle\n\nColumbia University.\n\nZcitung (August\n\n23\n\n1906).\n\nTranslated\n\nbv Professor Rudolf\n\nTombo, Jr.,\n\n"}
{"page": 433, "printed_page": null, "text": "FIFTY YEARS OF PHILOSOPHY IN GERMANY\n\nPapers]\n\n421\n\nnor that of an ^imoeboid mother-cell to its divided parts, but rather that of\n\nThe sun has sent off one planet after another, yet it\nAnd likewise it sends forth heat\n\nthe sun to the planets.\n\nhas not\n\ninvigorate\n\nto\n\npower to give forth light.\n\nlost its\n\nand strengthen\n\nits\n\nchildren,\n\nthe planets.\n\nplanets would cease, they would lose both light and heat,\ncentral\n\nbody did not shine continually.\n\nIn the same\n\nupon\n\nLife\nif\n\nthese\n\nthe rays of the\n\nway the individual\n\nsciences must never lose touch with philosophy, the science from which they\n\nhave\n\nall\n\nsprung,\n\nif\n\nthey would retain their scientific character.\n\nOnly an\n\never-watchful philosophic criticism of its foundations, methods, and limitations can save\n\nit\n\nfrom degenerating into dogmatism.\n\nAnd nothing but the\n\ngeneral view-point of the philosopher can guard against the diffusion into\n\nwhich individual investigation, with\n\nits\n\never-increasing specialization,\n\nis\n\ndraw the modern consciousness.\nIn recent times we have again become conscious of the fact that philosophy\n\nthreatening to\n\nis\n\nan indispensable discipline.\n\nof all in the\n\ncamps of the\n\nThe call to philosophy is today heard loudest\nindividual sciences.\n\nHistorians and scientists\n\nthemselves are turning to philosophical investigation, either to clarify their\n\nfundamental conceptions and to verify their methods, or to present a speculative universal picture of the results of their investigations.\n\nUnder these\n\ncircumstances it behooves us, in adopting the new, frequently one-sided and\n\npremature tendencies of scientific research, not to forget the many old but\nvaluable ideas contained in the rich storehouse of the history of philosophy.\n\nAt one time the history of philosophy was regarded as a graveyard of dead\nopinions.\n\nAt the present day the significance of\n\nphilosophy, too,\n\nis\n\nrecognized and honored.\n\nintellectual inheritance,\n\nqueathed to us.\n1\n\nife, in\n\nAll\n\nhistorical\n\nWe know that\n\ncontinuity in\nit\n\nis\n\na living\n\nwhich the great thinkers of earlier days have be-\n\nnew philosophical creations must be imbued with this\n\norder that they may rise all the more calmly, clearly, and consciously\n\nnew summits of knowledge. In the following paragraphs the reader may\nmake the acquaintance of a number of living German philosophers. In the\nfirst place, I wish to mention some of the worthy men who arc endeavoring\n\nto\n\nto\n\nunlock the rich philosophic inheritance of the past.\nKutio Fischer was born on July 23, 1824, at Sandewalde in Silesia.\n\nKrom\n\n1856 tf) 1872 he served as full profes.sor at Jena, and he has been at Heidelberg\nsince the latter year.\nfirst\n\nAs a student of theology and philosoj)hy, he was at\n\nattracted by Hegel; later he was one of tlu' ln>l to pnjnl bac k to Kanl,\n\nand still later he was influenced by the i)hilosi)i)h\\' of (ioetlic.\nsought his inspiration on the summits of (lerman thought,\nmight, from this high vantage-grouml,\nof the earlier philosophers.\nhis\n\nGcschhhte dcr neucnn\n\nHis\n\n1(;h1\n\nep<)( li\n\nJ'Jiilosopliir,\n\nin\n\nHe has lluis\norder (hat he\n\nus bac k to tlu\" realm of lliouglu\n\nmaking life-work and niaslc rpici e,\nwhich\n\nfirst\n\na])pcarc(l in six \\(>lumes\n\nfrom 1852 to 1877, and which was rejjublished in nine Miluniis in iSc^y, is\nwritten from this standpoint.\nProminent among his otiicr productions is his\nKritik\n\ndcr\n\nKtitUischcn\n\nPhilosophic\n\n(1HH3).\n\nHis\n\nliterary\n\nworks,\n\nCoclhcs\n\n"}
{"page": 434, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n42 2\n\n[Anniversary\n\nFaust (1878) and Shakes peares Hamlet (1896), are of profound interest also\nto non-philosophic readers.\n\nMax Heinze, who was born on December 13, 1835, at Priesznitz (SachsenMeiningen), has likewise combined the study of philosophy with that of\ntheolog\\\\\nsince\n\nHe was full professor at Basel and Konigsberg from 1874 to 1875,\n\nwhen he has been at Leipzig.\n\nHis excellent w^ork, Die Lehre voni\n\nLogos in der griechischen Philosophie (1872), had its origin in a union of both\nsubjects.\n\nMany of the other publications of Heinze are devoted to Greek\n\nphilosophy (for example, Erkenntnislehre der Stoa, 1880), but the modern\nfield has also benefited\n\nby his careful researches, as is evidenced by his Plai-\n\nner als Gegner Kants, 1880;\nSemestern,\n\n1894.\n\nVorlesungen Kants\n\niiher\n\nMetaphysik aiis drei\n\nFrom the fact that Heinze revised, enlarged, and con-\n\ntinued Uberweg's Grundriss der Geschichte der Philosophie (now in its fifth\n\nand ninth editions, respectively), his name has become known and honored\nin\n\nwide circles.\n\nGeorg Freiherr von Hertling was born at Darmstadt on March 31, 1843.\n\nHe has held a full professorship at Munich since 1882.\n\nHe is a member of\n\nthe Imperial Diet and one of the most prominent leaders of the Ultramontane\nparty.\n\nHe has especially advanced most effectively the history of philosophy\n\nin the\n\nMiddle Ages, by publishing (with Klemens Baumker in Strassburg)\n\na periodical devoted exclusively to this phase of the subject, and by writing\n\nvaluable monographs, as Albertiis\n\nMagnus\n\nUntergang der antiken Kultur (1902).\n\nand Augustin und\n\n(1850)\n\nder\n\nHe has appeared as an intelligent\n\nrepresentative of teleological philosophy in his Grenzen der mechanischen\n\nNaturerkldrung (1875). His important political and social activity is reflected in his Naturrecht und Sozialpolitik (1892) and Das Prinzip des Katho-\n\nund die Wissenschajt (1898).\nEduard Zeller, born at Kleinbottwar (Wiirtemberg) on January 22, 1814,\noriginally a theologian, has occupied chairs at Bern, Marburg, Heidelberg,\nand Berlin (i872--94), but he is now living as an emeritus at Stuttgart. His\ncomprehensive work on Die Philosophie der Griechen (1879, 6 vols.; now\nin its fifth edition) assures him for all time an honorable place in the history\nlizismus\n\nof science.\n\nHis Geschichte der deutschen Philosophie seit Leibnitz (2d edition*\n\nOf his monographs, those on David\nand Friedrich der Grosse als Philosoph (1886)\n\n1875) is also widely read, and justly so.\n\nFriedrich Strauss\n\n(1874)\n\ndeserve special mention.\n\nIn the political field, too, Zeller is no stranger, as\n\nshown by his instructive volume on Staat und Kirche (1873). Attention\nshould be called here above all to his treatise tfber Bedeutung und Aujgabe\nis\n\nder Erkenntnistheorie (1862;\n\nenlarged edition 1877), which has directed the\n\nattention of philosophers in a decidedly inspiring\n\nmanner beyond the his-\n\ntorical field, and opened up one of the most significant realms of activity in\nmodern philosophy.\nA comparison of modern philosophy with the earlier systems, at once\nreveals a complete absence of system in the former.\nThe layman can scarcely\n\n"}
{"page": 435, "printed_page": null, "text": "Papers]\n\nFIFTY YEARS OF PHILOSOPHY IN GERMANY\n\n423\n\nconceive of a philosopher except as a man who, in a professional way, as it\nwere, has established a system of his own, that\nthe\n\nproblems of existence\n\nthru\n\ncomprehensive\n\nthem, at least to his own satisfaction.\nrare at the present day.\n\nis,\n\nanalyzed uniformly all\n\nspeculation,\n\nand solved\n\nSuch activity in speculation has become\n\nAnother form of energ>' reigns supreme\n\nphilosophy of today, that of scientific self-knowledge.\n\nin the\n\nTaken as a whole,\n\nmodern philosophy ought to be regarded as a grand science of self-knowledge\nrather than as the speculative development of systems, complete sketches of\n\na bold cosmology.\n\nThe modern force of philosophic self-knowledge has created three mighty\nmovements. One of these, which is devoted to the historical study of phiThe fundamental scientific value of the\nlosophy, has just been described.\ngreat philosophical systems of earher days\n\nis\n\ninvestigated, their ultimate\n\nmotives are examined, in order that we, more critical than our predecessors,\nmay realize the value and the validity of these motives. Among the important\norgans for this phase of the subject are the Kanl-Studien, published by Hans\n\\'aihinger, of the University of Halle.\n\nepistemolog}'.\n\nThe second movement is known as\n\nAll philosophical epistemology signifies a self-consciousness,\n\nnot reflected backward into the past, but concerned with the present state\nof the individual sciences.\n\nThe various individual sciences are artificially\nThe individual investigator,\n\ndeveloped methods of acquiring knowledge.\n\nto be sure, handles the machinery of such a process in masterly fashion, but\nis\n\nseldom clear as to the principles involved.\n\nIn order to master the latter,\n\ncritical reflection is required, that is, a guiding back or turning back of one's\n\nthought to the validity and the scientific value of one's own laws of thought.\n\nEpistemology and philosophical criticism, which go back to Kant, represent\nIt is\n\nthe science of all the laws of thought characteristic of\n\nthe various sciences.\n\nAs a theory of knowledge it investigates the validity\n\nthis reflection.\n\nand the conditions; as a critique of knowledge it examines the limits of the\nOne of the most imiwrtant results\napplication of these laws of thought.\nwhich nKjdern philosoi)hical investigation has attained in this field is that the\nmethods and laws of thouglit of the natural sciences have a dilTerent logical\nstructure from those of the historical sciences.\naltemjjt to confuse the two;\n\nshould take this fact to heart.\n\nthere\n\nis\n\nWe should not, therefore,\n\nmany an historical investigator who\n\nAnother inii)ortant result is often ft)rgotten\n\nby philo.sophical investigators in natural science, namely, that care must be\ntaken not to treat the said laws of thought without further ado as metaphysi(\n\nal realities.\n\nThe cc^unters of the intellect, atoms, for example, are l)y no\n\nmeans keys to the universe.\n\nAmong the phiiosopliers especially able in the criticjue of knowledge the\nfollowing may\n\nIjc\n\nmentioned, with<nit\n\n|)rcju(lice to the services of\n\nnot a few\n\n(jihcrs.\n\nPaul Xalorp, i)orn al DiisM-ldorf on January 24, 1854, who has luld a\ni.S(;4, is a leader of Neo-Kanlism, especially in ihe\n\nchair at Marljurg since\n\n"}
{"page": 436, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n424\n\nfield of the practical sciences.\n\n[Anniversary\n\nKant not only raised the question of\n\nSince\n\nthe vaHdity and the limits of the theoretical sciences, but also classified the\n\nmoral law under new points of view,\n\nit\n\nseems reasonable enough to make\n\nKant's critique more and more productive in the realms of ethics, pedagogy,\n\nand religion.\n\nsociology,\n\nIn addition to his interesting contributions to the\n\nand his clear introductions to psychology and logic,\nthe following profound works of Natorp have been of value on this side of the\nhistory of philosophy\n\nsubject:\n\nReligion innerhalb der Grenzen der Humanitdt (1894), Pestalozzis\n\nIdeen iiber Arheiterhildung und soziale Frage (1894), Sozialpddagogik (1898;\n\n2d edition, 1904).\n\nHis voice has also been heard in connection with contem-\n\nporary educational legislation; and it is hoped that his appeals may not fall\n\non deaf ears.\nat\n\nAlois Riehl, born at Bozen (Tyrol) on April 27, 1844, who has held chairs\nGraz (1878), Freiburg i. Br. (1882), Kiel (1896), Halle (1898), and BerHn\n\n(1905-), has furnished excellent contributions to the history of philosophy,\nas Giordano Bruno (1889), Friedrich Nietzsche, der Kilnstler und der Denker\n(1897),\n\nImmanuel Kant (1904), and Helmholtz als PJiilosoph (1904).\n\nmost important work, however,\n\nlies\n\nHis\n\nin the field of epistemological theory,\n\nDer philosophische Kritizismus und seine Bedeutung jiir die positive Wissenschajt (Vol. I:\n\n\"Geschichte und Methode des philosophischen Kritizismus,\"\n\n1876; Vol. 11a:\n\n\"Die sinnlichen und logischen Grundlagen der Erkenntnis,\"\n\"Zur Wissenschaftstheorie und Metaphysik, 1887). Riehl\n\n1879;\nis\n\nVol. 116:\n\nopposed to regarding philosophy as the doctrine of the theory of the uni-\n\nverse;\n\naccording to him, it is the science and critique of knowledge.\n\nhe claims,\n\nis\n\nthe Kantian conception,\n\nThis,\n\nand the only one in accordance with\n\nwhich it may be conceived of as a science.\n\nThen he presents another, a\n\nPlatonic conception of philosophy, as the art of mental conduct or of the\n\nrepresentation of values; as such it is not a science, he holds, but a form of\nlife,\n\nsimilar and equivalent to art and religion.\n\nRiehl has developed similar\n\nideas in his '^Zur Einjiihrung in die Philosophie der\n\nGegenwart\" (1902),\n\nwhich, written in a clear and logical style, soon passed into a second edition\n(1904).\n\nWilhelm Schuppe is another advocate of the movement toward epistemological theory, in support of which he has established an ingenious doctrine.\n\nHe was born at Brieg on May 5, 1836, and has held a chair at the\nHe calls his doctrine the philosophy of\n\nUniversity of Greifswald since 1873.\nthe immediately given or the\n\n\"immanent philosophy,\" in the interests of\n\nwhich he publishes a special periodical.\nexistence which\n\nis\n\nAccording to Schuppe there is no\n\nnot consciousness or mental content of conscious egos.\n\nThese individual consciousnesses, the egos, do not stand side by side as separated individuals, but they have one and the same \"general consciousness\"\nfor a common basis.\n\nWhenever we experience and come to an understanding\n\nof a reality independent of ourselves, whenever we ascend to objective thought-\n\ncontents and objective values, the element of the \"general consciousness\"\n\n"}
{"page": 437, "printed_page": null, "text": "FIFTY YEARS OF PHILOSOPHY IN GliRMANY\n\nPapere]\n\n425\n\nThe disciplines\n\ncontained in our individual consciousness becomes active.\n\nand jurisprudence embrace the things we experience by\n\nof logic, ethics,\n\nmeans of this superindividual consciousness, while psychology examines the\nSchuppe has written a\nindividual moment in our conscious experience.\nnumber of textbooks from his profound view-point, among others Erkcnntnistheorelische Logik (1878), Grundziige der Ethik mid RechtsphilosopJiie\n(1881), Der BegrifJ des subjeklivcn Rechls (1887), and Der Zitsammenhang\nvon Leib und Seek (1902).\nWilhehn Winddband, born at Potsdam on May 11, 1848, has held chairs\nsince 1875 at Zurich, Freiburg i. Br., and Strassburg, and is now at Heidel-\n\nHe regards philosophy as the critical science of universal values:\nand action, beauty in feeling. The\n\nberg.\n\ntruth in thinking, goodness in volition\n\nmanner in which W'indelband draws the line between history and natural\nAccording to him the latter is a science\nis particularly significant.\nEverything real is individual and separate,\nof law, the former of reality.\nscience\n\nwithout admitting of repetition.\n\nThe science of history, he holds, is con-\n\ncerned expressly and exclusively with the conduct of these separate elements\nin the course of events from the standpoint of values.\n\nIn the natural sciences,\n\non the other hand, we are not concerned with individual experiences and their\nc<jncrete results, but rather with the selection of general laws, whicli, to be\n\nsure, hold\n\ngood for all real entities, but which are themselves independent\n\nof time and history.\nto\n\nabove.\n\nThe significance of these view-points has been referred\n\nW'indelband has expressed\n\nit\n\nfrequently, as in his Prdliidicn,\n\nund Reden zur Einleitung in die Philosophie (1884; 2d edition,\n1903), in the Lehre vom Ziijall (1870), and in the essay, Geschichle und NalurW'indelband has also done\nwissenschajl (inaugural address as rector, 1894).\n\nAiijsdlze\n\nexcellent .service\n\nby publishing various general i)resentations of tlic history\n\n|)hilosophy.\n\nThey are planned on tlie principle of furnishing a summary\n\n<jf\n\nof the problems involved {Gesihkhle der Philosophie, 1893;\n\n3d edition 1903).\n\nSuch a problem W'indelband has recently treated in a systematic manner in\nhis\n\nwork Uber Willensjreiheil (1904).\n\nlion with several\n\nFinally, he\n\nis\n\npublishing in co-opera-\n\nother scholars, an important series,\n\nBeginn des zwanzigsten Jiihrhinidirls.\n\nThe third great stream\n\nof\n\n^^\n\nDie Philosophie im\n\n\"\n\nphilo.sophic self-knowledge\n\nis\n\nformed by the\n\nand fertile branch of study devoted to the investigation\n\nl>roadly >j»ecialized\n\nof (jur own psychic states.\n\nNot history of iiliilo-opliy, not ejiisti'mology, but\n\n|).sythology is the shibboleth that unites the repre^entalives of this third party\n\nof\n\nmodern\n\n|)hiloM)phers.\n\nto the obje( I anrl\n\nthe\n\nThere is no al)solute agreement among them as\n\nmethods of ps\\( lioloL'i( al investigation.\n\nOne in\\i>ti\n\nmore by the specilK maiiife^lations of soul life, anotlur\nTinby its typical traits. The methods employed are still more at variance.\n\ngator\n\nis\n\nattracted\n\nintro.spective jjsychoiogist regards iruier (on<(i)fion\n\nand ininuiliatc analysis\n\nas the (hief soune of |)sycliologi(al knowledge, while the experimeiUal psychologist lays the main stress on psychologic al tests.\n\nNot a few of the Cjcr-\n\n"}
{"page": 438, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n426\n\nman universities are svipplied with psychological laboratories.\n\n[Anniversary\n\nEvery other\n\nyear the experimental psychologists hold a convention in Germany, at which\n\nnumerous\n\nthe results of the\n\nexamined,\n\nall\n\ncommunicated and\n\ncareful investigations are\n\nbearing testimony to a diligently conducted, comprehensive,\n\nand well-classified line of investigation, which has produced valuable results,\nas, for example, the accurate and interesting analyses of memory, of attention, etc.\n\nA\n\nfew\n\ncontemporary\n\nthe\n\nof\n\nGerman\n\npsychologists\n\nmay be\n\nmentioned here:\n\nFranz Brentano, born\n\nMarienberg, near Boppard on the Rhine, on\n\nat\n\nHe was consecrated\n\nJanuary i6, 1838, is a leader of the introspective school.\n\nwas appointed regular professor at\nWlirzburg, but resigned in 1873 as an opponent of the Vatican. From 1874\nto 1880 he held a chair at the University of Vienna, but withdrew from his\nas a priest in 1864;\n\neight years later he\n\nacademic position, this time in consequence of his marriage.\nto lecture as a Privatdozent,\n\nhis\n\nMeine\n\nletzten\n\nWunsche\n\nHe continued\n\nand has been living in Florence since 1895 {\"'-'ide\njiir\n\nOsterreich\n\n(1895),\n\n^^'^'^\n\n'^\"''\n\neJierechtlichen\n\nFrage in Osterreich).\n\nHis chief works are his Psychologic vom empirischen\n\nStandpitnkl (1874) and\n\nVom Ursprung sittlicher Erkenntnis (1889), both con-\n\ntaining a wealth of keen\n\nand thoro\n\ninvestigation.\n\nOur moral judgment,\n\naccording to Brentano, does not depend upon arbitrary laws, but upon a peculiar activity of the emotions, the love or hate, respectively\n\ncorrect per se\"\n\n—which\n\nall\n\nmen possess by nature.\n\ntremendous fnfluence because of his educational\nscholars as Alexius Meinong\n\n— \"characterized as\n\nBrentano possesses a\nactivity.\n\nand Karl Stumpf belong\n\nSuch leading\n\nto his school, altho,\n\nto\n\nbe sure, they have maintained their critical independence with reference\n\nto\n\nBrentano's special theories.\n\nAlexius Meinong von Handscliuchsheim, born at Lemberg on July\n\n17,\n\nGraz since 1886. Among Meinong's\nnumerous publications there should be mentioned in the first place his splendid\n1853, has served as full professor at\n\ninvestigations in the field of the psychology of knowledge;\n\nthese are his\n\nHume-Studien (Vol. I, \"Zur Geschichte und Kritik des modernen Nominalismus,\" 1877; Vol. II, \"Zur Relationstheorie,\" 1882), Uber Gegenstdnde\nhoherer Ordnung und deren Verhdltnis zur inneren Wahrnehmung (1899),\nUber Annahmen (1902), a work in which Meinong o])ens up and analyzes\nan entirely new field of facts of immense importance for the understanding\n\n\"Uber die Erjahrungsgrundlagen iinseres Wissens^^ (1906)\nAbhandlungen uber Didaktik und Philosophie der Naturwissenschajt\n\nof art and play;\nin the\n\n(No. VI).\n\nHis Psychologisch-eihische Untersuchungen zur Werttheorie (1894)\n\nare devoted to the moral problem.\n\nThe elementary moral\n\nfunctions he\n\nregards as \"conceptions of value,\" which are invariably based upon a knowl-\n\nedge of the existence or non-existence of their object; for the expression of\nthe activity of these conceptions,\n\nMeinong employs mathematical terms in\n\nan astonishing manner.\nKarl Stumpj, born at Wiesentheid (Bavaria) on April 21, 1848, has occupied\n\n"}
{"page": 439, "printed_page": null, "text": "FIFTY YF.ARS OF PHILOSOPHY I X UFRMAXY\n\nPapers]\n\n427\n\nand Munich, but has been connected\n\nchairs at Wiirtzburg, Prague, Halle,\n\nTlie accuracy\n\nwith the University of Berlin since i8g4.\n\nHe has given\n\nhis doctrines are reflected in his writings.\n\nand clearness of\npsychology two\n\nto\n\nUbcr den psycliologisilicn Urspning dcr Rtiitnri'orslellioii^en\n\nof its chief works:\n\n(1873) and Tonpsychologic (\\'ol.\n\nI,\n\n188,:;;\n\n\\'ol.\n\nBy means of the\n\nH, i8qo).\n\nformer he helped bring alxiut the victm^y of pswhological iiativism, the doctrine that in the visual sensation\n\nof spacial differences.\n\nwe are immediately and originally conscious\n\nThe second work ranks worthily beside the famous\n\nwritings of Helmholtz on our sense perceptions.\n\nNovember 19, 1833,\n\nWillielm Dillhcy, born at Hiebrich on the Rhine on\n\nhas served as full ))rofcssor at Basel, Kiel, and Breslau, and, since 1882, at\nBerlin.\n\nDilthey, like Windclljaiid. enipha>i/.es the j)ecuh'arily and indepen-\n\ndence of the mental sciences in contnuHstinction to the natural .sciences, but\n\nThe basis of the mental sciences,\n\nhe does it in a >omewhat different manner.\nin his o])inion, is j)sychology\n\n— not one that works with hy])othescs and\n\nthe hunt for \"explanations\" of psychic\n\naccordance with which, for instance, our conviction of external\n\nin\n\ndoes not go back\n\nlogical o])erations, but to exj^eriences of\n\nto\n\non\n\nreality\n\nour Noiition\n\nHe claims that the descrijjtion and aiial\\:is\n\n(im])ul.-e, intention, resistance).\n\nof historical\n\nis\n\nbut rather a descri])tive and\n\nnot an intellectualistic but a voluntaristic psychology,\n\nanalytic p.sychology;\n\nis\n\nlife,\n\nand social realit\\' is no longer known as ])svchol()gv. l)Ut that it\n\np.sychology and that it takes j)lace in the mental sciences.\n\nknown work\n\nis\n\nGrimdlegung\n\njiir\n\nhis\n\nEinlciiuiii^\n\nin\n\nDilthey's best-\n\ndie Geislesii'issenschcijlen,\n\nVersuch einer\n\ndas Shidium der Gesellschajt iind der Ueschiihle (1883).\n\nHis treatises in the reports of the sessions of the Berlin Academy of Sciences\nare no\nziini\n\nless\n\nfertile\n\nShidiiim der\n\nin\n\ncomj^rehensive and valualjle suggestions.\n\nI ndividualildl,\n\n1896;\n\n{Beilrdge\n\nBeilrdi^c znr Lbsinii^ der Fnit^e 7u>ni\n\nUrspning itnscres Glauhens an die Realildf der Ansscn'well, 1894, etc.)\nthey alM) enjoys a well-deserved reputation as a hi-torian.\nfirst C()m|)lete\n\nedition of the writings of Kant, which\n\nbeing pulili-iied under\n\nis\n\nthe au-pices of the Berlin Ro\\al .Academy of Sciences.\nhistorical works, >],(•( iai attention\n\nis\n\nDil-\n\nHe is editing the\n\nAmong his own\n\ncalled to his biography of Schleiermacher\n\n(1870).\n'I'heodiir\n\nlApps, born at W'allhalben (Palatinate) on\n\nprofessor at Breslau (1890-94) and\n\nMurith\n\n(i8(;4\n\n).\n\nJul\\-\n\njS,\n\ni> in the fir-t\n\n1S51, full\n\nplace an\n\nintrospective |)sych()logist, who has succee(lc-d adniiralily in analyzing psyc hie\nphenomena clearly and sharply. Such an analysis of general psychic processes is given in his Grundlalsaehen des Seelenlehens (i8c)3)\nilrr\n\nI'sychologie (1Q03, and 1906).\n\nin\n\nthe-\n\nand in his I.eitjaden\n\nopinion of Lipps, |).sychology con\n\nabo for logic and ethics, and in accordance with\nthis view he has written his Grundzuge der Ijigik (i8cj8), his striking /'Jliiselie\nGriindjragcn (1899; 2d edition 1^05) and numerous works on ;i>lhelics\n(Der Strcit iiher die 7'ritgodie, i8r;i; Koniik nnd U iiinor, i8(;8; Asthetisdie\nstitutes the starling jxiint\n\nI'liktoren der RiinniitnM lianung, i8(;i;\n\nAsllielik, \\'ol,\n\nI,\n\ni(>03).\n\nThe mcllnnl,\n\n"}
{"page": 440, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n428\n\n[Anniversary\n\ncontent, and comprehensiveness of these writings assure Lipps a place among\n\nour leading jestheticians.\n\nWilhelm Wundt, born\n\nat\n\nof\n\nFechner\n\nNeckarau (Baden) on August i6, 1832, full\nand at Leipzig since 1875, is as the successor\n\n—\n— the co-founder of experimental psychology. He has completed\n\nprofessor at Zurich in 1874,\n\nand generalized the experimental methods of Fechner, which were confined\nto the measuring of degrees of sensation, and applied them to the whole field\nof psychic phenomena.\nFor these studies he has arranged a laboratory at\nLeipzig which is provided with ingenious instruments of extreme delicacy,\nand which has become the model for all similar laboratories in the world,\n\nThe experimental method developed by\nWundt has given a great impetus to the study of psychology; many questions\nhave assumed an entirely new aspect; new disciplines of considerable pracespecially in the United States.\n\ntical\n\nvalue have been established, as experimental didactics and the psy-\n\nchology of evidence, which have thrown new light on pedagogical methods\n\nand legal proceedings, respectively.\n\nBut Wundt has accompUshed wonders\n\nnot only in the psychology of the individual, to which his Grundzuge der\nphysiologischen Psychologic (3 vols., 1874;\n\n5th edition, 1902)\n\nis\n\ndevoted;\n\nhe has done pioneer work also in his Volkerpsychologie (Vol. I, \"Die Sprache,\"\n1900;\n\n2d edition, 1904;\n\nVol. II,\n\n\"Der Mythos,\" 1905), in which he has\n\ntreated the psychology of language, of religious conceptions, etc.; exhibiting\n\ntremendous grasp of endless material.\n\nWundt's importance extends beyond the psychological\n\nfield.\n\nIn his\n\nLogik (Vol. I, \"Erkenntnislehre,\" 1880; Vol. II, \" Methodenlehre, \" 1883),\nhis Ethik (1886; 3d edition, 1903), and his System der Philosophie (1889;\n2d edition, 1897), ^^^ advances step by step, always resting upon the foundation of exact science, to a\n\ncompact idealistic philosophy.\n\nIn this respect he\n\nappears at the same time as a representative of the fourth group of German\nphilosophers.\n\nThe scholars mentioned aliove all agree in rejecting metaphysical tenThe antimetaphysical trend of Hume and Kant has not yet lost\n\ndencies.\n\nits influence, a trend which regards all metaphysical problems as mere illusions\n\nof\n\nhuman reasoning.\n\nIn order, therefore, to escape the criticism of trans-\n\ngressing the bounds of knowledge,\nall\n\nmany modern philosophers have turned\n\nthe more eagerly to historical retrospect, epistemology, and psychological\n\ninvestigations.\n\nBut metaphysical problems cannot be rejected as pseudo-\n\nproblems; they possess an objective value which reacts upon the knowledge\nstruggling with them, dispensing Ught and power, in the same way that every\n\nfunction develops thru employment and activity, whereas\n\na result of disuse.\n\nit\n\nlanguishes as\n\nThe philosophers still to be named combine a compre-\n\nhensive survey of empirical actuality with a bold courage in metaphysical\nreasoning.\n\nThus the conception of will reigns supreme in Wilhelm Wundt's \"actualThe will which, as apperception, acts also in all reasoning\n\nistic\" view of life.\n\n"}
{"page": 441, "printed_page": null, "text": "FIFTY YEARS OF PHILOSOPHY IN GERMANY\n\nPapers]\n\n429\n\nand in feeling, is actuality, pure happening. To its pure causality, which is\nbound to no substance and to no \"soul,\" the law of the equivalence of cause\nand effect, which is, in the material world, manifested in the law of the conservation of energy, does not apjily.\n\nSpiritual life possesses the attribute of\n\n\"creative synthesis\" and continually increases in energy, in accordance with\na \"heterogeneity of aims,\" which\nevolution.\n\nis\n\nthe fundamental form of\n\nall\n\nspiritual\n\nWhenever an aim is realized, unforeseen foundations and impulses\n\nfor new aims are thereby created, so that the success of every actual endeavor\nis\n\nricher than the original motive.\n\nIn the social communities of\n\nhuman\n\nbeings a\n\nnew energy of volition is manifested, a true common will, which\n\nunites\n\nhumanity in the conscious accomplishment of definite endeavors.\n\nall\n\nAll the wills of the entire world are united in the reality af a supreme common\nwill,\n\nnamely God.\n\nRudolf Eucken, born at Aurich on January 5, 1846, who has filled a chair\nat\n\nJena since 1874, is a fervent supporter of an objective idealism.\n\nIn his\n\nwritings he strives after life and spirituality, which we hope they will arouse.\n\nAmong his important works may be mentioned Die Einheit des Geisteslebens\n(18S8), Der Kampj um eincn geisligen LehensinhaU (1896), Der WahrheitsHe has also published notegeluill der Religion (1901; 2d edition, 1905).\nworthy historical works: Geschichte der philosophischen Terminologie (1879),\n\nDie Lebensanschauungen der grossen Denker (1890; 6th edition, 1905),\nThomas von Aquino iind Kant, ein Kampj zweier Welten (1901). Of great\nvalue, too, is his Grundbegriffe der Gegenwart (1878;\n\nEucken teaches\n\nthat in\n\nall\n\nintellectual\n\nlife,\n\n3d edition, 1904).\n\nuniform and supercosmic\n\nassociations are at work, which tend toward the formation of a \"personal\n\nHe regards intellectual Hfe as higher than dead mechanism, some-\n\nworld.\"\n\nthing higher, too, than mere psychic vitality, just as personaltiy is more than\nindividual existence or subjectivity.\nspiritualized\n\nindividuality,\n\n\"( reation of entities.\"\n\nand\n\nit\n\nPersonality, according to Eucken,\n\nbecomes\n\nso\n\nthru\n\nthe\n\nprocess\n\nof\n\nis\n\nthe\n\nWhenever we become immersed in a spiritual content\n\nand the latter reacts upon us, the formation of real nature takes place, in the\nform of a double-sided development of us thru spiritual content, and of\n\n—\n\nspiritual\n\ncontent thru us.\n\nBy means of the contact with the ideal object\n\nspiritual life arises within us,\n\nand thru the work of the soul the material is\n\nWorlds of the good and the beautiful and the true\nopen up to .sight and reveal to us supercosmic depths. This sui)ercosmic\nharacter, however, can be maintained and carried out only if we connect\n\ndisclosed and developed.\n\n(\n\nall real\n\nspiritual life with\n\nGod.\n\nAmong the metaphysicians may be found also the most renowned of the\nliving\n\nnon-academic philosophers of Germany, Eugen Diihring.\n\nEugcn Diihring, born in Berlin on January 12, 1833, is a clear-sighted\nphilosopher and spirited author, whose sad experiences embittered him against\nAllho lie had become i)lind, he began to lecture\nall aiadcmic philosophy.\nwith much .success at the University of Berlin in 1863, but was deprived of\n\n"}
{"page": 442, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n430\n\nthe privilege in 1877, because of the extravagant attacks\n\n[Anniversary\n\nupon Helmholtz\n\nincluded in the second edition of his Kritische Geschichte der allgemeinen\nPrinzipien der Mechanik (prize-essay, 1873; 3d edition, 1887).\n\nIn this work\n\nhe emphasized the prior claim of Robert Mayer to the discovery of the law\nof the conservation of energy, unjustly refusing to give Helmholtz any credit\n\nHe also honored the highly gifted Heilbronn physician in a\n\nv^^hatsoever.\n\nwork {Robert Mayer, der Galilei des 19. Jahrhunderts, Vol. I, 1880;\n2d edition, 1903; Vol. U, 1895). Diihring is the author of mathematical,\neconomic, and political (anti-Semitic) works; he has also labored in the field\nspecial\n\nHis most note-\n\nof the history of literature, as well as in that of philosophy.\n\nworthy philosophical pubHcations are the following:\n(1865),\n\nNatilrliche Dialektik\n\nDer Wert des Lebens (1865; 6th edition, 1902), Ersatz der Religion\n\n(1882; 2d edition, 1897), Sadie, Leben, tend Feinde (1882; 2d edition, 1903).\n\nDiihring attacks the criticism which denies the knowability of being.\n\nOur\n\nunderstanding can grasp reality as it is, but in his opinion, it should\n\nrest\n\ncontent with the apprehended facts.\n\nHe considers it foolish to attempt to\n\n\"explain\" them in the bargain.\n\nThe perception of reahty culminates in\n\nthat of the all-embracing being,\n\nwhich in\n\nits\n\nself-sufficiency\n\nbeside or above itself, yet is not infinite, but Hmited.\nto Diihring,\nit\n\nhowever, is not merely perception of reality.\n\nHe conceives of\n\nalso as the representation of a sentiment directed toward a nobler humanity.\n\n—for men should become\nin order\n—as well as egoism —for the happiness of the individual\n\nThis sentiment repudiates pessimism\nto\n\nhas nothing\n\nPhilosophy, according\n\nbecome happier\n\nbetter,\n\nshould be incuded in and made subservient to the general good.\n\nIn the above paragraphs I have attempted to describe the different tendencies of\n\nGerman philosophy by presenting the theories of a few, not all\n\nof its prominent representatives.\n\nIn all philosophy, in the words of Eucken,\n\nthere is a struggle for a spiritual life-content.\n\nIt is a struggle against the naive\n\nbut bold dogmatism of materialism, which renders the spirit empty and the\nheart poor.\n\nYet it is also a struggle waged by philosophic ideas with and\n\nagainst one another.\n\nNietzsche once referred to the ideas that control man\n\nas spirits more beautiful than himself, as \"invisible heralds of things to come.\"\n\nAnd similarly, another saying of Nietzsche may be applicable to our philosophers: \"Inventors of images and spirits shall they become in their enmities,\n\nand with their images and spirits they shall some day fight the supreme fight\nagain.st one another.\"\n\nTHE PAST AND THE FUTURE OF GERMAN EDUCATION'\nFRIEDRICH PAULSEN, UNIVERSITY OF BERLIN\nIt\n\nseems appropriate to conclude this historical survey with a prophecy\n\nabout the future.\n\nThis must naturally be based upon a consideration of the\n\nBook IV, chap. iii. of Das Deutsche Bildungswesen, by special permission of the author transhitcd by\nProfessor Rudolf Tombo, Jr., Columbia University.\n\n"}
{"page": 443, "printed_page": null, "text": "PAST AXP FUTURE Of GERMAX EPUCATIOX\n\nPapers]\n\n431\n\nprevious course of development, and I shall therefore emphasize once more\nthe tendencies of the movement.\n\nneed scarcely point out lliat the element\n\nI\n\nof absolute certainty will, as a matter of course, be absent from any jjredictions I\n\nmav make:\n\ndisturbing influences and destructive catastrojjhies are\n\nNever-\n\nlikelv to occur and seriously obstruct t)r alter the path of develojuiu'iu.\n\ntheless it\n\nis\n\ntrue that the more universal tendencies of civilization are scarcely\n\nafTected by the accidental interruptions of the external course of events.\ntorical [)rogress. after all,\n\nconscious operation of\n\nis\n\nvital\n\nHis-\n\nnot determined by accidents, but rather\n\n1)\\\n\nthe\n\nThe idea acts as a hidden ])()\\ver of\n\nforces.\n\nattraction and thus determines the direction of the development.\n\nIn looking back over the entire field, we observe that two general i)rincij)les\n\nstand out quite prominently: on one hand, the constant tendency to .secularize\ninstitutions of learning and to j)lace them under the management of the state,\n\nand on the other hand, the continuous dissemination of systematic school\ntraining over ever-widening circles of the communily, or, if 1 may use the term,\nthe \"democratization\" of education.\n\nThe first of these tendencies, which we might (all progressive declericalizalion,\n\nmanifests itself first of all\n\nof the control of education\n\nin\n\nexternal secularization, that\n\nfrom the\n\ni\n\nluirch to the sl;itc.\n\nthe entire educational sy>lem was vested\n\ni-^,\n\nthe iluin h, while at\n\nin\n\nthe i)assing\n\nIn the Middle .\\ges\nt!ie\n\npresent\n\nday the state has assumed control everywhere, merely intrusting to the church,\nwith a greater or smaller semblance of good-will, ])ower of no definite extent,\nespecially in the field of puiilic education.\n\n'Ilie universities .set\n\nthe ball roll-\n\ning in the Middle Ages, the higher schools followed their e.xample after the\n\nReformation\n\n—\n\nat first in Trotestant territory\n\n—and during the eighteenth and\n\nnineteenth centuries the public schtjol has been passing more and more under\nthe control oi the state.\n\nThe cau.se of this movement evidently lies in the\n\ngeneral deterioration of the church,\nthe ruling power in modern life.\n\\()\n\nand in the advancement of the slate as\n\nThis circumstance again is iiitiinateh related\n\nthe tendencies of the \\vesterii peoples to lay greater and greater emphasis\n\nin their mode of thought\n\nand feeling upon the life upon earth;\n\nof the life hereafter is continually losing its for* e and\n\nits\n\ntht'\n\nromeplion\n\npower of nioti\\ation,\n\nand as a result the inlluence of the church is waning.\n\nThe outward secularization of education has been accompanied l)\\ a transfer of instruction\n\nfrom the clergy to laymen.\n\nTeachers, from the univirsilv\n\ndown to the common school, are no longer ecclesiastical olTicers.\nsciences and arts constitute the major portion of the |>rograms of slud\\\n\nSec ular\n.\n\n'i'he\n\narrangement of instruction according to the doctrines <»f the church has dis\nappeared.\n\nThe universities were\n\n|)ro(esN taking place definitely\n\nand\n\nthe\n\ntirst\n\ngciierallx\n\nlo\n\ndixnd\n\nthe\n\noM\n\ns\\^tc-m,\n\nihi-\n\nduring the eighteenth century;\n\nprior to that lime, at le:ist the faculty of philosophy, in addition to the theologi<\n\nal faculty,\n\ntion.\n\n.At\n\ntruth bv\n\nwas elfectively controlled by the ecclesiastical system of instruc-\n\nthe present day, even theology has become a science that measures\nmeans of immanent .standards, at least that is the ca.se in the evan-\n\n"}
{"page": 444, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n432\ngelical church.\n\n[Anniversary\n\nEcclesiastical organs are attempting to fetter investigation\n\nwith dogma, but on the whole these efforts have not been successful, altho\nthey have been effective now and then in specific instances.\n\nAs far as the\n\nschool is concerned, religious instruction under the control of the church has\n\nnot been exterminated, to be sure, yet it has lost its power. Less than two\nhundred years ago the entire school system, private as well as public, was\nsteeped in ecclesiastical matters and denominational instruction; since then,\n\nhowever, religion has come to be ranked with other subjects, no longer over-\n\nshadowing them in importance.\n\nIn many cases it is regarded as a subject in\n\na class by itself; indeed, it is occasionally looked Upon as an alien subject,\n\none which has outlived its usefulness, which is in reality no longer compatible\nwith the general structure, and the removal of which is accordingly only a\nquestion of time.\n\nSuch has been the trend in the past, and there is no reason to suppose\nthat a retrograde movement will take place.\nare of course possible.\n\nPartial and temporary reactions\n\nThe church has by no means renounced its right to\n\ncontrol the schools; the Catholic church especially maintains its claims firmly,\n\nand, as is well known, when a claim is once advanced by this church, it is\n\nAs a matter of fact, we must confess that education\nand cannot but regard,\nas its proper sphere, that is, to the field of the cum animarum, the guidance of\nthe soul and of morals.\nIt is, however, impossible to alter the received situanever receded from.\n\nreally belongs to the field which the church regards,\n\ntion.\n\nThe state will not surrender the right to regulate education after having\n\nonce attained this right, and we must not forget that the assumption of the\ncontrol of education by the state\n\nis\n\nlargely\n\ndue to the fault of the church,\n\nwhich since the close of the Middle Ages has been almost entirely a retarding\nfactor in the development of culture.\n\nBesides,\n\nwe cannot deny that educa-\n\ntion is too intimately associated with the enlarged purposes and tasks of the\nstate for the latter to coiuitenance a return from the new political to the old\necclesiastical order.\n\nthe preservation\n\nEvery modern civilized nation conceives as its mission\n\nand elevation of its people.\n\nFrom the political and eco-\n\nnomic, the intellectual and moral standpoints, indeed, a nation is nothing more\n\nthan the organization of the people with this end in view.\n\nThis being so,\n\nthe state cannot be indifferent to the education of the rising generation, upon\n\nwhich the maintenance of all culture directly rests, nor can it assign the difficult task to a power not dependent upon it, in the belief and expectation that\nthis power will perform the task as the state desires and will serve the state's\n\nends.\n\nThis is such a self-evident fact, that even the nations who had been\n\nlongest indifferent to this problem of the political community, like England,\nfor example,\n\nhave begun during the generation just past to take a profound\n\ninterest in the regulation\n\nand advancement of public education. It is safe\nGerman people have done much to\n\nto say that the recent successes of the\n\nconvince other nations\n\nhow important is a national system of education\n\nand training for the entire population, for the efficient self -development of the\n\n"}
{"page": 445, "printed_page": null, "text": "PAST AND FUTURE OF GERMAN EDUCATION\n\nPapers]\n\n433\n\nThe careless-\n\npeople from the military and economic standpoints as well.\n\nness with which many nations have in times past intrusted education to the\n\nchurch or to self-regulation according to the law of supply and demand has\n\nbeen supplanted\n\nin\n\nall\n\nEuropean countries and elsewhere by paternal\n\nsolicitude on the part of the state for educational efficiency.\n\nThis movement will proceed without interruption to its ultimate results.\n\nAmong these I may mention in\nschool inspection by the state.\n\nthe\n\nplace the absolute control of all\n\nfirst\n\nI am convinced that the heritage of the ancient\n\necclesiastical authority in school affairs, in the f(jrm of clerical school inspection^ will\n\ndisappear before very long, since it is in all respects incompatible\n\nwith the organiz;ition of the modern educational system.\n\nDistrict-school\n\nThe\n\ninspection, especially, will soon pass out of the weak hands of the clergy.\n\ntask has become a great and difficult one, which demands the entire strength\n\nThe teachers have been of this opinion\n\nof competent professional officials.\nfor some time,\n\nand they regard the system of placing them under control of\nan alien calling as a slight upon their profession and their standing, especially\nin\n\nview of the fact that the clergy exercise this control, without any inherent\n\nreason, primarily as subsidiary to their real vocation.\n\nEvery advance in the\n\ndevelopment of our educational system and our systems for the training of\nteachers renders the old order more imi)ossible, and at the same time more\n\nThe clergy, too, have recently\n\nunbearable from the personal standpoint.\ncalled public attention more than once,\n\nadvantages of this condition.\ninspection.\n\nand in emphatic fashion, to the dis-\n\nThe same process will take place in local school\n\nThere is no reason why a clergyman should not serve as local\n\nschool-inspector when he possesses the necessary qualifications and the inch'na-\n\nand when the community desires it, but there is no reason whatsoever\nwhy a clergyman not possessing the necessary qualifications should be called\n\ntion,\n\nA hundred years ago, to\n\nupon to fill a position in which he is not wanted.\n\nbe sure, there was some reason in appointing to the position of schoolinspector the only highly educated person in the community, that\n\nis,\n\nthe\n\nclergyman, but this one-sided condition has since been remedied, especially\nthru the development of the teaching profession\n\nitself.\n\nI regard the separation of the ministry of education from tlie state achninis-\n\nconsequence of\n\ntration of ecclesiaslit ;il jioh'cy as another\n\nllu'\n\ndivelopmi-nt.\n\nThe latter flepartment, in case it is not established as a separate ministry,\nmight most api)roi)riateIy be ccmibined with the ministry of justice.\n\nIf this\n\nwere done, it would at the same time bi.\" made evideiU that it was not a (juestion of\n\nchurch aulh<jrity, of jus in siura, but rather of the maintenance of\n\nthe legal boundaries between church\n\nwent back to the time of a national\n\n(\n\nand stale.\n\nThe old coimection really\n\nhurc h.\n\nThe question may be asked: Haw will rili^^ious inslnnlion jarr- wiW it\ntoo be excluded from school in consecjuence of the\n\ncation ?\n\nnew organization of edu-\n\nThe answer depends somewhat upon what we mean when we speak\n\nof religious instruction.\n\nIf\n\nwe mean instruction thai aims to con\\ince pupils\n\n"}
{"page": 446, "printed_page": null, "text": ";\n\nNATIONAL EDUCATIONAL ASSOCIATION\n\n434\n\n[Anniversaiy\n\nof the necessity of the confession, then I should, indeed, be inchned to say\n\nthat it is just as incompatible with the character of the modern state as it is\n\nwith the new school organization.\noriginal intention, that this\n\nThere can be no doubt that this was its\n\nwas the reason why the reformed churches, and\n\non in the sixteenth century the Catholic church also, introduced reh-\n\nlater\n\ngious instruction, and, as a matter of fact, the necessity of this instruction\nstill\n\nmaintained in some quarters.\n\nis\n\nA half-century ago the teaching regula-\n\ntions still expressly prescribed instruction of this nature, and the more recent\n\nregulations nowhere disclaim\nlies at\n\nit\n\nabsolutely.\n\nEven at the present day it still\n\nthe basis, formally at least, of actual instruction and of school inspec-\n\ntion, altho it\n\nis\n\nno longer emphasized so strongly.\n\nSuch religious instruction\n\nundeniably belongs to the school of the past, to the school which attempted\nto be naught else but a nursery of the church,\n\nand under such circumstances\n\na method of instruction which endeavored especially to establish the confession of the church as the absolute and exclusive truth was most appropriate.\n\nOn the other hand, it is obviously incompatible with the modern public-school\nsystem, if for no other reason than the simple one that the state has no creed.\n\nThe individual subjects belong to denominations of various sorts, but the\nmodern state on general principles holds a neutral attitude toward them: it\nUnder these circumstances it is obviously\ntolerates all, but appropriates none.\nparadoxical for the state to allow dogmatic religious instruction to be imparted\n\nunder state supervision by state officials in public schools upon which attendance is compulsory.\nin\n\nThis leads to a rather curious condition, inasmuch as\n\none school Catholic theology, with\n\nits\n\ndoctrine of the infallibility of the\n\nPope, in another the Reformed or Lutheran catechism, with its absolute rejection of the papacy, is taught as the infallible truth, both under the same authority.\n\nForce of habit and a general disinclination to take these matters seriously\n\nhave rendered us indifferent to the inherent contradiction.\n\nThis comes to\n\nthe surface whenever the relations between church and state are strained, as\nfor example at the time of the KiiUiirkawpj, when a bitter struggle took place\n\nover the religious instruction imparted by state officials by order of the state,\n\nbut not approved by the church.\n\nThe contradiction is felt on the other hand\n\nby the dissenters, who are forced to permit their children to receive dogmatic\nreligious instruction opposed to their faith or their scientific convictions;\n\nand\n\nthe number of these dissenters is undoubtedly far in excess of the figure given\nin the\n\ncensus\n\nstatistics.\n\nFinally, the contradiction\n\nis\n\nfelt\n\nmost sharply by\n\nteachers who are dissenters at heart but who are forced to give religious instruction along the lines of a creed that\n\nis\n\nnot their own.\n\nFervent expression to\n\nthis feeling is given in a memoir recently prepared by the teachers of Bremen\n\nand submitted to the officials of that city (1905). The contradiction is present\nof that there is no doubt, and the time will come when it will no longer be\ntolerated, when the public school in our country also will abolish dogmatic\ndenominational instruction, leaving the church\n\nwherever the demand exists.\n\nto\n\nprovide such instruction\n\n"}
{"page": 447, "printed_page": null, "text": "PAST AXD FUTURE OF (JERMAX EDUCATION\n\nPapers!\n\n435\n\nThe above remarks do not, however, solve the proljlem of general religious\nAn individual may assume\nat least in Protestant territory.\n\ninstruction,\n\nwhatever personal attitude he chooses toward religion, yet there is no denying\nthe fact that religion has played an imj)ortant, perhaps the mo^t imijortant,\nrole in the historical development of mankind, and in spite of occasional rcjjorts\n\nof the disappearance oi religi()n,\nof our spiritual\n\nlife.\n\nstill\n\nit\n\nintluence\n\nIts\n\nis\n\nconstitutes a very significant element\n\nevery stage:\n\nvisible at\n\nChristianity,\n\nand Christian philosophy penetrate all the vital interests of\nIn art and i)()etry, in archithe western world like an omnipresent element.\nChri.stian faith,\n\ntecture\n\nand music, in philosophy and science, at every point we encounter\n\nChristianity as the great omnipresent vital force;\n\neven today every human\n\nbeing is constrained to define his position toward it, be it positive or negative:\nthe very struggle waged against it is a tacit acknowledgment of its importance.\n\nAnd similarly, the political history of the nations of Europe has been ir.lluenced at every point\nfir.^t\n\nIjy\n\nthe religious question, from the conversion of the\n\nking of the Franks, and the crowning of Charles the Great as\n\nemperor, to the great conflicts between secular and\nthe pages of\n\nmediaeval history,\n\nclerical\n\nRoman\n\npower that\n\nand again from the Reformation\n\nlo\n\nfill\n\nthe\n\nRevolution and the Kultiirkai)! pj, there is not a finger's breadth of hi-iorital\nIf now\nhas not felt the influence of Christianity and the church.\nwe admit that the .school must familiarize the youth with the en\\ironnicnt\n\nsoil that\n\nin\n\nwhich they are later to labor, and that man's most intimate and nn)st real\n\nenvironment is history, and not nature, then there cannot be the shadow\nof a doubt that the school cannot and must not evade llie task of familiarizing\n\nthe young with the im])ortance and significance of Christianity as an historical\n\nA person who knows nothing of Christian faith and Christian ideals,\n\nfact.\n\nof biblical and ecclesiastical history, would a|)i)tar in hisioiy c\\cn at the ])iesent\n\nday like a deaf man at a concert; he would be without the kc\\ to the understanding of a very large share of the condu( and aitimi^, the emotions and\nt\n\nThus we see that the school inusl needs consider\n\nproductions of humanity.\nthese things;\n\nit\n\nmust consider them as facts, which, just like natural realit\\-,\n\nare not primarily the subject of criticism, but rather of comprehension,\nwill thus be an essential and\n\ni)ermanent task of the school\n\nwe call it instruction in religion, or history of Christianity, oi- what not\nonlv casually to consider,\n\n.say in\n\nconnection with instruction\n\ngreat historical factor whose origin\nof the\n\nHebrew nation and\n\nthe earth,\n\nluit\n\nwe can trace back\n\nit\n\nno matter whether\n\nin\n\nnot\n\nhistory, tiie\n\ni(;oo years to the soil\n\nwhii h has gradually s|)rea(l o\\cr\n\nall\n\n|)orlions of\n\nalso to impart, -o far as possible, a coniicitcd impression of\n\nthe subjec t.\nIn reality our religious instruction has long been tending in the diicition\nof sU( h treatment.\n\n.All\n\nwe need do\n\n!•>\n\nthat, as matters stand at jtresent, and in\n\nto point\n\\\n\nthe moral, iwid\n\nicw of the-\n\ni\n\nliarac tcr of\n\nwc max\n\n.say\n\nour tc;u hers\n\nand students, it is the task of the sc hool to im|)art an historical knowledge of\nChristianity and its faith, its literary monuments and its vital forms, its growth\n\n"}
{"page": 448, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n436\n\n[Anniversary\n\nTo convince the young of the absolute truth of one\n\nand its revolutions.\n\nset of doctrines or another is a task which exceeds the capacity and the mis-\n\nWere we only to adopt this conclusion, we should above\n\nsion of the school.\nall attain\n\none thing, namely, that our teachers could again discuss religious\n\nmatters with good conscience.\n\nNo doubt many teachers suffer at present\n\nunder the burden of dogmatic religious instruction.\n\nThis is especially true\n\nof Protestant teachers, in whose case the matter is always ultimately left to\n\nthe individual conscience, whereas the Catholic teacher can find a way out\n\nby explaining that it is the church that expounds the doctrines. I realize\nthat instruction shorn of all denominational tendencies would not lack internal\n\nand external difficulties, but it would serve as a great step away from a posiPerhaps the return of frankness and impartion that has become intolerable.\ntiality in the treatment of religious material would bring with it a greater\nwillingness and desire to include the subject in the course of study.\n\nIt goes\n\nwithout saying that there is a wealth of wisdom and precept contained in the\nwritings of the Old and\n\nNew Testaments; indeed, the Bible is a universal\n\nbook without compare in regard to content and form, and there is absolutely\nno collection of writings that is as valuable to the teacher in initiating the\n\nyoung into the understanding of moral and ethical questions.\nI am quite certain that religious life will not suffer either when denominational instruction\n\nabolished in the schools.\n\nis\n\nCertain formulations of reli-\n\ngious ideas as we find them in the large catechisms, as, for example, the doctrines of original sin\ncrucifixion, of\n\nand the forgiveness of sins, of God incarnate and the\n\nsalvation\n\nand atonement, faith and\n\njustification, will\n\nthen\n\nbe heard more seldom, but that would be no loss, since under the old scheme\npupils discuss problems and events which, as a matter of fact, are incompre-\n\nhensible and meaningless to children of their age, and which only lead to\nsenseless repetitions\n\n—the death\n\nof religious sentiment.\n\nReligious living\n\nis\n\ninspired by the contemplation of pious lives, especially of those with which\n\nthe young come into personal contact;\n\nand the instruction itself can be made\n\neffective only by presenting illustrations of pious lives borrowed\n\nfrom history\n\nand literature.\n\nFor the moral training of youth, however, the effectiveness of\n\nbiblical \\\\Titings\n\nwould not be felt until they were freed from the strictures\n\nof\n\ndogmatic interpretation, and treated as purely human records of human\n\nevents.\n\nNone but a prejudiced person will fail to realize that we cannot dis-\n\npense with the Scriptures in the important branch of education which is concerned with the formation of moral concepts and indirectly of moral volition,\n\nnor can we substitute selections from the literatures of the world, as the\n\nBremen school demands.\n\nThe absolute value of the Scriptures, as well as\n\ntheir important historical continuity, will always retain for the Bible a unique\n\nplace in our world.\n\nBy means of such an inner development of religious instruction, we should\nfurthermore be preparing for the goal that seems to lie in the future of our\npeople, namely, a universal interdenominational public school.\n\nThe univer-\n\n"}
{"page": 449, "printed_page": null, "text": "PAST AXD FUTURE OF GERMAN EDUCATION\n\nPapers]\n\nand systematic introduction of the\n\nsal\n\n437\n\nso-called undenominational school\n\n(Siniullanschule), which political parties are at present ardently advocating,\nI do not consider an ideal solution of the problem; at all events, it is an abso-\n\nlute impossibility at the present day.\nIf forced upon certain portions of the\ncommunity ]\\v law, it would lead to a bitter educational conflict, and a further\n\nconsequence would be, in case the law could be made operative, that denominational private schools would arise beside the undenominational national\nschool, especially in Catholic, and\n\npresumably also\n\nin\n\nProtestant, territory.\n\nAnd the ultimate consctjuence of such a movement, dictated, not by positive\nnecessity, but\ntion\n\nby poHtical doctrinarianism, would be not the desired obhtera-\n\nof denominational\n\naggravation.\n\ncontradictions, but\n\nrather their intensification and\n\nOn the other hand, if matters are allowed to develop in the\n\ndirection suggested, which\n\nis\n\nindicated by the great historical movements, if\n\nbiblical instruction is permitted to advance more and more at the cost of dog-\n\nmatic denominational instruction, for which no legal measures are required,\n\nbut merely a wiUingness on the part of the administrative authorities to\nsatisfy\n\nproper demands, then the time will come when the school will be\n\ninwardly prepared for the final step,\n\ncommon biblical-historical instruction\n\nin Christianity for all denominations, to which may be joined special instruc-\n\ntion\n\non the part of the churches as a preparation\n\nfor admission to active\n\nmem]:)er>hip.\nI realize fully that this prospect will be regarded by many as Utopian, by\n\nopponents as well as by adherents of such a movement.\n\nNevertheless, I\n\nam firmly convinced that future developments will tend in this direction.\nver}-\n\nThe\n\nblending of denominations among our people, which is becoming more\n\nand more rapid, will help to accelerate the tendency; soon there will not be a\ncity in the empire nor a large rural district,\nwill not\n\ndwell side by side.\n\nwhere Protestants and Catholics\n\nThe spread of interdenominational schools, at\n\nleast of the association of children of different\n\ndenominations in the same\n\nschool, as well as the increase of mi.xed marriages, will inevitably result.\n\nThe more frequently the people of different denominations intermingle, the\nmore rapidly will the element of estrangement disappear; they will learn to\n\nknow and understand one another, for these two things are synonymous here.\nAnd the develoj^ment in this direction will be aided by another factor, namely,\nthe advancing nationalization of the German people. There is no doubt that\nthe national clement, as oi)posed to the denominational, is gaining more and\n\nmore in imi)ortancc in the life and sentiments of the people.\n\nWe must not\n\nbe deceived by the .seeming inten.sification of denominational contrasts in the\nnineteenth century, thru the sudden violent tension of the culture-conflict;\nthat was nothing more than the final spark of an old hostility, brought about\n\nby clerical fear for the control of souls, and by political bungling.\n\nIn reality\n\nthe Lutherans of Hanover or Schleswig-Holstein and the Catholics of Bavaria\n\nwere very much farther apart at the beginning of the ninetcentli century, in\nspite of the\n\npeace in clerical circles, than they are after the rehabilitation of\n\n"}
{"page": 450, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n438\n\n[Anniversary\n\nAnd this development\n\nthe empire at the beginning of the twentieth century.\n\nshould the love the different sections of the empire bear one\n\nwill continue;\n\nanother not be strong enough to assure it, then the hatred of the surrounding\npeoples will accomplish what remains to be done to weld the Germans into a\n\nhomogeneous nation.\nEducation, too, has long followed this course:\n\nthe national element has\n\nmade constant progress at the expense of the denominational.\n\nWhereas in\n\nthe middle of the eighteenth century the old denominational school\nexisted in\n\nall\n\nits\n\nstill\n\nonesidedness, especially in Catholic territories, since that\n\ntime the humanitarian influence, on one hand, and the national influence,\n\non the other, have become more and more powerful in Germany, as well as\nIn the national schools of France the cult of the father-\n\nin other countries.\n\nland has to a certain extent replaced the clerical cult.\n\nAltho we have kept\n\nmore from such exaggerations, we have nevertheless assigned a very\npromising place to instruction in the language, hterature, and history of our\naloof\n\ncountry.\n\nOur common schools have long since ceased to be denominational\n\nschools, so far as instruction is concerned; they are national schools, which, to\n\nbe sure, allow for denominational dift'erences.\n\nThe same trend is visible in\n\nthe position of our higher schools; while in the eighteenth centurv they were\nstill entirely\n\ntions,\n\nunder the influence of the international Latinity and the denomina-\n\nthey have become in the course of the nineteenth century more and\n\nmore pronouncedly national schools, in which instruction in German forms\nthe focus of the course of .study.\n\nThey have cast off during the nineteenth\n\ncentury, at least in all essentials, the formal denominational character, which\nin the eighteenth century still adhered to them as a matter of course, and they\n\nare now, for the most part, schools with religious equality, or interdenominational institutions.\nIt will, therefore,\n\nbe perfectly safe for us to let the fruit mature; the ele-\n\nmentary school will follow this course of its own accord.\n\nTo be sure, it will not follow the road of the \"religionless\" school, to which\nnot a few evidently believe they are leading it when they passionately advo\ncate the undenominational school {Simultanschule).\n\nThe only way in which\n\nthis could come about would be under the condition that the Christian peoples\n\ninclined to it of their own accord.\nthis result are greatly mistaken.\n\nsatisfaction in science\n\n— not\n\nI believe, howe\\'er, that those who foresee\nThe human spirit will never find complete\n\nin this world.\n\nThis fact will become all the more\n\npronounced as the attempts to force the mind toward faith and thoughts of\nthe hereafter will cease.\nof the s])iritual\n\nlife\n\nsmall world of education.\n])Ossible:\n\nBut if religion continues to remain a manifestation\n\nof the great world,\n\nit\n\nwill not disa])pear entirely\n\nfrom the\n\nThere are countries in which no other way was\n\nin Catholic France, for\n\nexample, governmental and national edu-\n\ncation could be secured only at the expense of the exclusion of the religious\n\nelement.\n\nIn\n\nGermany, however, I consider the step neither neces.sary nor\n\npossible.\n\nI\n\nconsider it a fortunate condition of our development that we do\n\n"}
{"page": 451, "printed_page": null, "text": "PAST A X D FITV RE OF UEKMAN EIU'CATIOX\n\nPapers]\n\n439\n\nnot have to pay this price for our national education, that our teachers may\n\ncontinue to impart in>trui tion in rcliuion and retain their hold upon tlic Bible:\nit is\n\nthu.>\n\nmade pos>ible for iheni to he \"'niolikM^ of xoutli \" in the fullest sense\n\nof the term.\n\nThere is another etTeet of the secuhiri/.ation of echuation whiih\nto discuss brielly,\n\nand that\n\nis\n\nI\n\ndesire\n\nthe ever-increasing strictness of regulation,\n\nwhich has for some time been at work in the direction of a decrease in free-\n\ndom and spontaneity.\n\nThis re>uUs from the thanuter of the slate, whicli,\n\nin its origin, is concerned with reguhilions for the maintenance of justice and\n\ndefense; in these fields strict and uniform law reigns supreme and behind\n\nstands force.\n\nit\n\nsame measure in which the state has assumed control\n\nIn the\n\nof the admini>tratit)n of culture, it has made itself felt in the field of education,\n\nThe church, from the very\n\nwhere law and force are no longer unknown.\n\nnature of the case, founded as it is entirel\\- u])on faith, hope, and Io\\e, was\n\nalways .somewhat more reluctant\n\nmeans.\n\npos.sess the\n\nto\n\nemploy\n\nin the nineteenth centur\\-.\n\nwas concerned only with\n\nand besides it did not\n\nPrior to that time compulsion for the most i)art\nexternals, as with the foundation of schools\n\nattendance upon them, but during the\n\nbecome subject to rigid control.\nlegal .sanction\n\nforce;\n\nThe last great advances in school regulation were made\n\nlast\n\nEducational manifestos. ])romulgated with\n\nfrom a central bureau, began\n\nto prescribe in detail for\n\nschool the subjects of study and the course of instruction, the\n\nhours and the ground\n\nto\n\nand\n\ncentury, internal matters have\n\nbe covered in each\n\nfield.\n\neach\n\nnumber of\n\nOffices were establi.shed\n\nfor the sjjecific {)urj)ose of enforcing the regulations by means of stated inspec-\n\nand examinations. The control was gradually extended also to the\nmethod of instruction, and even to prescribed sentiments among teachers and\n\ntions\n\nj)upils, esj)ecially\n\nconstraint has\n\nas a consequence of party s])irit.\n\nIn\n\nthis wa\\- a\n\ndegree of\n\nmade it.self felt in educational matters, which \\iolentlv limits\n\nthe personal initiative of the teacher, who, in a i)articular lase, acts not in\n\naccordance with what\n\nis\n\n])ossible\n\nand necessary, but rather\n\nwith the regulations that happen to be in force.\n\nin\n\naccordance\n\nAnd the-e are not likely to\n\nbe more acceptable because they change every ten or twenty years; on the\ncontrary, arrangements of a permanent character come in time to be regarded\nas natural laws, whereas constant change is traced to mere\ntrary substitution.\n\nThere is no doubt of the fact\n\nlliat\n\nrnany cases felt as a heavy bunlen by teachers, es|)e(ially b\\\nful\n\nand inde|)endent natures.\n\ni\n\ntin's\n\nhante and arbi\nresnj, ti,,n\n\nis\n\nin\n\ntlie\n\nmost power-\n\nAnd this burden is felt abo b\\\n\nthe pupils,\n\nmore\nadvanced in age resist the continuation of the regular sc hool di.seipline and\ne.spedally in the highest grades of the Civiiniiisiiini, in uliic li the |>upils\n\nmode of instruction,\nsubjects.\nditions,\n\nwith their daily a.ssignmenls\n\n;tnr|\n\ntheir control\n\nin\n\nall\n\nMuch of the ruling dissatisfaction with present cdut ational con-\n\nwhich frequently finds voice\n\nin\n\nviolent, unjustified, and e\\lra\\agant\n\nstatements, may be traced ba< k to these causes.\nPerhajjs\n\nwe may now add\n\nthat\n\nadministrative\n\naulhorilics\n\nha\\e ne\\er\n\n"}
{"page": 452, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n440\n\n[Anniversary\n\nunderstood this dissatisfaction so thoroly, or shown such a desire to\nremedy the evil, as the Prussian authorities do today. It is to be hoped that\ntheir endeavor to remove the grievance will be successful, more successful, at\nany rate, than L. Wiese's was fifty years ago, for he approached his task with\nthe same understanding.\nThese efforts are certain to be crowned with success\nif the energetic and consistent desires of the government are met half-way\nby the good-will and proper understanding of the other side, above all and\nprimarily by the teachers a desire for freedom united to self-discipline and\n\n—\n\na feeling of responsibility are a sine qua non.\n\nThen, if the officials will learn\n\nto respect every serious manifestation of good-will, and to treat it with care,\n\nor correct it with gentle hand whenever it seems to be steering a questionable\nor wrong course, we may be permitted to hope that bureaucratic methods\nand reluctance on the part of the pupils will gradually disappear to make way\nfor joyous initiative on the part of both teacher and pupil.\n\nTo be sure, even then the school will not correspond to the ideal of the\nmost recent group in pedagogical literature, which we might call the anarchistic group;\n\nit\n\nwill never be able to satisfy the demand to abolish all com-\n\npulsion, and not only all compulsion, but also all strict order, and with it all\n\nrequired studies, by rnaking instruction dependent upon the particular inclination of the pupil.\n\nThe preceptor and teacher should by all means listen\n\nto the longings concealed in the breast of the child and pupil,\nto fathom his soul;\n\nand endeavor\n\nbut that is not synonymous with abandoning all firm guid-\n\nance; indeed, we may say that the child and pupil thoroly appreciates a firm\n\nguiding hand which teaches him gradually to become master of his vacillating inclinations and impulses, to acquire a will, and to develop into a personality.\n\nA good regimen, for which we pray in Luther's fourth supplica-\n\ntion, is what in youth we can spare least of all, and we are never more contented,\n\nthan when we are assured of strong guidance.\n\nA good regimen is of course not\n\na harsh and pedantic or even an ill-tempered and angry one, but one which\nleads to the goal with strength\n\ngoverned really wishes\n\nand a firm will, to the goal which the one\n\nto reach.\n\nThe pedagogical anarchism to which I\n\nreferred above is nothing more than the natural reaction against exaggerated\n\nbureaucracy; but the reactionary movement is itself unduly exaggerated, as\n\nWhen in this age of neurasthenic authorship the movement seeks expression in mad clamors, as has happened here and there, it\nwell as unsound.\n\nmerely compromises, just as\n\npolitical\n\nthemselves sound and essential.\n\nanarchism does,\n\nefforts that\n\nare\n\niji\n\nFreedom has no worse enemy than anarch}\n\nAs a second tendency beside the continuous secularization of the school\nand of education, we notice the unceasing advancement in the dissemination\nof education over ever-widening circles of the population, what we might call\n\nthe continuous \"democratization\" of education, going hand in hand with an\n\nincreasing \"socialization\" of educational provisions.\n\nThis development may be traced as follows:\n\nDuring the Middle Ages\n\nthere were public institutions of learning only for the highest class, namely,\n\n"}
{"page": 453, "printed_page": null, "text": "PAST AND FUTURE OF GERMAN EDUCATION\n\nPapers]\n\n441\n\nand the prevalent educational ideal was accordingly a clerical\nWith the Renaissance and the Reformation, the lower classes began\nAfter the universities had, even in the\nto participate in the movement.\nsecond half of the Middle Ages, loosened the old constraint of purely clerical\neducation, nobles and citizens began to an increasing extent to assume conthe clerical,\n\none.\n\neducation and the means of education.\n\ntrol of\n\ntional ideal,\n\nFirst\n\nan aristocratic educa-\n\nprepared for in the Renaissance, lent its character to the seven-\n\nteenth and eighteenth centuries;\naristocratic education.\n\nthe secular nobles •determined the type of\n\nSince the age of enlightenment and neo-humanism,\n\ntoward the close of the eighteenth century, the citizen classes have assumed\ncontrol, and during the nineteenth century these determined the character of\n\nthe reigning educational ideal, namely, that of Hellcnizing\n\nhumanism.\n\nIn\n\naddition, the masses had gradually begun to take an interest in education and\n\nmeans of education: reading and writing had become more and more\n\nthe\n\ncommon since the si.xteenth century; during the nineteenth century the old\nj)urely clerical character of the common school also was gradually transformed\nalong the lines of the humanistic-civil ideal.\n\nIf we\n\npursue the lines of the\n\n|»revious development farther, the twentieth century would bring a universal\n\neducation of the people, in which the lowest class, too, the great mass of\npopulation, would have full share, thus realizing Fichte's ideal of a national\n\neducation which does not recognize any 01 ttoAXoi.\n\nThe goal would not be\n\nequality of education for all, but participation of all classes of the people,\n\neach according to power and opportunity, in a uniform, pojiular, intellectual\nculture, accessible to all.\n\nwish to point out a few tendencies which aim\n\nI\n\nat progress\n\nalong\n\ntliis\n\nThe last generation has brought us visibly nearer, not to the uniform\nThe old dividing line between\n\nline.\n\nschool, but to a uniform national-school system.\n\nthe education of scholars and that of the people is being eliminated from both\n\nThe Gymnasium has long since lost the characteristics of the old\n\nsides.\n\nLatin school, a school in which the Latin language was dominant from the\nvery beginning and the\ntion\n\nf)f\n\nthe Latin essay\n\nGerman language was proscribed.\nit\n\nhas also abandoned the\n\nthe world of scholarship writes\nof the people.\nn<»\n\nfiction,\n\nWith the abolilong extant, that\n\nand speaks a language different from that\n\nThe physician, the juror, the pastor, the teacher, the .scholar,\n\nlonger affect a peculiar vehicle of expression, as was still the case a few\n\ngenerations ago;\n\nall citizens\n\nspeak and write the same language.\n\nIndeed,\n\nstudents who do not know any Latin at all are beginning to attend the universities.\n\nThe advance of the new form of Rejorm^ymnasiiim also tends in\n\nthis flircction,\n\nyear,\n\nis\n\ninasmuch as Latin,\n\nwliii h\n\nwas formerly begun\n\nin\n\nI\n\nlie\n\n>i\\th\n\nnow postponed to the twelfth, whcn-by miu h room !> gained for a\n\ncommon foundatifiU.\nFrom the other side, the commttn school is reaching out toward the higher\nThe raising of the standard of the course facilitates advancement\n\nschool.\n\nto the intermediate school\n\nand the higher-grade school, and thru the Obcr-\n\n"}
{"page": 454, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n442\n\nrealschiih to the university.\n\n[Anniversary\n\nThe incorporation of a foreign language in the\n\ncourse of study in the normal schools for public-school teachers shows that,\nin\n\nview of the increasing intensity of trade, instruction in a foreign language\n\nis\n\nconsidered a task also for the upper grades of the advanced public schools\n\nof the large cities, especially the coast cities and commercial cities.\n\nWe are\n\nthus likewise approaching a more uniform class of teachers, as has already\n\nbeen shown.\n\nWhile at the present time the difference between the teacher\n\nwho has received a normal education and the one who has received an academic\neducation is now and again emphasized with some degree of sharpness, there\nis\n\nno doubt of the fact that, so far as preparation is concerned, the two classes\n\nThe\nwho graduate from the new normal schools of 1901 will possess\n\nhave approached each other considerably during the past century.\nteachers\n\nsuch a splendid scientific preparation, that no higher-grade school, even if it\ntakes to itself the title of Realschule as a part of the system of higher education,\n\nneed be ashamed of them.\n\nThru an increase in university attendance,\n\nby means of common courses and conferences, presumably at some time,\nby means of the establishment of a uniform central school-board, we\n\ntoo,\n\nshall further\n\napproach the goal of a uniform national teaching force, not\n\ndivided by all manner of rents and fissures.\n\nThere is another universal tendency working toward an internal assimilation of the separate spheres of education\n\nwhich I wish to point out, and\n\nthat is the realistic feature that pervades the entire educational system of the\npresent, and that draws it to reality, to work, to action.\n\nthe old\n\npurely aesthetic-literary education,\n\nin\n\nIn the upper spheres,\n\nvogue a century ago, which\n\nentered the Gymnasium in the form of Hellenistic classicism, has been dying\nout\n\n;\n\nreality has progressed in the world of thought at the expense of the classi-\n\nAs a matter of fact, classical philology itself has become\nmore realistic: it seeks and observes in antiquity historical reality, with its\nlimitations and its shadows, in the place of the old ideal picture of humanity.\nMere appearance has lost in value everywhere, and nowhere, perhaps, is this\nmore strikingly evident than in the education of women. A different type\nof woman is arising, whose characteristics are no longer aesthetic sentimen-\n\ncal world of fancy.\n\ntality and beautiful Schwdrmerei, but clear, resolute bearing and serious pro-\n\nfessional occupation.\n\nwomen;\nin\n\nIt\n\nhas begun to transform the system of education for\n\nin school the sciences are\n\nadvancing at the expense of instruction\n\nlanguages and literatures, and to this is added a special preparation for\n\nsome future profession.\n\nThe same tendency has for a long time been visible\na realistic educational system has come\n\nin the development of boys' schools;\n\nto\n\nbe recognized beside the old literary higher school, and there is no doubt\n\nthat in the coming years the former will develop at the expense of the latter.\n\nIn the same way the technological schocls have become rivals of the universities,\n\nwhich have themselves, during the century just ended, passed thru a\n\ntremendous change in favor of realism.\nsity down to the public school, a\n\nAnd everywhere, from the univer-\n\ncorresponding change is taking place in the\n\n"}
{"page": 455, "printed_page": null, "text": "PAST AXD FUTURE OF GERM AX EDUCATION\n\nPapers]\n\n443\n\nmethod of instruction, that is, a change from mere literary l)ook-learning to\nIndependent\nthe immediate comprehension and employment of reality.\nof our\nfaculties\nmedical\nresearch and experimentation in the scientific and\nby\nlearning\nof\nand\nold\nteaching\ntyjjc\nuniversities have gradually replaced the\non\nllie\ngoing\nin\nmo\\ement\nis\nThe\nsame\nmean> of textbooks and lectures.\nlower schools and will increase in force and volume. The United States and\nEngland have preceded us in the establishment of school laboratories and\nschot)l\n\nworkshops, and the ])upils, e\\cn in the publii\n\nindependent observation and action.\na certain leveling of\n\narc thus led to\n\n>(,hoi>l>,\n\nIn consequence of thi> we experience\n\neducational differences.\n\nThere is no doubt of the fact\n\nthat these differences are less strongly accentuated in the case of a realistic-\n\ntechnical course than in the case of an aesthetic-literary course.\n\nEducational\n\npride especially thrives much better on the soil of a'stheticism, of\n\nbook knowl-\n\nedge and linguistic knowledge, than on the soil of the natural sciences and\nPeople who never learn to understand and appreciate t)ne another\ntechnologv.\nthru the medium of mere conversation will do .so when tlicy work side by side.\n\nReal educational snobbishness has been to thisda\\- ihe |)ii\\ iicgt' «)l\" ilir philolo-\n\nThe spread of gymnastics and sports is working toward the same goal.\n\ngists.\n\nWhen everv city and every village possesses an athletic lield, where the xoung\ncan measure their strength, then this too will act as a conmioii rallying jjoint\nfor those who were separated\n\nby the old system.\n\nFinallv, I wish to call attention to\nitself\n\nan effort which has recentl\\ asserted\n\nwith some measure of success, namely, the striving once more to bring\n\nthe people and art together\n\n— for they belong together.\n\nArt is the universal\n\nlanguage of the soul, rather than science, which always becomes exclusive\nIf you |)hu e\nArt itself is assisting in the rapprochement.\nat a certain jjoint.\n\nwork of two artist> like Thorwaldsen and Constantiii Meunier sidt' b\\\n>ide, you will realize at once how even sculpture, the most reserved of all\n\nthe\n\narts,\n\nis\n\ngetting closer to the people;\n\nin\n\nihe\n\nre|)rc-entalion of grace and of jijay baxil\n\nworks of Thorwaldsen we have a\n\nupon\n\n(\n\n)1\\\n\nnipir in\\lhology, while in\n\nthose of Meunier we get a repnnku lion of \\ igor and labor, growing troin\n\nintimate\n\nlife\n\nof the people\n\nand readily intelligii)le to everybody\n\n.\n\ntlie\n\nAnd m) we\n\nmav safely say that everything which serves to encourage tlie arti>tic sense\nand le-thetic ap|)recialion among the great masses of the jjopuiation, tends\nIn lin> minu'clion the\nat the >ame time to remove the differences in education.\ndevelopment of the natural impulse to reproduce the form of objects especially\ndeserves every encouragement.\n\ncceded not seldom\n\nin\n\nThe old schematic geometric drawing sue\n\ndestroying this\n\nimpulse\n\ninstead of\n\neniouragiiig\n\nit;\n\nwhereas we mav expect that the new method, which |)roceeds from objec'^s\nactually seen, will maintain and encourage the- joy in oi»>er\\ation and reprodu< tion.\n\nAt the same time, such a s( heme of inslruc tion in drawing, wliii h of\n\ncourse inc ludes the study and use of color, will prove- an\n\nc\n\ndirection of the s.ime realism to whic h reference lia> been\n\nifc-t\n\nli\\c-\n\naid in the\n\nmade above.\n\nIt\n\nleads M hool and pupils from the bo<»k to the objec ts themselves, from book\n\n"}
{"page": 456, "printed_page": null, "text": "—\nNATIONAL EDUCATIONAL ASSOCIATION\n\n444\n\n[Anniversary\n\nknowledge, acquired by rule, to a sense of initiative in observation and execu-\n\nAt the same time this method bears a direct relation to subsequent\n\ntion.\n\npractical employment in the solution of many vital problems in every trade\n\nand every art; and continued thru all kinds of academies and extension\nclasses, there is no reason in the world why it should not become an important\nlife-interest for all classes of the population.^\n\nThis movement from above is aided by an eager striving from below.\nThere has never been a time when the mass of the population has been imbued\nwith such a thirst for education as that shown at the present day.\n\nConnected\n\nwith this condition is the fact that there has never been a period in which the\nindividual has been offered better opportunities to rise to higher positions\n\nand more extensive activities. The elasticity and optimism of the New World\nbeyond the ocean, which offers to everyone irrespective of birth and origin\nwho is willing and able to work, an opportunity to employ his powers, is\nimparting an invigorating influence upon the Old World, since the way to\nthe new lies always open.\nAnd why should not a new world grow up also\non the soil of the old ? We may blame the workingmen's movement, which\nis so powerful in these days, for many things; we may reproach it for the\n\n—\n\nindifferent attitude\n\nmaintains toward the nation\n\nit\n\n—which,\n\nin\n\nmy opinion,\n\nwould, if it ever came to the point, prove to be nothing more than a baseless\n\ncharge raised against it by hostile parties\n\n—\n\nfor the bitterness of its polemics,\n\nand for the carelessness of its dispositions for the future, but in spite of all\nthis,\n\nit\n\nsignifies a great\n\nupward movement:\n\nthe masses have been aroused\n\nfrom their dull existence made up of work performed with apathy and mere\nsensual enjoyment.\n\nAn idea of the future has been awakened in them and\n\ndraws all powers into its service.\n\nA wealth of living interests has thereby\n\nbeen liberated; nature and history speak to men who have a question\nquestion of the future\nof\n\n—\n\nto\n\nput to them.\n\n—the\n\nAn extensive literature in the form\n\nbooks and magazines has arisen, which imbues all objects with this new\n\nidea.\n\nThis class of literature\n\nmay stray very far from scientific accuracy\n\nand critical refinement, even from the truth itself, but it possesses one advantage:\n\nit\n\nis\n\nread, studied, imbibed with passionate eagerness;\n\nthis class of writings\n\nwhich has made readers of the masses.\n\nindeed,\n\nit\n\nis\n\nAnd further-\n\nmore, I am convinced that the new labor movement has also liberated moral\nforces, forces of self-control and of self-discipline, of devotion and of personal\nsacrifice for a cause.\n\nNo matter whether the cause per se be good and pos-\n\nsible, these moral forces will retain their value and will not\n\nbe lost.\n\nhere too we may have a repetition of the old experience:\n\nwe go out to seek\n\na realm of dreams and find a real world.\n\nPerhaps\n\nPerhaps the Utopia of the social\n\ndemocrats may not be found in this world, but if the search for it furnish new\nideals and new powers to our society,\n\nwhich is apparently unable to emerge\n\nfrom the baneful influence of mere tradition, it will have fulfilled its destiny.\n' I would refer the reader to the beautiful work of Kerschensteiner (of the Munich board of education),\nDie Enlwickelung der zeichnerischen Begabung (1905). It shows how instruction in drawing may become an\n\nimportant aid in leading children to the objects themselves, and in developing the productive faculties.\n\n"}
{"page": 457, "printed_page": null, "text": "AGRICULTURAL INSTRUCTION IN HUNGARY\n\nPapere]\n\n445\n\nTo sum up: there is no phase of historical life more likely to make one\nThru all the external\n\noptimistic for the future tlian the history of education.\n\nchanges in the fates o( nations, an idea seems to have Iieen maintained and\npreserved here which is closely bound up with the destiny of our race, the idea\n\nwhich in the course of time and in the multiplicity of nations is\n\nof humanity,\n\ndeveloping more and more.\n\nIn tlie lleld of education, j)eaceful emulalii)n and\n\nhospitable exchange are taking place among nations that compete with one\n\nanother for wealth and power and that wage war among themselves.\n\nThe\n\nright of hospitaHty of institutions of learning is as old as the nations themselves.\n\nUpon the same soil, too, harmony, understanding, and confidence\n\nwill thrive among\n\npolitical\n\nsocial classes\n\nand social life.\n\nwhich are\n\nhostile\n\nto\n\none another in their\n\nThere is no more beautiful hope than that those\n\nwho have been estranged may be reunited thru mutual giving and taking.\nAnd this would be the ideal of a truly national education: not ecjuality in\nthe education of all, but\n\n— upon the basis of a uniform education of the people,\n\nwhich itself would constitute a link in the chain of the education of humanity\n\n—a ma.ximum of individual accomplishment\n\nin the infinite variety of tasks,\n\npowers, and endowments which creative nature brings forth.\nof a national system of education\n\nAnd the ideal\n\nwould be that every individual would be\n\ngiven an opportunity to develop himself to a maximum of personal culture\n\nand social efficiency according to his gifts and his determination.\n\nAGRICULTURAL INSTRUCTION IN THE KINGDOM OF\n\nHUNGARY\nB]6lA DE TORMAY,\n\ncounselor in the royal HUNGARIAN MINISTRY OF\nAGRICULTURE, BUDAPEST, HUNGARY'\n\nA century and a half ago agriculture in Hungary was in a primitive stage.\nPastural areas and j)lowed fields lay dormant.\n\nCattle-raising\n\nwas discon-\n\ntinued in consequence of almost two hundred years of Turkish rule.\nturies of war\n\n— the Hungarian nation being the bufTer\n\n—\n\nstate for the\n\nhad depojndated the country and impoverished\nand the wounds infiicted healed very slowly.\n\ncivilization\n\nCen-\n\nEuropean\n\ntlie\n\npeo])le;\n\nThe great stretches of pasture land made tin- raising of domestic animals\nthe only profitable branch of farming;\n\nand therefore the greatest attention\n\nwas paid to the increase of live stock, both by the large land-owner and the\nand of other conuiien iai prodiK t> but a\n\nfarmer.\n\nI'or the raising of grain\n\nrestri( led\n\narea was available, and this only in the valleys in tlu- neighborhood\n\nof navigable streams, siiK e in the remaining jtarts of the country the cost\n\nof transportation to the (enters of consumption (dnsiderably ixc ceded the\n\nvalue of the field products.\nto\n\nIt\n\nfolhnvcd that their prodiu tion was rotrii ti-d\n\ndomestic needs.\nLater, two movements |jut an end to this condition of affairs: the one was\n\nthe establishment of stud stables, for the ini|)rovemeiit of the breed of horses,\n'\n\nAnnfnjnccmcnl of ihrdralh i,t Munsirur Mila Tominy dc Niduviir nl Uu(lji|x-st on Dccriniicr ao, igo6,\n\nHas been receive*!.\n\n(Kdilrir).\n\n"}
{"page": 458, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n446\n\n[Anniversary\n\nunder auspices at first military, later agricultural; the other was the introduction of Merino sheep.\n\nBy means of the stables, the standard of horse-flesh was vastly improvedThru the rapid increase in Merino herds agricultural activity was forced\nFodder-raising was inau-~\ninto certain new but highly profitable channels.\ngurated on the larger landed estates; and here and there the more intelligent\nagricultural specialists found employment.\n\nIn a few quarters a demand arose\n\nfor skilled sheep-raisers and overseers of farm hands.\nIt is\n\nnoteworthy that the first efforts were not directed toward producing\n\ntrained specialists in agriculture, but Hungary's first concern was to elevate\n\nand improve the condition of the rural population in the direction of developing good farm overseers for the larger estates, and of instilling in the\nminds of the serfs an ambition for better management of their holdings.\nThe cause for the slow development of agricultural schools whose curriculum embraced the application of science to agricultural methods was that\nthe land-owners did not yet comprehend the utility of this class of institutions,\n\nand because the state, or the \"Gubernium\" of that time, encountered no\n\ndemand from any quarter\n\nfor\n\nfounding\n\nthe\n\nof\n\nsuch\n\nexpensive\n\nestab-\n\nlishments.\n\nThe first agricultural school in Hungary was founded by a pastor, Samuel\nTessedik by name,\nreputation.\n\nin the\n\nyear 1779, in Szarvas, which soon gained a high\n\nTessedik was also the one who introduced alfalfa into Hungary\n\nand induced its adoption and cultivation thru his pupils.\nIn the last decade of the eighteenth century a new and energetic champion\nappeared to advocate giving his country scientifically trained agricvilturalists,\n\nand thru them to bring about the cultivation of the spirit of investigation in\nHungarian agricultural life. This extensive and prominent land-owner and\npatriot was the late Count George Festetics.\nCount Festetics was the first to undertake the special training in agricultural branches of men whom he had engaged on his teaching force, and who\nhad already acquired a reputation in their specialties. He sent them to\nto France to study viticulture\nItaly to study irrigation\nto England to study\n;\n\ncattle-raising.\n\n;\n\nHe engaged the best obtainable botanist, a prominent zool-\n\nogist, etc.\n\nAfter sending out the teaching force, he began the erection of the buildings\nfor\n\nThe adjoining farm constituted a\nThus the first higher agricultural school\n\nan admirable agricultural school.\n\nsupplement to the school buildings.\nof Hungary was opened.\n\nCount Festetics furnished his school in Keszthely, which was called the\nGeorgikon, with all necessary and obtainable appliances for instruction and\nexperiment, and combated with energy and success the many who opposed\n\nHe and his descendants defrayed all the expenses of this institution\nup to the year 1848.\n\nhis plans.\n\nIn that year began the struggle for liberty in Hungary.\n\nThe entire youth\n\n"}
{"page": 459, "printed_page": null, "text": "AGRICULTURAL INSTRUCTION IN HUNGARY\n\nPapers]\n\n447\n\nof the Georgikon enlisted under the tricolor to stake blood and life pro patria.\n\nThe institution, from lack of pupils, had to be closed.\nIn the year 1799 the late Cristof Valko erected on his beautiful estate in\nSzcnt Xiklos a second agricultural school, with the sole purpose, originally, of\ntraining skilled farm laborers for his\nafter this\n\nthe year 1818,\n\nin\n\ninstitution\n\nown estate.\n\nFor fully nineteen years\n\nThen,\nArchduke Albert Kasimir founded another agricultural\n\nno further steps were taken by anyone in this direction.\n\nupon his\n\nlarge estate at\n\nspread and lasting intluenco uyion\n\nMagyar Ovar, which exercised a widethe (levcl()i)nu'nt\n\nof\n\nagriculture\n\nin\n\nthe\n\nmonarchy.\nAt the close of the great F.uropean wars, in the third decade of the nineteenth century, there began a greater activity\n\nwestern Europe, and more especially\n\nin\n\nin that of\n\nthe iiulustrial\n\nHungarw\n\nlife\n\nthis must be mentioned the lal^ors of the great Stefan S/.echenyi.\nlife\n\nof all of\n\nForemost\n\nin all\n\nHe brought\n\nHe founded the Academy of Sciences at the cost of\n\ninto the problem.\n\ngreat personal self-sacrifice;\n\ncomj)any which possessed\n\nand later was the father of the first steamship\n\nitself\n\nof the control of the navigable waterways.\n\nAs a result of his efforts governmental regulation of rivers and streams followed.\nHe built the first steam mill, and thcrcb\\- laid the foundation of the\nThru his instrumentality dikes\npresent milling industry in Hungary.\nwere built, resulting in the reclamation of vast tracts of inundated land which\n\nhad hitherto been useless, and grazing came to be of secondary importance.\nand this, together with\nmarked aiiotluT epoi in the\n\nGrain-raising slowly l^ccame the prominent factor;\nthe coincident construction of xhv iwA railroad,\nagricultural history of\n\nI1\n\nHungary.\n\nThen came the struggle for freedom in 1848, already nuntionc'd. .\\t a\nbecame a freeholder of hi-> land. (\"oni])ulsory service and\ntitles ceased.\nThe lord of the manor of his own volition gave up his rights,\nand found himself no longer with serfs to work his estate. In order to make\nstroke the serf\n\na li\\ing it\n\nbecame imi)erative for him to ai)aii(lon the old iii(!u>trial methods;\n\nbecause he j)ossessed no ca|)ital with which to work \"intensixely, \" he\n\nanfl,\n\ntook up the then verv profitable occupation of distilling grain and the maiuifa( ture\n\nof wine, and\n\n(\n\narricd on a temporarily prot\"itai)k' ri'taii li(|Uor luisiness.\n\nGrazing was crowded out bv wheat-raising, the cattle-raising industry again\nshrank considerably, and the\nagain greatly\n\ne(|uilil)rium of\n\nthe\n\nindustrial forces\n\nbecame\n\ntli>lurl)ed.\n\nrecovery in the si.xties followed the cU-pres^ion consecjuent on the reign\n\n.\\\n\nof terror\n\nwhich was maintained thruout the\n\nfiftic-s.\n\nMany agriculturists\n\nrecognized that wine manufacture- and grain rai-ing alone would\n\nIc-ad\n\nto\n\nno\n\nvery profitable or desirable results; there was a reccignized neecl of intelligent\n\nmen thoroly trained\n\nin\n\ns|)ec iai\n\nlines of agriculture.\n\nThe first ste|) in this\n\nrevival was the founding of two agric ultural schooU.\n\nAmi, tir^l, in Ke>-/.(lic!y,\n\nnew school arose from the ashes of the Georgikon.\n\nThese two new institu-\n\na\n\ntions\n\n— the second jocatecl beyond Koenigsteig -were very\n\nc|uic kly\n\nsucceeded\n\n"}
{"page": 460, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n448\n\n[Anniversary\n\nby two others: one in the Hungarian lowlands, at Debreczen, the other in\nthe upper Hungarian mountain region, at Kassa.\nFurther, in various sections of the country, nineteen schools of husbandry were shortly established.\n\nAt that time, then, there were to be found in Hungary (i) an academy in\n\nMagyar Ovar;\n\n(2) four agricultural institutions; and (3) nineteen schools\nOf these, thirteen were supported by the state. Count M.\nEszterhazy bore the total expenses of one, two. were aided by the state, and\nthree were communal, i. e., supported by their respective districts.\nLater, it became more and more apparent that, in view of the subjects to\nbe mastered, the length of the course in the academy (two years) was too\nshort and that the preparation required in the common-school course for\nadmission to the agricultural institutions had been set too low. The academy\ncould not accommodate the great numbers who reported for admission, and\nconsequently students possessing the required maturity and preparation for\nadmission to the university were enrolled in increasingly large numbers in the\n\nof husbandry.\n\n\"agricultural institutions.\"\nof agriculture, Daranyi, to\n\nThese conditions induced the present minister\n\nThe\nThe length of\n\nremodel the higher courses of instruction.\n\nagricultural institutes were raised to the rank of academies.\n\nthe course in all five was made three years, and admission to the academies\nis\n\nnow permitted only to those ready to enter the university.\n\nWell-to-do\n\nagriculturists desiring to acquire scientific training in particular directions are\n\npermitted to enter on payment of tuition fees.\n\nConnected with three academies are dormitories in which students may\nobtain room, board, heat, and light at a cost of forty kronen per month.\nTuition, matriculation fee, and use of library cost fifty kronen per semester.\n\nEach academy has an experiment farm of 300 to 700 acres. On these experiment farms tillage, all branches of cattle-raising, horticulture, and viticulture\nare carried on.\nThere is also a course in forestry. The method of instruction in all practical branches is concrete, and the lectures are always combined\nwith practical and experimental demonstrations. The quizzes are obligatory.\n\nThe final examinations are only on distinctly agricultural subjects.\n\nAfter\n\nsuccessfully passing the final examinations the student receives his diploma.\n\nTwo decades ago experimental methods were not much in vogue and\nwere subordinated to class instruction\n\n;\n\nbut step by step they pressed into the\n\nforeground, becoming co-ordinated with class instruction, and now proceeding\n\nhand in hand with it.\nestablished;\n\nWith each academy experiment stations are now\n\nthere are likewise stations for plant culture, for agricultural\n\nchemistry and seed development, as well as phyto-pathological stations.\n\nFor\n\nstudying tobacco culture there is a separate large station connected with the\n\nacademy at Debreczen, with two substations.\n\nIn the chemical-experiment\n\nstations as well as the seed-development stations investigations, tests,\n\nexperiments for farmers are made free of cost.\n\nand\n\nIn the laboratories the stu-\n\ndents of the academies receive the necessary instruction.\n\nThe results of\n\ninvestigation are added to the material for instruction, and are also published\n\n"}
{"page": 461, "printed_page": null, "text": "AGRICULTURAL IXSTRUCTION IN HUNGARY\n\nPapers]\n\nin periodically printed pamphlets.\n\nsulting board\" is connected.\n\n449\n\nWith each of the five academies a \"con-\n\nThis board gives advice to farmers on request,\n\nand works out or approves farming plans on any scale. The expense incurred\nIf journeys are necessary, the cost of\nin this direction is met by the state.\nsuch is paid by the farmer benefited, who is instructed on the spot.\nIn connection with the agricultural instruction offered, there is also the\nschool of veterinary medicine in which the subject of cattle-raising is treated\n\non a broad basis:\nto\n\nsix semesters (of the prescribed eight semesters) are devoted\n\nzootechnique; and for the necessary practical training students spend a\n\nconsiderable time at the state's expense at the large state farms on which the\nstate maintains stables in which all branches of breeding are carried on.\n\nClassifying the foregoing statements, agricultural instruction in\n\nHungary\n\nmay be summarized as follows:\nThe methods pursued in agricultural instruction may be divided into\nthe \"direct\"\n\nmethod and the \"indirect\" method.\n\n\"Direct\" instruction\n\nis\n\ngiven at the five agricultural academies to young men ripe for the university,\n\nalong the lines of natural science and practical demonstration.\nIn the schools of husbandry the sons of small land-owners receive their\n\nThe schools of husbandry, altho they are of secondary rank,\n\neducation.\n\nare all supplied with suitable material for instruction.\n\nIn these schools i(\n\nintended to train small farm-owners and overseers for larger estates.\n\nis\n\nThe\n\nprimary object in view in these schools is thoroly to accustom the student to\nthe familiar use of farm implements and machinery; to show him the possibilities of\nall\n\ndairying;\n\nfarm work.\n\nand to develop a skilful and practical applicability in\n\nThe teaching is practical.\n\nprincipally to elementary subjects\n\nThe course in theory is restricted\n\nand to the elucidation of the tasks and\n\nbranches of production connected with a farm.\n\nThe hours of theoretical\n\ninstruction come early in the morning and in the evening after completion of\n\nthe farm labors, and on days when the weather does not permit outdoor wmk.\n\nTo the schools of husbandry such young people (sons of farmers and of\nagricultural laborers) are admitted as have comjileted the elementary branches\nof instruction in the jieople's .schools (Volksschuleii), are at least seventeen\n\nyears of age, and have stnmg and healthy lK)dies.\n\nextends over two years.\n\nAll are supplied with dormitories in which students\n\nlive at such a cost as to enable\n\nthem to lay aside some part of their earnings\n\naccruing to them from their labor.\n\nkronen\nI'or\ntice,\n\n[)er\n\nThe course in these schools\n\nTuition\n\njjupiis are\n\ndiarged twenty five\n\nmonth as their total living e.xjjenses.\n\nthose desirous of taking up individual branches of agrit ultuial prai-\n\nsuch as dairying, chicken-raising (both also for young womt-n), bee\n\nculture, horticulture, and viticulture, there exist separate sch«)ols niaiiilaincd\n\nby the state.\n\nForestry is taught in the academy at Selmeczbinya; tluic are\n\nalso gamekeeper's schools.\n\nIn view of the unmethodical methods of agriculture jjracticed\n\nin\n\nmany\n\nparts of the country by the small landowner, and im many other im|)orlant\n\n"}
{"page": 462, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n450\n\n\"indirect\" agricultural instruction\n\nreasons,\n\nand results.\n\n[Anniversary\n\nof far-reaching significance\n\nis\n\nThis form of instruction embraces first of all the normal schools\n\nAt these schools there are able and cultured\n\nfor teachers.\n\ntrain their pupils (the future\n\nof agriculture.\n\ncommon-school teachers)\n\nin the\n\nfaculties\n\nwho\n\nencyclopedia\n\nFollowing these, indirect instruction extends to the people's\n\nschool teachers whose field of action\n\nthe graded schools of the villages.\n\nis\n\nFor these teachers separate courses of instruction in the schools of husbandry\nas well as in the horticultural schools are given annually, at which the teachers\n\nare received upon the nomination of the minister of public instruction.\nlive in the\n\ntion,\n\nThe total expenses for board,\n\nthey are drilled in practical exercises.\n\nand excursions are met by the state.\n\ntraveling,\n\nThey\n\ndormitories of the schools, and, in addition to theoretical instruc-\n\nIn these courses 400 to 500\n\nvillage school teachers participate annually.\n\nanother method of instruction\n\nStill\n\nis\n\ncarried on in the public schools,\n\nand that largely by means of itinerant schools.\n\nThis branch of the agricul-\n\ntural educational field receives the most liberal support from the minister of\n\neducation.\n\nAgricultural societies\n\nand\n\ncertain communities inaugurate the\n\ninstruction, in which the methods most suitable to the particular locality are\n\ntaught,\noffered.\n\nand complete courses in agricultural domestic economy are also\nThose co-operating in the above instruction are traveling teachers\n\n(institute conductors);\n\nengaged\n\nin\n\nteachers in the schools of husbandry; those who are\n\nteaching in normal schools;\n\nare fitted for this work;\nturists\n\nteachers in the Volksschnlen\n\nveterinary surgeons;\n\nwho are best able to meet the local needs.\n\nthe teaching\n\nis\n\ndone by skilled workmen.\n\nwho\n\nand specially trained agriculIn the domestic industries\n\nIn these institutes instruction\n\nis\n\ngiven during the winter months, and also by means of Sunday lectures in\n\nsummer,\n\nall\n\nof\n\nwhich may be attended\n\nby men and\n\nwomen alike.\n\nThe\n\nteachers of the Volksschnlen, as well as the students in normal schools, are\n\nThe\nwho co-operate in the winter itinerant schools distribute printed\n\nsupplied with textbooks without charge by the ministry of agriculture.\nteachers\n\nmatter, written in a popular style, relating to various agricultural questions\n\nwhich interest the locality.\n\nThis instruction is either maintained entirely or\n\nsupported in part by the ministry of agriculture.\n\nThe members of the courses on domestic economy frequently combine to\nform societies which, during the winter months, carry on studies of the subject\nin\n\nwhich instruction has Ijeen given, in its application to trade or industry.\n\nThe attendance at the several schools is as follows:\nVeterinary high school\nAgricultural academies\nSpecial higher schools\n\nTotal receiving higher instruction\nSpecial instruction in individual branches\nSchools of husbandry\n\n389\n316\n443\n\n1148\n.\n\n.\n\n.\n\n.618\n510\n1128\n\nTotal in special schools\nTotal receiving direct instruction\n\n.\n\n.\n\n.\n\n.\n\n2276\n\n"}
{"page": 463, "printed_page": null, "text": "Papers]\n\nACRICn.TURAI IXSTRUCTldN IN HUNGARY\n\n451\n\nIndirect instruction:\n\nAttending winter courses\nAttending courses for domestic industry\nAttending lectures of traveling teachers\n\n2,676\n6,002\n126,420\n\nTotal receiving indirect instruction\n\n135,098\n\nThe expenses which the state incurs for ai^ricuitural instruction (e.\\clu>ive\nand training of \"meadow masters\") arc as follows:\n\nof forestry instruction\n\nExpenses\n\nIncomes\n\nFor veterinary high school\n\n564,348 K.\n\n55,200 K.\n\n509,148 K.\n\nFor agricultural academies\n\n1,501,524 K.\n\n1,144,546 K.\n\nFor schools of husbandry\n\n1,607,225 K.\n\n356,978 K.\n340,324 K.\n\n434,200 K.\n\n9,200 K.\n\n425,000 K.\n\n4,107,297 K.\n\n761,702 K.\n\n3-345'595 ^•\n\nP\\)r indirect instruction\n\nExcess of Expenses\n\n1,266,901 K.\n\nThis, in brief, is a sketch of the system of agricultural instruction in force\nin\n\nHungary, at the present time.\n\nIn this chain, according to the view of\n\nmany agriculturists, there is still lacking one link, and that\n\nis\n\nthe training\n\non a broad scientit'ic basis, of the teaching force and the specialists who will\nbe called to work in the academies and e.\\])eriment stations.\nlink should be sui)plied bv an independent school;\n\nWhether this\n\nwIh'IIut it •-hould be added\n\nto the university course; or whether an agricultural high school may be united\n\nwith the existing veterinary high school, are (juestions for the future.\n\n"}
{"page": 464, "printed_page": null, "text": ""}
{"page": 465, "printed_page": null, "text": "—\n\nHISTORICAL CHAPTER\nEDUCATIONAL ASSOCIATIONS\n\nI.\n\nORIGIX OF FREE SCHOOLS IN THE AMERICAN COLONIES\nThe foUuwing account of associated effort in tlie establishment of free\nschools is quoted from Barnard's American Journal of Education, Vol.\n\nXVI\n\n(1866), pp. 311-12:\n\nThe historj- of associations for the estabhshment of schools and the advancement of\n\n—or the assent of several persons a common method of accom—begins with a subscription commenced by the\nfrom the East Indies,\nChaplain of the Royal James (Rev. M. Copeland), on her\n1621, towards the erection of a Free School —or an endowed Grammar School,\nto\n\neducation in this countrj'\n\nplishing a specific educational purpose\n\narrival\n\nin\n\nin\n\nCharles City, Va.\n\nThe first school in New England was probably started in the same\n\nway\n\n—that\n\n2 2d\n\nof August, 1636,\" \"towards the maintenance of a free schoolmaster for the youth\n\nis,\n\nby a subscription by the \"richer inhabitants of the town of Boston on the\n\nThe free schools in Roxburie, designated by Cotton Mather as the Schola\nwas estabHshed by an agreement or association of a portion of the inhabitants\nwho joined in an act or agreement binding the subscribers and their estates to the e.xtent\n\nwith us.\"\nillustris,\n\nof their subscription, \"to erect a free schoole\" \"for the education of their children in\n\nLiterature to fit them for the publicke service both in Churche and Commonwcalthe in\n\nNearly all that class of schools now known as Grammar Schools,\nAcademics, and Seminaries, except the Town, or Public High Schools, were originally\nSo was it with nearly every College in the\nestablished on the principle of association.\nsucceeding ages.\"\n\ncountry.\n\nThe ten persons selected by the synod of the churches in Connecticut in 1698\n\nfrom the principal ministers of the Colony to found, erect, and govern a \"School of the\nChurch,\" met and formed themselves into a society and agreed to found a college in the\nColony; and for this purpose each of the Trustees at a subsequent meeting brought a\n\nnumber of Ixjoks and presented them to the association, using words to this effect, as he\nlaid\n\nthem on the table:\n\n\"I give these\n\nIxjoks for founding a college in Connecticut,\"\n\n\"wherein,\" as afterwards declared, \"youth shall be instructed in all ])arts of learning to\nqualify them for public employment in church and civil state.\"\n\nin\n\n—\n\nAlthough the Common School generally was established by act of legislation as\nto exclude from every family that \"barbarism as\n\nConnecticut and Massachusetts\n\n—\n\nwould allow in its mid.st a single child unable to read the Holy Word of God and the\nand New York originated in voluntary\n\ngOfKJ laws of the Colony,\" thf>se of Philadclpliia\nass<'H:iations\n\n<>l\n\nlx;nevolent and palrioiii\n\nindividuals.\n\nAll of those edu(ational enterprises, in whi< h the religious\n\nelement constitutes the\n\nleading object, su< h as the Sunday-School, the pul)li< ation and di.ssemination of the Hible\nanrl religious lj<K)k.s, have Ix'cn carried on thn^ugh voluntary a.s.sociaticjns.\n\nThe cariiest movement for the advancement of education generally in the United\nStates, thru an association, originated in Hcjston in 1826, but did not take shape till some\n\nyears later, although the object was partially attained thru the agency of Lyceums, which\n\nwen- established for other jiurposes as well, in the same year.\n\nIn the lectures and other\n\nrxerriscsof the Ia< rum, wherever establislicil, the condilion and improvcinent of sc hools\nthe sch<K»! -house, studies, IxKjks, ap|>aratus, niethod>i of instruction\n\n453\n\nami discipline, the\n\n"}
{"page": 466, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n454\n\nprofessional training of teachers,\n\n[Historical\n\nand the whole field of school legislation and adminis-\n\ntration, were fully and widely discussed.\n\nOut of the popular agitation already begun, but fostered by the Lyceum movement,\noriginated, about 1830, many special school conventions and associations for the advance-\n\nment of education,\n\nespecially in public schools.\n\nMost of these\n\nassociations,\n\nhaving\n\naccomplished their purpose as a sort of scaffolding for the building-up of a better public\nopinion, and of a better system of school legislation, have given way to new organizations\n\nfounded on the same principle of the assent of many individuals to a common method of\naccomplishing special purposes.\n\nThe following descriptions of \"Home and School Training\" about 1776,\nin two typical sections of the country, characterize the educational forces and\n\nmethods\n\nof that time before the school\n\nhad become the leading factor\n\nin\n\neducation.\n\nHOME AND SCHOOL TRAINING IN NEW ENGLAND IN THE\nCOLONIAL PERIOD\nREVEREND DR. THOMAS BRAINERD, OLD HADDAM, CONN.i\n\nA boy was early taught a profound respect for his parents, teachers, and guardians,\nand implicit, prompt obedience. If he undertook to rebel, \"his will was broken\" by\npersistent and adequate punishment.\nHe was accustomed every morning and evening\nto bow at the family altar; and the Bible was his ordinary reading-book in school.\nHe\nwas never allowed to close his eyes in sleep without prayer on his pillow. At a sufficient\nage, no caprice, slight illness, nor any condition of roads or weather, was allowed to detain\nhim from church. In the sanctuary he was required to be grave, strictly attentive, and\nable on his return at least to give the text.\nFrom sundown Saturday evening until the\nSabbath sunset his sports were all suspended, and all secular reading laid aside; while the\nBible, New England Primer, Bunyan's Pilgrim's Progress, Baxter's Saints' Rest, etc.,\nwere commended to his ready attention and cheerfully pored over.\nHe was taught that his blessings were abundant and undeserved, his evils relatively\nfew and merited, and that he was not only bound to contentment but gratitude. He was\ntaught that time was a talent always to be improved; that industry was a cardinal\nvirtue, and laziness the worst form of original sin.\nHence he must rise early and make\nhimself useful before he went to school; must be diligent there in study, and be promptly\nhome to do \"chores\" at evening. His whole time out of school must be filled up by some\nservice,\n\nsuch as bringing in fuel for the day, cutting potatoes for the sheep, feeding the\n\nswine, watering the horses, picking the berries, gathering the vegetables, spooling the\n\nHe was expected never t(j be reluctant, and not often tired.\nHe was taught that it was a sin to find fault with his meals, his apparel, his tasks, or\n\nyarn.\n\nhis lot in life.\nLabor he was not allowed to regard as a burden, nor abstinence from any\nimproper indulgence as a hardship.\n\nHis clothes, woolen and linen, for summer and winter, were mostly spun, woven, and\nmade up by his mother and sisters at home; and as he saw the whole laborious process of\ntheir fabrication, he was jubilant and grateful for two suits, with bright buttons, a year.\n\nRents were carefully closed and holes patched in the \"every day\" dress, and the SaVjbath\ndress always kept new and fresh.\n\nHe was expected early to have the \"stops and marks,\" the \"abbreviations,\" the\ntable,\" the \"Ten Commandments,\" the \"Lord's Prayer,\" and the\n\n\"multiplication\n\n\"Shorter Catechism,\" at his tongue's end.\n'\n\nThis sketch is quoted from Barnard's American Journal oj Education, Vol. XVI (i866), pp. 335-36.\n\n"}
{"page": 467, "printed_page": null, "text": "FREE SCHOOLS IX THE AMERICAX COLOXIES\n\nChapter]\n\n455\n\nHe must be silent among his superiors. If addressed\nHe was to bow as he entered and left the\nschool, and bow to every man or woman, old or young, rich or poor, black or white, whom\nCourtesy was enjoined as a duty.\n\nby older persons, he must respond with a bow.\n\nSpecial punishment was visited on him if he failed to show respect\n\nhe met on the road.\n\nor any persons whatever whom God had visited with\nHe was thus taught to stand in awe of the rights of humanity.\n\nlo the aged, the poor, the colored,\n\ninfirmities.\n\nHonesty was urged as a religious duty, and un])aid deists were represented as infamy.\n\nHe was allowed to be sharp at a bargain, to shudder at dependence, but still to prefer\npoverty to deception or fraud.\n\nHis industry was not urged by poverty but by duty.\n\nThose who imposed upon him early responsibility and restraint led the way by their\ne.\\ample, and commended this example by the prosperity of their fortunes and the respectaHe felt that they governed and\nbility of their position as the result of these virtues.\nrestrained him for his good, and not their own.\n\nHe learned to identify himself with the interests he was set to promote.\n\nHe claimed\n\nevery acre of his father's ample farm, and every horse and o.x and cow and sheep became\nconstructively his, and he had a name for each. The waving harvests, the garnered sheaves,\n\nAnd besides these, he had his individual treasures.\nHe knew every trout-hole in the streams; he was great in building dams, snaring rabbits,\ntrapping squirrels, and gathering chestnuts and walnuts for winter store. Days of elec-\n\nthe gathered fruits, were all his own.\n\ntion, training,\n\nthanksgiving and school intermissions, were bright spots in his life. His\nmade cheerful by sparkling fires within and cold, clear skies and\n\nlong winter evenings,\n\nice-crusted plains and frozen streams for his sled\n\nand skates, were full of employment.\n\nAnd then he was loved by those whom he could respect, and cheered by that future for\nwhich he was being prepared. Religion he was taught to regard as a necessity and lu.xury\nHe was daily brought into contemplation of the Infinite, and made to\nWith a deej) sense of obligation,\nregard himself as ever on the brink of an endless being.\na keen, sensitive conscience, and a tender heart, the great truths of religion appeared in his\n\nas well as duty.\n\neye as sublime, awful, practical realities, compared with which earth was nothing.\nhe was made brave before men for the right, while he lay in the dust before God.\n\nThus\n\nlloMK AND SCHOOL TRAINING IN THE SOUTH IN THE COLONIAL\n\nPERIOD\nTHOM.VS JEFFERSON WERTF.NBAKER, GRADUATE STUDENT, THE UNIVERSITY OF VIRC.INIA,\nCHARLOTTESVILLE, VA.\"\nIt is to\n\nthe home that one must look chiefly for the training of the Southern hoy of\nEconomic conditions were such as to render the building u]) of a\n\nthe Colonial period.\n\nserviceable scHckjI\n\nsystem impossible.\n\nThe\n\npeople lived almost exclusively on large\n\njjjantations and farms, and such towns as existed were scarcely worthy of the name, con-\n\nusually of but a score or more of houses, and seldom boasting more than a few\nAs it was impossible to have more than one or two schouls in each\n\nsi.sting\n\nhunrlred inhabitants.\nparish,\n\nit\n\nlK-(ame\n\nnecessary for\n\nmany children to come miles to attend their le.s.sims.\n\nThis (lifTK uhy was made worse by the condition of the roads, and it would have In-en\ninsurmountable, had it not Ix-en for the fact that horses were so pUnliful that even the\n|K)<>rest planter ( ould furnish his children\n\nwith means of conveyance to and from school.\n\nBut few of these .schcjols taught more than the most elementary .subjects. All that\nwas expected of them was lo give the pu|)il a good knowledge of reading, writing, and\narithmetic, and to drill him thorr)ly in the Ten Commandments, the I^)rd's Prayer, and\nthe Catechism.\nIf the |>arent desired a higher education than this for his child, he- had\nciihertostnd him to a high sc hool at some distant |H>int, or toemploy a private tut<jr.\n'\n\nl.iikt-r.\n\nThin iikctih wajt wrillcn (or llir Annivrruiry V'nlumr in Jiinuary. 1007, by TliDmiis Jrffcrson Wtrliii\na (jr.iduntc Mudcnl in ihc I'njvcrnily of VirKinJit, ii» a (oniplriiunt i>f tin- (orcgoinK fikrlch «f Dr.\n\nriwinnas liraincrd.\n\n"}
{"page": 468, "printed_page": null, "text": "—\nNATIONAL EDUCATIONAL ASSOCIATION\n\n456\n\n[Historical\n\nThere were several excellent high schools in Virginia at the outbreak of the Revolutionary War, situated in the most populous districts.\n\nSome of the best known of these\n\nwere the schools of Thomas Martin, who prepared James Madison for Princeton; of\n\nJames Marye, the preceptor of Thomas Jefferson; of William Yates, which was attended by\nJohn Page, Colonel Lewis Willis, Charles and Edward Carter, General Thomas Nelson,\nJohn Fox, and Colonel Robert Tucker. The teachers were men of the highest character, and were usually graduates of either O.xford or Cambridge.\nThey impressed upon\nthe minds of their pupils the principles of honor, of duty to God and man, of patriotism\nand reverence for the king. They were taught that a chivalric nature was the highest\nobject to be obtained in this life, and respect for womanhood was placed next to the fear\nof God.\nThese schools were modeled after those of England, and were admirably\nconducted. Latin, Greek, and Mathematics were the subjects held in highest esteem,\naltho a thoro training in English language was usual.\nFrench and Italian were also\noften taught.\n\nMany families preferred to employ tutors for their children, and there were scores\nof these in Virginia at the outbreak of the Revolution. Chief Justice Marshall was instructed\n\nby tutors. A private tutor was employed to teach the four celebrated Lee brothers\nArthur, Richard Henry, Francis, and William.\nRev. William Douglas taught in the\nfamily of Colonel Monroe. Not infrequently some young man was brought from England as an indentured \"servant,\" to act as tutor in some private family. Thus John\nCarter, of Lancaster County, directed in his will in 1669 that his son Robert should have\na young servant bought for him, \"to teach him his books in English and Latin.\" The\ncustom was continued until late in the eighteenth century.\nBut by far the most important influence in molding the mind and character of the\nyoung southerner was his home life. First of all he was taught to command. He was\n\nmade to realize that some day he must take from his father's hand the charge of the vast\nEven as a boy he was given\nHe had to accompany\nthe overseer in his rounds and to learn all the countless things that had to be done in conducting the estate. He had to know how to farm, how to cultivate grapes, to plant corn,\nhow to raise tobacco, and how to cure it and prepare it for shipping; he had to know how\nto build houses, for there was constant need of constructing and preparing barns, outhouses, and the slaves' quarters; he had to be a stock raiser, for upon the plantation\nwere scores of horses; and finally he had to be a merchant, for he knew that some day\nwould fall upon his shoulders the responsibility of disposing of all the products of the\nlittle world in which he lived.\nThe plantation life gave him an intense love of out-of-door\nsports.\nHe delighted in horse-racing, in hunting, in fishing, and swimming. He loved\nhorses, and fox-hunting early became with him a favorite pastime.\nAll this tended to\nmake him practical, self-reliant, intelligent, and robust.\nHe early learned from his father the duty of hospitality, and he looked upon the\nguest as a privileged person.\nHe was taught to love music and art, and there were few\nplantation with\n\nits\n\nthousand cares and responsibilities.\n\nauthority over the slaves and made to direct them in their work.\n\ncolonial mansions that did not contain a violin or guitar, or were not decorated with such\n\npaintings as their owners could procure from England.\n\nUsually a large and well-chosen\n\nlibrary was at his disposal so that he could atone for the limitations of his education by a\n\nwide and helpful course of reading.\nLastly, he was made to feel that some day he was to take an active part in politics, and\nhis interest in public affairs was early awakened by the conversations of his father with\n\nAs a boy he was made to know the principles of the opposing parties, the\nmeaning of different bills, and all the details of the political system. His mind was thus\nmade enquiring, and his reasoning powers developed and sharpened.\nWhen we contemplate the influences that acted upon the youth of the South in the\nColonial period, there can be no surprise that they produced that galaxy of great men that\ncame to the front in the Revolutionary War, and brought honor and success to their\nhis guests.\n\n"}
{"page": 469, "printed_page": null, "text": "AMF.RICAX IXSTITL'TE OF IXSTRUCTION\n\nChapter]\n\ncountry.\n\n457\n\nSound in mind and in body, well schooled in politics, practical yet forseeing,\n\nhabituated to command, they were well fitted to join hands with the best men of New\n\nEngland to assume the lead in the great crisis, and to drive back from their native land\nthe English invaders.\n\nII.\n\nTHE EARLIEST EDUCATIONAL ASSOCIATIONS IN THE UNITED STATES\nIt is diflicult to\n\ndetermine e.xuctly the question of priority of organization\n\namong several educatit)nal associations of a national or semi-national character in the United States.\nThe period of earliest activity in the direction\nof\n\norganization\n\nfor\n\nthe\n\nadvancement\n\nof\n\neducational\n\nhave been about 1830 and the following years.\n\ninterests\n\nIt ajjpears.\n\nseems\n\nposition of seniority belongs to the American Institute of Instruction.\n\nassociation\n\nto\n\nhowever, that the\n\nwas organized in Boston, Mass., in August, 1830.\n\nThis\n\nThe preface\n\nof the volume of proceedings of this meeting (350 pp.) recites that a\n\nmeeting\n\nwas held in Boston in March, 1S30, for discussion of educational questions\n\nand remained in session four days.\n\nA committee was chosen to prepare a\n\nSeveral meetings of this committee were held in May and June.\n\nconstitution.\n\nA meeting for organization was held on August 19, 1830, and following days.\nThe constitution was adojjted and officers elected.\n\nThe following historical\n\nsketch of this association was prepared for the Anniversary Volume by Dr.\n.\\.\n\nK. Winshij), editor of the Journal oj Education.\n\nTill:\n\nAM ERIC AX IXSTITUTE OF INSTRUCTION\n\nALBERT E. WINSHIP, EDITOR OF THE \"JOURNAL OF EDUCATION,\" BOSTON,\nMASS.\n\nThe American Institute of Instruction was well born in the Massachusetts\n1830, with President Francis Wayland, of Brown\n\nState House, August 19,\nUniversity, as president.\n\nThe changes in the educational wcjrld since then are incredible.\nto\n\nPrior\n\n1830 there had been no educational association, barring one or two tenipur-\n\nary gatherings, notably one at Brooklyn, Conn.,\n\nin\n\n1827.\n\nToday there are\n\ncity organizations that will have an audience of 2,000, counties that can gather\n\n3,000 teachers, sectional state meetings with 4,000, state associations with\n5,000, while the National Educational Association lias\n\nmembershi|)s in a year.\ngathered\n<»f\n\nin\n\nThere are more than a\n\nr( ac\n\nthir<l of a\n\nlu-d\n\n40,000 paid\n\nmillion teachers\n\nconventions annually, and yet then- are hundreds of members\n\nthe National Kducalional Ass«Kiation\n\neducational association.\n\nIt\n\nis\n\nwho were born befori- there was any\n\nwell, therefore, to\n\nthe educational assoiiation spirit\n\npause in our admiration of\n\nand grandeur (»f today and worshi|) at the\n\nshrine of the mother of them all.\nIn order to appreciate what\nin\n\nit\n\nsignified to have an association of ediuators\n\nthose days we must consider the conditions.\n\nThere was no public -sdiool\n\n"}
{"page": 470, "printed_page": null, "text": "—\nNATIONAL EDUCATIONAL ASSOCIATION\n\n458\n\nteaching force from which to draw.\n\n[Historical\n\nThere was not a state, county, or city\n\nsuperintendent in the country; not a state or city normal school; not six free\npublic high schools; no pubHc libraries; no state university or state college;\n\nno textbook publishing houses or agents; no makers of school furniture, of\nschool furnaces, of ventilating appliances,\n\nfire\n\nescapes, school apparatus,\n\nlead pencils, steel pens, blackboards, crayons, maps, charts, of kindergarten\nmaterials, or of teachers' books or teachers' journals.\n\nNo one had ever earned\n\na dollar as an educational lecturer.\n\nthe classes and interests\n\nEliminate\n\nall\n\nherein suggested, and who can conceive of an educational convention today ?\nIt is well, also, to\n\nwas held.\n\nconsider the difficvdties under which this first meeting\n\nThere were no electric lines, no steamships, no railroads.\n\nPresi-\n\ndent Wayland had to go forty miles by stage to reach the meetings, which\n\nwere held in Boston for the first seven years.\nall\n\nIt\n\nwas the only place to which\n\nWilliam B. Calhoun, of Springfield, who was president\n\nstage lines ran.\n\nfor six of the first nine years, made the stage ride of a hundred miles each way\nto be at the meetings.\n\nThe more one studies the conditions, the more he won-\n\nders at the achievements of those days.\n\nAnd yet out of this wilderness of neglect, under inconceivable conditions,\nthere blossomed into full\nfirst\n\n—\n\nbloom a convention whose first meeting whose\nin significance.\nWith no\n\n—have never been surpassed\n\nseven meetings\n\nrailroad assistance those early meetings always paid all bills out of the mem-\n\nbership fees.\n\nThis included paying for a volume of Proceedings whose\n\naddresses have never been exceeded in importance by any association since.\n\nIn the famous congressional library at Washington the names of the twelve\n\nworld educators are inlaid in the ceilings. Of these, three only are Americans\n\nThomas H. Gallaudet, Samuel G. Howe, and Horace Mann; and these three\ngreatest of\n\nAmerican educators were at the first meeting of the American\n\nInstitute of Instruction, and were frequently in attendance upon the meetings\nfor the first few years.\n\nGreat men stood forth with more grandeur in those days than at present.\n\nEvery man stood for something clear and distinct and was fighting for it in\n\n—\n\nwas unthought of then.\n\n\"Wire pulling\" I use the term with no disrespect\nOpinion must be fortified with fact, philosophy, and\n\nlogic in order to win.\n\nThis association furnished the forum for great exploita-\n\na statesmanlike way.\n\ntion of schemes for public care of the insane and feeble-minded,\n\neducation of the deaf and blind.\n\nand public\n\nHere William B. Fowler exploited phrenology\n\nLewis B. Monroe demonstrated\nand other men of historic importance pleaded\neloquently for various causes. Here may be said to have been born Greenleaf's notal^le Arithmetics, Greene's famous Analysis, Harkness' Latin series,\nNewman's Rhetoric, Fowler's textbooks, George S. Hillards' Readers, Mason's\nMusic Series, Wayland's Philosophies, Bradbury-Eaton's Arithmetic, and a\nfor years;\n\nDio Lewis, physical culture;\n\nelocutionary possibilities;\n\nhost of other books of high merit and great popularity.\n\nStudents of American education know full well the significance of the names\n\n"}
{"page": 471, "printed_page": null, "text": "AMF.RICAX INSTITUTE OF INSTRUCTIOX\n\nChapter]\n\nof\n\n459\n\nmen who were in frequent attendance: Mann. Howe, Theodore Parker,\n\nSamuel J. May, Gallaudet, Henry Barnard, Ralph Waldo Emerson, Cyrus\nPierce, Asa Gray, Benjamin Greenleaf, James G. Carter, David P. Page,\nGideon F. Thayer, Thomas Sherwin, \\Vm. C. Woodbridge, Barnas Scars,\nGeorge S. Boutwell, Charles Northend, William Russell, William H. Wells,\n\nJohn D. Philbrick, George B. Emerson, Edward Beecher, \\\\ illiam D.Ticknor,\nWm. C. Fowler, C. C. Fclton, Ariel Parish, Daniel Huntini^ton, John Picri)ont,\nA. Bronson Alcott, and Elizabeth Pcabody.\nThe American Institute of Instruction was largely responsible for giving\nHorace Mann to the educational leadcrshij) of America. If it had done nothing\nmore, this alone is all-sufficient reward for its existence.\n\nMr. Mann was in\n\nthe legislature, but his plans were political and his purposes philanthroj)ic.\n\nHe was interested in the defective and dependent classes and was working\nfor the insane, the blind, the deaf,\n\nand the feeble-minded.\n\nHe was a good\n\nlawyer, a brilliant public speaker, and an intense leader of any conscience cause.\n\nEven up to the moment when he accepted the secretaryship of the MassachuBoard of Education his closest friends never thought of him as an\neducator.\nHe was in 1830 a member of the Massachusetts legislature, and\nFrancis Wayland, president of his alma mater, was presiding over the American\nOf course, Mr.\nInstitute of Instruction in the Massachusetts State House.\nMann was there and was intensely interested in what was being planned, and\nthis inspiration was largely influential in leading him into educational work for\nsetts State\n\nlife.\n\nThe chief glory of the American Institute of Instruction is that it was a\nHad it come ten years later we should have had\n\ncause and not an effect.\n\nseveral causes to assign for its coming, but in 1830 there is really no adequate\n\nsuggestion as to the cause, with many resultant effects apparent.\n\nThe year 1830 was notable in Massachusetts' history. Then it was that\nmade his famous \"Reply to Haync\" in the United States\nSenate.\nColonel Hayne had made a bitter attack on Massachusetts while\nDaniel Webster\n\nTo this Mr. Webster re])lied by praising S()Uth\n\nlaufling\n\nSouth Carolina.\n\n(.'arolina\n\nmore charmingly than had Hayne, but declined to praise Massachu-\n\nsetts farther\n\nthan to say, \"Massachusetts, there she stands!\"\n\nThe effect of that oration was electrifying.\n\nThe conditions in Massa-\n\nchusetts helped to produce Webster's oration as surely as the oration thrilled\nthe people of the\n\ngreat people\n\nOld liay State, and something was sure to be ddiu- wluii a\n\nwas aroused by a noble pur|)ose.\n\nFor seven years all the meetings were held in\nwell attended, the\n\niJo.sloii.\n\n'i'luy\n\nwire always\n\nmembership dues were prom|)tly paid, and ;ill ex|)enses\n\nwere readily met.\nLf)Cal jealousy, or a mishionary spirit, got in\n\nit>\n\nwork at the iiid of M-ven\n\nand it began its migratory life. It would be iMtere>ting to know the\nl'erha|)s President Calhoun\nline of argument that controlled affairs in 1H37.\nhad wearied of that stage ride from S|»ringruld; but, be that as it may, Mr\n\nyears,\n\n"}
{"page": 472, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n460\n\n[Historical\n\nMann got the Massachusetts legislature to appropriate $300 a year toward the\nexpenses\nfield,\n\n;\n\nand the next seven meetings were held in Worcester, Lowell, Spring-\n\nProvidence, Boston, New Bedford, and Pittsfield.\n\nThis appropriation,\n\nincreased in 1866 to $500, was continued until 1873.\n\nDespite the legislative subsidy, the Institute was not in as good financial\ncondition for forty years after as it was in the first seven years.\n\nThe American Institute of Instruction fostered the public-school sentiment and developed it into a scheme which more nearly approximated a\n\"system\" than was to be found elsewhere in the United States; but this\ngreat service was not appreciated by the beneficiaries of its labors.\n\nmar-school men took any part in its ofiicial Hfe for sixteen years.\n\nNo gram-\n\nThe manage-\n\nment was in the hands of the classical men and educational statesmen.\nWhile public-school positions were multiplied and salaries increased because of the association, the public-school people shunned the meetings, and\nproceeded to organize state associations in Massachusetts (1845) ^^^ Connecticut (1846) in which no one was admitted to membership who was not actually\nengaged in teaching, and they had a teachers' program and published a\nteachers' monthly.\nIt is assumed that they meant well, that they sincerely\nbelieved that professional class consciousness would be advantageous; but\nthis we do know, that they dealt a serious blow to the American Institute of\nInstruction, and to the cause of education.\nThe men at whom the act of elimination was aimed were Horace Mann,\nDr. S. G. Howe, Gallaudet, Charles Sumner, Edward Everett, Josiah Quincy,\nEdmund Dwight, Gardner Brewer, and their distinguished associates, who\nproceeded to eliminate themselves from all responsibility, organized various\nother associations for the exploitation of their philanthropic purposes, and\nthe pubhc school felt the loss of these influences.\nto think in large units, or in extensive units,\n\nIt is\n\nnever an easy matter\n\nand these men surely failed,\n\nso others have failed, in seeing the danger in the narrowing influence of pro-\n\nThe state association took up its specific work,\nand these same men came into control of the Institute of Instruction and ran\n\nfessional class consciousness.\n\nit\n\nalong broader fines than the state association, but on narrower lines than\n\nthose of its early years.\n\nWhile the meetings were interesting and important the finances were a\nconstant source of trouble from 1845 to 1875, when a new order of things prevailed.\n\nIt is commonly spoken of as \"the coming of the reign of Rhode Island.\"\n\nFor eight years thereafter there was not a Massachusetts man in the presidency,\n\nand eight years out of ten there was no Massachusetts man in the secretaryship.\n\nPrior to that time there had never been a secretary who was not from\n\nMassachusetts.\n\nThis was in no sense intentional or the result of a conspiracy.\n\nThe Massachusetts men had wearied of the burden, and some of them desired\nabandonment for the advantage they thought would come to the state\nIt is a sad fact, that, left to the Bay State men, the historic and\nglorious American Institute of Instruction would probably have departed\n\nits\n\nassociation.\n\n"}
{"page": 473, "printed_page": null, "text": "AMERICAN IXSTITUTE OF IXSTRUCTIOX\n\nChapter]\n\n461\n\nTo Rhode Islanders is largely due its\nit was fifty years old.\nnew life and prosperity. True, they commercialized it, hut the stimulant was\nindispensable to its life. These men put the American Institute of Instruction\non a new tack, leading the world in the idea of making the reduced raihoad rate\ndependent upon membership in the association. Since then the income has\nbeen much larger, but unfortunately the style of expenses increased as well\nas the income, and for twenty years after the notable meeting at Fabyan's,\npresided over by T. W. Blcknell, there was frequent anxiety as to the meeting\nthis life before\n\nof expenses; but in 1897, at Montreal, there was not only a larger enrollment\n\nthan ever before, but the expenses were radically and permanently reduced\nso that since then the treasury has always had several thousand dollars at com-\n\nmand.\n\nTherefore the last ten years have been the most prosperous, financially,\n\nsince the first seven years.\n\nOf course, it all looks small beside the N. E. A.\n\nmembership and fund, but its prosperity, in view of all the facts, is highly\ngratifying.\n\nThe meetings have not been large as compared with some state and county\nassociations.\nThe largest enrollment was at Montreal in 1897, when there\nwere 2,234, which was nearly 200 above the meeting at Fabyan's, which was\nnext largest; but the program has always been of the highest order of talent,\nof the best of spirit, and has had a noble purpose.\n\nPLACES OF MEETING\n\nThe first seven meetings were held in Boston, while only one meeting has\nbeen held there in the last forty years, and in the last thirty years but one has\n\nThe original idea was to save as\nmuch travel as possible, but for forty years it has been to get as much as\nThen they dodged travel now we seek it. They sought ])Iaccs with\njiossible.\nthe most j)eople; we seek places with the fewest.\nbeen held within forty miles of Boston.\n\n;\n\nIn the seventy-six years two meetings have been held outside the United\nStates, at\n\nMontreal and Halifax; four in Saratoga; and one at Troy; so that\n\na tenth of the meetings have been held out of\n\nNew England.\n\nOne-third of\n\nthe meetings have been held in Massachusetts; but of the twenty-four meetings\nfifteen\n\nwere prior to 1855 and Ijut one since 1875.\n\nNew Hampshire has had\n\na fourth of all the meetings, but of seventeen twelve have been since 1875,\n\nand hut two before 1855.\n\nThi-\n\nW'liiti'\n\nMountains\n\nhaw lu-cn the greatest\n\n|)(Tmanent attrac tion.\n01 riCI.M,\n\nIncvilalily thire has\n\nI.KADI'RS\n\nalways been a group of nnii dirtt ling ihi- alTairs of\n\nthe American Institute of Instruction.\n\nIn the first sixteen years these men wcii'\n\neducational statesmen, and their programs and pur|)oscs were broad hut\ndi^tinctly educational.\na.ssocialion.\n\nThere were few actual teachers in the ranks of the\n\nFor the next thirty years the men were all teachers or practical\n\nschool men, m<»stly from near Boston.\n\nThe last thirty years have largely\n\neliminated the teacher from the oflkial life, and enthroned the \"administrator.\"\n\n"}
{"page": 474, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n462\n\n[Historical\n\nIn the first forty-five years there was never a superintendent of any kind in\nthe presidency, while in the last thirty years there have been five state superintendents, two assistant state superintendents,\n\nand two city superintendents.\n\nThere has been no normal-school man in the presidency, but one college president, and one professor.\nsetts men\n\nTwo-thirds of the presidents have been Massachu-\n\n—one-half of these from Boston. In the\n\nfirst forty-five years\n\nthree-\n\nfourths were from Massachusetts, and in the last thirty years only a third have\n\nbeen from that state.\n\nThe executive board has always consisted of the president, secretary,\nand treasurer, making in the executive board, for the seventy-six years, eightyone men. Of these men more than fifty have lived in Boston, or in its immediate vicinity.\n\nIn the last fifty years six presidents and two-thirds of the secretaries have\n\nbeen grammar-school principals.\n\nIn this regard the American Institute of\n\nby itself.\n\nAlmost nowhere else, even in state asso-\n\nInstruction\n\nis\n\nin a class\n\nciations, has the grammar-school principal been largely in evidence officially.\n\nThe same is true as to high-school principals.\n\nThere have been ten high-\n\nschool principals in the presidency, which is highly significant.\n\nIn other words,\n\nfor the past half-century it has been, very largely; distinctly a teachers' organi-\n\nzation officially, tho its program has been exceedingly broad in its personnel.\n\nmeeting of 1894, in the White Mountains, at which there were\n\nI recall the\nfive\n\nNew England college presidents on the program.\n\nThese men, with\n\ntheir wives in most cases, were present for several days;\n\nand at table, in the\nparlors, on tramps and drives, they were hearty in their comradeship with\nany grade of teachers who chanced to be thrown in their way.\n\nTHE SOCIAL FEATURES\nIn forty years of attendance upon the leading educational meetings of all\nparts of the country the one distinctive feature of the Institute of Instruction\n\nhas been the uniform accessibihty of the eminent men to the humblest members.\n\nThere has never been anything of the professional caste spirit.\n\nThis, together\n\nwith the fact that the offices are open to high-school and grammar-school\n\nmen, has made these meetings of inestimable benefit to the rank and file of\nthe men.\n\nPersonally, I have known the American Institute of Instruction for forty\nyears, attending the meeting at Burlington, Vt., in 1866;\nlater, at Trenton, N. J., I began\n\nAssociation\n\n;\n\nand three years\n\nmy attendance upon the National Educational\n\nso that I have known both associations, and have loyally enjoyed\n\nboth these many years.\n\nOf course it is impossible to compare them, tho the\nThe quiet, peaceful,\nit is distinct.\ncozy comradeship of the older has never lost any of is charm when contrasted\npersonality of each\n\nis\n\nas fascinating as\n\nwith the magnificence of the larger.\n\nThe American Institute of Instruction is today in better condition in every\nway than it has been for seventy years. Its treasury was never more satis.\n\n"}
{"page": 475, "printed_page": null, "text": ":\n\nWESTERN UTEILIRY INSTITUTE\n\nChapter]\n\n463\n\nfactory, and it never presented a better program than for the past few years.\n\nAt Xew Haven last July there were addresses by men who were in attendance\nin\n\n1S46 and 1S51, and in the counsels of the official board these\n\nmen were\n\nardent champions of the most progressive policy.\n\nThe inlluence of the grammar-school principals and of the high-school\nThe program is broad and\nnoble, but the attendance is now due almost exclusively to excursion attractions.\nThe rank and file do not go unless there is ample reward in sight-seeing at\nmen. is, unft)rtunately, less and less in evidence.\n\nthe lowest available rates.\n\nBut\n\nin\n\nthis\n\nfeature the\n\nAmerican\n\nInstitute of\n\nInstruction is not alone.\n\nIn age it is peerless, in historic educational prominence it is unsurpassed,\nin delightful professional comradeship it is in a class by itself, and the present\n\nprosperity\n\nis\n\nadequate for\n\nall\n\nof\n\nits\n\nThe past is glorious, the\n\nnecessities.\n\npresent gratifying, and there is no reason why the future should not bear out\nits early\n\nprophecy of service to the public.\n\nThe Western Literary Institute and College of Professional Teachers\ncame second in order of organization, altho by some it is claimed to be the\noldest educational association in America.\nThis may be true if we consider\nthat its existence dates from 1829, when the Western Academic Institute and\nBoard of Education was organized in Cincinnati in 1829 thru the exertions\nof Albert Picket and Alexander Kinmont, both teachers in Cincinnati.\nAt\nthe first annual meeting of this institute the name Western Institute and College\nof Professional Teachers was chosen.\nA constitution was adopted with the\nfollowing preamble\nWhereas,\n\nThe convention of teachers assembled in Cincinnati, deeply impressed\n\nwith the importance of organizing their profession in the valley of the Mississippi by a\n\npermanent association, in order to promote the sacred interests of education so far as may\nIx-\n\nconfided to their care, by collecting the distant members, advancing their mutual\n\nimjjnjvement, and elevating the profession to its just and intellectual and moral influence\n\non the community, d(j hereby resolve ourselves into a permanent b<jdy, to be governed\nby the following Constitution:\n\nThe following sketches of several early associations were j)repared for the\nAnniversary Volume by Will .S. Monroe, of the State Normal School at Westfield,\n\nMass.\n\nWhSJ ERX LII ERAKV INSTITUTE AM) COLLEGE OE PROEESSIOXAL TEACHERS (183 1-1845)\nWH.I,\n\nS.\n\n^fONROK, STATK NOR.MAL SCHOOL, WESTKI I.I.I t, M.ASS.\n\nThe Western\n\nLiterary\n\nInstitute\n\nwas in existence from 1H31 to 1845.\n\nand College\n\nof\n\nProfessional Teachers\n\nIt held fifteen annual sessions and\n\nseveral\n\nextra meetings and its officers and speakers were of the first order among the\n\nranks of educational workers in the c<»untry at\n\nBarnard very properly .says of this ass(K;iation:\n\nllial\n\nlime.\n\n'I'lu-\n\nlalc\n\nHenry\n\n"}
{"page": 476, "printed_page": null, "text": "—\nNATIONAL EDUCATIONAL ASSOCIATION\n\n464\nIt\n\n[Historical\n\nwas not only one of the earliest educational associations of our country, but also\n\nproved itself one of the best, one of the most active, energetic, and laborious, and one of\nthe most practical and widely influential.\nStarted by practical teachers, it early enlisted\nin its cause the aid and co-operation of the most prominent professors and teachers in the\nnumerous colleges and high schools of the West, and through them acting with that freedom\nand energy of will and soundness of judgment which characterize a new country, and the\nWest especially, it exerted a beneficial influence upon teachers and schools generally, and\nsomewhat more indirectly upon public opinion, legislative action, and public-school systems.\n\nAmong the early workers —speakers and officers\n\n—\n\nof the association may\n\nbe found such well-known names as Lyman Beecher (1775-1863), Alexander\n\nCampbell (i 786-1866), Thomas S. Grimke (i 786-1834), William S. Johnson\n(1796-1855), Samuel Lewis (1799-1854), Benjamin O. Peers (1800-1842),\n\nCalvin E. Stowe (1802-86), Edward D. Mansfield (1801-80), William H.\nMcGuffey (1800-73), Joseph Ray (1807-57), Henry Barnard (1811-1900),\nSamuel Galloway (181 1-72), and Elias Loomis (181 1-89). Nor were women\n\ndenied participation in its proceedings, as in most of the similar later associations organized in the eastern section of the\n\nUnited States.\n\nThe names of\n\na large number of women appear in the proceedings of the association, includ-\n\nEmma Willard (1787Mrs.\nLydia\nH.\nSigourney\nMrs\nAlmira\nH. L. Phelps (17931870),\n(1791-1865),\n\ning such well-known women educational leaders as Mrs.\n\n1884), and Miss Catherine E. Beecher (1800-78).\n\nWhile largely represented by the four states of Ohio, Indiana, Illinois, and\nKentucky, the association had a scattered membership in many other states\nin the Union.\n\nActive members paid an annual fee of one doller.\n\neleven sessions of the institute (1831 to 1841, inclusive)\n\nThe first\n\nand the last (1845)\n\nwere held at Cincinnati, and the other meetings (excepting an extra session\nwere held at Louisville, Ky. Three sessions were held each day,\nand the annual gatherings were of five days duration. The association pubin 1842)\n\nlished Proceedings of the\n\nfirst\n\nten meetings.\n\nThe program of the fourth annual meeting may be summarized as typical\nof the association.\n\nThis meeting was held at Cincinnati October 6 to\n\n1834, with Albert Picket, Sr., as president.\n\n11,\n\nAmong the notable addresses\n\n—\n\nthe following may be enumerated: \"Need of Higher\nStandards of Professional Requirement,\" by Albert Picket; \" Philosophy of\n\nmore than twenty in all\n\nFamily, School, and College Disciphne,\" by Daniel Drake;\n\n\"Study of the\nGreek and Latin Languages as a Part in the Course of a Liberal Education,\"\n\nby T. M. Post; \"Neither the Classics nor Mathematics Should Forma Part\nof a Scheme of General Education in Our Country,\" by Thomas Smith Grimke;\n\n\"Utility of Mathematics,\" by Edward D. Mansfield;\n\n\"Ought the Classics to\n\nConstitute a Part of Education ?\" byAlexander Kinmont; \"Physical Sciences,\"\n\nby Elijah Slack; \"Government of Public Literary Institutions,\" by M. A. H.\nNiles; \"Moral Influence of Music,\" by William Nixon; \"Best Methods of\nTeaching Languages,\" by William Hopwood; \"Emulation as a Motive in\nEducation,\" by\n\nThomas H. Quinan and Thomas J. Matthews.\n\nceedings for 1834 cover 324 pages.\n\nThe Pro-\n\n"}
{"page": 477, "printed_page": null, "text": "AMERICAN LYCEUM ASSOCIATION\n\nChapter]\n\n465\n\nAMERICAN LYCEUM ASSOCIATION (1831-1839)\nAMLL S. MONROE, STATE NORMAL SCHOOL, WESTFIELD, MASS.\nAfter the Western Literar}- Institute, the next earliest educational association of a national character was the American Lyceum Association.\n\nState meet-\n\nings were held as early as 1826, but the organization did not assume national\n\ndimensions until 1831.\nfirst\n\nJosiah Holbrook (1788-1854),\n\nwho organized the\n\nmodel of Fellcnl^crg at\n\nindustrial school in the United States after the\n\nHofwyl, was the moving spirit in the new movement.\n\nThe purpose\nbetter\n\nof\n\nlegislative\n\nAmerican Lyceum Association was,\n\n(4) to\n\n(i)\n\nto secure\n\nimprove the qualifications\n\nto\n\n(2)\n\nbetween common schools and\n\n(3) to secure closer relationship\n\nof teachers;\ncolleges;\n\nthe\n\nprovisions for schools;\n\nimprove methods of school instruction and school discipline;\n\n(5) to introduce the natural sciences into the course of study;\n\n(6) to provide\n\nand teaching appliances; and (7) to arouse\nan interest in the education of girls and women. Clearly, a broad program!\nThe list of officers and speakers who participated in the nine annual\nmeetings includes most of tlie men and women ])niniincnlly idcntitied with\nschools with books, apparatus,\n\nAmerican education during the tirst half of the last century\nRensselaer\n\n(1765-1839),\n\nAlexander\n\nProudfit\n\n— Stephen Van\nHenry\n\n(1768-1843),\n\nDavis\n\n(1772-1852), John Griscom (1774-1852), Amos Eaton (1777-1842), William\n\nAlexander Duer (1780-1858), Thomas Smith Grimke (i 786-1834), Theodore\nFrelinghuysen\n\n(i 787-1861),\n\nJosiah Holbrook (1788-1854), Lydia Huntley\n\nSigourney (1791-1865), Denison Olmsted (1791-1859), Goold Brown (1791-\n\nChanning Woodbridge (i 794-1845), James Walker (1794Bailey (1795-1839), Theodore Dwight (1796-1S60), Samuel\nEbenezer\n1874),\n1857), William\n\nJoseph\n\nMay (1797-1871), Benjamin Orr Peers (1800-42), and Catherine\n\nEsther Beecher (1800-78).\n\nAt the\n\nfirst\n\nnational convention held in\n\nNew York City in May, 1831,\n\nPresident Henry Davis, of Hamihon College, presided and three topics were\n\n\"The Teaching of Natural Science in the Schools;\" \"The Use\nBe Made of the Bible in School Instruction;\" and \"The Qualifications of\n\ndiscussed:\nto\n\nTeachers.\"\n\nThe program of the second annual convention\ndi.scussions on the following to|)i{s:\n\nincluded addresses and\n\n\"School Discipline;\"\n\n\"Imj)ortance of\n\nMaking the Constitution and Political Institutions of the United Stales the\nSubject of Study in Schools;\" \"Primary Education in Spain;\" \"Introduction\nof the Natural Silences into\n\nCommon Schools;\" \"Learning to Read and\n\nWrite the English Language;\"\nMonitorial System\n\nis\n\n\"Infant Education;\"\n\nAdvisable and Practicable\n\n\"Aj)proprialc Use of the Bible in\n\nS( hools.\"\n\nin\n\n\"Extent\n\nto \\\\lii(h llic\n\nCommon Schools;\" and\n\nBesides Griscom, Grimke, and\n\nFrelinghuysen, who h;i<l |),irti( ipalcd in the lirst oincniion, the new speakers\nc\n\nDewey (1784-1867),\nProfessor\nPi/arro,\nof\nSpain.\nand\nKeagy\n(i\nM.\nJohn\n795-1837),\nwere\n\nWalter\n\nRogers Johnson\n\n(1794-1H52),\n\nChester\n\n"}
{"page": 478, "printed_page": null, "text": "—\nNATIONAL EDUCATIONAL ASSOCIATION\n\n'\n\n466\n\n[Historical\n\nAt the third meeting of the association the papers and discussions included\n\n\"The Study of Physiology;\" -\"Vocal Music;\" \"Geology;\" \"Education of\nthe Blind;\"\n\n\"Manual-Training Schools;\"\n\n\"The Schools of Mexico.\"\n\n\"Principles of Education,\" and\nMr. Woodbridge, William A. Alcott (i 798-1859),\n\nand Juan Rodriquez, of Mexico, were among the speakers.\nAt the fourth meeting of the association the four leading topics discussed\n\n\"The Merits and Defects of the Monitorial\n\"Female Education;\" and \"Education in Foreign Countries\nPoland, Mexico, Cuba, and New Granada.\" Besides Mrs. Sigourney and\nHenry Rowe Schoolcraft (1793-1864), the other leading speakers were:\nAugustus Yakonbusky, of Poland, Juan Rodriquez, of Mexico, Justo Velor,\nof Havana, and Joaquin Mosquera, of New Granada. This meeting appointed\na committee \"to collect imformation and otherwise to promote the establishment of a central seminary for the education of common-school teachers.\"\nThe American Indian was the subject of several papers at the fifth convenwere, \"The Grading of Schools;\"\n\nSystem;\"\n\ntion; also papers were read on:\n\n\"Education in Armenia;\" \"Schools for the\n\nBlind;\" and \"Female Education.\"\n\nThe paper on the latter subject by Miss\n\nCatherine E. Beecher called forth extended discussion and it was the sense of\nthe convention\nthat the subject of female education deserves\n\nmore attention than it has yet received;\n\nthat the establishment and liberal endowment of female seminaries of a high order, especially for the education of\n\nfemale teachers, is highly deserving of the benefactions of the\n\nwealthy and intelligent of the community, as well as of legislative patronage.\n\n\"School Funds;\"\nStudy;\"\n\n\"Mutual Instruction;\" \"Emulation as a Motive to\n\n\"The Education of the Blind;\" and \"Co-operation in Common-\n\nSchool Education\" were the principal topics at the sixth convention and\n\nSamuel Gridley Howe (1801-76) and Harvey Prindle Peet (1794-1873)\nnew names on the program. The monitorial system, then a live\nquestion, reappears at the seventh and the subsequent meetings of the associaare the\n\ntion.\n\nOther topics at the seventh meeting were, \"The Study of Meteorology;\"\n\n\"Education of the Deaf;\" \"The use of Questions in Teaching;\" and \"The\n\nCure of Stammering.\"\n\nAt the eighth meeting there were papers upon, \"The Embellishment and\nImprovement of Towns;\" \"Religious Instruction in Common Schools;\"\n\"The Primary Schools of Boston;\" \"Need of an International Copyright;\"\nand \"Eye-training.\" Thomas Hopkins Gallaudet (1787-1851) was one of\nthe leading personages at this meeting.\n\nThe ninth and last annual meeting of the association was held in Philadelphia in November, 1839.\n\n^^ was well attended and it memorialized Congress to\n\ndevote the funds received from the sale of public lands to education.\n\nAmong\n\nthe noted names in the proceedings of the final convention are Charles Brooks\n\n(1795-1872), Alexander Dallas Bache (1806-67), ^^^\n\nEnoch Cobb Wines\n\n(1806-79).\nPractically all the educational interests of the United States were represented\n\n"}
{"page": 479, "printed_page": null, "text": "SCHOOL TEACHERS AXD SUPERINTENDENTS\n\nChapter]\n\nin\n\nthe American\n\n467\n\nLyceum Association during its nine years existence as a\nOut of the movement grew many Hbrary and lecture\n\nnational organiziition.\nassociations;\n\nkeener interest in tlie education of girls; and tlie introduction\n\nof science studies into American courses of instruction.\n\nTen years after the\n\nmeeting of the American Lyceum Association,\n\nlast\n\nwhich occured in 1839, and four years after the last meeting of the Western\nLiterary Listitute and College of Professional Teachers in 1845, a\n\nwas made for the organization of a national association\n\nnew effort\nThe\n\nof teachers.\n\nfollowing account of this movement appears in Barnard's American Journal\noj Education, \\'ol.\n\nXXIV (1873), pp. 330-336.\n\nExtracts from the opening\n\nand closing addresses at this meeting by the president, Hon. Horace ALmn,\nat that\n\ntime a member of Congress, are quoted here as setting forth the high\n\naims of the leaders of this movement which was destined to be continued thru\nthe National Teachers' Association and, later,\n\nthe National Educational\n\nAssociation.\nIt would not really be far amiss to date the history of\n\ntional Association\n\nfrom this meeting in Philadelphia\n\nin\n\nthe National\n\nEduca-\n\n1849 instead of from\n\nthe meeting in Philadelphia in 1857, when the National Teachers' Associatit)n\n\nwas actually organized.\n\nSCHOOL TEACHERS AND SUPERINTENDENTS\nCONVENTION' OF TEACHERS AND SUPERINTENDENTS OF PUBLIC SCHOOLS, HELD\nAT PHILADELPHIA, OCTOBER 1 7, 18, AND 19, 1849\n\nA national convention of teachers, superintendents of public schools, and\nfriends of education generally, assembled at Philadelphia, in ihe hall nf the\n\ncomptroller of public schools, on October 17, 1849,\n\n'^'^*^\n\ncontinued\n\nin\n\ndaily\n\n—\n\nand evening sessions until the close of the evening of the 19111 under the\n[)residency of Hon. Horace Mann, member of Congress, and late secretary of\nthe Hiiard of Education for the state of Massachusetts.\n\nOPENIXO ADDRKSS OK THH PRESIDENT, llORACi: MANN\nGentlemen of the Convention:\n\n— Tin- duty\n\nmctting floes not devolvi- u|)on nie;\n\nl)Ut\n\n(jf\n\nsi-Uing forth tlu- spti il'u purjjost's of this\n\nthere are some hem fits to he derived from it, so\n\nsignal and prominent, as to deserve a passing notic e.\nI\n\nhupp<jsc the great jjrcjjxjrtion of the gentlemen whom\n\nI\n\nsee\n\naround\n\nnie,\n\nprescnre on this occasion I most cordially welcome, to Ix; practical teachers\ndaily occupation is in the schoolroom.\n\nand who.so\n\n—men whose\n\nBut fn)m the fifteen states which are represented\n\nmen of another class — men who fill high and res|)onsible oflues in the\nsec retaries of state, who are charged with the interest\ngreat work of public inslruc tion\nhere, there are\n\n—\n\nof public\n\neducation\n\nin their respective states,\n\nsuperintendents of schools, secretaries of\n\nIjoarcis c(f c-cluc ation, anci others, to whose haiicls vast and prec ious interests have In-eii confulccl,\n\nu|>on\n\nwhom the most weighty res|)onsibilities have In-en cast; and from who.se\nNow all teac hers have felt the-\n\naclministration, the- matured fruits of wisdom arc- cx|iec ted.\n\ngenial ancI upholding influences of sympathy, in discharging ilu- (luiiis of tin- s< liodir.M.in.\n\n"}
{"page": 480, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n468\n\nAll have grown wiser while listening to the counsels of experience.\n\n[Historical\n\nThe teacher who has\n\nmet a hundred of his fellow-teachers in a public assembly, and communed with them for\ndays, enlightening his own judgment by the results' of their experience, and kindling\nhis own enthusiasm by their fires, goes back to his schoolroom with the light of a hundred\nminds in his head, and with the zeal of a hundred bosoms burning in his heart.\nNow, if school teachers need this encouragement and assistance in their labors, and\ncan be profited by them, how much more do those high officers need encouragement and\nassistance upon whom rests the responsibility, not of one school only, but of all the schools\nIf the vision of the one, in his narrow sphere, needs enlightenment, how much\nin a state.\nillumination ought to be poured over the vast fields of the other.\n\nI see those\n\naround me\n\nwho have been engaged in the great work of organizing systems of education for a state;\nI see those on\n\nwhom has devolved the statesman-like duty of projecting plans of improve-\n\nment for a whole people around them, and for generations after them, where a mistake\nwould bring calamity to the most precious and enduring interests of mankind, and where\nwisdom and genius would throw forward their light and happiness into coming centuries;\nand I know I shall have their assent when I say that no position in human life could impose\nmore anxiety and solicitude and toil upon its possessor than the perilous position they have\noccupied.\nWithout guide, without precedent, without counsel, they have had no helpers\nbut in their own forethought, fidelity, and devotion. How cheering and sustaining to\nthem must be such opportunities as the present, where the errors of others may become\nadmonitions to them, and the successes of others may be used for their guidance.\nStill better is it, when the teachers of schools and the superintendents of schools can\nmeet together, as on the present occasion, and render reciprocal aid in the discharge of\nAt meetings like this, whatever wisdom the country possesses on\ntheir respective duties.\nthe subject of education may be brought into common stock, and, by self-multiplying\nprocess, the whole of it may be carried away by each individual.\nAt least, so much of\nthe whole may be carried away by each as he has capacity to receive.\nBy a national organization of teachers, great and comprehensive plans may be devised,\nto whose standard each state may be gradually brought into conformity: for instance,\nsuch as relate to the organization of territory into school districts; to the proper age at\nwhich children should go to school; or, as the Germans so beautifully express it, when a\nchild is \" due to the school.\"\n\nThese advantages pertain to the head, to our ability to conduct the great work of\nBut the heart may\nbe as much warmed as the head is instructed. By the communion and the sympathy of\nassemblies like this we can hot only enlighten the guiding forces of the mind, but we can\neducation, in the wisest manner and with the most beneficial results.\n\nWe can not only diffuse new intelligence, but\nwe can excite new enthusiasm. Throughout the whole country the machinery of education\nneeds to be increased in strength, and worked by a mightier power. In all material interLet us seek for our country the\nests we are proverbial as a people for our enterprise.\nhigher honor of becoming proverbial in our regard for moral and spiritual interests.\nLet\ngenerate the impulsive forces of the heart.\n\nus devise systems of education that shall reach every child that is born in the land; and,\n\nwherever political privileges exist, let the intelligence be imparted and the virtues inculcated, which alone can make those privileges a blessing\n\nLook, too, at the condition of our country, and see what need there is of comprehensiveness in our plans and of energy in their administration.\n\nWe have a higher object\n\nthan to prepare a system of education for any one locality, or for any one party.\n\nWest a region spreads out almost interminably\n\n—a region\n\nTo the\n\nto be soon filled, not with savages,\n\nbut either with Christians, or with men as much worse than savages as Christians are\nbetter.\n\nOn the East, there comes pouring in upon us a new population, not of our own\n\nproduction, not of American parentage nor the growth of American institutions.\nto the marvelous improvements in the art of transportation, the Atlantic\n\nOwing\n\nOcean has been\n\n"}
{"page": 481, "printed_page": null, "text": "SCHOOL. TEACHERS AND SUPERINTENDENTS\n\nChapter]\n\nnarrowed almost to a river's breadth.\n\n469\n\nThe western and the eastern continent by the jjowcr\n\nof these improvements He side by side of each other.\n\nTheir shores, for thousands of\n\ntwo ships, broadside and broadside; and from stem to stern the emigrant\npopulation of Europe is boarding us, ti-ns of thousands in a tlay.\nWe must provide for\nmiles,\n\nlie like\n\nthem, or we will all sink together.\n.\\nd what are we doing to prepare for the great exigencies of the future, whii h the\nI)rovidence of God seems to have placed in our hands;\nto have left to our disposal ?\n\n.\\\n\nand, I speak it with reverence,\n\nresponsibility is upon us that we cannot shake off.\n\ncannot escape with the lying plea of Cain, \".^m I my brother's keeper?\"\n\nWe\n\nLet us then be\n\naroused by every consideration that can act upon the mind of a patriot, a philanthroi)ist,\nor a Christian; and let us give our hands, our heads, and our hearts to the great work of\n\nhuman improvement, through the instrumentality of free, common schools.\n\nAs far as in\n\nus lies, let us save from ruin, physical, intellectual, and moral, the thousands and hundreds\nof thousands, aye, the millions and hundreds of millions of the human race, to whom we\n\nare bound by the ties of a common nature and of kindred blood, and who, without our\nassistance, will miserably perish, but with our assistance,\n\nmay be saved to usefulness\n\nand honor, and immortal glory.\n\nThe discussions of the convention were confined closely to the following\ntopics, relating to the organization\n\nand administration of a system of j)ul)lic\n\ninstructit)n adapted to the different sections of the United States, introduced by\n\nthe business committee, of which Henry Barnard, of Connecticut, was chair-\n\nman.\n1.\n\nTerritorial, or civil subdivision o) llic stale:\n\n— Involving the extent\n\nto\n\nwhich the\n\nand the modifications of which the same is susceptible;\nand the official superintendence required for each subdivision, state, county, town, and\ndistrict system, .should be carried,\n\nneighlx)rhood.\nIncluding the location, size, modes of ventilation, warming,\n2. School architecture:\nseating, etc., of buildings intended for educational purposes.\nIncluding the school age of children, and the l)est modes of\n3. School attendance.\nsecuring the regular and punctual attendance of children at school.\nThe number and character of each grade.\n4. Grades oj schools.\nesthetical;\nPhy.sical, intellectual, moral, and religious;\n5. Course oj instruction.\nindustrial.\nStudies: books, apparatus, methods.\n6. Teachers.\nTheir qualifications; their e.xamination and compensation; normal\nschools, teachers' institutes, lx)oks on the theor}' and practice of teaching.\nTax on property, tax on parents, school funds local and state.\n7. Support.\n8. Parental and public interest.\nLibrary, lyceum, lectures.\n9. Supplementary means.\n\n—\n—\n—\n\n—\n\n—\n—\n\n—\n\n—\n\nCLOSING ADDRESS.\nIn\nfi.xed\n\n^i^ing to adjourn the (onvention, as the clock struck ten, the hour\non for closing its proceedings, the president (Horace Maiiii) remarked\n\nas follows:\n\nCcntlemrn oj the convention.— The clock is\n\nwaving with its vibratif)ns\n\n—at whi( h\n\nit\n\nnow striking the hour— the air is now\n\nhas been de( i<le(l to bring the lalK)rs of this con-\n\nWe have lx;en looking f<jr llie last three days upon the bright side of the\ndark side is now turned toward us. The plea.sing ai (|uainlances whi( h\nhave Ix-en formeri, and whi( h can have been to none more pleasing than to myself, must\nIk- broken, and we must go away, carrying su< h good as we can, from the deliberations of\nthis as.scmbly.\nIn parting fr«jm you, I (annol forbear to express my warmest acknowlvention to a < lo.se.\n\ntajM-stry;\n\nllie\n\nedgments for the continual kindness with which you have been plea.se<l to regard tlie\nperformance of the duties of the chair. Vou have made all its bljors light, and all its\nIn parting from you, gentlemen, it is imjKJSsible for me to exjjress\ndilFu ulties nominal.\n\n"}
{"page": 482, "printed_page": null, "text": "—\nNATIONAL EDUCATIONAL ASSOCIATION\n\n470\n\n[Historical\n\nthe feelings of hope, mingled with anxiety, with which I look forward to the consequences\n\nWe shall separate. We shall go away to move in different and distant\nFrom these narrow walls which now inclose us, we shall find ourselves, at the\n\nof this meeting.\n\nspheres.\n\nend of the week, in a dozen different states, east, west, north, and south. Shall the influences which have been here concentrated and brought to a focus be dissipated and lost,\nwhen our local proximity to each other is gone; or shall the moral influences, which have\nbeen here generated, expand themselves over the vast spaces where we shall soon be\nfound, keep themselves vivid and animate, and make the common air electric with their\nfulness of life ?\nI trust the latter, and our zeal will not be of the flashy kind, that will\nevaporate as soon as the exciting cause is withdrawn, but that it will be like the heat of\nthe sun, which, being once kindled, glows on forever.\n\nGentlemen, this occasion has brought together two classes of men, sufficiently distinguished from each other to be the subjects of a division.\n\na few words to each ?\n\nMay I be permitted to address\n\nWe have before us the practical teachers; men who have devoted\n\nthemselves to the business of the schoolroom, who do not exercise a very diffusive influ-\n\n—points\n\nof strong\n\nlight thrown upon a small space, rather than wider radiations of a flame that is\n\nweakened\n\nence in a broad sphere, but an intense influence in a narrow sphere\n\nby its expansion.\n\nWhat are the duties of the school teacher ?\n\nmerate or define them.\n\nI\n\nhave not time to enu-\n\nI can not even mention the names of the long catalogue; but I will\n\nBy this one I mean\nThoroughness thoroughness and again I say\nThoroughness is the secret of success. You heard some admirable remarks this morning from a gentleman from Massachusetts (Mr. Sears), in which he told us that a child, in\nlearning a single lesson, might get not only an idea of the subject-matter of that lesson,\nbut an idea how all lessons should be learned; a general idea, not only how that subject\nshould be studied, but how all subjects should be studied. A child in compassing the\nsimple subject, may get an idea of perfectness, which is the type, or archetype of all excellence, and this idea may modify the action of his mind through his whole course of life.\nBe thorough, therefore, be complete in everything you do; leave no enemy in ambush\nbehind you, as you march on, to rise up in your rear to assail you. Leave no broken link\nin the chain you are daily forging.\nPerfect your work so that when it is subjected to the\ntrials and experiences of life, it will not be found wanting\ncall your attention to one which comes very near to embracing all.\n\n—\n\nthoroughness in everything you teach.\n\nSo, in the after periods of\n\nyour existence, whether it be\n\nin this world, or\n\nanother\n\nworld from which you may be permitted to look back, you may see the consequences of\nyour instruction upon the children whom you have trained.\n\nIn the crises of business\n\nwhere intellectual accuracy leads to immense good, and intellectual mistakes to\nimmense loss, you may see your pupils distinguishing between error and truth, between\nlife,\n\nfalse reasoning and sound reasoning, leading all who may rely upon them to correct results,\n\nestablishing the highest reputation for themselves, and for you as well as for themselves,\n\nand conferring incalculable good upon the community.\n\nSo,\n\nif\n\nyou have been wise and\n\nsuccessful in your moral training, you will have prepared them to stand unshaken and\n\nunseduced amidst temptations, firm when others are swept away, uncorrupt where others\nare depraved,\n\nunconsumed where others are blasted and perish.\n\nYou may be able to\n\nsay that, by the blessing of God, you have helped to do this thing\n\n—\n\nThere is another class of men in this meeting those who hold important official\nand who are charged with the superintendence\nof public instruction.\nPeculiar duties devolve upon them.\nThey, in common with the\nteachers, have taken upon themselves a great responsibility.\nWhen in the course of\nyesterday's proceedings, a resolution was introduced, proposing to make this a national\nconvention, with a permanent organization, I confess that, as I sat here in my chair, I\nfelt my joints trembling with emotion, at the idea of the responsibility you were about to\nassume. Shall this body establish itself as a national convention ? Shall we hold ourselves out to this great country as a source of information and a center of influence on\nsituations under the state governments,\n\n"}
{"page": 483, "printed_page": null, "text": "ASSOCIATIOX FOR APVANCEMKyT OF EDUCATION\n\nChapter]\n\n471\n\none of the most important subjecis that can be submitted to the human faculties ?\n\nShall\n\nwe hold ourselves up here in full sunlight, and virtually say to the whole country, come\nhere and fill your urns from our fountains of wisdom ? Those views came over me with\nsuch force, as almost to make me forget where I was, and the duties I had to discharge;\nfor experience has led me to know something of the difficulties of the work.\nYet it was\nthe pleasure of the convention to adopt the rt-solution;\n\nand through the signatures of your\nyou will severally subscribe to that conclusion. You have already authorized\na committee to send out this determination, and to proclaim it to the world.\nNow, by\nthese acts you have signed and sealed a bond.\nYou have obligated yourselves to perform\ngreat duties, and you cannot deny or elude this obligation, without a forfeiture of honor\n\nofficers\n\nwe have assumed, this meeting will prove one of\nIf we fail in our respective sjjheres\nof action to fulfill these duties, this meeting will be the ridicule and shame of us all.\nBy\nitself it is a small movement, but we can make it the first in a series that shall move the\nwhole country. It begins here upon the margin of the sea, but we can expand it until\nit shall cover the continent.\nHowever insignificant in itself, it is great by its possibilities.\nand character.\n\nIf we fulfill the duties\n\nthe most important meetings ever held in this country.\n\nTo the eye of the superficial observer beginnings are always unimportant;\n\nbut whoever\n\nunderstands the great law of cause and effect, knows that without the feeble beginnings\nthe grandest results could never have been evolved.\n\nHe who now visits the northwestern\n\npart of the state of New York, to see one of the wonders of the world\n\n—may see also a wonder of art not unworthy\n\n—the Falls of Niagara\n\nto be compared with this wonder of nature.\n\nHe may see a vast iron bridge spanning one of the greatest rivers in the world, affording\nthe means of safe transit for any number of men or any weight of merchandise, and poised\n\nhigh up in the serene air hundreds of feet alx)ve the maddened waters below.\nthis\n\nHow was\n\nponderous structure stretched from abutment to abutment across the raging flood ?\n\nHow was it made so strong as to bear the tread of an army, or the momentum of the rushIts beginning was as simple as its termination is grand.\nA boy's play-\n\ning steam car?\nthing, a kite,\n\nwas first sent into the air;\n\nthread a cord;\n\nto the cord, a rope;\n\nto this kite was attached a silken thread, to the\n\nto the rope, a cable.\n\nWhen the toy fell upon the\n\nopposite side, the silken thread drew over the cord, and the cord the rope, and the rope\nthe cable, and the cable, one after another, great bundles or fascia of iron wire;\n\nand these\n\nbeing arranged, side by side, and layer upon layer now constitute a bridge of such massiveness and cohesion, that the mighty genius of the cataract would spend his strength upon\nit\n\nin vain.\n\nThus,\nfirst\n\nmy friends, may great results be educed from small beginnings.\n\nI^et\n\nthis\n\nmeeting of the National Association of the Friends of Education be like the safe and\n\nsuccessful sending of an aerial messenger across the abyss of ignorance and superstition\n\nand crime, so that those who come after us may lay the abutments and complete the moral\narch that shall carry thou.sands and millions of our fellow-beings in safety and peace above\nthe gulf of perdition, into whose .seething floofis they would otherwise have fallen\n\nand\n\nperished!\n\nThe suhscfjucnt history of this mnvemcnt so .uispic iouslv hcj^un is set\nforth in the following sketch ljy Professor\n\nMonroe.\n\nAMh.KICAX ASSOCIAriON FOR\n\nI III:\n\nAl>\\\n\nA.MIM l\\ T OF\n\nRDUCATIOX\nWILL S. MONROK, STATK NORMAL .SCHOOL, WKSTFIKLI), MASS.\n\nThe Americiin Association for the Arlvancement of Kducation, the parent\nof the Natir)nal Teachers' Association\n\nand the gr.in(l|)arent of the National\n\nEducational Association, (jriginated in a meeting hi Id in\n\nl'liihi(Ieli)hia in\n\n1849.\n\n"}
{"page": 484, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n472\n\nThe first meeting was in response to a call for a\n\n'*\n\n[Historical\n\nNational Convention of the\n\nFriends of Common Schools and of Universal Education,\" and was signed\n\nby thirty-seven representative schoolmen, twelve of whom were state superintendents of pubhc instruction and several were presidents of colleges.\n\nThe\n\npurpose of the convention, as stated in the preliminary call, was \"that the\ngreat cause of popular education in the United States may be advanced and\n\nthe exertions of its friends strengthened and systematized by mutual consultation and deliberation.\"\n\nTwo meetings were held in Philadelphia; the first, October 17, 18, and 19,\n1849, and the second, August 28, 29, and 30, 1850, under the auspices of the\n\nconvention of the Friends of Common Schools and of Universal Education.\n\nHorace Mann (i 796-1859), then secretary of the State Board of Education\nof Massachusetts, presided at the first meeting, and Ehphalet Nott (i 773-1866),\n\npresident of\n\nUnion\n\nThe printed\n\nCollege, presided at the second meeting.\n\nProceedings of the first meeting cover 40 pages, and of the second meeting,\n\n\"School Organization and\n175 pages. Among the topics discussed were\nSupervision;\" \"Normal Schools and Teachers' Institutes;\" \"Moral and Reli:\n\n\"The Grad\"The Teaching of Phonetics;\" \"School Funds;\" \"The\n\ngious Instruction ;\" \" Evening Schools ;\" \" School Architecture ;\"\ning of Schools;\"\n\nSmithsonian Institution;\"\n\n\"Plan\n\nof a National Teachers'\n\nOrganization,\"\n\nAmong those who participated in the proceedings were Henry Barnard,\n\netc.\n\nJohn Griscom, Joseph Henry, Alonzo Potter, Gideon\nHart, Nathan Bishop, and John Kingsbury.\nAt the second Philadelphia meeting (1850)\n\nit\n\nF.\n\nThayer, John\n\nS.\n\nwas resolved to adopt a\n\npermanent constitution and to take the name of the American Association\nfor\n\nthe\n\nAdvancement\n\nof Education.\n\nAlonzo Potter was chairman of the\n\ncommittee on a constitution for the organization of the new association.\n\nThe\n\nmembership fee was fixed at two dollars, and it was provided that annual\nsessions, of not less than four days, should be held during the month of August.\nThe third meeting (first under the new organization) was held at Cleveland,\nAugust 19, 20, 21, and 22, 1851. Alonzo Potter (1800-65), then a bishop in\nPhiladelphia, presided.\n\nThe\n\ntopics\n\nSpirit of the Age upon Education,\"\n\ndiscussed included \"Influence of the\n\nby Samuel P. Bates (1827-\n\n),\n\nsuper-\n\n\"The Use of School Libraries,\"\nby Professor Daniel B. Reid (1805-63), of the University of Indiana; \"The\nOffice and Influence of Women in Education,\" by Professor Agnew of the\nUniversity of Michigan. Among others who participated in the proceedings\nintendent of schools in Crawford County, Penn\n\n;\n\nJames Johonnot, Samuel S. Greene, Loren Andrews, Asa D. Lord,\nMayhew, and Samuel Galloway. The Proceedings and Journal of this\n\nwere:\nIra\n\nmeeting were printed in a pamphlet of 146 pages.\n\nBishop Alonzo Potter also\n\npresided at the fourth meeting held at Newark, N. J., August 10 to 13, 1852.\n\nAmong the notable papers and addresses were the following: \"Value of\nEducational Periodicals,\" by\n\nThomas Henry Burrows (1805-71), superin\"The True Function of Text-\n\ntendent of public instruction in Pennsylvania;\n\n"}
{"page": 485, "printed_page": null, "text": "Chapter]\n\nASSOCIATIOyJ FOR ADVANCEMENT OF EDUCATION\n\n475\n\nbooks,\" by George Barrell Emerson (i 797-1881), principal of a girls' school\nin\n\nBoston; \"School Discipline,\" bv Asa D. Lord (1816-75), superintendent\n\nof schools at\n\nColumbus, Ohio; \"Cultivation of Taste and Imagination,\" by\n\nBarnas Sears (1802-80), secretary of the State Board of Education of Massa-\n\n\"Etymology,\" by Professor Samuel Stchman Haldeman (1812-80),\n\nchusetts;\n\nof the University of Pennsylvania, and \"School Architecture,\" l)y William D.\n\nSwan (1809-64), principal of a grammar school in Boston.\nThe fifth meeting was held at Pittsburg from August 9 to 12, 1853. Joseph\nHenry (i 797-1878), the director of the Smithsonian Institution at Washington,\n])resided, and his presidential address on the \"Objects of the Smithsonian\nInstitution\" was a notable paper.\nSeveral Englishmen were in attendance,\nand C. \\\\'entworth Dilke of London spoke on \"Agricultural Education in\nEngland\" and \"The School of Arts in London.\" \"The Care and Training of\nBackward Children\" was discussed by James B. Richards (1817-86) of the\nPennsylvania school for feeble-minded; and there were papers and addresses\non: \"The Teaching of Drawing;\" \"The Use of Museums in Science Work;\"\nand \"The Education of Girls.\"\n\nThe sixth session of the association was held at Washington, December\n26 to 29, 1854, with Alexander Dallas Bache (1806-67), president of Girard\nCollege, as president.\n\nJohn S. Hart (1810-77), principal of the Philadelphia\n\"The Study of the Anglo-Saxon Languages;\"\n\nhigh school, read a paper on\n\nHenry Barnard (1811-1900) gave an account of the educational congress and\nZalmon Richards (181 1-99), of Washing-\n\nexhibit held that year in London;\n\nand W. P. Ross gave a paper\n\nton, discussed \"Mental and Moral Discipline;\"\n\non \"The State of Education among the Cherokee Indians.\"\n\nThe seventh meeting was held in New York City, August 28 to 31, 1855,\nwith Henry Barnard (1811-1900), commissioner of common schools in Connecticut, as president.\n\nThis was in some respects the most important session\n\nthus far held.\n\nThe late Bishop Frederic Dan Huntington (1819-1905), then\n\na pnjfessor in\n\nHarvard College, gave his classic, \"Unconscious Tuition,\" at\n\nthis\n\nmeeting.\n\nThe subject of \"A National\n\nUniversity\" was discussed by Alexander\n\nDallas Bache (1806-67), Professor Samuel S.\n\nHaldeman (1812-80), Charles\n\nHrooks (1795-1872) and Professor Benjamin Peirce (1809-80). President\nHenry Philii]) Tappan (1805-81), of the University of Michigan, gave an account of the recent educational movements\n\nin\n\nEurope.\n\nProfessor Denison\n\nOlmsted (1791-1859), of Yale College, discussed \"Democratic Tendencies\nin Science.\"\nCharles Brooks (1795-1872), a leader in the New England\nnormal-school movement, gave a comprehensive paper on \" Moral Education.\"\nPresident Frederic k A. P. Barnard (1809 89), c)f the I'niversity of Mississippi\n\n(and later of (\"olumbia University), outlined needed improvements in Aintri-\n\ncan colleges.\n\nJohn George Hodgins (1821-\n\neducation\n\nin\n\nOntario,\n\nsubject\n\nccjmpulsory religious instruction\n\nc»f\n\n),\n\n(lei)Uty su|)erintcn(l(nl\n\nreviewed educational conditions\n\nin\n\nCanada.\n\nof\n\nThe\n\nin the schctol occ upiecl three scs-\n\n"}
{"page": 486, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n474\n\n[Historical\n\nsions and called forth the keenest discussion in the history of the association.\n\nProfessor Charles\n\nDa vies (i 798-1 876), of the Albany Normal School, intro-\n\nduced the resolution, which, after a vigorous discussion by Superintendent\n\nSamuel S. Randall (1809-81), of New York City, Principal William Harvey\n(1812-85), of the Westfield Normal School, Ethan A. Andrews\n\nWells\n\n(i 787-1858),\n\nGorham D. Abbott (1807-74), of New York, Bishop Potter,\n\nProfessor Huntington and others, was (with the amendments) laid upon the\ntable.\n\nThe eighth meeting was held at Detroit, August 12 to 15, 1856, with Chancellor Henry P. Tappan (1805-81), of the University of Michigan, as president.\n\nHenry Barnard (1811-1900), the retiring president, gave three addresses:\n(i) \"Magnitude of the Educational Interests of the United States;\"\n(2)\n\"Extension of the System and Agencies of Public Instruction in the Several\nPresident Charles White of\nStates;\" and, (3) \"Reformatory Education.\"\n\nWabash College, Indiana, presented a paper on \"The Relation of Education\nProfessor A. S. Welch (1821-89), of the Michigan Normal\nmade a plea for \"A Higher Order of Instruction,\" and President\nTappan gave a paper on \"The Educational Views of John Milton.\" This\n\nand Religion.\"\nSchool,\n\nwas the last meeting of the association concerning which I have been able to\nget detailed information. In the educational journals of the day I find announcements of a ninth meeting held in New York City in 1857, and a tenth at\nAlbany in 1858; but I have been unable to obtain records of either of these\nmeetings.\n\nThe National Teachers' Association, discussed elsewhere in this\n\nvolume, was organized in 1857 and naturally absorbed the American Association for the Advancement of Education.\n\nIII.\n\nOTHER EDUCATIONAL ASSOCIATIONS\n\nThe logical order of development would require that the history of the\nNational Educational Association follow the historical sketch of the American\nAssociation for the Advancement of Education, but it is deemed best to insert\n\nhere sketches of other associations and agencies, national and semi-national,\n\nwhich during the past fifty years or more have contributed to national educational progress.\n\nThe oldest of these associations, the American Association for the Advancement of Science, is the successor of the Association of American Geologists\nwhich was organized in Philadelphia in 1840, and reorganized as the A. A.\nA. S. in the same city in 1848.\n\nIt\n\nhas held annual sessions from 1840 to this\n\ndate, 1907, except during the five years of the Civil War, from 1861 to 1866.\n\nThe following historical sketch was prepared for this volume by Dr. L. O.\nHoward, the permanent secretary:\n\n"}
{"page": 487, "printed_page": null, "text": "ASSOCIATION FOR ADVANCEMENT OF SCIENCE\n\nChapter]\n\n475\n\nTHE AM ERICA X ASSOCLITION FOR THE ADVAXCEMENT\nOF SCIEXCE (1838L. O.\n\n)\n\nHOWARD, PERMANENT SECRETARY, WASHINGTON, D. C.\n\nThis organization, which represents for America the held covered by the\nBritish Association for the\n\nAdvancement\n\nof Science\n\nand the French and\n\nGerman associations of similar character, is at the present time composed of\nsome four thousand two hundred members and fellows, representing all sections\nof the United States and including many Canadian members, some Central\nAmerican members, and many Americans resident in different parts of the\nworld.\nThe fellows of the Association comprise, in the words of the constitution, \"such of the members as are professionally engaged in science, or\nhave, by their labors, aided in advancing science.\"\n\ntime 1,864 fellows.\n\nand its component sections are as follows:\nPhysics;\n\n(b)\n\n(c)\n\nChemistry;\n\nGeology and geography;\n\nand economic\n\nSocial\n\nThere are at the present\n\nThe field covered by the Association is a very large one\n\n(/)\n\n(d)\n\n(k)\n\nMathematics and astronomy;\n(e)\n\nAnthropology;\n\n(i)\n\nZoology;\n\nscience;\n\n(a)\n\nMechanical science and engineering;\n(g)\n\nBotany;\n\nPhysiolog}-\n\n(//)\n\nand experimental medicine.\n\nThe Association, moreover, has under consideration at the present time the\naddition of psychologj- to section //, making it \"Anthropology and psychology,\"\n\nand the formation of an additional section, namely (/) Education.\n\nThe Association had its beginnings in 1838 in a correspondence between\namong whom were Professor Edward Hitchcock,\n\ncertain leading geologists\nof Amherst,\n\nHenry Darwin Rogers, of Philadelphia, and the four New York\n\ngeologists, W. \\V. Mather, Ebenezer Emmons, Lardner V'anuxcm, and James\n\nHall,\n\nand the paleontologist, T. A. Conrad.\n\nThe latter live gentlemen held\n\na meeting in 1838 at the house of Dr. Emmons in Albany, and agreed to bring\n\ntogether an organization of scientific\n\nmen by means of correspondence.\n\nIn\n\n1840 the Association was founded at Phila(k'li)hia on Aj)ril 2, in the rooms of\nFranklin Institute, and the name adoi)tctl was \"The Association of Aiiuriian\n\nWith the adojjtion of a constitution at the third annual meeting\n\nGeologists.\"\n\nthe title was changed to \"The American Geologists and Naturalists,\" indicat-\n\ning a desire for a broader scope.\ntitle\n\nThe aiuuial meetings continued undrr ilii>\n\nuntil 1848 when on acc(junt of the increased interest in certain\n\nbranches\n\nof science, notably mathematics, astronomy, physics, chemistry, ethnology,\nzoiilogy, and botany, a\n\nwidening of the sc<)j>e of the Association seemed to be\n\nnecessary and with it a\n\n(\n\nAmeritan\n\nhange of name.\n\nAt the Boston meeting of the Asso-\n\nand Naturalists, in 1847, it was resolved tt)\nenlarge the .scope of the exi.sting society and devi-lo]) its organization so that\nother workers might be in( hided, and the machinery was put in operation to\n\nciation of\n\ncfTe< I\n\n(ieologi>ts\n\nthe transformation.\n\nTiierefore, in 1848, the first meeting of the .Ameri-\n\ncan Association f<tr tin- .Advancement of Sc iciuc, as such, was held, on Sep-\n\ntember\n\n20,\n\nin\n\nPhiladelphia, with a meniber>liip of\n\nwere held until i86i.\n\n'J'he\n\n.\\(>i.\n\nAnnual nuelings\n\nmeeting in i860 had been held at New|)orl, R. I.,\n\n"}
{"page": 488, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n[Historical\n\nwith 135 members in attendance and a membership of 644.\n\nThe meeting\n\n476\n\nfor 1861 had been phmned for Nashville, Tenn., but owing to the breaking-out\n\nof the Civil War this plan was abandoned, and on account of the unfortunate\n\ncondition of the country for the next five years no meetings were held.\n\nIn\n\n1866, however, sessions were resumed on August 15, at Buffalo, with an attend-\n\nance of 79 and a listed membership of 637.\n\nSince that date there has been\n\nat least one meeting a year down to the present time.\n\nThe objects of the Association, as set forth in the constitution, are \"by\nperiodical\n\nand migratory meetings,\n\nto\n\npromote intercourse between those\n\nwho are cultivating science in different parts of America, to give a stronger\nand more general impulse and more systematic direction to scientific research,\nand to procure for the labors of scientific men, increased facilities and a wider\nusefulness.\"\n\nFor a few years the greatest possible simplicity was maintained\n\nin the organization, the officers being president, secretary, and treasurer.\n\nIn\n\n1872 two sections were established, a and h, with a vice-president for each\nsection.\n{b)\n\nThese sections were (o) Mathematics, physics, and chemistry, and,\n\nNatural history.\n\nIn 1882 nine sections were established, which correspond\n\nwith those listed above, from a to h, with the exception that instead of {g)\nBotany, there was {g) Microscopy.\nIn 1886 the section of microscopy was\ngiven up and botany was split off from Section /, which, up to that time, had\n\nbeen a section of biology. There is now a vice-president for each of the sections\nand a secretary also for each section. The vice-president is elected annually\n\nThe secretaries of the sections\nThe permanent secretary and the\n\nand delivers an address on retiring from office.\nare elected for terms of five years each.\n\ntreasurer are elected also for terms of five years each.\n\nAll of the formal legis-\n\nlation of the Association is enacted by its Council, which is composed only of\nfellows, and on the Council a certain degree of permanence is assured by the\n\nelection of the fellows\nitself for terms of\n\nfrom each section and of fellows also by the Council\n\nthree years.\n\nOf late years the interest of scientific speciahsts in the Association has\nbeen divided by the founding of many national scientific societies of specific\n\nand restricted scope, such as the great engineering societies, the American\nChemical Society, the American Physical Society, the Society of American\nGeologists, and others.\nIt has resulted from this that interest in the work\nof the sections has fallen off to some extent, but the desire on the part of members not only to associate with specialists in their particular department of\n\nwork but to affiliate with specialists in other branches of scientific investigation has rendered the meetings of the Association even more numerously\nattended than before.\n\nThe founding of these societies has also brought \"about\n\nanother condition of affairs which has resulted in the establishment of many\nof these organizations as societies affiliated with the\n\nAmerican Association.\n\nA specific society of sufficiently high aim may be made an affiliated society\non vote of the Council of the American Association and is then entitled to\nepresentation on the Council of the A. A. A. S., so that this Council as at\n\n"}
{"page": 489, "printed_page": null, "text": "—\nASSOCIATIOX FOR ADVAXCEMENT OF SCIENCE\n\nChapter]\n\npresent constituted\n\nis\n\nthe broadest\n\n477\n\nand most representative body of active\n\nscientific workers in existence in the United States.\n\nThe publications of the Association consist of an annual volume of Proceedings, and the weekly journal Scioice has since 1900 been the official organ\nof the Association and publishes all its reports and notices.\n\nmembers of the Association.\nS5;\n\nfee,\n\nand annual dues $3.\n\nIt is sent free to all\n\nThe fees are: life membership, $50; entrance\nThe meetings of the Association are migratory\n\nand the more recent ones have been held in the following cities; 1894, Brook1S95, Springfield;\n\nlyn;\n\n1896, Buffalo;\n\nColumbus; 1900, New York\n\n;\n\n1\n\n1897, Detroit;\n\n1898, Boston;\n\n1899,\n\n901, Denver; 1902, Pittsburg; 1903, Washing-\n\nton; 1904, St. Louis; 1905, Philadelphia; 1906, New Orleans; 1906 (summer)\nIthaca.\n\nDown to the time of the Pittsburg meeting (June, 1902) the Association\nmet in the summer, but, beginning with the Washington meeting, the so-called\n\"convocation week\" was established, viz., the week in which the first day of\nJanuary falls, and the annual meetings have since been held during that week.\n.\\n occasional e.xtra summer meeting like that held June 27-July 3, 1906, at\nIthaca, may be held.\n\nConsidering the Association of American Geologists and Naturalists as\nessentially the same organization as the American Association for the Advance-\n\nment of Science, there is then a history of 66 years to cover in any account of\nIt is safe to say that all American scientific\nthe activities of the Association.\n\nmen of prominence have been connected with it, and it is also safe to say that\nnearly all of the great scientific discoveries during that ])criod have been an-\n\nnounced at its meetings.\nits\n\nIts position at the present time is a strong one, and\n\nintluence toward the advancement of science is greater than ever before.\n\nThe present officers are:\nPresident\n\nW. H. Wi.i.cn, Johns Hopkins University, Baltiiiioro, Md.\nVice-Presidents\n\n—\n\nEdward Kasner, C'olunihia University, Nt'w ^ork,\nA. Mathematics and Astronomj\nN. Y.\nB— Physics W. C. Sabine, Harvard University, Cambridge, Mass.\nC Chemistry— Clifford Richardson, 122 E. 34th St., New York, N. Y.\n/^—Mechanical Science and Engineering— W. R. Warner, 1722 Euclid .\\ve., Cleveland,\n\n—\n\n—\n\nOhio.\n\n£— Geology and Geography— A. C. Lane, State Geologi.st, Lan.sing, Mich.\n/•— Zoologj'— E. G. CoNKLiN, University of Pennsylvania, Philadelphia, Pa.\n(;— Botany— I). T. MacDougali., Carnegie Institution, Washington, I). C.\n//— Anthropology— Hudo MOnstkr»er<;, Harvard University, Cambridge, Ma.ss.\n/—Social and E<<jnomi( Science - ('has. A. Ct)NANT, Morton Trust Co., New York, N. Y.\n/C— Physiology and Experimental Medic ine— Simon Ei.exner, Rockefeller Institute,\n\nNew York, N. Y.\nPermanent Secretary\nI,.\n\n0. Howard, Cosmos Club, Washington, I). C,\n\n"}
{"page": 490, "printed_page": null, "text": "—— —\n\n——\n\n——\n\nNATIONAL EDUCATIONAL ASSOCIATION\n\n478\n\n[Historical\n\nGeneral Secretary\nJohn F. Hayford, U. S. Coast and Geodetic Survey, Washington, D. C.\nSecretary of the Council\nF. W. McNair, Michigan School of Mines, Houghton, Mich.\n\nSecretaries of the Sections\n\n—Mathematics and Astronomy—L. G. Weld, University of Iowa, Iowa\nIowa.\nB — Physics Dayton C. Mileer, Case School, Cleveland, Ohio.\nC— Chemistry Charles L. Parsons, New Hampshire College, Durham, N. H.\nD —Mechanical Science and Engineering Wm. T. Magruder, Ohio State University,\nA\n\nCity,\n\nColumbus,\n\nOhio.\n\nE— Geology and Geography Edmund O. Hovey, American Museum of Natural\nHistory, New York, N. Y.\n\nF—Zoology — C. JuDSON Herrick, Denison University, Granville, Ohio.\nG— Botany Francis E. Lloyd, Department of Botanical Research of the Carnegie\nInstitution of Washington, Tucson, Arizona.\n\nH—Anthropology George H. I*epper, American Museum of Natural History, New\nYork, N. Y.\nI\n\n—Social and Economic Science John Franklin Crowell, The Wall Street Journal,\nNew York, N. Y.\n\nK— Physiology and Experimental Medicine\n\nWm. J. GiES, Columbia University, New\n\nYork, N. Y.\n\nTreasurer\nR. S. Woodward, Carnegie Institution, Washington, D. C.\n\nThe present constitution of the Council is as follows:\nThe Council shall consist of the past presidents, and the vice-presidents of the last\ntwo meetings, together with the president, the vice-presidents, the permanent secretary,\nthe general secretary, the secretary of the Council, the secretaries of the sections, and the\ntreasurer of the current meeting, of one fellow elected from each section by ballot on the\nfirst\n\nday of its meeting, of one fellow elected by each affiliated society, and one additional\n\nfellow from each affiliated society having more than twenty-five members who are fellows\n\nof the Association, and of nine fellows elected by the Council, three being annually elected\nfor a term of three years.\n\nThe members present at any regularly called meeting of the\n\nCouncil, provided there are at least five, shall form a quorum for the transaction of busi-\n\nThe Council shall meet on the day preceding each annual meeting of the Associaand arrange the program for the first day of the sessions. The time and place of\nthis first meeting shall be designated by the permanent secretary.\nUnless otherwise agreed\nupon, regular meetings of the Council shall be held in the Council room at 9 o'clock A. M.,\non each day of the meeting of the Association. Special meetings of the Council may be\ncalled at any time by the president.\nThe Council shall be the board of supervision of\nthe Association, and no business shall be transacted by the Association that has not first\nness.\n\ntion,\n\nbeen referred to, or originated with, the Council.\n\nThe Council shall decide which papers,\n\ndiscussions, and other proceedings shall be published, and have the general direction of the\n\npublications of the Association;\n\nmanage the financial affairs of the Association; arrange\n\nthe business and programs for general sessions; suggest subjects for discussion, investigation or reports;\n\nelect\n\nmembers and fellows; and receive and act upon all invitations\n\nextended to the Association and report the same at a general session of the Association.\n\nThe Council shall receive all reports of special committees and decide upon them, and\nThe Council shall\nappoint at each meeting the following subcommittees who shall act, subject to appeal\n\nonly such shall be read in general session as the Council shall direct.\n\nto the whole Council, until their successors are appointed at the following meeting:\n\nPapers and Reports;\n\n2,\n\non Members;\n\n3,\n\non Fellows.\n\ni,\n\non\n\n"}
{"page": 491, "printed_page": null, "text": "AMERICAN LIBRARY ASSOCIATION\n\nChapter]\n\n479\n\nThe relation of public libraries to public education has long been regarded\nThe following\n\nas one of the most important problems of national education.\n\nsketch by Mclvil Dewey, of the American Library Association, sets forth the\norigin and progress for thirty years of an important new movement in education.\n\nAMERICA X LIBRARY ASSOCIATION: ORGANIZED 1876, INCORPORATED 1879\nMELVIL DEWEY, LAKE PLACID CLUB, ESSEX CO.,\n\nN. Y.\n\nThe A. L. A. is the organized expression of the conviction that education\nis\n\nin\n\ntwo distinct parts of equal importance.\n\nschools from kindergarten to university,\n\nAttention has been focused on\n\nand pedagogs, parents, press, and\n\npublic have thought of them as a complete system, but for most citizens the\n\nschools can do pathetically little.\n\nThe industrial masses have an average of\n\nonly four or five years of schooling; perhaps five in one hundred get secondary\ntraining,\n\nand possibly one in one hundred, higher education.\n\nThe masses\n\nare taught at best only to read, many merely like parrots, never acquiring\nthe art of drinking the author's ideas from the printed page, tho they may pass\ntests for illiteracy.\n\nThey go out as breadwinners, and their education, if they\n\nget anything beyond the pitiful smattering of these four or five years, must be\n\ngained from the library and its close allies, museums, study clubs, extension\nteaching, with tests and credentials for home work, all of which the new move-\n\nment more and more treats as integral parts of the library system.\nNever has there been such a demand for education from adults who ha\\e\nlong been out of school, as evidenced by full pages of high-priced magazine\nadvertising\n\nof\n\ncorrespondence and\n\nother\n\nhome education schemes.\n\nHun-\n\ndreds of thousands are not only working hard evenings and holidays, but also\n\npaying from meager earnings tuition enough to meet all expenses and yield,\n\nsome cases, enormous profits, while our schools receive countless milhons\nendowments and from taxes before they are able barely to meet expenses.\n\nin\nin\n\nExistence of the need is proved, experience shows also that this second half\nof educati(m can be given efi'ectively and at practicable cost only thru a general\n\nsystem of libraries, receiving as uncjuestioncd a su]»i)<)rt fmni pul)h'c funds as\nis\n\ngiven now to schools.\nIn fact the library\n\nmovement is repealing in a inarNclous way, sti|) l)y\nmovement: foundation and sup-\n\nstep, the exact history of the pul)lic-scho()l\nj)ort\n\nby individuals, cordial recognition as a jjubhc necessity, favoring laws,\n\nestablishment of state\nfor\n\n(k-parlmenls, library appropriations, training-schools\n\nlibrarians as for teachers, state aid, reports,\n\nstudied closely the parallel\n\nis\n\nastonishing.\n\nand inspection.\n\nAs\n\nit\n\nis\n\nKxpcrience thus conlirms the\n\ntheory that schools and libraries are the two halves of public education.\n\n-Thru\n\nthem the state must protect itself against its deadliest foe, ignorance.\n\nThe\n\n[)ublic library has the same sanction as the public s(hf)o|.\n\nnecessity to foster and liberally supjxtrt the one as the other.\n\nThere is the same\n'J'he state raises,\n\n"}
{"page": 492, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n480\nas\n\nits\n\nchief crop,\n\nKnowledge is power.\n\nmen.\n\nIgnorance\n\n[Historical\n\nis\n\nTo\n\npoverty.\n\nhave its citizens stand on the shoulders of all their predecessors and utiHze\nthe wisdom and experience of all the ages, means more than successful armies\n\nBooks and brains are better than battleships and\n\nor inexhaustible mines.\nbig battalions.\n\nA total readjustment of point of view is necessary for most people. When\none says that the library is a valuable and useful adjunct to the school, putting\nit\n\non the same plane as laboratory or gymnasium, he wholly lacks that broad\n\nconception of education in which the library is recognized, not as something\ndesirable, but as\n\nan absolutely necessary complement to the schools in any\n\nsatisfactory educational system.\n\n\"School education\" is carried on by elementary and high schools, colleges,\nprofessional and technical schools, and universities, all assuming that attend-\n\nance on their courses\n\nis\n\nthe student's\n\nmain\n\nbusiness.\n\n\"Home education\"\n\ninvolves no change of residence or interruption of regular vocations, but centers\n\nround the library, no longer limited to its etymologic meaning, for it now\nincludes not only books but also\ntests,\n\nand\n\ncredentials.\n\nmuseums, study clubs, extension teaching,\n\nUsing these words\n\nin\n\nfurnish the education that comes from reading,\n\ntheir\n\nbroad senses,\n\nseeing, clubs\n\nwhat comes from mutual\n\nattendance.\n\nLibraries\n\nthe young.\n\nLibraries are for adults as well, including\n\ngrave.\n\nhelp.\n\nSchools work with those in\n\nwork with those at home.\n\nSchools are for a limited course.\n\nlibraries\n\nmuseums what comes from\nSchools are chiefly for\nall\n\nfrom cradle\n\nLibraries are for all of life.\n\nto\n\nSchool\n\nwork is compulsory, at least in the lower grades, and is duty under a master.\nLibrary work is optional, and is pleasure under a friend. It calls for joyous\nexercise of the intellectual powers,\n\nwhich always gives most rapid and satis-\n\nfactory development.\n\nThe great function of the teacher, to which he should bend every energy,\nis\n\nto give his pupils a strong taste for reading.\n\nMuch of the best will follow.\n\nHuxley wisely said that to teach boys and girls to read without provision for\n\nwhat that reading shall be is as senseless as to teach them the expert use of\nknife, fork,\n\nand spoon with no provision for their physical food.\n\nThe eye rather than the ear is the great gate to the human soul.\nideas\n\nand\n\nideals are chiefly\n\ndrawn from reading.\n\nMost\n\nBooks, magazines, and\n\npapers more than sermons, addresses, or conversation, set in motion the effective currents.\n\nInvestigations by educational experts as to\n\nwhat most influ-\n\nenced the hves of children showed that it was neither father nor mother nor\nschool, but their reading.\n\nBy common consent the supreme thing in educa-\n\ntion is character building; but character grows out of habits, habits are based\n\non actions, actions on motives, and motives on reflection.\n\nBut it is reading\nthat\nis\ntherefore\nmost\ninfluential\nmakes\nmost\npeople\nreflect\nand\nin buildthat\nsupreme\nthing,\ncharacter.\nA\ncompetent\nand\nenthusiastic\nlibrarian\ning that\nshape\nthe\nreading,\nthru\nit\nthe\nthought,\nwith\nits\nincalculable\nlargely\nand\nmay\nThe old library was a\ninfluence on character, of his whole community.\n\n"}
{"page": 493, "printed_page": null, "text": "AMERICAX LIBILIRY ASSOCIATION\n\nChapter]\n\nreservoir concerned chiefly with gathering material.\n\n4S1\n\nIn our generation the\n\na fountain.\n\nWith every generation the\n\ncomparative importance of reading increases.\n\nMany delegates to meetings\n\nreservoir has been\n\nchanged\n\ninto\n\nand conventions, even when deeply interested, seldom listen to papers and\naddresses, because they can get the ideas so much more quickly and clearly\nlater\n\nfrom print.\n\nThe eye can sweep rapidly over matters of little interest,\n\ndwell on points of importance, go back to verify preceding statements;\n\nso\n\nthat in much less time much more is gained.\n\nOn the material side evidence is just as conclusive.\nfactor in the marvelous evolution of the race.\n\nThe book is the chief\nThe brute has not the divine\n\nWe admire the wonderful instincts of bird, or fox, or squirrel,\n\ngift of speech.\n\nbut with minor variations they are the same that their ancestors have had for\na\n\nthousand generations.\n\nThe savage with speech and without books passes\n\non something of his acquired knowledge from father to son, but the developCivilized man has become as a god in what he dares and does,\n\nment is slow.\n\nbecause he stands on the shoulders of all his predecessors and\n\nutilizes the\n\nwork of millions of men in thousands of years.\nFor a dwarf on a dead giant's shoulders sees more\n\nThan the Hve giant's eyesight availed to explore.\n\nThe Indian stripped the birch and built his bark canoe in a day.\nfelled a tree across the stream\n\nand his bridge was done.\n\nHe\n\nBut our sons have\n\ntaken the skill and knowledge of their fathers and increased it, each beginning\n\nwhere the other left ofl\".\n\nThey ijuild a Brooklyn bridge or a ship, either of\n\nwhich costs as much as the land, houses, and furniture of fifty average villages.\nAll this has\n\nbeen possible because the accumulated skill and knowledge has\n\nbeen preserved in print and passed on from generation to generation, so that\n\nwe may\n\nfairly\n\nsay that the lofty pedestal of our civilization\n\nis\n\nbuilt\n\nup of\n\nprinted sheets of paper.\nIt is\n\nof\n\na su]jreme concern to jjrovide for cnir ])eo|)le the best of ihe likTalure\n\n[X)wer,\n\nwhich inspires and builds character, and\n\nknowledge, which informs and builds ])rosperity.\ntively\n\nof\n\nllie\n\nThis can\n\nand economically only thru free public libraries.\n\n.\\\n\nl)e\n\nliterature of\n\ndone effec-\n\nlimited\n\nnumber\n\ncan buy or hire their books, but experience has proved that knowledge nuist\nbe as free as air or water, or it is fearfully handicaj)ped; and the state cannot\nafford to allow\n\nany obstacle to remain between a citizen and his desire for\n\neither inspiration or infcjrmation.\n\nSupremely\n\nim|)()rtant\n\nis\n\nthe selection\n\nand supervision of reading.\nnew volumes each\n\na half-dozen nations producing 60,000 to 70,000\nbesides the millions already published, it\n\nis\n\n\\\\ iih\n\nyear,\n\npossible even in a great library,\n\nwith trained bibliographers and careful study and organization, only to apjiro.xi-\n\nmate in the elTort to supply each reader with what is then and there and to\nhim most valuable. It is the chief work of the American l.il)rary A.ssociation to help its members with su( h fac ilities as they can ((unniand to g»t eai h\n\nyear nearer tliis ever-rem(jte ideal.\n\n"}
{"page": 494, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n482\n\n[Historical\n\nORIGIN\nEarly in 1876 a firm believer in the great work just opening before libraries\nas an educational force, and demanding organization and active co-operation,\n\nThe\n\nlaid out a definite campaign on a plan steadily followed for thirty years.\n\npublic was to be educated to the superlative importance of the library, the\nlongest lever with which human hands have ever pried.\n\nThere was needed\n\nat once\n\nA monthly journal to focus and interchange results of experiment and experience,\n\n1.\n\nto record progress in the whole library field,\n\nand to keep all earnest workers in constant\n\ntouch with the leaders.\n\n3.\n\nA national, and, later, state and local organizations.\nA professional training-school for librarians and assistants.\n\n4.\n\nA library bureau as a business supplement to the purely educational agencies.\n\n2.\n\nIn carrying out this comprehensive plan, the American Library Journal\nissued\n\nits\n\nfirst\n\nnumber September,\n\neditors twenty recognized leaders in\n\n1876, having as\n\nits\n\nboard of associate\n\nAmerican librarianship.\n\nA year later at the International Library Congress in London,\n\nit\n\nwas\n\nmade the official journal for the United Kingdom, and the word American\nThis library journal, now in its thirty-second\nwas dropped from its title.\nyear of monthly pviblication, like each of the other agencies has done well the\ngreat\n\nwork for which it was planned.\n\nfully\n\nmet its expenses, but was prohibitive to many, so that in 1896 to meet\n\nthe\n\ndemand for an inexpensive periodical Public Libraries was started as\nWith its resulting much larger circulation, it has\n\nIts subscription price of\n\n$5 never\n\na monthly at $1 a year.\n\ndone a great work, especially for smaller libraries.\nAnother pressing need was organization of those interested.\n\nThe founders\n\nof the journal therefore called a library conference in connection with the\n\nPhiladelphia\n\nCentennial\n\nExposition.\n\nHearty\n\nresponses\n\nfrom\n\nprominent\n\nlibrarians led to press announcements and special invitations, thru the U. S.\n\nBureau of Education, to American and leading foreign\n4,\n\nlibrarians.\n\nOctober\n\n1876, 103 enthusiastic librarians met in Philadelphia and spent three days\n\ncomparing methods and actively interchanging views and experience.\n\nThe great practical benefits derived and the possibilities of progress and\ninfluence suggested by this\n\nfirst\n\nmeeting convinced the most skeptical, and\n\nOctober 6, 1876, the American Library Association was permanently organized.\n\nGROWTH\nA. L. A. influence for some years extended little beyond its own active\n\nmembers.\n\nExcept for the devotion and self-sacrifice of individuals the A. L.\n\nA. and Library Journal would have been abandoned in the first half-decade.\n\nThen the leaven that had been quietly working began to show itself in improved library methods.\nin\n\nmany libraries.\n\nSimilar plans were adopted for conducting work\n\nCo-operative work in\n\nclubs were formed in various cities.\n\nmany lines was started.\n\nLibrary\n\nLibrary associations were organized for\n\n"}
{"page": 495, "printed_page": null, "text": "...\n\nAMERICAN LIBRARY ASSOCIATIOX\n\nChapter]\n\nmany states.\n\nAll this, ho\\Yever,\n\n483\n\nwas done by those directly mniurictl with\n\nWhen a lil)rary commission was formed by legislative action, it\n\nlibraries.\n\nwas the first formal state recognition of the library as a necessary part of the\neducational system.\nyears old,\n\nAt last the American Library Association, now\n\nthirty\n\ngenerally recognized as one oi the great educational forces oi\n\nis\n\nour country.\n\nThus the national organi/.atit)n of 1876 has been sui)plemented by state\nassociations for more specific work pertaining to single commonwealths, and\n\nthese in turn are sujiplemented by organized efTorts of local clubs devoted to\n\nthe general library interests of a single vicinity.\n\nOBJECT OF A. L. .\\.\n\nThe A. L. A. and its sui)plcmcntary organizations aim to promote the\nwelfare of libraries:\n1. By organization and force of numbers to effect needed legislation and other reforms\nand improvements most of which could not be brought about by individual effort.\nlibrary\n2. By co-operation, to improve results and to lessen labor and expense of\n\nadministration.\n3.\n\nBy discussion and comparison, to utilize the combined experiments and experi-\n\nence of the profession in perfecting plans and methods and in solving difliculties.\n4. By meetings and correspondence, to promote acquaintance and esprit de corps,\nand to advance the common interests of librarians, trustees, and others engaged in library\n\nor allied educational work.\n\nCondensed papers and\nits\n\npractical discussions\n\noccupy the whole time of\n\nmeetings, and the A. L. A. is widely known as [)erhaps the hardest wt)rking\n\nof annual conventions.\n\nRECENT MEETINGS\n\nDate\n\nJohn Cotton Dann\n\ni8g6, Sept. 1-8...\n\n.\n\nAtlanta, Ga\n\n.\n\n\\Vm. Coolidgc Lane\nReuben (iold Thwaitcs....\n\n363\n31S\n94\n404\naiS\n\nMontreal\n\n4.sa\n\nHenry James C.irr\nJohn Shaw Hillings\nJames Kendall llosmer....\n\nWaukesha. Wi.s\nBoston and Magnolia, Mass\n\n460\n1018\n\nNiagara Kails, N. Y\nSt. Louis\n\n684\n\nPortland. Ore\nNarragan-sett Pier, R. I\n\n3 SO\n\n1898 July s-9\n1899 May rj-li...\n1900 June 6-12.\n1901 July 3-10.. ..\nI90J. June 14-20.\n«'>o3.\n\nCleveland\nPhiladelphia\n\nJustin Win.S()r\nHerlKTt I'utnani\n\n\\Vm. How.ini Brett\n\n'\"'^Uuly 13-16.\n.\n\nTotal\nMemAttend- bers\nance\nAdded\n\nHeld at\n\nPresident\n\nJune 23-27.\n\n.\n\n1'utnani\n\nH(04. Oct. 17 -22...\n\nIlerlx-rt\n\nK/3S July 4-8\niyo6, June 29-JUI.6\n\nKrnesl C'u.shman Kichardson\nKrank Pierce Hill\n\nI^ndon (international)\nLakewo<jd-on-Chautauqua, N. Y...\n\nThirty-one have been held from 1876 to 1906.\n\n577\n\nciscr)\n\niind\n\n141\n\n83\n308\n274\n345\n340\n364\n174\n\n801\n\nMeetings in 1878 and 1880\n\nwere omitted and the international meetings of 1S77 and 1897\n\nwere extras.\n\n173\n134\n\nat\n\nLondon\n\nThe whole (ountrv has been covered from Boston to .San Iran-\n\nPortland;\n\nfrom Montreal\n\nto\n\nAtlanta and\n\n\\ew\n\n(\n\n)rleans.\n\n'I'hf\n\nA. L. A. has met twice in Philadelphia, London, Boston, Washington, and St.\nLouis.\n\nIts central lot ation has given\n\nAmerican meetings.\n\nNew York slate eight of the twenty-nine\n\nL.xperience shows June to be\n\ntiie\n\nbest\n\nmonth, and\n\nmeetings usually alternate between West and Last willi an otiasional trip to\n\n"}
{"page": 496, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n484\nthe South.\n\n[Historical\n\nThose held at summer resorts where nearly all members can be\n\ntogether at one hotel prove more profitable and enjoyable than those in cities\n\nwhere delegates are scattered, and where social attentions break into the time\nneeded for constant business meetings and informal conferences. Intense interest\n\nmakes most attendants greatly prefer professional to the most attractive\n\nsocial opportunities.\n\nCONSTITUTION\n\nThe constitution adopted in 1900 includes these provisions:\nThe object is to promote the welfare of libraries in America.\nAny person or institution engaged in library work may become a member\nor fellow by paying the annual dues, $2 for individuals and $5 for libraries,\n\nand others, after election. Any individual member may become a hfe member,\nexempt from dues, by paying $25. For $100 any individual member may\n\nbecome a life fellow, and any institution a perpetual member.\nAll receipts from life and perpetual memberships and life fellowships, and\nall gifts for\n\nendowment purposes, constitute an endowment fund, invested,\n\nand kept forever inviolate, the income only being spent as the council directs,\nusually thru the publishing board.\nAll business is entrusted to the board and council, but the association may,\n\nby a three-fourths vote of those present and voting, take direct action, or\nrevise the action of the board or council, or give them mandatory instructions.\n\nThe president, first and second vice-presidents, secretary, recorder, and\ntreasurer, with the president for the preceding term, constitute this executive\n\nboard and also serve as officers of board and council.\n\nThe president is the representative head of the association, but the secretary\nis\n\nthe active executive officer, elected first for one year, and on re-election for\n\nthree years.\n\nHe has a salary fixed by the council.\n\nThe executive officers,\n\npresident, secretary, treasurer, and recorder, are chosen solely with reference\nto their ability and willingness to serve the association.\n\nThe board administers all business except that intrusted to the council;\nand, in intervals between meetings of association or council, may act on all\nmatters on which it is unanimously agreed.\n\nApproval in writing by every member of council, board, or committee has\nthe force of a vote.\n\nThe president and secretary, with one other member\n\narrange the program for meetings and designate persons to prepare papers,\n\nopen discussions, etc., and decide whether any paper shall be accepted or rejected,\n\nand if accepted, whether it shall be read entire, by abstract, or by title.\n\nThey recommend printing accepted papers entire or to any desirable extent.\nThe board annually appoints committees of five on library training to\ninvestigate the whole subject of library schools and course of study, and report\nresults with recommendations;\n\nof three on library administration to consider\nand report improvements and recommend co-operative plans for greater\nharmony, uniformity, and economy in administration.\n\n"}
{"page": 497, "printed_page": null, "text": "AMERICAN LIBRIRV ASSOCIATION\n\nChapt^r]\n\n485\n\nThe council consists of the executive board and twenty-five members\nelected, five each year, to hdld (office five years.\n\nIt\n\nadopts by-laws and nomi-\n\nnates otTicers for the association, and, may, by two-thirds vote, establish sections\nor promulgate recommendations;\n\nand no resolutions cxcej)! votes of thanks\n\nand on local arrangements can be otherwise jM-omulgatcd.\n\nXine are a council\n\nquorum for routine business, but no section can be established and no recommendation promulgated unless seventeen are present.\n\nCouncil records, so\n\nfar as of general interest, are printed with association proceedings.\n\nThe publishing board of five is appointed by the executive board for\nterms of three years, to secure preparation and publication of such catalogs,\nindexes,\n\nand other bibliographic and\n\ntreasury\n\nis\n\nentirely distinct\n\nlibrary aids as\n\nit\n\nmav a])pn)ve.\n\nIts\n\nfrom that of the association, which is not liable\n\nfor any debts incurred by the board, but money may be api)ropriated from the\n\nassociation treasury for the board's running expenses.\n\nSections are established by the council for discussion, comparison of views,\nand investigations on subjects of special interest to a limited number. No\nauthority is granted any section to incur expense on account of the A. L. A.,\nor to commit it by any declaration of policy.\nAny A. L. A. member eligible\n\nunder section rules may join by registering his name.\nProvision is made for sessions of the various sections at amiual association\nmeetings, and j)rograms are prepared by section officers in consultation with\nthe program committee.\n\nas a\n\nNo person may vote in any section unless registered\n\nmember.\n\nThe section meetings, open to all, provide\n\nspecially\n\neach class of\n\nfor\n\nworkers, and afford more opportunity for discussion of details, leaving the\nregular, or\n\nundivided,\n\nsessions\n\nfree\n\nfor\n\nsubjects\n\nof\n\ngeneral\n\ninterest con-\n\ncerning the entire association.\n\nVarious sections have been formally organized:\nr.\n\n2.\n\nThe college and reference section (since 1889).\nThe catalog section (since 1900).\n\n3.\n\nLibrary work with children (since 1900).\n\n4.\n\nState\n\nlibrary\n\ncommissions section (since 1902), now miTgcd\n\nthe\n\nin\n\nleague of library commissions which continues its i)rogram and work.\n5.\n\nTrustees' .section (since 1890).\n\n|»ractical\n\nMore trustees each year recogiii/.i' the\n\nvalue of having tluir librarians attend the A. L. A., allowing not\n\nonly their time, but also necessary expenses.\n\nMany trustees fmd that\n\nthem also to attend the A. L. A. meetings eac h \\car.\n\ni)ays\n\nc\n\nafjvising with eai h other on their pe( uliar duties, nuitual aid\n\nward cfTK ient discharge of their public trust.\n\nit\n\nBy <)m])aring views, and\nis\n\nrendered\n\nto-\n\nSome meetings of trustees are\n\nheld jointly with librarians interested in su|)ervisory problems;\n\nothers with\n\nonly trustees present, thus favoring joint and separate dix ussion of salaries,\nlaws, vacations, rules for staff, and other (piotions in whit h librarians have a\np(rs()ii;il\n\niiiKre-i\n\nth:ii\n\nmight modify their judgment.\n\n"}
{"page": 498, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n486\n\n[Historical\n\nAFFILIATED BODIES\n\nThese former sections have grown to an organization of their own, with\nkindred aims, meeting with the A. L. A. with which they are formally affiliated.\n\nNATIONAL ASSOCIATION OF STATE LIBRARIES\nThis was started at the A. L. A. St. Louis meeting of 1899, and deals with\nmatters pertaining to state libraries.\n\nall\n\nLEAGUE OF LIBRARY COMMISSIONS\nThis concerns itself chiefly with the problems of small Ubraries.\n\nBoth these organizations deal with the most important library problem\n\nnow before the country, the relation of the state to libraries.\nlegislation, subsidies, state aid,\n\nThis includes\n\nexemption from taxation, public documents\n\nand their distribution, library commissions, traveling libraries, public libraries\ndepartments, annotated lists of best books prepared and distributed by state\nauthorities, and similar questions.\n\nThe results already obtained thru library commissions now established in\nmost states indicate that state recognition and organization are the greatest\nagents of library advancement in the immediate future.\nA. L. A. PUBLISHING BOARD\n\nThis was a section started in 1886 to secure preparation and publication\n\nand other bibliographic and library aids.\n\nof catalogs, indexes,\n\nannual fee of $10 was charged as in a publishing society.\n\nAt first an\n\nLater it had the\n\nincome of an embryo endowment fund, and in 1902 Andrew Carnegie started\nan adequate endowment by giving it $100,000.\nservices outright.\n\nIt\n\nissues\n\nThe board of five give their\n\nbooks greatly needed, but which a publisher\n\nwould decline as likely to be commercially unprofitable.\nthese valuable aids by co-operative effort\nreflects great credit\n\nTo have brought out\n\nand made them self-supporting\n\nThe list of publications and extent of\n\non the board.\n\nsale and usefulness steadily increases.\n\nThese monthly bulletins guide libra-\n\nrians in spending their public money to the best advantage, both in books and\n\nadministration.\n\nThe growing work of the A.\n\nL. A. publishing board at\n\nheadquarters\n\npromises to be the most potent force in increasing the practical efficiency of\n\nmodern library movement.\n\nthe\n\nAMERICAN LIBRARY INSTITUTE\n\nThe latest outgrowth of the A. L. A. is a library senate, for consideration\nby the best authorities of the larger questions of librarianship which cannot\nhave adequate treatment\n\nin general\n\nmeetings where programs must regard\n\nlocality and the many young librarians who come for information and inspiration.\nit is\n\nThe new institute is a kind of library French academy.\n\nElection to\n\nthe highest honor the profession can show its recognized leaders.\n\nIts recently\n\nadopted constitution\n\n(to\n\nbe had from\n\nits\n\npresident, Melvil\n\n"}
{"page": 499, "printed_page": null, "text": "AMERICAN^ LIBRARY ASSOCIATIOX\n\nChapter]\n\n487\n\nDewey, Lake Placid Club, Essex Co., N. Y.) gives as its object \"to provide\nfor study and discussion of library problems by a representative lH)dy chosen\n\nfrom English-speaking America, regardless of residence or ofiicial position.\"\n\nThere are not to exceed 100 fellows.\nin\n\nRecognized library thinkers and workers\n\nother countries, whose co-operation is wished, may be elected corresponding\n\nmembers by unanimous vote of the board or a three-ft)urths vote of the institute.\nAll ex-presidents of the A. L. A., and, during their terms of olTice, members\nof its executive\n\nboard and council, have seats in all meetings, of which there\n\nare to be at least two annually.\n\nAll formal votes are by correspondence.\n\nOn request of five fellows any propositit)n may be sul)mitted to vote with\nsummaries of the arguments for and against. No conclusit)n can l)c promulgated as an expression of the institute till it has been approved bv a threefourths vote of all the fellows.\n\nThe secretary records those present at each meeting; the number and, on\nrequest, the\n\nnames voting for and against any proposition.\n\nThis extreme\n\ncare to protect against hasty or ill-advised promulgation of conclusions,\n\nis\n\ndesigned to give the institution's decisions unquestioned authority.\nA. L. A.\n\nCATALOG\n\nIn 1879 the A. L. A. enthusiastically adopted its secretary's proposal to\nprepare and publish, with the co-operation of the most experienced librarians\nand specialists, a list of 5,000 of the best books, with compact notes indicating\nscope, character, and value, to be known as the A. L. A. catalog and to serve:\n1.\n\n2.\n\nAs a guide to bookbuyers whether for private or public Hbraries.\nAs a guide to readers in choosing what books they might best take from the hbrary\n\nor from their\n\nown shelves.\n\nAs a manual to teach younger and prompt older librarians or booksellers in answering most wisely the constant inquiry for the best book on a given subject.\n3.\n\n4.\n\nTo take the place of the printed catalog in small public libraries.\n\nThe call num-\n\nber of all Ixxjks in the library could be written in the margin, thus showing at once that the\nlibrary had the book and where it could be found, while unmarked titles would be the best\nlist\n\nto buy first.\n5.\n\nl>>oks\n6.\n\nAs a m(ist convenient catalog for private libraries, by checking in the margin all\nowned.\nAs a check list of books read, personal notes being added in margins.\n\nFor the World's Columbian Exposition of 189^ an edition without notes\n\nwas issued, called Cutaloi; oj A. L. A. Library.\n\nThe classified and annotated .!. /,. .1. Calaloi^ of 190.;, |iri|)ariil for the\nSt.\n\nI>ouis Exposition, in( ludes 7,520\n\nvolumes best adapted to small iiliraries\n\nand th(jse just starling, but suitable also for any public' library.\nI.IMKAKV SCHOOLS\n'I'lie\n\ntions,\n\nj>ublic-school system\n\ntill\n\namounted t<i little, e\\tn with great appr<i|)ria-\n\nnormal schools and academic training classes were established\n\njirepare teachers for their work.\nits\n\nto\n\nThe founders of the A. L. A. insisted that\n\ncorner stone was profe.ssiona! training of librarians and assistants from the\n\n"}
{"page": 500, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n[Historical\n\nbest men and women who could be enlisted in the new work.\n\nWhile collec-\n\n488\n\ntions of books called libraries were as old as Nineveh and Babylon, the mis-\n\nsionary spirit which makes the modern library movement was new.\n\nMay 7,\n\n1883, the A. L. A. secretary, then chief librarian of Columbia University, urged\ntrustees to found the first library school.\n\nThis he opened January 5, 1887,\n\nand continued as director for nineteen years.\n\nApril i, 1889, it was transferred\n\nits\n\nto the state\n\nwhen its head became director of N. Y. state library interests.\n\nSeveral other schools conducted by its graduates have been started; the first\nthree at Pratt Institute (Brooklyn), University of Illinois, and Drexel Institute\n\n(Philadelphia).\n\nThese were followed by Western Reserve University\n\nCleveland, Syracuse University, and\n\nSimmons College, Boston.\n\nof\n\nThe Pitts-\n\nburg Carnegie Library has a training-school for children's hbrarians, and the\nAtlanta Carnegie Library has a Southern Library School to meet their special\n\nSummer schools are regularly conducted by New York State, by\nChautauqua, Wisconsin, Iowa, Minnesota, and McGill Universities, and by\n\nneeds.\n\nseveral state library commissions.\n\nas a distinct profession.\n\nLibrarianship\n\nIts best schools are\n\nis\n\nnow firmly established\n\ngrowing more efficient, and\n\npoor ones will be crowded out or improved, as has been the case with training\nfor teachers.\n\nRESULTS OF LIBRARY DEVELOPMENT\nIn 1896, twenty years after the A. L. A. was founded, the N. E. A. created\nBefore the unanimous vote, it was made clear that\nmeant more than had the estabhshment of other departments for various\n\na library department.\nit\n\nsections of school work;\n\nthat\n\nit\n\nwould be official recognition of the validity\n\nof the strong A. L. A. claim that education\n\nwas in two great parts:\n\n(i) the\n\nschools; (2) the library, and like agencies of home education equally deserving\n\npublic interest and financial support.\n\nWhile America is recognized thruout the world as the pioneer and leader\nin this\n\nmodern library movement, other nations have not been idle.\n\nInter-\n\nnational library congresses were held in London in 1877; at Chicago in 1893;\nin London again in 1897, when delegates from some thirty nations were present,\nand at St. Louis in 1904. The time has now come for international library\n\norganizations, and committees are now doing the preliminary work.\n\nThis recognition of the power and interest of library and reading has broadened, deepened, and grown steadily, rapidly, and irresistibly.\n\nalmost invariably to the good judgment of all classes.\nso\n\nlittle\n\nIt\n\nappeals\n\nNo movement has had\n\nopposition and so general support, so much favorable legislation, so\n\nlarge appropriation of public funds, so munificent gifts from private sources.\n\nHistorians already tell us that the future will record this marvelous growth\n\nand improvement\n\nin\n\nas we now\nwhen so many of the world's\n\nlibraries as distinctively the library age,\n\nrecognize as the \"cathedral age\" the period\ngreatest churches were built.\n\nThe library campaign of the last thirty years has produced many obvious\nresults.\n\nBuildings, books, and faciUties have grown almost incredibly.\n\nEvery\n\n"}
{"page": 501, "printed_page": null, "text": "AMERICAN LIBKiRV ASSOCIATION\n\nChapter]\n\nself-respecting\n\n489\n\ncommunity, even tho very small, recognizes the library as a\n\nand would feel insulted to be asked, \"Have you a library?\" just\nas it would to be asked \"Have you a school, or a church, or a post-office?\"\nBranches and deliveries have sprung up in the larger places. Open shelves\nnecessity\n\nwhere readers may handle books freely for themselves are common.\n\nSpecial\n\nrooms, furniture, books, and librarians are provided for little children.\n\nPic-\n\nand museum specimens are treated as a legitimate part of the\nlibrary, not only for reference, but for circulation and as part of that modern\nagent of wonderful utility, the traveling library (public, home, and house) that\ntures, music,\n\nlends collections of books more freely than we used to lend single volumes.\n\nSchools have bulletin notices from the nearest library of\n\nnew books most\n\nand profit pupils. Teachers take their classes to the local\nliljrary where they receive the warmest welcome and every help that special\nThe leading state libraries are waking\ntraining, skill, and earnestness can give.\nlikely to interest\n\nto\n\nnew life and responsibility and taking on a part at least of their natural\nAt last we have a national\n\nfunctions as book centers for the whole state.\n\nWashington of which every American is justly proud. Its books,\nand publications are no longer merely for Congress and the capital,\nl^ut for every citizen who really needs them in any part of the United States.\nBibliographies and other aids of the greatest practical value from the government printing office are sent free, or at nominal cost, to all our public libraries.\nThe more progressive cities ap})()int experts at high salaries whose sole duty\nis to help public-school pupils utilize more fully their library privileges.\nlibrary at\nservices,\n\nWhile\n\nall\n\nexperience proves that the best results can be obtained only\n\nwhen libraries and schools are under independent governing boards, cordial\nco-operation between school and library officials is the rule. The school\nin the few early years gives the tools with\n\ntion;\n\nwhich children acquire tluir educa-\n\nthe library thru the rest of life gives the material witliout wliich these\n\ntools are useless.\n\nThe successful modern librarian is an altruist and an (i]»limist.\n\nLibrary\n\nmeetings are famous for their many and long sessions and hard and enthusiastic\n\nwork.\n.seeking,\n\nThe A. L. A. from its inception has been singularly free from the selfpersonal\n\njjolitics\n\nand other elements which so often crippK' large\n\norganizati<ms.\n\nTo meet the growing demand the A. L. \\. in\n\n1906\n\nopcmd prrnianeiit\n\nheadquarters at 34 Newberry St., Boston, and expects within a few years to\nhave similar offices in New York, Chicago, and |)ossil)ly other great centers,\n\nmore elTectively to helj) libraries in each section accomplish the greatest good\nThi^ |)rovi(le> for llu- \\'\\r>\\ time\n|)os^ible with the means at their (lispo>al.\na j)ermanent central\n\nhome for the great colltn tion of library blanks, forms,\n\npictures, models, and a|)plian( es ( <>lle< Icrl by the various ollicers and committees since 1876, and (l(|)o>ilfd with the Library S( iiool,\n\nbecause liu' A. L. ;\\.\n\nhad not yet a place of its own for exiiibiting them.\nIn these flays of rapid library jirogress every librarian who wishes to keep\n\n"}
{"page": 502, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n490\n\n[Historical\n\nabreast of his profession must keep in close touch with this representative\nnational body.\n\nIn it are enrolled from all parts of the country, not only libra-\n\nrians, but also\n\nmany others interested in libraries as an educational agency.\n\nTo its leaders libraries everywhere turn for advice as to buildings, administration, and employees;\n\nand from its ranks nearly all important library posi-\n\ntions in the country are filled.\n\nA recognized authority says:\n\nThis national body has already accomplished a great and steadily growing educational work.\n\nIt is not\n\nmerely a union of professional librarians, but includes many who\n\nappreciate that the greatest educational problem is development of public libraries as a\n\nsupplement to public schools, and who recognize in this association the organized forces\n\nnow shaping the modern Hbrary movement in America.\n\nThe time was when a library was a museum, where visitors looked with\ncurious eyes at ancient tomes and manuscripts, and the librarian was a mouser\n\nThe time now is when a library is a school, and the libra-\n\nin musty books.\n\nrian in the highest sense a teacher.\n\nTwo recently organized boards for the advancement of public education\nmost needing aid are here presented in sketches by the re-\n\nin those sections\n\nspective secretaries of these boards.\n\nGENERAL EDUCATION BOARD\nWALLACE BUTTRICK, SECRETARY, NEW YORK CITY\n\nThe General Education Board is an organization chartered by Congress,\n\nNew York City. It employs a force of\nand systematic study of educational conditions in\nall of the states of the Union, and the intelligent promotion of education, by\nmeans of gifts and otherwise, in the discretion of the Board of Trustees.\nThe scheme originated with Mr. John D. Rockefeller's Committee on Benevolence, and was under advisement in his office from time to time for several\nyears before the organization was finally effected. The plan of such an organization was designed and adapted to assist Mr. Rockefeller in distributing his\nbut it was not the purpose to confine the work of the organigifts to education\nzation to the administration of funds given by Mr. Rockefeller.\nIt was designed to meet a wider need and to afford a medium thru which other\nmen of means, who desire to promote education in its various forms in the\nwith offices at No. 2 Rector Street,\n\nexperts in the continuous\n\n;\n\nUnited States, could do so in a systematic, intelHgent, and effective way.\n\nJr.,\n\nThe gentlemen forming the first board were the late William H. Baldwin,\nWallace Buttrick, the late Hon. J. L. M. Curry, Frederick T. Gates,\n\nDaniel C. Gilman, Morris K. Jessup, Robert C. Ogden, Walter H. Page,\n\nGeorge Foster Peabody, John D. Rockefeller, Jr., and Albert Shaw.\n\nThese\n\ngentlemen were all chosen for their knowledge of educational conditions and\ntheir experience in educational benefaction.\n\nThey were already members\n\neither of the Peabody Board, or the Slater Board, or the Southern Education\n\nBoard, or other organizations aiming to foster education in the United States.\n\n"}
{"page": 503, "printed_page": null, "text": "1\n\nGEXEILIL EDUCATION BOARD\n\nChapter]\n\n49\n\nThe board in its make-up was thus re]>resentative of all educational interests\nand of all sections of the country.\nThese gentlemen met at the in\\itation of Mr. John D. Rockefeller, Jr.,\nhome in New York, on February 27, 1902, Mr. Edward M. Shepard\n\nat his\n\nbeing present also as counsel.\n\nA temporary organization was there formed\n\npending the securing of a charter by act of Congress.\n\nA few days later Mr. John D. Rockefeller j)ledgcd a million dollars to the\nwork of the board, confining its use particularly to the study of education in\nthe southern states\n\nand the promotion of the same\n\n— a contribution which\n\nhe had long had in mind to make so soon as a suitable organization could I)e\n\nprepared for the proper administration of the fund.\n\nA broad and generous charter, pre))are(i bv Mr. Edward >r. Shepard, was\npassed by Congress and signed by President Roosevelt on the 12th day of\n\nJanuary, 1903.\n\nThe permanent organization of the board was completed at a meeting\nCity of Washington on the 29th day of January, 1903, when formal\nby-laws were adopted.\nMr. W. H. Baldwin, Jr., was chosen chairman, Mr.\nin the\n\nGeorge Foster Peabody, treasurer, and Mr. Wallace Buttrick, secretary and\nexecutive officer.\n\nSubsequently the membership of the Ijoard was enlarged by the addition\nof Mr. Hugh H. Hanna, of Indianapolis, Mr. Starr\n\nJ.\n\nMurphy, of New York,\n\nthe late President William R. Harper, of the University of Chicago, Chancellor\n\nE. Benjamin Andrews, of the University of Nebraska, President Edwin A.\nAlderman, of the University of Virginia, Acting President Harry Pratt Judson,\nof the University of Chicago, and Principal H. B. Frissell, of Hampton Institute,\n\nThe board has been dej)leted by the death of Mr. W. H. Baldwin, Jr., Hon.\n^E Curry, and President W R. Harper.\n\nJ. L.\n\n.\n\nSUR\\i:V OK Till', I'IKM)\n\nThe board opened an office in New York City on .\\pril i, 1Q02, and formally\n\nbegan\n\nits\n\nwcjrk.\n\nIts first attention\n\nwas given\n\nto a\n\nstudy of educational conditions and needs in the southern\n\nlarcful sur\\cy\n\nand\n\nThru\n\nthe\n\nstates.\n\ncourtesy of state officers conferences were held with state and county su|)erintendents and leading educators in eight of the southern states,\n\niilanks were\n\nprepared and sent to incorj)()rated schools of all grades in the southern states\n\nand\n\nto\n\ncounty superintendents of schools.\n\nAgents of the board traveled\n\ne.xtensively in all of the states of the South, conferring with sc hool authorities\n\nand otlicr\n\n(\n\niti/.ens\n\ninterested in education.\n\nCatalof<s of colleges and schools,\n\nand other |)ublished material, were gathered, studied,\n\ntiled\n\nand cataloged\n\nMonograph studies of the- several slates wc-rc- prepared for the use of the ofTue and for the members of the board.\nin\n\nthe oflic e of the board.\n\nKI.K.Nfl.NTARY SCHOOLS\n\nAs one result of its studies the board decided thai it could best aid in the\npromotion of elementary .schools in the southern states by seeking to increase\n\n"}
{"page": 504, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n492\n\nproductive efl&ciency of rural life.\n\n[Historica,\n\nThe board was led to this conclusion by\n\nthe following considerations:\n(i)\n\nThe elementary school cannot be given to a community, but must\n\nrepresent community ideals,\n\ncommunity initiative, and community achieve-\n\nment.\n(2)\n\nThe South is rural;\n\nlive in the\n\n85 per cent, of the people of the southern states\ncountry and are engaged in agriculture. With the exception of\n\ncertain favored localities, farming\n\nis\n\nnot sufficiently profitable to support\n\nelementary schools of high grade and full term; schools are poor, homes are\npoor, farms are isolated, and the community spirit does not prevail.\n(3)\n\nThere is a large body of agricultural knowledge which has not been\n\nput to practical use.\n(4)\nis\n\nThe best way to improve elementary schools in the South, therefore,\n\nto train present\n\nfarmers in\n\nscientific\n\nfarming so that thru the renovation\n\nand renewal of soils, the rotation of crops, the choice of selected seeds, and\nthoro cultivation, more\n\nmoney can be made by farming.\n\nIt\n\nis,\n\nof course,\n\nnot possible to teach the science of farming in elementary schools that do not\nexist,\n\nnor\n\nis\n\nit\n\nsound pedagogy to expect that science, properly so called,\n\ncan ever be taught in schools of elementary grade, much less so taught as to\nmaterially influence the methods of present farmers.\nbulletins put forth\n\nIt is also true that the\n\nby departments of agriculture have not given the farmer\n\nThe\nThe only place\n\nthe definite information needed to improve his agricultural processes.\n\naverage man is not trained to interpret scientific documents.\n\nto write this information is on the soil.\nWhen written there it will be read\nand intelligently understood by farmers.\nLearning of the demonstration fields and farms established in Texas by\nthe United States Department of Agriculture under Dr. S. A. Knapp, special\n\nagent of the department, the board sent its representative to look into this\nIt was found that by demonstration fields and farms Dr. Knapp\nand his assistants had not only been able to overcome the ill effects of the\nboll weevil, but had so taught scientific farming as greatly to increase the\nagricultural output of Texas, to enhance the value of land, and to create a\n\nwork.\n\ncondition of hope and general prosperity among the farmers of the state.\n\nIn conferring with the Secretary of Agriculture\n\nit\n\nwas learned\n\nthat the\n\ndepartment could co-operate with the General Education Board in promoting this work in other states of the South.\n\nThe board has therefore entered\n\ninto such an agreement with the Department of Agriculture for the promotion\nof this work in Alabama and Mississippi and expects to extend the work to other\n\nSouth as rapidly as trained men for supervision can be found.\nThe work is extending as rapidly as facilities of administration will permit.\nstates in the\n\nIt is the\n\nconviction of the board that the prosecution of this form of work\n\nthru a period of years will so increase the productive efficiency of rural\nlife as to\n\nof\n\nmake it possible for rural communities to support an efficient system\n\nelementary schools.\n\n"}
{"page": 505, "printed_page": null, "text": "GENEIL4L EDUCATION BOARD\n\nChapter]\n\n493\n\nSECONDARY EDUCATION\n\nA further result of the studies of the board was the conviction that one of\nthe special educational needs of the South\n\nis\n\nthat of an efficient system of\n\nIn the past the \"preparatory\" schools of the South were\n\npublic high schools.\n\namong the best in the country. In the cities of the South excellent high schools\nhave been established, and many graded schools have added from one to three\nBut for its population the South has but a limited number\nhigh-school grades.\nof\n\nstandard public high schools.\n\nThe board decided that it could best promote the founding of high. schools\nIt therefore made appropriations\nstate universities.\n\nby co-operation with\n\nand traveling expenses of \"pro-\n\nto several state universities for the salaries\n\nfessors of secondary\n\neducation\" who are regular members of the university\n\nfaculties and whose \"main and principal work shall be to ascertain where the\n\nconditions are favorable for the establishment of public high schools not\n\nnow\n\nin e.xistence; they shall visit such places and shall endeavor to organize in such\n\nplaces public high schools in accordance with the laws of the state, shall\n\nendeavor to create in such community a public sentiment that\n\nshall\n\nperma-\n\nnently sustain such high schools, and shall endeavor to place the high schools\n\nunder such local leadership as shall give them intelligent and wise direction,\nand they and the university shall exercise a fostering care over such institutions.\n\n\"\n\nProfessors of secondary education, under the above plan of co-operation,\n\nhave been appointed\n\nin the state universities of Virginia,\n\nSouth Carolina, Georgia, Alabama, and Tennessee.\nof these\n\nNorth Carolina,\n\nThe monthly reports\n\nmen are manifolded, bound together, and sent to the several pro-\n\nfessors of secondary education, the presidents of the universities,\n\nmembers of the General Education Board.\n\nand to the\n\nIn November, 1906, a conference\n\nof these professors together with university presidents and state superintendents\nof education was held at Charlottesville, Va.\n\nThe work has now been thor-\n\noly defined and organized, and more than two hundred new high schools have\n\nbeen established during the past year.\n\nA LARGER GIFT TO HIGHER EDUCATION\n\nOn June 30, 1905, the board received tlu' following communication:\nI\n\nam authori7.cd by Mr. John D. RockefL-llcr to say that he will contribute to the Gen-\n\neral Education Board the sum of ten million dollars ($10,000,000) to be paid Octoljcr\n\n1,\n\nnext, in cash, or, at his option, in income-producing securities, at their market value, the\nprinf ipal to Ix; held in perpetuity as a foundation for education, the income al>ove expenses\n\nof administration to be di.stributcd to, or used for, the benefit of such institutions of learning,\n\nat\n\nsuch times,\n\nin\n\nsuch amounts, for such purposes, and under such conditions, or\n\nemployed in such other ways, as the board may deem best adapted to promote a coniprchcn.sive system of higher edu( ation in the United States.\n\nYours very truly,\n(signed)\n\nThis large\n\ngift\n\nF. T.\n\nGATES.\n\nMr. R(m kcfcllir paid in cash, and the board, in accepting\n\n"}
{"page": 506, "printed_page": null, "text": ":\n\nNATIONAL EDUCATIONAL ASSOCIATION\n\n494\nit,\n\ndesignated\n\nit\n\nas\n\n\"The John D.\n\nRockefeller\n\n[Historical\n\nFoundation\n\nfor\n\nHigher\n\nEducation.\"\n\nThe income of this large foundation for higher education enabled the\nboard\nits\n\nto\n\nextend\n\ncharter.\n\nstates\n\nits\n\nwork thruout the whole country, as contemplated in\n\nStudies had already been made of the colleges in the southern\n\nand such studies were at once made of the colleges in other parts of\n\nthe United States.\n\nAfter such comprehensive study and the careful considera-\n\ntion of how best to aid in the development of an adequate system of colleges\nin all of the states of the\n\nas defining\n\nits\n\nUnion, the board adopted the following principles\n\ngeneral policy:\n\nwith the religious denominations;\n\nTo co-operate sympathetically and helpfully\nto choose the centers oj wealth and population\n\nas the permanent pivots oj an educational system;\n\nto\n\nmass its funds on endow-\n\nments, securing in this work the largest possible local co-operation.\n\nConditional appropriations have been made, from the income of the John\nD. Rockefeller Foundation, to colleges in the states of Iowa, Kansas, Wisconsin, Virginia, North Carolina,\n\nLouisiana,\nnecticut,\n\nTennessee,\n\nSouth Carolina, Georgia, Alabama, Mississippi,\n\nMissouri, Colorado, Indiana,\n\nNew Jersey, and Pennsylvania.\n\nOhio,\n\nMaine,\n\nCon-\n\nApplications from all the remaining\n\nand territories of the Union are now under consideration. The total\namount conditionally appropriated by the board up to March 26, 1907,\nwas $1,702,500. When this sum has been paid and the conditions fulfilled\nmore than $9,215,000 will have been added to the endowment of the colleges\nstates\n\nof these nineteen states.\n\nFrom the original one million dollar gift to the board by Mr. Rockefeller,\nappropriations have been made to schools in the South amounting to $416,000,\none-half of which has gone to schools for the colored people.\n\nOn February 7, 1907, at a special meeting of our Board, the following\ncommunication was received\nGeneral Education Board,\n54 Williams Street, New York City.\n\nGentlemen:\n\nMy father authorizes me to say that on or before April\n\ni,\n\n1907, he will give to the\n\nGeneral Education Board income bearing securities, the present market value of which is\n\nadded to the permanent\nendowment of the Board; two-thirds to be applied to such specific objects within the\ncorporate purposes of the Board as either he or I may from time to time direct, any\nremainder not so designated at the death of the survivor, to be added also to the permanent endowment of the Board.\njibout Thirty-two million dollars ($32,000,000.), one-third to be\n\nVery truly,\n(signed)\n\nJohn D. Rockefeller, Jr.\n\nThis fund has also been turned over to the custody of our Board.\n\nOn April 4, 1905, Miss Anna T. Jeanes of Philadelphia, Pa., gave to the\nboard in trust the sum of $200,000, the income of which is to be used for the\n\"assistance of the negro rural schools in the South.\"\n\nThe board accepted\n\nthis gift and named it \"The Anna T. Jeanes Fund for the Assistance of Negro\n\n"}
{"page": 507, "printed_page": null, "text": "SOUTHERN EDUCATION BOARD\n\nChapter]\n\n495\n\nBy request of Miss Jeanes the income of this\n\nRural Schools in the South.\"\n\nfund is appropriated for the present on the joint recommendation of the Principals of Hampton Institute and Tuskegee Institute, subject to the approval\nof the board.\n\nFrom the foregoing it will be seen that in the northern states the board\ndevotes\n\nitself\n\nalways\n\nin\n\nexclusively to the promotion of collegiate education, having\n\nview the desirability of aiding such institutions as taken together\n\nwill constitute an adequate system of higher education for each of the several\nstates, thus seeking to correct and prevent dui)lication and waste and securing\n\nthe highest efficiency.\n\nIn the southern states its work for colleges is similar to that done in the\n\npromote public high schools thru the\nit seeks to\nand the state departments of education, and to promote\n\nNorth, and in addition\nstate universities\n\nelementary education (or\nefficiency of rural\n\ncommon\n\nschools)\n\nby increasing the productive\n\nlife.\n\nThe officers of\n\nthe board for 1907 are Frederick T. Gates, chairman,\n\nGeorge Foster Peabody, treasurer, Wallace Buttrick, secretary.\n\nTHE SOUTHERN EDUCATION BOARD\nEDGAR GARDXKR MURPHY, SKCRETARY, MONTGOMERY, ALA.\n\n—\n\nPresident, Robert C. Ogden, 784 Broadway, New\nPresent organization.\nYork City; vice-president and treasurer, George Foster Peabody, 54 William\nSt., New York City; secretary, Edgar Gardner Murphy, P. O. Box 347,\nMontgomery, Alabama; associate secretary, George S. Dickerman, 140\nCottage St., New Haven, Conn.; chairman of the campaign committee,\nEdwin Anderson Alderman, president of the University of Virginia, Charlottesville, \\'irginia.\nAdditional members of the board, Albert Shaw, Wallace\nliultrick, Walter H. Page, F. R. Chambers, New York City; Chas. W.\n\nDabney, president of the University of Cincinnati, Cincinnati, Ohio; H. H.\n\nHanna, Indianapolis, Ind.; H.\nHamjjtcjn, Virginia;\n\nI).\n\nF.\n\nB. Frissell, principal of\n\nHam{)ton\n\nInstitute,\n\nHouston, president of the University of Texas,\n\nC. Mitchell, professor in\n\nRichmond College, Richmond,\n\nHenry E. Fries, Raleigh, N. C;\n\nP. P. Claxton, professor in the\n\nUniversity of Tennessee, Knoxville, Tenn.;\n\nSydney J. liowie, Birmingiuim,\n\nAustin, Texas;\nVirginia;\n\nS.\n\nMembers deceased, J. L. M. Curry, late agent of the Peabody\nand Slater Boards; William H. lialdwin, Jr., late i)resident of the Long Island\nAlabama.\nR. R.;\n1).\n\nWalter B. Hill, late chancellor of the University of (ieorgia; Charles\n\n.Mclver, late president of the State\n\nNormal and\n\nIndustrial College of\n\nNorth Carolina.\nHistory.\n\ngathered\n\nin\n\n— (Jn the evening of June 29, 1K9S, a small but earnest group\nthe chapel of the\n\nCapon S|)rings Hotel at Capon S|)rings, West\n\n\\'irginia, for the consideration of\n\neducational conditions in the South.\n\nThe\n\nmembers of this group, representing elements in the \"unon'K iai slatesmanship \"\n\n"}
{"page": 508, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n496\n\n[ffistorical\n\nof both sections of the country, were united by a desire to understand more\nfully and to serve more\n\nbroadly the needs of the overburdened South.\n\nsecond conference met at Capon Springs on June\n\non June 27, 1900.\n\n20,\n\nThe\n\nand the third\n\n1899;\n\nThe presidents of these successive gatherings were, respec-\n\nRev. T. U. Dudley, D. D., bishop of Kentucky; Hon. J. L. M.\n\ntively, Rt.\n\nCurry, agent of the Peabody and Slater Boards; and Mr. Robert C. Ogden,\nof\n\nNew York City.\n\nof Raleigh,\n\nN. C.\n\nThe secretary and treasurer was Rev. A. B. Hunter,\nThe continuous life of the conference was made possible\n\nlargely thru the wise\n\nand efficient activities of Hollis Burke Frissell, D.D.,\n\nprincipal of Hampton Institute.\n\nThe death of Captain W. H. Sale who, as proprietor of the hotel at Capon\nSprings, had acted as the host of the gathering, suggested the advisability of\n\nholding the conference at other points within the South.\n\nThe fourth con-\n\nference met, therefore, at Winston-Salem, N. C, on April 18, 1901, under\n\nMr. Robert C. Ogden. Since his first election in 1900,\nMr. Ogden, by the unanimous request of southern and northern members,\nthe presidency of\n\nAt Winston-Salem the demand for more\nand aggressive activity than could be expressed thru the influences\n\nhas acted as the presiding officer.\npositive\n\nof an annual gathering resulted in resolutions looking\n\ntoward the establish-\n\nment of an executive board.\n\nThe appointment of this body was intrusted to the president with the\nunderstanding that he was to be included within the number.\n\nAfter extended\n\ncorrespondence and mature consideration the Southern Education Board\n\nwas thus organized in the City of New York on November 3, 1901\n\nmembers being Robert C. Ogden, president;\ndirector;\n\nGeorge Foster Peabody, treasurer;\n\n:\n\nits earliest\n\nJ. L. M. Curry, supervising\nCharles D. Mclver, secretary;\n\nChas. W. Dabney, Edwin Anderson Alderman, Wallace Buttrick, and Hollis\n\nBurke Frissell.\n\nThese gentlemen added to their number Messrs. Baldwin,\nMr. Edgar Gardner Murphy,\n\nShaw, Page, and Hanna, as indicated above.\nof Montgomery,\n\nAlabama, was named by Mr. Ogden as executive secretary,\n\nassociated with the president, was later added to the membership of the board,\n\nand later still was elected as the board's secretary.\n\nDr. George S. Dickerman\n\nof New Haven was appointed a general field agent,\n\nand in 1906 was elected\nDr. Booker\n\na member of the board with the position of associate secretary.\n\nT. Washington, of Tuskegee, Alabama, while not a member of the organization,\n\nwas appointed a general field agent, and has been of\n\nrelation to the various phases of negro education.\n\nspecial service in\n\nMessrs. Houston, Mitchell,\n\nFries, Claxton, and Bowie were elected members of the board in the year 1906.\n\nThe conferences have not been abandoned with the creation of the board.\nIts\n\nannual meetings have continued, and have served to give popular inter-\n\npretation to the policies of the board, to bring the scattered forces of the\n\nsouthern educational movement into closer personal association, to awaken\n\npopular interest, and to give direction and efficiency to enthusiasms already\naroused.\n\nThe meeting of 1902 was held at Athens, Ga.\n\n;\n\nof 1903 at Richmond,\n\n"}
{"page": 509, "printed_page": null, "text": "SOUTHERN EDUCATION BOARD\n\nChapter]\n\n497\n\nVa.; of 1904 at Birmingham, Alabama; of 1905 at Columbia, S. C; of 1906\nat Lexington,\n\nKy.\n\nIn each instance the place of meeting was selected in\n\nresponse to urgent local invitations usually representing the municipality, the\nlegislature, the governor, and the state department of education.\n\nThe attend-\n\nance has been chielly from the South, but there has been each year a notable\n\nThe center of the northern group has\n\nrepresentation from the North as well.\n\nbeen a party of distinguished educators, clergymen, publicists, and men of\nafifairs\n\nbrought by special train thru the personal courtesy and generosity\n\nof the president of the conference and of the Southern Education Board, Mr.\n\nRobert C. Ogden.\nPersonnel.\n\n— One of the distinguishing marks of the movement represented\n\nby the Conference for Education has been the varied character of its memberPublic education has been conceived in its relation to citizenship, and\nship.\nthe active participants in these annual gatherings have not been limited to\nteachers.\n\nIn an effort of genuine civic consecration, men of affairs from every\n\ndepartment of actiN^ty\n\n—merchants, members of Congress, journalists, gov-\n\nernors of states, bankers, and manufacturers have united with the educators of\nthe South in an effort to equip and extend the school as an institution of society\nitself\n\n—not as a restricted\n\ntive\n\nagency of the\n\ninterest of technical \"education,\" but as a construc-\n\nstate.\n\nThe same conception of educational service is\n\nreflected in the personnel of the Southern Board.\n\ntrained\n\nAt its semi-annual meetings,\n\nand professional educators are found in administrative conference\n\nwith the lawyer, the merchant, the clergyman, the journalist, the manufacturer.\nPrinciples and policies.\n\n—Within these meetings the reports from every\n\nquarter of the South are presented\n\nand considered, and the broad outlines\n\nThe active work of the board is in the\nhands of the \"campaign committee,\" made up exclusively of the southern\nmembers, namely, Edwin A. Alderman, chairman; with Messrs. Frissell,\nDabncy, Murphy, Houston, Mitchell, Fries, Claxton, Bowie. The title of\n\nof future policy are determined.\n\nthe committee indicates the distinctive activity of the board.\n\nIt is\n\nnot a\n\nbody for the holding and disbursement of funds. It has no money to give\nIts resources and energies are expended in the\nto educational institutions.\nfor the arousing and the wise direction\n\"campaign\"\npractical\nof\na\ncouduct\nof educational sentiment.\n\nThe administration of financial aid to educational\n\ninstitutions and enterprises is the function of its allied organization, the\n\nGen-\n\neral Kducati(jn B(jard, to an account of which in this volume (p. 490) the reader\nis\n\nreferred.\n\nThe Southern Education Board is solely the organization of the\n\npropaganda, laboring at the South,\nthe state departments\n\npublic schfjols, to\n\nin\n\nclose\n\nand cordial co-operation with\n\nof education, to increase the\n\npopular interest\n\nin the\n\ninaugurate or to support local movements for increased\n\ntaxation, the imjirovement of schoolhouses, the creation of school libraries,\n\nand the general devel(jpment of all that makes lox a just, wholesome, and\nAs the free education of both races at\nefficient system of public education.\nthe public cost is the established and official policy of each southern state, the\n\n"}
{"page": 510, "printed_page": null, "text": "——\nNATIONAL EDUCATIONAL ASSOCIATION\n\n498\n\n[Historical\n\nboard has stood for the right training of all the people, white and black,\naccepting in the affairs of the South the initiative of\n\nits\n\nsouthern members\n\nand working in conformity with the fixed conditions of the local educational\nsystem.\n\nBut the essential standpoint of the board is national rather than sectional.\n\nThe presence of its northern members has been vital to its most distinctive\nwork. The sympathetic co-operation of northern and southern men has helped\nto bring into clearer relief the national phases of the whole southern situation\n\nthe South with limited resources struggKng with the double burden of the education of two populations, the masses of the white population poor, the black\n\nthe races estranged by the conditions which preceded war and\n\npoorer still;\nstill further\n\nestranged by the conditions which followed\n\ninadequate resources\n\n;\n\nstrained by that ineffective distribution of social forces which\ncharacteristic of sections preponderantly rural;\nfor a dual system of schools,\n\nnecessity\n\nis\n\nusually\n\nand doubly strained by the\n\na separate housing of\n\ndemanded alike by their interests and their aversions.\n\nthe races,\n\nThe whole nation has\n\nbeen so intimately involved in the creation of this problem\n\nin\n\nits\n\nearlier\n\nstages, that the constructive leadership of the South has found both fellowship\n\nand inspiration in the men of national temper who have recognized in our\nsouthern difficulties a challenge to a national response.\nPractical methods.\n\n—\n\nIt is difficult\n\ndeal with the detail of a\n\nwithin the brief space at\n\ncommand to\n\nmovement so inspirational and untechnical in its\n\ncharacter and so complex in its ramifications.\n\nIn order to provide a general as well as a statistical literature of the subject a bureau of publication was maintained for two years at Knoxville, Tenn.,\n\nunder the oversight of Dr. Charles W. Dabney, then president of the University\nof Tennessee.\n\nIts\n\nwork was far-reaching in its interest and usefulness.\n\nThe chief function of the board, however, has been the winning of rural\ncommunities\nstates\n\nto a larger policy of local taxation for school purposes.\n\nIn\n\nwhere the unit of taxation has been the county, assistance has been\n\ngiven to the \"county campaign,\" the representatives of the board helping in\nthe organization of public meetings, defraying the actual expenses of effective\nspeakers, creating and circulating the literature of the subject, and co-operat-\n\ning generally with the local educational leaders in an efifort to secure an affirma-\n\npopular vote on the question of a larger local tax for the benefit of the\n\ntive\n\nschools.\n\nIn one state more than forty counties have voted the additional\n\ntax within a period of two years, adding over $350,000 per year to the public\n\neducation funds of the state.\n\nWhere the unit of taxation is the school district, the same methods are\nthe board working here, as always, solely thru the authorized\nand accepted agencies of the locality concerned. These local campaigns have\n\nemployed;\n\npowerfully affected the general school legislation of the state.\nheretofore the chief resource of the southern school system\n\nState funds\n\n—have rapidly\n\nin-\n\ncreased, in a number of states, from 50 to 100 per cent, during the past five years.\n\n"}
{"page": 511, "printed_page": null, "text": "SOUTHERX EDUCATIONAL ASSOCIATION\n\nChapter]\n\n499\n\nLocal organizations of women for the improvement of rural schoolhouses\n\nhave been established;\n\nor, in cases where such activities have already existed,\n\nThe movements for the formation of school libraries, for the development of high scht)ols,\n\nthey have been strengthened and equipped for still larger work.\n\nfor agricultural education\n\nand reinforcement.\n\nand manual training have all received recognition\n\nThe board does not assume that the educational awaken-\n\ning of the South has been wholly due to its initiative, but its vital part in this\n\narousal of popular enthusiasm for the common schools is generally recognized.\nIts activities have been conspicuous and at\n\nBibliograpliy.\n\nmany points decisive.\n\n— See the Annual Reports oj the Conference jor Education\n\nin the South (Publication\nSt., New York City);\n\nCommittee, General lulucation Board, 54 William\nand Puldicatioiis oj the Bureau oj the\n\nalso Bulletins\n\nSouthern Education Board, Kno.xville, Tenn. (many of which, however, are\n\nnow out of print)\n\n;\n\nalso chap,\n\nviii\n\nof the Report oj the U. S.\n\nCommissioner oj\n\nEducation jor 190^; and Problems oj the Present South, by Edgar Gardner\n\nMurphy, Secretary of the Southern\n\nI-xlucation\n\nBoard, Macmillan\n\n& Co.,\n\nNew York and London, 1904.\nThe special problems and needs of the South led to the organization in\n1888 of a Southern Educational Association which has uniformily co-operated\nwith the National Educational Association.\n\nThe following historical sketch\n\nwas prepared for this volume by Superintendent Tighe of Asheville, N. C, who\nhas been the e.xecutive secretary of the association for a number of years.\n\nTHE SOUTHERN EDUCATIONAL ASSOCIATION\nRirHARD J. TIGHE, SECRETARY OF THE SOUTHERN EDUCATIONAL ASSOCIATION,\nSUPERINTENDENT OF SCHOOLS, ASHEVILLE, N. C.\n\nThe need of an educational association for llu- tier of states south of the\nPotomac and of the Ohio began to be sericnisly felt and discussed about tiie year\n1888, when several state educational journals gave expression to that need in\neditorials and contributed articles.\n\nLi June, 1889, the Educational Exchange,\n\npublished at Birmingham, contained a j)aper upon the subject written by\nI^resident R. \\. Roark, of the\n\nKentucky State Teachers' Association, together\n\nwith an editorial Ijy the editor, ajiproviiig the suggestion that such an organization should be established at onie.\n\nTlu' June issue of the Cicori^ia F.ducational\n\nJournal contained the following:\nJournal SKJund.s ihc (all for a Soulhern luJurational /Vs.socialioii.\n\n'Ilic\n(\n\notivtnticjii of\n\nIn 1878, a\n\nsouthern edui alor.s was held in Atlanta, and several important (|ueslions\n\nLontcrning education in the .South were discus.sed, but no effort was made to make the\norganizjition fwrmanent, and it adjourned \"without day.\"\nit\n\nto our leading\nseriou.s\n\n(\n\nmen in the profession from Virginia to Te.xas to take the matter umier\nNor <lo we mean that such ati organi/.atioti should in anv way\n\nonsideration.\n\nantagonize the National Kdut ational A.s.sodation.\nI\n\nWe said then, and we re|i(at\n\nnow, that there is great need for a Southern ICducational A.ssociation, and we ai>i)eal\n\niri.iinly prove- au.xiliary in\n\nOn tlu' other hand, it wouhl most\n\nmany ways to that l»ody.\n\n.\\nd\n\nwe unhesitatingly nominate\n\n"}
{"page": 512, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n500\n\nAlabama as the state to take the lead in the movement.\n\n[Historical\n\nShe is the key in the South\nLet\n\nAtlantic Arch, and her teachers are thoroughly awake and inspiringly enthusiastic.\n\nher able and progressive state superintendent, Hon. Solomon Palmer, lead off in the matter and issue a call for a meeting of southern educators, in Birmingham, Atlanta, or Col-\n\numbia, in December, to organize a Southern Educational Association.\n\nAt a meeting of the Alabama Educational Association held in Birming-\n\nham June 25-27, the same year, the following resolution, introduced by Professor S. L. Robertson,\n\nwas adopted:\n\nThat the Alabama Educational Association favors the organization of a\nSouthern Teachers' League or Association, in the interest of our southern educational\nsystem, and that the representatives of the southern states, at the Nashville meeting of\nthe N. E. A., in July, be requested to meet and discuss the advisability of such an organiResolved,\n\nzation.\n\nThis is the first official act, of which we have any record, with regard to\n\nA few days later a similar resolution was adopted by the\n\nthe association.\n\nKentucky State Teachers' Association.\n\nAt the Nashville meeting, however,\n\nwas not found convenient to hold the meeting advised by these resolutions.\nThe Educational Exchange, in December 1889, and in succeeding issues\npublished a large number of communications and editorial expressions with\nregard to the purposes, time and place of holding such an association. The\nit\n\ngeneral tenor of all the expressions was to the effect that the Southern Association was not intended as a substitute, but rather as a helpful assistant to\n\nthe National Association.\n\nDuring the month of January, 1890, the following formal call was issued\n\nfrom the office of State Superintendent Palmer of Montgomery:\nThe undersigned, feeling a lively interest in the educational progress of the whole\ncountry, and especially of the South, and believing that this end can be best secured by\n\nan organization composed of southern educators, who will meet at least annually, for the\npurpose of discussing questions that now confront the South alone in her educational\nadvancement, and believing that such organization will not in the least detract from the\nattendance of the southern school men upon the National Educational Association, but\nwill rather contribute to increase the interest in and attendance upon such meetings of the\n\nNational Educational Association, and believing that no city in the South is as favorably\nlocated for such a meeting as Montgomery, Alabama,\n\n26th of June, 1890\nin\n\nMontgomery\n\nand no time so favorable as the\n\n—the time when the State Educational Association of Alabama meets\n\n—we do respectfully and most cordially invite and urge the State Super-\n\nintendents of Maryland, Virginia, West Virginia, North Carolina, South Carolina, Georgia,\n\nAlabama, Tennessee, Kentucky, Florida, Mississippi, Louisiana, Texas, and Arkansas,\nand all other school officers and teachers of the states named, and of other states, feeling\nan interest in the progress of education in the South, to come together at Montgomery,\nthe capital city of Alabama, on Thursday, the 26th day of June next, for the purpose of\neffecting the organization of an association that shall accomplish much good in advancing\n\nthe educational interests of the South.\n\nSolomon Palmer, State Superintendent of Alabama\nHook, State School Commissioner of Georgia\n\nJ. S.\nJ.\n\nR. Preston, State Superintendent of Mississippi\n\nJ.\n\nA.\n\nBreaux, State Superintendent of Louisiana\n\nO. D. Smith, President Alabama Educational Association, Auburn Ala.\n\n"}
{"page": 513, "printed_page": null, "text": "SOUTHERN EDUCATIONAL ASSOCIATION\n\nCUpter]\n\n501\n\nW. F. Slaton, Superintendent of Schools, Atlanta, Ga.\nJ.\n\nH. Phillips, Superintendent of Schools, Birmingham, Ala.\n\nL. B. Evans, Superintendent of Schools, Augusta, Ga.\n\nE. C. Branson, Superintendent of Schools, Athens, Ga.\n\nW. Harper, Superintendent of Schools, Dalton, Ga.\nMiss M. Rutherford, Pres. Lucy Cobb Institute, Athens, Ga.\nW. A. Candler, President Emory College, Oxford, Ga.\nJ.\n\nLyner, Pres. Military College, Milledgeville, Ga.\n\nC.\n\nR. N. RoARK, President State Normal College, Lexington, Ky.\n\nPowers, Pres. State Normal College, Florence, Ala.\n\nJas. K.\n\nIn accordance with this call, the meeting was held and jjroved a great\nsuccess, both from the standpoint of interest and attendance.\n\n—West\n\nAll the southern\n\n—\n\nand North Carolina were represented.\nImportant and interesting addresses were made by Captain W. R. Garrett,\nof Tennessee, then secretary, and later president of the National Educational\nAssociation; by Hon. John E. Massey, state superintendent of education,\nRichmond, Va. Hon. J. R. Preston, state superintendent of education, Jackson,\nMiss.; Superintendent Warren Easton, of New Orleans, and others.\nHon.\nSolomon Palmer, of Alabama, was elected president, and Professor Frank A.\nGoodman, of Tennessee, was elected secretary. Invitations were extended to\nthe association by Chattanooga, New Orleans, Atlanta, and Nashville, but\nthe selection of the place for the next meeting was left to the executive commit-\n\nstates,\n\nexcept two\n\n\\'irginia\n\n;\n\ntee, which later selected\n\nChattanooga.\n\nA circular letter dated January 30, 1890, was issued by Mr. E. G. Harrel,\nEditor of the North Carolina Teacher, calling for the organization of a Southern\n\nEducational Association at a meeting of the North Carolina State Teachers'\nAssociation at Morehead City.\n\nThis organization was effected in July, 1890,\nMontgomery Association had been organized. The\ncircular calling for the Morehead City organization was inspired by an unfor-\n\nsome time\n\nafter\n\nthe\n\ntunate incident, which occurred at the Nashville meeting of the N. E. A.,\n\nand separation from the National Association was one of its strongest purposes.\nThere was a strong desire, however, to unite the two organizations,\nbut the membership of the Montgomery Association could not indorse all\nthe ideas, for which the Morehead City branch stood.\nAfter some correspondence. President Palmer called a meeting of his executive committee at\nChattanooga, January 24, 189 1, to consider a jjlan for the consolidation of the\n\ntwo asscjciations.\n\nMembers of the executive committee were present from\n\nAlabama, Georgia, South Carolina, Tennessee,\nFlorida, while the secretary, Mr.\n\n]•\".\n\nMississii)i)i,\n\nLouisiana, and\n\nA. (ioodnian, luld i)roxies from all those\n\nfrom other southern states who were unable to Ijc\n\n])resent.\n\nAfter spending\n\nthe entire day in conference, resolutions were ado|)ted, in wliicli a formal\npropcjsition was made to the\n\naccej>led by\n\nits\n\npresident,\n\nMorehead City Assoc ialion for union, which was\n\nMr. Josiah H. Shinn, of Liltle Roi k, Arkansas.\n\nThe basis (jf union consisted of the following:\nI.\n\nThe consolidated association shall in no way antagonize the National KducatioMal\n\nAs.sociation.\n\n"}
{"page": 514, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n502\n\n[Historicil\n\n2. One-half the program of the next meeting shall be arranged by the executive\ncommittee of each association.\n3. The next meeting place to be Chattanooga, Tennessee.\n\n4.\n\nThat the officers elected at Morehead City shall continue as the officers of the\n\nconsolidated\n\nassociation.\n\nIn accordance with the foregoing, the Southern Educational Association\nheld its first regular session in Chattanooga, July 9, 10, and 11, 1891.\n\nSub-\n\nsequent meetings of the association have been held as follows:\n1892, Atlanta, President,\n\nJuly,\n\nJuly, 1893, Louisville, President,\n\nSolomon Palmer\n\nW. F. Slaton\n\nDecember, 1894, Galveston, President, W. H. Bartholomew\nDecember, 1895, Hot Springs, President, J. R. Preston\nDecember, 1896, Mobile, President, J. H. Phillips\nDecember, 1898, New Orleans, President, Geo. J. Ramsey\nDecember, 1899, Memphis, President, Junius Jordon\nDecember, 1900, Richmond, President, R. B. Fulton\nDecember, 1901, Columbia, President, G. R. Glenn\nJuly, 1902, Chattanooga, President,\n\nW. N. Sheets\n\n1903, Asheville, President, J. W. Nicholson\nDecember, 1904, Atlanta, President, F. P. Venable\n\nJuly,\n\nNovember, 1905, Nashville, President, C. D. Mclver\nDecember, 1906, Montgomery, President, J. W. Abercrombie\n\nNo meeting of the association was held in 1897, on account of the yellow\nNew Orleans.\n\nfever epidemic in\n\nThe change of the time of meeting from summer to winter was made in\nwhen the annual meetings would not conflict with\n\nthe effort to find a time\n\nthe various state meetings and with the national meeting, but this is still as\n\nmuch a problem as ever.\n\nIt\n\nis\n\npractically agreed, I think, that the asso-\n\nsome time to come, hold great popular meetings like\nthose of the National Educational Association or some of the larger state\nciation cannot, for\n\nmeetings, because of distances in the South, the low salaries paid southern\nteachers, and the conflicts in time with other meetings.\n\nIt\n\nis\n\nrather a con-\n\nvention for the meeting of the leaders of southern educational thought, and a\nclearing-house for southern educational ideals.\n\nAmong the peculiar problems confronting the people of the South may be\nmentioned those arising from the great social and economic changes of the\npast generation,\n\nand the comparatively recent organization of public-school\n\nsystems for the education of both races; a great paucity of educational means,\n\na scattered population\nvoters,\n\nin the rural districts, the enfranchisement of illiterate\n\nwhite and colored;\n\nand a great\n\nilliterate\n\npopulation.\n\nThat\n\nthese\n\nconditions call for special study and particular remedies seems to be quite\nevident.\n\nThe Committee on Aims and Purposes which reported at the Jack-\n\nsonville\n\nmeeting stated clearly the position of the association with reference\n\nto these matters in the following paragraph:\n\nTo study and discuss the problems and policies with which we who live and work\nin the southern states are concerned, to compare the experiences of each so that they may\n\n"}
{"page": 515, "printed_page": null, "text": "SOUTHERN EDUCATIOXAL ASSOCIATION\n\nCapter]\n\n503\n\nbe profitable to all, to investigate conditions and needs peculiar to our own section, to\npublish for the information of all the results of the study and work of those who can skillfully Investigate the problems which specially concern our section,\n\nand to encourage each\n\nother in these efforts to which our highest duty calls us in the great work that is ours, are\nthe aims of the Southern Educational Association.\n\nIn the next paragraph the report continues:\n\nWe understand fully that the educational needs of any section of our country must be\nconsidered in their relation to those larger elements of nationality, to which they most\nvitally contribute.\n\nNationality is the unit of measurement with which our diverse local\n\nThe American ideal of democracy\nembraces historical, political, economic, and ethical elements, which largely determine our\nconditions and sectional needs must be compared.\n\nsectional requirements.\nHowever widely the educational needs of the South may differ\nfrom those of other sections, they are still in an important sense national needs, and must\n\nbe considered in the light of national ideals, and in the spirit of that broad patriotism\nwhich regards sectional problems as elements in the life of the nation.\n\nSo far as can be ascertained at this writing, the as.sociation has ahvays\n])ublished\n\nits\n\nProceedings and papers annually with the exception of those\n\nNew Orleans, and Chattanooga meetings. In the first\ntwo cases the funds in hand were not sufficient to pay for the ])ul)licati()n, and\n\nof the Galveston,\n\nin\n\nthe latter case the Proceedings were allowed to go unj)ublishcd.\n\nthe Chattanooga Proceedings perished the revised constitution.\n\nWith\n\nThere are\n\non hand with the secretary at the i)resent time a number of bound volumes of\nthe Proceedings of the meetings in\n\nAtlanta, Jacksonville,\n\nMemphis, Richmond, Columbia, Ashcvillc,\nThe Montgomery volume will be\n\nand Nashville.\n\npublished a])out April, 1907.\n\nThe original constitution of the association provides that\nThe membershij) shall consist of white persons, divided into two classes, active and\nThe active membership shall consist solely of teachers and friends of educa-\n\nhonorary'.\n\ntion engaged actively in promoting the cause of education in the South.\n\nHonorary mem-\n\nbers may be elected from any part of the Union, and shall have all the privileges of active\n\nmembers, except that of holding office and voting.\n\nHut the membership clause of the new constitution ratified at Jacksonville\nin\n\n1904 reads as follows:\nTeachers and fricnfis of education may become members of this association entitled\n\nto all rights and [)rivileges upon the payment of the annual membership fee of two dollars.\n\nThe old constitution also ])r()\\i(ic-d\n\nfor a nienibersliip fee of two (lollars,\n\nwhich is still the annual dues.\n\nThe original constitution did not provide for the organization of departments, tho at the second annual meeting (Lookout Mountain) the Depart-\n\nment of Supervision and the Dei)artment of Textbooks and Journals held\nafternoon sessions, the former two and the latter one.\n\nbeen sessions of the following departments:\n\nSince then there have\n\nKindergarten, Superintendence,\n\nHigher Education, Secondary Education, Elementary ICducation, Normal\n\nand Child-Study.\nThe la.st constitution\n\"The Departments of the Association shall\n\nInstruction, Industrial Education,\n\ncontains the following clause:\n\n"}
{"page": 516, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n504\n\n[ffistoricJ\n\nbe such as may be regularly admitted by the Board of Directors.\"\n\nFrom time\n\nto time new departments have been added and others dropped, so that at the\n\npresent time the active departments are those of Superintendence, Administration, Child-Study, Industrial\n\nand Manual Arts, and Normal Instruction.\n\nAmong the topics for discussion at the various meetings we find the following\nto\n\nbe typical:\n\n\"Local Taxation;\"\n\n\"How to Improve Our Rural Schools;\"\n\n\"What the South is Doing for Public Education;\" \"Education and Crime;\"\n\"Education in the Old South and in the New;\"\nPublic Schools;\"\n\n\"Education of Women\n\nin the\n\n\"Industrial Training in\n\nSouth;\"\n\n\"Drawbacks to\n\nEducational Organization in the South;\" \"Industrial Education in the New\nSouth;\"\n\n\"Negro Education\n\nin\n\nthe South;\"\n\n\"Textile Education;\"\n\n\"The\n\nCounty Superintendent and His Mission;\" \"Relation of the Southern College\nto the Public School;\"\n\n\"Manual Arts in Rural Schools;\" \"The Demands\nOne of the most valuable features\n\nfor Science and Technology in the South.\"\n\nof the general sessions, introduced at the Jacksonville meeting,\n\nis\n\nthe report\n\nThese reports\n\nof progress for the year by each of the state superintendents.\n\nare short, concise, and helpful as statements of the results of each year's work.\nI think there\n\nis little\n\ndoubt that the Southern Educational Association is\n\nslowly but surely accomplishing the purposes of\nis\n\nits\n\nfounders.\n\nEspecially\n\nthis true since the regular publication of the annual volume of the Proceed-\n\nings and papers, which goes out to\n\nmany who do not attend the meetings,\nBesides this many of the papers and\n\nas well as public and college libraries.\n\naddresses are published by the best educational journals of the South and\nin this way the work of the association is popularized thruout the\n\nSouth and\n\nthe country.\nI regret that the material at\n\nmy command and the brief space and time\n\nallowed for the production of this paper preclude a better statement of the\nhistory and work of the Southern Educational Association.\nto\n\nI\n\nam indebted\n\nSuperintendent J. H. Phillips, of Birmingham, Ala., who was one of the\n\norganizers of the Southern Educational Association, for that part of this paper\nrelating to the\n\nMontgomery and Moorehead City meetings and the consoli-\n\ndations of the two branch organizations in the Chattanooga meeting.\n\nThe most recent organization for the aid of national education is The\nCarnegie Foundation, whose aims and plans of organization are briefly set\nforth by its president. Dr. Henry S. Pritchett:\n\nTHE CARNEGIE FOUNDATION FOR THE ADVANCEMENT OF TEACHING\n\n-\n\nHENRY S. PRITCHETT, PRESIDENT, NEW YORK CITY\nThere has been quietly inaugurated within the last year an institution\n\nwhose influence in higher education is likely to be far-reaching. Incorporated\nby Congress under the name, \"The Carnegie Foundation for the Advancement of Teaching,\" the institution had its origin in the generosity of Mr.\n\n"}
{"page": 517, "printed_page": null, "text": "Chapter]\n\nTHE CARNEGIE FOUNDATION\n\nAndrew Carnegie.\n\nIn a letter addressed to twenty-five trustees selected by\n\n505\n\nhim, of date April 16, 1905, Mr. Carnegie transferred to them as trustees Sio,-\n\n000,000 of 5 per cent, first mortgage bonds of the United States Steel Corpora-\n\nincome of which was to be used in establishing a system of retiring\n\ntion, the\n\nallowances in the higher educational institutions of the United States, Canada,\n\nand Newfoundland.\n\nThe trustees selected by Mr. Carnegie were twenty-five in number and\nincluded twenty-two presidents of educational inslilutions and three business\n\nAmongst the college presidents who were selected were representatives\nand of technical schools, and they were\ndrawn from all sections of the country. They represent, therefore, the educational interests of the American continent.\nUpon organization in the spring of 1906, President Henry S. Pritchett,\nof the Massachusetts Institute of Technology, was selected as chief executive\nmen.\n\nof great universities, of colleges,\n\nof the trust, the officers of the board of trustees being President Charles W'.\nEliot, chairman; President David Starr Jordan, vice-chairman;\n\nand President\n\nCharles F. Thwing, secretary.\n\nThe institution has had so brief a history that its place in education cannot yet be fi.xed.\n\nthru\n\nits\n\nIt has,\n\nhowever, thru its executive officers and particularly\n\npresident formulated the general principles\n\nupon which it will be\n\nThese principles are the following:\n\nadministered.\n\nThe purpose of this fund is the strengthening of the profession of the\nteacher and the dignifying of that profession.\n\nTo this end it is essential that\n\nthe endowment should be used to found a system of retiring allowances which\n\nshould come to the professor as a matter of right, not as a matter of charity.\n\nTo this end, therefore, it is essential that so far as possible the retiring allowances should be conferred thru an institution and\n\nin\n\naccordance with fixed\n\nrules.\n\nSecondly, the\n\ngift\n\nis\n\nalso\n\none to higher education and such institutions\n\nmust therefore be selected with some regard\nI'or this purpose, the\n\nsional definition of a college,\n\nIn the third\n\n[)la<\"e,\n\nacademic standing.\n\nwhich is the same as that in use under the laws\n\nwhile the work of the Foundation will be done in the\n\ninstitutions,\n\nin institutions\n\ntheir\n\nNew York.\n\nof the state of\n\nmain thru\n\nto\n\nboard of trustees has adopted for the i)rcsent a provi-\n\nits\n\nofficers will seek to recognize\n\neminent teachers\n\nnot admitted to this list, hut wliose services ha\\e been excep-\n\ntional either by reason <jf length or cjuality.\n\nUnder the conditions imposed by the founder and exjjressed in\nof incorporation, institutions\n\ntin-\n\nact\n\nunder the control of a denomination or which\n\nrcfjuire their trustees or officers to\n\nbelong\n\nto a specified (jenominiition are\n\nexcluded.\nIt\n\nis\n\nthe hof)e of the trustees and their\n\ngenerous and wise spirit.\nis the\n\n\\vi>l)\n\nt<»\n\nadiniiiisler this\n\nfund\n\nin a\n\nThe flefuiite end which they expe( t to accomplish\n\nestablishment of the retiring allowance as a part of the American system\n\n"}
{"page": 518, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n5o6\n\n[Historical\n\nof education, so that a teacher in an institution of higher learning may count\n\nupon a retiring allowance in old age and upon a similar provision for his widow\nas a regular part of the academic compensation, a part which may counter-\n\nbalance, in some respects at least, the modest pay which goes and which is\nlikely to go with the profession of the teacher.\n\nThe board of trustees believe\n\nthat the income in their possession will establish a system of retiring allow-\n\nances in perhaps one hundred and\nStates and\n\nfifty\n\ninstitutions\n\nthruout the United\n\nWhen this shall have been done for so large a number\n\nCanada.\n\nof institutions situated thruout the\ninstitutions which, for\n\nwhole country, it would seem clear that\n\none reason or another, cannot share in the benefits\n\nfund must provide retiring allowances from other sources.\n\nof this\n\nwould\n\nany case, the establishment of the\nsystem as a part of the academic life.\nresult\n\nbe,\n\nin\n\nThe\n\nretiring allowance\n\nThe first annual report of the president, which contains an account of\nthe proceedings for the first fiscal year as well as the rules established for the\n\nawarding of retiring allowances,\n1907,\n\nwill be ready for distribution January i,\nand may be obtained by application at the offices of the Foundation,\n\n542 Fifth Avenue, New York.\n\nA historical review of agencies for the advancement of material educational\nwould be quite incomplete without a representation of the work\n\ninterests\n\naccomplished by the educational journals since the publication of the\n\nfirst\n\nAmerican educational journal. The Academician, in 1818.\n\nED UCA TIONA L JO URNA LISA!\nC.\n\nW. BARDEEN, EDITOR OF \" SCHOOL BULLETIN,\" SYRACUSE, N. Y.\n\nSeveral contributions to the history of educational journalism in this\n\ncountry appear in the Proceedings of the N. E. A. for 1893, and I shall save\nrepetition\n\nand space by summarizing some of these, referring to them for\nunder the letter \"P.\" I shall make similar reference to two\n\nfuller detail\n\npublished addresses of my own, ''Educational Journalism,\" delivered before\nthe\n\nNew York State Teachers' Association in 1881, citations from which\n\nwill\n\nbe marked \"J;\"\n\nand \"The History of Educational JournaHsm in the\n\nState of New York,\" prepared for the congress of 1893, and of which about a\nthirtieth is given in the summary, P 826, 7.\n\nThis will be cited as \" Y.\"\n\nBoth\n\nthese pamphlets are out of print, but as considerable editions of both were\n\nprinted and sold, they are likely to be found in some of the larger libraries.\n\nThe two addresses are also printed in The School Bulletin (Vol. VII, pp. 16067; and Vol. XIX, pp. 133-34, 141-44; Vol. XX, pp. 4-9, 20-22).\nThe first American educational journal, The Academician (P 811, 2; J\n18,\n\n19;\n\nY 3-5), appeared February 7, 18 18, a semi- weekly octavo (6x9^)\n\nof 16 pages, at\n\n$3.00 a year.\n\nThe editors were Albert Picket, president of\nW. Picket, corresponding\n\nthe Incorporated Society of Teachers, and John\n\n"}
{"page": 519, "printed_page": null, "text": "EDUCATION AI. JOURNALISM\n\nChapter)\n\n507\n\nsecretan- of the same.\nWe find a series of articles on the new Lancasterian\nand Pestalozzian systems, and an essay on the evil tendency of theatrical\n\nrepresentations at school.\nOn the whole The Academician is dry reading.\nThe full twenty-five numbers were published, with an index and a {)reface\n\nwhich announced that the editors had completed their labors.\nRussell's American Journal of Education (P 812; J 19-21) and the Annals\n\nhave been described at considerable length in\n\noj Education\n\n(P 812; J 20,\n\ni)\n\nThe School\n\nBulletin\n\nXXVII,\n\n(\\'ol.\n\npp.\n\n211-19).\n\nThe\n\ntransfer\n\nfrom one\n\nwas somewhat involved, but it may be assumed that the\nJournal continued for five years, 1826-30, while the Annals was published\nto the other\n\ntitle\n\nnine years longer, 1831-39.\n\nIn the\n\nfirst\n\nnumber, for January, 1826, the editors say that the leading\n\nand the directors\nand liberal views of education.\n\nobject of the Journal will be to furnish a record of facts,\nwill\n\nendeavor\n\nto aid in diffusing enlarged\n\nEach number is to consist of 64 pages, at $4 a year. The title is spoken of\nit is not said what title had been announced.\nThe first\n\nas changed, tho\narticle\n\nto\n\nan account of the system of infant schools, with special reference\n\nis\n\nwork of Mr. Wilderspin.\nThe volume altogether makes 763 pages.\n\nthe\n\nMost of the articles are long,\n\neven the reviews reaching sometimes thru two or three numbers.\nIn the third volume is a quotation from the Journal d' Education of France,\n\nNo. 5.\n\nI happen to own the first four volumes of this interesting periodical,\n\nwhich I suppose to be the earliest published among educational journals.\nIn place of the usual retrospect there is an advertisement dated December\n22, 1828, in\n\nwhich Mr. William Russell for the first time writes over his own\n\nname, saying that the work will be continued and the range of subjects widened,\nespecially by bringing in topics connected with practical science\n\nand useful\n\ninformation.\n\nThe fourth and fifth volumes are smaller, containing Init 572 and 500 jjagcs\nrespectively, as against 768 pages of Vol. Ill; but the articles are by no means\n\nshorter or of more general interest.\n\nOn p. 53 is a review of Maternal Instruc-\n\ntion in the Spirit oj Pcstalozzi's Method, from the third London edition, Salem,\n\n1825.\n\nIn the second number, p. 97, is the first of a series of articles on Pestalo/./.i's\n\ncompiled from The Academician. It is a curious fact that the\nThe American Journal oj Jiducalion when the\\ bc-gan tlu- journal\n(fid not even know the 'The Academician had been j)ul)lislu'(i.\n'I'he fifth vohmie has neither tabli' of contents nor title page, and a> my\nprincijjles,\n\ni-dilor^ of\n\n<<)py is in the original Ijoards as issued b\\ the ]»ubli>hcr, 1 infer lliat\nl>rinted;\n\nnor i>. there anything to indicate the closing;\n\nfrom .August\nla^l jjart\n\nis\n\nto\n\nDecember,\n\nj).\n\nl)Ut\n\nit\n\nis\n\nnone wire\n\n(loul)le-page(i\n\n325-500 being also marke<l 1-176, and\n\ntliis\n\n(ommonly l>ound in with the first vohnnc of The American Annals\n\noj Education,\n\nmarked \"New\n\nwhich\nSeries\n\njjegins jiroperly\n\nNo.\n\ni.\"\n\nwith the year\n\n)iS3i.\n\nTliis\n\n\\'ol.\n\n\\'\n\nis\n\nThe title is now The American Journal oj\n\n"}
{"page": 520, "printed_page": null, "text": ":\n\nNATIONAL EDUCATIONAL ASSOCIATION\n\n5o8\n\nEducation and Monthly Lyceum.\n\n[Historical\n\nIt is stated also that there will be\n\na return\n\nhad been for some time published bi-monthly.\nWith the August number the title becomes American Journal and Annals\nThe editor,\nof Education and Instruction, \"New Series, Vol. I, No. 6.\"\nWilliam A. Woodbridge, gives a long address in which he says that The\nto the\n\nmonthly form.\n\nIt\n\nJournal of Education has, more than once, been on the point of dissolution for\n\nwant of patronage, and that it now barely pays the expense of printing and\ncirculation.\n\nWith 1830 ends The American Journal of Education. The title for Janis The American Annals of Education and Journal of Literary\nIn Vol. I there is mention of The QuarInstitutions, Vol. I, Part 2, No. i.\n\nuary, 1831,\n\nterly Journal of Education, London, beginning in January, 1831, which reached\n\nto ten volumes, being discontinued in 1835 for lack of support, as\n\nis\n\nhere\n\nThe first volume makes altogether 600 pages,\nIt is much\nin addition to the 176 from The American Journal of Education.\nmore readable than its predecessor. The articles are as a rule shorter, and\nmuch more practical; the descriptions are many and have permanent value\nafterward lamented in Vol. VI.\n\nas pictures of contemporary schools.\n\nIt is to\n\nbe noted that thus far while\n\nmuch space has been given to Fellenberg and to Jacotot, comparatively little\nis\n\nsaid of Pestalozzi.'\n\nOn p. 36 of Vol. II it is said that the first proposal made to the public\nnumber of The American Journal of\nhad now become a national institution, with 1,000\ntown lyceums, 60 county lyceums, several state lyceums, and a general and\nof the lyceum system was in the tenth\n\nEducation in 1826.\n\nIt\n\nnational union of the whole.\n\nOn page 541 the editor addresses the friends of the Annals.\n\nHe says that\n\nthe journal is being published at a loss, but that he is willing to go on if the\nsets now on hand can\n\nbe purchased, with a subscription of an equal number\n\nfor the following year.\n\nThe four volumes from 1831 to 1834 are offered at\n\n$12 a set.\n\nAt the beginning of Vol. V the editor treats of the prospects of the Annals.\n\nHe says\nAfter three years of unrewarded toil, and the expenditure of all his surplus means\nto sustain the only periodical on education in our great and growing country, the editor\nstill\n\nfound it involved, beyond his power to extricate it, without abandoning its future\n\nThe friends of the cause came forward; they urged him to state the case\nand they sustained his statement. The wealthy contributed liberally of\ntheir wealth; those who earned their bread by their labor, gave of their poverty; and\nthose who could do neither, pleaded the cause with an energy, and efficiency, which were\nnot less cheering to our labors, than useful to the cause. The result has been that in a\nyear of uncommon pecuniary pressure, nearly two hundred sets of the Annals have been\npublication.\n\nto the public,\n\nsold, to be distributed to private families, or placed in the libraries of our colleges, or state\n\nlegislatures, or\n\nemployed as a textbook in institutions where teachers are prepared for\n\ntheir important task.\n\nThe plan for sustaining The Annals of Education which had proved so\n\n"}
{"page": 521, "printed_page": null, "text": "EDUCATIONAL JOURNALISM\n\nChapter]\n\nsuccessful is published, with the signatures of such\n\n509\n\nmen as Daniel Webster,\n\nWilliam E. Channing, John Quincy Adams, Josiah Quincy, Edward Everett,\n\nMoses Stewart, William B. Calhoun, and George Ticknor.\n\nAt the end of\n\nevery number is a piece of music by Lowell Mason, a feature that continues\nfor\n\nsome years.\n\nThe type is larger and the magazine is in every way more\n\nattractive.\n\nAt the beginning of Vol. \\1 the editor says he looks with some degree of\nsurprise at the five volumes which\n\nlie\n\nbefore him,\n\nand wonders the journal\n\nhas not passed into the grave that has swallowed up every other journal of\nits character established in the country.\n\nHe is happy to inform those interested\n\nand that by giving up the\ngreater part of the property of the work, it is entirely freed from embarrassthat\n\nthe bound volumes are disposed\n\nall\n\nof,\n\n\"The Confessions of a Schoolmaster,\" which begins on page 255\nand is continued thru the volume, is manifestly by W. A. Alcott, and\nment.\n\nforms the substance of a work afterward published by him as a book.\n\nAt the beginning of Vol. VII it is stated that the editor's stay in Europe\nhas been prolonged and that he has thought best to resign the immediate\n\ncharge of the Annuls to Mr. W. A. Alcott.\nlozzian system of education,\n\nThe first article is on the Pcsta-\n\nand occupies ten pages.\n\nAt the close of the\n\nvolume Mr. \\\\'oodbridge states that with the year 1837 ^is connection with the\nAnnuls must close entirely, and on the eighth volume Mr. Alcott's name\nOn the title-page of Vol. VII, Mr. Woodbridge had\n\nappears alone as editor.\n\nbeen spoken of as a foreign editor.\n\nOn p. 285 it is said that common-school\n\npapers are becoming quite numerous.\nIllinois I,\n\nposed in Massachusetts.\ntioned,\n\nOhio has\n\n3\n\nand perhaps another,\n\nMichigan i. New York i, and The Common School Journal is pro-\n\nOn p. 527 more periodicals on education are men-\n\namong them The Education Reporter, by Rev. Asa Rand of Boston;\n\nThe Inciter, by a gentleman in Lancaster, Pa.; The Monthly Journal of\nWines; and llie School Register, in Boston, all discontinued. Among those recently established are The Common School\nAssistant of New^ York (P 826; J 21; Y 5); The Common School Advocate\n(P 828), of Cincinnati; The Ohio Common School Director, of Columbus;\nThe Pestalozzian (P 828), of Akron, Ohio; The Journal oj Education (P 831),\nDetroit, Mich.; The Educator, of Easton, Pa.; The Common School Advocate (P 833), of Jacksonville, 111.; and llie Connecticut Common School Journal\nEducation, by E.\n\n(P\n\n815).\"\n\nOn the title-page of Vol. IX appears \"Edited by M.\nthere\n\nis\n\n!'.\n\nHubbard,\" i)Ut\n\nno introduction to indicate why the change is made.\n\nlarger and the ty[)e smaller than in the last volume.\n\nAt\n\nllu-\n\nThe page is\nhottmn ol the\n\nlast page occurs this brief announcement:\n\nNotice to our Subscrilx.TS.\nWith tliis Nunihcr llic publication of the Annals 0} Education will cease.\n\nDr. .Mowry say>(-f Mr. Iliibbard (P812):\n\nA fatal mistake was made by tiu; new editor.\n\nHe turned ilic ma^^a/.iiie away from\n\n"}
{"page": 522, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n5IO\n\nits former broad design and\n\n[Historica\n\nmade it the advocate of high schools, academies, and colleges.\n\nHorace Mann looked with regret upon the change in the magazine, and in November,\n1838, issued the first number of The Common School Journal.\n\nThis was in its day a great power.\n\nIt\n\nwas the medium for the pubhca-\n\ntion of Mr. Mann's reports, and was conducted as its title indicated especially\n\nMr. Mann conducted the journal for\nand William B. Towle continued it four years longer, the last\n\nfor the teachers of country schools.\n\nten years,\n\nvolume being for 1852.\n\nMeantime a similar work had been carried on in New York.\n\nOn March\n\nY\n\n11-15) appeared in Geneva,\n25 The District School Journal (P 827; J 3-8;\nan eight-page quarto edited by Francis Dwight. The state superintendent\nselected\n\nit\n\nas his\n\nmedium of communication with the district officers, and\n\nMr. Dwight died December 15, 1845, and SamAt the close of Vol.\nVII he retired, and Rev. Dr. Wm. Campbell succeeded him, who in March,\n1848^ gave place to Edward Cooper, who, thirty years before, had founded\nThe Teacher's Advocate (J 8-10; Y 15-20). In April, 1849, ^^- Randall\n\nsubscribed for 12,000 copies.\n\nuel S. Randall, who had been assistant, became editor.\n\nagain became editor, but in 1852 the legislature refused to continue the appropriation,\n\nand the Journal ceased with the April number.\n\nThe time was ripe for a periodical on a broader basis than the official\n\nCommon School Journal and District School Journal or than any of the various journals established by teachers in several states, and a great man came\nto the front to shoulder a responsibility too heavy for any one man's shoulders\n\nand for which he sacrificed position and fortune and peace of mind.\n\nHenry\n\nBarnard's name will go down to posterity among those of heroes who have\nrisked everything for an idea, but who have accomplished their purpose.\n\nis\n\nBarnard's American Journal of Education (P 816, 7; 822-24; J 23-29)\nBegun half a century ago, a large proportion of the most\na monument.\n\nimportant pedagogical standards can still be found in English only in its pages.\n\nThis generation will not see any other cyclopedia of education that can compare with it\n\n;\n\nindeed it is doubtful whether much of its translated material will\n\never appear in other form.\n\nIts 32 volumes, each of 800 to 1,000 closely printed\n\npages, contain as much matter as 45,854 pages or 85 volumes of\ntional Review, so that\n\nno one\n\nis\n\nThe Educa-\n\nlikely to do his work over again.\n\nBut it is\n\nThe result of Dr. Barnard's life work is permanent. The\nNo library\nentire set of the Journal is in print, and any library may obtain it.\nunnecessary.\n\nthat is without it has the fundamental basis of a pedagogical collection.\n\nWhen in 1878 he wrote to Robert Herbert Quick that he was discouraged\nand thought of melting up his plates, Mr Quick replied (P 823), \"I would as\nsoon hear that there was talk of pulling down one of our cathedrals and selling the stones for building material.\"\nOscar Browning calls it, \"By far the\nmost valuable work in our language on the history of education.\" President\n(iilman said in The North American Review, \"It is the best and the only\n\n"}
{"page": 523, "printed_page": null, "text": "EDUCATIONAL JOURNALISM\n\nChapter]\n\n511\n\ngeneral authority in respect to the progress of American education during\n•the past century.\"\n\nIn \\\\\\\\\\ S. Monroe's The Educational Labors oj Henry Barnard (Syracuse,\n1893), a preparatory study for a biography which it is expected he will publish\nlater, a loving hand has recorded the life of\n\nstate superintendent of Connecticut\n\nDr. Barnard, with his services as\n\nand of Rhode Island, as college presi-\n\ndent, and as United States commissioner of education, all places of great use-\n\nfulness that\n\nmen have coveted, and that were worthily filled;\n\nbut they seem\n\ninsignificant beside this great work of editing the Journal.\n\nHe had\n\npublished\n\nalready\n\nThe Connecticut Common School Journal\n\nP 815) and The Jourmil oj the Rhode Island Institute oj\nInstruction (1846-49, P 813).\nThe first number of The American Journal\n(1838-42, 1850-54,\n\nappeared in August, 1855, and the first volume contained Bishop Huntington's \"Unconscious Tuition,\" still regarded the best monograph upon the\nteacher's\n\ninfluence.\n\nWhen he died he left material for volumes numbered as high as XXXN'HI.\nIt was thought\n\nbest to gather all this into a single volume. Vol. XXXII, includ-\n\ning his \"History of Education in the United States.\"\n\nThe thirty-two volumes\n\ntherefore include not only all that he published but all that he had gathered.\n\nIn 1891 a corporation was formed with a capital of $25,000\n\nknown as\n\n\"The Henry Barnard Publishing Company,\" of which Dr. Wm. T. Harris\nwas president. Contract was made with C. W. Bardeen of Syracuse to take\nover the plates and resume the publication.\n\nBut when it came actually to\n\ngiving up the volumes that had cost him so much Dr. Barnard could not find\nit\n\nin his heart to relinquish\n\nthem, and the contract was suspended till after\n\nwhen the material, weighing 45 tons, was shipped to Syracuse,\nassorted, rearranged, the missing plates supplied, and the Journal once more\nhis death,\n\nput upon the market.\n\nReferences to the Journal arc frequent\n\nceedings of this Association (i8qo, 51;\n\ni8gi:2g, 42, 390;\n\nin the\n\nThe only other educational journal that can be named with these\nEducational Review (Y 45).\n\nPro-\n\n1892: ^64, etc.).\nis\n\nThe\n\nThis w^as founded in 1890, and has been edited\n\nfrom the beginning by President Nicholas Murray Butler of Columbia University.\n\nIts\n\npurpose was high and has been consistently maintained;\n\nit\n\nis\n\nfor this period a repository and record of the best thoughts of the best teachers\n\nof the country.\narticles have\n\nIt\n\nhas paid promptly for every\n\narticle published,\n\nand the\n\nbeen worth paying for.\n\nEducation (P 820), founded in 1880, had a similar purpose but has been\n\nconducted on a much lower plane.\n\nThe School Rex'iew (Y 44) was started in |anuar\\-, 1S93, by President\nSchurman of Cornell, but has for many years been one of the mediums of expression of the University of Chicago.\nIt is the recognized and resi)ecled organ\nof the secondary teachers of the country, succeeding The Academy (188692, Y 44), which George A. Bacon had made their worthy exponent.\nThe Journal oj Pedagogy (Y 39) is a quarterly, started at Athens, Ohio,\n\n"}
{"page": 524, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n512\n\n[Historical\n\nin 1887 by Dr. J. P.\n\nGordy, but of recent years published in Syracuse by Dr.\n\nAlbert Leonard.\n\nhas maintained a quiet dignity in appearance and in\n\nIt\n\ncontents, and has a recognized standing.\n\nThe Pedagogical Seminary was begun by Dr. G. Stanley Hall in January,\npublishing three numbers a year. Its standard has been high, and it\nis a recognized authority, every number of permanent value, especially for\nrecords of original research, and for reviews of pedagogical books.\nThe New England Journal oj Education (P 819) for a period dropped the\nNew England from its title, but unwisely, for its especial field and point of\nview have been those of the New England states. It began January 2, 1875,\nin the union of the state journals of that section, and has been successfully\nowned and edited since 1886 by A. E. Winship. It has been the principal\neducational weekly journal of the country, and has large circulation and\n1 89 1,\n\ninfluence.\n\nThe New York School Journal (Y 33-35) began about the same time, and\nIt was conducted for thirty\n\nhas been printed in its present form since 1891.\n\nyears by the Kelloggs, who in 1905 attempted to combine the paying educational journals of the country, but succeeded only in extinguishing Intelligence.\n\nIn 1905 The School Journal passed into the hands of a well-known\n\nbook-publishing house.\n\nOf the state journals only a few can be named.\n\nOf the list published in\n\nOf these the Ohio\n1881 (J 2) only six have survived the quarter-century.\nEducational Monthly (P 828) and the Pennsylvania School Journal each\nclaim to be older than the other (see School Bulletin, Vol. XX, p. 14), and\n\nboth may be considered as beginning in January, 1852.\n\nThe Indiana School\n\nJournal began in 1856, and was in 1899 merged in The Educator- Journal.\n\nThe Wisconsin School Journal, started in 187 1, has represented the teachers\nof that state worthily.\n\nThe School Bulletin (P 827), begun in 1874 and the\n\nnext year absorbing The New York State Educational Journal (P 827; J 15;\n\nY 30), is in its thirty-third year, unchanged in form, in editor, and in publisher.\n\nThe Michigan School Moderator (P 832) has been sometimes a\n\nweekly and sometimes a bi-weekly, but has reflected in every column the genial\npersonality of its editor, H. R. Pattengill.\n\nThe Iowa journals (P 840) are\n\nnow represented by Midland Schools.\nOf journals that had disappeared before 1881, the educational historian\nThe Massachusetts Teacher (1848-74, P 813);\nThe Rhode Island Schoolmaster (1845-74, P 813); The New York Teacher\n(1852-65, J 10-15; Y 20-26), nominally continued two or three years in The\nAmerican Educational Monthly (1864-76, J 14; Y 26-30), in its later years\nknown as Schermer horn's Monthly; and The National Teachers' Monthly\n\nwill especially value the files of\n\n(1874-80, J\n\nI ;\n\nY 35-37), after two years withdrawn from the brilliant but\n\nJeremiah Mahony (P 839), and named the last three years Barnes'\nTeachers' Monthly.\nAnticipating an early demise the later editor queries\n\nerratic\n\nappealingly:\n\n"}
{"page": 525, "printed_page": null, "text": "—\n\n;\n\nEDUCATIONAL JOURNALISM\n\n'\n\nChapter]\n\n513\n\nDO EDUCATIONAL JOURNALS PAY ?\n\nGood journals pay a thousand fold, but\nThe New York Bulletin pays.\n\nTheoretically alwaj's, practically seldom.\n\nnot often cash dividends.\n\nEducational journals do pay.\n\nThe New England Journal of Education pays.\n\nThe Pennsylvania School Journal pays.\n\nCould not Bicknell, Wickersham, and Bardeen, be appointed a joint committee, and a\nhow ? It would be hailed with\nreport be squeezed out of them in which they would tell\njoy by a hundred poor, struggling, philanthropic, self-sacrificing\n\nand non-sustaining\n\nnow living in vain expectation of striking a bonanza.\n\njournals,\n\nOf journals since started The Western School Journal (P S44) took that\nname in 1885, succeeding various Kansas journals of different names. In\n1888 it was purchased by John Macdonald, and has since been a recognized\ninfluence.\n\nThe Western Teacher, was begun in Milwaukee by Mr. S. Y. Gillan\n\n1892.\n\nHe has also purchased Colonel Merwin's American Journal of\n\nin\n\nEducation (P 842) and published\n\nit\n\nas a special edition of the\n\nTeacher.\n\nSchool and Home Education, published in its earlier years as The Public School\nJournal, is a hneal descendant of The Illinois Teacher (1854-72, P 834)\nand The Schoolmaster (1868-76, P 835); and has been since 1886 in charge\nThe\nof George P. Brown.\nIts ability and influence have been marked.\nA merican School-board Journal has made more school buildings and school\nmen's faces familiar to the public than all the other journals together, and is a\n\nmonthly edition of George William Bruce himself.\n\nThe Missouri School Journal (P 842), begun in 1883; The School News,\nappealing especially to the country-school teachers of Illinois; School Education of Minnesota, by succession calling its present volume the twenty-fifth\n\nThe Progressive Teacher of Tennessee (1894);\nThe Northwest Journal oj Education of Washington (1890); The West Virginia School Journal; The Texas School Journal; The Louisiana School\nReview these and many others of more recent birth deserve mention if only\nspace permitted. Nor does space permit reference to the special and method\njournals, like The Elementary School Teacher {igoo),' The Kindergarten\nMagazine, The Kindergarten Review, The Kindergarten Magazine and Pedagogical Digest, and secures of journals that arc doing excellent work in parliiular\nthe Nebraska Teacher (1898);\n\n—\n\nfields.\n\nIn general\n\nit\n\nmay be said that liie half-century lias ])hiced educational\nThe sacrifices of William Russell\n\njournalism upon a sound financial basis.\n\nand Henry liarnard are no longer necessary.\nis\n\nThere is a market for all that\n\nworthy in pedagogical thought, and those who can furnish the help that is\n\nwanted by teachers may dcjx'hd upon ample rrnnuuration.\n\nThere have been and\n\nstill\n\nare\n\nmany\n\nother organizations\n\naims which have done important work for education.\n\nwith\n\nsimilar\n\nThose have been chosen\n\nfor historical sketches in this volume which seem to have been nio>l itn|)oitant\nin advancing\n\nlimits.\n\ncommon-school interests without reference to state or sei tional\n\nThis series of sketches will\n\nlje\n\nclosed with a brief sketch of state\n\n"}
{"page": 526, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n514\n\n[Historical\n\neducational associations organized before 1857, most of which have continued\nuninterruptedly to the present time.\n\nSTATE TEACHERS' ASSOCIATIONS ORGANIZED BEFORE 1857\nWILL S. MONROE, STATE NORMAL SCHOOL, WESTFIELD, MASS.\n\nWhen the National Teachers' Association was organized fifty years ago\nfourteen state teachers' associations were already in existence.\n\nIsland Institute of Instruction\n\nThe Rhode\n\nis\n\nthe oldest of the existing state associations.\n\nIt held its first regular meeting at\n\nProvidence on January 28, 1845, with John\n\nKingsbury (1801-74) as president.\n\nAmong the other educational leaders\n\nconnected with the early history of the Rhode Island Institute of Instruction\n\nmay be named Henry Barnard (1811-1900), the moving spirit in the organization of the association and state commissioner of education at the time\n\n;\n\nNathan\n\nBishop (1808-80), for many years superintendent of the schools of Providence;\n\nSamuel S. Greene (1810-83), Bishop's successor; President Frances Wayland\n(1796-1865), of Brown University and Principal Dana Pond Colburn (182359) of the Rhode Island Normal School.\n\n30,\n\nThe New York Teachers' Association was organized at Syracuse July\n1845, ^^''th Superintendent John W. Bulkley (1802-88) of Brooklyn as\n\npresident.\n\nAmong the early officers and speakers were David Perkins Page\n\n(1810-48), principal of the Albany\n\nNormal School; Samuel B. Woolworth\n\n(1800-80) of the same institution; Samuel S. Randall (1809-81), of the depart-\n\nment of public\nTroy Institute.\n\ninstruction;\n\nand Mrs.\n\nEmma Willard (1787-1870) of the\n\nThe Massachusetts Teachers' Association held its first annual session on\nNovember 25, 1845. Ohver Carlton, of Salem, presided at the first and the\ntwo following meetings. Among the early leaders may be named Emerson\nDavis (1798-1866) and William H. Wells (1812-85), of the Westfield Normal\nSchool; John D. Philbrick (1818-86), George B. Emerson (1797-1881),\nGideon F. Thayer (1793-1863), and Thomas Sherwin (1799-1869) of Boston;\nand Ariel Parish, D. B. Hagar, Thomas Gushing, and George A. Walton.\nThe Ohio State Teacher's Association dates from December 31, 1847.\nSamuel Galloway (181 1-72), John Hancock (1825-91), Joseph Ray (180757), Loren Andrews (1819-61), Andrew J. Rickoff (1824-99), and Emerson\nE. White (1829-1902) were among the early presidents.\nThe Connecticut State Teachers' Association held its first meeting April\n15, 1848.\n\nAmong its early leaders were Henry Barnard (1811-1900), David\n\nN. Camp\n) and William S. Baker (1814-76).\nThe Vermont State Teachers' Association held its first meeting at Mont(1820-\n\npelier\n\nOctober 16, 1850 with Hiram Orcutt (1815-99) as president.\n\nSamuel\n\nR. Hall (1795-1877), Calvin Pease (1813-63), and Selim H. Peabody (18291903) were among the early leaders.\n\nThe State Teachers' Association of Michigan was organized October 12,\n\n"}
{"page": 527, "printed_page": null, "text": "Chapter)\n\nSTATE TEACHERS ASSOCIATION\n\n1852, at Ypsilanli.\n\nAdonijah S. Welch (1821-89) presided at the first and\nIra Mayhew (1814-?) and John\n\nsecond annual sessions.\n\n515\n\nM. (Gregory (1822-\n\n98) were early presidents.\n\nPennsylvania was the eighth state teachers' association to organize.\n\nIts\n\npreliminary meeting was held at Harrisburg December 28, 1852, and\n\ntlic\n\nfirst\n\nregular meeting of the association at Pittsburg August 5 to\n\n1853.\n\n8,\n\nJohn Howard Brown (1802-58) was the president of the first and second\nsessions.\nJames Thompson (1814-?) was president of the third session and\nJohn F. Stoddart (1825-73) the president of the fourth meeting. Thomas\nH. Burrows (1805-71), for many years superintendent of public instruction,\n\nand James P. Wickersham (1825-92), the founder of the Millersville Normal\nSchool and afterwards superintendent of j)ublic instruction, were also active\nin the early history of the Pennsylvania association.\n\nWisconsin followed, July 12 to 14, 1853, at Madison.\n\nwere John G.\n\nThe first presidents\n\nMcMynn (1824-1900), Josiah L. Pickard (1824, still living\n\nand Ambrose C. Spicer (1820-?).\nThe Illinois State Teachers' Association was organized at Bloomington\nDecember 27, 1853. W. Goodfellow, W. H. Powell, Charles E. Hovey,\nWilliam H. Wells, Newton Bateman, and Richard Edwards were early presiin California),\n\ndents.\n\nThe New Jersey State Teachers' Association organized a day later, DeIsaac Peckham, R. L. Cook, Nathan Hedges, W. F.\n28, 1853.\nPhelps, David Cole, and Herman Kriisi were among its earliest officers and\n\ncember\n\nspeakers.\n\nThe Iowa State Teachers' Association was organized at Iowa City, May\nDavid Franklin Wells was the first president. Jerome Allen,\n1854.\nOran Faville, H. K. Edison, and Moses K. Cross were active in the organi10,\n\nzation of the association.\n\nThe New Hampshire State Teachers' Association was organized in June\nand held its first regular session at Nashua November 27 and 28, 1854.\n\nJona-\n\nthan Tenney, John\n\nS.\n\nWoodman, Edwin D. Sanborn, David Crosby, Henry\n\nSawyer, Cyrus\n\nS.\n\nRichards, Alpheus Crosby, and Benjamin Greenleaf\n\n\\\\.\n\nwere its earliest ])r()m(itcrs.\n\nThe Indiana State Teachers' AsscKiation was organized December 25,\nProfessor William M. Daily of the I'liiversity of Indiana was presi.\\.\nR. Hciiton, George W.\ndent of the first and second ainui;il sessions.\nHoss, Josiah Hurly, Caleb Mills, and W. i). Ilcnklc were iiroiniiunt in its\n1854.\n\nearly history.\n'I'he\n\n.Missouri State Teachers* Association dates\n\nformally organized at\n\nSt.\n\nLouis (May 22) with\n\nHorat e .Maim was one of the speakers at the\nHarris, J. L. Tracy,\nin its early history.\n\nJ.\n\nG.\n\nIIo\\l,\n\nand C. S.\n\nfroi]i\n\n1S56, wluii\n\nil\n\nwas\n\nW. 'I'. Luckey as ])resi(lent.\nfirst\n\nI'cnncll\n\nmeeting.\n\nWilliam T.\n\nwere |iroininent workers\n\n"}
{"page": 528, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n5i6\n\nIV.\n\n[ffistorical\n\nTHE NATIONAL TEACHERS' ASSOCIATION\n(1857-70)\n\nThe foregoing historical sketches furnish an introduction to the history\nof the larger movement for the promotion of common-school education which\n\nbegan with the organization of the National Teachers' Association at Philadelphia, Pa., August 26, 1857, and has, since 1870, continued under the name\nof the National Educational Association.\n\nThe spirit of voluntary organiza-\n\ntion of teachers and citizens in behalf of educational progress is a distinguish-\n\ning characteristic of the United States, and is indeed essential under a govern-\n\nment which does not assume to direct educational effort but leaves this largely\nto the voluntary initiative of the states, smaller political divisions, or individual\ndistricts.\n\nUnder such a system the need of conferences for discussion of\n\neducational problems and methods has led to a remarkable development of\neducational associations for this purpose.\n\nWhile it may be true that the educational system of the United States has\nlacked something of the efficiency of administration and the completeness of\norganization of governmental systems of education\n\nhave been certain compensations\n\nin the\n\n—\n\nlike\n\nGermany\n\n—there\n\neducation of the whole people in\n\nbearing the responsibility for their schools and in the abundant opportunities\nfor the exercise of originality\n\nindividual school boards.\n\nand initiative on the part of teachers and the\n\nThe spirit of all educational associations in the\n\nUnited States is well expressed in the original call for a convention to organize\nthe National Teachers' Association inviting to conference\nall\n\npractical teachers in the North, the South, the East, the West,\n\nwho are willing to\n\nunite in a general effort to promote the educational welfare of our country by concentrating\nthe wisdom and power of numerous minds and by distributing among all the accumulated\n\nexperiences of all.\n\nThis same spirit is fully set forth in the opening and closing addresses of\n\nHorace Mann at the American Association for the Advancement of Education\n(pp. 467-71) of this volume, and\n\nis\n\napparent thruout the various historical\n\nsketches of associations organized before the National Teachers' Association.\n\nThe \"call\" referred to above was first proposed by T. W. Valentine, then\npresident of the New\n\nYork State Teachers' Association, and was written at\n\nhis suggestion by D. B. Hagar, president of the State Teachers' Association\n\nof Massachusetts.\n\nIt\n\nwas signed by the presidents of ten state teachers'\n\nassociations, and was as follows:\n\nTo the Teachers oj the United States:\n\nThe eminent success which has attended the establishment and operations of the\nseveral teachers' associations in the states of this country is the source of mutual congratulations among all friends of popular education.\nTo the direct agency and the diffused\ninfluence of these associations, more, perhaps, than to any other cause, are due the manifest improvement of schools in all their relations, the rapid intellectual and social elevation of teachers as a class, and the vast development of public interest in all that concerns\nthe education of the young.\nThat the state associations have already accomplished great good, and that they are\ndestined to exert a still broader and more beneficent influence, no wise observer will deny.\n\n"}
{"page": 529, "printed_page": null, "text": "NATIONAL TEACHERS' ASSOCIATION\n\nChapter]\n\n517\n\nBelieving that what has been accomplished for the states by state associations may\nbe done for the whole country by a National Association, wc, the undersigned, invite our\nfellow-teachers throughout the United States to assemble in Philadelphia on the 26th\nday of August next, for the purpose of organizing a National Teachers' Association.\nWe cordially extend this invitation to all practical teachers in the North, the South,\nthe East, and the West, who are willing to unite in a general effort to promote the general welfare of our country by concentrating the wisdom and power of numerous minds,\nand by distributing among all the accumulated experiences of all; who are ready to devote\ntheir energies and their means to advance the dignit\\', respectability, and usefulness of\ntheir calling; and who, in fine, believe that the time has come when the teachers of the\nnation should gather into one great educational brotherhood.\nAs the permanent success of any association depends very much upon the auspices\nattending its establishment, and the character of the organic laws it adoj)ts, it is hoped\nthat all parts of the Union will be largely represented at the inauguration of the proposed\nenterprise.\n\nSigned by\n\nT. W. Valentine, President of the New York Teachers' Association.\nD. B. Hagar President of the Massachusetts Teachers' Association.\nW. T. LucKEY, President of the Missouri Teachers' Association.\nJ. Tenny, President of the New Hampshire Teachers' Association.\nJ. G. May, President of the Indiana Teachers' Association.\nW. Roberts, President of the Pennsylvania Teachers' Association.\nC. Pease, President of the Vermont Teachers' Association.\nD. Franklin Wells, President of the Iowa Teachers' Association.\nA. C. Spicer, President of the Wisconsin Teachers' Association.\nS. Wright, President of the Illinois Teachers' Association.\n\nIn accordance with the aI)ove\n\ncall,\n\nmany teachers of the United States\n\nassembled at the \"Athenaeum Building,\" in Philadelphia, at ten o'clock a.m.,\n\nAugust 26, 1857.\n\nThe meeting was called to order by T. W. Valentine, of New York, who\nread the call and made the following statement, in substance:\n\nWe assemble here today under circumstances of more than ordinary interest.\n\nIt is\n\ntrue that our meeting is not large in numbers, as our coming together has not been publicly announced in\n\nflaming advertisements.\n\nWe have not expected that the quiet gather-\n\ning of a lx)dy of teachers in this great city would create such a sensation as a political\n\nor\n\ncommercial convention, representing merely material interests, might do, yet in its results\n\nupon the great cause of education directly, and upon the well-being of the country ultimately, this meeting may prove as important as many of those of a more pretentious\ncharacter.\n\nTwelve years ago, in the Empire State, the first state association of teachers in this\ncountry was formed.\n\nSome of us now here, who were instrumental in its formation, can\n\nwell remember the fear and trembling with which that enterprise was commenced.\n\nPre-\n\nvious to this organization teachers everywhere were almost entirely unacquainted with\n\neach other.\n\nBut what a mighty change a few years have wrought!\n\nBesides many minor\n\norganizations, there arc now not less than twenty-three state teachers' associations, eat h\n\ndoing good work in its own sphere f>f Ial)<)r, and today I trust we shall proceed to raise\nthe capstone which shall\n\nl^inrl all\n\ntogether in one solid, substantial stru( ture.\n\nIn our pro|x).sed organization\na.s,sociation.s, for\n\nwe shall have no antagonisms with any of the stale\n\nthey have their fKculiar local work, nor with the venerable \"American\n\nInstitute of Instruction,\" for its field has always been\n\nNew England, nor with the \"Ameri-\n\ncan Association for the Advancement f)f Education,\" which was not designed to Ik\" specifically an association of teachers.\n\nWhat wc want is an asso( iation that shall emljra< e all the tea( hers of our whole\nits meetings at su( h central points as shall at ommodate all\nsections and combine all interests.\nAnd we need this not merely to promote the interests\ncountry, which shall hold\n\n(\n\n"}
{"page": 530, "printed_page": null, "text": ":\n\nNATIONAL EDUCATIONAL ASSOCIATION\n\n5l8\n\nof our own profession, but to gather\n\nup and arrange the educational\n\n[Historical\n\nstatistics of\n\nour\n\ncountry, so that the people may know what is really being done for public education, and\n\nwhat yet remains to be done.\nits\n\nI trust the time will come when our government will have\n\neducational department just as it now has one for agriculture, for the interior, for the\n\nnavy, etc.\n\nWe need such an organization as shall bring the teachers of this country more together,\nand disseminate as well as collect educational intelligence.\nSuch an effort is imperatively demanded of us; and I trust we shall now go forward\nand devise measures to accomplish these great objects.\nFollowing the statement of T. W. Valentine, James L. Enos of Iowa was\nelected chairman.\n\nAfter prayer by Rev. Dr. Challen, of Philadelphia, D. B.\n\nHagar of Massachusetts offered the following resolution\nThat, in the opinion of the teachers now present as representatives of\n\nResolved,\n\nvarious parts of the United States,\n\nit\n\nis\n\nexpedient to organize a \"National Teachers'\n\nAssociation.\"\n\nAfter a\n\nfull\n\nand free discussion of the resolution it was adopted, and a\n\ncommittee was appointed to prepare and report a constitution.\n\nnoon session of the same day a constitution was adopted.\n\nAt the after-\n\nFor the text of\n\nthe constitution as adopted see chapter on The Constitution, pp. 534-35.\n\nAt the evening session Mr. T. W. Valentine was called upon to read a\nspecially prepared address by Professor William Russell, of Massachussetts,\n\nwho was prevented by illness from attending the meeting.\nset forth the\n\nThis address\n\nimportance of this convention to organize an association of pro-\n\nfessional teachers that should be national in character\n\nand should secure a\n\nwider and juster view of education and corresponding methods of instruction.\n\nThe first half of this address is quoted from Barnard's American Journal\n0} Education, Vol. IV,\nI.\n\nN. S. (1864), pp. 7-10.\n\nNATIONAL ORGANIZATION OF TEACHERS\n\nAn address to the convention of teachers of the United States, held in Philadelphia,\nAugust 27, 1857, for the purpose of forming a national organization of their profession.\n\nBy William Russell\nEditor ol American Journal 0} Education, 1826-28\n\nFellow Teachers:\n\nWe are met on a great occasion.\n\nFor the first time in the history\n\nof our country, the teachers of youth have assembled as a distinct professional body,\n\nrepresenting its peculiar relations to all parts of our great national Union of States.\n\nThe\n\nevent is a most auspicious one, as regards the intellectual and moral interests of the whole\n\ncommunity of which, as citizens, we are members; and, to ourselves, professionally and\nindividually, it opens a view of extended usefulness, in efficient action, such as never yet\n\nhas been disclosed to us.\n\nWe meet not as merely a company of friends and well-wishers to education, one of\nthe great common interests of humanity, in which we are happy to co-operate with phil-\n\nanthropic minds and hearts of every class and calling; but we have at length recognized\n\nour peculiar duty to come forward and take our own appropriate place as the immediate\nagents and appointed organs of whatever measures are best adapted to promote the highest\n\nby the wider diffusion of whatever benefits are included in the whole\nIn stepping forward to take the professional position now universally accorded to us, we do so in no exclusive or selfish spirit.\nWe are, in fact, only\n\ninterests of society,\n\nrange of human culture.\n\n"}
{"page": 531, "printed_page": null, "text": "I\n\n—\nNATIONAL TEACH EAS' ASSOCIATION\n\nChapter)\n\n519\n\ncompMng with the virtual invitation given us, by all who feel an interest in the advancement of education, to assume, in regular form, the acknowledged responsibilities of our\noffice,\n\nas guardians of the mental welfare of the youth of our country, responsible to the\n\nThe\n\nwhole community for the fidelity and efficiency with which we discharge our trust.\n\nliberal measures recently adopted in so many of our states for the establishment of jier-\n\nnianent systems of public education;\n\nnow so general, of the\nwarm reception offered to every\n\nthe generous recognition,\n\nvalue of the teacher's office and his daily\n\nlabt:)rs;\n\nthe\n\ndown\nthe\n—from those which represent whole\n— intimate the universal readiness of society\nwelcome the formation of a yet more extensive professional union of teachers —of one\n\nform of teachers' associations\n\nstates\n\ngatherings in our towns and villages\n\nlocal\n\nto\n\nto\n\nall\n\ncoextensive with our national interests and relations.\n\nWe meet the invitation, not as a mere professional recognition, entitling us to withdraw from the ground which we have hitherto occupied, in common with the friends of\neducation, whether of the learned professions or of other occupations, in the promotion of\nits interests, and, by an exclusive organization, to\n\ncut ourselves off from all communication\n\nbeyond the limited sphere of a close corporation.\n\nIt is in\n\nno such spirit that we would\n\nBut we do feel that there is a duty devolving on us, as teachers, which we desire to\nfuUfil.\nWe feel that, as a professional body, we are distinctly called on to form a national\n\nact.\n\norganization, that we may be the better enabled to meet the continually enlarging demands\n\nof our vocation for higher personal attainments in the individual, and for more ample\nqualifications adequately to fill the daily widening sphere of professional action.\n\nWe wish, as teachers, to reap whatever benefits our medical brethren derive from\ntheir national associations, in opportunities of communication for mutual aid and counsel.\n\nWe desire to see annually a professional gathering, such as may fairly represent the instrucWe\n\ntors of every grade of schools and higher institutions, throughout the United States.\n\nhope to see the numerous delegation, at such meetings, from every educating state in the\nUnion, of the men who, in their respective state associations of teachers, are already\n\nresponding to the manifest demand for distinct appropriate professional action, on the part\nof those on whom devolves the immediate practical business of instruction.\n\nTeaching is, in our day, an occupation lacking neither honor nor emolument.\n\nThose\n\nwho pursue this employment are in duty bound to recognize the position which is so liberally a.ssigned them.\nThe vocation is well entitled to all the aid and support which an\nacknowledged [)rofessional rank can confer upon it. The personal interest of every individual who pursues the calling, or who means to adopt it, is concerned in every measure\nwhich tends to elevate its character or extend its usefulness. Every teacher who respects\nhimself, and whose heart is in his work, will respond, we think, with alacrity to the call\nwhich the establishment of such an association as we propose makes u\\H>n him for his\nU,st efforts in\n\nits\n\naid.\n\nFrom the formation of a National Association of Teachers, we exjject great national\nIxnefits.\nI.\n\nAs regards wider and juster views of education, and corresponding nutliods of\n\ninstruction\n\nIn a progressive\ns(\n\ncommunity like ours, amid the vast and rapid developments of\n\nience by which our times are characterized, and the universal craving for yet better modes\n\nhuman culture, to imagine that we have already attained to perfection in our modes of\nl>e alwurd.\nThe .stati.stics of .society jirodaim the falsity of such an\nopini<in.\nThe daily records of our race tell too plainly the sad story of our defi( iencies\n<if\n\neducation, would\n\nand our failures, in the [irevalcnt feeble organizations of liody, and the imperfect In altli,\nwhi< h we still owe to our culpabli- ncglet t of i)ro])er edui alional training, by which physical vigor and effii iency might\n\n\\h-,\n\nin great\n\nmeasure, .secured to every human being.\n\nThe\n\nteacher, in our large cities, at least, <laily finds him.self comjielled to limit his intellectual\n\nrequirements to the condition of many minds incapable of su.staining lengthened or vigor-\n\n"}
{"page": 532, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n520\n\n[Historical\n\nous application, or of retaining the rudimental germs which it is his desire to implant.\n\nOf our acknowledged defective moral education, it is unnecessary to speak.\n\nThroughout\n\nour country, the parent is appealing to the teacher, and the teacher to the parent, for\nWho will venture, in\nefficient efforts which may bring about a better state of things.\n\nsuch circumstances, the assertion that we are already perfect ?\nThe whole ground of education needs a thorough survey and revision, with a view\n\nand reforms than have yet been attempted. The cry\nmore invigorating, more inspiring, more effective modes of culture,\ncomes up from all classes of society, on behalf of the young who are its treasured hope.\nA truer and deeper investigation is everywhere needed in regard to the constitution, the\ncapabilities, and the wants of man, equally in his temporal and his eternal relations.\nAdverting thus to the acknowledged need of a renovation in the form and character\nof education, we would not be understood as desiring the indiscriminate subversion of\nexisting modes of culture, or of the institutions to which we have been so largely indebted\nto much more extensive changes\nfor more healthful,\n\nfor whatever degree of mental attainment has characterized the past or benefits the present.\n\nIt\n\nbelongs to others than teachers to propose those rash and headlong changes,\n\nunsanctioned by true philosophy or stable theory, which have demolished without reconstructing, and whose toppling fabrics have served the sole purpose of forming the sepulchral monuments of \"zeal without knowledge.\"\n\nNo; one of the surest and best results of a great national association of teachers, will\nbe the careful retention of all unquestionable good residuum gained by the sure filtration\nof experience;\n\nanother will be the building-up, to yet nobler heights of beneficial influ-\n\nRoom can be made for the cultivation of all\n\nence, the high, places of all true learning.\n\ninvigorating and purifying influences in human development, without the sacrifice of one\n\nvaluable acquisition;\n\nor, rather, with the\n\nwill certainly introduce.\n\naddition of many, which a more genial nurture\n\nBut it is high time that the broad experience and observation of\n\nteachers, the tried servants of humanity, in all the relations of culture, should unite to\n\nclaim a hearing on the great subject of their daily duties and endeavors; and that their\nvoice should have its weight in the adoption of the successive steps which the ceaseless\n\nadvances of knowledge will always require at the hands of education.\n\nA harmonious\n\nco-operation of educational skill with scientific progress and parental interests, may thus\n\nbe fully secured for the enlargement and fertilizing of the whole field of mental and moral\nculture.\n\nA professional association, founded on the broad basis which we now contemplate,\nwill necessarily give unity and effect to\n\ncommunications expressing the views and bear-\n\ning the sanction of such a body; and instructors throughout our country will thus have\n\nan opportunity of contributing more widely, and more effectively, to the furtherance of\nwhatever good is embraced in the whole range of education, whether in its immediate\nor its remotest results.\n\nAfter the reading of Professor Russell's address, the following officers\n\nwere elected:\nPresident:\n\nZ. Richards, of\n\nWashington, D. C.\n\nT. W. Valentine, of New York; D. B. Hagar, of Massachusetts;\nWm. Roberts, of Pennsylvania; J. F. Cann, of Georgia; J. L. Enos, of Iowa; T. C.\nVice-Presidents:\n\nTaylor, of Delaware;\n\nJ.\n\nR. Challen, of Indiana;\n\nSmith, of South Carolina;\n\nE.\n\nD. Wilkins, of Illinois;\n\nW. Whelan, of Missouri; P. F.\nT. Granger, of Indiana; and L.\n\nAndrews, of Ohio.\nSecretary: J.\n\nW. Bulklcy, of New York.\n\nTreasurer: T. M. Cann, of Delaware.\n\nCounselors:\n\nWm. E. Sheldon, of Massachusetts; James Cruikshank, of New York;\n\n"}
{"page": 533, "printed_page": null, "text": "k\n\nNA TIOXA L EDUCA TIOXA L A SSOCIA TlOX\n\nChapter]\n\nP. A. Crcgar, of Pennsylvania;\n\n521\n\nX. R. Lynch, of Delaware; Wni. Morrison, of Maryland;\n\nO. C. Wight, of District of Columbia; Wm. S. Bogart, of Georgia;\nof Missouri; A. J. Stevens, of Iowa; Win. H. Wills, of Illinois.\n\nWm. T. Luckey,\n\nAt the meeting of the Hoard of Counselors, it was decided to hold the first\n\nannual meeting of the National Teachers' Association\n\nat Cincinnati,\n\nOhio,\n\nThe following is a list oi the original niemhers who\n\nAugust H-13, 1858.\n\nsigned the Constitution at Philadelphia, August 26, 1857:\nList of\n\nMembers\n\nMembers at Philadelphia, August 26, 1857\n\nOriginal\n\nName and Residence\nZ. Richards, Washington, D. C.\n\nName and Residence\nX. R. Lynch, Delaware\nThomas Granger, Marvland\nE. W. Whelan, Missou'ri\n\nT. W. \\alentine, Brooklvn, X. Y.\nJ. W. Bulklcy, Brooklyn; N. V.\nJames Cruikshank, Albany, N. Y.\nI). B. Hagar, Jamaica Plain, Mass.\nJames L. Knos, Cedar Rapids, Iowa\nWilliam K. Sheldon, West Xewton, Ma.ss.\nWilliam Roberts, Philadelphia, Pa.\n\nAsa Jones, Pennsylvania\nWm. H. Hunter, Pennsylvania\nJames H. McBride, Pennsylvania\nWilliam Watson, Pennsylvania\n\nJames H. Sides, Philadelphia, Pa.\nJames R. Challen, Indiana\nThijmas M. Cann, Delaware\nT. Clarkson Taylor, Delaware\n\nCombs, Pennsylvania\nH. D. Gregory, Pennsylvania\nT. Saundcrson, Pennsylvania\nWilliam Jones, Pennsylvania\nW. A. Field, Pennsvlvania\nJ. D. Giddings, Charleston, S. C.\nRobert Campbell, Pennsylvania\n.'^arcjn E. Hunter, Pennsylvania\n(jilbert\n\nJ. F. Cann, Georgia\nS. J. Wetherbee, Delaware\n\nPaul Swift, Pennsylvania\nWilliam H. Bait, Pennsvlvania\nWilliam N'odges, Pennsslvania\nH. C. Hickok, Pennsvlvania\nJ. P.\n\nW. Barnett, Illinois\n\nJ.\n\nLewis Heyl, Columbus, Ohio\nV. L. Conrad, Davton, Ohio\n\nWickersham, M'illersville, Pa.\n\nMo.\n\nC. S. Pennell, St. Louis,\n\nKdward Brooks, Millersville, Pa.\n\nMrs. H. D. Conrad, Dayton, Ohio\nMi.ss .•\\. W. Beecher, Davton, Ohio\n\nA. H. Laidlaw, Millersville, Pa.\nP. A. Crcgar, Millersville, Pa.\n\nThe subsequent history of the Association, the names of those who were\nthe leaders in this imj^ortant movement, and the topics discussed at the annual\n\nconventions are Ijest set forth in ilu- record of officers, si)eakers, and the lists\nof topics which will ;ip|Kar on later jjages.\n\n(Jn account of the (li>lurl>ances of the Civil War no conventions were held\nin\n\n1861\n\nand 1862.\n\n\\ention was held\n\n\\.\n\nI'Or\n\n.\\Ari().\\.\\i,\n\n'iiij':\n\nM the meeting\nprinci|)al\n\nt»f\n\nin\n\nassociation\n\n[•;i)r(\\\\'ii().\\.\\i.\n\nClcncland,\n\n(\n\n)hio,\n\n.August\n\nk;,\n\n15\n\nthe State- .Normal Sc Ixtol at .Sa'e n, .Mass,\n\nthe Associaliij*.\nfor the\n\nother reasons which do not clearly ajjpear no con-\n\n1X67.\n\nin\n\n.\n\nIt\n\nwill\n\nconvention of\n\nhe rememhered\n\nteac hers\n\nin\n\niliat\n\nIMiiladcl|)hia\n\n1S70,\n\nI).\n\nMr. Hagar drew up\nin\n\nllagar,\n\nH.\n\nwa> the proidiiil\n\n.\\ugust,\n\nllic\n\n1857, and\n\nnf\n\ncall\n\nwas a\n\nleader in the a(tion which resulted in the organization of the .\\alional Teachers'\nAssociation.\na^ follows:\n\nIn hi^\n\nopening ;iddr<-s>\n\nat\n\nClivcland,\n\ni'r(--i(lc\n\nnt\n\nHagar spoke\n\n"}
{"page": 534, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n52 2\n\n[Historical\n\nEXTRACTS FROM D. B. HAGAR'S PRESIDENTIAL ADDRESS\nCleveland, Ohio, August 15, 1870\nIt is\n\nnow thirteen years since the National Teachers' Association was organized, its\n\navowed object being \"to elevate the character and advance the interests of the profession\nof teaching, and to promote the cause of popular education in the United States.\"\nIt\nmay not be out of place to allude briefly to the origin of the Association, and to the more\nimportant changes which its constitution has undergone, and to consider the advisability\nof making such other changes as may promise to enhance the usefulness of the organization.\nThe teachers who in August, 1857, assembled at Philadelphia, in response to the call\nwhich had been put forth by the presidents of the state associations, were few in number,\nand, with rare exceptions, not overflowing with faith in the proposed enterprise.\nSome\nmen, of sanguine temperament, saw visions of a grand comprehensive association; some\ntalked of \"castles in Spain,\" and here and there was one who solemnized the occasion\nwith his ominous silence, but who in after years was willing to assume the more cheerful\npart of an \"original founder.\"\n\nThe deliberations of that small meeting in Philadelphia culminated in a resolve to\nenough to include practical educators of every\nand in the adoption of a constitution supposed to be adapted to the accomplishment\nof the important objects in view.\nThe doubts which at the outset clouded the probable\nsuccess of the new enterprise were dispelled by the grand results of its first anniversary\nestablish an association comprehensive\n\nsort,\n\nmeeting, held in Cincinnati in 1858.\nat Washington, D.\n\nC, in 1859;\n\nat Harrisburg, Pa., in 1865;\n\nRegular meetings have subsequently been held\n\nat Buffalo,\n\nN. Y., in i860;\n\nat Indianapolis, Ind., in 1866;\n\nat Chicago,\n\n111.,\n\nin 1863;\n\nat Nashville, Tenn., in 1868;\n\nand at Trenton, N. J., in 1869. On account of the condition of the country, no meetings were held in 1861 and 1862, and, on account of delay and difficulty in obtaining a\nsuitable place for meeting, none was held in 1867.\nThe large number of educators who have from year to year come up to the conventions of this Association, representing nearly or quite every state in the Union, and including a large part of the most eminent teachers of our country, have given ample testimony\nin favor of the need and the usefulness of such an association as that to which it is our\nprivilege to belong.\n\nWhile the general scope of the constitution under which we act is the same now as\nwas at first, a few changes of importance have been made. It was originally provided\nthat the regular meetings should be held biennially; but the enthusiasm which characterized the meeting at Cincinnati demanded a like good time as often as once a year; and\nit\n\nhence the term \"biennial\" gave place to \"annual.\"\n\nSix years later, at the meeting in\nOgdensburg, an earnest effort was made to restore the word \"biennial,\" but, owing to\n\nthe zeal of the majority, the effort failed.\n\nWhether,\n\nin\n\nconsequence of the increasing\n\nnumber of state educational meetings now held in midsummer, it shall not be found\nexpedient to hold the national conventions\n\nless\n\nfrequently than annually, future experi-\n\nence must determine.\n\nAt the meeting held in Indianapolis, in 1866, an important change was made in our\nconstitution by substituting, in the section which defines eligibility to membership, the word\n\n\"person\" for the word \"gentleman.\" The result of this change was the admission of\nwomen to full membership on the same terms as granted to men; and a further result\nwas the election, at Trenton, of two women to aid thirty-three men in the executive management of the National Teachers' Association. When we consider the facts that a vast\n\nwomen; that several state and city normal\nand many training-schools, high schools, and seminaries, are conducted by\nwomen; and that some of the ablest contributors to our educational literature are women\nwe must all admit that the change to which I refer was eminently just and proper. In\nmajority of the teachers in our country are\n\nschools,\n\n"}
{"page": 535, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\nChapter]\n\n.\n\n523\n\nwork for both men and women. Let both do the\nand let Ijoth be paid and honored according to the qualit_v and quantity\n\nthe broad field of education there is\nbest they can,\n\nof their work.\n\nThe only other change in our constitution is the omission of a provision that when a\nmember abandons the business of education he shall cease to be a member of the association.\nAs the article now stands, a person who has once become a member, may retain\nhis membership, regardless of any change in his occupation.\n\nWhether this provision be\n\nconducive to the best interests of a body designed to be strictly [)rofessional, is worthy of\nconsideration.\n\nSo much in regard to the past change.\n\nA few words now, suggestive of further\n\nUnder its provisions membership is open\nto teachers of all kinds of schools, public and private, to school superintendents, and to\neditors of all educational journals.\nWe have in our association members who are engaged\n(\n\nhanges in, or additions to, our constitution.\n\nin all the various departments of educational labor.\n\nNow while tliere are many subjects\n\nand the organization and management\nof schools, which are of common interest to all these members, it is unquestionably true\nrelating to the theory and practice of education,\n\nthat there are many other subjects which are of special interest to each class of educators.\n\nThus the superintendents of schools have occasion to deal oflicially with numerous queswhich, although of great importance to them, are comparatively uninteresting to\nmost teachers. Normal-school instructors have peculiar duties to perform, requiring\ntions,\n\nspecial investigations\n\nwhich naturally attract their attention more than that of other\n\nclasses of teachers.\n\nIn like manner, high-school education, grammar-school education,\n\nand primar}'-school education, have severally their distinct wants and interests; and,\nvery properly, those persons, whose efforts are devoted to one of these fields of labor, arc\nmore concerned with that than with any other.\n\nNow in order to accomplish the greatest possible good, our .\\ssociation ought to hold\nwithin its scope not only the wants of teachers in general, as far as practicable, but the\npeculiar wants of each class of teachers.\n\nHow to realize a view .so comprehensive is a\n\nThe needs of our own, and the experience of some other\nassociations, give me confidence to recommend for your consideration the organization\nquestion of serious importance.\n\nof this Association into sections or departments, each of which shall have a special charge\n\nThe main features of the plan suggested\n\nof those subjects, which are its chief ( oncern.\n\nare briefly the.se.\n\nAt the meeting of the .Association, let a part of each day be a.s.signed\n\nto the consideration of general educational matters, in\nticipate;\n\nwhich all the menil)ers may par-\n\nand during the remainder of the time let the members meet in their several\n\nse( tions for\n\nthe di.scussion of matters ai)propriate thereto.\n\nThe general .se.s.sion will serve to combine the sympathies of all members in behalf\nof tho.se things which present to them a common interest, and will give to all the encouraging assurance that whatever be their sphere of educational lalxir, they arc not working\nalone, but are enjoying the goorl-will anfl co-operation of all classes of lal>orers, looking\n\ntoward the .same\n\nresults.\n\nThe .se( tional meetings will furnish just those things whi( h\n\nthe jjartifular duties require.\n\nGeneral princ iples of education ought, of course, to be\n(om|)rehended by every educator; bi-yond the.se there are not a few ])ra( lical matters\nconnected with the administration of each of the various classes of schools that demancl\nthe most c areful consideration.\n\nThe.se matters, it is believed, can l)e di.sc ussed in sec lional\n\nmeetings more aclvantageously than in general convention.\nInto how\nI will\n\nmany and what .sec tions it is best to organize the Association, if into any,\n\nnot presume to speak positively.\n\nSuch thought as I have Ix-en able to give to this\n\npoint leacls me to suggest four sec tions, relating respec lively to the supervision of .sc hools\nto normal si hools, to higher instruction,\n\nor huIjsc'c tions c an\nc»f\n\nthe plan\n\nI\n\nIk-\n\nand to primary instruction. Additional sections\nformed at any time, as ire umstanc c-s shiill reciuire.\nThe details\n1\n\ngladly leave to the wiscJom of your exc ellent committee upon the revision of\n\nthe constitution.\n\n"}
{"page": 536, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n524\n\n[Historical\n\nThe American Scientific Association has\n\nThe plan of working by sections is not new.\n\nalways conducted its meetings upon the plan proposed, and to this is justly attributable\n\nmuch of its great success.\n\nFour years ago the State Teachers' Association of Massachuhigh school, grammar school, and primary school.\nPrior to that time the attendance at the annual meetings ranged from three hundred to\nabout six hundred. Since then the number of teachers present has in no case been less\nthan twenty-five hundred, and at one or two meetings it has gone as high as thirty-five\nhundred. These numbers are given advisedly, are below rather than above the truth,\nand they go to prove that the interest which teachers feel in an association depends largely\nupon the amount of thought and information which they expect to get therefrom, applicable\nsetts was organized into three sections\n\n—\n\nto their individual wants.\n\nTo insure success in the proposed reorganization of the National Teachers' Association, it will, of course,\n\nbe necessary to secure the co-operation of the National Superin-\n\ntendents' Association and the Normal School Association.\n\nBlending the three associa-\n\ntions into one, we can preserve the advantages of each, and at the same time establish on\n\na broad foundation an organization grand in its proportions, comprehensive in its objects,\n\nand powerful in its operations.\n\nWith these observations, I commend the subject to your\n\ncareful consideration.\n\nAnd, now, fellow members, without stopping to discuss any of the great educational\nquestions of the day, tempting as many of them are, I cordially invite you to the work and\npleasures of this convention.\n\nAt the close of President Hagar's address,\n\nS.\n\nH. White, of Peoria, 111.,\n\nwho, with J. P. Wickersham, of Pennsylvania, and James Cruikshank, of\n\nNew York, had been appointed a committee at the annual meeting in 1869\non the revision of the constitution, reported a draft of a new constitution which\n\nwas adopted with slight amendment. This constitution will be found in\nthe chapter on The Constitution, pp. 536-41.\nIn accordance with the provisions of the new constitution, the following\nDepartments were created:\n\nNEW DEPARTMENTS\nThe American Normal Schoc^l Association which was organized at Norwich, Conn., in August, 1858, and had met annually with the National Teachers'\nAssociation since 1866, became by reorganization The Department of Nor-\n\nmal Schools with officers as follows:\nPresident: S. H. White, Peoria, 111.\n\nVice-President:\nSecretary:\n\nC. C. Rounds, P^armington,\n\nMe.\n\nA. L. Barber, Washington, D. C.\n\nThe National Association of School Superintendents was organized during the session of the National Teachers' Association at Harrisburg, Pa.,\nin\n\nAugust, 1865.\n\nThe first regular meeting was held in Washington, D. C,\n\nFebruary 6, 7, 8, 1866; and the next meeting was held in August, 1866, at\nIndianapolis, Ind., in connection with the National Teachers' Association.\n\nSubsequent meetings were held both\n\nin\n\nmidwinter and\n\nin\n\nAugust of each\n\nyear in connection with the annual convention of the National Teachers'\nAssociation.\n\nThe National Association of School Superintendents by reorgan-\n\n"}
{"page": 537, "printed_page": null, "text": "NATIOXAI. EDi'CATIOXAL ASSOCIATION\n\nChapter]\n\nization\n\nThe Department\n\nbecame\n\nofficers for the\n\n525\n\nof School Superintendence, with\n\nensuing year as follows:\n\nW. D. Henkle, Columbus, O.\nVice-President: W. M. CoUn-, Little Rock, Ark.\n\nPresident:\n\nWarren Johnson, Augusta, Me.\n\nSecretary:\n\nIn accordance with the newly adopted constitution, the following\n\nnew\n\ndepartments were created:\n\nThe Department of Elementary Education\nE. A. Sheldon, Oswego, N. Y.\n\nPresident:\n\nVice-President: A. C. Shortridge, Indianapolis, Ind.\nSecretary:\n\nW. E. Sheldon, Waltham, Mass.\n\nThe Department of Higher Education\nPresident: Charles W. Eliot, Cambridge, Mass.\n\nVice-President:\n\nN. A. Cobleigh, Delaware, Ohio.\n\nSecretary: S. G. Williams, Cleveland, Ohio.\n\nAt the close of the convention, President Hagar,\n\nin\n\nhis closing address,\n\nreferred to the reorganization of the Association as follows:\nIn one respect our Association has taken a very important step.\n\nHcretofcire, there\n\nhave been three different national associations: The National Teachers' Association, the\nthree\n.•\\merican Normal Association, and the National Superintendents' Association\n\n—\n\norganizations working side by side, yet all independent.\nto these have\n\nbeen added a department relating to primary instruction, and one relating\n\nspecially to higher education.\nin\n\nNow all are fused into one, and\n\nWhen we meet again, it will be as those specially interested\n\nprimary education, in one department;\n\nschwjl and collegiate education;\n\nin\n\nanother, those specially interested in high-\n\nin anrjther, those specially\n\nconcerned in the modes of\n\ntraining people to become teachers, and in another, those whose business it is to supervise\nthe wf)rk of education.\n\nWc shall thus gather all classes of educators from the lowest to\n\nthe highest, cf)lalK)rers in one broad field,\n\nand that field our (ountry.\n\nWc shall liave\n\nexercises that will concern all educators, from the college president to the primary -school\nteacher.\n\nI\n\nthink the action that has been taken by our Association will rehiund to the\n\nI think we can hardly, at this\nmoment, appreciate the magnitude of the work we have accomplished. I rejoice that we\nhave been able to do so much. I congratulate you on our bright prospects for the future.\nI am very sure that our gathering together at this time will add to the impetus that has\nalready been given to the cau.se of education, and that what we have done here will not\n\ngreat gcKjd of the cause of education in this country.\n\nbe for our own good only, but for all teac hc-rs of our country who will have occasion to\nrejoice\n\nIx-cau.se\n\nof our work.\n\nMeetings of the Nalion;d ImIiu ational Association ha\\c hci'n held anniiallv\nuntil\n\n1907, with the exception of the years 1S7S, iHg^, and i(jo6.\n\nWhile the real history of the Assoc iation may he read\n\nin\n\nthe topic ^ dis-\n\ncussed as shown in the lists whic h will ai»|)c-ar lalcr in the \\n|uinc', it\nadvisable to adfl certain reviews and\n\nas they were given from time to lime.\nforecasts\n\nwas made\n\nis\n\ndccincd\n\nforecasts of the work of the .Assoc iation,\n\nOne of the most valviablc- of these\n\nbv President John Hancock,\n\nin\n\nhis prc-sidcnlial acldrcss\n\nat the convention c)f the .Assoc iation held in i'hilacl(l|)lua, I'a., in iSyc;, Iwenlv-\n\ntwo years after its organization in that city.\n\nThe following e.xtrac ts are taken\n\n"}
{"page": 538, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n526\n\n[Historical\n\nfrom that address which appears in full on pp. 8-17, volume of Proceedings,\nfor 1879.\n\n.... Having thus briefly glanced at the early history of the Association, and\nmore briefly to the work in which it has borne a part, the question, which bears itself home\nupon us in this the completion of its twenty-first year, is: What enterprises shall it now\nset before itself for future accomplishment ?\n\nMany of those who were active in its foun-\n\ndation have laid down their burden of labor to take it up no more forever;\n\nwho remain of that early band have grown gray in service.\n\nand those\n\nWe must then look to the\n\nyounger members, with their vigor and higher courage, to push forward to greater achievements.\n\nA few years ago the public mind was more nearly a unit on some questions of gravest\nOne of these is the question whether the\n\nimport to our people than it seems to be now.\n\nhigh school ought to constitute a part of a system of free schools.\n\nThis department of\n\nthe system has within a few years been violently assailed by an influential portion of the\n\npublic press, by politicians who would fain bear the name of statesmen, and by others in\n\nhigh places; but as yet the people have not been among these assailants, and, if I mistake\nnot both their intelligence and their temper, they never will be.\n\nOur national progress\n\ndepends as much upon the diffusion of the higher learning as it does upon the universality\nof the elementary;\n\nand if this Association has but the courage of its convictions, it will\n\noppose itself in the most aggressive way to every measure which shall tend to restrict this\nhigher learning to a favored class. That democracy is a vain pretense which does not do\n\nwhat it lawfully may, and its means will allow, to give all its youth a fair start in life.\nAnother question which has lately assumed a prominent place in our discussions is\ndestined, I am sure, to occupy a place still more prominent; and that is the question how,\nTechif at all, we are to unite in our public-school systems the training of brain and hand.\nnical schools, whether to supplement the training of academic institutions, or whether as\nBut\na substitute for it, have secured a fixed place in our schemes of public education.\nthis other question\nto\n\nhas a much wider sweep.\n\nInstead of reaching but a few, it proposes\n\nextend whatever advantages may accrue from the training of the hand to the mass of\n\nyouth in all schools above the most elementary.\n\nThe theory of its advocates is that an\n\nentirely worthy education is one which teaches to do as well as to think.\n\nSay these advo-\n\n\"The scheme of manual training, aside from its practical value will prove an\nimportant element in mental training, and those who take it will be possessed of as much\ncates,\n\nmind-power at the end of their course as they would be if they gave their whole time to\nThat the union of the two kinds of training is highly\ndesirable is coming to be acknowledged with considerable unanimity; but there lie many\ndifficulties in the practical realization of the scheme in our schools.\nTo determine the\nlimitations of the theory\nfor some of its advocates are already becoming extravagant in\nand to overcome the practical difficulties referred to, is another important\ntheir claims\nwork for the Association.\nThe emancipation of four million slaves, brought about by the late civil war, has\nimposed upon the nation and upon every educational organization a burden and responsibility not easily to be borne.\nTheir education and that of the poor whites who in this\nthe usual course in book-learning.\"\n\n—\n\n—\n\nregard are often but little better off\nthis vital\n\n—involves\n\n—\n\nin it the perpetuity of the government.\n\nmatter this Association has been no idle looker-on.\n\nIt\n\nIn\n\nhas taken the ground\n\nthat this is a national question, in which every section has an interest, and that the general\ngovernment is morally bound, so far as the limitation of its powers will permit, to render\n\nThe Association has many times declared that the proceeds of the sales of public\nAnd as it has memorialized\nCongress to distribute such proceeds among the several states on the basis of illiteracy,\nwith the intent that, as the South is poor and her needs great, she should, for many years\nAnd no objectionable'partiality will be shown\nto come, receive the greater amount of aid.\naid.\n\nlands should be exclusively devoted to educational purposes.\n\n"}
{"page": 539, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\nChapter]\n\nin this course, for what strengthens her will strengthen all.\n\nI\n\n527\n\nspeak confidently when I\n\nstate that the elTorts of the Association in this direction have been gratefully appreciated\n\nby friends of the South; and I speak with confidence in assuring those friends that the\nAssociation will never relax its exertions until such a measure has become a law.\nwill the Association stop there.\n\nNor\n\npeople of the South\n\nsupport of any other practical measure for the establishing among them a great and\n\nin\n\nBy such mutual co-operation, and through the kind feelings\n\nstrong free-school system.\nit\n\nIt will join heart and hand with the\n\nengender, we may expect to cement the dilTcrcnt sections of our country into a\n\nwill\n\nunion strong, harmonious, and enduring.\nIt\nits\n\nwas one of the original purposes of this .Association, as is witnessed by the call for\n\ncreation, to elevate teaching into a noble profession.\n\nthe aid of professional schools.\n\nThis cannot be done e.xcept by\n\nWe may therefore expect it will continue to be, as it has\n\nheretofore been, the bold and uncompromising defender of normal schools,\n\nand that it\nand to make them a greater educational\nforce than they have ever been, by giving breadth and exaltation to their purposes.\nwill persistently labor to increase their numbers,\n\na question worthy of serious consideration whether the Association should not\n\nIt is\n\nOur discussions on practical\nthemes too often come to nothing; because their conclusions are not embodied in laws,\nwhich often might be effected if united exertions were made to that end. With most\n\ndevote more of its effort toward influencing legislation.\n\nlegislative bodies the views of such an association as this on educational matters, if properly\n\npresented, would, in the very nature of things, have great weight.\n\nMy immediate predecessor in the office I am now called upon to\n\nfill,\n\nin his inaugural\n\naddress, spoke with a charming eloquence of the value of books and the creation of a\n\nThe establishment of free libraries is scarcely less imporFew of our citiesjand towns are provided\n\ngeneral taste for good reading.\n\ntant than the establishment of free schools.\n\nwith these valuable adjuncts to a school education, but the mass of our population is in\nthe country districts;\n\nand how to get into the hands of the children of these districts, aye,\n\nof the men and women, too, good books, books which shall refine and ennoble, is a ques-\n\nTo cultivate a taste for good reading is the most efiicacious,\n\ntion of the highest moment.\n\npossibly the only, way of uplifting the great people.\n\nIn this connection, and believing it to be one of the attributes of this Association, both\nin its organized and individual capacity, to encourage all\n\nworthy educational movements\nwherever they may arise, I take pleasure in referring to the scheme of Rev. J. H. Vincent,\n\nof the Chautauqua Reading and Scientific Circles, for carrying into homes in sequestered\n\ncountry places as well as into the homes of the city and town, the best kind of reading on\nthe\n\nIx-st\n\nhomes\n\ntoi>i(s.\n\nThe scheme includes more than this.\n\n—old and young—\n\nat\n\nHe sets the inmates of these\n\nwork u[Kjn regular courses of study, bringing, in a sense, a\n\nuniversity to every man's door.\n\nHe does not claim that these courses can profitably be\n\nsubstituted for the more thorough and .systematic ones of the .schools; but I think he may\njustly claim that they will Ix; of inestimable value to those whose school ])rivil(ges have\niK-en few,\n\nlearning.\n\nand even to .schcjlars who posse.ss a desire to add to the store of their school\nTo many minds which wcjuld otherwi.se have groped in darkness they bring\n\nan enduring light.\n\nThe whcjle ccjuntry is now dotted with Dr. Vincent's reading and\n\n.studying \"circles,\" with a memlx-rship of nearly ten thousand, and the jjlan is capable of\nindefinite cxjjansion.\n\nThus, in ace ordance with an idc-a whic h .seems almost an inspira-\n\ntion, goes on in uncounted homes the study of history, of general literature, of a.sln)nc)mv,\n\nof the science of cvery-day life, lifting the inmates of these homes out of their life of dailv\ntoil\nc\n\ninto a region of pure intellectual delights.\n\ncommunity the results of this\n\n.sc\n\nNo one can have observed in his own\n\nheme without feeling (hat the work is worthv the highest\n\ncommendation.\n\nThe question as to whether kindergarten si hools shall constitute an\n\niiitc-gral\n\nof our common-sc:h<K)l systc-ms is one claiming more and more of the public tliouglit.\n\nsuch a measure should\n\nIk-\n\n.idupicd,\n\nit\n\nwduM cxcn isc a most |)owciful iiilluciK\n\n»•\n\nnti\n\npart\nIf\nilic\n\n"}
{"page": 540, "printed_page": null, "text": "•\n\nNATIONAL EDUCATIONAL ASSOCIATION\n\n528\n\n[Historical\n\n—\n\nwhole scheme of public instruction an influence more powerful than has resulted from\nany educational measure adopted within the last half-century. Its results would be even\n\nmore far-reaching, and, as I believe, more beneficial, than those wrought by the introduction of the natural methods of instruction, grand as they have been.\n\nThe subject has\n\nalready been discussed with some fulness in the Association, and has come before one of\nthe departments at the present session.\n\nWhen it has been discussed in all its bearings,\n\nthe conclusion reached by the Association should be expressed in that way that shall give\nit\n\ngreatest weight.\n\nIn what I have said in the foregoing pages, I have attempted to give voice to what I\n\nconceived to be the general mind of the Association as to what its future work should be.\nI\n\nnow beg to express, in a word, views entertained probably by only a minority of the\nand certainly by only a minority of the people. Important as I deem the\n\nAssociation,\n\ndifferent lines of work I have pointed out, I do not think them grand enough to call out\nall\n\nthe powers of the National Educational Association.\n\nstrength on measures greater than the greatest of these.\n\n—\n\nI believe\n\nit\n\nought to test its\n\nOne of these measures^the\n\nsupreme one as I view it is compulsory education. I weary of half-measures. If education is what we profess to believe it\nthe one earthly good to be chosen before all others\nwhy should we hesitate to throw ourselves into the advocacy of a measure that will make\nit universal ?\nTo carry learning into all homes and to make it the possession of every\ncreature, so that there shall no more be a neglected class in this country of ours\nthat,\nas it seems to me, is a work altogether worthy the full powers of this great organization.\n\n—\n\n—\n\n—\n\nThe annual conventions of the Association for many years were not largely\nmany as 400 members, and it\n\nattended, the attendance never reaching as\n\nwas frequently impossible to print the papers and proceedings of these conventions without soliciting special contributions from the members.\n\nThe\n\nwas held at Madison, Wis., in 1884.\nThe president for that year, Hon. Thos W. Bicknell, who had already shown\nfirst\n\nlarge meeting of the Association\n\ngreat ability as an organizer while president of the American Institute of\nInstruction a few years before, set to work to place the Association on a higher\nplain,\n\nby increasing its membership, and, correspondingly, its influence, and\n\nby making the annual convention a great popular rally of teachers and citizens\ninterested in education.\nis\n\nHis success was phenomenal, and the year 1884\n\nusually referred to as the time of the revival of the National Educational\n\nAssociation and the justification of\n\nits\n\nright\n\nto\n\nassume the leadership of\n\nnational educational interests.\n\nThe following resolution was passed unanimously by the convention in\nrecognition of President Bicknell's great service to the Association:\nResolved,\n\nThat the unparalleled success of this meeting is chiefly due to the energy,\n\ndevotion, and organizing ability of Hon. T. W. Bicknell, the president of this Association,\n\nwhose wise and comprehensive plans, enthusiastic and self-sacrificing efforts, and directing\nhand have inspired and guided the great undertaking from its inception to its present\ntriumphant close, and no formal words can properly express' our thankful appreciation.\n\nThe enrollment at Madison reached 2,729. With the revenue from the\nmembership all debts of the Association were paid and a surplus was carried\nover to form the nucleus of the Permanent Fund of the Association which\nhas grown to $155,000 in 1906, as shown elsewhere in the statistical table\nof that fund.\n\n"}
{"page": 541, "printed_page": null, "text": "NATIOXAL EDUCATIONAL ASSOCIATION\n\nChapter]\n\n529\n\nThe following year the Association was incorporated for 20 vcars on the\n24th day of February, 1S86, at Washington, D. C. under the Revised Statutes\nof the District of Columbia.\n\n(See pp. 4-5 of this volume.)\n\nThe subsequent growth of the Associalit)n in numbers will appear in the\nstatistical table of\n\nmembership.\n\nHon. W. T. Harris, United States commissioner of education, wlio was\npresident of the Association in 1875\n\nand had been a prominent leader in its\n\ncouncils for nearly its entire existence, read before the meeting of the Depart-\n\nment of Superintendence, in Philadelphia, Pa., in February, 1891, a paper\non the organization and functions of the Association, which is rei)rinte(l here\nwith slight omissions.\n\nORG.\\NIZATIO N AND FUNCTIONS OF THE NATIONAL EDUCATIONAL\nASSOCIATION\n\\V. T.\n\nHARRIS, UNITED STATES COMMISSIONER OF EDUCATION, WASHINOTON, D. C.\n\nThirly-three years ago last August there met in the city of Philadelphia a handful\nof\n\nThe movement started in New\nA call had been issued and widely circulated the year before\n\nmen to organize a National Teachers' Association.\n\nYork and Massachusetts.\n\n(1856), inviting \"all practical teachers in the North, the South, the East, the West, who\n\nare willing'\"\n\n— these arc\n\nits\n\nwords\n\nsignificant\n\n— \"who are willing\n\nto unite in a general\n\npromote the general welfare of our country, by concentrating the wisdom\nand power of numerous minds and by distributing among all the accumulated\nexperiences of all; who are ready to devote their energies and their means to advance\neffort to\n\nthe dignity, respectability, and usefulness of their calling.\"\nand adf)pted, and officers were elected for the following year.\n\nA constitution was drafted\nThe directory of the newly\n\nformed association voted to meet in Cincinnati in August, 1858.\n\nWe may here properly inquire what the legitimate results are for which wc- should\nl<M)k\n\nfrom\n\nthis\n\nannual gathering of teachers from the length and breadth of the land.\n\nThe main answer to this is provided for us in the words of the original call issued in 1856.\nIn the language already quoted, the Association should \"concentrate the wisdom and\n\npower of numerous minds, and distribute among all the experiences of all.\" This call\nwas written by Dr. Daniel B. Hagar, then president of the Massachusetts Teachers' Association.\nIt was stated at the Philadelphia meeting in 1857 that there were already in\nexistence twenty-three state teachers' associations, besides larger and smaller associations\nnot Ijoundcd by slate lines such, for example, as the American Institute of Instruction\nin New England, and the American Association for the Advancenunt of Etiuration,\nwhi<h had Ix-en formed in Philadelphia. The.se as.soc iations had demonstrated the\nThe wisdom\nvalue of general conferences in whi( h educational topics were dis( Uivseri.\n\n—\n\nand pf)wcr of many minds concentrated on the difficult problems of the professi«)n brought\nThe accumulated experience of all was thus distriblight such as none had seen before.\nThe individual tea< her, in his uneven development, .strong in some points,\nutefi to each.\nand weak in others, found complementary .strength in the experience of his fellow leai hers,\nstrong where he was weak, anrl i)erhaps weak where he was strong.\n\nThe divine prinri|)lc of vie ariousness that jirevails in the spiritual world, rendering\nman, woman, and hild to partii ii>ale |>rotitably in the experien( e of\nanother human l^-ing— so that the sin-rtai le of a deed and its ()n.se(|uences renders it\nit\n\njKjssible for eai h\n\n<\n\n(\n\nentirely unnece.s.sary to jM-rform the deed itself in orrler to get\n\nwhat of good (omes from\n\ndoing it as a life cxfjcricncc-this divine jirin( iple of vi( ariousness in the life of human\nsouls at once explains for us the true function of teachers' associations, and alst) the func-\n\n"}
{"page": 542, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n530\n\n[Historical\n\nWTiat, indeed, is all education except the re-enforce-\n\ntion of education itself in its entirety.\n\nment of the indi\\-idual by the experience of the family, the commtmity, the nation, the\nEducation is, therefore, properly defined as the elevation of the individual into\n\nrace ?\n\nparticipation in the Ufe of the species.\n\\\\'hile the brute inherits organically in his\n\nmuscles and nerves and brain the experi-\n\nence of his progenitors in such a way that the life of his race appears as instinctive\nimpulse, man, on the other hand, not only inherits the results of the life of his ancestry in\nthe form of instincts and aspirations, but he can by language receive and communicate\n\nthe outcome of his life direct.\n\nHence his ability to collect within himself the results of\n\nothers' lives is increased infinitely beyond that narrow line of hereditary descent;\n\nfor he\n\nremoved in\ntime and space, making himself thereby a sort of omnipresence in space and time.\nThen, too, he can avail himself in like manner of the thoughts and reflections of his\nfellow-men, especially the thoughts and reflections of those most gifted minds that have\ndone most to solve the problems of life and explain the anomalies of experience. ^lore\nthan this, too, he learns not only through their perceiving and by their thinking on\nwhat they perceive, but he learns by seeing their doing, and by the stor\\- of their doing,\nwhat to do himself and what to refrain from doing. Thus, by language, the indi^•idual\nis enabled to live vicariously the life of the race, and to live his own life vicariously for\nothers.\nWhatever one does, goes into the reservoir of human experience as something\nof value; if it is a negative deed, bringing with it its punishment, the knowledge of it\nrenders unnecessan.- the repetition of its like by others. If it is a positive deed, securing\nfor it the normal development of the soul, then it is a precious discovery, and it may\nbe adopted by all men as a new ethical form of moral law.\nThus the very principle of all education the principle that makes possible what\nwe value as civilization in contrast to savage life ^this principle is appealed to as explaining and justifpng the existence of a national educational association.\n\"Concentrate\nthe wisdom and power of numerous minds; distribute to each the accumulated experican, through language, avail himself of the sense-perception of others far\n\n—\n—\n\nence of all.\"\n\nWho can say, looking back down the ladder of thirty-three years, that this beneficent\nprocess of gi^\"ing and recei\\nng has not characterized every stage of its assent ?\ngiving, we are taught, is not a giving which diminishes the supply of the giver.\n\nSpiritual\n\nIn material\n\nwho gives poorer by the amount of his gift.\nBut he who imparts his experience to others, possesses all the more firmly all the fruits of\nhis own experience.\nFvery teacher who has risen in this National Educational Association to expound his own observations or reflections, or to give the results of his experience,\n\ngi\\'ing, there is a transfer which makes him\n\nhas, in the act of doing it, helped himself first of all to see more clearly than before the\n\ntrue lesson of his life.\n\nthings\n\n—\n\nIn spiritual participation, there is no division or loss.\n\nin food, clothing,\n\nIn material\n\n—\n\nand shelter\n\nto share is to divide and diminish the part that\n\ngoes to each.\n\nWe have not mentioned the advantage of personal contact of mind with mind.\n\nIn\n\nthese gatherings the young teacher sees those who have grown old in the service and who\n\nhave acquired reputation for their work.\n\nby his own.\n\nHe meets his equals and measures their ideals\n\nHe learns to see the details of his profession from many different points of\n\nThe impression derived from the printed page differs from that derived from perEach has its advantages. The personal impression is more stimulating and provocative of imitation.\nThe cool study of the printed paper leads to deeper\nv-iew.\n\nsonal conversation.\n\nself-activity.\n\nBoth are useful\n\n—nay, indispensable.\n\nupon the teacher our recent large associamore valuable than the small gatherings of the early date; where three\n\nIt is obvious that for this personal lesson\n\ntions are far\n\nhundred met then, now we have three thousand.\n\nThe visitor to the Association now\n\n"}
{"page": 543, "printed_page": null, "text": ",\n\nXATIOXAL EDUCATIOXAL ASSOCIATIOX\n\nChapter]\n\n531\n\nsees ten times the number of eminent teachers, and rejoices in a tenfold opf>ortunity for\nprofit.\n\ndo not think that I overestimate the value of this feature of the National Educawhen I caU it one-half. On this basis I shall call the direct aid\nreceived from the essays and papers read one-fourth; the direct aid from the debates and\ndiscussions, one-fourth; the direct aid from personal conversation with and observation\nof fellow-members of the convention, eminent persons, and otherwise, this and the benefit\nof obser%ation of that section of the country into which the .\\ssociation takes the visitoramounts to one-half the direct aid that he gets from the .A.ssociation.\nI\n\ntional .\\ssociation\n\n—\n\nSince 1S70 the .Association has been in process of forming departments for the\nfurther specialization of work.\n\nIt has done this partly by absorbing e.\\isting associations\n\ndevoted to special work, and partly by forming new departments direct.\n\nabsorbed the normal-school and superintendents' associations, and in after years\n\nIt\n\nsuccessively the departments of (a) higher instruction, (6) elementary instruction, (c) industrial education, {d) the National Council of Education, (e) the kindergarten, (/) art\n\neducation, (g) music instruction, and (A) secondary instruction; thus making ten depart-\n\nments in all.'\nSince these departments provide for the much-needed specialization of work, and\nfurnish a counterpoise to the mighty swing of the general meetings of the .Association, their\n\nThere is no doubt that much more can be d^ne in this direction.\nThere should be a department that unites those interested in the study of child life; another\nthat unites the specialists who are at work in the master)- of foreign systems of education\n\ninfluence is salutary.\n\n—\n\none for students of the Herbartian educational experiments those that make so much of\nRobinson Criisoe as a center of school work, and whose great word is \"apperception.\"\n\nThose who have read the educational essay that has made so much noise in England, and\nwhich bears the absurd title of \"A Pot of Green Feathers,\" I need not say, are already interested in this question of apperception, as the very center of educational psychology.\n\ndoctrine of apperception, briefly stated, is this:\n\nThe\n\nWe not only perceive or see objects, but\n\nwe recognize or apperceive them. \\\\'hen we apperceive we relate what we see to what we\nwe sometimes call this inward digestion of what we see. Now edu-\n\nalready knew before\ncation,\n\nit is\n\n—\n\nevident enough, deals with this matter of recognizing or assimilating (apper-\n\nrciving) the new material learned by relating it to what we knew before.\n\na department of psycholog}' were formed that held two meetings at each annual\n\nIf\n\nsession,\n\nI\n\ndoubt not that it would soon prepare some w<jrk which would gladly be given a\n\nplace on the program oi the General .Association,\n\nand certainly before it secured a place\n\non the general program it would get into the old departments of elementary instruction or\nnormal instruction, or into the superintendents' section or some other.\nApart from the\nI would lay emphasis on the sjx'cializing of work indefinitely.\nNational .Assfxiation such specializing would have its danger; but in the Association it\nThere could be a department of statistical\nat once adds strength and gains strength.\n\nwho are interested in the science of statistics, in the\nnew sense which is coming to be accentuated by sociologists, could confer together round\n\nstudy, wherein the few specialists\n\na table.\n\nRound-table disc u.ssions over sjxcialties is in\n\nintroduce a\n\nmy opinion what is needed to\n\nnew fountain <>f vitality into the .As,sociation.\n\nNot that the .Association is\n\nfailing in vitality, for it never had s<j rnui h at any former jK'riod as it has now.\n\nBut this\n\nnew element of specialization is a new element of vitality whii h may make the annual\nI have mentioned by way of e.vamples of\nvisit twice as valuable as it has Ix-en hitherto.\nthese\n\nround-table\n\nfJe[)anments\n\n—\n\ntho.se that\n\neducation (say Frenc h, (ierman, English,\n\nshould study child\n\nChine.s*-,\n\nlife,\n\nthat of the Herlxirtians, or, again, edui ational psychology, or statistics.\n\nexamples of specialization.\n'ITiw\n\nIx:t\n\nforeign systems of\n\nvU .), or ]x-dagogical movements like\nI\n\nwould atld other\n\nthe s|Mt iaiists in teai hing English literature have a round\n\nnumbrr ha* miuc Ix-rn incrconcd to ninrtrrti. — KnnoH.\n\n"}
{"page": 544, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n532\ntable;\n\n[Historical\n\nthe specialists in teaching ancient history or modern history or the philosophy of\n\nhistory;\n\nthe specialists in teaching French or any modern language; those specially inter-\n\nested in teaching fractions or any other part of arithmetic.\n\nThese round-table discussions\n\nThey could not be expected to discuss the same subject\nHere is just the trouble with our present departments. They\nfor two consecutive years.\nhave worked over the material ready to hand, and have no new material in the process\nThe Council of Education has formed a list of committees on a variety of subof making.\nThe members of those cast-iron committees find\njects and stereotyped it once for all.\nthemselves appointed to report on some subject which has no new fresh interest for them,\nand they do not see how to begin fresh work. We do not want any more reports on such\ncould be called for any year.\n\ngeneral topics as high schook, or private schools, or coeducation, or moral education, or\n\neducational psychology, but we do want specialized reports which focus the whole mind\n\non some special topic, within those more general topics such as\ndomain of moral education) the freedom of the will in the light of Ribot's work\non The Diseases of tlie Will, or (in the domain of educational psychology) the effect of\ncommitting to memory by the so-called aids or arts of memory; or on the formation of\nlogical habits of thinking; or the best method of cultivating a convenient memory for\nnames; the true remedy for duplicate registration of pupils attending both winter and\nsummer schools, a duplication which is common in most of the state school reports; on a\nlegitimate mode of interesting the people in electing good members to the school board;\non the proper manner of securing the interest of the public press in the good features of\nof the subcommittees\n(in the\n\nthe public schools; on the effect of the private schools in raising or lowering the standard\n\non the best methods of securing literary\nand scientific culture in a corps of teachers. No one of these topics would do for a second\nreport; no one of them would do for a first report made by members of the council not\nThe volunteer system is the only system for round-table work. It would\ninterested in it.\nbe best generally to concentrate attention, and guide it by having a report made upon\nsome particular book like Lange's work on Apperception, or Mrs. Jacobi's book on Science\nand Language-Study.\nThe general work of the Association, as a whole, should go on in deep ruts, but the\nspecial work of the departments should be specialized and always fresh and new.\nThis\nof respectability in the profession of teaching;\n\nwill take care of itself if there be a sufficiency of these small groups encouraged.\n\nPerhaps\n\nsome special topic. The\nNational Educational Association, with its facilities for cheap transportation and cheap\n\nthere are only four persons in the entire nation interested in\n\nboard, furnishes the best opportunity each year for the meeting of these four persons, or\n\nPerhaps the attraction of the particular interest\nwould not be sufficient to draw together the four specialists. But the National Educational Association adds a host of other attractions, and in the aggregate these are strong\nenough to prevail.\nWe wish to produce as many growing teachers as possible as many as possible who\neach year have found fresh leads and have distanced their former selves.\nIt seems to me, therefore, quite doubtful whether the division of the National Educational Association into sectional associations, with which it alternates biennially, would\nnot be rather a step backward. It would perhaps break the continuity which is essential\nas a kind of background on which the specialization which we have discussed can best\ntake place. It will certainly make the familiar faces that meet us from year to year, coming from a great distance—as in the present meeting, from Colorado and Texas it will\nmake these faces less familiar to us, and different sections of the Union will be in less direct\nsympathy than formerly.\nIf I have studied aright this problem, it is not the general association that is in need of\nThese departments instead of breaking away from\nreform, but only the departments.\n\nany other similarly interested persons.\n\n—\n\n—\n\nthe type of the general association, as they should do, are imitating its organization when\n\n"}
{"page": 545, "printed_page": null, "text": "XATIOXAL EDUCATIOX A L ASSOCIATIOX\n\nChapier]\n\n533\n\nthey ought to devote themselves to developing and fostering voluntary subcommittees or\n\nround tables devoted to special work.\n\nThe general association, with its wide scope, its great masses, its distinguished personalities, its\n\ncheap fares, its entertaining ttmrs, and its spectacle of great combination, and,\n\nwith the great interest and substantial tributes of respect which it elicits from the\n\nlastly,\n\nbusiness men of all parts of the countrv, and from the world in general outside the scholastic field\n\n— the general assoriation, with these reasons for being, should lontinue as\n\nit\n\nis.\n\nTHE ORGANIZ.ATION OF AX ACTIVE (PERMANENi) M KM Bl.RSIIIl'\nIn 1895, at the Denver meeting, the constitution was amended to ])rovide\n\nmembership of the Association.\n\nfor the reorganization of the\n\nThe i)rovisit)n\n\nunder whiih a Life Membershi]) could be pure ha>cd b\\- the i)a_\\ment of $20\none time, and a Life Dircctorsliip by payment of Sioo, was aljoHshed.\n\nat\n\nInstead a permanent active membership chiss was created, providing that\n\nsuch memt)ership should continue and annual dues should be ])aid whether\nthe\n\nmember attended the annual convention or not.\n\nIt\n\nwas provided that\n\npresidents of the Association should become life directors at the close of their\nrespective terms of office.\n\nIt\n\nwas also provided that distinguished educators\n\nresiding outside of the L'nited States might be elected by the board of directors\n'I'he Active Membership list and the statistical\nmembership published in this volume will show the growth and\npresent condition of the permanent supj)orting membership of the Association.\nIn 1898, at the Washington meeting, the constitution was amended so as\nto provide for the election of a permanent secretary who should receive a\n\nas corresponding members.\ntables of\n\nsalary and should give his entire time to the service of the Association.\n\nTlie\n\nboard of trustees were authorized to elect the j)ermanent secretary and to fix\nhis salary and hi> term of otTice for a period not to exceed four \\ears for each\n\nterm.\n\nRKINfORI'OKATIUN'\n\nAt the annual con\\ention liekl at\n\nSt.\n\nLoui> in 1904, action was taken to\n\nsecure a reincorporation of the Association whose certificate of incorporation\nfor\n\ntwenty years from February\n\n24,\n\n1886, would expire February 24, 1906.\n\nThe bcjard of trustees were empowered by resolution of ihi' active members\nl)a»ed at their annual meeting, June 30, 1904 (see p. 28, \\n\\. of Proceedings\nfor\n\n1904) to take steps to continue the corporate existence, and to protect\n\nthe interests, of the Association\nthe\n\n(\n\noiistitulion as they\n\nand U) this end recommend such changes in\n\nmight deem advisable.\n\nAt the meeting of active members held in A>bury\nijoard of trustees |)resented a report\n\nactive\n\nmembers on May 25, preceiling.\nfor\n\n1905, the\n\npj).\n\n2^ 40 of the\n\nto all\nin\n\nfull\n\nMilume of\n\n1905.\n\nIn aciordaiue with this a( tion\n(lire( tors\n\n(),\n\nThis report may be found\n\nwith the discussion and the a( tion on the same on\nI'ruiecilitigs\n\nI'ark, July\n\nwhich had already been mailed\n\non the same dale\n\n;iiid\n\nthe >ubse(|uent attion of the bo;ird of\n\n(^ee p. 52, volimie of\n\nPnueediugs for 1905) the\n\nboard of trustees sei iired the passage by the Senate and the House of Repre-\n\n"}
{"page": 546, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n534\n\n[Historical\n\nsentatives of an act of Congress incorporating the National Education Association, providing such act\n\nshould be accepted by the active members of the\n\nnext following annual meeting.\n\nThis act w^as approved by the President of\n\nthe United States on June 30, 1906.\n\nThe full text of the act may be found on\n\npp. 21-24 of this volume.\n\nVI.\n\nTHE CONSTITUTION\n\nThe following is the text of the Constitution, as adopted at the meeting\nfor organization\n\nin\n\nPhiladelphia, Pa., August 26,\n\n1857:\n\nTHE NATIONAL TEACHERS' ASSOCIATION\nPreamble\n\nTo elevate the character and advance the interests of the profession of teaching, and\nto\n\npromote the cause of popular education in the United States, we, whose names are\n\nsubjoined, agree to adopt the following\n\nConstitution\narticle i.\n\n—name\n\nThis association shall be styled \"The National Teachers' Association.\"\nART. II.\n\n—MEMBERS\n\nAny gentleman who is regularly occupied in teaching in a public or private\nelementary school, college, or university, or who is regularly employed as a private tutor,\n\nSec I.\n\ni\n\nas the editor of an educational journal, or as a superintendent of schools, shall be eligible\nto membership.\n\nApplication for admission to membership shall be made or referred to the\nSec. 2.\nBoard of Directors, or to such a committee of their number as they shall appoint; and\nall who may be recommended by them,^ and accepted by a majority vote of the members\npresent, shall be entitled to the privileges of the association upon paying two dollars and\nsigning this constitution.\n\nSec 3.\n\nUpon the recommendation of the Board of Directors, gentlemen may be\n\nelected honorary members by a two-thirds vote of the members present, and as such shall\n\nhave all the rights of regular members, except those of voting and holding office.\n\nSec 4.\n\nLadies engaged in teaching may, on the recommendation of the Board of\nbecome honorary members, and shall thereby possess the right of presenting,\nin the form of written essays (to be read by the Secretary, or any other member whom\nthey may select), their views upon the subject assigned for discussion.\nSec 5.3 Whenever a member of this Association shall abandon the profession of\nDirectors,\n\nteaching, or the business of editing an educational journal, or of superintending schools,\n\nhe shall cease to be a member.\n\nSec 6.\n\nIf one\n\nmember shall be charged by another with immoral or dishonorable\n\nconduct, the charge shall be referred to the Board of Directors, or such committee as\n\nthey shall appoint;\n\nand if the charge shall be sustained by them, and afterwards by a\n\nmembers present, at a regular meeting of the Association, the\nmember so charged shall forfeit his membership.\nSec 7. There shall be an annual fee of one dollar. If any one shall omit ])a}'ing\n\ntwo-thirds vote of the\n\nhis fee f(jr four years his connection with the association shall cease.\n1866:\n\namended by striking out the word, \"gentleman,\" and inserting the word, \"person.\"\n\n'\n\n1866:\n\namended by striking out the words, \"and accepted by a majority vote of the members present.\"\n\n3\n\n1866:\n\nArt. 11, Sec. s, was stricken\n\nfrom the constitution.\n\n"}
{"page": 547, "printed_page": null, "text": "—\nTHE CONSTITUTION\n\nChapter]\n\nSec. 8.\n\n535\n\nA person eligible to membership may become a life member by paying,\n\nat onic, ten dollars.\n\nOFFICERS\n\n.iVRT. III.\n\n.Sec. I.\n\nThe officers of this Association shall be a President, twelve Vice-Presidents,\n\na Secretary, a Treasurer, and one Counselor for each state, district, or territory repre-\n\nThese officers all of whom shall be elected by ballot, a majority\nBoard of Directors, and\nshall have power to appoint committees from their own number such as they shall deem\nsented in the association.\n\nof votes cast being necessary for a choice, shall constitute the\n\nexpedient.\n\nSec. 2.\nThe President shall preside at all meetings of the Association and of the\nBoard of Directors, and shall perform such other duties, and enjoy such privileges, as\nby custom devolve upon and arc enjoyed by a presiding ofTicer.\nIn his absence the Vice-President, in order, who is present, shall preside; and in\nthe absence of\n\nall\n\nthe Vice-Presidents a pro tempore chairman shall be appointed on\n\n—the Secretary putting the question.\n\nnomination\n\nSec. 3.\n\nThe Secretary shall keep a full and just record of the proceedings of\n\nthe .\\ssociation and of the Board of Directors, shall notify each member of the Association,\n\nor Board, shall conduct such correspondence as the Directors may assign, and shall\n\nhave his records present at all meetings of the Association and of the Board of Directors.\nIn his absence, a Secretary pro tern, may Vje appointed.\n\nSec. 4.\n\nThe Tre.xsurer shall receive and hold in safe-keeping all moneys paid\n\nto the .Association;\n\nshall expend the same, in accordance with the vote of the Directors,\n\nor of the As.sociation\n\n;\n\nand shall keep an e.xact account of his receipts and expenditures,\n\nwith vouchers of the latter, which account he shall render to the Board of Directors prior\nto each regular\n\nhe shall also present an abstract thereof to\n\nmeeting of the Association;\n\nthe A.ssociation.\n\nThe Treasurer shall give such bonds for the faithful discharge of his\n\nduties, as may be required by the Board of Directors.\n\nSec. 5.\n\nThe Counselors .shall have equal powers with the other Directors in\n\nperforming the duties belonging to the board.\n\nThe Board of Directors shall have power\n\nto fill vacancies in their own lx)dy, .shall have in charge the general interests of the Association,\n\nshall\n\nmake all neces.sary arrangements for its meetings, and shall do all in their\n\n[Kjwer to renflcr it a u.seful and honorable institution.\n.\\kt. IV.\n\nA meeting shall be held in .August,\nbiennially.\n\nmeetings\n185S, after which the meetings shall be held\n\n[Changed to annually at the meeting in 1858.]\n\nThe place and precise time of meeting shall be determined by the Board of Direc tors.\n\nThe Board of Directors shall hold their regular meetings at the place and two hours\nlx;ff>rc\n\nthe time of the as.sembling of the Association, and immediately after the adjourn-\n\nment of the same. Special meetings may be held at such other times and places as the\nBrjard or the Pnsident may determine.\nART. V.\n\n— BY-I.AWS\n\nBy-laws, not inconsistent with this ((institution, may be adopted by a two thirds vote\nof the Asso( iation.\n\nART. VI.-\n\namendments\n\nThis constitution may l)c altered or amended at a regular meeting by the unanimous\nvole of the members present; or by a tw >-thirds v.)tc of the members jiresent, provided\nthe alteration or amendment has l)cen pre.sented, or sul)stantially projK).scd, at a previous\n\nregular meeting.\n\nTlif following Con-liliitioii\n\nand\n\n(\n\n\\v;i>\n\nadnplcd at ihc tinic of the rcor^aiii/atioii\n\nhangc (if name <tf the Association\n\nat\n\nllic\n\nCleveland meclinj^, Atigust\n\n"}
{"page": 548, "printed_page": null, "text": "——\nNATIONAL EDUCATIONAL ASSOCIATION\n\n536\n15,\n\n1870.\n\n[Historical\n\nThe various amendments made from time to time follow their\n\nrespective sections.\n\nTHE CONSTITUTION\nOF THE\n\nNATIONAL EDUCATIONAL ASSOCIATION\nPreamble\n\nTo elevate the character and advance the interests of the profession of teaching, and\nto\n\npromote the cause of popular education in the United States, we, v^'hose names are\n\nsubjoined, agree to adopt the following\n\nConstitution\narticle i.\n\n—name\n\nThis Association shall be styled \"The National Educational Association.\"\n\nARTICLE II.\n\nSection i.\n\nIt shall consist of\n\nence; the second, of\n\ndepartments\n\nfour Departments:\n\nNormal Schools;\n\nThe first, of School Superintend-\n\nthe third, of Elementary Schools;\n\nthe fourth, of\n\nHigher Instruction.\n[1875:\n1880:\n1883:\n1884:\n\n1886:\n1892:\n1894:\n1895:\n\nAmended by adding, \"the fifth, of Industrial Education.\"\nAmended by adding, \"and a National Council of Education.\"\nAmended by adding, \"the sixth, of Art Education.\"\nAmended by adding, \"the seventh, of Kindergarten Instruction; the\neighth, of Music Education.\"\nAmended by adding, \"the ninth, of Secondary Education.\"\n\nAmended by adding, \"the tenth, of Business Education.\"\nAmended by adding, \"the eleventh, of Child-Study.\"\nAmended by adding, \"the twelfth, of Physical Education;\nteenth, of Natural Science Instruction;\n\nthe thirthe fourteenth, of School\n\nAdministration.\"\nAmended by adding: \"the fifteenth, the Library Department.\"\nAmended by adding, \"the sixteenth, for the Education of the Deaf,\nBlind, and Feeble-minded;\" changed in 1902 to the \"Department\nof Special Education.\"\n1899: Amended by adding, \"the seventeenth, of Indian Education.\"\n\"Manual\nto\n1899: Amended by changing, \"Industrial Education,\"\nTraining.\"\n1905: Amended by adding, \"the eighteenth, of Technical Education.\"]\ni8g6:\n1897:\n\nSec. 2.\n\nOther departments may be organized in the manner prescribed\n\nin this\n\nConstitution.\n\narticle III.\n\nmembership\n\nSection i. Any person in any way connected with the work of education shall be\neligible to membership.\nSuch person may become a member of this Association by paying two dollars and signing this Constitution; and he may continue a member by the\npayment of an annual fee of one dollar. On his neglect to pay such fee, his membership shall cease.\n\n1875:\n1885:\n\nAmended by changing \"one dollar,\" to, \"two dollars.\"\nAmended by inserting, after \"education,\" \"or any educational\n\n1895:\n\nAmended by replacing Sec. i by the following:\n\nassociation.\"\n\n\"Section i.\n\nThere shall be three classes of. members, namely,\nand corresponding.\nSec. 2. Teachers and all who are actively associated with the\nmanagement of educational institutions, including libraries and\nperiodicals, may become active members.\nAll others who pay an\nannual membership fee of two dollars may become associate members.\nEminent educators not residing in America may be elected by\nactive, associate,\n\n"}
{"page": 549, "printed_page": null, "text": "THE CONSTITUTION\n\nChapter]\n\nthe Directory to be correspxinding members.\n\n537\n\nThe number (if cor-\n\nresponding members shall at no time exceed fifty.\nSec. 3.\nAll persons who have been members of the Association for\nany two years previous to or including 1895 may be admitted to active\nmembership without payment of the enrollment fee. Any person\neligible may become an active member upon application endorsed\nby two active members and the payment of an enrollment fee of two\ndollars.\n\nAll active members must pay annual dues of two dollars, and will be\nentitled to the volume of Proceedings without 'coupon' or other conditions.\nIf the annual dues arc not paid within the fiscal year, membership will lapse, and may be restored only on payment of the enroll-\n\nment fee of two dollars.\nAs.sociate members may receive the volume of Proceedings in accordance with the usual 'coupon' conditions, as printed on the mcmlx-rship certificate.\n\nCorresponding members will be entitled to the volume of Proceedings\nwithout payment of fees, or other conditions.\nThe names of active and corresponding members only will\nSec. 4.\nbe printed in the volume of Proceedings with their respective educational titles, offices, and addresses, to be revised annually by the\nSecretary of the .\\ssociation.\"\n1896: Amended by adding to paragraph 2 of Section 3, \"All life mcmliers\nand life directors shall be denominated active members, and shall\nenjoy all the powers and privileges of such members without the\npayment of annual dues.\"\n181^7: .Amended by striking out the first sentence of Section 3 to and including the words, \"enrollment fee,\" and by adding to the second\nsentence of Section 3, \" and the annual dues for the current year.\"\n1900: Amended by adfling to the first paragraph of Section 3, \".'\\ctivc\nmembers only have the right to vote and to hold olTue in the general\nAs.sociation or in the several departments.\"\nAmended, in second sentence of second paragraph of Section 3, to\nread, \"The annual (active) membership fee shall be payable at the\ntime of the annual convention or by remittanie to the Secretary\nAny active member may disconbefore September i of each year.\ntinue membershij) by giving written notice to the Secretary before\nSeptember i, and may restore the same only on the payment of tlie\nenrollment fee and the annual flues for the current year.\"\n.Sec. 2.\n\nEach department may jjrescribe its own conditions of membership, pro-\n\nvided that no person be admitted tf) such membership who is not a im-mlxr of the general\nAssociation.\n\n1895:\n\nSec. 3.\nat\n\nAmended Ijy striking out entire section.\n.Any person eligible to membership may become a life-nu-niher by paying\n\nonce ten dollars.\n1876:\n1895:\n\nAmended by changing, \"ten,\" to, \"twenty.\"\nAmended by striking out entire section.\nAKTICLK\n\nSectio.v I.\ndent.s,\n\na\n\nSecretary, a\n\n—OFFICERS\n\nTreasurer, one Counselor\n\nn|jre.sented in the Association,\nres|K.'ctivc\n\nIV.\n\nThe (jfficers of this A.ssociation shall he a President, twelve \\'i<e I'resiff)r\n\neach Slate,\n\nDistrict, or Territory\n\nand the officers charged with the administration of their\n\nDepartments.\n\nAmenfled by adfling, \".\\ny frienfl of cdufation may borome a lifeby the flonation of one humlrcd tloH.irs to the Association\nat one time, either by himself or in his behalf.\"\n1880: Amenflcfl by aflding, \"anfl any edui ational assoiiation m.iy secure\na perpetual flirei torshij) by a like flonation of one hundred dollars,\n1876:\n\nflireclor\n\nthe- direc tor\n\n1885:\n\nto Im- a|)[)ointe<l annually or for life.\"\n\nAmenfled by adfling, \"Whenever a life-member desires to I>e< ome\na life-flirec lor, he shall be\n\nlifc-meml>ership.\"\n\n(\n\nn dilcd with the amount he has paid for\n\n"}
{"page": 550, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n538\n1886:\n\n[Historical\n\nAmended by changing, \"oiBcers charged with the administration of\ntheir respective departments,\" to, \"presiding officers of the several\ndepartments and a Board of Trustees to be constituted as hereinafter\n\nprovided.\"\n1887:\n1895:\n\nAmended by changing, \"Counselor\" to \"Director.\"\nAmended by substituting the following:\n\"Section i. The officers of this Association shall consist of a President, twelve Vice-Presidents, a Secretary, a Treasurer, a Board of\nDirectors, a Board of Trustees, and an Executive Committee, as\nhereinafter provided.\n\"Sec. 2. The President, Vice-Presidents, Secretary, Treasurer,\nCounselors, and presiding officers of their respective Departments\nshall constitute the Board of Directors, and, as such, shall have\npower to appoint such committees from their own number as they\n\ndeem expedient.\"\nAmended by adding, after \"Counselors,\" \"Life-Directors.\"\nAmended by adding, after \"Life-Directors,\" \"President\n\nshall\n\n1876:\n1884:\n\nof\n\nthe\n\nCouncil.\"\n1887:\n1895:\n\nAmended by changing \"Counselors\" to \"Directors.\"\nAmended by substituting the following:\n\" Sec. 2. The Board of Directors shall consist of the President of the\nNational Educational Association, First Vice-President, Secretary,\nTreasurer, chairman of the Board of Trustees, and one additional\nmember from each state, territory, or district, to be elected by the\nAssociation for the term of one year, or until their successors are\nchosen, and of such life-directors as are now (July 10, 1895) in office.\n\"The President of the National Educational Association, First VicePresident, Secretary, Treasurer, and chairman of the Board of Trustees shall constitute the Executive Committee.\"\n\n1896:\n\nAmended by inserting after hne 5, \"All past presidents of the Association now living, and all future presidents at the close of their respective\n\ntion\n\n1898:\n\n1876:\n1886:\n1895:\n1896:\n\n1898:\n\n1886:\n\n1896:\n\nterms of office, and the United States Commissioner of Educashall become life-directors of the Association.\"\n\nAmended in last paragraph to read:\n\"The President of the National Educational Association, First VicePresident, Treasurer, chairman of the Board of Trustees, and a member of the Association to be chosen annually by the Board of Directors, which member shall hold office for one year, shall constitute\nthe Executive Committee.\n\"Sec. 3. The officers of the Association shall be chosen by ballot,\nunless otherwise ordered, on the second day of each annual session,\na majority of the votes cast being necessary for a choice.\nThey\nshall continue in office until the close of the annual session subsequent to their election, and until their successors are chosen.\"\nAmended by inserting, \"elective,\" before \"officers.\"\nAmended by adding, \"except as hereinafter provided.\"\nAmended by changing, \"second,\" to, \"third.\"\nAmended by inserting, after \"chosen,\" \"by the active members of\nthe Association.\"\nAmended by inserting, in line i, after \"Association,\" \"with the exception of the Secretary.\"\nAmended by changing, in second sentence, \"They,\" to, \"The officers\nso chosen.\"\n\"Sec. 4. Each department shall be administered by a President,\nVice-President, Secretary, and such other officers as it shall deem\nnecessary to conduct its affairs.\"\nAmended by adding, \"but no person shall be elected to any office\nof any department, or of the Association, who is not, at the time of\nthe election, a member of the Association.\"\n\nAmended by inserting, \"active,\" before, \"member.\"\nThe President shall preside at all meetings of the Associa-\n\n\"Sec. 5.\n\ntion and of the Board of Directors, and shall perform the duties\nusually devolving upon a presiding officer.\nIn his ab.sence, the first\nVice-President in order, who is present, shall preside; and in the\nabsence of all Vice-Presidents, a pro tempore chairman shall be appointed on nomination, the Secretary putting the question.\"\n\n"}
{"page": 551, "printed_page": null, "text": "THE CONSTITUTIO.Y\n\nChapter]\n\n539\n\nThe Secretary shall keep a full and accurate report of the\nproceedings of the general meetings of the Association and all meetings of the Board ol Directors, and shall conduct such correspondence as the Directors may assign, and shall have his records present\nat all meetings of the Association and of the Board of Directors.\nThe Secretary oi each department shall, in addition to performing\nthe duties usually pertaining to his office, keep a list of the members\nof his department.\"\n\"Sec. 7. The Treasurer shall receive and hold in safe-keeping all\nmoneys paid to the .Association, shall expend the same only upon the\norder of the Committee of Finance, shall keep an exact account of\nhis receipts and expenditures, with vouchers for the latter, which\naccounts he shall render to the Board of Directors prior to each\nregular meeting of the Association, and shall also present an abstract\n\"Sec. 6.\n\nthereof to the Association.\n\nHe shall give bonds for the faithful dis-\n\ncharge of his duties as may be required by the Board of Directors.\"\n1884: .Amended by adding, \"The Treasurer's term of office shall continue\ntill the settlement of the business of the session for which he is elected.\"\n1886: Amended by substituting the following:\n\"Sec. 7. The Treasurer shall receive, and under the direction of\nthe Board of Trustees hold in safe-keeping, all moneys paid to the\nAssociation; shall e.xpend the same only upon the order of said\nboard; shall keep an exact account of his receipts and expenditures,\nwith vouchers for the latter, which accounts, ending the ist day of\nJuly each year, he shall render to the Board of Trustees and, when\napproved by said lx)ard, he shall report the same to the Board of\nDirectors.\nThe Treasurer shall give such bond for the faithful discharge of his duties as may be required by the Board of Trustees;\nand he shall continue in office until the first meeting of the Board of\nDirectors held i)rior to the annual meeting of the Association next\nsucceeding that for which he is elected.\"\n\" Sec. 8.\nThe Board of Directors shall have power to fill all vacancies\nin their own body; shall have in charge the general interests of the\nAssociation; shall make all necessary arrangements for its meetings;\nand .shall do all in its power to make it a useful and honorable institution.\nL'lxjn the written application of twenty members of the\nAssociation for permissi(jn to establish a new De])artment. they may\ngrant sue h permission.\nSuch new Department shall in all respects\nl)c\n\nentitled to the\n\nsame rights and privileges as the others.\n\nThe\n\nformation of such Department shall in effi'Ct be a sufficient amendment\nU) this Qjnstitulion for the insertion of its name in Article II, and the\n\nifi(j():\n\nSecretary shall make the necessary alterations.\"\nAmended by inserting, after \"Association,\" in line 2, \"excejjling\nthose herein entrusted to the Board of Trustees.\"\nAmended bv in.serting, \"active,\" between, \" twenty\" and \"members.\"\n\n[876:\n\nAdded:\n\n1886:\n\n\"Sec. q. The Board of Directors shall appoint three trustees into\nwho.se hands shall be placed for safe-keeping and investment all funds\nwhich the As.soc iation may receive from the creation of life-directorshijrs <jr from <lonations, unless the donors shall specify other purposes\nfor which they may be u.sed.\nThe income of such funds so investetl\nshall he used ex( lusively in defraying the expense of publishing the\nannual volume of the A.ssocialion unless the donors shall sjjecify\notherwise.\nThe Board of Direi tors shall require sue h trustees to\ngive to the A.s.so( iati(>n their joint Ijond in a sum equal U) lwi( e tlie\namount of su( h trust fund as may l>e in their han<is.\"\nr886: Amended by substituting the folltiwing:\n\"Sec. q. The Board of Trustees shall consist of f<»ur members,\nele< led by the Hoard of Direitors for a term of four years, and the\nPresifient of the A.ssex iation, who shall be a member rx officio during\nhis term of offii e.\nAt the election of the Tru.stees in 1886, one\nTru.stee shall Ix* elected for one year, one for two years, one for three\nyears, and one for four years and annually thereafter, at the first\nmeeting of the Board of Directors held prior to the annual mec-ting\nof the Association, c»ne Trustee shall be elcc tcci for the term of four\nAll vac amies occurring in said Board of Trustc-es, whether\nyears.\n\n"}
{"page": 552, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n540\n\n[Historical\n\nby resignation or otherwise, shall be filled by the Board of Directors\n.\n\nfor the unexpired term; and the absence of a Trustee from two consecutive annual meetings of the Board shall forfeit his membership\ntherein.\nThe Board of Trustees thus elected and constituted shall\nbe the executive financial officers of this Association, as a body corporate, as conferred by the certificate of incorporation under the\nprovisions of the Act of General Incorporation, Class Third, of the\n\nRevised Statutes of the District of Columbia, dated the twenty-fourth\nday of February, 1886, at Washington, D. C, and recorded in Liber\n\"\nNo. 4, 'Acts of Incorporation for the District of Columbia.'\n\"Sec. 10. It shall be the duty of the Board of Trustees to provide\nfor safe-keeping and investment of all funds which the Association\n\nmay receive from life-directorships, or from\n\ndonations; and the\nincome of such invested funds shall be used exclusively in paying the\ncost of publishing the annual volume of Proceedings of the Association, excepting when donors shall specify otherwise.\n\nIt shall also\n\nbe 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\nPresident and Secretary of the Association acting under the authority\nof the Board of Directors; and, when practicable, the Trustees shall\ninvest all surplus funds exceeding one hundred dollars, that may\nremain in the hands of the Treasurer after paying the expenses of the\nAssociation for the previous year.\"\n1896: Amended by changing the last sentence of Section 9 to read: \"The\nBoard of Trustees thus elected shall constitute the body corporate\nof the Association, as provided in the certificate of incorporation, etc.\"\n1898: Added:\n\"Sec. II. The Board of Trustees shall elect the Secretary of the\nAssociation, who shall also be secretary of the Executive Committee,\nand shall fix his compensation and his term of office for a period not\nto exceed four years.\"\n\nARTICLE\n\nSection i.\n\nV.\n\n— MEETINGS\n\nThe Annual Meeting of the Association shall be held at such time and\n\nplace as shall be determined by the Board of Directors.\n\nSec. 2.\n\nSpecial meetings\n\nmay be called by the President at the request of five\n\nDirectors.\n\nSec. 3.\n\nAny department of the Association may hold a special meeting at such\n\ntime and place as by its own regulations it shall appoint.\nSec. 4.\nThe Board of Directors shall hold their regular meetings at the place of,\nand not less than two hours before, the assembling of the Association.\nSec. 5.\nSpecial meetings may be held at such other times and places as the Board\n\nor the President shall determine.\nSec. 6.\n\nEach new Board shall organize on the day of its election.\n\nAt its first\n\nmeeting a Committee on Publication shall be appointed, which shall consist of the Secretary of the Association for the previous year,\n\n1884:\n1886:\n\nand one member from each department.\n\nAmended by changing, \"on the day,\" to, \"at the session.\"\nAmended by inserting, after \"shall consist of,\" \"the President and.\"\nARTICLE VI.\n\n—BY-LAWS\n\nBy-laws, not inconsistent with this Constitution,\n\nmay be adopted by a two-thirds\n\nvote of the Association.\n\nARTICLE VII.\n\n— AMENDMENTS\n\nThis Constitution may be altered or amended at a regular meeting by the unani-\n\nmous vote of the members present, or by a two-thirds vote of the members present, provided that the alteration or amendment has been sultstantially proposed in writing at a\nprevious meeting.\n\n"}
{"page": 553, "printed_page": null, "text": "LIST OF EXECUTIVE OFFICERS\n\nChapter]\n\nI.\n\n541\n\nAt each regular meeting of the Association there shall be appointed a Comiiiiltee\n\non Nominations, one onHonorary Members, and one on Resolutions.\n\nAmended by substituting the following:\n\n1807:\n\n\"1.\n\nAt the tirst session of each annual meeting of the Association there\n\nshall be aj^pointed by the President a committee on resolutions;\n\nand\n\nsuch meeting there shall be appointed a committee on nominations, consisting of one member from each state\nrepresented, the same to be appointed by the President on the nomination of a majority of the active members in attendance from such\nstate; provided, however, that such appointment shall be made by\nthe President without such nomination when less than three active\nmembers from a state are in attendance, and also when a majority\nof the active members in attendance from any one state shall fail to\nmake a nomination.\n\"The meetings of active members to nominate members of the nominating committee shall be held at 2 P. M. on the second day of the\nmeeting, at such places as shall be announced in the general program.\"\n1899: Amended by inserting, after \"state,\" \"and territory.\"\nAmended by changing \"2 p. M. on the second day\" to \"5:30 v. M.\non the first day.\"\n1903: Amended by changing, \"in attendance from such state and territory,\" to, \"from such state and territory present at the meeting\ncalled for the purpose of making such nomination.\"\nAmended by striking out the words, \"less than three active members\nfrom a state are in attendance, and also when a majority of.\"\nat the third session of\n\n2.\n\nThe President, First Vice-President, and Secretary shall constitute a Committee\n\non Finance.\n\nAmended by substituting the following:\n\" 2. The President and .Secretary shall certify to the Board of Trustees\n\n1886:\n\nall bills\n\n3.\n\napproved by the Board of Directors.\"\n\nEach paying member of the .Association shall be entitled to a copy of its Proceedings.\nAdded.\n\n1877:\n\n\"4.\n\nNo paper, lecture, or address shall be read before the .\\sst)cia-\n\ntion or any of its departments in the absence of\n\nits\n\nauthor, nor shall\n\nany such paper, lecture, or address be published in the volume of Proceedifigs without the consent of the .Association.\"\n\nAmended by adding, \"upon approval of the Executive Committee.\"\n\n1S85:\n1889:\n\nAdded:\n\"5. It shall be the duty of the President, Secretary, and Treasurer\nof the Association, to appoint annually some competent person to\nexamine the securities of the permanent fund lield by the Board of\nTrustees, and his certificate showing the condition of the said fund\nshall be attached to the report of the Board of Trustees.\"\n\nVII.\n\nLIST\n\nEXECUTIVE OFFICERS WTTI\nCALENDAR OF MEETINGS\n()]•\n\nNATIONAL IKACIIKKS' ASSOCIATION\n1857\n\nI'llII.ADI.I.IMIlA. J'A..\n((Jh<.a.sizaiion;\n('h;iirm.in,\n\nJames\n\nL.\n\nAugust\n\n1850\n\n26\n\nWASIIINiJ TON, 1) C. Aurusi 10 li\nRickofk. Ciiuiiinali. Ohio\n.S«-< ., J. W. Hi\nKi.i v\nHrooklyn. N. Y.\nPrcs., A. J.\n\nKnos, Ccd.ir\n\nK:i|)i(]H,\n\n1\n\n'\"*''\n\nTrcM.. C. S. I'knnkli,. St. Louis. M<>.\n\nSecretary. W. K. Shki.imjn. noslon, Mo-hh.\n\n1858\n\nCINCINNATI. OMKJ. August 1I-I.1\nI'rc».. Z.\n\nKic'iiAUUs. WiishiriKlon.\n\nI).\n\nC\n\nSec, J. W. hi'i.Kr.i-.Y. Urijoklyn. .\\. V.\nTrras.. A. J. RkkoI'F, Ciniiniiiiti. <Jhio\n\ni860\n\nBUIFALO, N. Y.. August 8-10\nI'rt-*.,\n\nJ.\n\nW. Hui.ki.ky. I<riK>klyn. N. Y.\n\nS«h..Z. KiniAKiis, UasliiiiKloii. l>. C.\nTrtas.. O. ('. W'li.in. \\V;i.sliiiiKl<in. I). C.\n\n"}
{"page": 554, "printed_page": null, "text": "-\n\nNATIONAL EDUCATIONAL ASSOCIATION\n\n542\n1\n\nNo Meetings\nCHICAGO, ILL., August 5-7\n\n86 1, 1862\n\n1863\n\nSec.\n\n1867\n\n,\n\n1868\n\nOGDENSBURG,N. Y., August 10-12\nPres., W. H.\n\nWells, Chicago. 111.\n1869\n\nM. Gregory, Kalamazoo, Mich.\n\nVan Bokkelen, Baltimore, Md.\n\nTRENTON. N. J., August 18-20\nVan Bokkelen, Baltimore, Md.\n\nSec, W. E. Crosby, Cincinnati, Ohio\nTreas., A. L. Barber, Washington, D. C.\n\nGreene, Providence, R. I.\nSec, W. E. Sheldon, Boston, Mass.\n\n1870\n\nTreas., Z. Richards, Washington, D. C.\n\nCLEVELAND, OHIO, August 15-19\nHagar, Salem, Mass.\nSec, A. P. Marble, Worcester, Mass.\nTreas., W. E. Crosby, Davenport, la.\nPres., Daniel B.\n\nINDIANAPOLIS, IND., August 15-17\nPres., J. P.\n\nPres.. J.\n\nSec, L\n\nPres., L.\n\nHARRISBURG, PA., August 16-18\nPres., S. S.\n\n1866\n\nNo Meeting\nNASHVILLE, TENN., August 19-21\nTreas., James Cruikshank, Brooklyn, N.\n\nSec, David N. Camp, New Britain. Conn.\nTreas., Z. Richards, Washington, D. C.\n\n1865\n\nH. White, Chicago, 111.\n\nTreas., S. P. Bates, Harrisburg, Pa.\n\nPres. John D. Philbrick, Boston, Mass.\nSec, James Cruikshank, Albany, N. Y.\nTreas., O. C. Wight, Washington, D. C.\n\n1864\n\nS.\n\n[Historica 1\n\nWickersham, Millersville, Pa.\n\nName Changed to\n1871\n\nTHE NATIONAL EDUCATIONAL ASSOCIATION\nST. LOUIS, MO., August 22-24\n1885 SARATOGA SPRINGS, N. Y., July 14-17\nPres.. J. L. PiCKARD, Chicago, 111.\nSec, W. E. Crosby, Davenport, la.\n\nPres., F.\n\nTreas., John Hancock, Cincinnati, Ohio\n\n1872\n\nBOSTON, MASS.. August 6-8\n\n1886\n\nSec, W. E. Sheldon, Boston, Mass.\nTreas., E. C. Hewett, Normal, 111.\n\nELMIRA, N. Y., August 5-7\nPres., B. G. Northrop. New Haven, Coin.\n\n1887\n\nDETROIT, MICH., August 4-6\n\nSheldon, Boston, Mass.\nSec, J. H. Canfield, Lawrence, Kaas.\nTreas., E. C. Hewett, Normal, 111.\n1888\n\nSec, A. P. Marble, Worcester, Mass.\n\nSec, J. H. Canfield, Lawrence, Kans.\n\nTreas., John Hancock, Cincinnati, Ohio\n\nTreas., E. C. Hewett, Normal, 111.\n\nMINNEAPOLIS, MINN., August 3-5\nPres., W. T. Harris, St. Louis,\n\n1889\n\nBALTIMORE, MD., July 10-12\n\n1890 ST. PAUL, MINN., July 8-11\nPres.. J. H. Canfield, Lawrence, Kans.\nSec, W. R. Garrett, Nashville, Tenn.\nTreas. E. C. Hewett, Normal, 111.\n\nPres., W. F.\n\nPhelps, Winona, Minn.\nSec, W. D. Henkle, Salem, Ohio\nTreas., A. P. Marble, Worcester, Mass.\n\n1877 LOUISVILLE, KY., August 14-16\nPres., M. A.\n\nNewell, Baltimore, Md.\nSec, W. D. Henkle, Salem, Oliio\n\n1891\n\n—\n\nTreas., J. M. Greenwood. Kansas City, Mo.\n\n1892\n\nPres., John Hancock, Cincinnati, Ohio\n\nTreas., J. M. Greenwood, Kansas City, Mo.\n\nSec, W. D. Henkle, Salem, Ohio\n\n1893\n\nCHICAGO, ILL.JuLY 25-28\n(International Congress of Education)\n\nCHAUTAUQUA. N. Y., July 13-16\n\nPres., Albert G. Lane, CMcago, III.\n\nO. Wilson, Washington, D. C.\nSec, W. D. Henkle, Salem, Ohio\nTreas., E. T. Tappan, Gambier, Ohio\nPres., J.\n\nSec, Irwin Shepard, Winona, Minn.\nTreas., J. M. Greenwood, Kansas City, Mo.\n\n1894\n\nATLANTA, GA., July 19-22\n\nAlbert G. Lane. Chicago, 111.\nSec. Irwin Shepard, Winona, Minn.\n\nSmart, Indianapolis, Ind.\nSec, W. D. Henkle, Salem, Ohio\nTreas., E. T. Tappan, Gambier, Ohio\nSARATOGA SPRINGS, N. Y., July 12-14\nPres., G. J. Orr, Atlanta, Ga.\nSec, W. E. Sheldon. Boston, Mass.\nTreas., H. S. Tarbell, Indianapolis, Ind.\n\n'*5>5\n\nSARATOGA SPRINGS, N. Y., July 9-11\n\n1896\n\n—\n\nASBURY PARK, N. J., July 10-13\nPres.\n\nPres., James H.\n\n1883\n\nSARATOGA SPRINGS, N. Y., July 12-15\nH. Cook, Boulder, Colo.\nSec. R. W. Stevenson, Wichita. Kans.'\"^\nPres., E.\n\nPHILADELPHIA, PA., July 29-31\nTreas., J. O. Wilson, Washington, D. C.\n\n1882\n\n—\n\nGarrett, Nashville, Tenn.\n\nSec, E. H. Cook, Flushing, N. Y.\n\nTreas., J. O. Wilson, Washington, D. C.\n\n1881\n\nTORONTO. ONT., July 14-17\nPres., W. R.\n\n1878 No Meeting\n\n1880\n\nNASHVILLE, TENN.. July 16-19\nPres., A. P. Marble, Worcester, Mass.\nSec. J. H. Canfield, Lawrence, Kans.\nTreas., E. C. Hewett Normal, 111.\n\nMo.\n\nSec, W. R. Abbott, Bellevue, Va.\nTreas., A. P. Marble, Worcester, Mass.\n\n1879\n\nSAN FRANCISCO, CAL., July 17-20\nPres., Aaron Gove, Denver. Colo.\n\nPres., S. H. White, Peoria, 111.\n\n1876\n\nCHICAGO, ILL., July 12-15\nPres., W. E.\n\nTreas., John Hancock, Cincinnati, Ohio\n\n1875\n\nCalkins. New York, N. Y.\n\nPres., N. A.\n\nSec, S. H. White, Peoria, 111.\n\nSec, S. H. White, Peoria, 111.\n\n1874\n\nTOPEKA, IC-^NS.. July 13-16\n\nPres., E. E. White, Columbus, Ohio\n\nTreas., John Hancock, Cincinnati, Ohio\n\n1873\n\nLouis Soldan, St. Louis, Mo.\n\nSec, W. E. Sheldon, Boston, Mass.\nTreas., N. A. Calkins, New York, N. Y.\n\nTreas., J. M. Greenwood, Kansas City,\n\nMo\n\nDENVER, COLO.. July 9-12\nPres., Nicholas\n\nMurr.\\y Butler, New York\n\nSec, Irwin Shepard, Winona, Minn.\nTreas., I. C.\n\nMcNeill, Kansas City, Mo.\n\nBUFFALO, N. Y., July 7-10\nDougherty, Peoria, 111.\n\nPres., E. T. Tappan, Gambier, Ohio\n\nPres., N. C.\n\nSec, W. E. Sheldon, Boston, Mass.\nTreas., N. A. Calkins, New York, N. Y.\nMADISON, WIS., July 15-18\nPres., Thomas W. Bicknell, Boston, Mass.\nSec, H. S. Tarbell, Providence, R. I.\nTreas., N. A. Calkins, New York, N. Y.\n\nSec, Irwin Shepard, Winona, Minn.\nTreas., I. C.\n\n1897\n\nMcNeill, West Superior, Wis.\n\nMILWAUKEE, WIS., July 6-9\nPres., Charles R. Skinner, Albany, N. Y.\nSec, Irwin Shepard, Winona, Minn.\n\nTreas., I. C. McNeill, West .Superior, Wis.\n\n"}
{"page": 555, "printed_page": null, "text": "BOARD OF TRUSTEES\n\nChapter]\n\nWASHINGTON. D. C. July y-u\n\n1898\n\nPres., J.\n\nBOSTON, M.\\SS., July 6-10\n\n1903\n\nM. Greenwood. Kansas City. Mo.\n\nPres.. Charles W. Eliot. Cambridge, Mass.\nSec, Irwin Shepard, Winona. Minn.\nTreas., W. M. Davidson, Topeka, Kans.\n\nSec.. Irwin Shep.ard, Winona. Minn.\n\nTreas.. I. C. McNeill. West Superior, Wis.\n\n1899 LOS ANGELES. CAL.. July 11-14\nPres.. E. Or.am Lyte, Mil]ers\\ille. Pa.\nSec. Irwin Shepard. Winona. Minn.\nTreas., I. C. McNeill. West Sui)crior. Wis.\n\n1904 ST. LOUIS. MO.. June 27-JuLY i\nPres.. John W. Cook. DeKalb, III.\nSec, Irwin Shepard, Winona. Minn.\nTreas., McHenry Rhoad.s, Owensboro, K.y.\n\nCHARLESTON. S. C, July 7-13\n\n1900\n\nPres.. Osc.^R T. Corson. Columbus. Ohio\nSec. Irwin Shep.ard. Winona. Minn.\nTreas.. C.^rroll G. Pearse, Omaha. Neb.\n\nASBURY PARK AND OCEAN GROVE,\n\n1905\n\nN. J.. July 3-7\n.Maxwell. New York, N. Y.\nSec. Irwin Shepard. Winona. Minn.\nPres.. Wm. H.\n\nDETROIT. MICH., July 8-12\n\n1901\n\nTreas.. James W.\n\nPres.. James M. Green, Trenton. N. J.\nSec. Irwi.n Shepard, Winona, Minn.\nTreas.. L. C. Greeni.ee. Denver, Colo.\n\nMINNEAPOLIS. MINN., July 7-1 r\n\n190J\n\nPres..\n\nCrabtree, Peru, Neb\n\n1906\n\nNo Meeting\n\n1907\n\nLOS ANGELES. CAL., July 8-12\n\nWm. M. Beardshear. Ames. la.\n\nSchaeffer. H.arrisburg, Pa.\n\nPres.. N. C.\n\nSec, Irwin Shepard. Winona. Minn.\nTreas.. J. N. Wilkinson, Emporia, Kans.\n\nSec. Irwin Shepard. Winona. Minn.\nTreas., Charles H. Keves. Hartford, Conn.\n\nVlll.\n\n543\n\nBOARD OF TRUSTEES\n\nNames of Members by Election, with Terms of Service of E.ach from 1886 (Date of Organization)\nTO 1907\n(See Conslitulion. Art. IV. Sec. 9)\n\nElections were for the term of four years unle.ss otherwise specified\n\ntotal years\nOF service\n\nJohn Eaton, of District of Columbia; elected in i88d for one year; re-elected in 1887; term expired\nin 1891\n\nS\n\nZalmo.n Richards, of District of Columbia; elected in 1886 for two years; re-elected in 1888;\nre-elected in 1892; term expired in 1896\n10\n\nHorace S. Tarbell. of Rhode Island;\nelected in\n\n1894;\n\nelected in 1886 for three years;\n\nre-elected in 1889;\n\nre-\n\nterm expired in 1897\n\n11\n\nNorman A. Calkins, of New York; elected in 1886 for four years; re-elected in 1890; re-elected\ndied in December. 1895\nC. Hewett. of Illinois; elected in 1891 ;\n\nin 1894;\n\n9J\nterm expired in 180,1;\n4\nA1.BERT G. Lane, of Illinois; ex-officio member for 1802-93- and 1893-94; elected in 1895; reelected in 1899; re-elected in 1903; died in August. 1906\n13\n4\nJ. Ormo.vd Wilson, of District of Columbia; elected in 1896; term expired in 1900\nNicholas Murray Butler, of New York; ex-officio member for 1894-95; elected in 1896 for\ntwo years to fill unexpired term of N. .\\. Calkins deceased; re-elected in 1898; re-elected\nin 1902\nK. Louis Sf'iLnAN. of Missouri; elected in 1897; re-elected in 1901;\nterm expired in 1905\n8\nNewtov C. Doughf.rty. of Illinois; ex-officio inemlx-r for i89.';-96; elected in 1900; re-elected\nin 1 904 ; resigned in 1 905\n6\nJames M. Greenwood, of Missouri; ex-officio member for 1897-98; elected in 190s\n\nEdwin\n\nOFFICERS\nThe officers of the Board of Trustees have been as follows:\n\nChairman — .\\ohman A. Calkins, from\n\n1895\n\n18.86 to\n\nHorace S. Tarbell. from December 22,\nAlbert G. Lane, from 1895 to 1906\n\ni9>()%.\n\nto July\n\ni,\n\nq\\\n6 mos.\n\n1896\n\n11\n\nNicholas Murray Butler, from 1906\n.Secretary—\n\nZalmon Richards, from 1886 to 1896\n\n10\n10\n\nNicholas .Murray Butler, from 1896 lo 1906\nJames M. Greenwood, from 1906\nEX-OI-l-ICIO ME.MHERS OF\n\nBOARD OF TRUSTEES\n\n(See ConsliltUion, Art. IV.\n\n.Srr.\n\n0)\n\nEx-olfirio service was for one year unless othcrwi.se specirird\n\n1886-87\n1887-R8\n1888 80\n1889-90\n1890-91\n1891-92\n1802-93\ntf^Oi-94\n\n1894-95\n1895-96\n1896-97\n\nWm. E. Sheldon, of M.-iMachuseilii\n\n1897-98\n1898 99\n1809-1900\niqoo 1\n\nAaro.v CJovk. of Colcjrado\nAlbert P. .Makblr. of M:i.H.sachusrtis\nJamk.s H. Cani'Iei.I). of Kan.s;L.H\nW. R. Gakki.tt. of Trnncsiicc\nE. H. Cook, of .Vcw York\nAlbebt G. Lank, of Illinoi<i\nAlBERT G. I.ANr. of Illinois\nNil Hoi.A.s .Mi'kKAY HuTi.KH, of .\\<-w\n\nNiwTON C:, DouciiKurv. of Iljinoin\nCharlea K. Skinnfr, of New Vork\n\n^\n\nork\n\nJames\nE.\n\nNJ.\n\nGki-.i-\n\nswoop, of\n\nMis.souri\n\nOram I.vte. of I'cnn.sylvania\n\n1903 4\n1004-3\n\nOscar T. Corson, of Ohio\nJamks ,M. (Irkkn, of .New Jersey\nWm .\\I. IUardsiieah. of Iowa\nCiiaklks W. Eliot, of .Massachusetts\nJohn W. Cook, of Illinois\nWm. M. Maxwell, of New York\n\n1905-6\n1906-7\n\nNathan C. S<-iiaefkkr, of Pennsylvania\nNathan C. Siiiakfkkr, of Pennsylvania.\n\nitfoi\n\nj\n\ntooj\n\n1\n\n"}
{"page": 556, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n544\n\nIX.\n\nWITH TERMS\nOF SERVICE FROM 1857 TO 1907\n\nLIST OF VICE-PRESIDENTS\n\nJames L. Enos, Iowa\nT. C. Taylor, Delaware\nJ. R. Chullen, Indiana\nE. W. Whelan, Missouri\nP. F. Smith, South Carolina\nD. Wilkins, Illinois\nT. Granger, Indiana\nL. Andrews, Ohio\n\nT. W. Valentine. New York\nD. B. Hagar, Massachusetts\n\nT. W. Valentine, New York\nWilliam Roberts, Pennsylvania\n\nB. M. Kerr, Pennsylvania\n\nElbridge Smith, Connecticut\nIsaac Stone, Illinois\nC. S. Pennell, Missouri\n\nJ. F.\n\nCann, Georgia\n\nJ. S.\n\nAdams, Vermont\n\nB. T. Hoyt, Iowa\nC. E. Hovey, Illinois\nI.\n\nIsaac Stone, Illinois\nC. S. Pennell, Missouri\nC. H. Allen, Wisconsin\nJ. N. Mcjilton, Maryland\nWm. F. Phelps, New Jersey\nC. C. Nestlerode, Iowa\n\nReuben McMillan, Ohio\nJas. G. Ehot, North Carolina\nZ. Richards, District of Columbia\nChas. Ansorge, Massachusetts\n\nW. Andrews. Ohio\n\nA. Drury, Kentucky\nDaniel Read, Wisconsin\nJ. N. Mcjilton, Maryland\nThomas C. Bragg, Alabama\n\n1860-63'\nWilliam Roberts, Pennsylvania\nG. F. Phelps, Connecticut\n\nA. J. Rickoflf, Ohio\nC. S. Pennell. Missouri\n\nC. S. Pennell. Missouri\nG. W. Hoss. IncUana\nJ. W. Bulkley, New York\n\nJ.\n\nJ.\n\nD. Philbrick. Massachusetts\n\nM. Gregory, Michigan\n\nC. D. Lavvrence, Tennessee\n\nJ. W. Bulkley,\n\nNew York\n\nDelia A. Lathrop. Ohio\nA. D. Williams, West Virginia\nN. E. Cobleigh, Tennessee\n\nGeo. B. Sears, New Jersey\n\nJ.\n\nS. S.\n\nGreene, Rhode Island\n\n1868-69\nW. Bulkley. New York\n\nD. B. Hagar. Massachusetts\nW. Andrews. Ohio\nJ. M. Gregory. Illinois\nJohn Eaton, Tennessee\nB. Mallon. Georgia\nW. M. Colby. Arkansas\nJ. M. Olcott. Indiana\nD. Franklin Wells, Iowa\nI.\n\nJ.\n\nW. Doud. Kentucky\n\nC. W. Clark, Mississippi\n\n1871-72\n\n1870 71\nE. E. White, Ohio\nW. F. Phelps. Minnesota\n\nW. Johnson, Maine\n\nM. H. Wygant, Arkansas\n\nJ.\n\nRichard Edwards. Illinois\n\n1869-70\nEmily A. Rice, Massachusetts\n\nG. M^ Hoss. Indiana\n\nW. Bulkley, New York\nD. B. Hagar. Massachusetts\nJ. M. Gregory, Michigan\nE. P. Weston, Maine\n\n1866-68-\n\nW. F. Phelps. Minnesota\n1. W. Andrews. Ohio\nW. R. White. West Virginia\nJ. W. Bulkley, New York\n\nGreene, Rhode Island\n\n1864-65\n\nA. J. Rickoflf. Ohio\nJames G. Eliot. North Carolina\n0. C. Wright. Dist. of Columbia\n\nC. S. Pennell, Missouri\nG. W. Hoss, Indiana\nYork\nJ. W. Bulkley, New\nD. B. Hagar, Massachusetts\nS. S.\n\nA. J. Rickoflf, Ohio\nN. Mcjilton, Maryland\nC. C. Nestlerode Iowa\n\nJ.\n\nRichard Edwards, Illinois\nS. P. Bates'. Pennsylvania\nG. F. Phelps. Connecticut\nE. P. WiUiams, Wisconsin\nD. Franklin Wells, Iowa\n\nJohn S. Hart, New Jersey\nD. Franklin Wells, Iowa\nA. J. Rickoflf Ohio\n.\n\nD. B. Hagar, Massachusetts\nT. C. Taylor. Delaware\nIianiel Read. Wisconsin\n\n1863-64\n\nDaniel Stevenson. Kentucky\nB. G. Northrop. Massachusetts\nG. W. Hoss. Indiana\nM. A. Newell. Maryland\nIsaac T. Goodnow. Kansas\nJ. P. Wickersham. Pennsylvania\n\nW. F. Phelps, Minnesota\n\nSylvester Scott, Virginia\n\nRichard Edwards. Illinois\nWiUiam Roberts. Pennsylvania\nG. F. Phelps. Connecticut\nJ. L. Pickard, Wisconsin\nD. Franklin Wells. Iowa\n\n•865-66\nRichard Edwards. Illinois\nT. W. Valentine. New York\n\n1859=60\n\n1858=59\n\n1857=58\nT. W. Valentine, New York\nD. B. Hagar, Massachusetts\nWilliam Roberts, Pennsylvania\nJ. F. Cann, Georgia\n\nJ.\n\n[Historical\n\nW. F. Phelps, Minnesota\nW. T. Harris, Missouri\nH. Jurey, Mississippi\nM. McKenzie. Nebraska\nH. C. Harden, Massachusetts\n\nJ.\n\nJ.\n\nW. Bulkley. New York\nNewton Bateman. Illinois\n\nM. Seaman, Louisiana\nW. D. Henkle, Ohio\n\nH. Hoose, New York\nMrs. M. A. Stone. Connecticut\nE. A. Hubbard. Massachusetts\nDaniel Read, Missouri\nB. C. Hobbs. Indiana\nM. A. Newell. Maryland\nKate S. French, New Jersey\n\n1872-73\nNewton Bateman. Illinois\n\nJames McCosh, New Jersey\n\nC. S. Venable, Virginia\n\nGeorge P. Beard. Missouri\nAbner J. Phipps. Massachusetts\n\nGeo. P. Hays. Pennsylvania\nW. Dickinson, Massachusetts\n\nJ.\n\nJ.\n\nJ. P. Wickersham. Pennsylvania\n\nW. R. Creery, Maryland\nW. R. White, West Virginia\nS. S. Ashley,\n\nNorth Carolina\n\nJ.\n\nW. D. Williams. Georgia\nW. H. McGuffey, Virginia\nOtis Patten, Arkansas\nW'illiam Swinton, California\nAlex. Martin, West Virginia\n\n1874-75\n\n1873-74\n\nM. Fleming, Tennessee\nGeorge Thatcher. Iowa\nMiss H. A. Keeler, Ohio\nJames Cruikshank, New York\nA. C. Shortridge, Indiana\nMrs. A. R. Diehl. Pennsylvania\nMrs. M. A. Perkins. Michigan\nMrs. M. A. Stone. Connecticut\nCarolina\nJ. K. Jillson, South\n\nEdward Brooks, Pennsylvania\nJ. H. Binford. Virginia\nJames H. Binford, Virginia\nMiss D. A^ Lathrop. Ohio\nMrs. M. A. Stone. Connecticut\nJohn Swett. California\nN. T. Lupton. Alabama\nW. F. Phelps. Minnesota\nA. P. Stone. Maine\nDaniel Read. Missouri\nN. A. Calkins. New York\nr;. H. Fairchild, Kentucky\nMiss D. A. Lathrop. Ohio\nW. R. Creery. Maryland\nW. N. Hailmann, Kentucky\nT. W. Cordozo. Mississippi\nJohn Swett, California\nN. P. Gates. Arkansa.s\nAlex. Hogg. Alabama\nN. A. Calkins, New York\nNo meetings were held in i86 I, 1862, 1868; all officers holding over as per ronstitutional provision.\n'\n\n"}
{"page": 557, "printed_page": null, "text": "I\n\nI\n\n—\nChapter]\n\nIX.\n\nUST OF VICK-PRESI DEXTS WITH TERMS OF SERVICE\n\n1875 76\n\nH. Binford. \\irginia\n\nE. T. Tappiin. Ohio\n\nH. Smart, Indiana\n\nJohn Hancock. Ohio\nC. C. Rounds, M;unc\nFd Wards Brooks. Pennsylvania\n\nH. A. M. Henderson, Kentucky\nE. S. Joynes. Tennessee\nAlex. Hogg. Texas\n\nF. S. Joynes. Tennessee\nN. .\\. Calkins New York\n\nI.\n\nJ.\n\nM. A. Newell. Maryland\nJ. B.\n\nW. Dickinson. Mas-sachusetts\n\nW. H. Ruffner, \\'irginia\nW. T. Luckey, California\n\nMenvin. Missouri\n\nD. Bcals. Nebraska\nH. S. Tarbcll. Michigan\nAlonzo Abcmethy. Iowa\nJ. \\V. Hoyt, Wisconsin\nS.\n\nJ.\n\nH. Smart. Indiana\n\nW. F. Crosby. Iowa\nJ. S. Rollins.\nJ. S.\n\n1879-80\n\nC\n\nM. Gamett. Maryland\nW. Colegro\\e. West N'irginia\n\nGustavus J. Orr. Georgia\nJ.\n\nW. Dickin.son. Mas.sachusclts\n\nJames Johonnot, New York\nJ. D. Pickett. Kentucky\n\nW. T. Harris. Missouri\nJ. C. Gilchrist. Iowa\nE. O. N'aile. Illinois\n\nH. S. Jones. Pennsylvania\nI. W. Andrews. Ohio\nR. Malone. Texas\nT. M. Marshall. West Virginia\nMrs. Ijiuise Pollock, D. C.\n\nJ.\n\nC. Gilchrist. Iowa\n\nJ.\n\nW. Dickinson, Ma.s.'N;ithusctts\n\nSamuel Barnett. Georgia\nJohn Hancwk. tJhio\nW. W. Folwell. Minnesota\nA. Newell. Indiana\nH. Carlisle. .S<juth Ciirolina\n\n-M.\nJ.\n\nD. V. DeWolf. Ohio\nJ. Baldwin. Texas\nB. F. Wright. Minnesota\nB. L. Butcher. West Virginia\nB. G. Northrop, Connecticut\n\nH. F. Sfx-'ar. Kansas\nMiss H. M. Morris. New York\nJ. W. Dickinson. Massachusetts\nF. H. Long. Mi.ssouri\n\nJulia S. Tutweiler. Alabama\n\nH. J. Pierce. New Jersey\nJ. H. \\'incent. New York\n\nJohn Swett. CCalifornia\n\nA. P. Stone, Massachusetts\nK. v.. White. Indiana\nI-.\n\nG. P. Beard. Pennsylvania\nMiss M. S, Cooper, New York\n\nI^iuis S<jldan. Mis.s<juri\n\n1886 87\n\n1885 86\nF. Louis Soldan, Missouri\n\nMrs. Delia L. Williams, Ohio\n\nS. T.\n\nHenry Sabin. Iowa\nA. G. Boyden, Mas.sachu.selts\nMiss F\". E. HolbrcKik. Illinois\n\nDutton, (Connecticut\n\nJames MacAlister, Pennsylvania\nLeRoy D. Brown. Ohio\n\nAaron Gove. Colorado\n\nJ. D. Drcher. Virginia\nS. M. Finger. North Carolina\nK. F. .Sheib, LouLsiana\nJ. Baldwin. Texas\nJ. W. Slearn.s. Wisconsin\n\nJ. L.\n\nHaltie (J. Thoms. Wisconsin\n\nWarren ICaston, Ijjuisiana\n\nW. R. Garrett. Tennessee\nJ. D. Dreher. Virginia\nMrs. M. A. Stone. Connecticut\n\nPickard. Iowa\n\nMi.ss lOlla Calkins,\n\nKlla C. Sabin. Oregon\n\nNew York\n\ni88i-8a\nW. T. Harris, Missouri\nT. C. H. Vance. Kentucky\nE. K. Foster, Florida\nW. O. Rogers. Louisiana\nM. A. Newell. Maryland\n\nM. Fish. Arkansas\nH. S. Jones, Pennsylvania\nH. S. Thompson. South Carolina\nJ. L. Pickard. Iowa\nJ. B. Peaslee, Ohio\nJ.\n\nJ.\n\nW. Dickinson. Massachusetts\n\nJerome Allen. New York\n\n1884-85\nT. W. Bicknell. Massachusetts\nB. L. Butcher. West Virginia\nA. J. Russell. Florida\nT. H. Payne. Tennessee\nEd. Willetts. Michigan\nJ. W. Holcomljc. Indiana\nJ. H. Canlield. Kansas\nThomas Hunter, New York\nW. H. Chandler, Wisconsin\nE. E. Higbee. Pennsylvania\nC. L. SamiKon. Arkansas\nJ. .\\. Smith. Mississippi\n\n1887 88\nW. E. Sheldon. Mas-sachusclts\nJ. W. Holcomlx'. Dist. of Columbia\nWarren F.islon. I»uisiana\nSolomon Palmer, .\\labama\nT. J. Morgan. Rho<1e Island\nRose C. Swart/. WiscoiLsin\n\nW. R. (jarrett, Tennessee\nT. A. I'utrall. Arkansas\nF. M. CampU-11, California\nIrwin Shepard. Minnesota\nJ. T. Buihanan. Mis.s<Hiri\nA. K. .Sabin. Illinois\n\nZ. Richards. District of (\"olumbia\n\n1A88 89\nAaron (jove. Colorado\nJohn \\V. (?<xik, IllinoLt\n\nW. .Andrews. Oliio\n\nEdward Brooks. Pennsylvania\nG. A. Chase. Kentucky\nR. D. Shannon. ^Io.\nJ. W. Hoyt. Wisconsin\nS. S. Greene. Rhode Island\nJ. H. Smart, Indiana\nJames Cruikshank. New York\nJ. C. Corbin, Arkansas\n\n1883-84\n\ni88a-83\nJ.\n\nMissouri\n\nMcGhee. Mississippi\n1880-81\n\nH. Smart, Indiana\nU. X. Camp. Connecticut\nN. \\. Calkins. New York\nK. C. Hewett. Illinois\nG. W. Fetter, Pennsylvania\nGrace\nBibb. Missouri\nH. F. Harrington. M;issachusetts\n\nJ.\n\nJ.\n\n1877 79-\n\n1876 77\n\nD. B. Hagar, Mass;ichusetts\nJaniw Cruikshank. New York\nJ. P. Wickersham. Pennsylvania\n\nJ.\n\nWITH TERMS OF SERVICE FROM\nTO 1007 Continued\n\nLIST OF VICE-PRESIDENTS\n1857\n\nJ.\n\n545\n\n1890-01\n\n1889-90\n\nHenry .\\. WLsc. Maryland\n\nAlex. Hogg. Texan\n\nH. Canl'ield. Kansas\nH. II. Beadle. South Dakota\nDelia I.. Williams. Ohio\nBaker, Colorado\nJ. II\nT. \\. I'ulrall, .Vrkansas\nJ. T. Buihanan. .Missouri\nH. S. Jones. Pennsylvania\n.Mary V.. .Niiholson. Iniliana\n\nK. F. iiiglire. Pennnylvania\nC. F. H'idgin. New .Mexico\nIrwin She|Kircl. Minnrvila\nT. J. Morgan. Kh.irlr Inland\n\nAlonn) Hill. Alabama\n\nJ.\n\nC. A. Sthaefler, lowa\nC. C. IJuvidiMjn, Ohio\n\nC. J. Prokott. New Jersey\nAlrz. HuKK' 'I'exax\nIra (}. Moilt, California\n\nW. F. Sheldon, .Ma.s-Hat hus<-ll.s\nW. B. Garrett. Tennejisee\n\nNo mrningn in 187H.\n\nA. P. Marble, MiussaihusiMIs\n\nT. A. Futrall, Arkans4i.s\n\nW. F. Slalon. Georgia\nW. S. Jones, '1'ennes.sce\nI).\n\nH. CiKik. .New Jersey\nB. Johns<in. South Carolin.i\n\nF.\n\nA\n\nF.\n\nE. H.\n\nSleere, Montana\n\nMcElroy, Oregon\n\nAll oflriccn held over .is\n\nJ.\n\nW\n\nK, Preston. ,Mi.ssissippi\n\nM. FIrov. Oregon\nM. C. Fernal.i.Maine\nSolomon Palmer, Alal>ama\nE. B.\n\nKf conslituiioiial provision.\n\n"}
{"page": 558, "printed_page": null, "text": "—\nNATIONAL EDUCATIONAL ASSOCIATION\n\n546\nIX.\n\nLIST\n\nOF VICE-PRESIDENTS WITH TERMS OF SERVICE FROM\n1857\n\nTO 1907\n\nContinued\n\n1892-94'\n\n1891-Q2\n\nW. R. Garrett, Tennessee\n\nE. H. Cook, New York\n\nC. H. Clemmer, North Dakota\nT. A. Futrall, Arkansas\nE. O. Lyte. Pennsylvania\nG. L. Osborne, Missouri\n\nW. H. Bartholomew, Kentucky\n\nR. Preston, Mississippi\nE. B. McElroy, Oregon\nE. H. Bartholomew, Kentucky\nMiss N. Cropsey, Indiana\nW. M. Beardshear. Iowa\nIrwin Shepard, Minnesota\nA. P. Marble, Massachusetts\n\nE. E. White, Ohio\nJ. W. Dickinson, Massachusetts\n\nJ.\n\nMrs. A. J. Peavey, Colorado\nW. H. Bartholomew, Kentucky\nN. C. Schaeffer, Pennsylvania\n\\V. N. Sheats, Florida\n\nHenry Sabin, Iowa\nE. B. McElroy, Oregon\nC. G. Pearse, Nebraska\n\nF. A. Fitzpatrick, Nebraska\n\nEdward Searing, Minnesota\nC. P. Rogers, lovpa\n\nN. C. Schaeflfer, Pennsylvania\n\n1896 97\n\nT. A. Futrall, .Arkansas\n\nG. J. Ramsey, Louisiana\nJ. L. Holloway, Arkansas\nE. O. Lyte, Pennsylvania\n\nW. W. Stetson. Maine\n\nJ.\n\nJames K. Powers, Alabama\n\nJ.\n\nY. Joyner, North Carolina\n\nS.\n\nN. Hopkins, Oklahoma\n\n1901-02\n\nM. Green, New Jersey\nW. C. Martindale, Michigan\n\nJ.\n\nR. S. Bingham, Washington\nW. W. Chalmers, OMo\nA. W. Norton, South Dakota\nL. HoUoway, Arkansas\n\nMcHenry Rhoads. Kentucky\n\nEdmund Stanley, Kansas\nH. S. Tarbell, Rhode Island\nD. Largent, Montana\nW. M. Slaton, Georgia\n\nS.\n\nC. M. Woodward, Mis.souri\n\nT. B. Stockwell, Rhode Island\nT. MerriU.Iowa\n\nS.\n\nT. Black, CaUfornia\n\n1900-01\n\n1899-1900\nE. O. Lyte, Pennsylvania\nJ. A. Foshay, CaUfornia\nH. M. Slausoa, MicMgan\nE. B. McElroy, Oregon\nJ. P. Hendricks, Montana\nJ. M. Green, New Jersey\n\nOscar T. Corson. Oluo\nJ. A. Foshay, California\nH. P. Archer. South Carolina\nH. B. Brown, Indiana\n\nW. H. Bartholomew, Kentucky\nW. A. Bell, OMo\nW. F. Slaton, Georgia\nL. W. Buchholz, Florida\n\nW. H. Bartholomew, Kentucky\n\nFrancis W. Parker. Illinois\nL. W. Buchholz, Florida\n\nO. H. Cooper, Texas\n\nW. M. Davidson, Kansas\n\nMrs. Gaston Boyd, Kansas\nGeorge H. Conley, Massacuhsetts\n\nR. B. Fulton, Mississippi\nGertrude Edmund, Massachusetts\nH. E. Kratz, Iowa\n\n1903-04\n\n1902-03\nW. M. Beardshear, Iowa\nOrville T. Bright, lUinois\n\nChas. W. Eliot, Massachusetts\nE. A. Alderman, Louisiana\n\nChas. F. Reeves, Washington\n\nJ.\n\nW. Searson, Nebraska\n\nJoseph Kennedy, North Dakota\n\nWm. L. Prather, Texas\n\nChas. F. Thwing, Ohio\nW. N. Sheats, Florida\nMiss Marion Brown, Louisiana\nJ. B. Pearcy, Indiana\nMrs. H. L. Grenfell, Colorado\nHerury R. Sanford. New York\nJ. H. Francis, Cahfornia\nWallace G. Nye, Minnesota\n\nGeo. B. Cook. Arkansas\nHenry R. Sanford, New York\nGeo. M. Smith, South Dakota\nH. Brewster Willis, New Jersey\nJ. A. Foshay, California\nFrank B. Dyer, Ohio\nDelos Fall, Michigan\nMiss E. E. Carlisle, Massachusetts\n\n1905-07'\n\n1904-05\n\nWm. H. Maxwell. New York\n\nJohn W. Cook, Illinois\nC. P. Cary, Wisconsin\nGeo. B. Cook, Arkansas\nN. Study. Indiana\nJ. M. H. Frederick, Ohio\nAlice M. Robertson, Indian Ter.\nE. H. Mark, Kentucky\nJ.\n\nHenry H. Swain, Montana\n\nNo meetings were held in 1893 and 1906.\n\nMiss N. Cropsey, Indiana\nH. Hinemon, Arkansas\nEd. S. Vaught, Oklahoma\n\nJ.\n\nJohn F. Riggs, Iowa\nJoseph O'Connor, California\nD. B. Johnson. South Carolina\nShawan, Ohio\nH. O. Wheeler, Vermont\nJ. Y. Joyner, North Carolina\nJohn W. Spindler, Kansas\nJ. Stanley Brown, Illinois\n\nJ. A.\n\nA. J. Matthews. Arizona\nB. C. Caldwell, Louisiana\nA. B. Poland. New Jersey\nChas. D. Mclver, North CaroUna\n'\n\n\\V. W. Stetson, Maine\nHiram Hadley, New Mexico\nW. H. H. Beadle, South Dakota\nJ. H. McCahan, Maryland\n\nC. G. Pearse, Nebraska\n\n1898-Q9\n\nM. Ralston, New Jersey\n\nMiss M. W. Sutheriand, Ohio\nL. D. Harvey. Wisconsin\n\nOscar H. Cooper, Texas\n\nEmma F. Bates, North Dakota\n\nJ.\n\nMcHenry Rhoads, Kentucky\n\n1897-98\nC. R. .Skinner, New York\n\nN. C. Dougherty, Illinois\nW. H. Bartholomew, Kentucky\nJ. N. Wilkinson, Kansas\n\nEstelle Reel, Wyoming\n\nE. B. Prettyman, Maryland\nH. C. White, Georgia\nJoseph Swain, Indiana\nJ. R. Rightsell, Arkansas\nR. S. Bingham, Washington\nFrank P. Smith. Kansas\nE. B. McElroy, Oregon\n\nD. B. Johnson, South Carolina\nH. A. Wise, Maryland\nW. E. Sheldon. Massachusetts\nS. S. Packard. New York\nW. R. Malone, Utah\nD. L. Kiehle, Minnesota\nF. A. F\"itzpatrick, Nebraska\n\nT. A. Futrall, Arkansas\n\nJ. H. Collins, Illinois\n\nM. Greenwood, Missouri\nW. W. Stetson, Maine\n\nW. H. Bartholomew, Kentucky\nW. F. Slaton, Georgia\n\nG. J. Ramsey, Louisiana\n\nH. R. Pattengill, Michigan\nR. H. Halsey, Wisconsin\nT. B. Lewis, Utah\n\nJ.\n\n1894-95\nA. G. Lane, Illinois\nG. M. PhiHps, Pennsylvania\nL. E. Wolfe. Missouri\n\nL. E. Wolfe, Missouri\nM. C. Fernald, Maine\n\n1895-96\nN. M. Butler, New York\n\nJ.\n\n[Historical\n\nAll officers held over as per constitutional provision.\n\n"}
{"page": 559, "printed_page": null, "text": ".\n\nLIST OF STATE DIRECTORS BY ELECTION\n\nChapter]\n\n547\n\nLIST OF STATE DIRECTORS BY ELECTION\n\nX.\n\nS. J. C.\n\nSwcczcy\n\n1860-63*\n\n1850-60\n\n1858-59\n\n•857-58\n\nS. J. C.\n\nSweezey\n\nJ. C.\n\nJ.\n\nW. Allen\n\nN. R. Lv-nch\nDisT. OF Col.\n\n.\n\nPelton\n\nDavid N. Camp\nT. C. Taylor\n\n0. C. Wright\n\n0. C. Wright\n\nWm. McCathran\nD. McNeil Turner\n\nWm. S. Bogart\nIllinois\n\nWm. H. Wells\n\nIndiana\n\nJ.\n\nIndian Ter\n\n.\n\nHurley\n\nIsaac Stone\n\nAshael Elmer\n\nE. P. Cole\n\nW. B. Smith\n\nWm. H. Wells\n\n.\n\nD F Wells\n\nC. C. Nestlerode\n\nA. J. Stevens\n\nKentucky\n\nJ. B.\n\nDodd\n\nA. Drury\n\nE P Weston\nMaryland....\n\nMass\n\nWm. Morrison\nWm. E. Sheldon\n\nJ. L. Yeates\n\nJ.\n\nWm. E. Sheldon\n\nWm. E. Sheldon\n\nL. Yeates\n\nJ. Basil. Jr.\n\nWm E Sheldon\nE Danforth\n\nMissouri\n\nWm. T. Luckcy.\n\nN. D. Terrell\n\nWm. B. Starke\n\nRichard Edwards\n•\n\nNew Jersey..\nNew York....\n\nS.\n\nJ.\n\nW. Bulklcy\n\nJames Cniikshank\n\nC. H. Gilderslceve\n\nJohn G. Kliol\n\nS.\n\nR. McMiUan\n\nR. McMillan\n\nW. D. Henkle\n\nH. C. Hickok\n\nH. C. Hirkok\n\nE. J. Urodir\n\nJame«- Cruikshank\n\nOhio\n\nPe.vnsylvania\n\nR. Oummore\n\nP. A. Crcgar\n\nS. E.\n\nH. Wiley\n\nWright\n\nTkxas\n\nUuh\nC. Pcaac\nV.\n\nL. C. Dnipcr\n\n• \\o mcclitigH in\n\nilVii\n\niind\n\niSS\n\n.\n\nM. lulwardu\n\nL. C.\n\nDraper\n\nS. Scoll\n\n"}
{"page": 560, "printed_page": null, "text": "..\n.\n\nNATIONAL EDUCATIONAL ASSOCIATION\n\n548\n\n[Historical\n\nLIST OF STATE DIRECTORS BY Y^UECTIO^—Continued\n\nX.\n\n1863-64\n\n1864-65\n\n1866-68*\n\n1865-66\n\nW. M. Colby\nJoseph Holden\n\nCOLOR.ADO\nE. F. Strong\n\nDavid N. Camp\n\nDavid N. Camp\nL. Coleman\n\nZalmon Richards\nFlorida\n\nIdaho\nWhite\n\nIllinois\n\nS. H.\n\nIndiana\n\nW. B. Smith\n\nKansas\n\nJ.\n\nA. S. Kissell\n\nKentucky.\n\n.\n\nT. Goodnow\n\nE. A. Grant\n\n.\n\nWhite\n\nJ.\n\nL. Pickard\n\nA. C. Shortridge\n\nWm. Brush\n\nT. S. Par\\'in\n\nJ. T.\n\nGoodnow\n\nE. A. Grant\n\nJ.\n\nL. Pickard\n\nA. C. Shortridge\n\n0. Faville\n\nH. D. McCarthy\n\nW. N. Hailmann\n\nW. N. Hailmann\n\nL. Van Bokkelen\n\nR. G. Chaney\n\nT. D. Adams\n\nD. B. Hagar\n\nB. L. Brown\n\nLouisiana ....\n\nMaine\n\nS. H.\n\nA. C. Shortridge\n\nE. P. Weston\n\nMaryland...\n\n.\n\nMass\n\nJ.\n\nN. Mcjilton\n\nAbner J. Phipps\n\nMinnesota\n\n.\n\n.\n\nJ.\n\nM. Gregory\n\nJ.\n\nD. Ford\n\nJ.\n\nN. Mcjilton\n\nAbner J. Phipps\n\nFlower\n\nHosford\n\nT. F. Thickstun\n\nT. F. Thickstun\n\nH. C. Rogers\n\nC. F. Childs\n\nA. E. Holcomb\n\nC. M. Harrison\n\nH B Pierce\n\nS. J.\n\nMissouri. ....\n\nC. F. Childs\n\nC. F. Childs\n\nNevada\nN. Hampshire\n\nA. J. Burhank\n\nC. P. Otis\n\nNew Mexico\nNew York\n\nJames Cruikshank\n\nJames Cruikshank\n\nJames Cruikshank\n\nT. W. Valentine\n\nOhio\n\nW. D. Henkle\n\nE. E. White\n\nK. E.\n\nWhite\n\nW D Henkle\n\nHenry Cummins\n\nRhode Island\n\nTennessee\n\n.\n\nS. S.\n\nGreene\n\nR. Cruikshank\n\nF. A. Allen\n\nMerrick Lyon\n\nMerrick Lyon\n\n.\n\nWm H Parker\n\nJ.\n\nTexas\n\nK. Paine\n\nGeorge Everett\n\nUtah\nVermont\n\nJ. S.\n\nAdams\n\nJ. S.\n\nAdams\n\nVirginia\n\nWashington\nW. Virginia...\n\n.\n\nWisconsin\n\nIsaac Stone, Jr.\n\nWyoming\n\nNo meeting in 1867.\n\nJ.\n\nG. McMynn\n\nJ.\n\nG. McMynn\n\nC. H. AUen\n\n"}
{"page": 561, "printed_page": null, "text": "I\n\n.\n\nLIST OF STATE DIRECTORS BY ELECTION\n\nChapler]\n\nX.\n\n549\n\nLIST OF STATE DIRECTORS BY ELECTION—CoH//;/M<rd\n1868-69\n\n1869-70\n\n1870-71\n\n1871-73\n\nAmelia A. Rockfellow\n\nArizona\n\nArkansas ....\n\nConnecticut\n\nThomas Smith\n\nThomas Smith\n\nE. T. Dale\n\nE. E. Henderson\n\nB. G. Northrop\n\nDa\\nd N. Camp\n\nB. G. Northrop\n\nW. T. Luckey\nMrs. J. M. Tousley\nMrs. M. A. Stone\n\nZalmon Richards\n\nZalmon Richards\n\nZalmon Richards\n\nJames H. Holmes\n\nDelaware\nDisT. OF Col..\n\nFlorida\n\nB Mallon\n\nH. H. Tucker\nE. L. Wells\nS. H.\n\nIndia.va\n\nW. A. Bell\n\nWhite\n\nB. C. Hobbs\n\nS. Prett>'man\n\nJ.\n\nE. Dow\n\nA. C. Shortridge\n\nMiss N. Cropsey\n\nA. Armstrong\n\nA. S. Kissell\n\nE. T. Heisler\n\nJ.\n\nMrs. M. Whittington\n\nMrs. N. S. Roljerls\n\nDenison\n\nM. Rogers\nA. P. Stone\n\nNLaryland\n\nW. R. Creery\n\nMass\n\nJ.\n\nD. Philbrick\n\nJ.\n\nH. Hanson\n\nThos. D. Baird\n\nW. R. Creery\n\nJ. T.\n\nH. F. Harrington\n\nWm. E. Sheldon\n\nWm. E. Sheldon\n\nJ.\n\nMcGlosie\n\nW. Ewing\n\nW. 0. Hiskey\nW. Bishop\n\nG. M. Gage\nH. R. Pease\n\nJ.\n\nD. Ried\n\nJ. S.\n\nWoodman\n\nJ.\n\nBaldwin\n\nLucy J. Maltby\n\nW. E. C. Rich\n\nJohn S. Hart\n\nJohn S. Hart\n\nJohn S. Hart\n\nNew York... Edward North\n\nW. T. Valentine\n\nS.\n\nA. Ellis\n\nN. A. Calkins\n\nOhio\n\nE. E. WTiitc\n\nE. E. White\n\nW. D. Hcnkle\n\nH. H. Raschig\n\nPksnsylvania\n\nJ. P.\n\nEdward Brcxiks\n\nGeorge Luckcy\n\nWickcrsham\n\nr.\n\nJohn Ogdcn\n\nJohn OKdcn\n\nJiidah Dana\n\nW, H. McGuffcy\n\\V. N'iroinia...\n\nW'VOMINO\n\nM. C. Wilcox\nA. L. Hay\n\nTexas\nUtah\nVermont\n\n\\V|H<X)NSIN. ..\n\nW. Bickncll\n\nC. H. Allen\n\nJ.\n\nW. Hoyt\n\nE. Connnt\n\nR.\n\nM. Manlcy\n\nS.\n\nR. Tliiim|i!tiin\n\nA.\n\nD Williams\n\nf ),\n\nArry\n\nJ.\n\nW. Hoyt\n\n"}
{"page": 562, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n55°\n\n[Historical\n\nLIST OF STATE DIRECTORS BY ELECTION—Cow/mM€<i\n\nX.\n\n1874-75\n\n1875-76\n\nT. J. Mulvany\n\nMiss M. R. Gorton\n\nMrs. Helen M. Nash\n\nH. E. Sawyer\n\nB. G. Northrop\n\n1873-74\n\n1872-73\nJoseph Hodgson\n\nArkansas\n\nH. M. Hale\nMrs. M. a. Stone\n\nConnecticut\n\nJ.\n\n0. Wilson\n\nW. H. Baker\nIllinois\n\nGeorge Howland\n\nIndiana\n\nJ.\n\nNewby\n\nJ.\n\n0. Wilson\n\nJ.\n\nC. Gibbs\n\nJ.\n\nMrs. M. A. Stone\n\n0. WUson\n\nG. W. Walker\n\nE. C. Hewett\n\nJ. L.\n\nA. C. Shortridge\n\nW. A. Bell\n\nW. A. BeU\n\nA. Armstrong\n\nW. E. Crosby\n\nMrs. A. S. KisseU\n\nA. Armstong\n\nMiss E. D. Copley\n\nP.\n\nG. Wilhams\nShackelford\n\nPickard\n\nJ. L.\n\nPickard\n\nH. D. McCarty\nJ.\n\nH. Patterson\n\nJ.\n\nR. Buchanan\n\nW. G. Brown\n\nMaine\nMaryland ...\nMass\nMichigan\n\nWarren Johnson\n\nC. C. Rounds\n\nR. Woodbury\n\nM. A. NeweU\nE. A. Hubbard\n\nM. A. Newell\n\nWm. R. Creery\n\nH. E. Shepherd\n\nJoseph White\n\nA. P. Stone\n\nH. F. Harrington\n\nE. Olney\n\nRectina Woodford\n\nD. Putnam\n\nD. Putnam\n\nH. B. Wilson\n\n0. V. Tousley\n\n0. Root. Jr.\n\nJames Johonnot\n\nMiss Grace C. Bibb\n\nA. P. Benton\n\nS.\n\nH. B. Wilson\n\nWarren Johnson\n\nIsabel Babcoclc\n\nW. T. Harris\n\nMissouri\n\nR. Thompson\n\nD. Crosby\n\nAUen A. Bennett\n\nNew Jersey..\n\nAdolph Douai\n\nH. B. Pierce\n\nMarcius Willson\n\nNew York...\n\nJ.\n\n.\n\nG. L. Farnham\n\nJ.\n\nHenry B. Blake\n\nAlex. Mclver\n\n0. Hunter\n\nE. R. Stuntz\n\nW. D. Henkle\n\nJohn Hancock\n\nH. Hoose\n\nCharles H. Verrill\nJ. C.\n\nGreenough\n\nG. P. Beard\n\nW. Armstrong\n\nC. Greenough\n\nJ. C.\n\nJ.\n\nK. Jillson\n\nR. T. Greene\n\nJ.\n\nW. Bulkier\n\nJohn Hancock\n\nGreenough\nJ.\n\nK. Jillson\n\nJ.\n\nH. French\n\nZ.\n\nG. Bundy\n\nA. Pickett\n\nUtah\n\n0. H. Riggs\n\nJudah Dana\n\nJ.\n\nN. B. Webster\n\nE. S. Joynes\n\nJ.\n\nE. A. Charlton\n\nEdward Searing\n\nH. French\nH. Binford.\n\nA. E. Dolbear\n\nWisconsin\n\nR. Thompson\n\nHenry S. Jones\n\nJ.\n\nMiss H. E. Ha.sslotk\n\nS.\n\nJ.\n\nW. Hoyt\n\n0. R. Smith\n\n"}
{"page": 563, "printed_page": null, "text": ".\n\nLIST OF STATE DIRECTORS BY ELECTION\n\nChapter]\n\nX.\n\n551\n\nLIST OF STATE DIRECTORS BY ELECTION—Continued\n\nG W Hill\n\n1880-81\n\nI879-80*\n\n1877-78\n\n1876-77\n\nG W Hill\n\nMrs E S Carr\nJ.\n\nCOKNECTICUT\n\nC. Dennett\n\nMrs,\n\nM A. Stone\n\nMrs. M. A. Stone\n\nMrs. M. A. Stone\n\nDavid N. Camp\n\nD. W. Harlan\n\n2^nion Richards\n\nZalmon Richards\n\nW. P. Haisley\n\nE\n\nM Pendleton\n\nIllinois\n\nS.\n\nH. White\n\nIndiana\n\nW. A. BeU\n\nJ.\n\nL. Pickard\n\nLemuel Moss\nJ.\n\nS. H.\n\nWhite\n\nE. E. White\n\nJ. L.\n\nPickard\n\nC. K. Nelson\n\nHenry E. Shepherd\n\nD. B. Hagar\n\nJohn D. Philbrick\n\nM. C Fernald\nM. A. Newell\nThos. W. Bicknell\n\nC. Y. Lacy\n\nC. Y. Lacy\n\nW. F. Phelps\n\nWilliam W. Folwell\n\nJames G. Clark\n\nJ.\n\nW. T. Harris\n\nF. Louis Soldan\n\nW. H. Bartholomew\n\nWarren Johnson\n\nC C Rounds\n\nMaryland....\n\nJ.\n\nM. Gamett\n\nMass\n\nA. P. Marble\n\nWilliam H. Payne\n\nEdward Olney\n\nMissouri\n\nPickard\n\nT. C. H. Vance\n\nH. A. M. Henderson\n\n.\n\nJ. L.\n\nW. H. Bartholomew\n\nKkntucky\n\n.\n\nJohn S. Irwin\n\nM. Harley\n\nA. Abernethy\n\nMinnesota\n\nJohn M. Gregory\n\nA. Rainwater\n\nJ.\n\nBaldwin\n\nS. S.\n\nS.\n\nR. Thompson\n\nS.\n\nLaws\n\nR. Thompson\n\nS.\n\nR. Thompson\n\nCharles S. Young\n\nNew Jersey..\n\nRandal Spalding\n\nNew York....\n\nMiss G. Van Akin\n\nW. N. Barringer\n\nJames H. Hoose\n\nMrs. E. W. Grain\n\nEdward Danforlh\n\nR. Blake\n\nJohn R. Samson\n\nJ.\n\nOhio\n\nE. T. Tappan\n\nPfcNNSYLVANIA\n\nJ. P.\n\nWitkcreham\n\nJames McCosh\n\nNorman A. Calkins\n\nAmy ^L Bradley\n\nE. H. Cook\n\nMrs. R. I). RickofT\n\nW. H. G. Adney\n\nJ. P.\n\nWickersham\n\nJohn B. Peaslee\n\nJ. P.\n\nWickersham\n\nA. M. Gammcll\n\nTkxas\n\nJames R. Malonc\n\nWm. R. Garrett\n\nHelen Hoadley\n\nWill A. Gate\n\nRufus C. Burleson\n\nAlex. Hogg\n\nAlex.\n\nHogg\n\n0. H. RiKKS\nA. B. Corliss\nI\".\n\nP. IJunninKton\n\nW. Virginia... T. M. MamlialJ\n\nW. C. Sawyer\n\n• No meeting in 1H78\n\nThen\n\nR Price\n\nW. K. Pendleton\n\nJ.\n\nH. Peay\n\nT. M. M;irshull\n\nJohn P. Bird\n\nT. M. Marshall\n\n"}
{"page": 564, "printed_page": null, "text": ". ..\n\n,\n\nNATIONAL EDUCATIONAL ASSOCIATION\n\n552\n\n[Historical\n\nLIST OF STATE DIRECTORS BY ELECTION— Cow/wMe<i\n\nX.\n\n1882-83\n\n1881-82\n\nAlABAiW\n\nH. C. Armstrong\n\nNDss N. C. Gibbs\n\n1883-84\nJulia S. Tutweiler\n\nArizona\n\n1884-85\nB. T. Washington\n\nG. C. Hall\n\nArkansas\n\nO. V. Hayes\n\nO. F. Russell\n\nCalifornia\n\n.\n\n.\n\nColorado\nConnecticut\nDelaware...\nDisT. OF Col.\n\nJ. B. Casterlin\n\nH. B. Norton\n\nAaron Gove\n\nJ.\n\nC. Shattuck\n\nDavid N. Camp\n\nMrs. M. A. Stone\n\nS.\n\nT. Dutton\n\nZalmon Richards\n\nZalmon Richards\n\n.\n\n.\n\nJ.\n\nO. Wilson\n\nFlorida\n\nAlbert J. Russell\n\nGeorgia\n\nSterling G. Brinkley\n\nJ.\n\nJames P. Slade\nE. E. White\n\nZalmon Richards\nJ. S.\n\nW. Glenn\n\nCowdon\n\nMrs. F. C. Mallon\n\nG. J. Orr\n\nEdwin C. Hewett\n\nHenry ^aab\n\nHenry Raab\n\nGeo. P. Brown\n\nL. S. Thompson\n\nIdaho\n\nA. H. Seerley\n\nIllinois\n\nIndiana\nIndian Ter.\n\nIowa\nKansas\nKentucky.\nLouisiana.\n\nJ. C. Gilchrist\n\n.\n\n.\n\n.\n\n.\n\nW. D. Hill\nJ.\n\n.\n\nJ. L.\n\nPickard\n\nH. C. Speer\n\nH. C. Speer\n\nJ. D. Pickett\n\nJ. D. Pickett\n\nH. Covel\n\nHenry Sabin\n\nH. H. Seeriey\n\nA. R. Tavlor\n\nG. T. Fairchild\nR. D. .\\llen\n\nWm. P. Johnson\n\nEdwin H. Fay\n\nW. J. Corthell\nM. A. Newell\n\nMaine\nMaryland\nMass\n\nThomas W. Bicknell\n\nMichigan\n\nWilliam H. Payne\n\nC. W. Heywood\n\nW. S. Perry\n\nC. W. Smith\n\nIrwin Shepard\n\nD. H. Kiehle\n\nC. C. Rounds\n\nC. C. Rounds\n\nSarah E. Richmond\n\nMinnesota.\n\n.\n\nMississippi.\n\nJ.\n\n.\n\nMissouri\n\nE. P. Seaver\n\nM. Barrow\n\nGrace C. Bibb\n\nJ.\n\nFairbanks\n\nA. G. Boyden\n\nD. B. Hagar\n\nMiss Ella Peques\n\nWalter Hillmann\n\nC. M. Woodward\n\nJ.\n\nMontana\n\nM. Greenwood\n\nA. S. Nichols\n\nNebraska ....\n\nW. W. W. Jones\n\nW. W. W. Jones\n\nG. S. Farnham\n\nW. C. Young\n\nNevada\nN. Hampshire\n\nNew Jersey.\nNew A-Iexico\nNew York\n\nMiss J. E. Hodgdon\n\n.\n\nNorman A. Calkins\n\nW. Patterson\nW. N. Barringer\n\nC. C. Rounds\n\nC. C. Rounds\n\nW. N. Barringer\n\nW. N. Barringer\n\nThos. J. Morgan\n\nMrs. R. D. Rickoff\n\nS.\n\nR. Bingham\n\nR. Bingham\n\nR. W. Stevenson\n\nR. W. Stevenson\n\nJohn B. Peaslee\n\nE. T. Jeffers\n\nE. A. Singer\n\nH. S. Jones\n\nJ.\n\nNo. Carolina\n\nA. Ellis\n\nNo. Dakota...\n\nJohn W. Dowd\n\nOhio\nOklahoma.\nOregon\n\n.\n\nF.\n\nPenns^xvania\n\nJ. P.\n\nWickersham\n\nRhode Island W. A. Mo wry\nSo. Carolina\nSo. Dakota.\n\nTexas\nUtah\nVermont.\n\n.\n\nGreene\n\nMerrick Lyon\n\nT. B. Stock well\n\nW. M. Grier\n\nW. M. Grier\n\nV. C. Dibble\n\nV. C. Dibble\n\nH. D. Wyatt\n\nH. D. Wyatt\n\nMiss Clara Conway\n\nW. H. Beadle\nW. C. Karnes\n\nAlex. Hogg\n\nJ.\n\nBaldwin\n\nJ.\n\nM. Coyner\n\nS. S.\n\n.\n\nTenn-essee\n\nJ.\n\n.\n\nVirginia\n\nW. Phelps\n\nL. M. Curry\n\nWilliam H. RufPner\n\nJ.\n\nW. C. Whitford\n\nJas. MacAllister\n\nWashington\nW. Virginla.\nWisconsin..\n\nWyoming ....\n\nJ. M. Hitt\nS. C.\n\nJohn M. Birch\n.\n\nH. Crawford\n\nArmstrong\n\nF. A. Crago\n\nW. D. Parker\n\n"}
{"page": 565, "printed_page": null, "text": "...\n\nLIST OF STATE DIRECTORS BY ELECTION\n\nChapter]\n\n55:\n\nLIST OF STATE DIRECTORS BY ELECTIO}<—Cotitintwd\n\nX.\n\n1885-86\n\n1886-87\n\n1887-88\n\nAlabaha\n\nJulia Tutwiler\n\nW. H. Council\n\nT. J. Mitchell\n\nJ. A.\n\nArizona\n\nG. C. Hall\n\nChas. H. Strauss\n\nC. M. Strauss\n\nArkansas\nCalifornia.\n\n.\n\nO. V. Hayes\n\nG. D. Purinlon\n\nJohn Swell\n\nJ.\n\nO'Connor\n\n1888-89\nB. Lovett\n\nJosiah H. Shinn\n\nMiss M. L. Foster\n\nIra G. Hoitt\n\nJ \\V. Anderson\n\nColorado\n\nAaron Gove\n\nL. S. Cornell\n\nJames H. Baker\n\nJ. S.\n\nConnecticut\n\nCharles D. Hine\n\nS. T. Dulton\n\nDa%id N. Camp\n\nGeorge B. Hurd\n\nDlst. of Col..\n\nJohn Hitt\n\nZabnon Richards\n\nZalmon Richards\n\nZalmon Richards\n\nFlorida\n\nJ. S.\n\nGeorgla\n\nJ. M. F. Ir\\-ing\n\nGustavus J. Orr\n\nW. R. Thigpen\n\nW. R. Thigpen\n\nIllinois\n\nO. S. Westcott\n\nN. C. Dougherty\n\nA. G. Lane\n\nH. H. Belfield\n\nIndiana\n\nS. S. Parr\n\nW. A. BeU\n\nW. A. Bell\n\nC>Tus W. Hodgin\n\nJ.\n\nDelaware\n\n—\n\nShattuck\n\nIsaac T. Johnson\n\nCowdon\n\nIdaho\n\nIn-dlan Ter..\n\nJ.\n\n.\n\nH. Covel\n\nIowa\n\nHenry Sabin\n\nT. H. McBride\n\nR. G. Saunderson\n\nKansas\n\nH. C. Speer\n\nD. C. Tillotson\n\nJ. N.\n\nKentucky\n\nR. D. Allen\n\nW. H. Bartholomew\n\n.VV. H.\n\nlxjuisiana\n\nE. Nicholson\n\nE. E. Sheib\n\nHenry Chambers\n\nMaine\n\nW. J. CortheU\n\nL. H. Marvel\n\nJ.\n\nG. Stanley Hall\n\nHenry A. Wise\n\nHenry A. Wise\n\nJ.\n\nLarkin Duntun\n\nI^arkin Dunton\n\nW. A. Mowry\n\nAlonzo Meserve\n\nD. S. Howell\n\nJ.\n\nM. B. Sill\n\nI..M. Wellington\n\nD. I\n\nS. S. Taylor\n\nMaryland...\n\n.\n\nMass\nMichigan\n\n\\V.\n\nMlvnesota.\n\nH. Payne\n\nIrwin Shepard\n\n.\n\nR. Preston\n\nMississippi\n\nJ.\n\nMiS.SOURI\n\nE. H. Long\n\nMontana\n\nA. S. Nichols\n\nW. W. W. Jones\nNebraska\nCharles S. Young\nNevada\nN. Hampshire C. C. Rounds\nNew Jersey. W. N. Barringer\nNew Mexico\nNew York... C. D. McLean\n.\n\nNo. Carolina\n\n.\n\nKiehle\n\nR. Preston\n\nS. S.\n\nLaws\n\nHenry M. James\nCharles S. Young\n\nBartholomew\n\nH. Hanson\n\nM. A. Montgomery\nS. S. Laws\nChas. L. Howard\nGeorge M. Famham\nT. B. McDonald\n\nL. Pickard\n\nDuncan Brown\nW. H. Bartholomew\n\nM. Ordway\nM. C. Fernald\n\nJ.\n\nE. McCahaa\n\nC. B. Gilbert\nJ.\n\nW. Johnson\n\nC. H. Dutcher\nE. A. Carleton\n\nHenry M. James\nW. C. Dovey\n\nC. C. Rounds\n\nC. C. Roiuids\n\nC. C. Roimds\n\nJoseph Clark\n\nJoseph Clark\n\nJoseph Clark\n\nGeorge A. Bacon\n\nJerome Allen\n\nJerome Allen\n\nHugh A. Owen\nRobert Bingham\n\nS.\n\nMonox\n\nG. A. McFarland\n\nG. B. McFarhind\n\nR. W. Stc%'cnson\n\nLeroy D. Brown\n\nC. C. Davidson\n\nR. W. Stevenson\n\nH. Crawford\n\nT. O. Hutchinson\n\nCharles E. Taylor\n\nNo. Dakota...\n\nOhio\nOklahoma\nOrec^n\n\nJ.\n\n.\n\nWilkinson\n\nJ. E.\n\nM. Finger\n\n.\n\nF.\n\nPennsylvania\n\nE. B. McElroy\n\nH. S. Jones\n\nE. O. Lyte\n\nGeorge Luckey\n\nRhode Island Sarah E. Doyle\n\nG. A. Littlefield\n\nH. S. TarU-ll\n\nW. N. Ackley\n\nSo. Carolina..\n\nV. C. Dibble\n\nJ.\n\nM. Ford\n\nHenry P. Archer\n\nSo. Dakota..\n\nW. H. Beadle\nWharton S. Jones\n\nWharton S. Jones\n\nH. S. Jones\n\n.\n\nH. Carlisle\n\n'J'tNNESSEE....\n\nClara Omway\n\nTexas\n\nJ.\n\nM. Fendley\n\nAlex.\n\nI'tah\n\nJ.\n\nM. Ojyner\n\nE. H. Anderson\n\nVermont\n\nJustuii Dart\n\nA. L. Hardy\n\nS. C. Armstrong\n\nJ. L.\n\nBuihunan\n\nJ. L.\n\nBuchuiuin\n\nS. B.\n\nBrown\n\nS. H.\n\nBrown\n\nVlK(,INIA\n\nWashington\nW. Virginia...\n.\n\nWlw.tjnsin. ...\n\nWvomino\n\nI\n\nI\n\nJ. S.\n\nInKrahum\n\nS. n.\n\nHrown\n\nW. D. Parker\n\nT. C. Kams\n\nHogg\n\nP. B.\n\nPennybaker\n\nW. M. Stewart\n\nA. Cliirk\nJ. F.\n\nMillspaugh\n\nA. H. CampbcU\n\nLyniun B. 'I'cfft\nF. B. Cnult\n\nW. D. Parker\n\nT. C. ChanitKTlnin\nJ.\n\nO. Cluinhill\n\nW. k While\nJ. B.\nJ.\n\nThuyer\n\nO. Churchill\n\n"}
{"page": 566, "printed_page": null, "text": ".....\n\nNATIONAL EDUCATIONAL ASSOCIATION\n\n554\n\n[Historica 1\n\nLIST OF STATE DIRECTORS BY ELECTION—CoM/mwetf\n\nX.\n\n1889-90\n\nAlabama\n\nJ.\n\nK. Powers\n\n1891-92\n\n1890-91\n\nJ.\n\nH. Phillips\n\n1892-93*\n\nJ.\n\nK. Powers\n\nSolomon Palmer\n\nJ. C. Da\\'idson\n\nWood E. Thompson\n\nJ.\n\nH. Shinn\n\nJunius Jordan\n\nNora A. Smith\n\nIra G. Hoitt\n\nNora A. Smith\n\nEarl Barnes\n\nFred Dick\n\nW. E. Knapp\n\nR. H. Beggs\n\nT. Dutton\n\nGeorge B. Hurd\n\nVirgil C. Curtis\n\nDa\\'id N. Camp\n\nZalmon Richards\n\nZalmon Richards\n\nZalmon Richards\n\nWm. T. Harris\n\nFlorida\n\nF. L. Kern\n\nF. L. Kern\n\nF. L. Kern\n\nFrederic Pasco\n\nGeorgia\n\nW. R. Thigpen\n\nE. B. Smith\n\nE. B. Smith\n\nE. B. Smith\n\nIllinois\n\nA. G. Lane\n\nW. L. Steele\n\nW. A. BeU\n\nW. H. Hatch\nW. A. BeU\n\nP. R. Walker\n\nIndiana\n\nMarv E. Nicholson\n\nJesse H. Brown\n\nArkansas\nCalifornia.\n\n.\n\nColorado\nConnecticut\n\nJ. C.\nS.\n\n.\n\nShattuck\n\nA. N. Raub\n\nDiST. OF Col.\n\n.\n\nJ. T.\n\nIowa\n\nParks\n\nW. M. Beardshear\nJ. M. Bloss\nW. H. Bartholomew\nG. J. Ramsey\n\nKans.^s\n\nKentucky\nLouisiana\n\nMaine\n\nW. M. Beardshear\n\nC. P. Rogers\n\nH. G. Larimer\n\nJ.\n\nA. M. Thomas\n\nM. Bloss\nW. 0. Cross\nG. J. Ramsey\nM. C. Fernald\n\nA. C. Goodwin\n\nG. J. Ramsey\n\nMaryl,\\nd\n\nHenry A. Wise\n\nM. A. NeweU\n\nSarah E. Richmond\n\nWm. E. Sheldon\n\nWm. E. Sheldon\n\nJ. T.\n\nMichigan\n\nI.\n\nC. N. Kendall\n\nJ.\n\nMinnesota\n\n.\n\nM. Wellington\n\nT. J. Gray\n\n.\n\nW. Johnson\n\nMississippi\n\nJ.\n\nMissouri\n\nR. C. Norton\n\nMontana\n\nJ.\n\nNebraska ....\n\nH. M. James\n\nR. Russell\n\nS. S.\n\nParr\n\nPrince\n\n0. J. Laylander\nJ.\n\nN. Wilkinson\n\nMcHenry Rhoades\nA. A. Trenby\n\nW. J. Corthell\nJohn E. McCahan\n\nW. E. Sheldon\n\nM. B. Si^\n\nE. A. Strong\n\nJohn E. Bradley\n\nIrwin Shepard\n\nT. J. ^\\•oo{ter\n\nT. J. Woofter\n\nDabney Lipscomb\n\nL. E. Wolfe\n\nR. C. Norton\n\nJ. T.\n\nThos. B. MiUer\n\nR. G. Young\n\nH. S. Jones\n\nC. P. Carey\n\nJ.\n\nR. Russell\n\nJ. .\\.\n\nHornberger\n\nBuchanan\n\nLeRoy D. BrowTi\nN. HAiTPSHIRE\n\nC. C. Rounds\n\nC. C. Rounds\n\nC. C. Rounds\n\nC. C. Rounds\n\nNew Jersey\nNew Mexico\nNew York....\n\nC. J. Prescott\n\nA. S. Downing\n\nN. M. Butler\n\nN. M. Butler\n\nR. W. Coltman\n\nAllen Allensworth\n\nHiram Hadley\n\nT. M. Marshall\n\nJ.\n\nC. W. Bardeen\n\nC. W. Bardeen\n\nNo. Carolina\n\nP. P. Claxton\n\n.\n\nOhio\n\nC. W. Super\n\nW. Chandler\nLeRoy D. Brown\nC. H. Clemmer\nE. B. Cox\n\nOregon\n\nD. W. Jar\\-is\n\nFrank Rigler\n\nMary E. McFadden\n\nPennsylvania\n\nE. 0. Lyte\n\nN. C. Schaeffer\n\nN. C. Schaeffer\n\nD. J. WaUer, Jr.\n\nW. E. Wilson\n\nT. B. Stock weU\n\nT. B. Stock well\n\nNo. Dakota.\n\nH. Hoose\n\n.\n\nJ.\n\nRobert Bingham\n\nRobert Bingham\n\nJohn Ogden\n\nJames McNaughton\nJ. A. Shawan\n\nE. B. Cox\n\nD. R. Boyd\n\nRhode Island H. S. TarbeU\n\nW R. Atkinson\n\nW. B. Lanier\n\nH. E. Kratz\n\nLouis McLouth\n\nJ.\n\nFrank Goodman\n\nFrank Goodman\n\nFrank Goodman\n\nFrank Goodman\n\nJoseph Baldwin\n\nW. S. Sutton\n\nT. G. Harris\n\nE. S. Joynes\n\nTennessee\nTexas\n\n.\n\n..\n\nE. B. McElroy\n\nD. Stay\n\nH. C. Pritchett\nJ. F.\n\nW F Fox\nWashington\nWisconsin\n\n.\n\nF. B. Gault\n\nA. Salisbury\nJ.\n\n0. Churchill\n\n* No regular meeting in 18Q3.\n\nMillspaugh\n\nG. P. Beard\n\nA. H. Campbell\n\nJames M. Gamett\nBarnard\n\nF. B. Gault\n\nF. B. Gault\n\nF. J.\n\nW. H. Anderson\n\nW. H. Anderson\n\nW. H. Anderson\n\nS. Y. Gillan\n\nAlbert Hardy\n\nGeorge S. Alljee\n\nJ.\n\n0. Churchill\n\nWm. Marquardt\n\n"}
{"page": 567, "printed_page": null, "text": ". ...\n\nLIST OF STATE DIRECTORS BY ELECTION\n\nChapter]\n\nLIST OF STATE DIRECTORS BY ELECTION—Coniiiiiu'd\n\nX.\n\nAlabama\n\nJ.\n\nF. M. Roof\n\nF. yf.\n\nArizona\n\nF. J. Xetherton.\n\nT. B. Comstock\n\nT. B. Comstock\n\nArkansas\n\nJunius Jordan\n\nJunius Jordan\n\nJ.\n\nH. PhilUps\n\nEarl Barnes\n\nEarl Barnes\n\nColorado\n\nWarren E. Knapp\n\nJ. H.\n\ncon-necticx-t\n\nVirgil G. Curtis\n\nVan Sickle\nGeorge B. Hurd\n\nDelaware\n\nA. N. Raub\n\n\\Vm. T. Harris\n\n.\n\nDisT. OF Col.\n\n.\n\nN. SheaU\n\nRoof\n\nH. Hinemon\n\nEarl Barnes\nJ.\n\nH. Van Sickle\n\nL. C. Greenlee\nF. E. Howard\n\nA. H. Berlin\n\nZalmon Richards\n\nJohn Eaton\n\nW. B. Powell\n\nOscar Clute\n\nW. N. Sheats\n\nOscar Clute\n\nOtis Ashmore\n\nE. B. Smith\n\nW. M. Slaton\nJ.\n\nC. Black\n\nJ.\n\nH. Collins\n\nOtLs Ashmorc\n\nIdaho\n\nF. B. Gault\n\nF. B. Gault\n\nF. B. Gault\n\nIllinois\n\nOrville T. Bright\n\nJohn \\V. Cook\n\nF.\n\nIndiana\n\nJesse H. Brown\n\nD. K. Goss\n\nMary E. Nicholson\n\nD. Thompson\n\nEdward Ayres\n\n.\n\nIowa\nKansas\nKentucky\n\nF. B. Coof)er\n\nF. B. Cooper\n\nW. yi. Beardshear\n\nJohn MacDonald\n\nJohn MacDonald\n\nJohn MacDonald\n\nJohn MacDonald\n\nC. H. Dietrick\n\nJames McGinniss\n\nMcHcnry Rhoads\n\nE. W. Weaver\n\nG. J. Ramsey\n\nWarren Easton\n\nWarren Easton\n\nWarren Easton\n\nJohn S. Locke\n\nJohn S. Locke\n\nHenry .\\. Wise\n\nHenry .\\. Wise\n\nChas. F. Carroll\n\nA. G. Boyden\n\nJ.\n\n.\n\n.\n\nChas. H. Keyes\n\nA. H. Berlin\n\nGeorgia\n\n.\n\nMiss Lydia L. Hunt\n\nGeorge B. Cook\n\nA. X. Raub\n\n\\V.\n\nLouisiana\n\nJohn T. Gregory\n\nGeorge B. Hurd\n\nFlorida\n\nIndian Ter..\n\n1897-98\n\n1896-97\n\n1895-96\n\n1894-95\n\nCalifornia.\n\n555\n\nMain-e\n\nT. Merrill\n\n\\V. J.\n\nCortheU\n\nF. C. Femald\n\nJohn E. McCahan\n\nE. B. PrettjTnan\n\nMass\n\nR. G. Haling\n\nR. G. Ruling\n\nMichigan\n\nE. A. Strong\n\nS. E.\n\nC. B. Gilbert\n\nC. B. Gilljert\n\nMaryland...\n\nMinnesota.\n\n.\n\n.\n\nWhitney\n\nI\n\nI\n\n!\n\nWhitney\n\nS. E.\n\nC. B. Gilbert\n\nH. R. Pattengill\n\nCM. Jordan\n\nI\n\nMississippi...,\n\nDabney Lipscomb\n\nR. B. Fulton\n\nMissouri\n\nJ.\n\nT. Buchanan\n\nJohn R. Kirk\n\nR. G. Young\n\nMontana\nNebraska.\n\n.\n\nJ.\n\n.\n\nH. Canfield\n\nM. Hamilton\nW. H. Skinner\n\nJ.\n\nStubbs\n\n!\n\nA. A. Kincannon\n\nE. E. Bass\n\nJohn R. Kirk\n\nJohn R. Kirk\n\nJ.\n\nM. Hamilton\n\nJ. E.\n\nKlock\n\nF. A.\n\nBarton\n\nC. G. Pearse\n\nJ. E.\n\nStubbs\n\nJ. E. Stubljs\n\nN'EN'ADA\n\nOr\\TS Ring\n\nJ. E.\n\n\\. Hampshirf\n\nC. C. Rounds\n\nC. C. Rounds\n\nXew Jersey.\nNew Mexicx*\nNew York. ..\n\nA. B. Poland\n\nJ.\n\nHiram Hadley\nC. W. Bardccn\n\nC. E. Hodgin\n\nHiram Hadley\n\nC. M. Light\n\nChas. R. Skinner\n\nA. B. Blodgctt\n\n.\\.\n\nC. B. Denson\n\nB. Smedes\n\nC. D. Mdver\n\nC. D. Mclver\n\nEmma F. Bales\n\n\\\\'.\n\n.\n\nNo. Carolina\n\nM. Ralston\n\nEmma F. Bates\n\nC. C. Rounds\n\nJ.\n\nA. Russell\n\nM. Ralston\n\nJ.\n\nM. Green\n\nJ.\n\nS.\n\nDowning\n\nL. Stockwcll\n\nNo. Dakota..\n\nLewis B. Avery\n\nOhio\n\nJ.\n\nOklahoma\n\nD. R. Boyd\n\nD. R. Boyd\n\n<'.)reoon\n\nE. B. McElroy\n\nJ.\n\nM. G. Royal\n\nE. B.\n\nPennsylvania\n\nE. O. Lytc\n\nChas. DeGarmo\n\nN. C. Schacffer\n\nS.\n\nG. C. Fisher\n\nG. C. Fisher\n\nW.H.Hand\nWharton S. Jones\n\nA. Shawan\n\nWhite\n\nVV. J.\n\nH. Ackcrman\n\nJ. J.\n\nBum.s\n\nD. R. Boyd\n\nF. B.\n\nDyer\n\nD. R. Boyd\n\nMcElnjy\n\nT. Skidmore\n\nRhode Island\n\nT. B. Sto<kwcll\n\nH. S. Tarliell\n\nSo. Carolina.\n\nP. T. Br.xlic\n\nI).\n\nSo. Dakota..\n\nMrs. E. P. Fan-\n\nGe<irKC M. Smith\n\nW. H. Hand\nGeorge M. Smith\n\nTenncsske...\n\nFrank GfKximan\n\nFrank GoiMiman\n\nWh;irton S. Jones\n\nTexas\n\nH. C. I'riK hctt\n\nH. C. Pritchitt\n\nH. C. Prilihitl\n\nGeo. T. Winston\n\nI'tah\n\nElla .M. Dukfs\n\nW. R. .Malnni-\n\nW. R. M.ilonc\n\nJ.\n\nVkrmont\n\nG. P. Heard\n\nAlfred\n\nVirginia\n\nJohn E. Ma.'»«-y\n\nE. C. Glass\n\nWa-shinoton.\n\nF. J.\n\nW. Virginia.\n\nW. H. Andcrwin\n\nWis<onsin.\n\nS.\n\nWVOMINO\n\n.\n\nBarnard\n\nB. Johnson\n\nF. J.\n\nTumcr\n\nBarnard\n\nR. A. .Armstronn\n\nA. H. Avery\n\n.Ma.sim S. Stone\n\nM. Tanner\nMason S. Sl<»nc\n\nEC. Gla.-«\n\nE. C. Glass\n\n.\\l.\n\nW. HarrinKton\n\nR. S.\n\nBingham\n\nJ. L.\n\nGiMKlknight\n\nW. H. .\\n(ler«<m\n\nHarvey\n\nMac E. Sthreilier\n\nA. Hoojjcr\n\nD. D. .Maync\n\nL. D.\n\nWm. Marquardt\n\nA, L. Putnam\n\n.\\.\n\nL. I'utn.im\n\nEslellc Keel\n\n"}
{"page": 568, "printed_page": null, "text": "...\n\n..\n.. .\n\nNATIONAL EDUCATIONAL ASSOCIATION\n\n556\n\nLIST OF STATE DIRECTORS BY YlJECTlOYi— Continued\n\nX.\n\n1898-99\nJohn T. Gregory\n\nJ. H. Phillips\n\nArizona\n\nF. S. Hafford\n\nF. A. Cooley\n\nArkansas\n\nW. Abercrombie\nM. J. Needham\n\nJ.\n\n1901-02\nJ. W.\n\nAbercrombie\n\nF. Yale Adams\n\nR. Rightsell\n\nGeorge B. Cook\n\nElmer E. Brown\n\nJohn Swett\n\nThos. J. Kirk\n\nJames A. Foshay\n\nJ. L.\n.\n\n1900-01\n\n1899-1900\n\nAlabama\n\nCalifornia.\n\n[Historical\n\nHolloway\n\nJ.\n\nR. Rightsell\n\nJ.\n\nColorado\n\nL. C. Greenlee\n\nL. C. Greenlee\n\nH. S. Phillips\n\nH. S. Philips\n\nConnecticut\n\nF. E. Howard\n\nC. N. KendaU\n\nChas. H. Keyes\n\nWilbur F. Gordy\n\nDelaware\n\nA. H. BerHn\n\nA. H. Berlin\n\nA. H. BerHn\n\nG. W. Twitmyer\n\nW. B. Powell\nL. W. Buchholz\nW. F. Slaton\n\nW. B. Powell\nMiss Clem Hampton\n\nH. M. Johnson\n\nGeorgia\nIdaho\n\nJ.\n\nC. Black\n\nW. B. Powell\nW. N. Sheats\nW. M. Slaton\nJ. W. Daniels\n\nIllinois\n\nE. A. Gastman\n\nJ. H. Collins\n\nIndiana\n\nDavid K. Goss\n\nJ.\n\nDisT. OF Col.\n\n.\n\nFlorida\n\nD. Q. Abbott\n\nW. N. Sheats\nM. L. Brittain\n\nJ.\n\nC. Black\n\nPermeal French\n\nJ.\n\nH. Collins\n\nAlfred Bayliss\n\nT. A. Mott\n\nT. A. Mott\n\nW. A. CaldweU\nW. M. Beardshear\n\nW. Carr\nW. A. CaldweU\nW. M. Beardshear\n\nW. M. Beardshear\n\nH. E. Kratz\n\nFrank R. Dyer\n\nFrank R. Dyer\n\nFrank R. Dyer\n\nFrank R. Dyer\n\nW. H. Bartholomew\n\nMcHenry Rhoads\n\nMcHenry Rhoads\n\nW. H. Bartholomew\n\nLouisiana\n\nWarren Easton\n\nWarren Easton\n\nWarren Easton\n\nWarren Easton\n\nMaine\n\nJohn S. Locke\n\nJohn S. Locke\n\nJohn S. Locke\n\nJohn S. Locke\n\nIndian Ter.\n\nIowa\nKansas\nKentucky.\n\n.\n\n.\n\n.\n\nE. B. Prettyman\n\nM. Bates Stephens\n\nM. Bates Stephens\n\nWill S. Monroe\n\nWill S. Monroe\n\nF. A. Fitzpatrick\n\nF. A. Fitzpatrick\n\nHenry R. Pattengill\n\nD. W. Springer\n\nD. W. Springer\n\nD. W. Springer\n\nGeorge B. Aiton\n\nF. V. Hubbard\n\nC. M. Jordan\n\nC. M. Jordan\n\nMississippi....\n\nE. E. Bass\n\nR. B. Fulton\n\nH. L. Whitfield\n\nJ.\n\nMissouri.\n\nJohn R. Kirk\n\nW. T. Carrington\n\nW. T. Carrington\n\nMaryland...\n\n.\n\nMass\nMichigan\nMinnesota\n\nMontana\n\n.\n\n.\n\n.\n\nJ. D.\n\nJ. P.\n\n.\n\nWorthington\n\nHendricks\n\nNebraska\nC. G. Pearse\nNevada\nJ. E. Stubbs\nN. Hampshire Channing Folsom\nNew Jersey. J. M. Green\nNew Mexico Mrs. E. R. Jackson\nNew York\nA. S. Downing\n.\n\n.\n\n.\n\n.\n\nS.\n\nD. Largent\n\nJ.\n\nH. Miller\n\nC. G. Pearse\n\nJ.\n\nE. Stubbs\n\nJ.\n\nE. A. Carleton\n\nE. Stubbs\n\nR. Preston\n\nW. T. Carrington\nW. W. Welch\nC. G. Pearse\nJ. E.\n\nStubbs\n\nChanning Folsom\n\nJames E. Klock\n\nJames E. Klock\n\nH. B. Willis\n\nH. B. Willis\n\nH. B. WilUs\n\nMrs. E. R. Jackson\n\nMrs. E. R. Jackson\n\nHiram Hadley\n\nA. S. Downing\n\nA. S. Downing\n\nA. S. Downing\n\nChas. D. Mclver\n\nNo. Carolina\n\nG. A. Grimsley\n\nE. A. Alderman\n\nNo. Dakota.\n\nW. E. Hoover\n\nOhio\n\nW. L. Stockwell\nC. W. Bennett\n\nW. T. Whitsett\nW. E. Hoover\n\nJ.\n\nA. Shawan\n\nN. H. Chaney\n\nW. E. Hoover\nJ. M. H. Frederick\n\nOklahoma\n\nDa\\'id R. Boyd\n\nDavid R. Boyd\n\nDavid R. Boyd\n\nDavid R. Boyd\n\nOregon.\n\nJ.\n\nH. Ackerman\n\nE. D. Ressler\n\nE. B. McElroy\n\nE. D. Ressler\n\nPennsylvania\n\nGeorge HoweU\n\nH. W. Fisher\n\nH. W. Fisher\n\nWatson Cornell\n\nRhode Island\n\nH. S. Tarbell\n\nGeorge E. Church\n\nGeorge E. Church\n\nW. B. Jacobs\n\nF. C. Woodward\n\nW. K. Tale\n\nD. B. Johnson\n\nFrank Crane\n\nE. E. Collins\n\nE. E. Collins\n\nM. M. Ro.ss\nJ. M. Fendley\n\nJ.\n\n.\n\n.\n\nSo. Carolina.\n\nFrank Crane\n\nSo. Dakota...\n\nJ.\n\nTennessee...\n\nW. R. Payne\n\nH. C. Weber\n\nTexas\nUtah\nVermont\n\nO. H. Cooper\n\nAlex. Hogg\n\nM. Tanner\nMason S. Stone\nWiUiam F. Fox\n\nF. B. Cooper\n\nF. B.\n\nCooper\n\nM. M. Ross\nM. Fendley\nW. J. Kerr\n\nMason S. Stone\n\nJohn L. Alger\n\nJohn L. Alger\n\nE. C. Glass\n\nG. J. Ramsey\n\nG. J. Ramsey\n\nO. C. Whitney\n\nO. C. Whitney\n\nO. C. Whitney\n\nChas. M. Sherman\nW. H. Anderson\n\nJ.\n\nVirginia\n\nWashington\nW. Virginia.\n\nFrank Fooshc\n\n.\n\nJ.\n\nN. Deahl\n\nJ.\n\nN. Deahl\n\nJ.\n\nWalter Barnes\n\nWisconsin\n\nL. D. Harvey\n\nL. D. Harvey\n\nL. D. Harvey\n\nL. D. Harvey\n\nWyoming\n\nEstelle Reel\n\nEstelle Reel\n\nEstelle Reel\n\nEstelle Reel\n\n"}
{"page": 569, "printed_page": null, "text": ".\n\n..\n\nLIST OF STATE DIRECTORS BY LLECTION\n\nCliapler]\n\n557\n\nLIST OF STATE DIRECTORS BY ELECTION—Cow^mMcd\n\nX.\n\n904-05\n\n1903-04\n\ni9oa-o3\n\nAlabaua\n\nJ. W.\n\nJ. \\\\'. Abcrcrombie\n\nIsaac W. Hill\n\nArizona\n\nF. Yale .Adams\n\nA. J. Matthews\n\n.\\. J.\n\nArkansas\n\nGeorge B. Cook\n\nJ.\n\nAbcrcrombie\n\nH. Hinemon\n\nJ.\n\n1905-07*\nIsaac W. Hill\n\nMatthews\n\n\\. ]. Matthews\n\nH. Hinemon\n\nGeorge B. Cook\n\nJames A. Fosh.iy\n\nThos. J. Kirk\n\nA. H. Chamberlain\n\nA. H. Chamberlain\n\nColorado\nConnecticut\n\nH. S. Philips\n\nL. C. Greenlee\n\nJno. F. Keating\n\nL. C. Greenlee\n\nChas. H. Keycs\n\nChas. H. Keyes\n\nChas. H. Keycs\n\nChas. H. Keyes\n\nDelaware\n\nG. W. Twitmyer\n\nG. W. Twitmyer\n\nG. W. Twitmyer\n\nG. W. Twitmyer\n\nDisT. of Col..\n\nA. T. Stuart\n\nA. T. Stuart\n\nA. T. Stuart\n\nA. T. Stuart\n\nFlorida\n\nW. N. Sheats\nW. F. Slaton\n\nB. C. Graham\n\nMiss Clem Hampton\n\nW. F. Slaton\nMary L. Scott\n\nMiss Clem Hampton\nW. M. Slaton\n\nCalifornia.\n\n.\n\nWalter R. Sidcrs\n\nW. F. Slaton\nMary L. Scott\n\nIllinois\n\nCatharine Goggin\n\nCatharine Goggin\n\nJ.\n\nI.NDIANA\n\nT. A. Mott\n\nT. A. Mott\n\nT. A. Mott\n\nT. A. Mott\n\nIndian 'Per..\n\nJohn D. Benedict\n\nJohn D. Benedict\n\nJohn D. Benedict\n\nIowa\n\nA. V. Storm\n\nA. V. Storm\n\nA. V. Storm\n\nKansas\n\nJ.\n\nKentucky\n\nS. L.\n\nGeorgia\nIdaho\n\nW. Spindler\nFrogge\n\nA. V. Storm\nJ.\n\nA. Mercer\n\nA. G. Scars\nJ.\n\nA. Mercer\n\nW. Spindler\n\nJ.\n\nW. Spindler\n\nC. D. Whittcmorc\n\nFrogge\n\nS.\n\nL. Frogge\n\nW. H. Bartholomew\n\nS. L.\n\nLOUISLVNA\n\nWarren Fasten\n\nWarren Easton\n\nWarren Easton\n\nWarren Easton\n\nMaine\n\nJohn S. Locke\n\nJohn S. Locke\n\nJohn S. Locke\n\nJohn S. Locke\n\nMaryland...\n\n.\n\nMass\n\nM. Bates Stephens\n\nM. Bates Stephens\n\nM. Bates Stephens\n\nM. Bates Stephens\n\nGeorge H. Martin\n\nLouis P. Nash\n\nWill S. Monroe\n\nHenry T. Bailey\n\nD. W. Springer\n\nD. W. Springer\n\nWm. H. Elson\n\nWm. H. Elson\n\nMinnesota. ..\n\nC. M. Jordan\n\nW. F. Kunze\n\nW. F. Kunzc\n\nJ. A.\n\n-Mississippi...\n\nE. E. Bass\n\nE. E. Bass\n\nRobert B. Fulton\n\nRobert B. Fulton\n\nW. T. Carrington\nM. Lewis\nEdwin J. Bodwtll\n\nBen Blcwett\n\nBen Blewett\n\nW. J. Hawkins\n\nOscar J. Craig\n\nRobert G. Young\n\nOscar J. Craig\n\nEdwin J. Bodwcll\n\nGeo. L. Townc\n\nMichigan\n\n.\n\n.\n\nMissouri\n\nMontana\n\nJ.\n\nNebraska\nNevada\nJ. E. Stubbs\nN. Hampshire Henry C. Morrison\n\nJ.\n\nE. Stubbs\n\nJ.\n\nE. Stubbs\n\nCranston\n\nGeo. L. Towne\nJ.\n\nE. Stubbs\n\nChanning Folsom\n\nJames E. Klock\n\nJames E. Klock\n\nH. B. Willis\n\nNew Jersey.\nNew Mexico\nNew York....\n\nJohn Enright\n\nJohn Enright\n\nJohn Enright\n\nEdgar L. Hewctt\n\nHiram Hadley\n\nA. S. Downing\n\nA\n\nHugh .\\. Owen\nA. S. Downing\n\nJames C. Byrnes\n\nNo. Cakolina\n\nG. C. Crowcll\n\nMiss L. A. Yates\n\nMiss L. A. Yates\n\nJ. I.\n\nNo. Dakota...\n\nW. E. Hoover\n\nW. E. H(x)vcr\nEdmund D. Lyon\n\nWells L. Griswold\n\nDavid R. Boyd\n\nW. E. Hoover\nW. H. Kirk\nAndrew R. Hickam\n\nAndrew R. Hickam\n\nAndrew R. Hickam\n\nE. D. Ressler\n\nE. D. Ressler\n\nE. D. Ressler\n\n.\n\nOhio\nOklahoua...\nOregon\n\nJ.\n\nPennsylvania\n\nJ.\n\nK. Baxter\n\nW. Lan.singcr\n\nRhode Isi.and n. S. TarU-ll\n9*). Carolina..\nJ. J. MtMahan\nSf). Dakota...\nC. M. Young\n\n\\Visf;ossi.s.\n\nWVOMINO\n\n.\n\nE. D. Ressler\n\nW. L;insinger\nW. B. Jacol«\n\nJ.\n\nRoU-rt P. Pell\n\nM. A. I.Angc\nEugene F. Turner\n\nAlex. Hogg\n\nL. E. Wolfe\n\nW. J. Kerr\n\nW. J. Kerr\n\nA. C. Nelson\n\nD. H. Christenson\n\nL. Wright\n\nWaller E. Ranger\n\nWaller E. Ranger\n\nWalter E. Ranger\n\nIsaac Thomns\n\nH. B. FriMcll\n\nJ. L. Jarman\n\nJ. L. Jarman\n\nJ.\n\nOwpcr\n\nF. B. Oxj|)rr\n\nF. B. Coojic-r\n\nIvdwartI T. .Malhes\n\nLucy Robin.son\n\nLucy K(il)ins<in\n\nLucy Robinson\n\nL. D, Harvey\n\nL. D.\n\nEMcUe Reel\n\nEMclle Reel\n\nF. B.\n\nM. M. Kos.«\n1\n\nFoust\n\nP. G. Knowlioii\n\nA. Caswell Ellin\n\nUtah\nVermont\n\nW. VlKGI.S'lA..\n\nW. Lansinger\nW. B. Jacc)l)S\nW. K. Tate\nGeo. W. Nash\n\nJ.\n\nM. Light\n\nAlex. Hogg\n\n1'exas\n\nWasiiinoton\n\nW. Lansinger\nW. U. Jacobs\nW. K. Tate\nC. M. Young\n\nJ.\n\nC.\n\nD. J. Johns, Jr.\n\nJ.\n\n'\n\nDowning\n\nD. J. Johni, Jr.\n\n'rKNNRS.SKr.....\n\nVirginia\n\nS.\n\nL. D.\n\nHarvey\n\nEMelle Reel\n\n* No meeting in ioof>\n\nHarvey\n\nL. Jarman\n\nL. D,\n\nHarvey\n\nT. T. Tynan\n\n"}
{"page": 570, "printed_page": null, "text": ".\n\n.\n\nNATIONAL EDUCATIONAL ASSOCIATION\n\n558\n\n[Historical\n\nPERPETUAL DIRECTORS, LIFE\nDIRECTORS, AND LIFE MEMBERS^\n\nLIST OF\n\nXI.\n\nPERPETUAL DIRECTORS\n(See Art. IV, Sec. i, of the Constitution previous to i8g5.)\n\n1879\n\n1889\n1890\n\nPhiladelphia Teachers' Institute.\nBoard of Education of Nashville, Tennessee.\nIllinois State Teachers' Association.\n\nPERPETUAL MEMBERS\nWISCONSIN\nAlumni Association. State Normal School\nAT Milwaukee.\n\n884\n\nCity\n\nSuperintendents' and\n\nSupervising\n\nAthenaeum Society of State Normal\n\nPrincipals' Association of Wisconsin.\nCounty Te.\\chers' Association, Mil-\n\nSchool at Platteville.\nBeloit City School Board.\nBoard of Education of the\n\nof\n\nwaukee County.\nMilwaukee Principals' Association.\nPhiladelphian Society of State Normal\n\nBoard of Education. La Crosse.\nBoard of Education. Oshkosh.\nBoard of Regents. State Normal Schools.\nBoard of School Directors, Milwaukee.\n\nPublic School Teachers of Janesville.\nState Historical Society of Wisconsin.\nState Normal School at Platteville.\nTeachers' Association of Wisconsin.\n\nCity\n\nSchool at Platteville.\n\nJanesville.\n\nKANSAS\nBoard of Education, Abilene.\nBoard of Education, Dodge City.\nBoard of Educ.'^tion, City of Ottawa.\n\n1881\n\nBoard of Education, Sedgwick.\nRlley County Education.\\l Association.\nTeachers' Association of Cowley County.\n\nMINNESOTA.\n1890\n\nBoard of Education, Independent School District No. 3, Northfield.\n\nLIFE DIRECTORS\n(See Art. IV, Sec.\n\ni.\n\nof the Constitution as printed in\n\nLeRoy.D., Ohio.\n\n888 \"\"Brown\n\n888 'Day, L.\n\nW., Ohio.\n887 +D0UGHERTY, N. C. Illinois.\n886 \"\"Fairchild, Geo. T.. Kansas.\n\nMary\n\nH,,\n\nMarshall, T. Marcellus, West\nParker, Chas. I., Illinois,\n\n891\n\nPike. Joshua, Illinois,\n\n888 *Stanford, Leland, California,\n888 Stratton, Charles Carroll,\n886 Taylor, A. R., Kansas.\n870 *White, E. E., Ohio,\n\nGraham, H. A., Michigan.\nGreenwood. J. M.. Missouri,\n88.S =*H.\\LL. Caleb G., New York,\n\n895\n886\n\n887 *HuNT,\n\n887\n\nVirginia.\n\n881 *RiCK0FF, Andrew J.. Ohio.\n\nGove. Aaron. Colorado.\n\n883\n\nany volume between the years 1870 and 1894.)\n881\n\nMassachusetts.\n\n89s\n\nWhite, Charles\n\nG,,\n\nCalifornia.\n\nMichigan.\n\nJewett, a. v.. Kansas.\n\n886\n\nLIFE DIRECTORS EX OFFICIO\n(See Art. IV, Sec. 2, of the Constitution as revised in 1?\n\n1902 \"Beardshear.\n\n1884\n\nBicknell.\n\nWilliam M., Iowa.\n\nThomas W.,\n\nMassachusetts.\n\n1895 Butler, Nicholas Murray,\n1886 *Calkins. N. a.. New York.\n\n1890\n1892\n\n1904\nrgoo\n\nNew\n\nYork.\n\nCanfield, James H., Kansas,\nCook, Ezekiel Hanson, New York.\nCook, John Williston, Illinois.\nCorson, Oscar T., Ohio,\n\n.)\n\n187s Harris, William T., District of Columbia.\n1893 *Lane, Albert G.. Illinois.\nEliphalet Oram, Pennsylvania.\n1899 Lyte,\n\nAlbert P., Massachusetts.\nMaxwell, William H., New York.\n\n1889 *Marble,\n1 90s\n\n1873 *Northrop,\n\nBirdsey G., Connecticut.\n\nPhelps, William F., Wisconsin.\nPiCKARD, J. L., California.\n1871\n1858 *Richards. Zalmon. District of Columbia.\n1876\n\n1903\n\nfDouGHERTY, Newton C, Illinois.\nEliot, Charles W., Massachusetts.\n\n891\n\nGarrett. W. R., Tennessee,\n\n1897\n\nGove, Aaron, Colorado.\nGreen, James M., New Jersey,\nGreenwood, James M., Missouri.\n\n1885\n1872 =*White, E, E,, Ohio.\n1880 Wilson, J. Ormond, District of Columbia.\n\n1896\n\n1\n\n1887 'Sheldon,\n\nW. E., Massachusetts.\n\nSkinner, Charles R., New York.\nSoLDAN, F. Louis, Missouri,\n\nThe marginal years indicate year of enrollment in this class. Some were previously enrolled in\nclass.\nThe name of the state indicates residence at time of enrollment. The present address\nof those who are living may be found in the Active Membership List for the current year.\n'\n\nanother\n\n* Deceased\n\nt Resigned\n\n"}
{"page": 571, "printed_page": null, "text": "LIFE DIRECTORS, AXD LIFE MEMBERS\n\nChapter]\n\n559\n\nLIFE MEMBERS\n(See Art. Ill, Sec. 3 of the Constitution previous to 1805.)\n\n1884 Ai.BEE. Geo.\n\nS..\n\nWisconsin.\n\nAllen. 1k.\\ Wilper. Illinois.\n1884 *Allyn. Robert, llUnois.\n1871 .\\nbebson. Joh.v J.. Xcw York.\n1870 Arey. Oliver Cromwell. Ohio.\n1876 Armstrong. Allen. Iowa.\n1879 Avery. Mrs. Rachel Foster, Pennsylvania.\n1870\n\n1884\n\nA\\i.w.\\RD. John Arthur, Wisconsin.\n\n1890 *B.\\KER, W. H.. Georgia.\n1864 *Barnard, Henry. Connecticut.\n\n1877 Franklin. M. B., Texas.\n1880 Gilchrist, J. C, Iowa.\n1S83\n\n1884\n\nGove, .\\aron. Colorado.\n\nGraham. Robert, Wisconsin.\n\n1879 Gratz, Simon, Pennsylvania.\n16S5 Greene, S. S.. Rhode Island.\n\nHagar. Dakiel B.. Massachusetts.\nHaines. Mi.ss H. B., New York.\n1876 Hancock, John, Ohio.\n\n1864\n\n1873\n\n1877 tHARLEY.\n\nJ. M., Indian Territory.\nHarris, Wm. T., Massachusetts.\n\n1877\n\nBartholomew. Wn.LL\\M Henry, Kentucky.\n\n1876\n\n1884\n\nBascom. John. Wisconsin.\n\n1865\n\nHartshorn. O. N.. Ohio.\n\n1886\n\nHarvey, G. I., Indian Territory.\nHarvey, Lorenzo Dow, Wisconsin.\n\n1876 *Beals. S. D., Nebriiska.\n1884 Beck. George, Wisconsin.\nX884\n\nBell. Alex. Graham. District of Columbia.\n\n1876 *Bell, William Allen. Indiana.\n1884 Bennett. C. W., Ohio.\n\n1880 Bennett, Hampton. Ohio.\nBicKNELL, Thos. W., Massachusetts.\n\n1882\n\n1884\n188,5\n\nJ884\n\nHarvey, Thomas W., Ohio.\nHavwakd. Emily\n\nA., Illinois.\n\nHenkle, W. D., Ohio.\n1884 Hewett, Edwin C, Illinois.\n1876\n\n1870\n1880\n\ntHEYWoon, C. W., Michigan.\n\nBingham. Robert, North Carolina.\n1864 tBRADLEV, P.. Xcw York.\n1876 Brooks, Edward, Pennsylvania.\n1886 tBROWN, Mrs. .\\. J. C, Kansas.\n1880 Brown, Geo. P., Indiana.\n\n1882\n\n1879\n\nHodgdon. Josephine E., New Hampshire.\nHolden, L. E., Ohio.\nHoose, James H., New York.\n\n1880 Brown,\n\nLeRoy D., Ohio.\n1877 tBuRLESON, R. C, Texas.\n\n1884\n\nHowland. H. C. Wisconsin.\n\n1870\n\nBurns, James J., Ohio.\n1879 Calkins, N. A., New York.\n1886 Campbell, A. G., Kansas.\n1884 Carpenter. James H., Wisconsin.\n\n1891\n\n1887\n\nHoyt, John Wesley, Wisconsin.\nHull, John, Wisconsin.\nHunter, Thomas. New York.\nHutton, a. J., Wisconsin.\n\n1863\n\nIngram.\n\n1881\n\n1880\n\n1884\n\nChandler. W. H.. Wisconsin.\n\n1884 Charlto.n. E. a.. Wisconsin.\n1884\n\nCheney. Augustus J., Illinois.\n\nClark, Frank Howard, Kansas.\nClark. Lewis Herbert, Wisconsin.\n1889 Classen, Mrs. Augusta Hose, California.\n1880 CoE, Emily M., New York.\n1870 Cole, William H., Ohio.\n1887 Conway. Clara, Tennessee.\n1886 CoovER, Nathaniel, Kansas.\ni88j tCoREY, LuciEN B.. New York.\n1883 Coy, Eliab W., Ohio.\n1870 Crosby, W. E., Iowa.\n1864 Cruikshank. James, New York.\n186A CuRRAN, Ulysses T., Ohio.\n1884 Cikry, Robert. .Nebraska.\n1864 iJAsrokTii. Edward, .N'cw York.\n1886\n\n1884\n\n1880\n\nIJaviiison,\n\nCharles C. Ohio.\n\ni88j tl>AV. .Mrs, Albert.\n1881\n187/i\n\n1880\n1864\n\nNew York.\n\nUeWoli'. Daniel F., Ohio.\ntDoRNA Gi N'iuelia, New York.\nDurroN, Bettie A., (Jhio.\nEbkkiiakdt. J. F., Illinois.\n\nEden, Philip, Wiscon.Hin.\nEmery. J. Q., WUconsin.\n1889 E.s-r;Llsll, Rebecca F.. ('alifornia.\niHHf)\nEvans, Chas. H,. .MUviuri.\n1886 Faihchild, Edward T., Kaiuu*.\n1884 Flavin, J. 'I'., Wiwon.sin.\n1884\n\n1884\n\n1877 tFlsH.\n\n1876\n\nJ.\n\n.M..\n\nArkansas.\n\nFuKBKs, Alex,,\n\nIllinni.s.\n\nDeccajcd.\nt Residence unknown, if living.\n\nHiTZ, John. District of Columbia.\n\n1870 Hobbs, B. C, Indiana.\n\n1870\n\ni88s\n\n1880 Irwin,\n\nS.\n\nJ.\n\nD., Pennsylvania.\n\nIndiana.\n\nS.,\n\nJames, Henry M., Nebraska.\n1886 Jay, Walter M., Kansas.\n1870 Jones, D. W., Massachusetts.\n1889 Keane, John J., District of Columbia.\n1884\n\n1886\n\nKlock, James E.. Kans;is.\n\nKraus, John, New York.\n1886 Larimer. Henry G., Kansas.\n1879\n1870\n\nLaws,\n\nS.\n\nS.,\n\nMissouri.\n\nLimerick, A. N., Kansas.\n1886 MacDonald. John, Kansas.\n1881 Mali.on. Mrs. Frances C, Georgia.\n1886\n\n1876 tMAi-ONE, J. R., Texas.\n\n1870 Manlev, R. M., Virginia.\n1880 Marble, Albert Prescott, M.-i.ssachu.setts\n1876\n1880\n\nMarshall. T. Makcellus, West \\irglnia.\n\nMayhew, Ira, .Michigan.\n\n1870 .McGuffey, W. H,, \\'irginia.\n1879 McMillan, Rkuhkn, Ohio.\n1880\n1800\n\nM< .MiLi.AN, .Mrs. Rkuhen. Ohio.\n\n.McRae, H. S.. Indiana.\n\n.Ml Vicar. Peter, Kans:is.\nMeade, Richard C, Kansas.\nMerwin, James B., Connecticut.\n1871\n1886\n\n18K6\ni8Mj\n\n1880\n\nMiller. J.\n\nII..\n\nKansas.\n\nMiller. Lewis, Ohio,\n\n1879 ,Mh.i„s, Caleb. Indiana.\n1877\n\n.Monsarrat, .Mrs. L. L., Kentucky.\n\n1K82\n\nMorris. llARRiEr .\\,, New York,\nMoWKY, William A.. Ma.Hsachusctls.\n\n1886\n\nJ87O tNKLSON, C. K., Maryland.\n\n"}
{"page": 572, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n56o\n1876\n\nNewell, M. A., Maryland.\n\n1880 *NoRRis, J. A., Ohio.\n\nNorthrop, Birdsey G..\n\n[Historical\n\n880 Spring, E. A., New Jersey.\nStanley, Edmund, Kansas.\n\n886\nConnecticut.\n\nNye, Charles H., Wisconsin.\nO'Connor, Joseph, California.\nParker. Warren D., Wisconsin.\nParkinson, John B., Wisconsin.\n1880 PATRrooE, Lelia E., Pennsylvania.\n1879 tPAXON, Joseph A., Pennsylvania.\n1880 Peaslee, John Bradley, Ohio.\n1864 *Pennell, C. S., Missouri.\n\n884 Stark, Joshua, Wisconsin.\n884 Stearns, J. W., Wisconsin.\n883 *Steele, J. Dorman, New York.\n882 Stern, Menco, New York.\n876 Stevens, Moses Cobb, Indiana.\n880 Stevenson. R. W., Ohio.\n884 Stewart, Isaac Newton, Wisconsin.\n\n1870\n\n884 Stewart. Sarah A., Wisconsin.\n872 *Stone, E. M., Rhode Island.\n870 Stone, Mrs. M. A., Connecticut.\n\n1864 Richards, Zalmon, District of Columbia.\n\n880 Sudborough, Mrs. Grace Bibb, Missouri.\n882 Tappan, Eli T., Ohio.\n883 Taylor, A. R., Kansas.\n884 ITaylor, Henry J., Iowa.\n\nPhelps, Wm. F., Minnesota.\nPickard, J. L., Iowa.\n*Raab, Henry, lUinois.\n1870 *Read, Daniel, Missouri.\n1876 Richmond, Sarah E., Maryland.\n1870 Rickoff, Andrew J., New York.\n1880 RiCKOFF. Mrs. R. D., New York.\n\nRoach. T. W.. Kansas.\n1882 Robert, James A., Ohio.\n1876 Rollins, James S., Missouri.\n1886\n\nRoop, C. Y., Kansas.\nRose, George E., Kansas.\n1876 Rounds, C. C, New Hampshire.\n1884 Rusk, J. M., Wisconsin.\n1886 Sawhill, Thos. a., Kansas.\n1876 fScHMiTZ, J. Adolph, lUinois.\nSchuyler, Aaron, Kansas.\nSchofield, Miss Martha, South Carolina.\n1886\n\n1886\n\nSetzefaud, a., Georgia.\nShaw. Samuel. Wisconsin.\n1894 Shawan, Jacob A., Ohio.\ni86s Sheldon, Wm. E., Massachusetts.\n1879 Shippen, Edward, Pennsylvania.\n1880 Singer Edgar A.. Pennsylvania.\n\n884 tTHAYER, J. B., Wisconsin.\n876 Thompson, Langdon Shook, Indiana.\n886 Thompson, S. R., Nebraska.\n886 TiLLOTSON, D. C, Kansas.\n\n870 Tourgee. Eben. Massachusetts.\n884 Twining, N. C. Wisconsin.\n886 tVATL, Thomas H., Kansas.\nVan Aken, Mrs. G., New York.\n\n884\n884\n\n880\n\nWilson J. Ormond, District of Columbia.\ntWooDWARD, G. .\\., Alabama.\n889 Wright. Edmund W., Mississippi.\n880\n\nSmart, James H., Indiana.\n\n881\n\n1877\n\nSoLDAN. F. Louis. Missouri.\nSpencer. Robert Closson. Wisconsin.\nSpero, Anna Kalfus, Kentucky.\n\n887\n\n1877\n\nDeceased.\nt Residence unknown, if living.\n\nWiDNER, Esther A., Ohio.\n\n870 fWiLCOX, M. C, Massachusetts.\n870 Williams, Mrs Delia A. (Lathrop), Ohio.\n886 Williams. Philo Jesse, Kansas.\n884 Willis, William A., Iowa.\n\n1877\n\n1884\n\nViebahn, Charles Frederick, Wisconsin.\n\nWells, D. F., Iowa.\n870 White, Emerson E., Ohio.\n864 White, S. H., IlUnois.\n884 fWHiTFORD, Wm. C, Wisconsin.\n865 WiCKERSHAM, James P., Pennsylvania.\n864\n\n891\n\nWylie, Mary J. B., Canada.\nYoung, Chas. S., Nevada.\n\n"}
{"page": 573, "printed_page": null, "text": "—— ——— —\n\n——\n\n— ——\n\nITLES OF PAPERS AND DISCUSSIONS FROM\n\nTO\n\n1857\n\n19()()\n\nARRANGED BY YEARS\n\nAND DEl^ARTMENTS.\nGENERAL SESSIONS\nTOPICS\nTHE NATIONAL TEACHERS' ASSOCIATJON\n1857 Organization, in Philadelphia, Pennsylvania.\nThe Objects and Demands of a National Teachers' Association.\n\nRusskli,,\n\n\\\\'iM.\n\nMassachusetts.\n\n1858 President's Address\n\n— Mission of the Association. Zalmon Richards, District\n\nof Columbia.\n\nThe Educational Tendencies and Progress for the Past 'Pliirty Years.\n\nDanikl\n\nRead, Wisconsin.\n\nThe Laws of Nature.\n\nJohn Young, Indiana.\n\n— D. Philbrick, Massachusetts.\nThe Teacher's Motives. Horace Mann, Massachusetts.\nParochial Schools. — Discussion.\n\nMoral Education.\n\n1859\n\nJ.\n\nAndrew J. Rickoff, Ohio.\nPresident's Inaugural Address.\nPolity as a Branch of Popular Education.\n\nThe Importance of Civil\n\nDaniel\n\nRead, Wisconsin.\nPlace Christianity Should Occupy in .\\mcrican\nConnecticut.\nErrors in the Agencies in the Pursuit of Knowledge.\n\nThe\n\nSmith,\n\nEducation.\n\n-Elbridge\n\n—\n\nRev. J. N. McJii.ton,\nMaPiland.\nSuggestions on Popular Education. H. L. Stuart, New York.\nCondition of Education in Mexico. J. Escobar, Mexico.\nThe President's Inaugural Address Objects and Mission of the National Teachers'\nAssociation.\nJ. W. Bulki.ey, New York.\nThe Scholarship of Shakespeare. Edward North, Hamilton Col., New York.\n\n—\n—\n—\n\n—\n\nOur Professional Ancestry. Richard Edwards, Missouri.\nThe Philf)sophy of Education. ^W. H. Wei.i.s, Illinois.\nThe Study oi Matter and the Progress of Man. Edward L. Youmans, New\nYork.\n\nThe Teacher and Her Work. John Knef.land, Mas.sachusctts.\nThe Special Educational Wants of Our Country. J. W. HoYT, Wisconsin.\nThe National Imi>f)rtance of the Teacher's Profession. Rev. J. N. MrJii.ToN,\n\n—\n\n—\n\nBaltimore, Maryland.\nThe Gods. A Poem. Anson G. Chester, New York.\nReport of Committee— School Statistics.— C. S. Pennk.i.i., Maryland.\nReport of Committee on a Phonetic Alphaln-t.— Z. Richauds, Dislricl\nColumbia.\n1\n\n86 1 and 1862.\n\n1863\n\nnf\n\n— No meetings.\n\n['rcsidint's\n\nAddress -The\n\nNature\n\nand\n\nObjects\n\n<tf\n\nthis\n\n.\\ssoi iation.\n\nJ.\n\n1).\n\nI'lril.HRIfK.\n\nThe Bearings of Pojiuiar Kdu( atii>n f)n ('ivilizalion.— T.\n\nI).\n\n.Adams, Massachu-\n\nsetts.\n\nE. A. Gkant,\nFailure and Success in the OflVe of Teacher.\nKentucky.\nJ. M. CJregorv, Michigan.\nPhilosfiphy and Methods in Education.\n\nThe Caascs of\n\nSc hofil\n\n—\n— S. W. Mason, Massachusetts.\nRichards,\nDistric\nof Ciluinliia.\nZ.\n—\nan\n\n(iymnaslics.\n\nThe Teacher a.s\n\nArti.st.\n\ni\n\n561\n\n"}
{"page": 574, "printed_page": null, "text": "— — —\n\n—— — —— — —— —\n\n—\n\nNATIONAL EDUCATIONAL ASSOCIATION\n\n562\n3\n\n—\n\n[General\n\nThomas Hill, Massachusetts.\nObject-Teaching. E. A. Sheldon, New York.\nThe Organization of Primary Schools. Wm. E. Crosby, Ohio.\nCompetitive E.xamination for Admission to West Point. Henry Barnard, ConThe Powers to be Educated.\n\n—\n\nnecticut.\n\n— L. Pickard, Wisconsin.\n—Educational Advancement. Wm. H. Wells.\n\nThe Union of Labor and Thought.\n1864 President's Address\n\nJ.\n\nShould a Professor of Didactics Be Employed in Every Principal College ?\n\nThomas Hill, Massachusetts.\nObject-Teaching. H. B. Wilbur, New York.\nJ. W. Bulkley, New York.\nTeachers' Associations.\nS. P. Bates, Pennsylvania.\nLiberal Education.\nNational Bureau of Education. S. H. White, Illinois.\nH. Barnard, Connecticut.\nCompetitive Examination for Public Service.\n\n—\n— —\n\n1865\n\n—\n\n—\n\n—\n\nThe Educational Duties of the Hour: A National\nPresident's Address\nSystem of Education. S. S. Greene, Rhode Island.\nOn the Power of the Teacher. W. N. Barringer, New Jersey.\nNormal Schools of the United States. Richard Edwards, Illinois.\nThe Best Method of Teaching the Classics. Albert Harkness, Rhode Island.\n\n—\n\n—\n\nJames D. Butler, Wisconsin.\nObject-Teaching. Report of a Committee. S. S. Greene, Rhode Island.\nA National Bureau of Education. A. J. Rickoff, Ohio.\nEducation as an Element in the Reconstruction of the Union. J. P. Wickersham,\nPennsylvania.\n1866 President's Address American Education for the American People. James\nP. Wickersham, Pennsylvania.\nThe Educational Needs of the Border States. W. R. White, West Virginia.\nThe Relation of the National Government to Education. O. Hosford, Michigan.\nThe Place of Classical Studies in an American System of Education. W. P.\nAtkinson, Massachusetts.\nThe Condition of the South as Respects Education. Wm. Wines, Tennessee.\nA resolution was adopted to appoint a committee of five, to co-operate with the\nCommittee of the National Superintendents, in urging upon the Senate of the\nUnited States the passage of the bill of the House of Representatives, to\nThe committee appointed consisted\nestablish the Department of Education.\nof Messrs. Z. Richards, Jas. Cruikshank, A. C. Shortridge, J. S Hart, and\nR. Coburn.\nThe Psychology of St. Paul, or a New Interpretation of the \" Flesh and the\nRev. J. H. Jones, New York.\nSpirit.\"\nIs There Too Much Time Spent in the Study of the Classics at Our Colleges ?\n\nCommonplace Books.\n\n—\n\n—\n\n—\n\n—\n\n—\n\n—\n\n—\n\n—\n\nW. P. Atkinson, and many others.\n1\n\n868\n\n—\n\n——\n\nIndustrial Education.\nJ. M. Gregory, Michigan.\nPresident's Address\nClassical Studies in American Education.\nI. W. Andrev^^s, Ohio.\nThe True Idea of a College. P. A. Chadburne, Wisconsin.\nJ. M. Gregory, Michigan.\nIndustrial Education.\nEducation among the Freedman. O. O. Howard, District of Columbia.\nNormal Instruction in Colleges. Edward North, New York.\nThe United States Department of Education. Z. Richards, District of Columbia.\n\n—\n\n1869 President's Address.\nElementary Schools\nof Columbia.\n\n:\n\n—\n\n—\n\n—\n—L. VanBokkelen, Maryland.\n\nRadical Faults and Radical Remedies.\n\nObligations of Christianity to Learning.\n\n—R.\n\nS.\n\n— Richards, District\nZ.\n\nField, New Jersey.\n\n—\n\nThe State in Its Relation to Higher Education. J. P. Wicker.sham, Pennsylvania.\nNatural Reading. Mrs Randall, New York.\nThe School and the Workshop. J. D. Philbrick, Massachusetts.\nPhysiology.\nJas. McClintock, Pennsylvania.\nDrawing as a Branch of Elementary Education. J. S. Woodman, New Hampshire.\nThe Criterion of School Education.-— E. E. White, Ohio.\n\n—\n\n—\n\n—\n\nPopular Science. Mrs. Lincoln Phelps, Maryland.\nThe Work of Education in the South. ^O. O. Howard, District of Columbia;,\nFrancis T. King, Maryland; S. S. Ashley, North Carolina; M. H. Wygant,\n\n—\n\nArkansas.\nChristianity in the PubHc Schools.\nProgress of University Education.\n\nJoseph White, Massachusetts.\n\n— W. Hoyt, Wisconsin.\n^J.\n\n"}
{"page": 575, "printed_page": null, "text": "—— —\n\n— —\n\n——— —\n\n—\n\n—\n\n—\n-\n\nTITLES OF PAPERS AND DISCUSSIONS\n\nSessions]\n\n563\n\nTHE XATIOXAL F.DUCATIONAL ASSOCIATION\n1870\n\n—\n\nAddress Importance of Co-operation with the Normal and\nSuperintendents' Assoiiation.\nD. B. Hac.ar, Massac liuselts.\nPreliminary Rejiort on a National I'niversily. J. W. Huvr, Wisconsin.\nWhat Is the l'rt)per Work, of a Primary Si hool ?— E. A. Suki.don, New York.\nThe Relation of the National Clovernmenl to Public Education. John E.UON,\nrrosidtiu's\n\n—\n\n—\n\nDistrict of Columbia.\n\nPlea for Vocal Music in Public Schools.\nEben Tourjee, Massachusetts.\nMotives and Means to Be L'sed Prominently in School Discipline. Discussion\nopened by J. L. Pickakd, Illinois.\nThe Prussian School System. J. W. Dicki.nson, Massachusetts.\nClaims of i^nglish Grammar in Common Schools. J. H. Blodgett, Illinois.\nTheory of American Education. W. T. Harris, Missouri.\nWhat Free Common Schools Can Do for the State. V. \\. Sawvkk, South\n.\\\n\n—\n\n—\n—\n\n—\n\nCarolina.\n1\n\n87 1\n\n— —\n\nJ. L. Pickard, Illinois.\nPresident's .\\ddress.\nThe N'alue of Education. Gov. Brown, Mi.ssouri.\n.•\\ National System of Compulsory Education.\nJ. P. Wickersham, Pennsylvania.\nEducation of Children at Public Cost. Newton Batem.'\\n, Illinois; W. T. Harris,\nMissouri.\nJ. W. HovT, Wisconsin.\n.•\\n .\\merican University.\nNational .\\id fi)r Education in the South. John E.vton, District of Columbia.\n\n—\n\n—\n\nPedagogical Bibliography. Thus. Davidso.n, Missouri.\nMoral Uses a Recitation May Be Made to Subserve. .-\\i rki.i) Kikk.\nS. G. Williams, Ohio.\nPlace and Use of Textlx)oks.\n\n—\n\n—\n\n1872\n\n1873\n\n—\n\nIllinois.\n\nE. E. White, Ohio.\nPresident's .\\ddress.\nMethods of Instruction in Common Schools. .A. D. Mayo, Massachusetts.\nSystem of Normal Training-Schools Best Adajjted to the Wants of Our People\nWm. F. Phelps, Minnes')ta.\nEducational Lessons of Statistics. John Eaton, District of Columbia.\n\n—\n\n—\n\nCompulsory Education. Newton Bateman, Illinois.\nExamination of Teachers. John Swett, California.\nDrawing in Graded Public Schools.— Walter Smith, Massachusetts.\nEducational Movement in Japan. Arinori Mori, Japan.\nB. G. Northrop, Connecticut.\nPresident's .\\ddrcss.\nEdward Shipi'Kn, Pennsylvania.\nRelease of the Jaj)anese Indemnity by the U. S.\nDaniel Read, Missouri.\n.\\ddress in Memory of W. H. McC^uffey, LL.D.\nRev. James McCosh, New Jersey.\nUjJiK-r Sih(X)ls.\nH<jw Mui h Culture Shall Be Imi)arted in Our Free Schools ? Richard Edwards,\n\n—\n\n—\n\n—\n\nIllinois.\n\nThe Relation of the General (JovernnuiU to Eilucalion.\n\n(1.\n\nW. AthkrioN, .\\ew\n\nJersey.\n\nEducation in the Southern States.\n\n1874\n\n—\n\nJ.\n\nC. GiiiHS, Florida.\n\nPresident's .\\ddre.ss.— S. H. White, Illinois.\n(jEO. P. Hays, Pennsylvania.\nIntermcfliate, or Upper Schf)ols.\nThe Pn)fession r)f the Tea( her.—W'M. R. .Xhhott, Virginia.\nPreparatory S(h))l.s for (!ollcge and University Life. -Noah I'ortkr, Count iticut.\nA .National University. .Andrew D. White, New York; W. T. Harris, Missouri.\n\nSystem of Public\n\nIn.stru<tion in Ontario.\n\n—\n\nJ.\n\nGeo. Hodc.ins, Ontario.\n\nThe Building of a Brain. -Edward H. Clarke,\n\nMa.ssarhusetts.\nCollege.\nJami.S Okton, New York.\n('o<-du(alion of the Se.xes in Universities.\nJ. K. Hosmer, Mi.ssouri.\n\nFour\n\n1875\n\n^'ears in\n\n\\'ass;ir\n\n—\n\nSubjects Proper for the Consideration of the Assodalion.\nPresident's .\\ddress\nW. T. Harris, Missouri.\n»The Countrv-S( hool i'roblem. - W. F. Phelps, Minnesota.\nLewis Fei.MERI, University of Hung,iry.\nFamilies, Past and I'resetil.\n\nCaste\n\nin\n\nE<lu<ation.\n\nA.\n\nP.\n\nMakiile,\n\nMassachusetts.\n\nThe Relation of .Art to E(iu< ati<in.- Miss GRAfE C. BiHU, Missouri.\nKentucky.\nFull-OrlH-d F,du<ation.\nJ. R. Buchanan,\nPublic Instruction in Minncvsota. -W. W. Foi.wki.l, Minnesota.\nLeon Tkki'sdai.i-. Tennessee.\nEducational Ncc c-ssiiir-i of the South.\n1876 President's Address The Distinctive Features of Our Educational System.\n\nWm.\n\nI\".\n\nPhkips, Minnesota.\n\n"}
{"page": 576, "printed_page": null, "text": "—\n\n—\n\n——\n\n— — — —— — ——\n\n————\n\nNATIONAL EDUCATIONAL ASSOCIATION\n\n564\n\n—\n\n[General\n\n—\n\ni876«The Demands^f the Coming Century on the American Common School. A.D.\nMayo, Massachusetts.\nThe Country-School Problem. Edward Olney, Michigan.\nThe Moral Element in Primary Education. W. H. Ruffner, Virginia.\nEducation in Brazil. -Philippe da Motta, Brazil.\nEducation in Sweden. Dr. Mejerberg, Sweden.\nThe Normal Schools of the U. S.: Their Past, Present, and Future.- Richard\nEdwards, Illinois.\nReport on the Course of Study from Primary School to University. W. T. Harris,\n\n—\n\n—\n\n—\n\nMissouri.\n\nDavid Murray, District of Columbia.\n\nEducation in Japan.\n\n1877\n\n— Universal Suffrage Must Be Accompanied by Universal\n—M. A. Newell, Maryland.\nForces\nEducation. —\nBlackinton, Massachusetts.\nThe Study\nEnglish as Introductory\nthe Study\nLatin and Greek. Thos.\n\nPresident's Address\nIntelligence.\n\nin\nJ. F.\nof\nto\nof\nR. Price, Virginia.\nThe Relation of the Preparatory, or Grammar School, to College and University.\n\nSilent\n\nW. R. Webb, Tennessee.\nThe Place of English in the Higher Education. A. B. Stark, Kentucky.\nThe Study of Economy (Social) in Pubhc Schools. Maurice Kirby, Kentucky.\nThe Limits of Education. W. R. Garrett, Tennessee.\nWhy Drawing Should Be Taught in Public Schools. L. S. Thompson, Ohio.\n\n—\n\n—\n\n—\n\nReport of a Committee on the Bureau of Education. Wm. F. Phelps, Wisconsin.\nReport on the National Museum. Wm. F. Phelps, Wisconsin.\nEducational Interests of Te.xas. R. C. Burleson, Texas.\nEducated Mind: Its Mission and Responsibility. Geo. W. Hill, Arkansas.\n\n—\n\n1878\n\nNo meeting.\n\n1879\n\nPresident's Address\nReview of Educational Associations. John Hancock, Ohio.\nThe High-School Question. J. W. Dickinson, Massachusetts.\nThe Neighborhood as a Starting-Point in Education. Robt. E. Thompson.\nA Readjustment of Common-School Studies Necessary. Andrew J. Rickoff,\n\n—\n\n—\n\nOhio.\nEducation, at Home and Abroad. J. D. Philbrick, Massachusetts.\nThe New Teacher in New America. Rev. A. D. Mayo, Massachusetts.\n* Industrial Education; or the Equal Cultivation of the Head, the Heart, and the\nHand. Alexander Hogg, Texas.\n\n——\n\nThe Historical Method in Teaching English.\n1880\n\nJas.\n\nM. Garnett, Maryland.\nRev. A. D. Mayo,\n\nObject-Lessons in Moral Instruction in the Common School.\n\n—\n\nMassachusetts.\nNormal Training for Girls' Industrial Schools in Switzerland.\n\nJohn Hitz, Dis-\n\nColumbia.\nThe Unattainable in Public School Education. A. P. Marble, Massachusetts.\nThe Domain of Nature and Art in the Process of Instruction. W. H. Payne,\nMichigan.\nNormal Departments in State Universities. Miss Grace C. Bibb, Missouri.\nThe Development of the Supcrintendency. Chas F. Adams, Massachusetts.\nThe Education of the Negro: Its Rise, Progress, and Present Status. Gustavus\ntrict of\n\n—\n\n—\n\n—\n\n\"\"\n\nJ.\n\n1881\n\nOrr, Georgia.\n\n—\n—\n\nPresident's Address\nThe Purpose of the Public School. James H. Smart,\nIndiana.\nLines of Advance.\nC. C. Rounds, Maine.\nThe Common-School Studies. A. J. Rickoff, Ohio.\nEducation and the Building of the State. John Eaton, District of Columbia,\nc Education and Crime.\nJ. P. Wickersham, Pennsylvania.\nSome Essentials in the Development of a School System. D. F. De Wolf, Ohio.\nThe Teacher's Work in the Development of Mental and Moral Power.—N. A.\n\n—\n\n—\n\n—\n\nCalkins, New York.\nRevision of the Common-School Curriculum.\nM. A. Newell, Maryland.\nThe Necessity for Spelling Reform. T. R. Vickroy, Missouri.\nThe Leading Characteristics of American Systems of Public Education. James\nP. Wickersham, Pennsylvania.\nMoral and Literary Training in Public Schools. J. B. Peasley, Ohio.\nThe Effect of Student Life on the Eye-Sight. A. W. Calhoun, Georgia.\n\n—\n\n—\n\n——\n\n"}
{"page": 577, "printed_page": null, "text": "— — —— —\n\n——\n\n—— ——\n\n—\n\nTITLES OF PAPERS AND DISCUSSIONS\n\nSessions]\n\n565\n\nThe Kindergarten.— Mrs. Louise Pollock, District of Columbia.\nAn Evening in Wonder-Land (Yellow Stone Park). Wm. L. Marsh.^ll,\nMassachusetts.\n\n—\n\nThe Century and the School. ^F. L. Soldan, Missouri.\nThe Lessons of the International Educational Congress\nH.VRKis,\n\n1882\n\nBrussels.\n\nat\n\n— W. T.\n\nMissouri.\n\nGustavus J. Okr, Georgia.\nPlace and Work in the .\\merican System of Education.\n\nPresident's .\\ddress.\n\nThe University:\n\nIts\n\nT. Tapp.vn', Ohio.\n\n— E.\n\n—\n\nSelf-Consciousne.ss in Education.\nRev. E. T. Jkffers, Pennsylvania.\nCountry Schools. JaS. P. Sl.'^DE, Illinois.\nThe Eoundation Principles of Education by the State. Samuel Barnett, Georgia.\nSecularization of Education.\nW. W. Foi.well, Minnesota.\nIs the Prize System, on the Whole the Best for Colleges?\nJ. H. Carlisle,\nSouth Carolina.\nThe Delsarte Philosophy of E.xpression. Moses True Browt^, Massachusetts.\n.\\ Memorial Paper on the Death of Professor W. D. Henkle.\nW. H. Venable,\n\n—\n\n—\n\n—\n\nOhio.\nOral Instruction. Larkim Dunton, Massachusetts.\nReport on a National Council of Education. Thos. W. Bicknell, Massachusetts.\n\n1883\n\nPresident's Address\n\n— Examination of Teachers. — E. T. Tappan, Ohio.\n\nWhat Has Been Done for Education by the Government of the United States ?\nJoH.v Eatox, District of Columbia.\nManagement of Public Schools. J. L. Pickard, Iowa.\nIntellectual Growth and Its Relation to Methods of Instruction.\nG. Stanley\n\n—\n\n• City Systems of\n\nHall,\n1884\n\n—\n\nMaryland.\n\nPresident's Address\n\n— Review of ICducational\n—\n\nI'rogress.\n\nThos. W. Bicknell,\n\nMassachusetts.\nCitizenship and Education.\nJ. L. M. Curry, Virginia.\nEducation in the Northwest. Wm. F. Vilas, Wisconsin.\nEducation at the South. Robert Bingham, North Carolina; Albert Salisbury, Georgia; Wm. H. Crogman, Georgia; Rev. A. D. Mayo, Massachusetts;\nBooker T. W.\\shingtox, Alabama.\nNeeds in .\\mcricari Education. Miss Eva D. Kellogg, Massachusetts.\nThe Constant in Education. B. A. Hinsdale, Ohio.\nWoman's Work in Education. Mrs. May Wright Sewall, Indiana.; Miss\nLouisa Hopkins, Massachusetts; Miss Frances Willard, Illinois; Miss\nClara Conway, Tennessee.\nEducation of the Indian. S. C. Armstrong, Virginia; John Eaton, District\n\n—\n\n—\n—\n\n—\n\nof Columbia.\n\n—\n—\n\nin Teaching.\nJ.\nW. Dickinson, Massachusetts.\nRelation of the .Art to the Science of Education.\nW. T. Harris, Massa( husetts.\nWhat Children Know. J. M. Greenwood, Missouri.\n\nMethod\n\n1885\n\nPresident's .\\ddress\n\n—\n\n—Changes\n\nin\n\nEducation.\n\n—\n\n-F.\n\nLouis Soldan, Missouri.\n\nThe Ideal School-Master. Thomas J. Morgan, Rhode Island.\nThe Public SchcKtls and Morality. J. W. Stearns, Wi.sccjnsin.\nPsychological Inquiry.\nW. T. Harris, Mas.sa( hu.setts.\nHow to I-earn. Rev. A. D. Mayo, Mas.sai husetts.\nThe Child's Environment. Miss Clara Co.nway, Tenne.s.sce.\nPhysits in Common Schools.\nCharles K. Wead, Michigan.\nCivil Service Reform and the Public Sch(K)ls. — H. Randall Waite, Ma.s.sa( husetts.\nTeaching iis a Business for Men. C. M. Bardee.n, New V'ork.\nThe Apjjrenticeship System ami (he Public Schotils. Thos. Hampson, District\n\n—\n\n—\n\n—\n\n—\n\nof Columbia.\nRejMirt on the Higher Education of Women.\n\n— Mrs. M\\v Wricht Si-wai\n\ni\n\n;\n\nW. T.\n\nHarris; W. E. Sheldon.\n\n1886\n\nl'rcsi<lcnt's\n\nAddn^ss —<^)ur Edu< aiional N'eeds\n\nfor the\n\nI'ulurc.\n\nNew Vurk.\nScientific\n\nTemperance\n\nInstruction in the I'ublic\n\nSc 1um)Is.\n\nN.\n\n— Mrs.\n\n.\\.\n\nJ.\n\nCalkins,\n\nI'',.\n\nIoster,\n\nIowa.\n\nThe Effects of Alcohol on the Human System.\n\nA.\nBcjydkn, Massac huselLs.\nEducational Cure of .Morninnism.\nA. E. Winship, Mas.sac husetts.\n(\nMcjral Training in the Public Sc IhmiIs.\nE. E. Whiti\n)hio.\n.Some Serious Errors in Teaching.\nL. R. Klemm, Ohio.\nCm.\n\n'I'he\n\n—\n\n,\n\n"}
{"page": 578, "printed_page": null, "text": "—\n\n——\n\n—— ———\n\n—— — —— — —\n\n—\n\nNATIONAL EDUCATIONAL ASSOCIATION\n\n566\n\n[General\n\n—\n\nOther Errors in Teaching. J. M. Greenwood, Missouri.\nEducation in Louisiana. Wm. Preston Johnston, Louisiana.\nThe Result of Education in the Indian Territory. Robt. L. Owen, Indian Territory.\nThe Education of the Chinese. Rev. S. L. Baldwin, late missionary in China.\nEducation of the Mexican. W. H. Ashley, New Mexico.\nEducation among the Colored People. W. H. Bartholomew, Kentucky.\n\n—\n\n—\n\n—\n\n1887 The Problem of the Day. Richard Edwards, Illinois.\nThe Psychological and Pedagogical Value of the Modern Methods of Elementary\nCulture\n\n—\n——\n\nThe Socratic Element. J. W. Stearns, Wisconsin.\nThe Objective Element. J. W. Dickinson, Massachusetts.\nThe Scientific Element. F. L. Soldan, Missouri.\nThe Natural or Developing Element. W. N. Hailmann, Indiana.\nThe Art and Method of Questioning Adapted to Ordinary School Work.\nGreenwood, Missouri.\n\n—\n\nExaminations as Tests for Promotion in Public Schools.\n\n—H.\n\nS.\n\n—\n\nTarbell,\n\nJ.\n\nM.\n\nRhode\n\nIsland.\n\nMethods of Conducting Examinations in Ordinary School Work.\n\nAaron Gove,\n\nColorado.\nEducational Influence and Results of the Ordinance of 1787. Wm. E. Sheldon,\nMassachusetts.\nHistorical Bearings of the Ordinance of 1787 upon the Problems of Social and\nI. W. Andrews, Ohio.\nPolitical Life in the United States.\nLessons of the Ordinance of 1787 as to the Future Educational Policy of Our\nGovernment. J. L. Pickard, Iowa.\nGeneral Influence and Results of Opening the Northwest Territory. B. A. Hinsdale, Ohio; Thos. A. Banning, Illinois.\nRev. Jas. B. Angell, Michigan.\nRelation of the University to Public Education.\nJ. W. Strong, Minnesota.\nRelation of the Christian College.\n1. 1. Hopkins, Georgia.\nRelation of Technological Schools to Pubhc Education.\nRelation of University, College, and Higher Schools to Public Education. T. H.\nMcBride, Iowa.\nThe Means and Ends of Culture to Be Provided for the American People beyond\nJ. H. Vincent, New York.\nthe Ordinary School Period.\nEvening Schools. A. P. Marble, Massachusetts.\nThe School and the Library. T. J. Morgan, Rhode Island.\n» Manual Education in Urban Communities.\nFrancis A. Walker, Massachusetts.\nKinds of Schools for Manual Training. Miss L. A. Fay, Massachusetts.\nThe Function of the Public School. C. M. Woodward, Missouri.\nHow to Spread True Information concerning School Education. Henry S.abin,\nIowa.\nHow to Teach Parents to Discriminate between Good and Bad Teaching. Mrs.\n\n—\n\n—\n\n—\n\n—\n\n—\n\n—\n\n—\n\n—\n\n—\n—\n\n—\n\n—\n\n—\n\nElla F. Young, lUinois.\nHow to Awaken an Interest for Good Teachers. —-W. W. Parsons, Indiana.\n1888\n\nLiterature in the Reading Courses of the Public Schools.\nHorace E. Scudder, Massachusetts.\n(i) The Place for Such Reading.\nLeRoy Halsey, Michigan.\n(2) Practical Methods of Using Literature.\nMiss Mary L. Beecher, Tennessee.\n(3) Value of a Taste for Good Literature.\nOught Young Girls to Read the Daily Newspapers ? W. T. Harris, Mas-\n\n—\n\n—\n\nsachusetts.\n\nHow Can Our Schools Best Prepare Law-abiding and Law-respecting Citizens ?\nThe Most Valuable DiscipHne to This End. Duncan Brown, Kansas.\nThe Most Valuable Culture. Joseph Baldwin, Texas; Geo. H. Atkinson, Oregon, and B. F. Tweed, Massachusetts.\n\n(i)\n(2)\n\nThe Schools Fail to Teach Morality or to Cultivate the Religious Sentiment.\nJohn W. Cook, Illinois,\nThe Schools Fail to Give a Reasonable Mastery of Subjects Studied. Miss LiLLlE\n\n—\n\nJ.\n\nMartin, Indiana.\n\nJohn O. Irish,\nMassachusetts.\nThe Psychological View of Practical Education. James H. Baker, Colorado.\nThe Popular View Education as a Preparation to Earn a Living. R.K.Buehrle,\nPennsylvania.\nWhere Should General Education End, and Where Should Special Education\nBegin ? J. M. Greenwood, Missouri.\nThe Schools Fail to Give a Proper Preparation for Active Life.\nCalifornia;\n\nW. E. Sheldon,\n:\n\n—\n\n"}
{"page": 579, "printed_page": null, "text": "——\n\n— —\n\nTITLES OF PAPERS AND DISCUSSIONS\n\n567\n\n—\n\nSessions]\n\n——— ——\n\n—\n\n—\n\nThe General Fumlion of the State, in Relation to School Books and Appliances.\nJohn Swf.tt, California.\n\n1888\n\nIf\n\nThere Should Be an Uniformity of Te.xtbooks, Should It Be ((/) by Slate Conor by Slate Decree ? .\\. P. M.vrble, Massachus-\n\n—\nShould the State Furnish Books and Appliances Free — R. W. Stevenson, Ohio.\nFree Textbooks for Free Schools. Thos. Tash, Maine.\nCornell, Colorado; Homer B. Spr.\\gue,\nStale I'niformity of Textbooks. — L.\nDakota.\nThe True .\\nierican Idea of Lalx)r. — W. N. .\\ckley, Rhode Island.\ntract, {b) State Publication, (c)\nsetts.\n\n?\n\nS.\n\nWhat the Public School Should Teach the American Lalx>rer.\n\nGeo. II. HuwisoN,\n\nCalifornia.\n\nSpeci.\\l Addresses, during the Meetings\nNew Plan for Educating Ilindoo Women. The Pundita Ramabai, India.\nEdna SxELL Paulson, California.\n.Aims of the Del Sartean I)i.s( i|)les.\nThe Working of a Teachers\" .Aid Society. Miss Nellie E. Owens, California.\n\n—\n—\nCalifornia. —\nD. Stevenson, California.\nThe First Free School\n1889 Reports on Educational Exhibits, San Francisco. —W. T. Harris and others.\nGeneral Subject — Manual Training.\nin\n\nJ.\n\nThe Results of the St. I^)uis Manual-Training School.\nMissouri.\n\n(i)\n\n(2)\n\n(3)\n\n— C. M. Woodward,\n\n—\n\nThe Intellectual \\'alue of Tool Work. W. T. Harris, Massachusetts.\nThe Value of Tool Instruction, as Related to the Active Pursuits in Whii\n\n—\n\nMay\n\nli\n\nSubsequently lOngagc. S. 11. Peabodv, Illinois.\nH. A. Wise,\n(4) Manual Training in the Primary and Grammar Schools.\nMaryland.\nShould .Americans Educate Tlieir Cliildrcn in Dcnoniinalional S( liools ?\n(i) Cardinal Gibbo.n'S, Maryland.\n(2) Bishop JoH.v J. Keane, District of Colunil)ia.\n?\nEdwin 1). .Mkad,\n(.5) Has the Parochial School a Proper Phue in .\\merica\nPupils\n\n—\n\nMassachu.'ietts.\n(4)\n(5)\n(6)\n\nResponse to Mr. Mead, by Bishop John J. Kea.ne, District of Columbia.\nPublic and Parochial .Schools.\nJohn Jay, New York.\nThe Legal Status of the Public Schools. A. S. Draper, New York.\n\n—\n\nA National University.\n\nWm. A. Mowry, Massachusetts.\n\nEducational Progress of the Colored People\n\nin\n\nthe South.\n\nJoh.v H. Burrus,\n\nMissis.sipjji.\n\nThe Culture Value of the History of Education. -B. A. Hinsdale, Michigan.\nThe Pradiial \\'alue of the History of I'.ducation. W. H. Paynf;, Tennessee.\n\n—\n\n—\n\nG. Williams, New 'S'cjrk.\nOhio Valley. W. H. \\'enable, Ohio.\nGeo. Howland, Chicago, Illinois.\n\n\\'alue to Teachers of the History of Education.\n\nS.\n\n—\nLiterature for Children\nthe PVonl. — Mi.ss Mary E. Burt,\nthe High Sihools. — Miss Minnie C. Clark, Mi.ssouri.\nLiterature\nObservation and Experiment\nPedagogical Inquiry Essential. — E. K. Russell,\nMa.ssachu.setts.\nSounrl Blindness. — Miss Sarah E. Wiltse, Michigan.\nFirst Schwjis in the\n\nThe Recitation.\n\nIllinois.\n\nto\n\nin\n\nin\n\nHonorary Degrees, as Conferrefi in .Xnierican Colleges.— (\"has. V. Snhiil Tennessee.\n\\\n\nThe Problem of the Hour.— Alexander Hogg, Texas.\n\n—\n\n.'\\.\nEducation and the Republic\nS. CoLYAR, Tennessee.\nTeaching of Patriotism in Public Schools.— Geo. W. E. Price, Tennessee.\nHenry B. CarRINGTON, Massac husetts.\nHistory, a Patricitic Force in the School.\nW. A. Candler, Georgia.\nEducational Progress in the South since 1865.\n1890 Forms of Discij)line, and Discii)line of Forms.~K. L. Wiggins, Tenne.s.see.\nGeo. P. Brow.v, Illinois;\nRrfKirt -Pedagogical ancl Psychological Olxservation.\nW. T. Harris, Massachusetts.\n.\n\n—\n\nRelatictn of Instruction to Will-Training.— Charles DeGarmo, Illinois.\n^'ork.\nExaminations as Tests for Promotion.- W. H. M.xxwell,\n\nNew\n\nMiss Ada M. Eaughlin, Minnesota; Miss\nFi.cjRA Pennel, Illinois; Mrs. Hannah J. Carter, New York; MLss Christine\nSullivan. Ohio; Mi.ss Josephine C. Locke, lllinoi.s, and Mrs. Mary D. Hicks,\n\nThe Mc,ral N'alue of Art Eclucation.\n\nMa.ssarhu.scUs.\n\nThe White Cros.<c Movement in Edui alion.- Miss Frances E. Willard, Illinois.\nSuite .Schools and Parish .Schools- Is Union Ix-twecn\n\nJohn Ireland, Minnesota.\n\nThem ImjHissible ? — Bishop\n\n"}
{"page": 580, "printed_page": null, "text": "——— ———— ————\n\n—————\n\nNATIONAL EDUCATIONAL ASSOCIATION\n\n568\n\n—\n\n——\n\n[General\n\nCompulsory Laws, and Their Enforcement. Oscar H. Cooper, Texas.\nThe Correlation of Subjects in Elementary Programs. J. W. Stearns, Wisconsin.\nThe Place and Function of the Agricultural College. D. L. Kiehle, Minnesota;\nLewis McLouth, Dakota.\n\n1890\n\n——\n\n'\n\n1891\n\nOrganization and System against Originality and Individuality on the Part of\nTeacher and Pupil. Henry Sabin, Iowa.\nUniversity and School Extension.\nW. T. Harris, District of Columbia.\nA Problem in Civilization. H. W. Blair, New Hampshire.\nThe Race Problem. A. A. Gunby, Louisiana; Rev. J. C. Price, North Carolina.\n\n—\n\n—\n\n—\n\nThe School of the Future.\n\n-Francis W. Parker, IlHnois.\n\n— R. Preston, Mississippi. Discussion.\nHistorical Sketch of the National Education Association. —\nRichards, District\nTeaching Patriotism.\n\nJ.\n\nZ.\n\nof Columbia.\n\n—\n\nPresent Status of Education in the U. S. W. T. Harris, District of\nColumbia.\nThe Educational System of Ontario. Geo. W. Ross, Minister of Education in\n\nThe\n\nOntario.\nSpelling Reform.\n\n—\n\nH. W. Brewster, Minnesota.\nAnother paper on the same subject. T. R. Vickroy, Missouri.\nA Year in a German Model School. Miss Julia S. Tutwiler, Alabama.\nA Basis for Ethical Training in Elementary Schools. Chas. DeGarmo, Penn-\n\n—\n\nsylvania.\n\n—\n\nM. E. Gates, Massachusetts.\nElementary Education in England. Wm. Clark, Canada.\nThe Professional Training of Teachers. D. J. Goggin, Manitoba.\nEducational Propaganda. A. J. Rickoff, New York.\nThe Independent District System. John A. MacDonald, Kansas.\nMiHtary Education in the United States. Allen Allensworth, New Mexico.\nIndian Education. Dr. Oronhyatekha, Canada.\nIn Search of an Education.\nMomolu Massaquoy, Africa.\nThe Influence of the Public School, Nationally and Internationally. Rev. Geo.\nThe Profession of Teaching for Light and Power.\n\n—\n\n—\n\n—\n\n—\n\nM. Grant,\n\nOntario.\n\nReport of Committee on Exhibits.\n\nJohn E. Bradley, Minnesota, Chairman.\n\n1892 Address of Welcome to President Benjamin Harrison.\nResponse by President Harrison.\nGreeting from Dominion Educational Association. Dr. Inch, Canada.\nTwenty Years' Progress in Education. W. T. Harris, District of Columbia.\nAmericanism in the Public Schools. Francis Bellamy, Massachusetts.\nDr. William Pepper\nRelation of Undergraduate to Post-Graduate Curricula.\n\n—\n\n—\n\n—\n\nPennsylvania.\nUndesirable and Desirable Uniformity in Schools.\n\nCharles W. Eliot, Massa\n\nchusetts.\n\nEthical Culture in the Kindergarten.\nIrwin Shepard, Minnesota.\nMrs. Delia\nEthical Culture in Elementary and Secondary Schools.\n\n—\n\nLathrop\n\nWilliams, Ohio.\nEthical Culture in the College and University.\nJames H. Canfield, Nebraska.\nReport on the World's Educational Congress. W. T. Harris, District of Columbia.\nUniversity Education.\nRichard H. Jesse, Missouri.\nEducational Equipoise. Mrs. Frances W. Leiter, Ohio.\nTeaching Current Events in School. E. O. Vaile, Illinois.\nLiterature for Children.\nGeorge E. Hardy, New York.\nHamilton W, Mabie, New York.\nLiterature for Teachers.\nRepresentation of Educational Systems at the World's Exposition. Albert G.\n\n—\n\n—\n\n—\n\nLane, IlHnois.\n\n—\n\nThe World's Congresses of 1893. C. C. Bonney, Illinois.\nThe Duty of the State in Relation to the Kindergarten. Andrew S. Draper, Ohio.\nThe Harmony between Control and Spontaneity. James L. Hughes, Ontario.\nTo What Extent Can a Public-School System Be \"improved by Legislation ?\nL. E. Wolfe, Missouri.\nL. H. Jones, Indiana.\n> The School and the Criminal.\nThe Organization of American Education. William Devvitt Hyde, Maine.\n\n—\n\nScientific Value of Physical Culture.\n\n— A. B. Poland, New Jersey.\n\n1893 The Relation between Educational Methods and Educational Ends.\nKeane, District of^Columbia.\n\nJohn J.\n\n"}
{"page": 581, "printed_page": null, "text": "———\n\n—\n\nT1TLE3 OF PAPERS AND DISCUSSIOXS\n\nSessions]\n\n1893\n\n— —— ——————— ———— ——\n\n—\n\nLegal Education in the United States.\n\n569\n\n—L. Dimscha, Russia.\n— M. G.^hrikl Comi'AYRE, France.\n\nThe Present Situation of Education in France.\n.\\\n\nPerfect Physical Education Is Indispensable in Order to Produce an Ideal\nEducation.\nL. M. Torngrk.n, Sweden.\n\n.\\ddrcss.\n\n—\n— M. Ergr.vff Kovalkvsky, Russia.\n\nJoseph Peter \\'arela and the Progress of Education in Uruguay. .\\i.bkrto GtniKZ\nRu.^.xo, Uruguay.\nPresent Condition of the Public Schools of Uruguay. Alberto Gomkz Ruanu,\nUrugua)'.\n\nEdward Osterberg, Sweden.\n\nTraining of Teachers in High Schools in Sweden.\n\n1894 The Educational\n\nE.xhibit at the\n\nColumbian\n\nE.xposition.\n\nSelim H. Peabody,\n\nNew York.\nThe Organizers of the Nation and Education. Austin Scott, New Jersey.\nThe Ethical Element in Literature, and How to Make the Most of It in Teaching.\nJ.\n\nA. McLell.ax, Ontario.\n\nRhythm in Education.\n\n— G. Stanley Hall, Massachusetts.\n\nProfessional Training of Teachers in Normal Schools.\nJohn W. Cook, IMinois.\nProfessional Training of Teachers in Colleges.- S. G. Williams, New York.\nProfessional Training of Teachers in Summer Schools.\nE. E. White, Ohio.\nProfessional Training of Teachers by Educational Publications.\nJohn A. Mac-\n\n—\n\nDonald, Kansas.\nImprovement of City-School Systems.\n\n—\n\nHenry P. Emerson, New York.\n\nThe Influence of the Higher Education of a Country upon Its Elementary Schools.\nW.M. T. Harris, District of Columbia.\nEducation.\nC. K. Ad.\\ms, Wi.scon.sin.\nWhat Makes What Mars, the Teacher? Corinne Harrison, Virginia.\nPractical\n\n—\n\n—\n\nThe Feasibility of Modifying the Programs of the Elementary and Secondary\nSchools to IVIect the Suggestions in the Report of the Committee of Ten.\nJames C. Mackenzie, New Jersey.\nDiscu.ssion of Reports of Committee of Ten\nLatin.\nJohn T. Buchanan, Missouri.\nEnglish.\nA. F. Nightingale, Illinois.\n\n—\n\nFrank M. McMurry,\n\nHistory.\n\nMoral Training thru the\nvania.\n\nCommon\n\nIllinois.\n\nCharles DeGarmo,\n\nBranches.\n\nPenn.^yl-\n\n—\n\nG. St.vnley Hall, Massachusetts.\nEducation of Colored People in the South. Richard R. Wright, Georgia.\nEdward Brooks, PennProfessional r)bligations and Duties of the Teacher.\nChild-Study.\n\nsylvania.\n\nLaboratory Methods in Elementary Schools. Charles B. Scott, Minnesota.\nThe Higher Use of Nature-Studies. Miss N. Cropsey, Indiana.\nX Horace Mann's Country School.\nHenry Sarin, Iowa.\nThe Study of Literature. Richard G. Moulton, Illinois.\nMemorial .Address George Howland. ALBERT G. Lane, Illinois; J. L. Pickard,\n\n—\n\n—\n—\n.Memorial\n— Kli/abeth Palmer Peabody. — Wm. E. Sheldon, Ma.ssachusells.\nMemorial\n— M. .Mcxanrkr Newell. Sarah E. Richmond, Maryland.\nMonroe, California.\nMemorial Adfiress—Leland Stanford. Will\nMemorial Address — Emily Marweflel. Elizabeth Harrison,\nCalif<jrnia;\n\nJohn W. Cook, Illinois.\n\n.Afldress\n\n.AdfJress\n\nS.\n\nIllinois.\n\nMemorial Address -John S. Crombie— John E. Bradley.\n\nRay Greene Huling,\n\nMa.ssa( hu.setts.\n\nMemorial Afidress- Kobert Allyn.— EinviN C. Hewett, Illinois.\nMemorial Address Robert Widlace Stevenson. E. E. Whitk, Ohio.\n\n—\n\n1895\n\nF'hysiral Training. -\n\nEdward F. Hermanns, Colorado.\n\n—\n\nAddress— What Knowledge Is of Mo.st Worth? Nl( holas Mukkay\nButler, New York.\nThe Next Step in the Edu<alion of the Indian.— W. N. Hailmann, Dislrii of\nColumbia.\nThe Print if)lcs ui)on Whi< h the Co-ordination of Studies Slimild Pnweed.\nI'rcsident's\n\nt\n\nCharles iJEtiARMo, Pennsylvania.\nWhat Has Been A( <>niplish<-d in Co-ordin;iliori in the I'iihl i>f .X.itural S( irn( e.\nWilbur S. Jackman, Illinois.\nWhat Has Been .Accomplished in Co-ordinalinn in ilic iicld <<( History and Litera(\n\nture.\nChaki.es A. McMiirry, Illinois.\nEducation According to Nature. William\n\nII.\n\nPayne, Tennessee.\n\n"}
{"page": 582, "printed_page": null, "text": "——————————— —— —— ——————— — —\n\n——\n\nNATIONAL EDUCATIONAL ASSOCIATION\n\n570\n\n—\n\n——\n\n[General\n\nCharles R. Skinner, New York.\nGeorge H. Martin, Massachusetts.\nThe Study of American History as a Training for Good Citizenship. J. Baldwin,\n\nThe Education of Public Opinion.\n\nNew Standards of Patriotic Citizenship.\nTexas.\n\n—\n\n—\n\nThe Ethical Element in Patriotism. A. P. Marble, Nebraska.\nThe Effect of the Theory of Evolution on Education. Joseph LeConte,\nCalifornia.\n\nWm. L. Bryan, Indiana.\nScience and Education.\nThe Instruction and Improvement of Teachers Now at Work in the Schools.\nArvin S. Olin, Kansas; Earl Barnes, Cahfornia, and L. H. Jones, Ohio.\nThe Relation of Geography to History. Edward Channing, Massachusetts.\nEducation Values. James H. Baker, Colorado.\nReport of the Committee on Necrology. C. W. Bardeen, chairman.\n\n—\n\n1896\n\nHorace Mann. Wm. T. Harris, District of Columbia.\nHorace Mann at Antioch College. W. A. Bell, Indiana.\nPresident's Address\nDo Our Public Schools Meet Reasonable Expectations ?\n\n—\n\n—\n\nNewton C. Dougherty, Illinois.\nDemocracy and Education. Nicholas Murray Butler, New York.\nAmerican Literature. Brander Matthews, New York.\nThe Teaching of English Literature, with Special Reference to Secondary Schools.\nW. P. Trent, Tennessee.\nMrs. Ella F. Young, Illinois.\nLiterature in Elementary Schools.\nSchool Out of School. John H. Vincent, New York.\nNature-Study and Moral Culture. David Starr Jordan, California.\n\n—\n\n—\n\nNature-Study. O. S. Westcott, Illinois.\nThe Function of Nature in Elementary Education.\n\n—M. G. Brumbaugh, Penn-\n\nsylvania.\n\n—\n\n•\n\nThe American Public School. Stewart L. Woodford, New York.\nThe Teacher and the School. John Lancaster, Illinois.\nDemands of Sociology upon Pedagogy. Albion W. Small, Illinois.\nThe Pupil as a Social Factor. Earl Barnes, California.\nCountry Schools and Country Roads. Roy Stone (United States Engineer).\nThe General Government and Popular Education. Andrew S. Draper, IlHnois.\nThe Influence of the Negroes' Citizenship. Booker T. Washington, Alabama.\nMemorial Addresses\n\n— Constituting the Report of the Committee on Necrology\n\nfor i8g6.\n\nNorman A. Calkins.\n\nHorace H. Tarbell, Rhode Island; Edwin C. Hewett,\n\nIllinois.\n\nWilliam E. Sheldon, Massachusetts.\n\nDaniel B. Hager.\n\nJohn Kraus. Horace S. Tarbell, Rhode Island.\n1897 President's Address The Best Education for the Masses. Charles R. Skinner,\nNew York.\nThe Study of History in Our Public Schools. Newton C. Dougherty, Illinois.\nData of Method. James M. Green, New Jersey.\nThe Co-operation of Women's Clubs in the Public Schools. Mrs. Ellen M.\nHenrotin, Illinois.\nEducation from a Publisher's Standpoint. Oilman H. Tucker, New York.\nEducation of the Deaf. Alexander Graham Bell, District of Columbia.\nForeign-born Children in the Primary Grades. Jane Addams, Illinois.\nTom and His Teachers. Bishop John H. Vincent, New York.\nThe Need of Enhanced Material Support for the Rural Schools. B. A. Hinsdale, Michigan.\nW. T. Harris, District of ColumClassification and Instruction in Rural Schools.\n\n—\n\n—\n\n—\n\n—\n\n—\n\nbia.\n\nThe Kind of Supervision Most Needed.\nIntellectual Needs of Rural Schools.\n\nHenry Sabin, Iowa, ..hairman.\n\n—D. L. Kiehle, Minnesota.\n\nThe March of the Ideal. Clinton Scollard, New York.\nHas the Heart of This People Changed towards Its Schools ?\nPearse, Nebraska.\nEducational Extremes.\n\nCarroll\n\nC.\n\n— O. T. Corson, Ohio.\n\nWhat Not to Do. Estelle Reel, Wyoming.\nThe Educational Outlook. William B. Powell, District of Columbia.\nShall American Hi.story Be Taught in Cross-Sections or in Parallels ? James M.\nGreenwood, Missouri.\nSome Tendencies of Modern Education. James A. Foshay, California.\n\n"}
{"page": 583, "printed_page": null, "text": "——————\n— — —— ————\n\n—\n\n—\n\n— —\n\nTITLES OF PAPERS AND DISCUSSIONS\n\nSessions]\n\nThe Twentieth-Century Sehool.\nWinners of Men.\n\n—\n571\n\nJames L. Hughes, Ontario.\n\nJ.\\.mes H. C.\\nfield,\n\nOhio.\nLines of Growth in Maturing. Rkh.^ku G. Boone, Michigan.\nHigher Education in the South. Geokce T. Winston, Texas.\nThe Democracy of Learning. Lv.\\i.\\n .\\hhott, New York.\n\n1898\n\n—\n\n—\n\nPresident's .\\ddress\nEducational Tendencies. J. M. Greenwood, Missouri.\nLife and Character of Edward Austin Sheldon.\nCh.\\rles R. Skinner, New York.\nThe Essentials in United States History to Be Taught in l-Ilenientary Schools.\n\nWilbur E. Gordy, Connecticut.\nThe Essentials in United States History to Be Taught in Secondary Schools.\n\nHomer H. Seerley, Iowa.\nThe Essentials of English Composition for Elementary Schools. Edw.\\rd R.\nShaw, New York.\nThe Essentials of English Com{)osition to Be Taught in Secondary Schools.\nC. C. Thach, .\\labama.\nAmerican Universities and the National Life. .Andrew S. Draper, Illinois.\nOur Educational E.xhibit at the International E.xposition in Paris in 1900. W.\n\n—\n\nT. H.^rris, District of Columbia.\nThe Educational Outlook. W. W. Stetson, Maine.\nInfluence of Environment on the Development of United States History.\nJ.\\CQUES\nW. Redway, New York.\nThe Geospheres. W. J. McGee, District of Columbia.\nMinor Mental Abnormalities in Children as Occasioned by Certain Erroneous\nSchool Methods. W. O. Krohn, Illinois.\nThe Latest Practical Discoveries in Biological Science and Their Bearing on\nEducation.\nN. A. Harvey, Wisconsin.\nThe Culture \\'alue of Higher Mathematics. W. B. Smith, Louisiana.\nThe Constants in Mathematics. Edward Brooks, Pennsylvania.\nErank\nIs the Science of Mathematics Qualitative as Well as Quantitative ?\nH. Hall, Illimjis.\nThe Educational Value of Geometry. Kelly Miller, District of Columliia.\nThe Scjcial Basis of Conscience. Josiah Royce, Massachusetts.\nThe Duty of the State in Education. E. E. White, Ohio.\nThe Deaf and Their Possibilities. E. M. Gallaudet, District of Columbia.\nEducation and Gold in .Alaska. John Eaton, District of Columbia.\nLessons from .American Educational History. A. D. Mayo, Massachusetts.\nThe Duties and Privileges of the Supervisor. Sarah Louise Arnold, Massa-\n\n—\n\n—\n\n—\n—\n\n—\n\n—\n\n—\n\n—\n\nchu.setts.\n\nWomen's Clubs as an Educational Factor. Margaret J. Evans, Minnesota.\nThe Child's Course of Study or the Teacher's— Which ? Sarah J. Walter,\nConnecticut.\n\nThe Teacher as a Traveler.— LiLLlE A. Williams, New Jersey.\nDemocracy and Education. ^Edwi.n P. Seaver, Mas.sachusetts.\nJ. F. Millsi'AUGH, Utah.\nSociology's Demand upon the Schools.\nBetween Day S( hool and Reform School. Carroll G. Pearse, Nebra.ska.\nThe Proper Educ ation of an Ameri( an Citizen. G. N. Grisham, Missouri.\n\n—\n\n—\n\nThe S( hool of the Future. A. E. Winship, Ma.s.sachuselts.\nThe Larger Lniversily Idea. Elmer E. Brown, California.\nHenry Sabin, Iowa, chairman.\nRefK>rt of the Committee on Necrology for i8<;8.\nAddresses i>{ Welcome and Resi>onses.\niimialkt Oram\n1899 I'resident's .Address— Work and Influenie of the .Assot iation.\ni'.i\n\nLyte, Pennsylvania.\nAn Educational I'olicy for Our New Po.s.se.ssions. - \\\\ T. Hakims, Distritt of\nColumbia.\nThe Edu( ational Problem in Hawaii. Henry S. Townsend, Hawaii.\nThe .Average Scholarship of the .Average F'upil. Frank Kigi.er, Oregon.\nWill S. .NIonrok, Massat hu.setls.\nFatigue among S( hool (hildrcn.\nSome Fundamentals in Teac hing. L. D. Harvey, Wi.stonsin.\nQuo Vadimus? Mrs. Helen L. Grenfell, Colorado.\nThe United States E.xhibit at Paris.- Howard J. Rogers, New Nork.\n.\n\n—\n—\n\nElmer F;. Brown, California.\nArt in Education.\nThe Religious Element in the Formation of Character.\n\n(iEokgi, Mc»ntc;c).\\m.ry,\n\nI>>s Angeles, California.\n\nThe Dev(loj)menl of M>iral Character. C. W. A. LUCKEY, Nebraska.\nSydney 'I'. Skidmohe, Pc-nnsvlvania.\nEvolution and I'.ihiis.\n\n"}
{"page": 584, "printed_page": null, "text": "———— — ——————— ———————— ——\n\n————————\n\n—\n\nNATIONAL EDUCATIONAL ASSOCIATION\n\n[General\n\n1\n\n572\n\n—\n\nThe Scholar and the State. R. H. Wi bst. r, California.\nGrowth of Confidence between High Schools and Colleges.\nsippi.\n\nThe Spirit of the Classics.\n\n.\n\n— R. B. Fulton, Missis-\n\n—\n\nMrs. Josephine Heermans, Missouri.\nLet Pupils Be so Classified as to Allow Unrestricted Progress or Unlimited Time,\naccording to Ability. Frank J. Barnard, Washington.\nThe Outlook in Education. Nicholas Murray Butler, New York.\nThe Progress in Public Education. F. Louis Soldan, Missouri.\nUsurpation of Home by School. Aaron Gove, Colorado.\nThe Economic Interpretation of History. E. A. Bryan, Washington.\nEducational Journalism Its Tribulations and Triumphs. John MacDonald,\nKansas.\nThe Function of the Educational Press. George P. Brown, Illinois.\nAre Educational Journals Educational ? William George Bruce, Wisconsin.\nIdeal and Practical Considerations in Educational Journalism.\nOssian H. Lang,\nNew York.\n\n—\n\n—\n\n—\n\nAn Apology for the American University. David Starr Jordon, California.\nThe School in Its Relation to the Higher Life. Nathan C. Schaeffer, Pennsylvania.\nProfessional Sentiment.\nA. E. Winship, Massachusetts.\nReport of the Committee on Necrology. Edwin C. Hewett, Illinois, chairman.\n\n—\n\n—Educational Problems of the Day. Oscar T. Corson, Ohio\nWilliam Oxley Thompson, Ohio.\n— Prospects. William Rainey Harper, Ilhnois.\nContributions of Religious Organizations\nthe Cause of Education — By the\nBaptist Church. —^Osc.\\R H. Cooper, Texas.\nContributions of Religious Organizations\nthe Cause of Education — By the\n\n1900 President's Address\n\nThe Small College.\nThe Small College\n\nIts\n\nto\n\nto\n\nCatholic Church.\n\nConde B. Pallen, Missouri.\n\nThe State University. -Joseph Swain, Indiana.\nThe Problem of the South. Booker T. Washington, Alabama.\nThe Problem of the Grades Discipline. Gertude Edmund, Massachusetts.\nThe Problem of the Grades Classification and Promotion. Elizabeth Bu-\n\n—\n—\nchanan, Missouri.\nThe Problem of the Grades — Instruction. — Mrs. Alice Woodworth Cooley,\nMinnesota.\n\nThe Influence of Music upon National Life. Arnold J. Gantvoort, Ohio.\nThe Influence of Poetry in Education. William M. Beardshear, Iowa.\nThe Value of English Literature in Ethical Training. Reuben Post Halleck,\nKentucky.\nEducational Principles AppHed to the Teaching of Literature. Martin G. Brumbaugh, Pennsvlvania.\n\"What Manner of Child Shall This Be?\"~G. R. Glenn, Georgia.\nClosing Address.\nA. P. Montague, South Carolina.\n\n—\n\n1\n\n90\n\n—\n\nPresident's Address The Duty of the National Educational Association in Shaping Public Educational Opinion.\nJames M. Green, New Jersey.\nProgress in Education.\nJ. L.^ncaster Spalding, Illinois.\n?\nWhat Is a Fad\nF. Louis Soldan, Missouri.\nIs the Curriculum Overcrowded ?\nJames H. Van Sickle, Maryland.\nHow Early May Handwork Be a Part of School- Work ? Charles R. Richards,\n\n—\n\n—\n\nNew York.\n\n—\n\nThe School and the Library The Value of Literature in Early Education.\nFrederick M. Crunden, Missouri.\nSome of Our Mistakes. G. M. Grant, Canada.\nSocial Science and the Curriculum.\nGeorge E. Vincent, Illinois.\nEconomics in the Public Schools. George Gunton, New York.\nIdeals and Methods of Economic Teaching.\nFrederic W. Speirs, Pennsylvania.\nThe Teacher as a Social-economic Power.^ Reuben Post Halleck, Kentucky.\nOur National Floral Emblem. Edna Dean Proctor, Massachusetts.\nThe Educational Crisis in England. Cloudesley S. H. Brereton, England.\nThe Functions of a University in a Prosperous Democracy. Charles F. Thwing,\n\n—\n\nOhio.\nFederal and State Interest in Higher Education. Robert B. Fulton, Mississippi.\nRecent Growth of PubHc High Schools in the U. S., as Affecting the Attendance\nof Colleges.\nW. T. Harris, District of Columbia.\nThe Relation of Music to Life. Thomas Whitney Burette, New York.\n\n—\n\n"}
{"page": 585, "printed_page": null, "text": "— —— — ——— —— ———\nSessions]\n\n1902\n\n—\n\n—\n\nTITLES OF PAPERS AND DISCUSSIONS\n\n573\n\n—\n\n—\n\nAddress ^The Three H's in Education. W. M. Beardshear,\nIowa.\nSome Pressing Problems. Nicholas Murray Butler, New York.\nThe English Ideal of Education and Its Debt to America. Michael Ernest\nSadler, England.\nDevotion to Truth: The Chief Virtue of the Teacher. John Ireland, Minnesoia.\nThe Education of the American Earmer. James Wilson, District of Columbia.\nThe Home and the Higlier Education. Mrs. Carrie Chapman Catt, New ^(lrk.\nEducation in the Philipiiines. J.vcoB Gould Schurman, New York.\nHow the Scho(.)l Strengthens the Individuality of the Pupils. W. T. Harris,\nPresident's\n\n—\n\nDistrict of\n\n—\n\n—\n\nColumbia.\n\nThe Simplitication of EngHsh Spelling a Present Duty.\n\nCharles Payson Gurley\n\nScott, Pennsylvania.\nEducational \\'alue of Training in Public Speaking. Thomas C. Trueblood,\nMichigan.\nEducational Conditions and Progress in China.\nC. M. Lacey Sites, China.\nThe Ideal Normal School. Willi.vm H. Payne, Michigan.\nThe Danger of I'sing Biological Analogies in Reasoning on Educational Subjects.\n\n—\n\nA.\n\nW. T. Harris, District of Columbia.\nRound Table of State and County Superintendents.\nTopic I: Instruction in the Elements of Agriculture in Rural Communities.\nL. D. H.VRNEY, \\\\'isconsin.\nTopic II: The Einancial Phase of the Consohdation of Rural Schools.\n\nVan Mater, Indiana.\nRound Table of City Superintendents.\n\nCH.A.RLES A.\nB.\n\n—\n\nTopic I: Four Minor Duties of a Superintendent. I. C. McNeil, Wisconsin.\nTopic II: Modernizing the Course of Study. W. A. Hoster, Indiana.\nTopic III: How to Meet the People. Louis P. Nash, Massachu.setts.\nRound Table of Normal Schools and Training Teachers.\nC.\nConference A. Normal Schools.\nTopic I: What Aspects of Psychology and Child-Study Are Suitable Subjects for Instruction in Normal Schools.\nDaniel Putman, Michigan.\nTofjic II: Shall the Instruction in Psychology be Oral, or Shall a Textbook\nBe Used? Grant Karr, New York.\nConference Training Teachers.\nTopic: Criticism What Shall It Be ? James E. Russell, New York.\nProgress of Education in Porto Rico.\nM. G. Brumbaugh.\n\n—\n\n—\n\n—\n\n—\n—\n\n—\n\n—\n\nAltruism as a Law of Education. Arnold Tompkins, Illinois.\nThe High School as the People's College. G. Stanley HaLi., Massachusetts.\nCollege Graduates in Elementary Schools.— Thomas M. Balliet, Massachusetts.\nThe Psychology and Ethics of Eun. Walter B. Hill, Georgia.\nRound Table. Reciprocity in Licensing Teachers. Richard C. Barrett, Iowa.\n\n—\n\n1903\n\n—\n\nAddress The New Definition of the Cultivated Man.- Charles\nW. Eliot, Massachusetts.\nThe Present Peril to Liberal Edui ation. Andrew E. West, New Jersey.\nThe r)pportunity and Function of the Secondary School. Calvin M. Woodward,\nPresident's\n\nMissouri.\n\nManual, Trade, and Technical Edu< ation. Thomas M. Balliet, Ma.ssachusetls.\nThe I'art of the Manual-training High School in .Xmerican Education. Hk.nry\nS. Pritchett, Mas.sachusetts.\nS< Ikmj! Gardens, City School Yards, and the Surroundings of Kural Si hools.\n(')rville T. Bright, Illinois.\nSchcxjj Gardfn.s\n\n-Henry Lincoln Clapi', Ma.ssai hu.setts.\n\nSurroundings of Rural Schools. Charles R. Sklnnkr, New York.\nS< IiikjI Surroundings. -W. W. Stetson, Maine,\n'ilic Tc.K hing of Civics and GcmkI Citizenshiji in tin- Public Schools.\nR. \\\\ G.\nWkli.ini;, .N'ew York.\nMaterial for PulilicJuslifiration of City Exi)endilure on Parks and I'aikways\nEducation.- Nathan Matthews, Ma.ssac husetts.\nThe Nature-Study Movement. T-. H. Bailey, New York.\nThe Beginning and Aims cif ihe Gc-neral Education Hoard. Wai.i ack Hi'tm<ick,\nNew York.\nThe Educational Need.s of the Southern Negro. Rev. CiiAKi.ES 'I'. W.\\i Ki K,\n.\n\n—\n\nNew ^'ork.\nThe Schools c)f the Peciplc-.\n\n-Eixiar Gari>ner\n\nMurphy, .Mabama.\n\n"}
{"page": 586, "printed_page": null, "text": "— — ————— — ——\n\n— —\n\n—\n\n— ———\n\nNATIONAL EDUCATIONAL ASSOCIATION\n\n574\n\n[General\n\n—\n\nThe Need of a New Individualism. John W.Cook, Illinois.\nThe Relation of the Church to Higher Education in the United States. Edmund\n\n1904 President's Address\n\nIlhnois.\nJ. James,\nCaptain Percy Atkin, England.\nPopular Education in England.\nEducational Possibilities for the Country Child in the L'nited States.\n\n—\n\n— O.\n\nJ.\n\nKern,\n\nIllinois.\n\n——\n\nEducational Needs of the South. J. H. Phillips, .Alabama.\nEducation in the Philippines. E. B. Bryan, Indiana.\nOur Educational Creed. Z. X. Snyder, Colorado.\nThe New Departure in Secondary Education. J. J. Sheppard, New York.\nEducation in the American Navy. Casper F. Goodrich, District of Columbia.\nEducation in Porto Rico. Samuel McCune Lindsay, Porto Rico.\nThe Education of the Southern Negro. Booker T. Washington, Alabama.\nThe Place of the Small College. George A. Gates, California.\nThe Preparation of Teachers in Germany. Leopold Bahlsen, Germany.\nWhy Teachers Should Organize. Margaret A. Haley, Illinois.\nLimitations of the Superintendent's Authority and of the Teacher's Independence.\n\n—\n\n—\n\nAaron Gove, Colorado.\nAddresses at the Vesper Meetings\n\n—\n\nArt Exhibits in the Exposition. Halsey\nC. Ives, Missouri.\nAddresses at the Vesper Meetings Sculpture and Decoration at the Exposition.\nGeorge Julian Zolnay, Missouri.\nAddresses at the Vesper Meetings The Architecture of the Exposition. George\nJulian Zolnay, Missouri.\n\n—\n—\n\n1905\n\n—\n\nEducation for Efficiency. William H. Maxwell, New York.\nPresident's .Address\nThe Future of Teachers' Salaries. W. T. Harris, District of Columbia.\nThe Uses of Educational Museums. Frederick J. V. Skiff, Illinois.\nGeorge B. McClellan, New York.\nStandards of Local Administration.\nThe National Educational Purpose. Andrew S. Draper, New York.\nGeorge H.\nChild Labor and Compulsory Education The School Aspect.\n\n—\n\n—\n\nMartin, Massachusetts.\nThe Social and Legal Aspect of Compulsory Education and Child Labor.\nlin H. Giddings,\n\nFrank-\n\nNew York.\n\nThe Immigrant Child. Julia Richman, New York.\nManual Training in the Grades. Lorenzo D. Harvey, Wisconsin.\nThe Practical Utility of Manual and Technical Training. William Barclay\nParsons,\n\nNew York.\n\nFrank A. V.a.nderlip, New York.\nAddress by President Theodore Roosevelt and Responses.\nThe Economic Importance of Trade Schools.\n\n1906\n\nReport of the Joint Committee, Representing the American Library Association\nand the National Educational Association, on Instruction in Library AdminisPrepared by Elizabeth G. Baldwin, New York;\ntration in Normal Schools.\nJamfs H. C.-^nfield, New York, chairman.\nSchool Libraries.\nI.\nThe Public Library and the Public School.\nII.\n\n—\n\nIII.\n\nIV.\nV.\nVI.\nVII.\nVIII.\nIX.\nX.\n\nXI.\n\nHow to Use a Library.\nThe School Library Room.\nSelecting and Ordering Books.\nChildren's Reading.\n\nIncoming Books.\nCataloguing and Classification.\nCall Numbers, Shelf-List, Loan System.\nBinding.\nLibrary Associations.\n\nAppendix\nUseful Books.\nArticles in Periodicals.\nSummary of State Laws Relating to School Libraries.\n\nMemorial Addresses.\nJohn Eaton by Sheldon Jackson, District of Columbia.\nWilliam Raincy Harper by Harry Pratt Judson, Illinois.\nMary H. Hunt by Albert E. Winship, Massachusetts.\nAlbert Grannis Lane by John W. Cook, Illinois.\nCharles Duncan Mclver by Edwin .A. .Alderman, Virginia\n\n"}
{"page": 587, "printed_page": null, "text": "————\n\n————\n\n—\n\n—\n\nTITLES OF PAPERS AXD DISCUSSIONS\n\nSessions]\n\n1906\n\n———\n\n— ———\n\n—\n\n575\n\nThomas Blamhard StockwcU by Da\\id \\V. Hoyt, Rhode Island.\nAlbert Prcscott Marbk- by Ci.AKENCf. E. Mei.KNF.Y, New York.\n\nYears of American Education.\nElmer Ellsworth Brown, District of\nColumbia.\nHow the Superintendent May Correct Defective Classwork and Make the Work\nof the Recitation Teach the Pupil How to rrej)are His Lesson Properly.\nW. T.\nH.^RRis, District of Columbia.\nRecent International Congress at Liege. \\\\\"ill S. Monroe, Massachusetts.\nThe Teacher and the Librarian. N.^than C. Shaeffer, Pennsylvania.\nThe Educational Awakening in England. Michael Ernest Saddler,\nEngland.\nThe Teaching of Modern Languages in England. Cloudesey S. H. Brereton,\nEngland.\nSecondary Education of Girls During the Past Fifty Years.\nDorothea Beale, England.\nI.\nIn England.\nCamille See, France.\nII.\nIn France.\nThe Modern System of Flighcr Education for W'onun in Prussia. P'kiedrich\nFifty\n\n—\n\n—\n\nP.AULSEN, Berlin.\n\nOn the Developments and Changes in Primary Teaihing\nThird Republic. Pierre Emii.e Levasseur, France.\nWhat France Owes to .America in the Matter of liducalion.\n\nin\n\nI'Vancc during the\n\n—\n\n(Jabriel Com-\n\nJ. J.\n\np.vyre, France.\n\nThe\n\nRehabilitation\n\nGermany.\n\nHermann\n\nGerman\n\nEducation.\n\nFrieokich\n\nKingdom\n\nof\n\nPhilosophy\n\nof\n\nin\n\nSchwartz,\n\nGermany.\n\nThe\n\nand\n\nPast\n\nthe\n\nFuture\n\nof\n\nPaulsen,\n\nBerlin.\n\nAgricultural\n\nInstruction\n\nin\n\nthe\n\nBela De Tormay,\n\nHungary.\n\nHungary.\n\nHISTORICAL CHAPTER\n(Jrigin of I-\"ree Schools in the American Colonies.\n\nBarnard's Jolirnal.\nThomas Brainard,\n1776.\n\nHome and School Training in New England .Xbniit\nConnecticut.\n\nThe American Institute of Instruc tion.\nWestern\n\nLiterarj' In.stitute\n\n.\\lbert E. Winship.\nand College of Profes.sional Teachers:\n\nWill S. Monroe, Massachusetts.\n,SrhcK)l\n\nTeachers\n\nand Superintendents\n\n— Ojiening Address of\n\ni83t-i875.\n\ntlu'\n\n—\n\nPresident.\n\nHorace Mann.\nClosing Address.\nHorace Mann.\n-American A.ssociation for the Advancement of Education.\n\n\\\\ n,i.\n\nS.\n\nM()NKt)E,\n\nMa.ssachu.setts.\n\nThe American A.ssociation for ihc .Achanciiiient of Science. — L. O. HOWARD, District of Ccjlumbia.\n.American Libran,' A.ssociation.-- .M ki.\\ 11. Dkwkv, New \\'ork.\nGeneral Eclucation Board. Wallace Buttrkk, New ^'ork.\nThe .Southern Eclucation Board. Edc.ar (Gardner Murimiv \\lal)ama.\nThe .Southern Educational .Vssoc iation. Richard J. Tic.he, .North Carolina.\nThe Carnegie- Foundation fcjr the .Ad vanc\\ment of Teaching. HenryS. Pritchett,\nNew York.\nWill S. Monroe, Massa.State Teachers' .Associations Org;!tii/.c! b. fore 1S57.\n\n—\n\nc\n\n—\n\n—\n\nhu.sftts.\n\n— C. W. Bardeen, New \\<>rk.\nThe National Teacher's Association (1857-70)- Historical Sketch.\nWilliam Ki;ssfi.i., Massac hu.sells.\nNational Organization of Teachers,\nThe National Eclucational As.soc iation, Hisioric al Sketches, E.xtracls From D. B.\nEclucational Journalism.\n\nHagar's\n\nI'rcside ntial\n\n.Adclress in\n\nAddress\n\n1K70; also\n\nImm\n\njolin\n\nHancock's\n\nPrcside-nlial\n\niHyi).\n\nOrganization and Functions of the- Nalicmal\nHarris, District of Columbia.\n\nlidui alional\n\n.Association.\n\nW. T.\n\n"}
{"page": 588, "printed_page": null, "text": ":\n\nNATIONAL EDUCATIONAL ASSOCIATION\n\n576\n\n[Superintendence\n\nLIST OF DEPARTMENTS\nWITH PLACE AND YEAR OF ESTABLISHMENT OF EACH\nNAME\n\nPLACE\n\nDepartment of School Superintendence\nDepartment of Normal Schools\nDepartment of Higher Education\nDepartment of Elementary Education\nDepartment of Manual Training\nThe National Council of Education\nDepartment of Art Education\nDepartment of Kindergarten Education\nDepartment of Music Education\nDepartment of Secondary Education\nDepartment of Business Education\nDepartment of Child-Study\nDepartment of Physical Education\nDepartment of Natural Science Instruction\nDepartment of School Administration\nThe Library Department\nDepartment of Special Education\nDepartment of Indian Education\nDepartment of Technical Education\n\nCleveland\nCleveland\nCleveland\nCleveland\nMinneapolis\n\nChautauqua\nSaratoga Springs\nSaratoga Springs\nSaratoga Springs\n\nYEAR\n\n1870\n1870\n1870\n1870\n1875\n1880\n\nTopeka\n\n1883\n1884\n1884\n1886\n\nSaratoga Springs\n\n1892\n\nAsbury Park\nDenver\nDenver\nDenver\n\n1894\n\nBuffalo\n\n189s\n189s\n1895\n1896\n\nMilwaukee\nLos Angeles\nAsbury Park\n\n1897\n1899\n1905\n\nNATIONAL ASSOCIATION OF SCHOOL SUPERINTENDENTS\nDEPARTMENT OF SCHOOL SUPERINTENDENCE\nDuring the session of the National Teachers' Association at Harrisburg, Pa., in 1865,\na meeting of state and city superintendents there present was held, of which B. G. Northrop,\nagent of the Massachusetts Board of Education, was chairman, and L. Van Bokkelen,\nAt this convention\nstate superintendent of public schools of Maryland, was secretary.\nit\n\nwas decided to hold a meeting in February,\n\n1866, at Washington, for the purpose of\n\nforming a National Association of School Superintendents, to be composed of those devoted\nto the supervision of schools in the several states and cities of the country,\n\nand for the\n\ndiscussion of topics appropriate to such meeting.\n\nA meeting was accordingly held on the 6th, 7th, and 8th of February, 1866, at which\nThe mayor of the city of Washington gave\nand the President of the United States, on receiving\ntheir call, expressed great interest in the objects of their organization and in the extennine states and twenty cities were represented.\n\nthe Association a cordial welcome,\n\nsion of school instruction to every child in the country.\n\nPapers were read as follows\nSchool Statistics, by Charles R. Coburn, superintendent of common schools of\nPennsylvania\nThe Practicability of Greater Uniformity in the School System of Different\nStates, by L. Van Bokkelen, state superintendent of Maryland\nDefects of Our State System of Schools, by C. M. Harrison, state superintendent\nof\n\nNew Jersey\n\nLeading Features of a Model State School System, by Newton Bateman, state\nsuperintendent of Illinois\n\nA National Bureau of Education, by E. E. White, state commissioner of Ohio\nThese subjects were thoroughly discussed and resolutions pertinent to the same were\nadopted, and several committees were appointed to report more in detail at the next\nmeeting.\n\nA committee consisting of Messrs. Emerson E. White, of Ohio, Newton Bateman, of\nIllinois,\n\nand J. K. Adams, of Vermont, was appointed to memorialize Congress on the\n\nestablishment of a National Bureau of Education.\n\n"}
{"page": 589, "printed_page": null, "text": "LIST OF OFFICERS\n\nDc-ixirtmenl]\n\n^'J'J\n\nThe importance of a National Bureau of Education had been presented to the National\nTeachers' Association on several occasions, first in 1859, and at the Harrisburg meeting\n\nbureau being advocated by\nby J. P. Wickersham, of Pennsylvania, in a\npaper on \"Education and Reconstruction;\" and by Andrew J. Rickoff, of Ohio, in a paper\n\nit\n\nelicited verj- general interest, the establishment of such a\n\nPresident Greene in his inaugural address;\n\nwholly devoted to the subject.\n\nRtsolulions strongly favoring the movement were passed.\nThe memorial of the Association of School Superintendents praying for the estab-\n\nlishment of a National Bureau of Education, drawn up in behalf of the committee by E.\nE.\n\nWhite of Ohio, was presented\n\nin\n\nthe\n\nHouse of Representatives by Gen. James A.\n\nwho at the same time introduced a bill to establish the Bureau in the\nDepartment of the Interior. The bill was read twice, referred to a select committee of\nseven and, with the accompanying memorial, ordered to be printed. The committee, conGarfield of Ohio,\n\nsisting of Representatives Garfield of Ohio, Patterson of\n\nNew Hampshire, Boutwell of\n\nMassachusetts, Donnelly of Minnesota, Moulton of Illinois, Goodyear of New York, and\n\nRandall of Pennsylvania, rept)rted, instead of the bill referred to them creating a Bureau\nof Educational statistics under the Secretary of the Interior, a bill creating a Department\nof Education, the head of which, appointed by the President, should report directly to him.\n\nThe full text of the speech of General Garfield on the bill, and a copy of the act as\nMarch i, 1867, may be found on pp. 426-35, volume of Proceedings for 1901,\n\npassed\nI\n\n)etroit meeting.\n\nThe following officers were elected for 1866-67:\nchusetts, president;\n\nBirdsey Grant Northrop, of Afassa-\n\nCharles R. Coburn, of Pennsylvania, vice-president; G. H. Hoss, of\n\nIndiana, corresptmding secretary;\n\nL. \\'an Bokki-lcn, of Maryland, recording secretary;\n\nDuane Doty, of Michigan, treasurer.\n\nTwo valuable papers on the history of the Department of Superintendence were\nread Ix-fore the department at the meeting in Chicago February 26, 27, 28, 1901, as follows:\n\n\"Sketch of the Department of Stiperintendence,\" Emerson E. White, Columbus,\nOhio.\n\n\"The Past and Future Work of the Department of Supi-rinU-ndcnce,\" J. M. Greenwood, superintendent of schools, Kansas City, Missouri.\nThese sketches may be found on\n\njip.\n\n233-38,\n\nand pp. 227-32,\n\nrespectively, in the\n\nv<»lume of Proceedings for Kjoi, Detroit meeting.\n\nOFFICERS\n1866\n\n1\\DIA.\\A1'(JLIS. I.\\l;.. .Xloust\nI'rcs.. Birdsey G. Nokthkop. Boston. M;iss.\nV.-Pres..rnARLKsR. Coburn Harrisburg. Pa.\n\n1869\n\n.\\o\n\ngc-^\n\nMeeting\n\n.\\.\\.SHVII.LE\n\n'^^o\n\nTENN.\n\nWASHINGTOM. D. C. March\nP'''^*- J-\n\nKmkrson E. White, Columhu.s, O.\nV.-Pres., Daniel Stevenson. Frankfort, Ky.\nSec, L, Van Bokkelen, Baltimore, Md.\nPr<-8\n\nW. Bui.kley, Brooklyn, N. Y.\nWhite, Columbus, O.\nl. Van Bokkelen, Baltimore, Md.\n\ni>res., J.\n\nV.-Prcs., E. E.\n\nStc, L. Van Bokkelen, Baltimore, Md.\n\n1867\n.868\n\nTRENTO.V, N. J.\n\n,\n\nP-\n\nWickersham, Harrisburg, Pa.\n\nV.-Prcs., S. S. vVshley, Raleigh. N. C.\n\nSec, W, R. Cheery, Baltimore .Md,\n\nUKPARr.MK.VT (JF SCHOOL SUI'ERIMTE.VDENfCE\n1871\n\nSr. LOL'IS. .MO.\nI'rcs,, W. D. Hknki.e, C<>lumbu,s, (J.\nV.-Prcs,, W. .M, Coi-by, Little Ro.k, Ark.\nScc, Warren Johnson, Augu-sta, .Mc.\n\nBOSnj.V. MASS.\nPrrti,, John Ha.n<o< k, Cincinnati. O.\nSec, A. P, .Marblr, Worcester, Mwu.\n1873 KL.MIRA. \\, V.\n\n,875\n\n187a\n\nI'rcs.\n\nW, T. Harris, St. I>.ui«\n\nNfo.\n\nV. -I'rcs,, J, W. pAKiK. I'rcdrriik. Md,\n.Sec. A. P. Marble, Wf)r<.slrr. .M^uis\n\n1874\n\nWASHIN(;T0.\\. I). C. Jan.;\nMICH.. Aeo.\n\nDKIROI P.\n\nPres,, J. H. Binford, Riihmoiid. Va,\nSec. Ai.i.en Aku.stkono, Council Bluffs, In,\nWASHl.NGTOM, D, CJan. (?); MIN.NEAPOLIS. MI.NX., Auo.\nPrcs., J,\n\nOhmonk Wilson\n\nV.-Prcs., A.\n\nAhernkthv, Iowa\n\nSec. K. W. Stbvenson, O.\n\n1876\n^gyy\n\nNo McclinK\n\nWASHINGTON,\n\nD. C. Dkc; LOUISVILI.E, K.V,, July\nCharles S. Smart, Columbus. O.\nV.-Prcs.. A. Pickett, Mcmpliis, Tenii,\nSec. H. S, Tarukll, East Saginaw, Miili,\nprr,.\n\n"}
{"page": 590, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n578\n1878\n\nNo Meeting\n\n1879\n\nWASHINGTON, D. C Feb.; PHILADEL-\n\n1892\n\nV.-Pres., V. G. Curtis, New Haven, Conn.\n\nPHIA, PA., July\n\\'.-Pres., James H.\n\nSmart. Lafayette. Ind.\nSec, R. W. Stevenson. Columbus, O.\n\nSec, L. W. Day, Cleveland, O.\n\n1893\n\nV.-Pres.. J. E. Bradley, Minneapolis,\n\nI88I\n\n1894\n\nNEW YORK Feb.; ATLANTA. G A., July\nMarble. Worcester, Mass.\n\nSec, F. Treudley. Youngstown, O.\n\n1895\n\nWASHINGTON D. C, March; SARATOGA SPRINGS, N. Y., July\n\nH. Maxwell. Brooklyn, N. Y.\nCorson, Columbus, O.\nSec. James M. Carlisle. Austin. Tex.\n\nV.-Pres.. O. T.\n\n1896\n\nH. Ruffner, Richmond. Va.\nV.-Pres. N. A. Calkins, New York, N. Y.\nSec, H. S. Jones. Erie, Pa.\n\nSec, R. E. Denfeld. Dulutlj, Minn.\n\n1897\n\nSec, Henry S. Jones, Erie, Pa.\n\n1898\n\nWASHINGTON, D. C, Feb.; MADISON,\nWIS., July\n\nButcher, Wheeling, W. Va.\n\n1899\n\nV.-Pres., D. F. DeWolf. Columbus, O.\n\nSec, H. R. Sanford, Middleton, N. Y.\n\nNEW ORLEANS. LA.. Jan.; SARATOGA\nSPRINGS, N. Y..July\nBrown, Columbus, O.\nSec, W. O. Rogers, New Orleans. La.\n\n1900\n\nPres.. LeRoy D.\n\nWASHINGTON. D. C, Feb.; TOPEKA,\nKANS., July\nPres.,\n\n1904\n\nWarren E.aston. Baton Rouge, La.\n\nV.-Pres., A. P. Stone. Springfield. Mass.\n\nSec. C. C. Davidson. Alliance, O.\n\n1887\n\nWASHINGTOND.C, March; CHICAGO,\n\n1902\n\nILL., July\nPres., Charles S. You.nc, Carson City,\n\nNev.\n\nV.-Pres.. N. C. Dougherty, Peoria, III.\nSec, C. C. Davidson. Alliance, O.\n\n1888\n\n1903\n\nWASHINGTON, D.C., Feb.; SAN FRANCISCO. CAL.. July\nPres., N. C. Dougherty, Peoria, III.\n\nV.-Pres., Henry A. Wise, Baltimore, Md.\n\n1904\n\nD.\n\nC.\n\nFeb.;\n\nV.-Pres.. Edwln B. Cox. Xenia, O.\n\nNASH-\n\nVILLE, TENN.. July\nM. Campbell, Oakland, Cal.\n\n-Sec, John H. Hinemon, Little\n\n1905\n\nPres., F.\n\nSec. Miss E. E. Whitney. New York, N. Y.\n\nNEW YORK, N. Y., Feb.\nPres., A. S. Draper, Albany, N. Y.\n\nLovett. Huntsville, Ala.\n\nSec, L. W. Day, Cleveland, O.\n\nI89I\n\nPHILADELPHIA. PA.. Feb.\nPres., A. S. Draper, Albany, N. Y.\n\nV.-Pres., J. A. B. Lovett. Huntsville, Ala.\n\nSec, L. W. Day, Cleveland, O.\n\nG. Cooley, Chicago, 111.\n\nV.-Pres., Lawton B. Evans. Augusta, Ga.\n\nSec. W. R. Thiopen, Savannah, Ga.\n\nV.-Pres., J. A. B.\n\nRock, Ark.\n\nMILWAUKEE. WIS., Feb.\nPres., E.\n\nV.-Pres., C. C. Davidson, Alliance, O.\n\n1890\n\nATLANTA, GA.. Feb.\nPres., Henry P. Emerson. Buffalo, N. Y.\n\nSec, W. R. Thigpen, Savannah, Ga.\n\nWASHINGTON,\n\nGilbert, St. Paul, Minn.\nBlodoett, Syracuse, N. Y.\nSec. I,AWTON B. Evans, Augusta, Ga.\nCHATTANOOGA. TENN.. Feb.\nPres., N. C. Schaeffer, Harrisburg, Pa.\nV.-Pres.. F. B. Cooper, Des Moines, la.\nSec, W. L. Steele. Galesburg. 111.\nCOLUMBUS. O.. Feb.\nPres., E. H. Mark. I-ouisville, Ky.\nV.-Pres., G. H. Conley. Boston. Mass.\nSec. J. H. Van Sickle. Denver, Colo.\nCHICAGO, ILL., Feb.\nPres., A. S. Downing, New York, N. Y.\nV.-Pres., G. R. Glenn, Atlanta, Ga.\nSec, C. M. Jord.\\n, Minneapolis, Minn.\nCHICAGO, ILL., Feb.\nPres., L. D. Harvey. Madison, Wis.\nV.-Pres.. A. K. Whitcomb, Lowell, Mass.\nSec. F. B. Cooper. Salt Lake City, Utah.\nCHICAGO. ILL.. Feb.\nPres., G. R. Glenn. Atlanta, Ga.\nV.-Pres., H. P. Emerson. Buffalo, N. Y.\nSec. J. W. Dietrich, Colo. Springs, Colo.\nCINCINxNATI, 0.,Feb.\nPres., C. M. Jordan. Minneapolis, Minn.\nV.-Pres., C. F. Carroll, Worcester, Mass.\nSec, J. N. Wilkinson, Emporia, Kans.\nV.-Pres., A. B.\n\nV.-Pres., H. S. Tarbell. Indianapolis, Ind.\n\n1886\n\nINDIANAPOLIS, IND.. Feb.\nPres.. C. B.\n\nSPRINGS N. Y..JULY\nCalkins. New York. N. Y.\n\n1885\n\nH. Jones. Cleveland, O.\n\nV.-Pres., J. H. Phillips. Birmingham, Ala.\n\nPres.. N. A.\n\nPres., B. L.\n\nJACKSONVILLE, FLA.. Feb'.\nPres., L.\n\nPres., W.\n\nWASHINGTON D. CFeb,; SAR.\\T0GA\n\nCLEVELAND, O.. Feb.\nPres., W.\n\nCalkins, New York, N. Y.\nSec, Samuel Findley, Akron, O.\n\n1884\n\nKiehle, Minneapolis. Minn.\n\nPres., D. L.\n\nSec, S. A. Baer, Berks Co., Pa.\n\nV.-Pres,, Warren E.\\ston, New Orleans, La.\n\nV.-Pres., N. A.\n\n1883\n\nRICHMOND, VA., Feb.;\n\nV.-Pres., N. A. Calkins. New York. N. Y.\n\nPres.. A. P.\n\n1882\n\nMinn.\n\nSec. J. H. Phillips, Birmingham, -'\\la.\n\nQUA, N. Y.,JULY\nNewell, Baltimore, Md.\n\nBOSTON. MASS.. Feb.\nPres.. Edward Brooks. Philadelphia, Pa.\n\nWASHINGTON, D. C. Feb.; CHAUTAUPres., M. A.\n\nBROOKLYN, N. Y., Feb.\nPres.. Henry Sabin. Des Moines. la.\n\n.\n\nPres., J. P. WicKERSHAM, Harrisburg, Pa.\n\n1880\n\n[Superintendence\n\n1906 LOUISVILLE, KY., Feb.\nPres., J. W. Carr, Dayton, O.\nV.-Pres., J. H. Phillips, Birmingham, Ala.\nSec. Miss Ella C. Sullivan, Chicago, 111.\n1907 CHICAGO, ILL., Feb.\nPres., W. W. Stetson, Augusta. Me.\nV.-Pres.. H. H. Seeley, Cedar Falls, la.\nSec, J. H. Harris, Minneapolis, Minn.\n\nTOPICS\n1866\n\n—\n\nCost per Capita of Education in Different States. J. W. Bulkley, New York.\nCommittee's Report on a National Bureau of Education. E. E. White, chairman, Ohio.\nEducation in the Argentine Republic. Senor Sarmiento, Minister from .\\rgentine Republic to the United States.\n\n—\n\n—\n\n"}
{"page": 591, "printed_page": null, "text": "— — — —— —\nDeixirtmentl\n\n1868\n\n1869\n\n—\n\n——\n\n—\n\nTITLES OT PAPERS AXD niSCLSSJONS\n\n579\n\n—\n\nOpening Address. E. E. White, Ohio.\nSchool Funds; How Best Raised and How Best Dislmrscd.\"\nnessee. (Not published.)\nSchool .Supervision; Slate, County, and City; Discussion.\n\nPresident's\n\nJohn Eaton, Ten-\n\n—\n\nJ. W. Bui.klky, New\nYork.\n.\\ National System of Free .Schools.'\nRev. Chas. Brooks, Massachusetts.\nPrimary School Instruction. E. Leigh, New York.\nPrimary Education.' Geo. B. Se.\\rs, New Jersey.\nThe Rate Bill.' B. G. Northrop, Connecticut.\nThe True Ideal of the American Public School.' H. F. Harrington, Massa\n\nThe Origin and Work of the Department of Education.'\n\n—\n\n—\n\n—\n\n—\n\nchusetts.\n\n—\n\nE.xamining and Licensing Teachers'\nDiscussion.\nSchool Statistics.'\nGeo. B. Sears, New Jersey.\n\n1870 School Super\\-ision.\n\n—\n\n—W. Johnson, Maine.\n—\n\nSchool Statistics. W. D. Henkle, Ohio.\nNational .-Vid to Schools in the South. S. S. Ashley, North Carolina.\nConsolidation of Department of Education and ^Educational Division of Freed\nmen's Bureau. O. O. Howard, District of Columbia.\nThe Department of Education. Henry Barnard, District of Columbia.\nMemorial to Congress on National .^id to Schools in the South.\n\n—\n\n—\n\nThe Normal-School Problem. J. D. Philbrick, Massachusetts.\nCompulsory Education. John H.vncock, Ohio, and others.\nSchool Statistics. W. R. Creery, Maryland.\n1872 The E.xtcnt, Methods, and Value of Supervision in a Sj'stem of Schools.\n1871\n\n—\n\n—\n—\n\nH. F.\nFarrington, Massachusetts.\nThe Early Withdrawal of Pupils from School; Causes and Remedies. W. T.\nHarris, Missouri.\nNecessity for Public Instruction in the Gulf States.\nJames Hodson, .Alabama.\nReport on Basis of Percentage of School .Attendance. W. T. Harris, Missouri,\n\n—\n\nchairman.\n\n1873\n\nSchool-House Plans.\n\n— A.\n\nJ.\n\nRickoff, Ohio.\n\nThe Relation between School Boards and Superintendents.\n\\'irginia.\n\n—\n\nJohn H. Binford,\n\nWestern University Education. W. G. Ei.iot, Missouri.\nW. M. Bryant, Iowa.\nLeigh's Method of Teaching Reading.\n\n1874\n\n—\n\nJanuary Meeting :'\nReport on Statistical Forms. Geo. J. LuCKEY, Penn.sylvania.\nand Industrial Education. A. I). White, New York.\nThe Centennial Discussion.\nSystems of Public Instrui tion in l'Air')|)can and .Xiiieriian Cities Comparefl.\nJ. D. Pmi.nRUK, Ma.ssachuselts.\n.August\neeting\nT. \\\\ 11 Ain i;v, <)hi>>.\nRefK)rt of Committee on Statistical p'orms.\nRepfirt of the Committee on Relation of the General Government to Education.\nScientific\n\nM\n\n1875\n\n—\n\n—\n\n:\n\n—\n\n.\n\nDecemiser Meeting:^\nIxgal Prevention of Illiteracy.— B. (). NoRTHRoP, Connectic ut.\n.A. N. Bell, New York.\nThe Origin of the Alphabet.- Prof. Enthofker, V. S. Coa.st Survey.\nAmerican Erlucation at the Centennial E.xposition. J. P. Wickersham, PennsylBraffi Culture in Relation to the Schoolroom.\n\n—\n\n—\n\nvania.\n\nCan\n\nthe Elements of Industrial Erlucation Bc'\n.Sth<K)ls?\nJ. I). Piiii.HKicK, Ma.s.sac husetls.\n\nInln.diK cil\n\ninto\n\n(\n\n)ur\n\nCoinnioii\n\n—\n\n1876\n\nNo Meeting.\n\n1877\n\nDegemher .Meeting:\nThe- .S( hool Organization of a State\nDisc u.ssion.\n.National .Aid to I'.duc ation.\nJohn Eaton, District of Columbia.\n(iEORc;E B. Loking, Massachusetts.\n.American I-.duc ation.\nBrains versus Mric k anci .Mortar.\nJames A. Garkiei.d, Ohio.\n\n•\n\nNot publishpcl.\n\n•\n\nPaper* of ihr J.inu.iry mrrling, 187^, pcililiOird nnly in Hurntii n/ Fjitualinn CirruUtr No. t (1R74).\n\n'\n\nPapcm of the lJcifiiil)cr iiiiTling. 1875\n\n|HililiHhc-<l\n\nonly in Hiimiu of luluralion Circular No.\n\nt\n\n(187s).\n\n"}
{"page": 592, "printed_page": null, "text": "—\n\n1\n\n——\n\n— ——\n\n——\n\n—\n\nNATIONAL EDUCATIONAL ASSOCIATION\n\n58o\n\n—\n\n[Superinlendence\n\n—\n\nDefense of High Schools. J. W. Dickinson, Massachusetts.\nReports of Committee: (a) National Museum; (b) United States Bureau of\nEducation; (c) National Aid to Education; (d) Public Lands to the District of\nColumbia. M. A. Newell, chairman.\nThe High-School Question. C. S. Smart, Indiana.\n\n—\n\n—\n\n1878 No Meeting.\n1879 February Meeting:\nPopular Education in Switzerland. John Hitz, Consul General to Switzerland.\nPopular Education in France. E. C. Wines, New York.\nTechnical Education. E. A. Apgar, New Jersey.\nThe Free Kindergarten and Kindergarten Training. Mrs. Louise Pollock,\nDistrict of Columbia.\nNeeds of Education in the South. G. J. Orr, Georgia.\nEducation and the Tenth Census. W. T. Harris, Missouri.\nThe Needs of the United States Bureau of Education. John Eaton, District of\nColumbia.\nInstruction in Governmental Ideas.\nJustice Strong, U. S. Supreme Court.\nTechnical Education and Industrial Drawing. Walter Smith, Massachusetts.\nEducation at the Paris Exposition. J. D. Philbrick, Massachusetts.\n\n—\n\n—\n\n—\n\n—\n—\n\n—\n—\n\n1880\n\nFebruary Meeting:\nBell's System of Visible Speech.\n\n—\n\nL. A. Butterfield, Massachusetts.\nReport on a National Council of Education Discussion. Thomas W. Bicknell,\n\nMassachusetts.\n\n—\n\n—\n—\n\nEducation of Dependent Children. C. D. Randall, Michigan.\nBest System of Schools for a State. J. H. Smart, Indiana.\nUniversity Education.\nD. C. Gilman, Maryland.\nJuvet's Time Globe.\nRussell A. Olin.\nTechnical Education in Its Relations to Elementary Schools. J. D. Philbrick.\nValue of Kindergarten Training to Primary Teachers. Mrs. Louise Pollock.\nThe Tenth Census from an Educational Point of View. W. T. Harris, Missouri.\nIndustrial School in the District of Columbia.\nJ. M. Wilson, District of Columbia.\nPea body Fund and Education of the South. Barnas Sears.\nHigh-School Question Discussion.\nCongress and the Education of the People. W. H. Rufeer, Virginia.\nLaws Relating to the State Public School for Dependent Children at Coldwater,\nMichigan.\nOutline of School Systems of the Various States.\nBureau of Education.\n\n—\n\n— —\n—\n\n—\n\n—\n\n—\n\n—\n\n—\n\n1\n\n88\n\nThe Justification of the Public Schools. A. P. Marble, Massachu.setts.\nFebruary Meeting:\nThe Present Aspect of Education.' W. T. Harris, Missouri.\nUniformity of School Statistics. Andrew McMillan, New York.\nWeak Places in Our Systems of Public Instruction. J. P. Wickeksham, Pennsyl-\n\n—\n\n—\n\nvania.\n\n—\n\nThe Conservation of Pedagogic Energy. C. O. Thompson, Massachusetts.\nOur Schools and Our Forests. F. B. Hough, New York.\nMuseums Illustrative of Education. John Eaton, District of Columbia.\nNational Aid to Education. J. W. Patterson, New Hampshire.\n1882 March Meeting:\n•\n\n—\n\n—\n\nHow to determine the Merits of the Heating and Ventilating of School Buildings.\nJohn S. Billings, U. S. Army.\nThe Chemical Examination of Air Applied to Questions of Ventilation.\nSmart, U. S. Army.\n\n—\n\nChas.\n\nObstacles in the Way of Primary Education.\nH. S. Jones, Pennsylvania.\nChairs of Pedagogy in Our Higher Institutions of Learning.\nG. Stanley Hall,\nMassachusetts.\nNational Aid to Education. Dr. A. D. Mayo, Massachusetts; Messrs. Dexter\nA. Hawkins, New Jersey; J. L. M. Curry, Virginia.\nEducation in Alaska. Rev. Sheldon Jackson, New York.\nA Word with Teachers from\nStandpoint.\nW. W. Godding, M. D., District\n\n—\n\n—\n\n—\n\nMy\n\n—\n\nof Columbia.\n\n—\n\nFundamental Inquiries concerning Common-School Studies. Rev. John M.\nGregory, Illinois.\nHow to Improve the Qualifications of Tcaihers. W. T. Harris, Massachu.setts.\n\n—\n\nNot published.\n\n"}
{"page": 593, "printed_page": null, "text": "——\n\nTITLES OF PAPERS AXD DISCUSSIONS\n\nDcixirtmeni]\n\n1883\n\n——— —— — — —— — ——\n581\n\nFebruary Meeting:\nNatural History in the Public Schools. Albert S. Bickmore, New York.\nIndustrial Education in Boston.\nJames A. Page, Massachusetts.\nIndustrial Education in Philadelphia.\nCharles G. Lel.and, Pennsylvania.\nThe Educational Lessons of the Census. W. T. Harris, Massachusetts.\nIf Universal Suffrage, then Universal Education.\nRev. Atticus G. Haygood,\nGeorgia.\nConstitutionality of National .\\id to Education.\nWilliam Lawrence, District\n\n—\n\nof Columbia.\nIndian Education.\n\n—\n\n—\n\nB. G. Northrop, Connecticut, Gen. S. C. Armstrong,\nand Miss A.. C. Fletcher, Indian Territory.\nHow, and by \\\\'honi, the Fitness of Pupils for Promotion Is Determined. C. G.\nEdwards, Maryland.\nPractical Results of Compulsory Education.\nJoseph White, Massachusetts.\nM. A. Newell, Maryland.\nChief Obstacles to Successful Results in the Schools.\n\\'irginia,\n\n—\n\n—\n\n1884\n\nFebruary Meeting:'\nSupervision of Country Schools.\nJohn W. Holcombe, Indiana.\nIndian Education. John M. Hayworth, District of Columbia.\nRemarks on Indian Education. R. H. Pratt; Carlisle, Pennsylvania; S. C.\n\n—\n—\n\n.'\\rm.strong, Virginia.\n.\\rbor Day in the PubHc Schools.\nJ. B. Peaslee, Ohio.\nRecess.\nW. T. Harris, Missouri.\n\n—\n\nNo Recess. — S. A. Ellis, Pennsvlvania.\n\nHow a State Superintendent Can Best Advance Popular Education. — E. E. Higbee, Pennsylvania.\nNational .-Md for the Support of Public Schools. J. W. Dickinson, Massachusetts.\nThe Educational Status and Needs of the New South. Robert Bingham, North\n\n—\n\nCarolina.\nProposed Legislation Respecting National Aid to Education.\n\nThomas W. Bick-\n\nNELL, Massachusetts.\nThe New Bill for National Aid to Public Schools. B. G. Northrop, Connecticut.\nIndustrial Education.\nJohn M. Ordway, Louisiana.\nPublic Education in Industrial Pursuits.\nA. P. Marble, Massachusetts.\nThe New Order of Mercy; or Crime and Its Prevention. George T. Angell,\nMassachusetts.\nThe Education of the Normal Color Sense. B. Joy Jeffries, Massachusetts.\nG.\nChas.\nSupplementary\nPennsylvania;\nReading.\nGeo. T.\nLuckey',\n\n—\n\n—\n\n—\n\nEdwards, Maryland.\nJuly Meeting:\nCity and Town Supervision of Schools.\nR. W. Stk\\i:ns()N', Ohio.\n1885 February Meeting:'\nSchofjl Economy.\nA. J. Rickoik, New ^'ork.\nThe Inner Workings of the l-nivcrsity of Virginia. James M. Garnett, \\'irginia.\nA True C!ourse of Study for I^lementary S( hools. E. E. White, Ohio.\nRi.se and Progress of Public Instruction in Texas.— W. C. Rote.\nCo-ordination in Instruction and in lulucation.— Brother Noah, of Htntlurs of\n\n1884\n\n—\n\n—\n\n—\n\nthe Christian S( hool, Ixmisiana.\n\nMoral Education in the Common Schools.\n\n—\n\nW. T. HARRIS.\nThe R<-!ation of the University to the Common Schools. Wiimam P. Johnston,\nLiuisiana.\n\n1885\n\nJuly .Mkkting:\nTile County Sui>erii)tenden( y.--JoMN W. Holcomhe, Indiana.\nHigh S( h(K»!s and the State.—J. A. SEAMAN, Ix)uisiana.\nl-^nglish in .Americ an Sch<M)ls.\nE. S. Cox, Ohio.\nMarch Meeting:'\nSihrnd Superintendence a Professif)n.\nM. A. Newelt,, Mar\\land.\nThe Duties of the County Su|KTintendenls. D. L. KlEiii E, Minnesota.\nK(ading-C!iri les for Teachers.\nJerome Allen, New Yi>rk.\nCo-odu<ation of the Races. CriAS. S. Ynt;N(;, Nevada.\n\n—\n\n1886\n\n—\n\n—\n\n—\n\nPreliminary Report on F.duralional Statistics.\n•\n\nThe jjaiirni of the (•'rlmi.iry mp<-lin« 1HK4\n\n•\n\nThe [inprr!! for the KrI.ruiiry mrrtinn\n\n>\n\n'I'hr\n\nLkKoy Brown,\n\n(\n\n)liio.\n\n(luliliihrd only in /iurniu 0/ lultualion Cirnilar !Vn. 4 C1H84).\n\niKH^. puhlinhi-'l in ihr liurrau n/ FJtualion Cirruliir No. 1 (iH«s)-\n\niMprrn for ihr March mcclinK. 1886. publishrd in ihr lUirmu of Eilucalion I'ir, uLtr No. 3 (18H6).\n\n"}
{"page": 594, "printed_page": null, "text": "— — —— — — —— ——\n\n582\n\n—\n\n—\n\nNATIONAL EDUCATIONAL ASSOCIATION\n\n[Superintendence\n\nNational Aid to Education.\n\n—\n\n— A. B. Lovett, Alabama.\nJ.\n\nThe Educational and Religious Interests of the Colored People of the South.\nS. M. Finger, North CaroKna.\nForestry in Education.\n\n—\n\nWarren Higly, Ohio.\n\nLanguage Work. N. C. Dougherty, Illinois.\nGrowth and Benefits of Reading Circles. Hubert M. Skinner, Indiana.\nJ. W. Akers, Iowa.\nCity Superintendence.\n1886 July Meeting:\nCounty Superintendents: Their Relations and Duties to Teachers. E. B. McElroy, Oregon.\nTeachers' Institutes. D. C. Tillotson, Kansas.\n1887 March Meeting :'\nOpening Address. The Work of the Bureau of Education. N. H. R. Dawson,\nU. S. Commissioner of Education.\nFred M. CampPublic Education on the Pacific Coast and State Textbooks.\n\n—\n\n—\n\n—\n—\n\n—\n\nbell, Colorado.\n\n—\n\nThe Examination and Certification of Teachers. A. J. Rickoff, New York.\nA Civil Service and Public Schools. LeRoy Brown, Ohio.\nPowers and Duties of School Officers and Teachers\nA. P.\n\nMarble, Massachusetts;\n\n—\n\nJ.\n\n—Absolute and Relative.\n\nM. Green, New Jersey.\n\nCounty and City Supervision. E. E. Higbee, Pennsylvania.\nIndustrial Education in the Public Schools.\nF. W. Parker, Illinois; W. B.\nPowell, District of Columbia.\nThe Province of the Public Schools. J. W. Dickinson, Massachusetts.\nWhat a Small City is Doing in Industrial Education. H. W. Compton, Ohio.\nA System of Grading for Country Schools. J. W. Holcombe, Indiana.\nThe Best System of State Supervision. Warren Easton, Louisiana.\nThe Relation of Our Public Schools to Our General Government. H. W. Blair,\nUnited States Senate.\nEducation in Alaska.- Sheldon Jackson, District of Columbia.\n\n—\n\n—\n\n—\n\n—\n\n—\n\n1887 July Meeting:\nSchool Supervision Compared. John Hancock, Ohio.\nThe Superintendent and Good Literature in School. O. H. Cooper, Texas.\n1888 February Meeting:'\nManual Training in the Public Schools. Charles H. Ham, Illinois.\nCounty Institutes. Jesse B. Thayer, Wisconsin.\n\n—\n\nElocution: Its Place in Education.\nMartha Fleming, Tennessee.\nQualifications of Teachers: How Shall the Qualifications Be Determined?\nA. S. Draper, New York.\nNormal Schools. J. P. Wickersham, Pennsylvania.\nMoral Education in the Common Schools. W. T. Harris, Massachusetts.\nCan School Programs Be Shortened and Enriched ?^ Chas. W' Eliot, Massa-\n\n—\n\n—\n\n.\n\nchusetts.\n\n—\n\nAlaska.\nN. H. R. Dawson, U. S. Commissioner of Education.\nSuperintendents and Teachers. J. E. Bradley, Minnesota.\nThe Relation of the Superintendent and Teacher to the School.\nMassachusetts.\nNational Aid to Education. J. A. B. Lovett, Alabama.\nThe Blair Bill. A. P. Marble, Massachusetts.\nFederal Aid. Alex. Hogg, Texas.\n\n—\n\n— A. E. Winship,\n\n—\n\n—\n\n1888 July Meeting:\n\n—\n\nEfficient Supervision.\nJ. M. Greenwood, Missouri.\nThe Ethics of School Management. C. B. Gilbert, Minnesota.\n1889 March Meeting :3\nPsychology in Its Relation to Pedagogy. Nicholas Murray Butler, New YorL\nCity Training- and Practice-Schools.\nW. S. Jackman, Pennsylvania.\nTraining-Schools.\nW. B. Powell, District of Columbia.\nThe Purpose and Means of City Training-Schools. S. S. Parr, Minnesota.\nCounty Institutes. Albert G. Lane, Illinois.\nState Teachers' Institutes.\nJohn W. Dickinson, Massachusetts.\n\n—\n\n—\n\n—\n\n—\n\nPapers for the meeting in March, 1887, published only in Bureau of Educalion Circular No. 3 (1887).\n»\n\nPapers of the February meeting. 1888, published only in the Bureau of Education Circular No. 6 (1888).\n\n3\n\nPapers of the meeting\n\nin March, 1899.\n\npublished only in the Bureau oj Education Circular No. 2 (1889).\n\n"}
{"page": 595, "printed_page": null, "text": "— —— — ————— —— ——\n\n——\n\nTITLES OF PAPERS AND DISCUSSIONS\n\nDepartment]\n\n—\n\n—\n\n583\n\n—\n\nRelation of Nfanual Training to Body and Mind.\nC. M. Woodward, Missouri.\nThe Psychokigy oi Manual Training. \\V. T. Harris, Mas.saehusetts.\nManual Training in Ungraded Schools. Jerome Allen, New York.\nKducational \\'alue of NIanual Training.\nGeo. P. Brown, Illinois.\nMechanic Arts High Schools. Edwin P. Seaver, Massachusetts.\nHow Shall Manual Training Be Introduced into the Graded Schools ? John D.\n\n—\n\nFord, U. S. N., Maryland.\n\nHow and to What Extent Mav Manual Training Be Introduced into Citv Schools ?\nH. M. CoMPTON, Ohio.\nThe Work of the City Superintendent. T. M. Balliet, Massachusetts.\nThe School Principal. Geo. Howland, Illinois.\nQualifications of Principals. —-J. M. Greenwood, Missouri.\nTeachers' E.xaniinations.- M. .\\. Newell, Maryland.\n\n—\n\nWm. DeWitt Hyde, Maine;\n\nE.xamination for Promotion in the Public Schools.\n\nWm. M. Griffin, New Jersey.\nThe State and the Higher Education.\n\nFred. M. Campbell, California;\nbert B. Adams, Maryland.\nF^ducation in the South.\nR.\nW.\nG.'VRRETT, Tennessee.\nNational .Aid to Education.\nW. H. Bl.vir, U. S. S., New Hampshire.\n\n—\n\nHer-\n\n—\n\n1890 School Statistics as the Basis of Legislative Action.\n\nHarvey M. LaFollette,\n\nIndiana.'\n\nThe American Educational\nJohn E.\\to.v and others.\n\nExhibit at the International Exposition of 1892.\n\nState Sui)ervision: W'hat Plan of Organization and Administration is Most Effect-\n\n—\n\nive ?\nJ. W. P.VTTERSON, New Hampshire.\nCity-School Systems.\nW. H. Maxwell, New York.\nPopular Criticisms and Their Proper Intluence upon School Superintendence.\nMerrill G.\\tes, New Jersey.\nThe General Government and Public Education. W. T. H.vrris, District of\n\n—\n\n—\n\nColumbia.\nThe Education of the Negro in the South. J. A. B. Lo\\'Ett, Alabama.\nThe Gap between the Elementary Schools and the Colleges. Ch.\\S. W. Eliot,\n\n—\n\nMassachusetts.\n1\n\n89 1\n\nRecent Legislation upon Comjmlsory Education in Illinois and Wi.sconsin.\nN. C. Dougherty, Illinois.\nCompulsory Education in Ma.ssachusetts. Geo. H. Martlv, Massachusetts.\nQualifications and Suj)i)ly of Teachers for City Schools.\nE. Anderson, Wisconsin.\nThe National Educational A.s.sociation; Its Organizaticjn and I-\"unctions.\nW. T. Harris, District of Columbia.\nArt Education in the Public Schools. James Macalister, Pennsylvania.\nThe Highest Office of Drawing. Frank Aborn, Ohio.\nEducation of the Indian Youth Generally.\nR. H. Carlisle, Pennsylvania.\nEducation of the Negro. (General .•\\nderson, Virginia.\nThe Public School and Civil Service Reform. Geo. W. Curtis, New Wnk.\nUniversities and Schools.\nO. H. Cooper, Texas.\nPrejjaration of Teachers for Their Work.\nHenry Saiun, Iowa.\nThe Rural School Problem Henry Raab, Illinois.\nThe Educational Exhibit of the World's Columbian Exjuxsition. Sei im II. Pea-\n\n—\n\n—\n\n—\n—\n\n1892\n\nbcjdy,\n\n—\n\nIllinois.\n\nThe World's Educational Congress.\n\n—\n—\n\nW. T. Harris, District of Columbia.\nIn Memoriam^\\)T. James P. Wickersham.\nEdward Brooks, Pennsylvania.\nIn Memoriiim Thomas W. Harvey.\nL. W. Day, Ohio.\nIn Memorium John Hancock. W. E. Sheldon, Massachu.setts.\nHistory and Literature in (iranuiiar Grades.\nJ. H. Phillips, Alabama.\nShortening and Enriching the Grammar-School Course. -Chas. W. Eliot, Massa-\n\n—\n\n—\n\nchusetts.\n\nWhat Shall the State Do toward the Education of (Children below the School .\\ge,\nUtwcen the Ages of Three and Six? Frank .\\. Fitzpatrick, Nebraska.\nWhat Can Be Done to Bring Pupils farther on in Their Studies In-forc- They Leave\nSchool to Go to Work ? Charles W. Hill, Massachusetts.\n1893 Wood-Work in Grammar Gradc-s. V. G. Cl'RTiS, Connecticut.\nThe Study of English in the Public Schools.— .\\. P. Marble, Massachu.setts.\nSu|K,Tvision cjf City\n• I'ritilril in\n\n—\n\ni'ur|>c).ses in Large Cities.\nA. S. Draper, Ohio.\nSchools.— W. H. Maxwell, New York,\n\nOrganization for School\nvulumr fi>r 1H04.\n\n"}
{"page": 596, "printed_page": null, "text": "—— — —— ————— ——\n\n—\n\nNATIONAL EDUCATIONAL ASSOCIATION\n\n584\n1893\n\n—\n\n————— —\n\nThe Reconstruction of the Grammar-School Curriculum.\n\n[Superintendence\n\nChas. B. Gilbert,\n\nMinnesota.\n\nThe Cambridge Experiment.\n\nFrancis Cogswell, Massachusetts.\n\n—W. T. Harris, District of Columbia.\nGrading the Country School. Henry Sabin, Iowa.\nThe Graded System of the Rural Schools of New Jersey. — A. B. Poland, New\nJersey.\nSupervision of Country Schools. — D.\nWaller, Pennsylvania.\nSchool Statistics and Morals.\n\nJ.\n\n.Sources of Supply of Teachers in City Schools.\nA.\\ron Gove, Colorado.\nIncreasing the Efficiency of Teachers in Actual Service.\nThomas M. Balliet,\n\nMassachusetts.\nNon-Progressive and Retrogressive Teachers. J. M. Greenwood, Missouri.\nThe Value of Literature in Moral Training. Charles DeGarmo, Pennsylvania.\nHistory as an Aid to Moral Culture.\nChas. M. Andrews, Pennsylvania.\n\n—\n\n—\n\n—\n\n1894 Enriching the Course in the Elementary Schools First to Fourth Grades. Miss\nEllen G. Reveley, Ohio.\nThe Report of the Committee of Ten Its Use for the Improvement of Teachers\nNow at Work in the Schools. Francis W. Parker, Illinois.\nSome Phases of Present Educational Problems in Europe. Nicholas Murray\nButler, New York.\nGerman Methods of Using the Mother Tongue. Richard Jones, Pennsylvania.\nThe Relation of the Kindergarten to the Public-School System. James L. Hughes,\n\n—\n\nOntario.\n\n—\n\nThe Curriculum for Secondary Schools. W. T. Harris, District of Columbia.\nThe Exhibit of Education at the Columbian Exposition. John Eaton, District\nof Columbia.\n\n—\n\nThe Improvement of Rural Teachers. S. S. Parr, Minnesota.\nThe Care of the Truants and Incorrigibles. Edwin P. Seaver, Massachusetts.\nThe University in Its Relation to the Teaching Profession. Charles DeGarmo,\nPennsylvania.\n\nLawton B. Evans, Georgia.\nTeaching Patriotism in Southern Schools. J. M. Carlisle, Texas.\nClosing Remarks of the President. D. L. Kiehle, Minnesota.\n\nThe South and Its Problems.\n\n—\n\n—\n\n1895\n\nHow to Test the Quality of a Teacher's Work. —-W. C. Warfield, Kentucky;\n\n1896\n\nReport of the Committee of Fifteen. William H. Maxwell, chairman.\nReport of the Sub-Committee on the Training of Teachers. H. S. Tarbell,\nchairman.\nChanges Wise and Unwise in Grammar and High Schools. Orville T.\nBright, Illinois.\nRecent Improvements in Primary-School Work. Sarah L. Arnold, Minnesota.\nReport of the Sub-Committee on the Correlation of Studies in Elementary Education.\nWm. T. Harris, chairman.\nPowers and Duties of State Superintendents. N. C. Schaeffer, Pennsylvania.\nHistory Teaching in Schools.\nB. A. Hinsdale, Michigan.\nThe Teaching of Political Economy in Secondary Schools. Charles F. Thwing,\nOhio.\nThe Teaching of Political Economy in Secondary Schools. Charles F. Thwing,\nOhio.\nReport of the Sub-Committee on the Organization of City-School Systems.\nAndrew S. Draper, chairman.\nIndividualism in Mass Education. P. W. Search, California.\nChild-Study Systematic and Unsystematic. Wm. L. Bryan, Indiana.\nApplication of Child-Study in the School.\nFrancis W. Parker, Illinois.\nWhat Is the True Function or Essence of, Supervision ? C. A. Babcock, Pennsyl-\n\nAaron Gove, Colorado.\n\n—\n\n—\n\n—\n\n—\n\n—\n\n—\n\n—\n\nvania.\n\nWhat Is the Best Use That Can Be Made of the Grade Meeting ?— E. C. Delano,\nIllinois.\n\nSome Sociological Factors in Rural Education in the United States. ^B. A. Hinsdale,\n\nMichigan.\n\nThe University and the State in the South. Edwin A. Alderman, North CaroHna.\nThe Necessity for Five Co-ordinate Groups of Studies in the Schools. W. T.\n\n—\n\nHarris, District of Columbia.\n\nWhat Correlations of Studies Seem Advisable and Possible.\nMinnesota.\n\n— C. B. Gilbert,\n\n"}
{"page": 597, "printed_page": null, "text": "— — — — ————\n\n—\n\n—\n\n—\n\nTITLES OF PAPERS AND DISCUSSIONS\n\nDepartment]\n\n1896\n\n——\n\n585\n\nConcentration of Studies as a Means of Dcvelojung Character.\nCharles De\nGarmo, Pennsylvania.\nIsolation and Unification as Bases of Study.\nE. E. White, Ohio.\nOrganic Relations of Studies in Human Development. W. N. Hailmann, Dis-\n\n—\n\n—\n\nColumbia.\nCourses of Pedagogical Study as Related to Professional Imi^rovenient in a Corps\nof City Teachers.\nW. S. Sutton, Te.xas.\nWhat Should the Elementary School Do for the Child ? Miss N. Cropsey,\ntrict of\n\n—\n\n—\n\nIndiana.\n\nWhat Should the High School Do for the Graduate of the Elementary School?\nF.\n\nLouis Sold.\\n, Missouri.\n\nWhat Should the College and the University Do for the Graduate of the High\nSchcK)! ?\nJames H. Baker, Colorado.\n.Some Practical Results of Child-Study.\nA. S. Whitney, Michigan.\nThe Inlluence of the Kindergarten Spirit on Higher Education.—James L. Hughes,\n\n—\n\nCanada.\n\n1897\n\non Plans to Collect Data concerning Methods and Courses of Work\nElementary Schools ? W. N. Hailmann, District of Columbia, chairman.\nPaper on the Report of the Committee. N. C. Schaeffer, Pennsylvania.\nThe Province of the Supervisor. L. H. Jones, Ohio.\nSupervision as \\'ie\\ved by the Sujiervised. Sarah L. Brooks, Minnesota.\nThe Correlation of Educational Forces in the Community. S. T. Dutton, Massa1-leport\n\n—\n\nin\n\n—\n\n—\n\n—\n\nchusev.\nRelations of Citizens and Teachers.\n.\n\nIda C. Bender, New York.\nA.\\ron Gove, Colorado.\nWhy Art and Literature Ought to Be Studied in Our Schc;ols. W. T. Harris,\nDistrict of Columbia.\n.•\\rt Teaching in Schools.\nWilliah H. Maxwell, New York.\nRound Table on Child-Study:\nWm. L. Bryan, Indiana.\n(</) Hygiene of Motor Development.\nH. E. Kratz, Iowa.\n(6) Fatigue and Sense Defects.\n(c) Practical Results Obtained thru the Study of Children's Interests.\nG. W.\nA. LucKEY, Nebraska.\n(d) How May the Results of Child-Study Best Be Embodied in Methods of\nTeaching in Elementary Schools? James L. Hughes, Ontario.\n(e) The Still Hunt.\nMiss Sarah C. Brooks, Minnesota.\nChild-Study in Class Work. L. H. Galbre.xth, Illinois.\n(J)\nC. C. Van Liew, lUinois.\n(g) Child-Study with the Co-operation of Parents.\n(h) Should Teachers in Preparation Have Instructions in Theoretical and\nPractical Child-Study ?\nMiss Mary E. Laing, New York.\nRound Table on National Teachers' Certificates. Ossian H. Lang, New York.\nRound Table on Libraries. J. H. Van Sickle, Colorado.\nRound Table of State Superintendents:\nWhat Should the State Superintendents Do at the Sumiiur Institutes? S. M.\n\nThe Proper Use of Schoolhouses.\n\n—\n\n—\n\n—\n\n—\n\n—\n\n—\n\n—\n—\n\n—\n\nI.VGLLS, Illinois.\n\n—\n\nSchool .Architecture. jASf)N E. Hammond, Michigan.\nRound Table on College-Entrance Requirements. A. F. Nic.wtingai.k, Illinois.\n1898 The Township High School. C. J. Baxter, New Jei-sey.\nWhat Kind of N'ormal Training l)(jes the Common-School Tcaclur of the Soutli\nNeed? -E. ('. HkA.N'so.M, Georgia.\n\n—\n\n('.\nBetter Supervision of the Public .Schools in the South.\n).\nM( I\\i.i(, North\nCarolina.\nWhat the .\\egro Gels from the Comnion-.St himl IvKk ation, and \\\\ liat lie Gives\nto It.\nG. R. Glenn, Georgia.\nRei)ort of the Conunittee on a Detailed Plan fur a Rc-p>>rt on l''.li-rnciitarv EducaI\n\n—\n\ntion.\n\n-John Dewkv, Illinois.\n\n'fhe .Mission of the Elementary .School.\n.Makiin G. Bkumiiai'gii, Pc-nnsylvania.\nWhat (Jk.i. Child-Studv (lontribute to the Science of Education? J. P. Gokdy,\nf>hio.\n\nSome Contributions of Child Study to the S( ic-m e of Ivlm ation.\n\nRkuhkn I'osr\n\nHalleck, Kcntuc ky.\nThe- Lighting and Seating of SchcK>lrooms.\nW. A. .Mowhv, .Massachusetts.\nWntilation of Sc ho<)lrcK)ms.\nA. P. Mauhm:, \\ew York.\nContagious Di.sea.ses in Schcnil.-T. A. .Vlorr, Indi.ina.\n\n"}
{"page": 598, "printed_page": null, "text": "—\n\n——\n\n—\n\nNATIONAL EDUCATIONAL ASSOCIATION\n\n586\n1898\n\n— — —————— ————\n\n——\n\nThe Influence of Music and Music-Study upon Character.\n\n—\n\n-\n\n[Superintendence\n\n—\n\nA. J. Gantvoort,\nOhio.\nEducational Value of the Tragic as Compared with the Comic in Literature and\nW. T. Harris, District of Columbia.\nArt.\nVacation Schools. Richard Waterman, Illinois.\nContinuous Sessions, with Special Application to Normal Schools. IrwiN Shepard,\nMinnesota.\nGrading and Promotion with Reference to the Individual Needs of Pupils. Edward\nR. Shaw, New York.\nSome New England Plans and Conclusions Drawn from a Study of Grading and\nPromotion. Dr. John T. Prince, Massachusetts.\nGrading and Promotion with Reference to the Individual Needs of Pupils.\nJames H. Van Sickle, Colorado.\nThe English Plan of Grading. William J. Shearer, New Jersey.\nMinimum Preparation for Teaching. Price Thomas, Tennessee.\nReciprocal Recognition of State and Normal-School Diplomas by the States.\nZ. X. Snyder, Colorado.\nMedical Inspection of Schools. W. B. Powell, District of Columbia.\nRealizing Our Final .\\im in Education.\nSylvester F. Scovel, Ohio.\n\n—\n\n—\n\n—\n\n—\n\n—\n\n1899 The Pubhc Lands and Pubhc Education.\n\n—\n\nE. B. Prettyman, Maryland.\nRelation of Public Libraries to Public Schools.\nSherman Williams, New York.\nThe Unseen Force in Character-Making. George H. Martin, Massachusetts.\nThe Training of Teachers for Secondary Schools. James E. Russell, New York.\nEfficient and Inefficient Teachers.\nF. Louis Soldan, Missouri.\nWhat the Superintendent is Not. A. E. Winship, Massachusetts.\n\n—\n\n—\n\nHow to Make Good Teachers Out of Poor Ones. —W. T. Harris, District\n\nof\n\nColumbia.\n\nEmerson E. White, Ohio.\nAuthority of the School Superintendent.\nThe Implications and Applications of the Principle of Self-Activity in Education.\nArnold Tompkins, Illinois.\nTo What Extent Should the High-School Pupil Be Permitted to Elect His Work ?\nW. L. Steele, Illinois.\nThe School Director as a Factor in Education. Samuel Hamilton, Pennsylvania.\n\n—\n\n—\n\nReport of Committee on Uniform Financial Reports. C. G. Pearse, chairman.\nReport of the Committee on Amended Spelling. R. K. Buehrle, Pennsylvania,\nchairman.\nSome Neglected Factors and Forgotten Facts. T. C. Mendenhall, Massachusetts.\nPromotions and Grading. W. W. Chalmers, Ohio; Paul A. Cowgill, Michigan; H. E. Kratz, Iowa.\nCourse of Study for Pupils Who Cannot Complete High-School Work. J. M.\nBerkey, Pennsylvania; J. W. Carr, Indiana.\n\n—\n\n—\n\n—\n\n—\n\nNicholas Murray Butler,\nNew York.\nTwo Opportunities for Improvement in the Administration of Graded-School\n\n1900 Status of Education at the Close of the Century.\n\nSystems.\n\n— L. D. H.\\rvey, Wisconsin.\n\nThe Trail of the City Superintendent. Aaron Gove, Colorado.\nThe Superintendent in Small Cities. Charles E. Gorton, New York.\nAlcohol Physiology and Superintendence. W. O. Atwater, Connecticut.\nObligations and Opportunities of Scholarship.\nEdwin A. Alderman, North\n\n—\n\nCarolina.\n\nHow Can the Superintendent Improve the Efficiency of the Teachers under His\nCharge. John W. Cook, Illinois.\nThe Superintendent as an Organizer and an Executive.\n\n1901\n\nRobert E. Denfeld,\n\nMinnesota.\nThe Gospel of Work. Edwin G. Cooley, Illinois.\nEducation at the Paris Exposition. Howard J. Rogers, New York.\nE. O. Vaile, lUinois.\nDiscussion\nSubject: Simplified Spelling.\nThe Past and the Future Work of the Department of Superintendence.\n\n—\n\nM. Greenwood,\n\n—\n\nJames\n\nMissouri.\n\nDepartment of Superintendence of the National Educational Association. Emerson E. White, Ohio.\nMedical Inspection in Public Schools. W. S. Christopher, Illinois.\nThe Use and Control of Examinations. Arthur T. Hadley, Connecticut.\nA Report on Manual Training in the Detroit Elementary Schools. J. H. Trybon,\n\n—\n\n—\n\nMichigan.\n\n"}
{"page": 599, "printed_page": null, "text": "— — ————— —\n———\n\n—\n\nDepartment]\n\n1\n\n901\n\n—\n\n—\n\n—\n\nTITLES OF PAPERS AND DISCUSSIONS\n\n587\n\nThe Progress and Aims of Domestic Science in the Public Schools of Chicago.\n\nHenry S. Tibbits, Illinois.\n\n——\n—\n\nManual Training in the Menomonie Public Schools. JUDSON E. Hoyt, Wisconsin.\nPo.s.^bilities of Manual Training for Moral Ends.\nR. Charles B.\\tes, Maryland.\nOrganization of Inspection and Supervision of Grade Teachers Discussion.\nDeveloping Greater EtTiciency in Teaching Forms Discussion.\n\n—\n\n—\n\nGrading in the Interests of the Pupils Discussion.\nCorrelation of High-Sthool and Grammar-Grade Work\nDiscussion.\nLiterature below the High School.\nMiss Mae E. Schreiber, Wisconsin.\nThe Consolidation of Schools and Transportation of Pupils Discussion.\nObservance of Ex])erts as a Means of Training Discussion.\n\n—\n\n—\n\n—\n\n—\n\nJohn Kennedy, New York.\nA Standard Course of Study for Elementary Schools in Cities. — R. G. Boone, Ohio.\n\nThe Need of Individual Instruction.\n\n—\n\nSome Aspects of Grammar-School Training. L. B. R. Briggs, Connecticut.\nThe Situation as Regards the Course of Study. John Dewey', Illinois.\n1902 Obstacles to Educational Progress. Paul H. Hanus, Massachusetts.\nThe \\'alue of Examinations as Determining a Teacher's P'itness for Work. Edwln\nG. CooLEY, Illinois.\n\nThe Practical Application of All Learning to Better Living.\nnesota.\nInfluences That Make for Good Citizenship.\n\n1903\n\n— D. L. Kiehle, Min-\n\nHenry P. Emerson, New York.\n\nThe Human Side of Geography. Lloyd E. Wolfe, Texas.\nThe Best Methods of Electing School Boards. Lewis H. Jones, Michigan.\nThe Freedom of the Teacher. Charles B. Gilbert, New York.\n.\\ Readjustment of the High-School Curriculum.\nE. W. CoY', Ohio.\nIndustrial Training in Rural Schools.\nAlfred Bayliss, Illinois.\nLiterature in the Grades and How to Use It.\nMrs. Alice W. Cooley', North\n\n—\n—\n\nDakota.\n\nTo What Extent and in What Form Should the Manual-Training Idea Be Eml)odicd in Public-.School Work — W. O. Thompson, Ohio.\n?^\n\n—\n\nPublic Opinion and Good Schools.\nJ. K. Stableton, Illinois.\nThe Organization and Function of the Training .School in the State Normal\nSchool.\nWilbur H. Be.nder, Iowa.\nWhat Should Be the Features of a Modern Elementary-School Building. C. F.\nCarroll, Massachusetts.\nThe Most Effective L'se of a Superintendent's Time. A. B. Blodgett, New York.\nThe Pull Utilization of a Public-School Plant. Charles W. Eliot, Ma.ssachu.setts.\n\n—\n\n—\n\nJames M. Greenwood,\n\nScven-Year Course of Study for Ward-School Pupils.\nMissouri.\nOxford University and the\n\nRhodes\n\nS( holarshij)s.\n\n— W. T. IIarkis, District of\n\nColumbus.\n\nSome Practical Problem in Manual Training.\n\n1904\n\nCharles R. Richards, .\\ew \\nrk.\nCo-education at the University of Chicago. .Albion W. Small, Illinois.\nCo-edu( ation in High Schools. —.Aaro.n Gove, Colorado.\nEducation at the Universal Exposition, 1004 From the \\'iew-Pcjint of llic Chief\nof the Department.\nHf)VVARD J. Rogers, Mis.souri.\nEducation at the Universal Exposition, 1004 Exhibit of the United Slates Bureau\nof Education.\nW. T. Harris, District of Columbia.\nEducation at the Universal Exposition, 1004 Some City Exhibits: Their Pur|)o.se\nand Plan A. St. I>ouis. F. Louis Soldan, Mis.souri; B. The City of New\nYork.\n.Andrew W. Edson, New York.\n'I'he Su])erintendent's Influence on the Course of Study.\nW. H. Elson, Michigan.\nWhat Omis.sions .Arc- .Advisable in the I're.sent Course of Study and What Should\n\n—\n\n—\n\n—\n\n—\n—\n—\n\n—\n\nBe the Basis for the Same. Frank M. McMiRRV, New \\'ork.\nAthletics and Collateral .Activities in Sccondarv Schools.\nI\".\nD. lioVNToN, .New\nYork.\nHerlx-rt S|»encc-r anci\n\nHis Inllucncc on Ilduc ation.\n\n\\\\\n\n.\n\nT. IIakkis, District of\n\nColumbia.\nHerlx-rt S|M-ncer's Four Famous Essays.\nJohn W. Cook, Illinois.\nHcrlH-rt S|K'n<er's Individuality as Manifeslccl in His Educational Thinking.\n\n\\\\\n\n.\n\nS. Sutton, Texas.\nHerbert Sjx-ncer as an Fduc alional Force.\n.A. i;. Winship, Mas.sac husetts.\nHctIktI S|M-nc er as a Philosophc-r.\nW. KosK, Tc-nnessee.\nFduc ational Princ iples for the South. Charles W. Dahney, Tennes.see; Chakli.s\nD. McIvKR, North Carolina.\n\n"}
{"page": 600, "printed_page": null, "text": "— —— —\n\n— —— ———— ——— —— — —\n\nNATIONAL EDUCATIONAL ASSOCIATION\n\n588\n\n——\n\n—\n\n[Superintendence\n\nThe Factory Child. Lawton B. Evans, Georgia.\nThe Ethical Element in Education. Walter B. Hill, Georgia.\nAdministration and Supervision The Superintendent as a Man of Affairs.\nWilliam H. Maxwell, New York.\nAdministration and Supervision The Assistant to the Superintendent His\n\n—\n—\n—\nFunctions and Methods of Work. —Miss Alice E. Reynolds, Connecticut.\nAdministration and Supers-ision — The Management\nSpecial Departments.\nof\n\nC. H. Kendall, Indiana.\n\nThe Extension of Public-School Privileges^—TJie Organization of a System of\nEvening Schools. Thomas ]M. Balliet, Massachusetts.\nExtension of Public-School Privileges Adult Education. Henry M. Leipziger,\n\n—\nExtension of Public-School Privileges — University Extension for Teachers in\nService. — R. H. Halsey, Wisconsin.\nExtension of Public-School PriWleges —Vacation Schools, Playgrounds, and Recreation Centers. — Miss Evangeline E. Whitney, New York.\nThe Recognition of Certificates and Diplomas Granted\nby State and County\nAuthorities,\nby Schools of Education. — L. E. Wolfe, Texas.\nIncreasing the Efficiency of Rural Schools. Arthur Lefevre, Texas.\nConsolidation of Rural Schools. — Y. Joyner, North Carolina.\nImprovements in Course of Study and System of Grading. Delos Fall, Michigan.\nNew York.\n\n(a)\n\n{b)\n\nJ.\n\n1905\n\nHigher Standards in the Employment of Teachers. Francis P. Venable, North\nCarohna; M. L. Brittain, Georgia.\nE.xpert Supervision.\nIsaac W. Hill, Alabama.\nThe Expediency of Importing Teachers of Approved Merit from without a Town\nor City.\nSamuel T. Dutton, New York.\nShould Teachers be Required to Present from Time to Time Evidences of Increased\nScholarship ? Walter H. Small, Rhode Island.\nReview of the Educational Features of the Universal Exposition at St. Louis.\n(a) The Foreign Educational Exhibits.\nHoward J. Rogers, New York.\n{h) The American Educational Exhibits\nEliphalet Oram Lyte, Pennsylvania.\n\nBen Blewett,\nStates Exhibit of Elementary Education.\nMissouri.\nMeans of Increasing the Efficiency of Our Public-School Work Various Authors.\nSome of the Conditions Which Cause Variation in the Rate of School Expenditures\n(c)\n\nThe United\n\n—\n\n—\n\nin Different Localities.\nW. T. Harris, District of Columbia.\nThe Group Morality of Children. George E. Vincent, Illinois.\n\nCharter Provisions as Related to the Organization of School Systems.\nH. Maxwell, New York.\nA Nonpartisan School Law. Edward C. Eliot, Missouri.\nCharter Provisions as Related to the Reorganization of School Systems.\n\nSold an, Missouri.\nReport of Committee on\n\nWilliam\n\n— F. Louis\n\nInterstate Recognition of State Teachers' Certificates.\nHigh-School Privileges for Country Pupils. C. P. Cary, Wisconsin.\nThe Merit System of Appointing and Promoting Teachers. Ben Blewett,\n\n—\n\nMissouri, and others.\n\nManual Training in the Elementary School. James Parton Haney, New York.\nChild-Labor. Jane .\\ddams, Illinois.\nManual Training in the Secondary Grades and in Colleges. Calvin M. Woodward, Missouri.\n1906 The Means .\\fforded by the Public Schools for Moral and Religious Training.\nThomas A. Mott, Indiana.\nThe Effect of Moral Education in the Public Schools upon the Civic Life of the\nCommunity. W. O. Thompson, Ohio.\nWoman's Part in Public-School Education. Mrs. Sarah E. Hyre, Ohio.\nWhat Kind of Education is Best Suited to Boys. Reuben Post Halleck, Ken-\n\n—\n\n—\n\ntucky.\n\nWhat Kind of Education is Best Suited for Girls ?\n\nAnna J. Hamilton, Ken-\n\ntucky.\n\nWhat kind of Language Study Aids in the Mastery of Natural Science ?\nHarris, District of Columbia.\nThe Superintendent's Authority and the Teacher's Freedom.\n\n—^W. T.\n\nOscar T. Corson,\n\nOhio.\n\nThe Teaching of Arithmetic— Simon Newcomb, District of Columbia.\n\n"}
{"page": 601, "printed_page": null, "text": "— ——— —\n\nDepartrtent]\n\n—\n\n—\n\n—— —\n\n— —\n\n—\n\nTHE AMERICAN NORMAL SCHOOL ASSOCIATION\n\nSuggestions for tht- Improvement of the Studv Period.\n\nYork.\n\n589\n\n— F. M. McMuRRV, New— Ehminations and\n\nMeans of Improving the Efficiency of the Grammar School\nModifications in the Course of Study.\n\nM.^rtin G. Brumb.\\ugh, Pennsylvania.\n\nHow Can the Supervising Influence of Grammar-School Principals be Improved ?\nLewis II. Jones, Michigan.\nA.\nRound Table of City Superintendents of Larger Cities.\nTopic\n1.\n\n2.\n\n—\n\nInterrelation of Functions in a City School System.\nInfluence of the Supervisor.\nAda Van Stone Harris, New York.\nThe Influence of the City Normal School or Training School. Ella\n\nFl.vgg Young, Illinois.\nRound Table of Superintendents of Smaller Cities.\nTopic The Local Training-School as an Agency for the Preparation of\nTeachers. Wilbur F. Gordy, Illinois.\nI. The\nBest Means and Methods of Improving Teachers -Mready in the\n\nB.\n\n—\n\nService.\n\nWilli.a^m McKendree \\'axce, Ohio.\n\nRound Table of State and County Su])crintcndents.\n\nC.\n\nTeachers' Salaries and How Affected by the Operation of the MinimuniSalar)' Law.\nFassett .\\. Cotton, Indiana.\n2. Rural School .•\\rchitecture.\nJ. W. Olsen, Minnesota.\nRound Table Conference on Simplified Spelling.\n1. Simpler Spelling:\nWhat Can bi; Most Wisely Done to Hasten It? E.\n1.\n\nD.\n\n—\n\n—\n\n2.\n\nBenjamin Andrews, Nebraska.\nWhat Can Mt)st Wi.sely Be Done to Hasten Simpler Spelling ?\nJr., Massachusetts.\n\n— Geddes,\nJ.\n\nThe Incorrigible Child. -Juli.v Richman, New York.\nThe Examination of the Eyes of School Children. John C. Eberh.\\rdt, Ohio.\nWhat Should Be the Basis for the Promotion of Teachers and the Increase of\nSalaries ?\n\nJa.mes H.\n\nVan Sickle, Maryland.\n\n—\n\nThe Next Step in the Salary Campaign. D.wiD Felmlev, Illinois.\nThe New Phonetic Alphabet. George Hempl, Michigan.\nWhat Form of Industrial Training is Most Practical and Best Suited to the Countrv\nChild ?— O. J. Kern, Illinois.\nForms of Industrial Education Best Adapted to City Children. Charles H.\nKeyes, Connecticut.\nArt as Related to Manual Training. James Edwin Addicott, Louisiana.\n\nTHK AMKRJCAX XORMAL SCITOOJ, ASSOCIATION\nTHE DEPARTMENT OF NORNLAL SCHOOLS\nThe first meeting of the representatives of normal schools in the country was held in\nthe city of\n\nNew York, in 1855, at the time of the meeting of the American Association\n\nThe meeting was informal in its haracter, and was\ndevoted to a free interchange of views on subjects lonnec ted with the jjractic al working\nfor the Advancement of Education.\n\nc\n\nof normal schmjls.\n\nAnother informal meeting was held at Springfield, Ma.ss., in 1856, and a connnitlee\nwas apfK>intcd to submit a constitution and plans for a permanent organization.\n\nThe third meeting was held at Albany, N. Y., in 1857, but as few were present 110\nslefjs\n\nwere taken to form a fM-rmanent organization.\nIn 1858, a meeting was held in Norwich, Conn., an<l a constitution\n\nwas adopted.\n\nThe first annual (finventi«)n at Trent<in, N. J., in 1850, was largely attended, and\nthe exen ises were of the most practical character,\n\n1859 TRENTON N. J.\n\nliul\n\nthe proceedings were not published.\n\nAugust 17-19.\n\nOPFirKKS\nI'rrsidrnt\n\nWil mam F. PlIKLl'S, Trenton, N. J.\n\nSrcrrliiry -\\Uv.l)i>V.S G. NoKTliinU', Host<in, M.i.ss.\n\n"}
{"page": 602, "printed_page": null, "text": "—\n\n—\n\nNATIONAL EDUCATIONAL ASSOCIATION\n\n59°\n\n[Normal\n\nTopics!\nIn 1866 this Association met at Indianapolis, Ind., with the National Teachers'\nAssociation.\nThe proceedings and papers were published in connection with those\n\nThere was no meeting of either association in\n\nof the National Teachers' Association.\n1867.\n\nJoint meetings were held in 1868 at Nashville, Tenn., at Trenton, N. J., in 1869,\n\nand at Cleveland, Ohio, in 1870 when, on the reorganization of the National Educational\nAssociation, the American Normal School Association became the Department of Normal\nSchools of the N. E. A.\n\nOFFICERS\n1866\n\nINDIANAPOLIS, IND.\n\n1869\n\nPres., Richard Edwards. St. Louis,\n\n1867\n1868\n\nMo\n\nTRENTON, N. J.\nNewell, Baltimore, Md.\n\nPres., M. A.\n\nSec, L. B. Kellogg, Emporia, Kans.\n\nV.-Pres., John Ogden, Nashville,\n\nNo Meeting\nNASHVILLE, TENN.\n\nSec, A. S. Barbour, Washington, D. C.\n\nPres., D. B.\n\n1870\n\nCLEVELAND, O.\nPres., John Ogden, Gambier,\n\nHagar, Salem, Mass.\nOswego, N. Y.\n\nTenn.\n\nO.\n\nV.-Pres., E. A. Sheldon\n\nV.-Pres., John M. Olcott, Terre Haute, Ind.\n\nSec, W. E. Crosby, Cincinnati, O.\n\nSec, A. L. Barbour. Washington, D. C.\n\nDEPARTMENT OF NORMAL SCHOOLS\n1871\n\n1872\n\nST. LOUIS, MO.\nPres., S. H. White, Peoria, 111.\nV.-Pres., C. C. Rounds, Farmington. Me.\nSec, A. L. Barbour, Washington. D. C.\n\n1882\n\nBOSTON. MASS.\n\n1883\n\nPres.. C. C.\n\nRounds, Farmington, Me.\n\nSec, Nathan Newby, Ind.\n\nELMIRA, N. Y.\nPres., A.\n\n1884\n\nG. Boyden, Bridgewater, Mass.\n\n1885\n\nBaldwin, Huntsville, Tex.\nSec, Sarah E. Sprague, Winona, Minn.\nV.-Pres.. J.\n\nSec, Mrs. S. A. Rulison, North Bend, O.\nPres., J. C.\n\nGreenough, Providence, R. I.\n\n1886\n\nSec, G. P. Brown, Terre Haute, Ind.\n\nG. Boyden, Bridgewater, Mass.\n\nV.-Pres., G. L. Osborne, Warrensburg, Mo.\n\nSec, C. F. R. Bellows, Ypsilanti, Mich.\n\n1877 LOUISVILLE, KY.\nPres., F. Louis Soldan, St. Louis, Mo.\nV.-Pres.. S. H. White. Peoria. 111.\nSec, Grace C. Bibb, St. Louis, Mo.\n1878 No Meeting\n1879 PHILADELPHIA. PA.\nPres., Wm. F. Phelps, Whitewater, Wis.\nV.-Pres., T. Marcellus, Marshall, W. Va.\nSec, Grace C. Bibb, St. Louis, Mo.\n1880 CHAUTAUQUA, N. Y.\nPres., J. C. Gilchrist, Cedar Falls. la.\nV.-Pres.. E. C. Hewett, Normal, 111.\nSec, G. W. Fetter, Philadelphia, Pa.\n1881 ATLANTA. GA.\nPres., Jerome Allen. Geneseo, N. Y.\nV.-Pres., G. L. Osborne, Warrensburg, Mo.\n\nTOPEKA, KANS.\nPres., A.\n\nV.-Pres., Wm. A. Jones. Terre Haute, Ind.\n\n1876 Baltimore, Md.\nPres., Edward Brooks, Millersville, Pa.\nV.-Pres. Delia A. Lathrop, Cincinnati, O.\nSec, Geo. S. Albee, Oshkosh, Wis.\n\nSARATOGA SPRINGS, N. Y.\nPres., George P. Brown, Terre Haute, Ind.\n\nV.-Pres., W. N. Hailmann, Louisville, Ky.\n\nMINNEAPOLIS, MINN.\n\nHewett, Normal, 111.\n\nBaldwin. Huntsville, Tex.\nSec, M. S. Cooper, Oswego, N. Y.\n\nPres.. James H. Hoose, Cortland, N. Y.\n\n1875\n\nMADISON, WIS.\nV.-Pres., J.\n\nSec, M. A. Newell, Baltimore, Md.\n\nDETROIT, MICH.\n\nSec, Jerome Allen, St. Cloud, Minn.\nSARATOGA SPRINGS, N. Y.\nPres., E. A. Ware, Atlanta, Ga.\nV.-Pres., E. C. Hewett, Normal, 111.\nSec, G. P. Beard, California, Pa.\nPres., E. C.\n\nV.-Pres., Joseph Estabrook, Ypsilanti. Mich.\n\n1874\n\nRounds, Farmington, Me.\n\nV.-Pres., T. C. H. Vance. Lexington, Ky.\n\nV.-Pres.. Anna C. Br.-vckett, New York, N.Y.\n\n1873\n\nSARATOGA SPRINGS, N. Y.\nPres., C. C.\n\nSec, E. H.\n\n1887\n\nCook, Potsdam, N, Y,\n\nCHICAGO, ILL.\nPres., A. R. Taylor, Emporia, Kans.\nV.-Pres.. James H. Hoose, Cortland, N. Y.\n\nSec, Mary Nicholson, Indianapolis, Ind.\n\n1888 S.\\N FRANCISCO. CAL.\nPres., S. S. Parr, Greencastle, Ind.\nV.-Pres., R. C. Norton, Cape Girardeau, Mo.\nSec, Rose C. Swart, Oshkosh, Wis.\n1889\n\nNASHVILLE, TENN.\nPres., Irwin Shepard, Winona, Minn.\n\nV.-Pres., Lucy Washburn, San Jos6, Cal.\nSec. Ellen A.Williams. Framinghani, Ma.ss.\n\ni8qo\n\nST. PAUL. MINN.\nW. Parsons, Terre Haute, Ind.\n\nPres., W.\n\nV.-Pres.. James H. Hoose, Cortland, N. Y.\n\nSec, John L. Lampson, Nashville, Tenn.\n\n1891\n\nTORONTO, ONT.\nPres., B. A. Hinsdale, Ann Arbor,\n\nMich.\n\nOsborne, Warrensburg, Mo.\nSec, Isabella Lawrence, St. Cloud, Minn.\n\nV.-Pres., G. L.\n\nThe papers read at this Session were printed in the Proceedings of the American Normal .School Association, published\n\nby A. S. Barnes and Burr, New York, i860, and were as follows:\n\nThe Proper Sphere and Work of the Normal School. Alpheus Crosby. Massachusetts.\nTo What Extent Can the Art of Teaching Re Taught in Normal Schools. John Ogden. Ohio.\nThe Course of Study Best Suited to the Objects of American Normal Schools. ^Richard Edwards,\nMissouri.\n\n"}
{"page": 603, "printed_page": null, "text": "—\n\nTITLES OF PAPERS AND DISCUSSIONS\n\nSchools]\n\n1892\n\nSARATOGA SPRIXGS. N. Y.\n\n1900\n\nV.-Pres., N.\n\nSec, Charles B, Dyke, Hampton, Va.\n\n1901\n\nCHICAGO. ILL.\nM. Milne. Oneonta. X. V.\n\n189s\n\n1902\n\nMillspaugh, Winona, Minn.\nScudder, New Platz,\nN. Y.\nSec. John R. Kirk. Kirksville, Mo.\n\nV,-Pres,, Myron T,\n\n1903\n\nM. Green. Trenton. N. J.\n\nBUFFALO. N. Y.\nCook, Normal, 111.\n\nSec. A. G. BoYDEN. Bridgewater. Mass.\n\n.MILWAUKEE. WIS.\n\n1898\n\nPres., A. G. Boyden, Bridgewater, Mass.\nX. Snyder. Greeley. Colo.\nSec. E. A. Strong. Ypsilanti, Mich.\nWASHINGTON. D. C.\nPres.. H. H. Seerley. Cedar Falls, la.\n\\'.-Pres., Rose C. Swart. Oshkosh, Wis.\nSec. F. B. Palmer. Fredonia. N. Y.\n\n1899\n\nLOS ANGELES, CAL,\n\n1904 ST. LOUIS, MO.\nPres., Lewis H. Jones, Ypsilanti. Mich.\nV.-Pres., Grant Karr, Oswego. N. Y.\nSec, Mo.ntana Hastings, Kirksville, Mo.\n1905\n\nN'.-Prcs.. Z.\n\nPres.. Theodore B.\n\nLivingston C. Lord, Charleston, lU.\n\nV.-Pres., A. Salisbury, Whitewater, Wis,\nSec, Edgar L, Hewett, L.xs Veg;»s, N. M.\n\nV.-Pres.. G. R. Kleeberger. St. Cloud. Minn.\n\n1897\n\nBOSTON, MASS.\nPres.,\n\nX. Snyder. Greeley. Colo.\nSec, C. C. Van Liew, Normal. 111.\n\\'.-Pres.. Z.\n\nPres.. John W.\n\nMINNEAPOLIS, MINN.\nPres., Jesse F.\n\nDENVER. COLO.\n\n1896\n\nColo.\n\nSec, Myron T. Scudder, New Paltz, N. Y.\n\n.\n\nPres.. J.\n\nD. McIver. Greensboro, N. C.\n\nV.-Pres.. Z. X. Snyder, Greeley\n\nKans.\nJ. N. Wilkinson. Kmporia,\nASBURY PARK.. N. J\nPres.. J. M. .MiLKE. Oneonta. N. Y.\n\\\".-Pres.. J. W. Cook. Normal. 111.\nSec, J. N. Wilkinson. Emporia. Kans.\nSec\n\nDETROIT, MICH.\nPres., C.\n\nV.-Pres.. J. W. Cook, Normal. III.\n\n1894\n\nRussell, New York. N Y.\nCropsey, Indianapolis, Ind.\n\nPres.. James E.\n\nV.-Pres.. Larkin Dunton, Boston. Mass.\nSec. Marg.\\ret E. Conkling. Milwaukee.\n\nPres.. J.\n\n591\n\nCHARLESTON. S. C.\n\nPres.. Charles DeGarmo. Swiirthmore, Pa.\n\nWis.\n\n1893\n\n—\n\n—\n\nASBURY PARK and OCEAN GROVE,\nN.J.\nPres., C. C. Van Liew, Chico, Cal.\nV,-Pres,, Jesse D. Burks, Paterson, N. J.\nSec, Anna Buckbee, California, Pa,\n\n1906\n1907\n\nNoss, California, Pa.\n\nV.-Pres., Marion Brown. New Orleans, La\n\nSec. J. N. Wilkinson, Emporia, Kans.\n\nNo Meeting\nLOS ANGELES, CAL.\nPres.. John R. Kirk. Kirksville, Mo.\nV.-Prcs.. D. B. Johnson, Rock Hill, S. C.\nSec, .Mary .\\mce Whitney, Emporia, Kans.\n\nTOPICS\n1866\n\nThe Duties of an Anu-rican Slate in Respect to Higher I>:ducation.\n\nWilliam\n\nF. Phelps, Minnesota.\nOral Instruction: Its Philosophy and\n\nMethods.— Mrs. Mary Howe Smith, New\nYork.\nOral Teaching. Edwin C, Hewett, Illinois.\nNormal Education in Kansas, L. M. Kellocu;, Kansas.\nNormal Schools Their Organization and Course of Study. Wii.ti.am F.Piiki.ps,\nMinnesota.\n\n—\n\n:\n\n1867\n1868\n\nNo Meeting.\nState Normal Schools, Are Essential lor llie llHu ieiil Oju ration of Public InslrucDiscussion.\nI'um\nThe Usefulness of Model Schools in Connedion witli \\..rm.il St liools, and the\nMode of Conducting Them Discussion.\nM. A. Newell, Maryland.\nTextVj<K)ks.\n\n—\n\n—\n\n1869\n\n—\n\nHow Shall Pupils Be Taught to Teach ?— John Alden,\nSchool Architecture.— \\ViLLL\\M F. Pheli'S, Minnesota.\nEducation a.s a Science.- -John Oc.ukn, Ohio.\n\nNew York.\n\nFokdyce Allen, Pennsylvania.\nCourse of Study for a Normal School.\nThe Spiritual Element of Education. -I-Idwaki) Bkouks, I'enn.sylvania.\n1870 President's Address— The Condition an<l Wants of Normal Schools. John\nOoiiEN, Ohio.\nCourse of Stutiy for Normal Schools.— Wh.LIAM F. PhklI'S, Minnesota.\nThe Means of Providing Professional Instruction.— S, H. White, Illinois.\nThe Human Body: A Suhjei t of Study for Teachers. -J. E. PiCKAKO, Illinois.\nOI)je(t-Ees.sons: Their Value and Plate.- Delia A. Eatiirop, Ohio.\n(Je(j. B. Eoomis. Incjiana,\nVo<al Music in Normal Schools.\nThe .\\pplic ation of Mental St iencc loTeat hing. J. W. Dickinson, M.issac luiselts.\n\nThe Department of Normal Schools\n1871\n\n—\n— R,\n\nPresident's Address- -Slate Aid for Normal SchcH)Is.\nModel Sch<H)ls in Connection wiili Normal Schools.\n\nS.\n\n11.\n\nWiiiii,\n\nIllinois,\n\n1'J)M \\ki)S, Illinois\n\n"}
{"page": 604, "printed_page": null, "text": "— — ——— — —— — — ——\n\n—\n\nNATIONAL EDUCATIONAL ASSOCIATION\n\nfNormal\n\n——\n\n592\n\n-\n\nThe Normal School Its Own Model School.\n\nAnna C. Brackett, Missouri.\nCourse.—J. W. Armstrong, New York.\n1872 The Proper Work of Normal Schools. J. C. Greenough, Rhode Island.\nNormal-School Work among the Freedmen. S. C. Armstrong, Virginia.\nThe American Normal School. Anna C. Brackett, New York.\nProfessional Instruction in Normal Schools.\nT. W. Harvey, Ohio.\nRelation between Matter and Method in Normal Instruction.\nGeo. P. Beard,\n\n1871\n\nPrinciples and Methods in a Normal\n\n— —\n—\n\nMissouri.\nPractice Schools:\n\nTheir Uses and Relation\nStickney, Massachusetts.\n\n1873\n\nDuties and Dangers of Normal Schools.\n\nto\n\nNormal Training.\n\n— Miss\n\nJ.\n\nH.\n\nRichard Edwards, Illinois.\n\n—\n\nElementary and Scientific Knowledge. J. W. Dickinson, Massachusetts.\nInstruction in Natural Science in Normal Schools.\nJ. C. Greenough, Rhode\n\n—\n\nIsland.\n\nTraining-Schools\nTheir Place in Normal-School Work. Delia A. Lathrop,\nOhio.\nRelative Contribution of Scholarship and Methods to the Power of the Teacher.\nH. B. Buckham, New York.\n:\n\n1874 What Constitutes a Consistent Course of Study for Normal Schools.\nOhio.\nTraining-Schools in Connection with Normal Schools.\n\n—\n\nJ. C.\n\n—\n\nJ.\n\nOgden,\n\nGreenough, Rhode\n\nIsland.\n\nWhat Must Be the Work of Normal Schools to Entitle Them to Be Called Professional ?\nLarkin Dunton, Massachusetts.\nMethod and Manner. F. Louis Soldan, Missouri.\n1875 The Professional Training of Teachers. Delia A. Lathrop, Ohio.\n1876 President's Address Centennial Thoughts on Normal Schools. Edward Brooks,\n\n—\n\n—\n\nPennsylvania.\nWhat is a School, etc. ? J. H. Hoose, New York.\nWhat May Normal Schools Do to Furnish Right Habits of Thought and Study\nin Their Pupils ?\nC. A. Morey, Minnesota.\nPersonal and Acquired Gifts of Teaching. H. B. Buckham, New York.\nA Professional Course of Study for Normal Schools. John Odgen, Ohio.\n\n—\n\n—\n\n—\n\n—\n\n1877 Normal Schools. F. Louis Soldan, Missouri.\nRange and Limits of Normal-School Work. -E. C. Hewett, Illinois.\nCommon-School Studies in Normal Schools. J. C. Greenough, Rhode Island.\nAttacks on Normal Schools. C. C. Rounds, Maine.\nA Few Queries concerning Some of the Details of Normal-School Work. S. H.\nWhite, Ilhnois.\n1878 No Meeting.\n1879 Professional Degrees for Teachers. J. C. Gilchrist, Iowa.\n\n—\n\n—\n\n—\n\n—\n\n—\n\nA Contribution to the Question of Professional Instruction in Normal Schools. —\nLewis McLouth, Michigan.\n\n1880 Instruction in Subject-Matter a Legitimate Part of Normal-School Work.\nG. L. Osborne, Missouri.\nSome of the Obstructions, Natural and Interposed, That Resist the Formation and\nGrowth of the Pedagogic Profession. Geo. P. Brown, Indiana.\n1 881\nTresident's Address The Necessity of a Normal School in a Public System of\nInstruction.\nJerome Allen, Minnesota.\nWhat Constitutes a Normal School. J. C. Gilchrist, Iowa.\nThe Best Normal Training for Country Teachers. T. C. H. Vance, Kentucky.\n1882 The True Place of a Normal School in the Educational System. D. L. Kiehle.\n1883 -Normal Schools: Their Origin, Object, and Condition. E. C. Hewett, lUinois.\nRight Use of Memory against Cramming. B. G. Northrop, Connecticut.\nThe Normal-School Problem, and the Problems of the Schools. H. H. Straight,\n\n—\n\n—\n\n—\n\n—\n\n—\n\n—\n\n—\n\nNew York.\nThe Place and Function of the Normal School. Charles DeGarmo, Illinois.\n1884 Necessity for Normal Schools. E. C. Hewett, Illinois.\nNormal Schools: Their Necessity and Growth. Thomas Hutstter, New York.\nSome Applications of Psychology to the Art of Teaching.-—W. H. Payne, Michigan.\n1885 Educational Value of Each of the Common-School Studies. J. H. Hoose, New\n\n—\n\nYork.\n\nThe Function of the Normal School.\n\n—\n\nEdward E. Sheib, Louisiana.\n\n"}
{"page": 605, "printed_page": null, "text": "—\n\n—\n\n— ——\n—\n\nTITLES OF PAPERS AND DISCUSSIONS\n\nSchookl\n\n1886\n\n—— ——— —\n\n— ——\n\n—\n\n593\n\n—\n\nWork. A. G. Boyden, Massachusetts.\nReport on Organization, Courses of Study, and Methods of Instruction in Normal\nSchools.\n^A. R. T.WLOR, Kansas.\nEducational A'aluc of Common-School Studies. J. H. HooSE, New York; M'.\nH. Pa'V'ne, Michigan; Edward Brooks, Pennsylvania.\nDistinctive Principles of Normal-School\n\n—\n\n—\n\n1887\n\n—\n\n\\'alue of Lessons from Educational History.\nA. R. Taylor, Kansas.\nMethods of Instruction in the Normal Schools of the United States. Thos.\n\nGray, Minnesota.\n\nThe General System of Normal Schools.\n\nConditions of Psychology in Normal Schools.\n\n1888 The Normal-School Problem.— S.\n\nS.\n\nJ.\n\nCharles DeGarmo, Illinois.\n\n— G.\n\nS.\n\nAlbee, Wisconsin.\n\nParr, Indiana.\n\nThe Distinctive Work of the Normal School. Joseph Baldwin, Te.\\as.\nThe Subject-Mattcr Which Belongs Properly to the Normal School Curriculum.\nC. W. HoDGiN, Indiana; W. T. Harris; Miss Lucy M. Washburn, California.\nThe Training-School as an Adjunct of the Normal School. Chas. H. Ai.i.en,\nCalifornia.\n\nThe Relation of the Normal to the Academic School.\n1889\n\n—\n\n1890\n\nThos. H. Kirke, Wisconsin.\n\nPedagogical Chairs in Colleges and Universities.— B. A. Hinsdale, Michigan.\nReport of Committee Appointed at Chicago, on Methods of Instruction and Course\nof Studies in Normal Schools.— Thos. H. Gr.\\y, Minnesota; A. G. Boyden,\nMassachusetts; C. C. Rounds, New Hampshire.\nNormal-School Work among the Colored People. A. J. Steele, Tennessee.\nThe Training of the Teacher in the South. A. D. Mayo, Massachusetts.\n\nThe Normal-School Curriculum.\n\n—\n\n—\n\nW. W. P^VRSONS, Indiana.\nEducational Ideas in Dicken's Novels. F. L. Soldan, Missouri.\nCf)mmon-School Branches, from a Professional Point of View. Isabel Lawri.nce,\nMinnesota.\nRecitation Estimates.\nA. R. Taylor, Kansas.\nReport of Committee; Criticism in Normal Schools: Its Value as an Element in\nTraining Teachers. Thomas J. Gray, Minnesota.\nMental Effects of Form in Subject-Matter. J. H. Hoose, New York.\n\n—\n\n—\n\n—\n\n1\n\n891\n\nPreparation.-\n\n— B. A. Hinsdale,\n\nWhat Constitutes Professional Work in a Normal School?\n\nChas. DeGarmo,\n\nThe Teacher's Academical and\n\nProfessional\n\nMichigan.\nPennsylvania.\nDiscussion.\nThe Place of the City Training-.School. Ellen G. Reveley, Ohio.\nThe Function of a Teacher's Training-College. Walter L. Hervey, New York.\nDiscu.ssion.\n\n1892\n\nCo-ordination of the Normal School and the University in the Training of Teachers.\nCharles DeGarmo, Pennsylvania.\nThe Economic Causes of Modern Progress. Simon N. Patten, Pennsylvania.\nValue of Herbartian Pedagogy for Normal Schools. F. M. McMuRRY, Illinois.\n\n1893\n\nNo Meeting.\n\n1894\n\nReport of Committee on the Relation of Normal Schools to Universities.\n\n—\n\n—\n\nCharlf:s\n\nDeGarmo, New Yf)rk.\nThe Duty of the Normal School toward the Problem of School Literature.- ('. C\nVan Likw, Illinois.\nRecent Educational Theory.\nF. M. McMuRRY, New York.\nSf holarship in\n\nNormal Schools.\n\nLivinc.stone C. Lord, Minnesota.\n\nThe Academic Function (jf the Normal School. James M. <;rken. New Jersey.\nThe Teacher as an Expert.— R. G. Boone, Michigan.\n1895\n\n—\n—\n\nPsychology in Normal Schools. Z. X. Snyder, Colorado.\nI'syi hology for Normal Schools.\nM. V. O'Shea, Minnesota.\nThe Real Province oi Method. James M. Mll.NE, New York;\n\nHoward Sandi\n\nson, Indiana.\n\nOrganization of Training-Schools and Practice-Teaching.\n\nKate D. Stout, New\n\nJersey.\n\nThe Organization of^Prac tic e-Tea< liing in Normal Schools.- J. N. Wilkinson,\nKansas.\n\nThe Correlation of Studies in a Norma! School. — N. C. SniAKH\n\n1\n\nConcentration or Co-ordinatiim of Studies in the Normal School.Illinois.\n\nr,\n\nIVnn.sylvania.\n\nJohn W.Cook,\n\n"}
{"page": 606, "printed_page": null, "text": "——\n\n———— ———\n\nNATIONAL EDUCATIONAL ASSOCIATION\n\n[Normal\n\nProfessor Rein's Practice-School at Jena and Its Lessons for American\nSchools.\nJohn W. Hall, New York.\nThe Practice-School as a Public School. E. A. Sheldon, New York.\n\nNormal\n\n— —— —— — ——\n\n— — ——\n\n594\n1896\n\n—\n—\n\n1897 Report of Normal-School Committee. Z. X. Snyder, Colorado, chairman.\nHow May the Normal School Best Accomplish Its Purpose ? Richard G. Boone,\nMichigan.\n\n1898 Preliminary Report of Committee on the Formulation of a Course of Study.\nThe New England State Normal Schools. A. G. Boyden, Massachusetts.\nThe Southern State Normal Schools. Marion Brown, Louisiana.\nNormal Schools West of the Mississippi River and East of the Rocky Mountains.\n\n—\n\nHomer H. Seerley, Iowa.\n\n—\n\nThe North Central State Normal Schools. R. G. Boone, Michigan.\nReport of Subcommittee on the State Normal Schools of the Pacific Coast.—\n\nEdward T. Pierce, California.\n\n—\n\nThe Middle State Normal Schools. N. C. Schaeffer, Pennsylvania.\nThe \"Training-School\" in the United States. Z. X. Snyder, Colorado.\n1899\n\n—\n\nReport of the Committee on Normal Schools\nFunction of the Normal School.\n\n—\n\nTraining-Schools Theses.\nGeographical and Historical Variations That Exist in Normal Schools in the\nUnited States.\nThe Inner Life of a Normal School.\nNormal-School Administration.\nState Normal Schools.\n\nAppendix A. Professor Rein's Practice-School, Jena, Germany. John W.\nHall, Colorado.\nAppendix B. General View of the Work of the Normal School. Albert G.\nBoyden, Massachusetts.\nAppendix C. A Typical Enghsh Training-CoUege. George Morris Philips,\nPennsylvania.\n\nAppendix D.\n\nContinuous Sessions\n\nin\n\nNormal\n\nSchools.-\n\nIrwin Shepard,\n\nMinnesota.\n\n1900 Training of Teachers for White Schools. Charles D. McIver, North Carolina.\nThe Training of Negro Teachers. H. B. Frissell, Virginia.\n\n—\n\n1 901\n\nThe Training of Teachers for Secondary Schools.\n\n1902 The Relations of the Heads\nFelmley, Illinois.\n\nof\n\nDepartments\n\nJames E. Russell, New York.\n\nto the Training-School.\n\nDavid\n\nDefects in the Normal Schools That Are Responsible for the Opposition and\nCriticism Urged against Them in Many Parts of the United States.\nHomer\n\nH. Seerley, Iowa.\n\n1903 The City Normal School of the Future. Francis Burke Brandt, Pennsylvania.\nDoes the Teacher's Knowledge of a Subject Differ from the Scholar's Knowledge ?\nW. W. Parsons, Indiana, and Others.\nConditions of Admission to Normal Schools. Walter P. Beckwith, Massachusetts, and Others.\nThe Academic Side of Normal-School Work. Henry Johnson, Illinois.\nTo What Extent and in What Manner Can the Normal School Increase Its Scholarship ? James M. Green, New Jersey.\n\n1904 In How Far May Child-Psychology Take the Place of Adult Psychology or Rational\nPsychology in the Training of Teachers ? G. Stanley Hall, Massachusetts.\nWhat Is the Net Gain to Education of Recent Investigations in Physiological\n\n—\n\nPsychology? Charles C. Van Liew, California.\nOut-of-Door Work in Geography. Mark S. W. Jefferson, Michigan.\n\n1905\n\nA Statement of\n\nthe Issues before the Department.\n\nCharles\n\nC.\n\nVan Liew,\n\nCalifornia.\n\nThe Modern High-School Curriculum as Preparation for a Two Year Normal\nCourse, and the Sort of Training Which Makes for the Best Normal-School\nPreparation.\n\n^David Felmley,\n\nIllinois.\n\nHow Can the Normal School Best Produce Efficient Teachers of the Elementary\nBranches as Regards the Control of Both Subject-Matter and Method ?\nGrant Karr, New York.\n\n"}
{"page": 607, "printed_page": null, "text": "—\n\nDEPARTMENT OF HIGHER EDUCATION\n\nSchools]\n\n595\n\n905\n\nThe Co-operation of Universities and Normal Scho<ils in the Training of Elementary\nFrank M. McMurry, New York; Guy E. Maxwei.i., Minnesota.\nTeachers.\nThe Co-operation of Universities and Normal Schools in the Training of Secondary\nE. N. Henderson, New York; Z. \"C. Snyder, Colorado.\nTeachers.\n\n1906\n\n\\.i Meeting.\n\n1\n\n—\n\nTHE DEP.^RTMENT OF HIGHER EDLCWTION\nThe Central College Association held its second annual meeting in\n\n(\n\n)lxTiin,\n\nOhio\n\nweek following the reorganization of the National Educational Association and the\nformal establishment of the Department of Higher Education. This Association voted\nin somewhat cautious terms to approve the organization of a new dejjarlment and to\ninstruct its e.xecutive committee to co-operate \"in such manner as will advance the interests\n\nthe\n\nof this Association.\"\n\nThe Papers and Proceedings of the Central College Association for the Oberlin\nmeeting were printed in the Proceedings of the N. E. A. for the Cleveland meeting. It\ndoes not appear that co-operation between the two organizations was carried further\ne.xcepting that many of the members of the Central College Association became members\n\nDepartment of the N. E. A.\n\nof the Higher\n\nOF FICERS\n1871\n\n1872\n\nST. LOUIS. MO.\nPrcs.. Ch.^s. W. Eliot. Cambridge. Ma.ss.\n\\'.-Pres., X. S. CuBLEioii. Delaware, O.\nSec, S. G. \\Vn.LiAMS. Cleveland, O.\n\n1883\n\nBOSTON'. M.\\SS.\nPres.. James McCosh, Princeton, N. J.\n\n1884\n\nSec. J. H. Wric.ht. Hanover, H. N.\n\n111.\n\nJ.\n\nSec. W. D. Henkle, .Salem, O.\n\n1886\n\n1874 DETR(JIT. MICH.\nPres.. Daniel Read. Columbia.\n\n.MINNEAPOLIS. .MINN.\nI'res.,\n\n1888\n\nV.Prcs., C. S. Venable, Charlottesville, Va\n.Sec. H. E. SllEl'llERD. Baltimore. Mil.\n\n1877\n\n1889\n\nLOL!S\\ILLE,KV.\n\nPe'VHody, (\"hamp.iign. 111.\nHowisoN, Berkeley, Cal.\nIowa City, la,\n.Mi-Bride,\nSec. T. H.\n\n|3;)\n\nPHILADELPHIA\n\n1880\n\nV.-Prc»., E.\n\nL JoYNKS. Nashville, 'IVnn,\n\nSc<.\n\nBovi), Ml. Vernon. la.\n\n\\'\n\n1881\n\n-Pres\n\n.\n\nBlEKUAv\n\nAnnvillc. Pa.\n\nS«i\n\nSec, (', A. Blaniiiakd, Wheaton, III.\n\ni8q2\n\nL W A.viiREWs\n\nMiirirtlu. O,\n\nH H Tim keh. Allanin, Cm.\nSec. G. M. Stkahss, To|jckn. Knns,\nV. Prm.,\n\n\\\n\nMkkrii\n\nI.\n\n!•;\n\nG.\\rEs. .Amherst, Mass\n\nW RooKKs Ev.mst.di. 111.\nII\nJohn M. C^oui.tkh, BliMiuiinglun Ind\n\nPris\n\n,Si-c,.\n\nL\n\nSAkAIOGA SPKIN(;S. \\. V.\nPrc».,\n\nSARATOGA SPRINGS, N. Y,\nPrrs.,\n\nMoss. BliMiininglon. Ind.\n\nI'll KARii. Iiiw.i City, la.\nJ\nJ..lin S. Coi-f. Hill*lale. .Miih.\n\nMills, Richmond, Ind.\n\nV.Prcs,. E. B, .Andrews, Providence, R. L\n\nATLANTA, GA.\nV. I'rrs,\n\nHall Worcester. Miiss\n\nTORONTO, ONT.\nPres., J. J.\n\nTaI'I-an\n\nPres., Lkmi'EI.\n\n1882\n\n1891\n\nGambler, O.\nLrili'Ki. Moss. Bloomington Iml.\n\n.Sec, K. B.\n\nPAIL, .MINN.\n\nV.-Prcs., v.. S. JoYNKS, Columbia. S. C.\nSec. G. R. CurriN.i, l^ike Forest, HI.\n\nCHAI TAfQlA, \\. V.\nPrcH.. Eli T.\n\n,Sr.\n\nPres,, G, Stanley\n\nP.\\\n\nPres., Eli T. T.M'I-.vn. Gambler, ( ).\n\nHtJiJii\n\nN.ASHVILLE.TENN\nV.-Pris., (i. H.\n\nV.-Prcu.. Eli T. Tappan, Gambicr, O.\nSec. Kdwakd S. Jovnks. Nashville, Tenn.\n.No Meeting\n\nSAN FRANCISCO, CAL.\n\nPres., S. H.\n\nPres., Daniel Gii.man, Baltimore, Md.\n\n1878\n187Q\n\nCHICAGO, ILL,\n\nPres., B, A. Hinsdale Cleveland, O.\nV.-Pres,, Alice F. Palmer. Cambridge, .Ma.ss\nSec, T. C. McBride, Iowa City, la.\n\nNoah Porter New Haven, (\"onn.\n\nPrcs..\n\nNew York\n\nPres.. W. A. Mowitv, Boston, Mas?.\nV.-Pres., Peter McN'icar, To|X'ka, Kans.\nSec. H. H. I'\"reer, Mt. Vernon, la,\n\nW. .Andrews, Marietta, O.\n\nBALTIMORE. MI),\n\n.Allen\n\nSec, E. J. James, Philadelphia, Pa.\n\n1887\n\nSc-c. C. S. \\'kn\\bi.e, Charlottesville, Va.\n\n1876\n\nTOPEKA, K.ANS.\nV.-Pres., Eliab W. Coy, Cincinnati, O.\n\nGeo. P. Hays. Washington, Pa.\n\nV.-Pres., I.\n\nSec, J. H. Wright, Hanover, N. H.\nSARA rOGA SPRINGS, N. Y.\nPres.. Lemuel Moss, Bloomington, Ind.\nV.-Pres., John Bascom, Madison, Wis.\n.Sec, W. G. WiLLiA-MS, Delaware, O.\nPrcs.. Jerome\n\nMo.\n\nV.-Pres., W, P. .\\tkinson. Boston. Ma.ss.\nSec. Geo. P Hays, Washinuton. Pa.\n\n1875\n\nPickard, Iowa City, la,\n\nV.-Prcs., Lemuel Moss, Bloomington, Ind.\n\n1885\n\nPres., David A. Wallace. Monmouth.\n\\ '.-Pres..\nD. Ru.NKLE. Boston, Mas.i.\n\nM.-VDISON. WIS.\nPres., J, L.\n\nELMIRA, .\\. Y.\n\n.Minneapolis, Minn.\n\nV.-Pres., vacant\n\nSec. T. H. Safford. Chicago. 111.\n\n1873\n\nW. FoLWKLi.\n\nPres., W.\n\nDavto A. Wallace, Monmoutli. Ill\n\nV.-Pres.\n\nSAR.VrOGA SPRLVGS. N. Y.\n\n.\n\n1893\n\n.No Meeting\n\n1894\n\n.VSUt'RV\n\nPARK, N. J.\n\nPrrs Ai'stin Si-orr. New Brunswick, N, J,\nV.-l're»..Rt.Rev.J. J.KF.ANE.WaHhington.D.C,\n,\n\nSec, Mklvil Ukwev, Albany^N. Y.\n\n"}
{"page": 608, "printed_page": null, "text": "——\n\n——\n\nDENVER. COLO.\n\n1901\n\nPres., J.MIES H. Baker, Boulder, Colo.\n\nV.-Pres., J. F.\n\nCrowell, New York, N. Y.\n1902\n\nW. H. P. F.wnce, Providence, R. I.\n\nV.-Pres., C. W. Dabney, Knoxville, Tenn.\n\nSec, John W. Perrin, Cleveland, O.\n\n1Q03\n\nV.-Pres.. J. G. Schurman, Ithaca, N. Y.\n\nSec, George P. Winship, Pro\\idence, R.\n1898 WASHINGTON, D. C.\nPres., R. H. Jesse, Columbus, Mo.\nV.-Pres., A. T. Ormond, Princeton. N. J.\nSec, Henry Wade Rogers, Evanston, 111.\n\nSec, John H. MacCracken, Fulton, Mo.\n1904 ST. LOUIS, MO.\nPres., Benjamin Ide Wheeler, Berkeley, Cal.\n\nI.\n\nV.-Pres., George Harris, Amherst, Mass.\nSec, John H. M.'^cCracken, New York, N.Y.\n\nigos\n\nLOS ANGELES, CAL.\nB.\n\nFulton,\n\nBOSTON, MASS.\nPres., Benjamin Ide Wheeler, Berkeley, Cal.\nV.-Pres., William H. Smiley, Denver, Colo.\n\nPres., Joseph Swain, Bloomington, Ind.\n\nASBURY PARK and OCEAN GROVE, N.J.\n\nPres., Richard H. Jesse, Columljia, Mo.,\nV.-Pres.,WiLLiAML. Bryan, Bloomington, Ind\nSec, Joseph Swain, Swarthmore, Pa.\n1906 No Meeting\n\nUniversity,\n\nMiss.\nBrown, Berkeley, Cal.\nSec, G. A. Tawney, Beloit, Wis.\n\nV.-Pres., Elmer E.\n\n1900\n\nMINNEAPOLIS, MINN.\nPres.,\n\nlege. Miss.\n\nRobert\n\nAmes, la.\n\nSec, Wm. H. Black, Marshall, Mo.\n\nMILWAUKEE, WIS.\n\nPres.,\n\n[Higher\n\nCharles F. Thwing, Cleveland, O.\n\nV.-Pres., Wm. M. Beardshear,\n\nSec, Joseph Swain, Bloomington, Ind.\n\n1899\n\n—\n\nDETROIT, MICH.\nPres.,\n\nSec, Horace Goodhue, Northfield, Minn.\n1896 BUFFALO, N. Y.\nPres., James H. Baker, Boulder, Colo.\nV.-Pres.. Dabney Lipscomb, Agricultural Col\n\n1897\n\n——\n\nNATIONAL EDUCATIONAL ASSOCIATION\n\n596\n1895\n\n— —\n\nipoy\n\nLOS ANGELES, CAL.\n\nCHARLESTON, S. C.\n\nPres.,\n\nPres. J. H. Raymond. Morgantown, W. Va.\nV.-Pres., Wn.LiAM F. King, Mt. Vernon, la.\n\nV.-Pres., C.\n\nSec, Oscar J. Craig, Missoula, Mont.\n\nSec, Oscar J. Craig, Missoula, Mont.\n\nWm. L. Bryan, Bloomington, Ind.\nAlphonso Smith, Chapel Hill,\n\nN. C.\n'\n\nTOPICS\n1871\n\n—\n\nH. K. Edson, Iowa.\nClassical Study and the Means of Securing It in the West.\nSuperior Instruction as Related to LTniversal Education. John Eaton, District\nof Columbia.\n\n—\n\nModern Mathematics in the College Course. T. H. Safford, Illinois.\nPronunciation of Latin and Greek. H. M. Tyler, Illinois.\nReport College Degrees. Daniel Read, Missouri.\n1872 Report College Degrees. D. A. Wallace, Illinois, President.\nReport Greek and Latin Pronunciation. H. M. Tyler, Illinois.\n\n—\n\n—\n—\n\n—\n—\nShaler, Massachusetts.\nNatural-History Education. — N.\nHigh Schools. — F. A. March, Pennsylvania.\nMethods of Teaching English\n1873 Report — National University. Charles W. Eliot, Massachusetts.\nEdward Jones, Virginia.\nClassical Studies.\nLiberal Education of the Nineteenth Century. — W^ P. Atkinson, Massachusetts.\n1874 Reviews of the History of the Department. Daniel Read, Missouri.\nColleges. — A. P. Peabody, Massachusetts.\nThe Elective System\nVenable, Virginia.\nThe Plan of the University of Viginia. — C.\nS.\n\nin\n\nin\n\nS.\n\nA National University.-— J. W. Hoyt, Wisconsin.\nDefense of Classical Studies. How Dead Languages Make Live Men.\nD. Butler, Wisconsin.\nNational Endowments for Schools for Scientific and Technical Training.\n\n1875\n\nJames\n\n—\n\nJ. K.\nPatterson, Kentucky.\nThe Relations and Duties of Educators to Crime. J. B. Bittinger, Pennsylvania.\nMilitary Science and Tactics in Our Universities and Colleges.\nA. D. Schenck,\n\n—\n\nIowa.\n\n—\n\n—\n\nComparative Orthoepy. W. C. Sawyer, Wisconsin.\n1876 The History of the South Carolina College. W. J. Rivers, Maryland.\nThe Political Economy of Higher and Techincal Education. H. A. M. Hender-\n\n—\n\n—\n\nson, Kentucky.\nPosition of the Modern Languages in the Higher Education.\n\nEdward S. Joynes,\n\nTennessee.\n\nThe Terms Anglo-Saxon and English. Henry E. Shepherd, Maryland.\nPosition of the Modern Mathematical Theories in Our Higher Courses of Pure\nMathematics. Wm. Thornton, Virginia.\nReport on Orthoepy. W. C. Sawyer, Wisconsin.\n\n—\n\n—\n\nReform. E. Jones, Liverpool, England.\nThe Study of Anglo-Saxon Language and Literature. J. M. Garnett, Maryland.\nPhonetic\n\n—\n\n"}
{"page": 609, "printed_page": null, "text": "——— —\n\n————\n\nDepartment]\n\n1877\n\n————\n\n—— —\n\n—\n\nTITLES OF PAPERS AND DISCUSSIONS\n\n597\n\nThe Elective System. Wm. LkRoy Bkowx, Tennessee.\nThe Class System.— Xo.\\n Porter, Connecticut.\n.\\merican Revision and .\\flaptation of Foreign Textbooks.^ C.^skie H.\\rrison,\nTennessee.\nReport Recommendation of the Berlin Conference Regarding German Orthography.\nC. F. R.^UDITZ, Maryland.\n\n—\n—\n\n1878\n\nXo Meeting.\n\n1879\n\nCollege Dormitories.\n\nOrthography\n\nin\n\ni88o Scholarships.\n\n—\n\nCh.\\rles K. Ad.vms, Michigan.\nHigh Schools and Colleges. Francis .\\. M.vrch, Pennsylvania.\n\nJ. L. Pick.\\rd, Iowa.\nComple.xity of Causes.\nEli T. Tappan, Ohio.\nEquivalents in a Liberal Course of Study. W. T. Harris, Missouri.\n\n1\n\n88 1\n\nThe Study of Political Science in Colleges.\n\n—\n— W. Andrews, Ohio.\nI.\n\n— H. H. Tucker, Georgia.\n1882 The Place of Original Research\nH. Wright, New York.\na College Education. —\nMan the Machine, or Man the Inventor, Which ?—John W. Glenn, Georgia.\n1883 The University, How and What?—W. W. Folw'ell, Minnesota.\nThe Schools of PoHtical Science. — C. K. Au.'VMS, Michigan.\n1884 The Civic Education. — W. W. Folwell, Minnesota.\n.\\dvancement of Higher Education.\nin\n\n^\n\nStudy of Language in a Liberal Education.\n\n1885\n\nThe\n\nJ.\n\nJohn B.\\scom,\n\nWisconsin.\n\nRelation of Secondary Education to the American University Prob'em.\n\nAndrew F. West, New Jersey.\n\n—\n\nThe Practical \\'alue of College Education. S. N. Fellows, Iowa.\n1886 Methods in College Teaching. Jerome Allen, New York.\nThe College Curriculum. Wit. A. Mowry, Massachusetts.\nColleges North and Colleges South.\nJulius D. Dreher, Virginia.\n1887 The Place of Literature in the College Course. Ho.mer B. Sprague, California.\n\n—\n\n— Reports of Ctmi— H. A. Thompson, Ohio, chairman.\n1888 Philosophy\nColleges and Universities. — W. T. Harris, Massachusetts.\nHistorical Sketch of Higher Education on the Pacific Coast. — W. Caky Jones,\nRequisites for Admission to College and for College Degrees.\nmittee.\n\nin\n\nCalifornia.\n\nHigher\n\nEducation.\n\nHoR-ATIO\n\nStebbins,\n\nCalifornia.\n\nThe State University and Public High School.\n\n—\n\nA. L. CoOK,\nNeeds and Prospects of Higher Education on the Pacific Coast.\n\nCalifornia.\n\n— C. C. Stratton,\n\nCalifornia.\n\n1889\n\n.-Kn\n\nEducational Experiment.\n\nSelim H. Peabody, Illinois.\nA. Owen, Tennessee; W. S. ScAR-\n\nThe Higher Education of the Colored Race.\n1890\n\n—\n\nBOR(JUGH, Ohio.\nWhat Have the People a Right to .Vsk from Colleges?\n\nChas. A. Blanchard,\n\nIllintjis.\n\nShorter College Courses to Meet a Pojjular Demand.— H. L. Stetson, Iowa.\nA Chair of Pedagogy. R. G. Boone, Indiana; Levi Seei.ey, Illinois.\nDefects in College Discijjline.\nRurus C. Burleson, Te.xas.\nCo-operative (Government.\nW. C. Fkrnai.d, Maine.\nThe Relation of the College to the Morals of the Student. M. D. Ik)RNBKCK,\n\n—\n\n—\n\n—\n\nIllinois.\n\n—\n\n—\n\nE. F. Bartholomew, Illinois.\nCollege Education and Profe.ssional Life.\nJ. C. Hutchinson, Illinois.\nI'niform Requirements for Admission.\nH. A. Fischer, Illinois.\nCollege Fraternities: Their Influence and Control.\nJ. T. McFarland, Iowa.\n\nThe Spiritual Element in Education.\n\n1891\n\n——\n\n—\n\nShould the College Course be Shortened? John M. Coulter, Indiana.\nThe ImjKirlante of Pedagogical Training for College Profe.s.sors. H. I'.\n\n—\n\nI'isk,\n\nIllinois.\n\n1892\n\nCharles C. Bonnev, Illinois.\nkhetorir an<l Public Speaking in the .American College.\nHenry\n\nThe Worhl's Congresses of iS(;v\n\nAllyn Fkink,\n\nMassac husetts.\nEducation and Citizenship.- B. P. RAYMfiNO, Connecticut.\n\nThe\ni8q3\n1894\n\nUniversity in Its Relation to the People,\n\nElmer\n\nE.\n\nBkown,\n\nMi«lug;in.\n\nMeeting.\nThe luture of the Smaller College.— John F. CkoWELL, North {'amlina.\nThe Groui) System of College Stmlies. ,\\ik>ii'MI Cohn, New \\'ork.\n.\\'o\n\n"}
{"page": 610, "printed_page": null, "text": "— — —— —\n\n—\n\n— ———\n\nNATIONAL EDUCATIONAL ASSOCIATION\n\n598\n1894\n\n— —— ———— ————— ———\n\n[Higher\n\nFaculty and Alumni Control of College Athletics.\nGeorge Whaston Pepper,\nPennsylvania.\nStudent Co-operation in College Government. Ethelbert D. Warfield, Pennsylvania.\n\n—\n\n1895 The Organization of the University of Toronto. W. H. Fraser, Toronto.\nThe Future Organization of the Higher Education in the United States. Richard\nT. Ely, Wisconsin.\n\nA Conservative View of College Electives — Discussion.\nStandard of Admission to Professional Schools.\n\n—\n\nJ.\n\nN. Hall, Colorado.\n\nThe Relation of a College Course to the Professional Schools.\n\n—T. R. Bacon,\n\nCalifornia.\n\n1896\n\nHow to Secure the Interest of the Colleges and Universities in the Department.\nJames H. Baker, Colorado.\nHistory in the Secondary Schools.\n\n—\n\nH. Morse Stephens, New York.\nEntrance Requirements The Chicago System. William R. Harper, Illinois.\nEntrance Requirements of Yale College. Thomas Day Seymour, Connecticut.\n\n—\n\n1897\n\nState\n\nSupervision\n\nof\n\nDegree-Conferring\n\nInstitutes.\n\nHenry Wade Rogers,\n\nIllinois.\n\n1898 Are There Studies That, as Contestants, Should Be Pursued in Every Course in\nthe Secondary Schools, and in the Freshman and Sophomore Years of the\nCollege ? James M. Green, New Jersey.\nThe Training of the High-School Teacher. M. V. O'Shea, Wisconsin.\nShould the Undergraduate Curriculum of Four Years in Colleges and Universities\nBe Mentioned ? Nicholas Murray Butler, New York.\nIs It Possible and Desirable to Form a Federation of Colleges and Universities in\nB. A. Hinsdale, Michigan.\nthe United States ?\n\n—\n\n—\n\nJerome H. Raymond, West Virginia.\nThe Study of Education in the University. Elmer Ellsworth, California.\n1900 The Satisfactions of Being a College President. Charles F. Thwing, Ohio.\n1899 Continuous University Sessions.\n\nState Aid to Higher Education in Europe and America.\n\nAn Ethnic View of Higher Education.\n\n—\n\nI.\n\nJoseph Swain, Indiana.\n\nW. Howerth, Illinois.\n\nThe Function of the Land-Grant College in American Education.\nshear,\n\n1901\n\n—W. M. Beard-\n\nIowa.\n\nThe Function of the State University. Richard Henry Jesse, Missouri.\nThe Rise of National Education in the Sixteenth Centurv. John William Perrin,\nOhio.\nEducation for Social Control. -William E. Chancellor, New Jersey.\nThe Moral Factor in Education. Wm. H. P. Faunce, Rhode Island.\n\n1902\n\nShould Entrance to College Be thru the Examination of the School or of the Pupil ?\n\n—Edwin Grant Dexter,\n\nlUinois.\n\nReport of the Commission on Accredited Schools. George N. Carman, Illinois.\nHorace M. Lane, South America.\nOrganization of Education in Brazil.\nThe Future of Greek Studies. J. Irving Manatt, Rhode Island.\nEducation in the Appreciation of Art. William Bayard Craig, Iowa.\n\n—\n\nThe Length of the Baccalaureate Course and Preparation for the Professional\nElmer P^llsworth Brown, California, and Others. Shall\nSchools Sketch.\nthe University Concern Itself More Directly with the Morals and Manners of\nGeorge Harris, Massachusetts, and Others.\nIts Students ?\n1904 Coeducation. G. Stanley Hall, Massachusetts.\n1903\n\n—\n\n—\n\n—\n\nCoeducation as It Has Been Tested in State Universities. R. H. Jesse, Missouri.\nThe Advantage of Co-ordinate (Annex) Method in Education. Charles F.\nThwing, Ohio.\nCoeducation in Relation to Other Types of College Education For Women. James\nB. Angell, Michigan.\nThe General Tendency of College Athletics. E. Benjamin Andrews, Nebraska.\nCharacter in Athletics. William H. P. Faunce, Rhode Island.\nThe Effects of Athletics on the Morals of the College. Frank Strong, Kansas.\n\n—\n\n1905\n\n—\n\nThe Excessive Expansion of the Course of Study. William\nPresident's Address\nL. Bryan, Indiana.\nHonor in Student Life in Colleges and Universities. Charles Alphonso Smith,\nNorth Carolina.\n\n"}
{"page": 611, "printed_page": null, "text": "——\n\n—\n\nDEPARTMENT OF ELEMENTARY EDUCATION\n\nDepartment]\n\n1905\n\n599\n\nDoes Wide Election, and Do Minute Courses, Weaken Undergraduate G)urses\nAre Colleges More Fortunate in These Things? James\nin Universities?\nH. Canfield, New York.\nWhich Is Better: The Western Plan of Admitting Students to Colleges and I'niversities by Certificates, or the Eastern Method of Admitting Only by Examina-\n\nGeorge E. MacLean, Iowa.\ntions ?\nShould Chairs of Pedagogy Attached to College Departments of Universities Be\nDeveloped into Professional Colleges for the Training of Teachers ? Albert\nRoss Hill, Missouri.\n\nNo Meeting.\n\n1906\n\n1871\n\nDEl'.\\Rr.ME.\\T OF ELEMENTARY KDUCATION\nOFFICERS\n.ST. LOllS. .M(~).\n1885 SAR.VroGA SPRINGS, N. Y.\nPres.. F.. \\.\n\nV.-Prcs..\n\nPres., W,\n\nSheldo.n. Oswego. N. Y.\n\nA.\n\nShortridge,\n\nC.\n\nSec, Ei.LA Calkins, New York, N. Y.\n\nInd.\n\nSec, \\V. E. Sheldon, Walthain, Mass.\n\n1872\n\n1886\n\nTOPEKA, KANS,\n\nBOSTON. M.-VSS.\n\nPres,, John W. Holcombe, Indianapolis. Ind.\n\nPres., Delia A.\n\nV.-Pres., L. R. Klemm. Hamilton,\n\nLathrop, Cincinnati. O.\n\nV.-Pres.. James Johonnot, New York. N. Y.\n\nSec,\n\nSec. L. H. Cheney, St. Louis, Mo.\n\n1873\n\ni:lmir.\\. N. Y.\nCalkins. New York, N. Y.\nV.-Pres.. Harriet N. Morris, New York,\nN. Y.\nSec. Acr.esTA M. Hawlev, Ohio.\n\n1887\n\nDf:TROIT. MICH.\n\n1888\n\nV.-Pres,\n\nSec. M. W. Sutherland, Mansfield, O.\n\nV.-Pres., Hannah Cummings, Kirksville, Mo.\n\nV.-Pres,, Agnes L. Rounds, Cambridge Mass,\nSec, J. L. Lamson, Nashville, Tcnn,\n\n.MINNKAPOLIS. MINN.\nKirke. Chicago\n\n1889\n\nV.-Pres., D. L. Kieiile. St. Paul, Minn.\nSec, F. A. Chase, Nashville, Tcnn.\n\nPres. James Cruikshank, BrfX)klyn, .\\. Y.\nHenderson, Frankfort,\n.\\. M.\nKy.\nSec, Frank .Abor.v. Cleveland. O,\n\n1891\n\nNo .Meeting\nphiladklphia, pa.\n\n1892\n\nBk(jWN. Indiana|X)lis. Ind.\nF. Richmonl<, Haliimore.\n\nSarah\n\nMd.\nSec. \\Vm. J. Davis, Louisville, Ky.\n\nCIIAI\n\nlAUQUA, N. Y.\n\nPres., James H.\n\nSmart, Indianapolis. Ind.\n\nV.-Prc«., Susan E.\n\nBlow, St. Louis, .\\k).\n\nSec, Lelia E. Patridge, Philadelphia, Pa.\n1881\n\n1883\n\nPres., H. S. Jones. Erie, Pa,\nV,-Prcs., Julia Tutwiler, Livingston, .'Via,\nSec, Ellen F. Wheaton, St, Paul, Minn.\nSARATOGA SPRINGS, N, Y.\nPres., Julia Tutwiler, Livingston, Ala,\n\nV.-Prcs., Frank B. Gault, Tacoma, Wa.sh.\n\njgg-\n\nDENVER, COLO,\n\nA'lLA.N\" TA, OA,\n\nPres., F,\n\nTousley, Minneapolis, Minn.\n\\'.-Pre3., K. \\V. Stevenson. Columhus, ().\nSec. J. B. Roberts, Indiana|X)lis Ind.\n\n\\'.-Pres.,\n\nsarat<)(;a spri.ngs. n. y.\nM. Bi.oss, Indianapolis. Ind,\nV.-Prcn., W. O. Rogers, New Orlraas. I^i.\n\nTreudley, Youngstown, O.\nN.\n\nMi.ss\n\nCropsey,\n\nIndiana|x>lis,\n\nInd\nSec, W. C. Warfield, Covington, Ky,\n\n1896\n\nBUFFALO, N. Y.\nT. Dutton, Brookline, Ma.ss,\n\nPres.. J.\n\nPres., S.\n\nSec. J. J. Bi;rns. Chillicothc, O.\n\nSc-c, Henrietta B, .-Xvers, Denver, Colo,\n\nsarat(k;a springs, n. y.\nPreii.,\n\nV.-Prcd,, J. K. SrAULETON, Ixxington,\n\n1897\n\nI/nis .Soi.OAN, .St. I/iuin. Mn.\nPrc8., W. N. Bakkingkr, Newark, N. J.\nSec, Ella Calkinh, New York, N. Y.\n\nBrooks, St. I'aul. .Minn.\n\nV.-Prcs,, E, H. Cox, Xcnia. O.\nSec, Ida C. Bender, Buffalo, N, Y,\n\nSec. Stkhi.ing {;. liuiNKLEV, Quitman, Ga.\n\n.MAI>ISON, WIS.\n\nNeb,\n\nMILWAUKEE, WIS.\nPres., Sarah C.\n\nJohn B. Pkaslee, Cincinnati, ().\nW. i\\. Bahringkk, Newark, N. J.\n\nV.-I'rca.,\n\n1884\n\nTORONTO, ONT.\n\nSec. Luc-iA .Sticknev, Cincinnati, O,\n1893 No Meeting\n1894 ASBIRV PARK N. J.\nPres., Mrs. R. D. Rh koff. New York, N, Y,\nV.-Pres., Aaron Gove, Denver, Colo.\nSec, F. Treudley, Youngsiown. O.\n\nPres.. <). \\.\n\n1883\n\nST. PAUL, MINN.\nPres., Bettie A. Dutton, Cleveland, O.\n\nMinn.\n\nV.-Pres., H.\n\nPres., (iKO. P.\n\nSan Francisco, Cal,\n\nSec, R. K, Buehrle, Lancaster, Pa.\n\n1890\n\nLf)UISVlLLE. KY.\n\n\\'.-Pres.,\n\nNASHVILLE, TENN.\nV.-Prcs., Bettie A. Dutton, Cleveland, O,\n\nNew Milford. Conn.\n\n.Sec, O. V. TocsLEV. Minncaf)olis\n\nBrown, Columbus, O.\n\nPres., Joseph O'Connor\n\n111.\n\nBALTIMORK, .\\ID.\nPres., Mrs. M. O. Stone,\n\n1880\n\nSAN FRANCISCO. CAL.\nPres,, LeRoy D.\n\nKeeler, Cleveland. O.\nSec. Lccv J. Mai.tby, Warrensburg, Mo.\n\n1878\n1879\n\nH, Bartholomew, Louisville, Ky.\nMiss E, Baumgartner, Springfield,\n\n111.\n\nV.-Prcs.. Miss H.\n\n1877\n\nCHICAGO. ILL.\n\nPres..H. F. Harrington, New Bedford, Mass.\n\nPres., Alfreii\n\n1876\n\nMans-\n\nO.\n\nPres., \\V.\n\nSec. Geo. B. Sears. Newark, N. J.\n\n1875\n\nO,\n\nMargaret W, Sutherland,\n\nfield,\n\nPres., N. A.\n\n1874\n\nN, Barringer, Newark, N. J.\n\nV.-Prcs,, A. R. Taylor. Emporia. Kans,\n\nIndianaixilis.\n\niHcj8\n\nWASHINGTON, D. C.\n\nPr«-»,. F.\n\nI'ris.,\n\n\\'.\n\n\\'.\n\nW. .\\. IIaii.mann, Washinglon, D, C.\nII. Mai.mv, Binghaniplon, N. Y.\n\nPres., R.\n\nSec, Harioki\n\nI;.\n\nSmith, Milwaukee, Wis.\n\n"}
{"page": 612, "printed_page": null, "text": "—— —\n\nNATIONAL EDUCATIONAL ASSOCIATION\n\n6oo\n1899\n\n— — ——\n\nLOS ANGELES, CAL.\nPres., W. N. Hailmann, Dayton, O.\n\nV.-Pres., J. W. Carr, Anderson, Ind.\nSec, Mis.s E. V. Brown, Washington, D. C.\n\n1900\n\n1904\n\nCHARLESTON, S. C.\nPres., Miss N.\n\nCropsey, Indianapolis, Ind.\n\nASBURY iPARK and OCEAN GROVE,\n\n1905\n\nDETROIT, MICH.\nPres., J.\n\nN.J.\n\nW. Carr, Anderson, Ind.\n\nPres., Miss N.\n\nV.-Pres., J. C. Harris, Rome, Ga.\n\nV.-Pres.,\n\nSec, Mrs. Sara D. Jenkins, Ithaca, N. Y.\n\n1902\n\nJ.\n\nCropsey, Indianapolis, Ind.\nH. Van Sickle, Baltimore,\n\nMd.\n\nMINNEAPOLIS, MINN.\n\nSec, LiDA B. Earhart, Wliitewater, Wis.\n\nOgg, Kokomo, Ind.\nV.-Pres., J. J. DoYNE, Little Rock, Ark.\nSec, Adda P. Wertz, Carbondale, 111.\nPres., R. A.\n\n1903\n\nN. Kendall, Indianapolis, Ind.\n\nSec, Emma G. Olmstead, Potsdam, N. Y.\n\nSec, Bettie a. Button, Cleveland, O.\n\n1901\n\nV.-Pres., Frederick Tredley, Athens, O.\nSec, Adda P. Wertz, Carbondale, 111.\nST. LOUIS, MO.\nPres., Ada Van Stone Harris, Rochester,\nN. Y.\n\nV.-Pres., C.\n\nV.-Pres., J. W. Dinsmore, Beatrice, Neb.\n\n[Elementary\n\n1906\n1907\n\nNo Meeting.\nLOS ANGELES, CAL.\nPres., Mrs. A. W. Cooley, Minneapolis, Minn.\n\nBOSTON, MASS.\n\nV.-Pres., C. F.\n\nPres., Miss M. A. Holton, Minneapolis, Minn.\n\nSec, Mrs.\n\nJ.\n\nCarroll, Rochester, N. Y.\n\nHeermans, Kansas City, Mo.\n\nTOPICS\n1 871\n\n—\n—\n\nE. E. White, Ohio.\nFirst Steps in Teaching Reading [Abstract].\nMethods of Teaching Language [Abstract]. D. H. Crittenden, New York.\nLearning to Draw. H. C. Harden, Massachusetts.\nYork.\nPhilosophy of Methods. J. W. Armstrong,\nSmith, Missouri.\nto Teach Geography.\n\n—\n\nHow\n\n—\n\nNew\n\nMary Howe\n\n—W. T. Harris and Others.\n—N. A. Calkins, New York. Discussion. — Richards, DisColumbia; Bronson Alcott, Massachusetts.\nEnglish Grammar\nElementary Schools. —M. A. Newell, Maryland.\nAmerican Schools. — W. N.\nAdaptation\nFroebel's Principles of Education\nHailmann, Kentucky.\nPhysical Science\nthe Common School. — C. O. Thompson,\nScope and Method\nMassachusetts.\nH. Underwood,\nPopular Education. —\nEnglish Literature and\nPlace\n\nWhat Constitutes a Good' Primary Teacher.\n1872\n\nObject-Teaching.\n\nZ.\n\ntrict of\n\nin\n\nto\n\nof\n\nin\n\nof\n\nF.\n\nin\n\nIts\n\nMassachusetts.\n\n1873 Primary Reading: The Thought and Sentence Method.\n\nGeo. L. Farnham, New\n\nYork.\nElementary Reading: The Phonetic Method. E. Leigh, New York.\nWhat Should Be the Leading Object of American Free Schools. H. F. Harrington, Massachusetts.\nWhat Froebel's System of Education Is, and How It Can Be Introduced into Our\nPublic Schools. J. W. Dickinson, Massachusetts.\nSchool Hours for Children under Ten. A. J. Rickoff, Ohio.\n\n—\n\n—\n\n—\n\n—\n\n—\n\n1874 Several Problems in Graded School Management. E. E. White, Ohio.\nLanguage Lessons in Elementary Schools. Miss H. A. Keeler, Ohio.\nScience in Common Schools.\nJ. W. Armstrong, New York.\nWhat Shall We Attempt in Elementary Schools ? Mrs. A. C. Martin, Massa-\n\n—\n\n—\n\n—\n\nchusetts.\n\n1875 Language Teaching:\n\nIts\n\nImportance and\n\nMethods.\n\nIts\n\n—H.\n\n¥.\n\nHarrington,\n\nMassachusetts.\n\n—\n\nWhat Shall We Do with the Boys ? J. L. Pickard, Illinois.\nThe Relation of the Teacher to the Reforms of the Day. Frances E. Willard,\nIllinois.\n\n1876\n\nCharacteristics of Froebel's\n\nKraus-Boelte,\n\nMethod\n\nof\n\nKindergarten\n\nTraining.\n\n— Mrs. John\n\nNew York.\n\nMinnie Swayze, New Jersey.\nAesthetics of Education.\n1877 The EngHsh Language in Elementary Schools. Zalmon Richards,\n\nDistrict of\n\nColumbia.\nMoral Training in Schools. R. H. Rivers, Tennessee.\nThe Kindergarten: Its Use and Abuse in America. John Kraus; Mrs. KrausBoelte, New York.\n\n—\n\n1878 No Meeting.\n1879 Culture in Elementary Schools.\n\nGeo. P. Brown, Indiana.\nThe Relation of the Kindergarten to the School. W. T. Harris, Missouri.\n\n—\n\n"}
{"page": 613, "printed_page": null, "text": "— ———————— ———— —\n\n—\n\nTITLES OF PAPERS AND DISCUSSIONS\n\nDepartment]\n\n1879\n\n6oi\n\n—A. L. Wade, West Virginia.\n— Mrs. Rkbecxa D. Rickoff, Ohio.\n\nA Graduating System for Country Schools.\nThe First School Days.\n\nAn and Drawing in Education.\n1880\n\n—\n\nWalter Smith, Massachusetts.\n\nThe Practical Ise of Reference Books. Mary W. Hinman, Indiana.\nWhat Should We Seek to Accomplish in the Reading E.xercise ? E. i). V'aile,\n\n—\n\nIllinois.\n\nHow Can Character Be\nThe Philosophy of Illustration.\n\nSymetrically Developed ?\n\n1\n\n881\n\nEducation of the\n\n1882\n\n—\n\nSensibilities.\n\nJ. J.\n\nEllen Hyde, Massachusetts.\n\nBurns, Ohio.\n\nJohn W. Dowd, Ohio.\n\nOn the Relation of the Processes of Acquisition and Memory to Elementary TeachGeorge P. Bko\\\\'n, Indiana.\n\ning.\n\n—\n—\n\nWhat, How, and How Better?\n\n1883\n\nMiss Carrie B. Sharpe, Indiana.\nThe Education of the Heart. H. H. EiCK, Ohio.\nPrimary Education: What and How? Henry Raah, Illinois.\n\n—\n\n1884 Training Needed. F. Louis Soldan, Missouri.\nForm, Color, and Design. F/\\nnie S. Comminc;s, New York.\nMethods of Teaching Slusic. H. E. Holt, Ma.ssachusetts.\nEnglish Instruction for Children.\nO. T. Bright, Illinois.\n1885 A .Syllabus. W. N. Barringer, New Jersey.\nThe True Object of Early School Training. Clarence E. Melexy, New Jersey.\nLanguage as an Educator. Z. Richards, District of Columbia.\nA New Departure in Teaching Geography.— L. R. Klemm, Ohio.\nAvenues to the Mind. Wm. M. Giffin, New Jersey.\n1886 .Application of Froebel's Principles (Educational) to the Primary School. W. N.\n\n—\n\n—\n\n—\n\n—\n\n—\n\nH.^iLMANN, Indiana.\nSymposium: A Survey of Common-School Education.\n(a) Historical Sketch.\nW. H. Bartholomew, Kentucky.\n(b) Necessary External Conditions.\nMiss \\'iN.\\ Ware, Iowa.\n(c) The Course of Study, Proper Limits, etc.\nH. M. James, Nebraska.\nMary B. Phillips, Illinois.\n(d) Order of Subjects.\n(e) Principles of Slethod.\nAgnes I. Rounds, New Hampshire.\nJ. C. Mcpherson; C.\n(/) Country Schools, Suggestions for Improvement.\nFelts, Indiana.\n\n—\n\n—\n\n—\n\n—\n\n—\n\nJ.\n\n1887 The Union of Oral and Book Teaching. Mrs. N. S. Williams, Kcntui ky.\nMeaning of the Maxim, \"We Learn to Do by Doing.\" N. C. Schaeffkr, Penn-\n\n—\n\nsylvania.\n\nThe Importance of Religious Motives and Sanctions in Moral Training.\nAllyn,\n\nRoukkt\n\nIllinois.\n\n1888 (J reek Philo.sophy and Modern Education. LeRoy D. Buown, Ohio.\nNormal Training for Teachers of Elementary Schools. Miss K. N. T. Tuppkr.\n\n—\n\nOregon.\n\n—\n\nW. McNab Miller, Nevada.\nMethods in Teaching Geography. C. F. Palmer, Ohio.\nShort and Rational Method of Number Work.\nF. B. Ginn, California.\n1889 rJi.s(ipline in F;iementary Schools. Bettie A. Dutton, Ohio.\nIndividuality of Teachers.\nJ. M. Dewherry, Alabama.\n1890 (ieology in Early Education. .Alexander Winchell, Michigan.\nGustave Guttenherc,\nScience Training in Primary and Cirammar Grades.\nThe Application of Arithmetic to Physical Science.\n\n—\n\nS( ientific\n\n—\n\n—\n\nPennsylvania.\n\nOur Brother in Stripes, in the Schoolroom. Julia S. Tutwiler, Alabama.\nFairy Tales and Folk I>orc. — W. T. Harris, District of Columbia.\nThe Teacher and the Parent. -Mrs. Jennie S. McLauchlin, Illinois.\n1891\n\nSynthetic .Sound System of Teaching Reading.\nF. B. Gault, Washington.\n.\\atural Sc ieme for the Common Sc hools.\nWiLUUR S. Jackman, Illinois.\nThe Edui ational Burdens upon the l/ower Grades. Miss Abbie Low, Pennsylvania.\n/ai.mon Ric iiakds, District\nVoice Culture in Primary ancl Ivlemc-ntary Schools,\n\n—\n\n—\n\nof (Columbia.\n\n1892\n\nby Groujung. Jui.lA S. Tutwiler, .MalKima.\nEducation. - M. A. Newell, Maryland.\nMoral Training in I-^lemcntary SchcK)ls.— /-. Richards, Washington, Distriil of\nColumbia.\nThe .Natural Sciences in Elenien(arv Eclucation. S. G. W'li lAMS, New \\u\\k.\nIndivicluali/.alion\n\nHistory\n\nin\n\nF-!lc-mentary\n\n1\n\n"}
{"page": 614, "printed_page": null, "text": "——\n\n6o2\n\n—— — —\n\n— —\n\n—\n\n——\n\n——— — —\n\nNATIONAL EDUCATIONAL ASSOCIATION\n\n——\n\n[Elementary\n\n1893 No Meeting.\n1894 School Boards. Charles E. Gaton, New York.\nA Few Changes in Elementary School Instruction. Edward G. WarcI, New York.\n\n—\n\nThe Ideal Primary School Curriculum. Miss Emma C. Davis, Ohio.\n1895 Substitution of the Teacher for the Textbook. J. M. Rice, New York.\nNature-Study and Literature. Miss Sarah L. Arnold, Massachusetts.\nDepartmental Teaching in Grammar Grades. J. M. Fendley, Texas.\n1896 Opening Remarks, Improvements in Educational Methods. S. T. DuTTON,\n\n—\n—\n\n—\n\nMassachusetts.\n\n—\n\n—\n\nThe Place of Nature-Study in Primary Work. Miss Flora J. Cook, Illinois.\nSome Applications of Correlation. Frank M. McMurry, New York.\nVertical Writing.\nMiss Annie E. Hills, Massachusetts.\n1897 What to Teach and What to Leave Out. Wm. M. Giffin, Illinois.\nImagination in Arithmetic. Frank H. Hall, Illinois.\nThe New Arithmetic. John H. Tear, Illinois.\nElementary Mathematics and Education. L. W. Colwell, Illinois.\n1898 President's Address Value of Froebel's Method in Elementary Education.\nWilliam N. Hailmann, Ohio.\nPlay as a Means for Idealizing and Extending the Child's Experience. Miss Allie\nM. Felker, California.\n\n—\n\n—\n\n—\n\n—\n\n—\n\nSuccessive Differentiation of Subjects in the Elementary Schools.\nZ. X. Snyder,\nColorado.\nValue of the Hand in the Acquisition of Knowledge and Expression of Thought.\n\nMiss Mary F. Hall, Wisconsin.\n\nThe Function of Manual Training in the Elementary School.\nman, Illinois.\n\nRichard Water-\n\n—\n\nSocial Co-operation.\nB. C. Gregory, New Jersey.\n1899 The Culture-Epoch Theory in Education. Louise Morris Hannum, Colorado.\nThe Place and Development of Purpose in Education. W. N. Hailmann, Ohio.\nVices of Childhood and Youth.\nJ. W. Dinsmore, Nebraska.\n1900 Nature-Study in the Public Schools. D. Lange, Minnesota.\nNature-Study in the Public Schools The Geographical Phase. Jacques W.\n\n—\n\n—\n\n—\n—\n\nRedway, New York.\nEnglish in the Grades. A. A. Reed, Nebraska.\nThe Elimination of the Grammar School. Otis Ashmore, Georgia.\n\n—\n\n1901\n\n—\n\n—\n\nThe Church and the Public School. T. A. Mott, Indiana.\nThe Economic Basis of Art: Cause and Cure of Art Unresponsiveness in Children.\nCharles DeGarmo, New York.\nEducational Pioneering in the Southern Mountains. William Goodell Frost,\nKentucky.\nEducation and Crime.\n\nAmos W. Butler, Indiana.\n\n1902 The Practical Value of Teaching Agriculture in the Public Schools. Joseph\nCarter, Illinois.\nThe Use and Danger of Method. W. A. Millis, Indiana.\nMyth and History in the Elementary Schools; The Use and Limits of Each.\nMiss May H. Prentice, Ohio.\n\n—\n\n1903 The Lock-Step in the PubHc Schools. Richard G. Boone, Massachusetts.\nNature-Study True to Life. C. F. Hodge, Massachusetts.\nThe Child's Favorite Study in the Elementary Curriculum. Earl Barnes,\n\n—\n\nPennsylvania.\n\n1904 The Natural Activities of Children as Determining the Industries in Early Education.\nKatharine E. Dopp, Illinois, and Other Authors.\nAvenues of Language Expression in the Elementary School. Percival Chubb,\nNew York, and Others.\nA FiHpino's View of Education in the PhiHppines. Senora Maria Del Pilar\nZamora, Philippine Islands.\n\n—\n\n—\n\n1905\n\nReview of the Educational Progress of the Year and a Discussion of Some Phases\nof the Curriculum of the Elementary School.\nMiss N. Cropsey, Indiana;\n\n—\n\nM. A. Bailey, New York.\nRound Table Conference A.\nHand-Work in Primary Schools.\nRound Table Conference B.\n\n—\n—\n\nWilhelmina Seegmiller, Indiana, leader\n\n"}
{"page": 615, "printed_page": null, "text": "—\n\n—\n\n)\n\nDEPARTMENT OF MANUAL TRAINING\n\nDepartment]\n\n1905\n\n—\n\n603\n\nRight Methods of Studying History and Geography by Children.\nFrank M.\nMc.MvRRY, New York, leader.\nRound Table Conference C.\nReading in the First School Year.- Mrs. Alice W. Coolky, North Dakota,\n\n—\n\n—\n\nleader.\n\nThe Psychology of Reading and Writing. Robkrt MacDougall, New York.\nThe Study of F^nglish Composition as a RIeans of Acquiring Power. Miss Georgia\nAlexander, Indiana.\nTeaching our Language to Non-English-Speaking Pupils. Gustave Strauben-\n\n—\n\n.muller,\n\nNew York.\n\nTHE DEPARTMENT OF MANUAL TRAINING\nThis department was organized as the Department of Indu.strial Education at the\nat Minneapolis, August 3-6, 1875.\nThe name was changed in 1890 to the\nDepartment of Industrial and Manual Training, and in 1899 to the Department of\n\nmeeting\n\nManual Training.\nOFFICERS\n1876\n\nB.VLTIMORE. MD.\n\n1888\n\nPres., G. T. Fairchild, Manhattan, Kans.\n\nV.-Pres., S. P. Roberts. Ithaca, N. Y.\n\nV.-Pres.,\n\nSec, Chas. G. L.\\cy, Minneapolis, Minn.\n\n1877\n\n1889\n\nV.-Pres., H. H. Belfield. Chicago, 111.\n\nV.-Pres., J. M. Ordway. New Orleans, La.\n\n1891\n\nWhite. Lafayette, Ind.\nW. Folwell, Minneapolis,\n\n1892\n\nSAK.Vr(;GA SPRINGS. N. Y.\n\n1893\n\nC. O. Thompson. Worcester, Mass.\n\n—\n\nSec, S. R. Thompson, Lincoln, Neb.\n\nPres.. W.\n\nSAR.VrOGA SPRINGS, N. Y.\n\nV.-Pres., A. C. Gordon. Minnesota\n\nPres.. C.\n\n.\\I.\n\nV.-Pres., W.\n\nWooTJWAKlJ. St. Ixjuis, Mo.\nW. Folwell, Minneapolis,\n\nDENVER, COLO,\nPres., E. R.\n\nSec. S. R. Thompson. Lincoln, Neb.\n.\\I.\n\nBooth, Cincinnati, O.\n\nV.-Prcs., A. N. Ebaugh, Baltimore, Md.\n\nMADISON. WIS.\nPres.. i'..\n\nM. Beardshear, Ames, la.\n\nSec. W. B. Friedberc, New York, N. V\n\n1895\n\nMinn.\n\nSec, Chas. D. Larkins, Brooklyn, N. Y.\n\nWooDWAKO. St. Louis, Mo,\n\n1896\n\nBUFFALO, N. Y.\nChas. H. Keves, Pasadena. Cal.\n\nV.-Pres.. H. H. Wy.um.i.D. Chicago, 111.\n\nI'res.,\n\nSec. E. A. SiNCKR, Philadelphia, Pa.\n\nV.-Pres., W. H.\n\n.SARATOGA SPRINGS. N. Y.\nPres.,\n\nH. H. HELriKLU, Chicago, III.\nJamks MacAlistkk, Philadelphia\n\n.Sec, AiiiiY L.\n\n1897\n\nMahi.att, Providence, R. 1.\n\nMILWAUKEE. WIS.\nPres., Oscar Clute,\n\nPa.\n\nSec, S. H. TifoMPs<jN. IJnioln, Neb.\n\nJamks\n\nMacAlister,\n\nPhiladelphia.\n\n1898\n\nPa.\n\nM. Okhwav, New (Jrleans, La.\n.Sec, W. F. M. G0S8, Lafuyrtle, Ind.\n\nCIIKA(;o. ILL.\nI're«. J. M. Okuwav. New OrlranH, Iji.\nWicKKHSHAM, Terrc\n\nCity, Fla.\n\nIlaule.\n\nSec, J. D. Walters, .M.mhaltan. Kans.\n\nWASHINGTON. 1). C.\nPres., Edwaru O. Sisson, Peoria, III.\n\nV.-l'rcn., J.\n\nV.-Pres.. J. A.\nInd.\n\nI.,;ikc\n\nMrs. N. S. Kedzik, Manhattan.\nKans.\nSec, Ji;i»soN V.. HovT, Menomonie, Wis.\nV.-Pres.,\n\nKJPKKA. KANS.\nI'rcs.,\n\nMagruuer, Agricultural Col-\n\nlege, Miss.\n\nV.-Pres.,\n\n1887\n\nBeardshear, Ames. la.\n\nSec, E. R. Booth. Cincinnati, O.\nNo Meeting See International Congress of\nEducation.\n\n1894 ASBURY PARK, N. J.\n\nV.-Prcs.. H. H. FicK, Cincinnati, O.\n\n1886\n\nM. Leipziger. New York, N. Y.\n\nV.-Pres., W. M.\n\nSec, S. R. Thompson. Lincoln, Neb.\n\n1885\n\nSARATOGA SPRINGS, N. Y.\nPres., H.\n\nW.\n\nMinn.\n\n1884\n\nTORONTO. ONT.\nPres., Lewis McLouth, Brookings, S. D.\nV.-Pres. William Sayre, Philadelphia, Pa.\nSec, Geo. S. Mills, Toledo, O.\n\nATLA.XTA, GA.\n\nPrc-s..\n\nST. PAUL. MINN.\n(Industrial Education and Manual Training\nPres., A. J. RicKOFF. New York, N. Y.\nSec, Henry A. Wise, Baltimore, Md.\n\nWhite, Lafayette, Ind.\nV.-Pres.. Alex. Hocg. College Station. Tex.\nSec, H. B. Whittington, Philadelphia, Pa.\nPres.. E. E.\n\nFairchild, Manhattan. Kans.\n\nSec. A. J. RiCKOFF, New York, N. Y.\n\n1890\n\nCHAUTAUQUA. N. Y.\n\nV.-Pres.,\n\nYork.\n\nNASHVILLE, TENN.\nPres., G. T.\n\nPres.. E. E.\n\n1883\n\nNew\n\nSec, Chas. G. Lacy, Minneapolis. Minn.\n\nD. RuNKLE, Boston, Mass.\nV.-Pres.. L. S. Thompso.n. Lafayette, Ind.\nSec, Chas. G. Lacy. Minneapolis, Minn.\n\n1883\n\nLeipziger.\n\nV.-Pres., E. M. Pendleton, Athens, Ga.\n\nPres., J.\n\n1881\n\nM.\n\nH.\n\nN. Y.\nSec, S. R. Thompson, New Wilmington, Pa.\n\nLOUISVILLE. KY.\nPres.. Manly Miles. Champaign, 111.\n\n1878 Xo Meeting\n1879 PHILADELF>HI.'\\. PA.\n\n1880\n\nSAN FRANCISCO, CAL,\n\nPres., S. R. Thompson, Lincoln, Neb.\n\nV.-Pro8., W. R.\n\nLazknby, Columbus, O.\nSec. JuiJSON v.. lloYT, Menomonie, Wis\n1899\n\nLOS A.NGELES. CAL.\nPres., Ji'i)soN\n\nv..\n\nHoVT, .Menomonie, Wis.\n\nV.-Pres., 1'ehla Cm. Bowman, Columbus, O.\n\nSec, Charlf.s a. Uennktt, Peoria, III.\n\n"}
{"page": 616, "printed_page": null, "text": "—— —— — —\n\n——\n\nCHARLESTON, S. C.\nPres.. Charles H. Keyes, Hartford, Conn.\nV.-Pres., Charles A. Bennett, Peoria, lU.\n\n[Manual\n\n1904 ST. LOUIS, MO.\nPres.,\nA.\nH. Chamberlain,\n\nPasadena.\n\nCal.\n\nC. L. Kirschner, New Haven,\nConn.\nSec, Frank M. Le.witt, Boston, Mass.\n\nSec, L. A. Buchanan, Stockton, Cal.\n\nIQOl\n\n—\n\nNATIONAL EDUCATIONAL ASSOCIATION\n\n604\nigoo\n\n—\n\nV.-Pres.,\n\nDETROIT, MICH.\nPres., Charles A. Bennett, Peoria. 111.\nV.-Pres., B. A. Lenfest. Waltham, Mass.\nSec, L. A. Buchanan, Stockton, Cal.\n\n1905\n\nASBURY PARK and OCEAN GROVE.\nPres., A. H.\n\nMINNEAPOLIS. MINN.\nPres., C. R. Richards, New York, N. Y.\n\nV.-Pres.,\n\n1906\n1907\n\nBOSTON, MASS.\n\nChamberlain, Pasadena, Cal.\nL. Kirschner, New Haven,\n\nConn.\nSec, Frank M. Leavitt, Roxbury. Mass.\n\nV.-Pres., C. F. Warner, Springfield, Mass.\n\nSec. J. H. Trybom, Detroit, Mich.\n\nC.\n\nNo Meeting.\nLOS ANGELES, CAL.\n\nPres., C. F. Warner. Springfield, Mass.\n\nPres., Frank M.\n\nPainter, Minneapolis, Minn.\nSec, C. L. Kirschner, New Haven, Conn.\n\nV.-Pres., C. R. Bates, Port Deposit, Md.\n\nV.-Pres., J. E.\n\nLeavitt, Roxbury, Mass.\n\nSec, Oscar L. McMurry, Chicago, 111.\n\nTOPICS\n1876 President's Address\n\n—The Legitimate Field\n\nof the Industrial Department.\n\n—\n\nS.\n\nR.\n\nThompson.\nThe Industrial Education of Women. Ezra S. Carr, Cahfornia.\nManly Miles,\nInstruction in Manual Arts in Connection with Scientific Studies.\nIllinois.\n\nWhat Can Be Done to Secure a Larger Proportion of Educated Labor among\nOur Producing and Manufacturing Classes ? Wm. C. Russell, New York.\nWhat Are the Legitimate Duties of an Agricultural Professor ? 'E. M. Pendle-\n\n—\n\nton, Georgia.\n\nDrawing as an Element of Advanced Industrial Education.\n\n— C. B. Stetson, Massa-\n\nchusetts.\n\nRequired Adjustments in Scientific Education; with Special Reference to Instrumental Drawing. S. Edward Warren, New York.\nS. R. Thompson,\nRelation of the Common School to Industrial Education.\nNebraska.\nGeo. T. FairSystematic Manual Training or Labor in Industrial Education.\nchild, Kansas.\nThe Russian System of Mechanical Art Education. J. D. Runkle, Massachusetts.\nThe Relation of Manual Labor to Technological Training.— Chas. O. Thompson,\n\n—\n\n1877\n\n—\n\n—\n\nMassachusetts.\n\n1878 No Meeting.\n1879 Educated Labor.\n\n—\n\nL. S. Thompson.\nThe Beginning of Industrial Education. M. A. Newell, Maryland.\nDestitute Children.\nJohn Hitz, District of Columbia.\nThe Use of Modeling in Education. Edward A. Spring, New Jersey.\n\n—\n\n—\n\n1880 Technical Training in American Schools. E. E. White, Indiana.\nTechnical Instruction in the Land Grant Colleges. J. M. Gregory, Illinois.\n1881 Industrial Education. E. E. White, Ohio.\nAnnual Report of the Industrial Department. S. R. Thompson, Nebraska.\nThe Decay of Apprenticeship. L. S. Thompson, Indiana.\n1882 The National Industrial College: Its History, Work, and Ethics. E. E. White,\nPurdue University.\nThe Function of an American Manual Training School. C. M. Woodward,\n\n—\n\n—\n\n—\n\n—\n\n—\n\n—\n\nMissouri.\n\nAnnual Report of the Secretary of the Industrial Department.\n\n—\n\nS.\n\nR. Thompson,\n\nNebraska.\nDexterity before Skill.\n\nGeorge T. Fairchild, Kansas.\n\n—\n\n1883 The Fruit of Manual Education. C, M. Woodward, Missouri, president.\nMoral Influence of Manual Training. J. R. Buchanan, Massachusetts.\nDrawing in Grammar Schools. Walter S. Perry, Massachusetts.\n1884 A Layman's Views of Manual Training. Augustus Jacobson, lUinois.\nFelix\nTechnical and Art Education in PubHc Schools, as Elements of Culture.\nAdler, New York.\n\nHand Work in Public Schools.\n\n—\n\nJohn M. Ordway, Louisiana.\n\n"}
{"page": 617, "printed_page": null, "text": "—— — ———— — — —\n\n1\n\n— —\n\nTITLES OF PAPERS AND DISCUSSIONS\n\nTraining]\n\n605\n\n—\n\n1885\n\nReport of the Progress of Industrial Kclucatif>n During the Year.- S. R. Thompson, Pennsylvania.\nThe Educational Value of Manual Training. Charles Ham, lUinois.\nOutline of Work for a Manual Training School.\n\\V.M. F. M. Goss, Indiana.\n\n1886\n\nManual Training from the Other Side.\n\n—\n\nGeo. F. M.vgoun, Iowa.\nThe Reports of this Department this year are meager and unsatisfactory.\n1 887\n.\\o papers, but extended discussions on various topics.\n1888 Some Limitations in Industrial Training. Geo. T. Fairchild.\n.\\\n\nBrief Summary of the Progress of Industrial Education during the Year.\n\n—\n\nS.\n\nR.\n\nThompson, Pennsylvania.\nThe Relation of Industrial and Moral Training in Our Schools.— Z. Richards,\nColumbia.\n\nDistrict of\n\nThe Power and Utility of Industrial Education in Our Grammar Schook.\nCr.wvford, California.\n\nThe Relation of Manual Training Schools to Technical Schools.\n\n—T. O.\n\n— C. M. Wood-\n\nward, Missouri.\n1889 Ways, Means, and Ma.xims in Manual Training. J. I). Walter, Kansas.\nIndustrial Education in the South.\nB. G. Northrop, Connecticut.\n1890 Classification, Nomenclature, and Practical Details of Manual Training. C. M.\n\n—\n\n—\n\n—\n\nWoodward, St. Louis, Missouri.\n1\n\n89\n\nThe President's Opening Address\nDakota.\nThe Teacher of Tool Work.\n\n—Some Definitions. Lewis M' Louth, South\n\n— C. M. Woodward, Missouri.\n\nManual Training, and Its Place in the Educational System of Ontario.\n\n—N. Woi.-\n\nverton, Ontario.\n\n1892\n\nEducation\nYork.\n\nas\n\nHenry M.\n\nby Manual Training.\n\n.Affected\n\nThe Relation of the Kindergarten to Manual Training.\n\nLeipziger,\n\nNew\n\nCaroline T. Haven,\n\nNew York.\nManual Training from\nBe.x.njett,\n\nthe\n\nKindergarten to the\n\nHigh School.\n\nCharles\n\nA.\n\nNew York.\n\n—\n\nSloyd as an Educational Subject. J. M. Trybom, Massachusetts.\nBusiness Education: Its Place in the American Curriculum. S. S. Packard,\nNew York.\nManual Training in New York City Schools. Paul Hoffman, New York.\n\n1893\n1894\n\n—\n\nNo Meeting.\n\n—\n\nDrawing Its Relation to Manual Training and the Industrial .Arts. John C.\nMiller, Illinois.\nOrganizations and Plans for Manual-Training Schools.\nC. M. Woodward,\n\n—\n\nNlissouri.\n\nThe Progress of .Manual Training. Henry M. Leipziger, New York.\nThe Hygienic Relation of Dress to Education. R. Anna Morris, Iowa.\n\n—\n\n— Liberty Tadd,\n1895 President's Address — The Philo.so|)hy of Manual Training. — E. R. Booth, Ohio.\nManual-Training Methods in Philadelphia\n\nPu})lic Schools.\n\nJ.\n\nPennsylvania.\n\nThe Mofiifnation of Seconflary-School Courses Most Demanded by the C<jndiCharm-.s II.\ntions of Today, and Most Ignored by the Committee of Ten.\nKeyks, California.\n.Albert R. Robinson, Illinois.\nIndu.strial Education a Necessity of the Times.\nThe EfTerts of Manual Training.^ Charles D. Lakkins, New York.\n.\\ Plea for the Systematic Extension of Industrial Training from the Kindergarten\nto Cirammar Schools.\nMiss Mary A. Pinney, Connecticut.\nR. H. Pratt, Pennsylvania.\nIndustrial Training as Apjilied to Indian Schools.\nThe Need of Manual Training for Girls. Mrs. Nellie S. Kkuzik, Kan.sas.\n\n—\n\n1896\n\n—\n\n—\n\nPhysical EITec ts of Sloyd.\nFlora J. White, Ma.s.sac hu.sctl.s.\n.Manual Training in the Public Schools of the Smaller Cities.\n\n—JUDSON E. Hoyt,\n\nWisconsin.\n\nManual Training and the Course of Study.- C. F. Carroll, Mas.sachusetls.\n('harles A. Bennett, New York.\nPrinciple in Manual Training.\n1897 President's AcMress -The- Ilc-ad and the Hand.- -Oscar Clute, Florida.\nMental Results from Manual Training.— iMlw.ird O. Sisson, Illinois.\nSome Possible- Relations c)f Normal Schools to Manual \"^iraining. W. I). Pakkek,\n\nThe .Aesthetic\n\n—\n\nWisron.sin.\n\n"}
{"page": 618, "printed_page": null, "text": "— ———\n\n— ———— ————— ——— —— ——— ———\n\nNATIONAL EDUCATIONAL ASSOCIATION\n\n6o6\n\n—\n\n—\n\n[Manual\n\nJ. L. Snyder, Michigan.\nDomestic Science as a Synthetic Study for Girls. Mrs. Ellen H. Rich.\\rds,\n\n1898 Education for the Industrial Classes.\n\n—\n\nMassachusetts.\nManual Training in Horticulture.\n\nWilli.^m R. Lazenby, Ohio.\nReport of Committee on Hindrances and Helps to Manual Training and Industrial\nGeorge A. Robbins, Illinois, chairman.\nEducation.\n\n1899 The Teacher in the Manual-Training School. Walter A. Edwards, California.\nThe Educational \\'alue of Metal-Working. Vinton S. Paessler, New York.\n\nGertrude E. English, Illinois.\nConstructive Work in the Elementar\\- Schools.\nJames E. AddiCorrelation of Manual Training with Other Branches of Study.\ncott, California.\nThe Manual-Training System of Los Angeles. Annette Johnson, California.\n1900 Teaching Trades in Connection with the PubHc Schools.\n\nCharles F. Warner,\n\nMassachusetts.\nCharacter, Content, and Purpose of High-School Courses in Manual Training.\nB. A. Lenfest, Massachusetts.\nManual Training for the Ordinary High School. James H. Van Sickle,\n\nMaryland.\n\n1901\n\nTextile Arts\n\nMitchell,\n\nConstructive\n\nas\n\nWork in Elementary\n\nSchools.\n\nCl.\\ra\n\nIsabel\n\nIllinois.\n\nArtistic Handicraft in Primary and Intermediate Grades.\n\nMinnesota.\n\nHelen M. Maxwell,\n\n—\n\nThe Relation of Manual Training to Technical Education. V. G. Curtis, Ohio.\nEducation for the Trades in America What Can Technical High. Schools Do for\nCh.\\rles F. Warner, Massachusetts.\nIt.\n1902 From the Practical to the Intellectual in the Shop. Arthur W. Richards, New\n\n—\n\nYork.\n\n—\n\nThe Field of Shop-Work in the Elementary School. J. E. Painter, Minnesota.\nErnest F.\nPossibilities of Art Education in Relation to Manual Training.\nFenellos.a, Alabama.\nPractical Co-operation between\n\nArt and Manual Training.\n\nH.arold Peyser,\n\nNew York.\n1903\n\nEducation for the Trades: From the Standpoint of the Manufacturer. Milton\nP. HiGGiNS, Massachusetts.\nThe Demand for Trade Schools: From the Educator's Point of View. Arthur\nHenry Chamberl.\\in, California.\nThe Organization of Trade Schools: From the Point of View of a School SuperinThomas M. Balliet, Massachusetts.\ntendent.\nThe Organization of Trade Schools: From the Point of View of a Trade-School\nArthur L. Williston, New York.\nDirector.\nThe Attitude of Trade Unions toward Trade Schools. William H. Sayward,\nMassachusetts.\n\nCraftsmanship in Education. Leslie W. Miller, Pennsylvania.\nAlfred Vance Churchill, New\nArt Instruction as Related to Manual Work.\nYork.\nIndian Basketr>- Its Poetry and Symbolism. George Wharton James, Cali-\n\n—\n\nfornia.\n\nManual Training in the Elementary School.\n\nElizabeth Euphrosyne Langley%\n\nIllinois.\n\nThe Boy and His Handicraft at Home. George H. Bryant, Rhode Island.\nHand-Work for High-School Girls. Abby L. Marlatt, Rhode Island.\nManual Training versus the Manual Arts. James Parton Haney, New York.\n1904 The Constructive Idea in Education. Wilbur S. Jackman, Illinois.\nManual Training in Sweden. Carl Lidman, of the Swedish Commission.\nReports on Work as Shown by Exhibits. Various .Authors.\nManual-Training High Schools or Manual Training in High Schools. Charles\n\n—\n\nB. Gilbert,\n\nNew York.\n\nWhat May Be Done for Manual Training in Country Schools ?— Alfred Bayliss,\nIllinois.\n\nProgress of the South, as Shown by Exhibits.\n\n1905\n\nBrown Ayres, Louisiana.\n\n—\n\nPresident's Address\nThe Problems That Perplex. Arthur Henry ChamberL.A.IN, California.\nHow Can Class Teachers Be Educated to the \\'alue of Manual Training ? F. M.\n\n—\n\nMcMuRRY, New York.\n\n"}
{"page": 619, "printed_page": null, "text": "—\n\n—\n\nTHE NATIONAL COUNCIL OF EDUCATION\n\nTraining]\n\n1906\n\n—\n\n607\n\nIndustrial Training in Public Evening Schools.\nCharles F. Warner, Massachusetts.\nThe Necessity for Special Manual-Training High Schools. Charles H. Keyes,\n\nConnecticut.\n\nFomis and Limitations of Handwork for Girls in the High School.\n\nKatharine\n\nE. Dopp, Illinois.\n\n1906\n\nNo Meeting.\n\nTHK NATIONAL COUNCIL OF EDUCATION\nHISTORICAL SKETCH\nThe first recorded suggestion of a National Council of P2ducation in this country is\nt(j\n\nbe found in the editorial columns of the National Journal oj Education, of Boston, in\n\nthe issue of July 24, 1879,\n\nThomas W. Bicknell.\n\nfrom the pen of the founder and editor of that journal, Hon.\n\nIn a column article, Mr. Bicknell set forth %arious reasons for the\n\nformation of a Congress or Council of Education, outlined its constitution as a representative body, holding annual or biennial meetings, discussing questions involving the\nprinciples and philosophy of education,\n\nand sustaining an advisory relation to state and\n\nIn several subsequent issues of that journal, editorials\n\nnational systems of education.\n\nappeared, setting forth more fully the scope of the proposed Council and soliciting the\nArticles also appeared from correspondents in different\n\nopinions of ^\\merican educators.\n\nparts of the country indorsing the proposed Council and offering valuable suggestions as\nto its structure, purposes, and relations to the educational world.\n\nIn the autumn of 1879\n\nseveral state organizations passed resolutions in favor of a National Council.\n\nAs time\n\n—\n\nmany prominent educators wrote and spoke favorably of the project notably E.\nE. White, of Ohio; W. F. Phelps, of Minnesota; Samuel Eliot, of Boston; W. T. Harris,\nof St. L<juis;\nJohn Hancock and A. J. Rickofif, of Ohio; W. E. Sheldon, of Boston;\npassed,\n\nJ. P. Wickersham of Pennsylvania, and others.\nSo much interest had been awakened in the matter of a Council, that Mr. Bicknell\n\nB. G. Northrop, of Connecticut;\n\nwas invited to read a paper before the Superintendents' Section of the National EducaWashington, D. C, in February, 1880, on \"A National Council of\nEducation.\" The rep<jrt of that meeting states that Mr. Bicknell discussed the work\nof existing organizations, urged the need of a more careful and deliberate examination\nof educational questions by a body of e.xperts in the science and art of education; quoted\nthe opinions of leading men in all parts of the countrj' favoring such a body; showed\nsome of the advantages to be derived, and recommended the formation of such a Council\nat Chautauqua, N. Y. at the ne.vt session of the National Educational .Association.\nThe\nfeatures <>i the work of the Council, he argued, would be instigational, .scientific, and\nfielilx-rativc; its prerogative, only advisory and recommendatr)ry, bearing the weight of\nthe well-matured convictions of the best tea( hers and wisest educators.\nThe discussion which followed was particij)ated in by W. T. Harris, of Missouri;\nJ. P. Wickersham, of Pennsylvania; A. P. Marble and D. H. Hagar, of Mas.sachusetts;\n.\\aron Gove, of Colorado; H. S. Tarbell and J. H. Smart, <f Indiana; G. J. Orr, of\n(ieorgia, and others, all of whom favored the formation <>f a C< un( ii and presented various\nsuggestions as to its formation and work.\nOn motion, it was voted that a committee 1)0\ntional Association at\n\napjKjinted to prepare a plan\n\nf»f\n\norganization to be\n\nre)M)rt(il to the\n\nIxiard of directors of\n\nthe N. E. A. at Chautauqua, X. V., in July, 1880.\n\nThis (f)mmittee consisted of Messrs. Bicknell, of Massai hu.setts, chairman; WiLson,\nWic kc-rsham, of I'ennsylvania; Harris, <f Missouri; Hagar, of Massa-\n\nof Wiishington;\n\nPendleton, of Ohii\nShe|)ard, of Maryland; Gove, of\nand Smart cif Incliana. This committee, after long and\ncareful discu.ssion of various methods of organizations, made a rei>ort, through its (hairman to the Directors of the N. E. A. at Chautauqua, .\\'. \\., on July i.j, 1S80, which.\nchusetts;\n\nTarljell, of Incliana;\n\nColorado;\n\nOrr, of Gc-orgia;\n\n,\n\n"}
{"page": 620, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n6o8\n\nafter discussion by the board,\n\nA. for adoption.\n\n[National\n\nwas unanimously approved and recommended to the N. E.\n\nThis report is not presented here since its essential recommendations\n\nwere all embodied in the Constitution which follows.\n\nThe report of the Committee on a National Council of Education was received by\nand adopted unanimously. Subsequently\nmembers were elected in accordance with the recommendations of the report of the Committee on Organization.\nThese members met and elected James McCosh, of New\nJersey, as temporary chairman, and Thomas W. Bicknell, of Massachusetts, as secretary.\nThe following constitution was then adopted:\nthe Association from the board of directors,\n\nCONSTITUTION AND BY-LAWS\nPreamble.\n\nIn order to consider educational questions of general interest and of\npublic importance, and to formulate such conclusions as may be reached, the National\nCouncil of Education is organized within the National Educational Association, and\nadopts the following constitution:\nArticle i. This organization shall be called the National Council of Education.\nArt. 2. Any member of the Association identified with educational work is eligible\nto membership in the Council, and after the first election such membership shall continue\nfor six years, except as hereinafter provided.\nArt. 3. At the first election of members to this Council, the several departments,\nnamely, the Elementary, the Higher, the Normal, the Superintendents, and the Industrial, shall elect three members each.\nThe directors of the Association shall elect twelve\nother members and the Council thus constituted of 27 members shall elect 24 additional\nmembers, making the total number of the Council 5 1 persons.\nArt. 4. 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.\nArt. 5. At all subserjuent elections each of the several departments shall elect biennially one member.\nThe directors shall elect annually two members, and the Council\nshall elect annually four members, who shall hold office for six years, or until their successors are appointed.\nArt. 6. The annual election of members of the Council shall be held in connection\nwith the annual meetings of the Association. If any department of the Association or the\nboard of directors shall fail for any reason to fill its quota of members annually, the vacancy\nor vacancies shall be filled by the Council.\nArt. 7. The Council shall hold an annual meeting in connection with the meeting\nof the Association, and such other meetings as may be provided for by vote of the Council.\nArt. 8. If a member fail to attend the annual meetings of the Council for two consecutive years, his place shall be considered vacant, unless he be excused by a two-thirds\nvote of the Council.\nA vacancy caused by absence, by death, or for any other cause,\nshall be filled by the Council.\nArt. 9. No state shall be represented by more than eight members in the Council.\nArt. ID. The officers of the Council shall be a President, a Vice-President, and a\nSecretary.\nAn executive committee, consisting of the three ofiicers above named and\nfour other members, shall be appointed, and such other committees as mav from time\nto time be necessary.\nThe three officers and the other members of the E.xecutive Committee shall be elected annually, at the time and place of the annual meeting of the Association, and shall continue in office until their successors are chosen.\nIt shall be one of\nthe duties of the Executive Committee to make an annual report of the doings of the\nAssociation.\nArt. II. This constitution may be altered or amended at a regular meeting, by the\nunanimous consent of the members present, or by a two-thirds vote of the members\npresent, in case such alteration or amendment has been proposed in writing at a previous\nregular meeting, and any provision may be waived, at any regular meeting, by unanimous\nconsent.\nArt. 12. By-laws not in violation of this constitution may be adopted by a twothirds vote of the Council.\n\nMEMBERS\nIsrael W.\n\nAndrews, Marietta, O.\nHenry Barnard, Hartford, Conn.\nNewton Bateman, Galesburg. 111.\nGrace C. Bibb, Columbia, Mo.\n\nThomas W. Bicknell, Boston, Mass.\n\nAnna C. Brackett, New York City.\nEdward Brooks, Millersville, Pa.\nN. A. Calkins, New York City.\nD. N. Camp New Britain, Conn.\nA. L. Chapin, Beloit, Wis.\n\n"}
{"page": 621, "printed_page": null, "text": "THE NATIONAL COUNCIL OF EDUCATION\n\nCouncill\n\nEdward Olney, Ann Arbor. Mich.\n\nDickinstm. Boston, Mass.\n\nJ. \\V.\n\nJohn Eaton, Washington, D. C.\nW. W. Folwfll. Minneapolis. Minn,\nD. C. Oilman. Baltimore. Md.\nAaron Go\\-e, Denver, Colo.\nS. S.\n\nG. J. Orr, Atlanta, Ga.\n\nJohn B. Peaslee, Cincinnati, O,\nW. F. Phelps. Winona, Minn,\nJohn D. Phil brick. Boston, Mass,\nJ. L. Pickard. Iowa City, la.\n\nGreene, Providence, R. T.\n\nJ.\n\nM. Gregory, Urbana. 111.\n\\V. T. Harris. St. Louis. Mo.\n\nA. J. Rickoff. Cleveland, O.\n\nJohn Hancock, Dayton, O.\n\nW. H. Ruflner. Richmond, Va.\nH. E. Shepard. Baltimore. Md.\n\nC. C. Rounds, Farmington, Me.\n\nW. D. Hankie, Salem. O.\nD. B. Hagar, Salem, Mass.\nE. C. Hewett. Normal, 111,\nEllen Hyde. Framingham, Mass.\nE. S. Joynes. Knowille. Tenn.\nF. A. March, Easton. Pa,\nLemuel Moss, Bloomington, Ind.\n.A, P. Marble. Worcester, Mass.\nJames McCosh. Princeton, N. J.\n\nH. Smart. Indianapolis, Ind.\n\nF.\n\nLouis Soldan, St. Louis. Mo.\n\nH. S. Tarbell, Indianapolis, Ind.\nH. S. Thompson, Columbia, S. C.\nC. O. Thompson, Worcester, Mass.\nS. R. Thompson. Lincoln. Neb.\nE. E. White, Lafayette, Ind.\nJ. P. Wickersham. Harrisburg, Pa.\nJ. O. Wilson. Washington. D. C.\n\nB. G. Northrop. Hartford, Conn.\n\n1\n\nJ.\n\nE. T. Tappan, Gambier. O,\n\nW. A. Mowry. Providence. R. I.\nM. A. Xeweli. Baltimore Md.\n\n.\\t\n\n609\n\n1:00 A.M., on Friday, July\n\n16,\n\nthe Couinil nut on the call of the president,\n\nwhen the Committee on Nominations presented the following names for officers for 1880,\nand they were elected.\n\n—Thomas W. Bicknell, Massachusetts.\n—James McCosh. New Jersey.\n— F. Louis\nMissouri.\nExecutive Committee (with the above). —\nP. Wickersham. Pennsylvania;\n\nPresident.\n\nVice-President.\n5)ecretary.\n\n.Soldan,\n\nJ.\n\nE. E. White, Indiana-,\nIt\n\nAnna C. Brackett, New York; Wm. H. Ruffner, Virginia.\n\nwas voted to publish a circular containing a statement of the purposes of the\nand a list of members. It was\n\nCouncil, the report of the committee, the constitution,\n\nalso voted to hold the first meeting in connection with, but prior to, the ne.xt annual meet-\n\nThe Council of Education then adjourned.\nThe Constitution of the Council has been variously amended since organization*\nas may be determined by reference to the annual volumes of Proceedings since 1880.\ning of the National Educational Association.\n\nCONSTITUTION-\n\nPREAMBLE\n\nThe National Council (jf Education shall have for its object the consideration anil\nedutational (juestions of general interest and public importanie, and the\npresentation, thru i)rinted reports, oi the substance of the discussions and the loiu lusions\nformulated.\nIt shall be its (jbjei t to reach and dis.seminate correi t thinking on educational jjuestions; and, for this ])urpose, it shall be the aim of the Council, in condui ting\nits discu.ssions, to flefine and state with accuracy the dilTerent views and theories on thesubject under consideration, and, secondly, to discover and rejjre.sent fairly the grounds\nand rea.sons f<jr each theory or view, .so far as to show, as com[)letely as possible, the genesis\nof opinion on the subjec t.\nIt shall be the duty of the Council, in pursuance of this object,\nto en(C)urage from all its memlx-rs the most\narcful statement of differences in opinion,\ntogether with the < (irn|)letc-st statc-tncnt of grouncis for the same.\nIt shall further rec|uire\nthe careful preservation and pn-sentation of the- incliviclu;il cliiTerc-nces of o|)inion, wlienever grounds have U-en furnishcci for the- same by members of the Council.\nIt shall\ninvite the freest discussion and c-mliody the- new suggestions dtvclopcci by such disc iissions.\nAny menilH-r making sue h suggestion or objec tion may i)Ut in writing his vic-w, and the\ngrouncis therefor, and furnish the same to the sec retary for the records of the Council.\nIt shall prepare-, thru its |)resiclcnt, an annual report to the National Educ ational A.s.sociation, setting forth the ejuestions considered by the Council during the jirevious year,\nand jilac ing Ufore- the As.soc iation, in succinct form, the work acic>m|)lished. It shall\nemljoely in this rc|>ort a survey of those educatioiud topics which seem to call for any\naction on the part of the A.s.soe iation.\nThe Counc il shall ;ipi)oint, out of its own number,\n«li.s(Ussion of\n\nc\n\nIncluding all amendmrnlii to\n\nicjo?.\n\n"}
{"page": 622, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n6lO\n\n^National\n\ncommittees representing the several departments of education, and thereby facilitate the\nexchange of opinion among its members on such special topics as demand the attention of\nthe profession or of the public.\n\nARTICLE I\n\n—MEMBERSHIP\n\nThe National Council of Education shall consist of sixty members, selected from\nAny member of the Associathe membership of the National Educational Association.\n1.\n\ntion 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\n\nprovided.\n\n—\n\nIn the year 18S5 the Board of Directors shall elect eight members four members\ntwo for four years, and two for two years, and the Council shall elect eight\nmembers five members for six years, two for four years, and one for two years; and\nannually thereafter the Board of Directors shall elect five members and the Council five\nmembers, each member, with the exception hereinafter provided for (sec. 5), to serve\n2.\n\nfor six years,\n\n—\n\nsix years, or until his successor is elected.\n3. The annual election of members of the Council shall be held in connection with\nIf the Board of Directors shall fail, for any\nthe annual meetings of the Association.\nreason, to fill its quota of members annually, the vacancy or vacancies shall be filled by\nthe Council.\n4. The term of service of the several members of the Council chosen at the first\nelection shall be arranged by the Executive Committee of the Council.\n5. The absence of a member from two consecutive annual meetings of the Council\nshall be considered equivalent to resignation of membership, and the Council shall fill\nvacancies caused by absence from the Council as herein defined, as well as vacancies\ncaused by death or resignation, for the unexpired term. All persons who have belonged\nto the Council shall, on the expiration of their membcrshijj, 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.\n\nARTICLE II\nAll\n\n—QUALIFICATION FOR MEMBERSHIP\n\nmembers of the Council shall be either life or active members of the National\n\nEducational Association.\n\nARTICLE III\n\n—MEETINGS\n\nThere shall be a regular annual meeting of the Council held at the same place as\nthe meeting of the National Educational Association, and at least two days previous to\nthis meeting.\nThere 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.\n\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,\n\nmay constitute a quorum for the transaction of business at the regular annual meeting, as\ndefined in this article.\n\nARTICLE IV\n\n—THE WORK OF THE COUNCIL\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\nconduct like investigations originating in the National Educational Association, or\nany of its departments, and requiring the expenditure of funds.\n\nto\n\nARTICLE V\n\n—THE APPOINTMENT OF SPECIAL COMMITTEES AND EXPERTS\n\nIn the appointment of special committees, and in the selection of writers and speakers,\nit shall be the privilege of the Council to appoint such experts, whether members of the\nCouncil or not, as are deemed best qualified to conduct investigations.\n\nARTICLE VI\n\n—OFFICERS\n\nAt the annual election of officers in 1904 the president of the Council shall be elected\nfor a term of three years, the vice-president for a term of two years, and the secretary\nfor a term of one year; and thereafter annually the vacancy caused by the outgoing officers\nshall be filled by the election of one person for a term of three years.\nIt shall be the duty of the president of the Council to prepare, with the assistance and\napproval of the Executive Committee, such a program for the annual meeting as shall\nrealize as fully as practicable the purposes for which the Council was organized and exists.\n\n"}
{"page": 623, "printed_page": null, "text": "THE NATIONAL COUNCIL OF EDUCATION\n\nCouncil]\n\nARTICLK\n\nVII\n\n6ii\n\n—STANDING COMMITTEES\n\nThere shall he four standing committees: an Executive Committee, a Committee\non Memhership, a Committee on Educational Progress, and a Committee on Investigations and Ajipropriations.\n2. The Executive Committee shall be composed of the president of the Council and\nof three other members, whose terms of olTice shall be so arranged that one new member\n1.\n\nmay be chosen each year, beginning with the year i8()().\nthe duty of the Executive Committee to provide an annual program by\nfcasil)le, subjects for investigation, and apjiointing conmiittees to\nconduct such investigations. It shall Ix- the duty of the Executive Committee to carry\nout the provisions contained in this constitution referring to volunteer and invited papers.\nIt shall be the duty of the Executive Committee to provide a place on the program for\nthe report on any investigation which may be ordered by the National Educational Association or its departments.\n4. The Committee on Membersliip sliall be composed of the ])resident of the (\\)uncil\nand six other members, whose terms of office shall be so arranged that two vacancies may\n3.\n\nIt shall be\n\nwhenever\n\nselecting,\n\nbe filled every year, beginning with i8q().\n5. There shall be appointed annually a committee of one to submit, at the next\nmeeting, a report on \"Educational Progress during the Past Year,\" in which a survey\n<if the important movements and events in education during the preceding year is given.\nThis conmiittec need not be selected fn)m the members of the Council.\n6. The Committee on Investigations and Ajijiropriations shall be composed of nine\nmembers, whose terms of ofTice shall be so arranged that three vacancies may be filled each\nyear, beginning with 1903.\nNo 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.\n\nARTICLE VIII\n1.\n\nand to use its best efforts to promote the cau.se of education in general.\n\nA.ssociation,\n2.\n\n—THE DUTIES OF THE COUNCIL\n\nIt shall be the duty of the Council to further the objects of the National I'.duiational\n\nThe meetings of the Council shall be, for the most part, of a \"round table\"\n\ncharacter.\n\nARTICLE IX\n\n—AMENDMENTS\n\nThis constitution may be altered or amended at a regular meeting of the Council, by\na two-thirds vote of the members present, and any provision may be waived at any regular\nmeeting by unanimous consent.\nBy-laws not in violation of the constitution may be ad<)|)ted by a two-thirds vote of\nthe Council.\n\nE.XF.CL'TIVE\n1881\n\nATL.W'TA. G.\\.\nPrcs., T.\n\nOITICKRS OF IHK N.VriO.VAL COUXC'II, FROM\n1887 CHICAGO. ILL.\n\nLoeis SoMiAN. .St. J»uis, Mo.\nS.\\R.\\TOG.\\ SI'RIXGS. .V. Y.\n\n1882\n\nF.\n\nPrcs.. T. \\V. Bi( KNM.i.. Boston.\n\\'.-Prcs.. J. P.\n.Sec.\n\nE.\n\nI-'..\n\n1888 S.VN FRANCISCO. CAL.\nPros.. J. L. Pickahd, Iowa City. la.\n\nMass.\n\nWirKKHsiiAU. I^in(a.sler, Pa.\n\n\\'.-I'res..\n\nWhite. I^ifayctle, Im).\n\nS<'(,.\n\n1883 SARATOGA SPRI.NGS. .\\. V.\nPrcii.,\n\n1889\n\nThomas W. Ukkneli., Boston. .Ma.ss.\n\nWhite. I^ifayclte, In.l.\nSec, {'. C. RouNKs. Farmini{ton, .Mc.\n1884 .MADISO.V, WIS.\nPrrs.. E. E. White. Jjifayctte. Iml.\n\\'.Prrs., T. W. Bu knki.i.. Boston. .M.xss.\n\n885\n\nWhite\n\ni8qo\n\n1801\n\nI).\n\nPeabddy, ChampaiKn. III.\n\nGeohck IIowlanh. CliicaRo, III.\n\nSn.. I) L, Kiehi.e. St. Paul. Minn.\n\"K'Ji\n\nS.\\kA\n\nK\n\n)( ;.\\ SPRI\\(;S. .\\. V.\nJames M Bakeh, Denver. C.ilo.\nV.-Prw., E. W. Cov, Cincinnati. O.\n\n•'\"»\n\nH S. Jones. Erie. Pa.\nBmown.\n\nMinn.\n\nlORO.Vro, ONP.\nPrcs.. Sei.im H.\n\\'.-J'rc»..\n\nSec and Trens.. GKoucil' P\nHaute. Iiui.\n\npKABonv, Ch:im|>:\\iKn. III.\n\nL, Kiehi.e. .St. Paul,\n\nHacah. Salem. Mass.\n\nDaniel B. Hacab. .Sairm M.uw.\n\nV.-Prcn..\n\nMass\n\nV.-Pres., (>kokc,e IIowi.and. Chicano, III.\n\nCincinnati. O.\n\nTOI'EKA KA.NS\nPre*..\n\nla.\n\nST. PAUL,- MI.\\N.\nPres., Sei.im H.\n\nSec, Geokoe p. Bk'iwn, Terre Haute. Iml\n\n1886\n\nL. Pickakii, Iowa Citv\n\nSec. .VI\\rv E. Nkiioi.son. In(lian.i|K)lis. Ind.\n\nSec.,\n\nSARATOGA SPRIN(;s .\\. V.\nV.-Prim., Daniel B.\n\nC. C. RoitNi>s, Plymouth. X. H.\n\nW. Cov. Cincinnati. O.\n\nV.-Prcs.. W. 'IV IIarkis. Concnl.\n\nA. G. BoYiiES. BrirlRrwatcr, Mass.\n\nPre*., E. E.\n\nI'..\n\n.\\ASI1\\ ILLK. TENN.\nI'res., J.\n\nV.-Pros.. E. E.\n\n.Set.,\n\n1007\n\nPrcs., Daniel B. Hac.ar. Salem, Ma.ss.\nV.-Prcs.. H. S. Jones. Eric, Pa.\nSec, E. VV. Coy, Cincinnati, O.\n\nW. BicKNKi.r.. Boston, Mass.\n\nV.-Prcs.. James MrCosii. Prinreton. N. J.\n5h-c.,\n\n18S1\n\n,\n\nSec. N. C. S<HAEKrEi». Kut/.lown. Penn.\n\nTerre\n\n189J\n\nS'o\n\nMeeting\n\n•\n\n"}
{"page": 624, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n6l2\n\nASBURY PARK, N. J.\n\n1894\n\nPres.. E. W.\n\n1901\n\nCoy, Cincinnati, O.\n\nPres., C.\n\nSec, J. H. Phillips, Birmingham, Ala,\n\n1902\n\nRounds, Plymouth, N. H.\n\nV.-Pres., Mary E.\n\nSec, N. C. Dougherty Peoria, 111.\nPres.. H. S. Tarbell, Providence, R. I.\n\n1903\n\nPres., William R. Harper, Chicago, 111.\n\nSec, Bettie a. Dutton, Cleveland, O.\n\nV.-Pres., W. H. Bartholomew Louisville,\n\nMILWAUKEE, WIS.\n\nKy.\n\nV.-Pres., Chas. DeGarmo, Swarthmore, Pa.\n\nSec, J, F. Millspaugh, Winona, Minn.\n\n1904\n\nST. LOUIS, MO.\nPres.. Frank A. Fitzpatrick, Boston, Mass.\nV.-Pres., Joseph Swain, Swarthmore, Pa.\nSec, J. H. Van Sickle, Bahimore, Md.\n\n1905\n\nASBURY PARK and OCEAN GROVE,\n\nSec, Bettie A. Dutton, Cleveland, O.\n\nWASHINGTON. D. C.\nPres., Chas, DeGarmo, Swarthmore, Pa.\n\nV.-Pres,, Wm. F. King. Mt. Vernon, la.\n\nSec, Bettie A. Dutton. Cleveland, O.\n\nN.J.\n\nLOS ANGELES, CAL.\n\nPres., Elmer E.\n\nPres., A. R. Taylor. Emporia\n\nV.-Pres., N. C.\n\nKans.\nV.-Pres.. J. H. Van Sickle. Denver, Colo.\nSec, Bettie A. Dutton, Cleveland, O,\n\nCHARLESTON, S. C.\n\n1900\n\nBOSTON, MASS.\n\nV.-Pres., Earl Barnes. Stanford Univ., Cal.\n\nPres., B. A. Hinsdale, Ann Arbor, Mich.\n\n1899\n\nNicholson, Indianapolis,\n\nInd.\n\nSec, Jesse F. Millspaugh, Winona, Minn.\n\nBUFFALO, N, Y.\n\n1898\n\nMINNEAPOLIS, MINN.\nPres., J. H. Phillips, Birmingham. Ala.\n\nV.-Pres.. E. Oram Lyte, Millersville, Pa.\n\n1897\n\nM. Jordan. Minneapolis, Minn.\n\nV.-Pres., Bettie A. Dutton, Cleveland, O.\n\nSec, Ch.as DeGarmo, Swarthmore, Pa.\nPres., C. C.\n\n1896\n\nDETROIT, MICH.\n\nV.-Pres., F. A. Fitzpatrick. Omaha, Neb.\n\nDENVER, COLO.\n\n1895\n\n[National\n\nPres., F.\n\n1906\n1907\n\nLOS ANGELES, CAL.\nPres., Elmer E.\n\nLouis Soldan. St. Louis, Mo.\n\nBrown. Berkeley. Cal.\n\nSchaeffer, Harrisburg, Pa.\nSec, J. W. Carr, Anderson, Ind.\nNo Meeting\n\nBrown. Berkeley, Cal.\n\nV.-Pres., Elmer E. Brown. Berkeley, Cal.\n\nV.-Pres., A. S. Downing, Albany, N. Y.\n\nSec, Bettie A. Dutton, Cleveland, O.\n\nSec, J. W. Carr, Dayton, O.\n\nMEMBERSHIP IN THE NATIONAL COUNCIL FROM 1880-1907\nWITH TERMS OF SERVICE CLASSIFIED BY STATES\n(A) indicates appointment by the Association;\nstitution of Council, Art. I).\n\n(C) indicates appointment by the Council;\n\n(see\n\nCon-\n\nThe intervals between the years named indicate the separate terms of service\n\nALABAMA\nJulia S. Tutwiler\nN. R. H. Dawson\nJ. H. Phillips\n\nterms of\n\nyears of\n\nSERVICE\n\nSERVICE\n\n(C)\n(C)\n(A)\n\n894-1900-1906.\n\n(C)\n(C)\n(C)\n(A)\n(A)\n(C)\n(C)\n(C)\n(A)\n(A)\n(A)\n\n883-1884; also 1888-1890\n888-1891\n888-1889\n889-1892\n894-1897-1898\n895-1898\n896-1897-1903-1009\n899-1901\n899-1900-1904\n904-1 908\n905-1906\n\n(C)\n(C)\n(C)\n(C)\n(C)\n\n880-1882-1888-1894-I9OO-I906\n886-1888-1894-I9OO-I906\n896-1898-1901\n900-1905— I9H\n90I-I905-I9I I\n\n(A)\n(A)\n(C)\n(C)\n\n880-1890\n880-1882\n880-1S85\n889-1901-1907\n\n10\n\n(A)\n(A)\n(C)\n(A)\n(C)\n(C)\n(C)\n\n880-1888; also 1892-1894\n880-1882\n885-1888-1894-1897\n889-1891-1897-1903-1909\n900—1901\n902-1904-1910\n902-1903-1904\n\nio«\n\nCALIFORNIA\nJohn Swett\nIra G. Hoitt\nG. H. Howison\nLillie J. Martin\n\nEarl Barnes\nCharles H. Keyes\nElmer E. Brown\n\nEdward T. Pierce\nJames A. Fosh ay\nJesse F. Millspaugh\nC. C. Van Liew\n\n3\n3\nI\n\n3'\n\n4\n3--\n\n2\n5\n3\n\nCOLORADO\nAaron Gove\nJames H. Baker\nJames H. Van Sickle\nLewis C. Greenlee\nZ. X. Snyder\n\ns*\n\nCONNECTICUT\nDavid N. Camp\nB. G. Northrop\nHenry Barnard\nCharles H. Keyes\n\n2\n\n5\nS\n\nDISTRICT OF COLUMBIA\nJohn Eaton\nOrmond Wilson\nZalmon Richards\nW. T. Harris\nWn.LiAM B. Powell\n\nJ.\n\nAnna Tolman Smith\nAlexander Graham Bell\n\n2\n\n12\n\n\"\nI\n\n2\n\n'\n\nSee Indiana.\n\n<\n\nSee Maryland.\n\n'\n\nSee Ohio and Tennessee.\n\n'\n\nSee Massachusetts.\n\ns\n\nSee Massachusetts and Califorina.\n\n'\n\nSee Massachusetts and Missouri.\n\nJ\n\nSee Minnesota and lUah.\n\n.\n\n"}
{"page": 625, "printed_page": null, "text": "THE NATIONAL COUNCIL OF EDUCATION\n\nCoundlJ\n\n613\n\nGEORGIA\nG. J.\n\nOrr\n\n(A) 1880-1882-1886\n(A) 1889-1890-1892\n(C) 1892-1896-1898\n\nW. R. Thigpen\nEvLER B. Smith...:\n\nILLINOIS\nJ. M. Gregory\nE. C. Hewett\n\n6\n3\n\n6\n\n(A) 1880-1882\n(A) 1880-1890-1896-1899\n(C) 1880-1882\n(C) 1884-1887-1893-1896\n(C) 1882-1886; also 1900-1902\n(A) 1885-1891\n(C) 1887-1890-1892\n(C) 1888-1892-1898-1004-1905\n(C) 1887-1889-1895-1901-1902\n(C) 1891-1892\n(C) 1892-1896-1900; also 1904-1910\n(A) 1894-1896-1899\n^ (C) 1894-1898-1900; also 190 3-1904\n(C) 1896-1899; also 1901-1904\n(A) 1896-1902-1906\n(A) 1894-1897\n(A) 1897-1903-1906\n(A) 1899-1900\n(C) 1 900- 1902 -1 908\n(A) 1901-1907\n(C) 1902-1904\n(A) 1903-1905\n(A) 1903-1906\n(A) 1905-1909\n\nNewto.n Batem.\\n\nH. Peabody\nW. Parker\nRobert Allyn\nGeorge Howland\nNewton C. Dougherty\nGeorge P. Brown\nCharles DeGarmo\nJohn W. Cook\nCharles A. McMcrry\nA. S. Draper\nJohn Dewey\n.\\lbert G. Lane\nJ. E. Bradley\nWilliam R. Harper\n.Arnold Tompkins\nO. S. Westcott\nA. R. Taylor\nS.\n\nF.\n\nSpalding\nElla F. Vou.ng\n\nJ. L.\n\nL. C. Lord\n\nEdwin G. Cooley\n\n2\n\n19\n2\n\n12\n\n6\n6\n5\n\n17\n15\"\n1'\n5\n8^\n\n6\n10\n3'\n\n9\ni\n\ns\n\n2\n2\n\nI.\\T)IANA\n(A) 1880-1885-1888\n(C) 1880-1884-1888\n(C) 1880-1886\n(C) 1882-1887\n(A) 1882-1885 (died 1885)\n(C) 1885-1891-1894\n(C) 1885-1889\n(C) 1886-1887-1893-1899\n(C) 1886-1890-1894\n(C) 1888-1889\n(C) 1888-1889\n(C) 1890-1891-1894\n(A) 1891-1892\n(A) 1892-1894\n(C) 1895-1898; also 1905-1908\n(C) 1899-1903\n(C) 1900-1905\n(A) 1904-1906\n(C) 1905-1909\n\nH. Smart\nH. S. Tarbell\n\nJ.\n\nLemuel Moss\nGeorge P. Brown\nC. O. Thompson\nW. N. Hailmann\nL.S.Thompson\n\nMary A. Nicholson\nJohn S. Irwin\nS. .S. Parr\nLillie J. Martin\nLewis H. Jones\n\\V. \\V. Parsons\nR. G. Boone\n\nWilliam L. Bryan\nJoseph Swain\n\nJohn W. Carr\nCalvin N. Kendall\nMiss N. Cropsey\n\nKjWA\n\n8\n8*\n6\n5'\n\n3'\n\n9\na\"\n13\n\n8\n\n»\"\ni\"\n\n4\"\ni\n\n2>>\n\n4\"\n5's\n\n•\n\nJ. L. Pickakd\nF. Kino\n\n(C)\n(C)\n(A)\n(C)\n\nW.\nHenry Sabin\n\nH. H. Seerley\n\n1880-1885-1891\n1886-1889-1895-1901-1904\n1889-1893-1899\n1891-1894-1900\n\nII\n\n18\n10\n\nKANSAS\nGeorge T. Fairchild\nFrank A. Fitzpatrick\nJames H. Canfiei.d\nA. R. Tayujr\n\nW. M.Davidson\nJ.\n\n9'*\n\n(A) 1885-1891-1894\n(C) 1886-1887-1892\n(A) 1886-1891\n(A) 1892-1895-1901\n(C) 1899-1902-1904\n(C) 1904-1906\n\nN. Wilkinson\n\n6\"\n5\"'\n9'\"\n5''\n\nKKNTUCKY\nW. H. Bartholomew\nGkorce T. Faikchild\nF.\n\n(A) 1890-1893-1899-1905-1911\n(A) 1898-1900\n(A) 1903-1907\n\nH. Mark\n\n3'\"\n\nLOUISIANA\nEdwin A. Aldf.bman\nJohn M. Ohuwav\n\n4\"\n\n(A) 1900- 1902 -1904\n(A) 1885-1889\n\n4\n\nMAINE\nC C. Rounds\nWm. J. Cobthkm\nSec Imliiina.\n'.Sec Prnnsylvania.\nSec New Nork an<l Oliio.\n\n'\n\n•\n\n2\"\n\n(A) 1880 1882\n(C) 1886-1888\n>\n\nSec\n\nNew Jeriwy.\n\n1\n\n'» S<f\n\nKrntiiiky.\n\n'\"Sec Miniu-Hola.\n\n\" S«-e Ni-briuskii.\n\n\" .S<c California.\n\n'\" .S<r\n\nNeliraskii. ( )liio\nIllinois.\n\nand Now \\'<.rk.\n\nSee Minm-wila\nSec Knniia.1.\n'Sec RIkkIc Island.\n\n\"Sec Ohin and\n\n\"^ S<-e\n\n'Sec\n\n\"Sec Ohi<i.\n\n'\"See Kansii.s.\n\".See North (\"arolina and Virxinia.\n' Sec New HiuniiBliirc and .New York.\n\n«\nI\n\n*\n\nIllinois.\n\nSec MaMachuselli.\n\nMiihiuan.\n\".Sec Michiuan and Now York.\n\"Sec Pennsylvania.\n\n"}
{"page": 626, "printed_page": null, "text": "'\n\nNATIONAL EDUCATIONAL ASSOCIATION\n\n6i4\n\n[National\n\nMARYLAND\nM. A. Neweli\n\nHenry A. Shepherd\nDaniel C. Oilman\nG. Stanley Hall\nJames H. Van Sickle\n\n(C)\n(C)\n(C)\n(C)\n(C)\n\n1880-1883\n1880-1882\n1880-1884\n1882-1888\n1901-1904-1910\n\n(A)\n(A)\n(A)\n(A)\n(C)\n(C)\n(C)\n(A)\n(C)\n(C)\n(A)\n(A)\n(C)\n(A)\n(A)\n(A)\n(C)\n(C)\n(C)\n(C)\n(C)\n\n1880-1887-1889\n1880-1886-1890; also 1891-1895\n1880-1884\n1880-1882\n1880-1885\n1880-1882\n1880-1884-1890-1891\n1885-1889\n1883-1888-1894-1900\n1882-1884-1885\n1882-1889\n1882-1884-1887\n1887-1893-1898\n1891-1894\n1892-1895\n1895-1899-1905-1911\n1898-1899-1900\n1898-1899\n1900-1903\n1904-1907\n1904-1906\n\n(C)\n(C)\n(A)\n(C)\n\n1882-1886-1888\n1888-1892-1898-1900\n1894-1898-1903\n1902-1903-1909\n\n3\n2\n\n4\n6\n1\n\nMASSACHUSETTS\nThomas VV. Bicknell\nW. Dickinson\nA. P. Marble\nC. O. Thompson\n\nJ.\n\nJ.\n\nD. Philbrick\n\nEllen Hyde\nD. B. Hagar\n\nW. T. Harris\nWilliam E. Sheldon\nJ. C. Greenough\nA. G. Boyden\nLarkin Dunton\nW. A. Mowry\nJohn T. Prince\nCharles W. Eliot\nFrank A. Fitzpatrick\nPaul H. Hanus\nCharles H. Keyes\nFrank A. Hill\nWilliam E. Hatch\nGeorge H. Martin\n\n.\"\n\n9\n14\n4\n2'\n5\n\n2\nII\n41\n\n17\n3\n7\n\n5\nii4\n3\n3\ns\n\n2\n\ni^\n\n3\n\nMICHIGAN\nW. H. Payne\nB. A. Hinsdale\n\nR. G. Boone\nL. H. Jones\n\n6'\n12\n9'\n»\n\nMINNESOTA\nWilliam F. Phelps\nW. W. FoLWELL\nD. L. KiEHLE\nJ. E. Bradley\nS. S. Parr\nIrwin Shepard\nCharles B. Gilbert\nCharles M. Jordan\nJ. F. Millspaugh\nR. E. Denfeld\n\nMISSISSIPPI\nJ. R. Preston\nR. B. Fulton\n\n(A) 1880-1882\n(A) 1880-1886\n(C) 1885-1887-1893-1899-1900\n(A) 1890-1891-1894\n(A) 1889-1891\n(C) 1894-1900-1904\n(A) 1894-1896\n(C) 1896-1902-1905\n(A) 1899-1902-1904\n(A) 1902-1905\n\n(A) 1894-1899\n(A) 1899-1901-1903\n\nMISSOURI\nW. T. Harris\nGrace Bibb Sudborough\nF. Louis Soldan\n\nJ.M.Greenwood\nC. M. Woodward\nJohn T. Buchanan\nWilliam H. Black\nMrs. Josephine Heermans\nA.\n\nRoss Hill\n\nJohn R. Kirk\n\n2\n\n6\n15\n4\"=\n2\n\n10\n\n2\"\n9\n5'^\n\n3\n\n5\n\n4\n\n,\n(A) 1880-1885\n(A) 1880-1882\n(A) 1880-1886-1892-1898-1904-1010\n(A) 1885-1887-1893-1899-1905-1911\n(C) 1888-1891-1896\n(C) 1895-1896\n(C) 1899-1903-1909\n(C) 1900-1904-1910\n(C) 1904-1910\n(A) 1905-1908\n\nS'J\n2\n\n8\nt\n\nNEBRASKA\nS.\n\nR. Thompson\n\nH. M. James\nH. Canfield\nFrank A. Fitzpatrick\n\nJ.\n\nH.S.Jones\nH. K. Wolfe\nCarroll G. Pearse\n\nW. M. Davidson\nW. K. Fowler\n\n(C) 1880-1884-1886\n(C) 1884-1885-1889-1895\n(A) 1891-1892-1895\n(A) 1892-1893-1895\n(A) 1890-1894\n(A) 1894-1895\n(A) 1900-1904\n(C) 1904-1908\n(C) 1904-1907\n\n6\nir\n4'i\n3\"\n\nV\"\ni\n\n4''\n'\"\n\nNEW HAMPSHIRE\nC. C. Rounds\n\nSee Colorado.\nSee Indiana.\nSee Missouri and District of Columbia.\n» See Rhode Island.\ns See Nebraska and Kansas.\n' See Connecticut and California.\n' See Tennessee.\n\" See Indiana and New York.\n» See Ohio and Indiana\n'o See UUnois\n'\n\n=\n\n3\n\n(A) 1882-1888-1894-1897\n\n\" See New Jersey and New York.\n\n\" See Utah and California.\nSee Massachusetts and District of Columbia.\nSee Kansas and Ohio and New York.\nSee Kansas and Massachusetts.\n* See Pennsylvania.\n'' See Wisconsin.\n'* See Kan.sas.\n'p See Maine and New York.\n•'\n\n\"4\n\n\"s\n\n15'\"\n\n"}
{"page": 627, "printed_page": null, "text": ".\n\nTHE NATIONAL COUNCIL OF EDUCATION\n\nCouncil]\n\n6is\n\nNEW JERSEY\nJamks MiCosh\nW. X. Barringer\n\n(A'\n(A'\n\nL. S. Thompson\n\n(A\n(C\n\nNicholas Murray Butler\nJames M. Green\nCharles B. Gilbert\n\n(A'\n(A'\n\n880-1882\n884-1887-1889\n889-1801\n891-1897\n894-1895-1901-1907\n896-1897-1901\n\n2\ns\n3«\n6'\n51\n\nNEW YORK\nN. A. Calkins\n\nMatilda S. Cooper\nJ. H. HoosE\n\n(A\n(C\n(A\n(C\n\nA. J. RlCKOFF\n\n(A'\n\nThomas Hunter\n\n(C\n(C\n(C\n(A\n(C\n(A\n(A\n(A\n(C\n(A\n(C\n(A\n(A\n(C\n(A\n(A\n\nAnna C. Brackett\n\nA. S. Draper\n\nWilliam H. Maxwell\nHenry M. Leipziger\nS. G. Williams\nJ.\n\nG. SCHURMAN\n\nAugustus S. Downing\n\nWalter L. Her\\-ey\nEdward R. Shaw\nCharles R. Skinner\nNicholas Murray Butler\nC. C. RouNTis\n\nJames H. Canfield\nJames E. Russell\nCharles B. Gilbert\nHoward J. Rogers\n\nA\n\nR. G. Boone\n\n.\n\n.\n\n(A;\n\n8S0-1886-1892-189S\n880-1882\n882-1888\n882-1888-1894\n884-1890-1896\n887-1888\n889-1892; also 1904-1907\n891-1892-1898-1900; also 1905-1909\n894-1895\n894-1897-1899\n895-1897\n895-1901-1907\n896-1898\n896-1900; also 1901-1903\n897-1903-1905\n897-1903-1909\n897-1901\n899-1900\n900-1902-1908\n901-1903\n903-1909\n903-1904\n\n(A\n(A\n\n898-1900\n900-1901-1906\n\nIS\n2\n\n6\n12\n12*\nI\ns\n\nI\n\n5\n2\n\n2\n\n6\n8\n*\n\n4'\ni'\n\n29\n\"\"\n\nI\n\nNORTH CAROLINA\nEdwin A. Alderman\nCharles D. McIver\n\n2\"\n6\n\nNORTH DAKOTA\nHomer B. Sprague\n\n(C\n\nOHIO\nW. D. Henkle\nJohn Hancock\nI. W. Andrews\nEli T. Tappan\n\n(A\n(A\n(A\n(A\n(A\n(C\n\nA. J. RiCKOFF\n\nJohn B. Peaslee\nEmerson E. White\nR. W. Stevenson\nE. W. Coy\nB. A. Hinsdale\nJohn Eaton\nBettie a. Dutton\n\n(A\n(A\n(C\n(C\n(C\n(A\n(C\n\nLucia Stickney\nL. H. Jones\n\n(C\n(C\n\nA. S. Draper\n\n(C\n(A\n(C\n\n.'\n\nDelia L. Williams\n\nJames H. Canfield\nO. T. Corson\nCharles F. Thwing\nJ. W. Carr\n\n(A\n(C\n\n880-1882\n880-1886-1891\n880-1884-1888\n880-1885-1888\n880-1884\n880-1886-1889\n880-1886-1892-1896; also 1897-1900-1902\n882-1883-1889-1893\n883-1884-1890-1896-1902-190S\n885-1886-1888\n885-1889-1895\n888-1889-1892\n891-1895-1901-1907\n894-IQOO-1906\n894-1897-1902\n892-1804\n895-1898-1800\n809-1902-1904\n900-1902-1908\n905-1906\n\n2\n\nII\n\n8\n8\n\n4\"\n9\n21\nII\n\n22\n3'^\n\n10\n\n4\"\n8''\n2'0\n4''\nS\n'*\n\nOREGON\nElla C. Sabin\nFrank Rigler\n\n(C\n(A'\n\n890-1892\n898-1901\n\n2'9\n3\n\nPENNSYLVANIA\nJ. P.\n\nWiCKERSHAM\n\n(A\n(C\n(C\n(A\n(C\n(A\n(C\n(A\n\nEdward Brooks\nF. A. March\nE. A Si NO\nE.J.James\nH. S. Jones\n\nJames\n\nM acAlister\n\nE. E. HioBEE\n.\\. v.. ScHAEf FEK\nE. Oram Lytk\nCharles DkC^armo\nLk.htnkh Witmkr\nJoseph Swain\nM. (i. Brumbaugh\n\n((\"\n\n^A\n(C\n(C\n(C\n(C\n\n1\n\n'\n\n' Sec\nNew Marm|«hire anri Maine.\nSec Ohio .Nelira.nka. and Kansas.\n•Sec Minprsoia and New Jerm-y.\n\n••Sec Michiitan.\n\" See I»ui»iana and N'irKini.i.\n\nS\n\n4\n4\n\n8\"\n\n882-1884\n8H5-1H87-1880\n887-1803-1899-1905-1911\n800-1893-1899 -1005-191 1\n802-1897-1900\n898-1000\n\na\n4\n\n9O3-l<;O5-l0' •\n\n905-1908\n\n\" Si-r Mi( hi^an.\nYorlt.\n\nI\n\n2\n\n882-i888-i8<;o\n\n\" See New York.\n\nStc Indiana.\n\n•Sec New York.\n«Scc Minnesota and .New\n•See Ohio.\nSec Ohio and Iilin>>i<i.\n*Soc New Jer-tey.\n\n880-1881\n880-1882\n880-1885\n88 2- 886\n884-1887; also 1891-1892\n\n'<\n\nSec Tenm-ssee and Dislrid of Coltitnliia.\n\nand Miihinaii.\n\n\"• S<'e\n\nIiiili.ina\n\n\"• S«-c\n\nNew York and Illinoiii.\nNew York, and Kun.sjis.\n\n\" Sec\n\nNrliraska,\n'\" Sec hvliana.\n''\n\nSec Wi-Monsin.\n\n\" Sec Nebraska.\n• Sec Illinoi*.\n••\n\nSec Indiana.\n\n8\"\n2\n\n\"\n\n"}
{"page": 628, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n6i6\n\n[National\n\nRHODE ISLAND\nS. S. Greene\nW. A. MowRY\nMerrick Lyon\nThomas J. Morgan\n\nT. B. Stockweli\n\nSarah E. Doyle\nH. S. Tarbell\n\n(C) 1880-1883\n(C) 1880-18S7\n(C) 1883-1885-1888\n\n3\n\n(Q i882-i88<;; also 1888-1891\n\n6\n\n(A) 1884-1888\n(A) 1885-1888\n(C) 1888-1890-1896-1899\n\n4\n\n7'\n\nS\n\n3\nii»\n\nSOUTH CAROLINA\nH. S. Thompson\n\n(C) 1880-1883\n(C) 1883-1886\n\nV. C. Dibble\n\n3\n\n3\n\nTENNESSEE\nEdward S. Joynes\nClara Conway\n\n(C)\n(C)\n(A)\n(C)\n\nW. R. Garrett\nW. H. Payne\n\n1880-1882\n1888-1894\n1889-1895\n1889-1891; also 1895-1897\n\n2\n\n6\n6\n4^\n\nTEXAS\nJoseph Baldwin\n\n(A) 1886-1892-1898\n(A) 1894-1900-1902\n(C) 1904-1910\n\nOscar H. Cooper\nL. E. Wolfe\n\n12\n\n8\n\nUTAH\nJ. F.\n\nMiLLSPAUGH\n\nVermont\nM. H. BucKHAM\n\n(A) 1895-1896-1899\n\n4''\n\n(A) 1882-1884\n\n2\n\nVIRGINIA\nWilliam H. Ruffner\n\n(C)\n(A)\n(C)\n(A)\n(C)\n\nGeorge J. Ramsey\nH. B. Frissell\n\nEdwin A. Alderman\nL. M. Curry\n\nJ.\n\n1880-1882\n1900-1903\n1904-1905\n1904-1905\n1882-1883\n\n2\n\n3\nI\n\nis\ni\n\nWASHINGTON\nD. Bemis\nR. H. Bingham\n\n(A) 1891-1894\n(C) 1900-1902\n(C) 1903-1905-1911\n\nFrank B. Cooper\n\n3\n2\n\nWISCONSIN\nA. L. Chapin\nJ.\n\n(C)\n(C)\n(C)\n(C)\n(A)\n(A)\n(A)\n(A)\n\nW. Stearns\n\nWarren D. Parker\nEllen C. Sabin\nL. D. Harvey\nI. C. McNeill\nR. H. Halsey\nCarroll G. Pearse\n\n1880-1882-1888\n1885-1890\n1890-1892\n1892-1896; also 1897-1900\n1894-1898-1904-1910\n1899-1905-1911\n1901-1904-1910\n1904-1910\n\n8\n5\n2\n\n7\n'.\n\n'\n\nCANADA\nJames L. Hughes\n\n(A) 1891-1894\n\n3\n\nOFFICERS, STANDING COMMITTEES, MEMBERS\nOFFICERS FOR 1906-1907\n\nELMER E. BROWN\n\nWashington, D. C\nAlbany, N. Y\nDayton, Ohio\n\nAUGUSTUS S. DOWNING\nJOHN W. CARR\n\nPresident\nVice-President\nSecretary\n\nTerm expires in 1907\nTerm expires in 1906\nTerm expires in 1008\n\nEXECUTIVE COMMITTEE\n\nThe President, ex officio\nWashington, D. C\n\nAnna Tolman Smith\nHoward J. Rogers\nJames M. Greenwood\n\nAlbany, N. Y\n\nKansas City, Mo\n\nTerm expires in 1906\nTerm expires in 1907\nTerm expires in 1908\n\nCOMMITTEE ON MEMBERSHIP\nW. T. Harris\nAlbert G. Lane\ntCHAS. D. McIvER\nLivingston C. Lord\nJames M. Greenwood, chairman\nE. Oram Lyte\n»\n\n'\n\ni\n\nSee Massachusetts.\nSee Indiana.\nSee Michigan.\n\nWashington, D. C\nChicago, 111\nGreensboro, N. C\nCharleston, 111\n\nKansas City, Mo\nPa\n\nMillersville,\n\n••\n\ns\n\n'\n\nSee Minnesota and California.\nSee Louisiana and Virginia.\nSee Nebraska.\n\nTerm expires in 1906\nTerm expires in 1906\nTerm expires in 1907\nTerm expires in 1907\nTerm expires in 1908\nTerm expires in 1908\n*Dietl August 26, 1906.\ntDied September 17, 1906.\n\n"}
{"page": 629, "printed_page": null, "text": "1\n\n.\n\nTHE NATIONAL COUNCIL OF EDUCATION\n\nCouncil]\n\n617\n\nOFIICERS. SrAN'DlNO COMMIT rr:F.S. MI:MIU;RS -CoUintud\n\nCOMMITTKK 0\\ INVF.STIGATIOXS AND APPROPRIATIONS\nJ.\\MES\n\nKansas City, Mo\n\nM. Greenwood, clmirman\n\nBoston. Mass\nBerkeley, Cal\n\nFrank A. F'itzpatrick\nF^i.MER E. Brown\nKdwin a. Alderman\nAugustus S. Downing\nLorenzo D. Harvey\nNicholas Murray Butler\ntN'EWTON C. Dougherty\ntWiLLiAM R. Harper\n\nTerm expires in i()o6\nTerm expires in 1906\nTerm expires in 1906\nTerm expires in 1907\nTerm expires in 1907\nTerm expires in 1907\nTerm expires in 1908\nTerm expires in 1908\nTerm expires in 1908\n\n,\n\nCharlottesville, Va\n\nAlbany, N. Y\n\nMenomonie, Wis\n\nNew York, N, Y\nPeoria. Ill\n\nChicago, 111\n\n;\n\nMEMBERS\nXoTE.\nciation;\n\n— The\n\nletter\n\n\"A\" following a name denotes that the member is of the class elected by the Asso-\n\nthe letter \"C.\" by the Council.\n\nTerm\n\nTerm expires\n\nA 1906\nA 1906\nA 1906\nA 1906\nA igo6\nC 1906\nC 1906\nC 1906\nC 1906\nC 1906\nA 1907\nA 1907\nA 1907\nA 1907\nA 1907\nC 1907\nC 1907\nC 1907\nC 1907\n\nCalvin N\". Kendall. Indianapolis. Ind\nJ. H. Phillips. Birmingham. Ala\nLivingston C. Lord. Ch.irleston. Ill\nJames H. Baker, Boulder. Colo\nC. C. Van Liew. Chico. Cal\nLucia Stickney, Cleveland, Ohio\nJ. X. Wilkinson, Emporia. Kans\n.\\aron Gove. Denver. Colo\nJ. W. Carr. Da\\1on Ohio\nGeorge H. Martin, West L>'nn, Mass\n\nJames M. Green. Trenton. N. J\nAugustus S. Downing. Albany. N. Y\nA. R. Taylor. Decatur. Ill\nS^Chiis. D. Mclver. Greenlxiro. N. C\n!•;.\n\nH. .Mark. LouisWlle. Ky\n\nWilliam E. Hatch. X'ew Bedford. Mass\nBeltie A. Dutlon. Cleveland. Ohio\nCharles H. Keyes, Hartford, Conn\n.Andrew S. Draper. Albany. X. Y\n\nWm. K. Fowler. Lincoln. Xcb\nCharles F. Thwing. Cleveland, Ohio\n•:r-Vlbcrt G. I^ne. Chicago, 111\nJohn R. Kirk. Kirksville. Mo\nWilliam L. Bryan. BUwmington, Ind\nJ. F\". Millspaugh, Tyos Angeles. Cal\nM. Dandsfin. Omaha, Xeb\nMartin G. Brumbaugh. Philadelphia, Pa.\nL. E. Wolfe. San Antonio, Tex\n\nC 1907\nA 190S\n\nA 1908\nA 1908\nA 1908\nA 1908\n\nW.\n\nC 1908\n.\n\n.C 1908\n\nJames E. Rus.sell. Xew York. X. Y\nOliver S. Wc-stcott, Chicago, III\n\nC 1908\nC 1908\nC 1908\n\nexpires\n\nW, T. Harris. Washington. D. C\n\nA 1909\n+*Wil]iam R. Harper. Chicago. Ill\nA 1909\nWilliam H. Maxwell. Xew York. N. Y\nA 1909\nE. G. Cooley. Chicago. Ill\nA 1909\nHoward J. Rogers, Albany, N. Y\nA 1909\nN. Cropsey, Indianap<ilis. Ind\nC 1909\nLewis H. Jones, Ypsihinti, Mich\nC 1909\nElmer E. Brown, Washington, D. C\nC 1909\nH. Black. Marshall. Mo\nC 1909\nXicholas Murrav Butler, Xew York, X. Y. .C 1909\nJohn W. Cook. DeKalb. Ill\nA 1910\nF. Louis Soldan, St. Louis, Mo\nA 1910\nLorenzo I). Harvey. Menomonie, Wis\nA 1910\nR. H. Halscy. Oshkosh. Wis\nA 1910\nCarroll G. Pcarse. Milwaukee, Wis\nA 1910\nAnna Tolnian Smith, Washington, D.\n.C 1910\nJosephine Heermans, Kansas City, Mo. .-. .C 1910\nJames H. Van Sickle, Baltimore, Md\nC 1910\nAlbert Ross Hill, Columbia, Mo\nC 1910\nt^X'ewton C. Dougherty, Peoria, 111\nC 1910\nH. Bartholomew. I^ouisville. Ky. ...... .A 1911\n\nW.\n\nC\n\n.\n\n.\n\nW.\n\nFrank A. Fitzpatrick, Boston, Mass\nI. C. McXeill. Memphis, Tenn\nE. )ram Lyle. Millersvillc, Pa\nJ. .M. Greenwood. Kansas City. Mo\nFrank B. Cooper. Seattle, Wash\nJoseph Swain, Swarthmore, Pa\nXathan C. Schaeffer. Harrisburg, Pa\n<\n\nA 1911\nA 19H\nA 1911\nA 1911\nC 191\nC 191\nC 191\n\nLewis C. Greenlee, Denver, Colo\n\nCigti\n\nZ. X. Snyder, Greeley, Colo\n\nC 1911\n\nHONORARY MEMBERS\nEdwin A. Alderman. Charlottesville, Va.\nEarl Barnes Monld.iir. .\\'. J.\nAlexander (jraham Bell. Washington, D. tl.\nI). BemLs, S|j«kane, W:ish.\nThomiLs W. Bicknell. Providence, R. I.\nAllxrl G. Boyrlen. Bridgewaler. .Mii.ss.\n•Anna C Hrackell. .\\rw York. .\\'. \\\n\nJohn K. Ura.lUy. Randolj^h, .Ma^s.\nEflwanI Brooksi Philadelphia. P;i.\nRichard (;. lUxme. Vonkers. .N, Y.\n\nGeorge P. Brown. BliKiminglon. III.\nJohn I'. Buchanan NVw York. X. V.\nMatthew H. Buckham Burlington. Vl,\nDavid X. Camp. Xew Britain. C<jnn.\nJamc« X. Canlirld. .New York. X. Y.\nOsrar M. ('<M)\\ttT. Abilene. Tex.\nOmiit T. CttTvin ColumbuH. Ohio,\nWilliam J. Corlhcll, Gorhnm, .Maine.\nE. W. Coy, Ciniinnati. (Jhio.\n\nCharles DeGarmo, Ithaca, N. Y.\nRolxri E Denf.ld. Duluth. Minn,\nV. C. Dibble. Charleston, S. C.\nJohn Dewey, Xew York, N,Y.\nCharles W. Fallot Cambridge, Miuss.\nWilliam W. T'olwell. Minneapolis, Minn.\nJ.inu-s A. Foshay, l>is .Angeles, Cal.\nH. B. I''risscll. Hampton, Va,\n.\n\nR. B. F'ullon, University,\n\nMis.>i.\n\nCharles B. GillKrl. Xew York. X. Y.\nDaniel C. Gilm.in. Baltimon. Mil,\nJames C. Greenough, Weslluld, .Mass.\nW. X. H.iilmann. Chicago. Ill,\nG. Slanliv ll.dl, Worcester, Mass,\nPaul H. Il,inus. Camliridge. Mass.\nWaller I. Ilrrvry. New York, N, Y.\nJ.\n\nGeorge llodgins, 'I'oronio, (?un.\n\nJames H lliMise, Pa.sadenn, Cnl,\nGeorge II. Ilowison, Berkeley, Ciil.\n.\n\nPrcm-nl at the Council jMiwinns al ,\\sbury Park and ( )c cin Grove. N. J.. 190.S. total forty-one.\nRmigned Scplcmlicr. 1905.\n1 '.''.'''. January 10, 1906.\nDied .August ](>. ii)o6.\nDic<l Scplcmljcr 17, 1006.\n\n"}
{"page": 630, "printed_page": null, "text": "—\n\n—\n\nNATIONAL EDUCATIONAL ASSOCIATION\n\n6i8\n\n[National\n\nOFFICERS, STANDING COMMITTEES, MEUBERS—Continued\nJames L. Hughes, Toronto, Can.\nThomas Hunter, New York, N. Y.\nEllen Hyde, Farmington, Mass.\nEdmund J. James, Champaign, III.\nCharles M. Jordan, MinneapoHs, Minn.\nEdward S. Joynes, Columbia, S. C.\nDavid L. Kiehle, Minneapolis, Minn.\n\nFrank Rigler, Portland, Oregon.\nWilliam H. Ruffner, Lexington, Va.\nEllen C. Sabin, Milwaukee, Wis.\nHenry Sabin, Des Moines, Iowa.\nJ. G. Schurman, Ithaca, N. Y.\nH. H. Seerley, Cedar Falls, Iowa.\nH. E. Shepard, Baltimore, Md.\nIrwin Shepard, Winona, Minn.\nEdgar A. Singer, Philadelphia, Pa.\nCharles R. Skinner, Watertown, N. Y.\nEuler B. Smith, Athens, Ga.\n\nWilliam F. King, Mt. Vernon, Iowa.\nHenry M. Leipziger, New York, N. Y.\nJames MacAhster, Philadelphia, Pa.\nFrancis A. March, Easton, Pa.\nLillie J. Martin, Stanford Univ., Cal.\nCharles A. McMurry, DeKalb, 111.\nWilliam A. Mowry, Hyde Park, Mass.\nMary E. Nicholson, Indianapolis. Ind.\nJohn M. Ordway, New Orleans. La.\nWarren D. Parker, River Falls, Wis.\nW. H. Payne, Ann Arbor, Mich.\nJohn B. Peaslee. Cincinnati, Ohio.\n\nJ. L. Spalding, Peoria, III.\n\nHomer B. Sprague, Newton, Mass.\nW. Stearns, San Diego, Cal.\nGrace Bibb Sudborough, Omaha, Neb.\n\nJ.\n\nJohn Swett, Martinez, Cal.\n\nW. R. Thigpen, Savannah, Ga.\nL. S. Thompson, Jersey City, N. J.\nJulia S. Tutwiler, Livingstone, Ala.\nDelia L. Williams, Delaware, Ohio.\n\nWilUam F. Phelps, St. Paul, Minn.\n\nOrmond Wilson, Washington, D. C.\nLightner Witmer, Philadelphia, Pa.\nH. K. Wolfe, Lincoln, Neb.\n\nJosiah L. Pickard, Brunswick, Maine.\nEdward T. Pierce, Los Angeles, Cal.\nJ. R. Preston, Jackson, Miss.\nJohn T. Prince, West Newton, Mass.\nGeorge J. Ramsey, Lexington, Ky.\n\nJ.\n\nC. M. Woodward, St. Louis, Mo.\nElla F. Young, Chicago, 111.\n\nDECEASED MEMBERS\nRobert Allyn\nIsrael W. Andrews\n\nJo.seph Baldwin\n\nHenry Barnard\nWilliam N. Barringer\n\nNewton Bateman\nReuben S. Bingham\n\nNorman A. Calkins\nAaron L. Chapin\nClara Conway\n\nM. Curry\nN. R. H. Dawson\nJohn W. Dickinson\nJ. L.\n\nLarkin Dunton\n\nJohn Eaton\n\nW. R. Garrett\nSamuel S. Greene\nJohn M. Gregory\nGeorge T. Fairchild\nDaniel B. Hagar\nJohn Hancock\nWilliam R. Harper\n\n1894\n1888\n1899\nigoo\n1807\n1897\n1902\n1895\n1892\n1904\n1902\n1895\n1901\n1899\n1906\n1903\n1883\n1898\n1901\n1896\n1891\n1806\n\nWilliam D. Henkle\nEdwin C. Hewett\nElnathan E. Higbee\nFrank A. Hill\nBurke A. Hinsdale\nIra G. Hoitt\n\nGeorge Howland\nJohn S. Irwin\nHenry M. James\nH. S. Jones\n\nThomas Kirkland\nAlbert G. Lane\n\nMerrick Lyon\nJames McCosh\nCharles D. Mclver\nAlbert P. Marble\n\nThomas J. Morgan\nLemuel Moss\n\nM. A. Newell\nBirdsey G. Northrop\nEdward Ohiey\nGustavus J. Orr\n\n1882\n\n190S\n1889\n1903\n1900\n1905\n1892\n1901\n1901\n1900\n1898\n1906\n1888\n1894\n1906\n1906\n1902\n190S\n1893\n189S\n1886\n1888\n\nFrancis W. Parker\nParr\n\n1902\n1900\n1902\nJohn D. Philbrick\n1885\nMatilda S. Cooper Poucher. 1900\nWilliam B. Powell\n1904\nZalmon Richards\n1899\nAndrew J. Rickoff\n1899\nCharles C. Rounds\n1901\nEdward R. Shaw\n1903\nWilliam E. Sheldon\n1900\n1900\nJames H. Smart\nR. W. Stevenson\n1893\nThomas B. Stock well\n1906\n1888\nEli T. Tappan\nHorace S. Tarbell\n1904\nCharles O. Thompson\n1885\nH. S. Thompson\n1904\nArnold Tompkins\n1905\nEmerson E. White\n1902\nJames P. Wickersham\n1891\nS. G. Williams\n1900\nS. S.\n\nSeHm H. Peabody\n\n.\n\nTOPICS\n\n—\n\nE. E. White, Ohio.\n1882 'Report on Chairs of Pedagogy in Colleges and Universities.\n\n1881 'Report on Industrial Education.\n\n—\n\nW. T. Harris,\nMassachusetts.\nThe High School: Its Necessity and Right to Exist as a Part of a True System\nJ. L. Pickard, Iowa.\nof Education.\n\n—\n\nThe High School: Its Relation to the Lower Grades of the Public Schools.\nJohn Hancock, Ohio.\nThe High School: Its Relation to Business Life with a True Course of Studies.\nWilliam A. Mowry, Rhode Island.\nThe High School: Its Relation to Schools of Technology. C. O. Thompson,\n\n—\n\nIndiana.\n\nReport on Educational Unity: the Harmonizing of Elementary, Secondary, and\nCollegiate Systems of Education.\nIsrael W. Andrews, Ohio, chairman.\nReport on a Course of Study for Country Schools. J. W. Dickinson, Massachusetts.\n\n—\n\n'\n\nThe papers read before the National Council were printed only in pamphlet form until 1884.\n\n"}
{"page": 631, "printed_page": null, "text": "— ——\n\n—\n\n619\n\n—\n\n—\n\n—\n\n—\n\n—\n\n—\n\n1885\n\n— —\n\nReport on Moral Education in Schools. W. T. Harris, Massachusetts.\nReport on Physical Exercises in Public Schools. J. H. HooSE, New York.\nCoeducation.\nH. S. T.^rbei.i., Indiana.\nH.\nRep<irt on Academic and Professional Instruction in Normal Schools.\n1).\nH.\\G.\\R, Massachusetts, chairman.\nReport on Oral Teaching. John W. Dickinson, Massachussets, chairman.\nReport on Recess or No Recess. J. L. Pick.\\rd, Iowa, chairman.\nReptirt on Supervision of City Schools.\nA. J. Rickoff, Ohio, chairman.\nDuties of City Superintendents.\nAaron Govf., Colorado.\nReport on Preparation for College. Lemuf.i, Moss, Indiana.\nReport on Pedagogics as a Science. W. T. Harris, Massachusetts, chairman.\nIs Pedagogics a Science ?\nF. Louis Sold.\\n, Missouri.\nReport on Hygiene in Education Recess or No Recess in Schools. J. H. Hoose,\nNew York.\nC. C. Rounds,\nReport on Practice-Schools in Connection with Normal Schools.\nNew Hampshire.\nReport on State Supervision. J. H. Smart, Indiana, chairman.\nReport on the Place and Function of the Academy. -Wm. A. Mowry, Massachusetts, chairman.\nReport on Educational Literature School Reports. John D. Philbrick.\nSome Reports Needed. Thos. W. Bicknell,\nRcfKirt on F^ducational Statistics.\n\n—\n\n1884\n\n—— —\n\nTITLES OF PAPERS AND DISCUSSIONS\n\nCouncil]\n\n1883\n\n——\n\n—\n\n—\n\n—\n\n—\n\n—\n\n^Slassachusetts.\n\n—\n\nReport on Method of Pedagogical Inquiry. W. T. Harris, Massachusetts;\nG. Stanley Ham., Maryland.\nReport on Education at the \\\\'()rlfrs Cotton Centennial Exhibition at New Orleans.\nThos. \\V. Bicknell, Massachusetts.\nReport on E.xhibit of the U. S. Bureau of Education at New Orleans. John\nHancock, Ohio.\nRepfjrt on Industrial Education.\nJ. M. Ordwav, Louisiana.\nReport on the E.xhiljit of the School of the Christian Brf)thers at New Orleans.\nM. A. Newell, Maryland.\nReport on the Education of the Colored People at New Orleans.\nReports on Exhibits at New Orleans. A. D. Mayo, Massachustts; W. T. Harris,\n!VIassachusetts; W. N. Hilman, Indiana.\nReport on Textbooks in Ivlcmentary Schools. Albert G. Boyden, Massachusetts.\nRe[)<)rt on School Systems, Pujjils, Classification, Examination and Promotion\nH. S. Jones, Pennsylvania.\nReport on Higher Institutions Retjuired. A. L. Chapin, Wisconsin.\nReport on Technical Education for Girls. H. M. James, Nebraska.\nS. H. Peabody,\nRejtort on the Pedagogical Value of the School Workshop.\n\n—\n\n—\n\n—\n\n1\n\n886\n\n—\n—\n\nIllinois.\n\nA Tribute to the Late John I). Philbrick.\n1887\n\n—\n\n—\n\n—\n\n—\n\n1888\n\nLarkin Dunton, Ma.ssachu.setts.\n\nReport on the F\"unction of the I'ul)lic School. W. T. Harris, Ma.s.sachuselts;\nW. H. Payne, Michigan; F. L. Soldan, Missouri; J. H. Hoose, New York.\nReport on the Relation of High Schools to Colleges. E. W. CoY, Ohio.\nReport on Teai hers' Institutes.\nE. C. Hewett, Illinois.\nReport on Relation of .Mental Labor to Health. W. N. Hailmann, Indiana.\nRejKirt on Tea( hers' Tenure of Offit e.\nE. E. IIic.bee, Pennsylvania.\nRejKtrt on Ptjints for Constant Consideration in the Statistics of Education.\nJohn Eaton, Distric t of Columbia.\nIn Mrmoriiim Israel Ward .Andrews.\nJoH.N' Eaton, Ohio.\nRei»ort on the Elective Svstem in Colleges. ~S. H. Peahcidv, Illinois, (hairnian;\nW. T. Harris, Massac husetis.\nRe|K>rt on Hooks on I'edagogy. -.Vatha.N C. Schaeffkk, Pennsylvania.\nReiKjrl on Agricultural Schools: Their Objects, Their Melhcxis, and i'.iiuipnunts.\nGeo. 'I'. Fairciiu.I), Kansas.\nhairnian.\nRefKirt on Waste in Elementary Efiucation. -J. W. .Stearns, Wisconsin,\nRc[K>rt on the Business Sifie of (\"ily-.School Systcm.s.\nH. A. IIinsdaik, Ohio.\n\n—\n\n—\n\n—\n\nc\n\n—\n\n1889\n\nLicensure of Teachers -Discussion.\nRe[K)rt\n\non the f)p[)ortunitic-s of\n\nilic\n\nRural I'opnlatioti for Higher Eclucation.\n\n-\n\nJames H. (!anfiei.I), Kansas.\n\nRobert\non Professional and .Academic Studies. in Normal Schools.\n.Allyv, Illinois.\nRcfKirt on Hygiene- in Eclucation, Jlarmonious Development. -W. N. Haii.MANN,\nRejMjrt\n\nInfliana.\n\n"}
{"page": 632, "printed_page": null, "text": "—\n\n——— — — ————— —\n\n—— —\n\n—\n\n—\n\n—\n\nNATIONAL EDUCATIONAL ASSOCIATION\n\n620\n\n[National\n\n—W. T. Harris, MassaReport on What\nShould Be Collected by Superintendents —\nM.\nGreenwood, Missouri.\nCity-School Systems. —W. T. Harris, Massachusetts.\n1890 In Memoriam Elnathan Elisha Higbee. Nathan C. Schaeffer, Pennsylvania.\nReport on School Superintendence\n— E. E. White, Ohio.\nReport on Educational Literature. —W. E. Sheldon, Massachusetts, and Others.\nReport on Coeducation of the Sexes. John Hancock, Ohio, chairman.\nReport on Essentials of Elementary Education. —N. A. Calkins, New York.\nSupplementary Report of Committee on School Systems. — B. A. Hinsdale,\nMichigan.\n1891 In Memoriam John Hancock, LL.D., Ohio. — E. E. White, Ohio.\nReport on Compulsory Education. — D. L. Kiehle, Iowa, chairman.\n1889\n\nReport on the Educational Value of Manual Training.\nchusetts.\n\n?\n\nStatistics\n\nJ.\n\nin Cities.\n\nReport on Uniformity in Requirements for Admission to College. Jas. H. Baker,\nColorado, chairman.\nReport on City Normal Schools. L. H. Jones, Indiana, chairman.\nReport on the Education of the Will. George P. Brown, Illinois, chairman.\nReport on Hygiene Physical Education. Miss Clara Conway, Tennessee.\nReport on Educational Statistics. W. T. Harris, District of Columbia.\nThe Education of Girls. Robert Allyn, Illinois.\nReport on the Reorganization of the National Council. W. E. Sheldon, chair\nman.\n\n—\n\n—\n\n—\n\n—\n\n—\n\n1892\n\nReport on the Practical Culture of the Moral Virtues. Joseph Baldwin, Texas.\nReport on the Uses of Literature in Elementary Education. L. H. Jones, Indiana, chairman.\nReport on the Scope and Character of Pedagogical Work in Universities. Charles\nDeGarmo, Pennsylvania, chairman.\nReport on the Relation of the Normal School to Other Institutions of Learning.\nC. C. Rounds, New Hampshire, chairman; N. C. Schaeffer, Pennsylvania.\nReport on the Relation of Mnemonic Systems to the Cultivation of the Power of\nThought. W. T. H.-VRRis, District of Columbia.\nReport on the Grading in Country Schools. George A. Walton, Massachusetts.\nReport on Round-Table Discussion on Promotions in City Schools. N. C.\n\n—\n\n—\n\n—\n\nDougherty, Illinois.\nReport of Round-Table Discussion on the Uses of Literature in Elementary Education.\n\n— L. H. Jones, Indiana.\n\nReport of\n\nRound-Table\n\nDiscussion\n\non\n\nApperception.\n\nCh.-vrles\n\nDeGarmo,\n\nPennsylvania.\n\n1893 No meeting.\n1894 Report on the Relation of Technical to Liberal Education.\nMissouri.\n\nReport on Professional and Technical Instruction in\nMurray Butler, New York.\n\n— C. M. Woodward,\nthe University. — NICHOLAS\n\n—\n\nThe Dogma of Formal Discipline. B. .\\. Hinsdale, Michigan.\nReport on The Psychology of the Imitative Functions in Childhood as Related to\nthe Process of Learning.\nW. T. Harris, District of Columbia, chairman.\n\n—\n\nReview of the Report of the Committee of Ten. James H. Baker, Colorado.\nThe Country-School Problem. Emerson E. White, Ohio.\n1895 Moral Instruction in the Elementary Schools. JaMES H. Baker, Colorado.\nReport on Economy in Elementary Education. Bettie A. Dutton, Ohio.\n.Report on Ungraded Schools.\nHenry Sabin, Iowa, chairman.\nRound-Table Report to the National Council of the Influence of Herbart's Doctrine on the Course of Study in the Common Schools.\nCharles A. McMuRRY,\n\n—\n\nIlHnois.\n\nReport on the Laws of Mental Congruence and Energy Applied to Some Pedagogical Problems. -B. A. Hinsdale, Michigan.\nReport on the Kind and Amount of Practice-Work, and Its Place in the NormalSchool Course. John W. Cook, Illinois.\n1896 Report on Moral Instruction in Elementary Schools. Emerson E. White, Ohio.\nThe Ethical Value of History in Elementary Schools. J. F. Millspaugh, Utah.\nThe Incidental Method of Moral Instruction. Lucia Stickney, Ohio.\nReport on the Preparation of Manual and Industrial-Training Teachers a Fum lion\nof the Technical School.\nCharles H. Keyes, California.\n\n—\n\n—\n\n"}
{"page": 633, "printed_page": null, "text": "—\n\n— — —\n\n—— —\n\n—\n\n—\n\n1\n\nTITLES OF PAPERS AND DISCUSSIONS\n\nCouncil]\n\n1896\n\n—\n\nRejKJrt on the Higher Lifr of the College.\n\n62\n\nJohn E. Bradlky, Illinois.\n\nHow the Will Combine.'^ with the Intellect in the Higher Orders of Knowing.\nW. T. H.VRRIS, District of Columbia.\nRejxirt on Hygiene and Physical\nchusetts.\nBusiness Side\non\nthe\nRejKirt\n\nTraining.\nof\n\nWii.iiam\n\nCity-School\n\n.\\.\n\nSystems.\n\nMowry,\n\nMassa-\n\nAaron\n\nGo\\ii,\n\nColorado.\n\n1897\n\nThe Aesthetic Element in Education. John Dkwey, Illinois; W. T. Harris,\nDistrict of Columbia; Mary E. Nicholson, Indiana.\nA. T. Ormond, New Jersey.\nUniversity Ideals at Princeton.\nThe State University. James H. Baker, Colorado.\nJoseph Swain, Indiana.\nUniversity Ideals at Stanford.\nE. E. White, Ohio.\nElection in General Education.\nHenry Sarin, I(nva,\nRcf)ort of the Committee of Twelve on Rural Schools.\nchairman.\nRural Schools Report of the Subcommittee on School Maintenance. B. A.\nHinsdale, Michigan, chairman.\nRural Schools Rejxirt of the Subcommittee on Supervision. Lawton B. Evans,\nGeorgia, chairman.\nRural Schools Report of the Subcommittee on Supply of Teachers. C. C.\nRoL'NDS, New Hampshire, chairman.\nRural Schools Report of the Subcommittee on Instruction and Discipline. W. T.\nHarris, District of Columbia, chairman.\nRural Schools. Ajjpendi.x .\\. Some Sociological Factors in Rural Education.\nB. A. Hinsdale, Michigan.\nPiTmanent School Funds.\nRural Schools. Appendix H.\nRural Schools. Appendix C. The California System of School Maintenance.\nRural Schools. Appendix D. The County as the Unit of Schof)l Organization.\nRural Schools. Appendix E. Comparative Cost of the Township and District\n\n—\n\n—\n\n—\n\n—\n—\n—\n—\n\nSystems.\nRural Schools.\nRural Schools.\nRural Schools.\nRural Schools.\nRural Schools.\nRural Schools.\n\n—\n—\n\n.•\\ppendix F.\n\nApj)endix G.\n.^I)])ondix H.\n\nAppendix I.\n\nTransportation of Pupils.\n\nEnrichment of Rural-Schf)ol Courses.\n\nThe Farm as the Center of Interest.\nThe Country-School Problem.\n\nNegro Teachers for Negro Schools.\nJ.\nAppendix K. Teachers' Training School lOslablished\n\nAjijiendix\n\nl>v\n\nJ.\n\nW.\n\nBradbun.'.\n\nRural .Schools. Teachers' Seminary at Plymouth, New Hampshire.\nAjjpendix L. New York State School Library.\nRural Schools.\nRural Schools. Appendix M. Hygiene and Health in Public S(h<>(\nRural .Scho(jls. A])|)endix N. S(hi)<)l Systems.\nV,\nI,. II. Haii\nRural .Schools. .appendix O. Ivxtension Work in Rural S( hools.\nNew York.\nW .\\li.ek,\nD.\nPennsylvania.\nRural S( hools. Appendix P. Institutes in\nJ.\nPennsylvania\nRural Schools. Appendix Q. Thomas .Arnold (i7(j5-i842).— W. S. Sutton,\nTexas.\nRural SchfKjIs. Ap|)endix R. Intellectual and Moral Education.\nRural Schools. A|>pendix .S. Continuous Sessions in Normal Schools. Irwin\nShei'ARD, Minnesota.\nI\n\n—\n\n1898\n\nSchool\n\nHygiene— What It Is an<l Why We Need It.— Edward M. Hartwell,\n\n-Massac hu.sett.s.\nWilliam H. Burnmam, Massachusetts.\nBibliography of School Hygiene.\nHc-ating, Ventilation, Lighting, and Sanitary Arrangenunls.\nSc h(K>l Architc-c ture\n\n—\n\n-\n\nF.\n\nSi hcK)!\n\nLouis Scjldan, Missouri, D. H. Bkkcev, Pennsylvania.\nFurniture ScaLs, Math.s, Blac kl)oarcls, Maps, etc.- C. M. Cimiekt,\n\n—\n\nNew\n\nJersey.\n\nSchool Diseases and Mc-dic .il Inspection.\n.Medical Ins]Kc lion of School Children.-\n\nDei.os Fall, Michigan.\n\nSeverance Burkac.e, Indian.i.\nG. W. l\"nz, M.i.ssac husetls.\n'I'lic- Hygiene c)f Instruction in Primary Schools.\nF.iiigue.\nEdward R. Shaw, New N'ork.\nThe- .New\nI\n\nP.syc hc»logy aiul\n\nthe Consulling Psychologist.\n\nJosiaii Royce, M.issa-\n\nhusctts.\n\nW. T. HARRIS, Di.stric I of Columbia.\nRational Psychology for Teachers.\nSchool Maintenance.\nA. S. Draimr, Illinoi.\",.\nRejxirt on Rural Sch<K)ls\n\n—\n\n—\n\n"}
{"page": 634, "printed_page": null, "text": "— — —————— —— — — —— —\n\n—\n\nNATIONAL EDUCATIONAL ASSOCIATION\n\n622\n\n—\n\n[National\n\n—School Supervision. —N. C. Dougherty, IlHnois.\n—Supply of Teachers. John W. Cook,\n—Instruction and Discipline. —R. G. Boone, Michigan.\n1899 The Homes of Our Down-Town Children. Lucia Stickney, Ohio.\nThe Future of the Normal School. — W. T. Harris, District of Columbia.\nPreliminary Report on School Hygiene. —W. T. Harris, chairman, District of\n1898\n\nRural Schools\nRural Schools\nRural Schools\n\nIllinois.\n\nColumbia.\n\nThe Differentiation of the American Secondary School.\n\nCharles H. Keyes,\n\nMassachusetts.\nDo We Need a University Trust ? L. D. Harvey, Wisconsin.\nPsychology for the Teacher. E. C. Hewett, Illinois.\nEducational Progress of the Year. Nicholas Murray Butler, New York.\nReport of Committee on Relations of Public Libraries to Public Schools J. C.\nDana, Colorado, chairman.\nPublic Libraries and Pubhc Schools.\nPrefatory Note. James H. Van Sickle,\nColorado.\nPublic Libraries and Public Schools.\nReading Lists.\nPubhc Libraries and Public Schools. Supplementary Reading. Robert C.\nMetcalf, Massachusetts.\nPublic Libraries and Public Schools. The Relation of the School to Libraries.\nC. A. McMurry, Ilhnois.\nPublic Libraries and Public Schools Report of the Subcommittee on Relation of\nLibraries to Normal Schools.\nM. Louise Jones.\nPublic Libraries and Public Schools.\nEstablishing Libraries in Villages.\nF. A.\n\n—\n\n—\n\n—\n\n—\n\n—\n\n—\n\nHUTCHINS.\n\n—\n\nPublic Libraries and Public Schools. Securing Libraries for Rural Schools.\nF.\nA. Hutchins.\nPublic Libraries and Public Schools The Present Condition of .School Libraries\nin Rural Schools and Villages of Less than 2,500 Inhabitants.\nF. A. Hutci'Ins.\nPublic Libraries and Public Schools. Improving Poorly Managed Public Libraries\nin Small Communities.\nF. A. Hutchins.\nPublic Libraries and Public Schools.\nBy-Laws Suggested for a Board of Library\nTrustees.\nW. R. Eastman, New York.\nPublic Libraries and Public Schools.\nHints for Cataloging Small Libraries. W.\nR. Eastman, New York.\nPubhc Libraries and Public Schools. Aids and Guides in Library Work. F. A.\n\n—\n\n—\n\n—\n\n—\n\n—\n\n—\n\nHutchins.\nPublic Libraries and Pubhc Schools. The Librarian's Spirit and Methods in\nWorking with the Schools. J. C. Dana, Colorado.\nPublic Libraries and Public Schools. Work in Certain Typical Libraries. J. C.\nDana, Colorado.\nPublic Libraries and Public Schools.\nSchoolroom Libraries. Clarissa S. Newcomb, Colorado.\nEducation in the Colonies. Aaron Gove, Colorado.\nEducational Progress during the Year 1899-190D. B. A. Hinsdale, Michigan.\nClass Intervals in Graded Schools.\nWilliam T. Harris, District of Columbia.\nReport on High-School Statistics. James M. Greenwood, Missouri.\nGeneral Culture as an Element in Professional Training. Richard G. Boone,\nOhio.\nHow It Hinders and How It Helps. W. T. Harris,\nIsolation in the School\n\n—\n\n1900\n\n1\n\n901\n\n—\n\n—\n\n—\n\n—\n\nDistrict of Columbia.\nEducational Progress of the Year.\n\nElmer E. Brown, California.\n\nIn Memoriam Burke Aaron Hinsdale. James B. Angell, Michigan.\nIn Memoriam Dr. Henry Barnard. Eliphalet Oram Lyte, Pennsylvania; and\nOthers.\n\nEducational Lessons of the Paris Exposition. Anna Tolman Smith, District of\nColumbia.\nLessons of the Educational Exhibits at Paris in 1900. Howard J. Rogers, New\nYork.\nReport of the Committee on a National University. William R. Harper, Illinois.\nchairman.\nThe Ideal School as Based on Child-Study. G. Stanley Hall, Massachusetts.\nHigh-School Statistical Information. James M. Greenwood, Mi.ssouri.\nTaxation for School Purposes. Nathan C. Schaeffer, Pennsylvania.\nTaxation and Teachers' Salaries. A. G. LaNE, Illinois.\n\n—\n\n1902\n\n—\n\n"}
{"page": 635, "printed_page": null, "text": "————— — ———— —————\n\n—\n\n—\n\n— ——\n\nDEPARTMENT OF ART EDUCATION\n\nCouncil]\n\n623\n\n1902 The Function of Knowledge in Education. Charles B. Gilbert, New York.\nThe Differences between Efl'icient and Final Causes in Controlling Human Freedom. W. T. H.\\RRis, District of Columbia.\nThe Educational Progress of the Year 1Q01-2. William R. Harper, Illinois.\n\n—\n\nThe School as Social Center. John Dewey, Illinois.\nThe Recent Reaction in France against Rousseau's Negation of Society in Educa-\n\nAnna Tolmax Smith, District of Columbia.\n\ntion.\n\n—\n\nThe Common-School Community. OssiAN H. Lang, New York.\nIn Memoriam Charles Collins Rounds. Henry Sabin, Iowa.\nWilbur S. Jackm.\\n, Illinois.\n/;; Memoriam Francis Wayland Parker.\n1903 The Voluntary Element in Education. Charles DeGarmo, IlHnois.\nThe Saving of Time in Elementary and Secondary Education. Thomas M. BalLiET, Massachusetts; Ella Fl.\\gg Young, Illinois.\nThe Educational Progress of the Year 1Q02-3. William Dewitt Hyde, Missouri.\nGeorge A. CoE, Illinois.\nContribution of Modern Education to Religion.\nThe Influence of Religious Education on the Motives of Conduct. Edward A.\nPace, District of Columbia.\n\nThe Separation of the Church from the School Sujjported by Public Taxes.\n\n—W.\n\nT. H.\\rris, District of Columbia.\nEdwin A. Alderman, Virginia.\n/;; Memoriam ]. L. M. Curry.\nH. H. Seerly, Iowa.\n/;/ Memoriam William Miller Beardshear.\nE. W. CoY, Ohio.\n/;; Memoriam Emerson E. White.\nIn Memoriam Edward R. Shaw. J. F. Reigart, Ohio.\n\n—\n\n—\n—\n\nHoward J- Rogers, Missouri.\n\n1904 The Lessons of the E.xposition.\n\nThe Swedish Educational E.xhibit and Its Relation to the Schools of Sweden.\nN. G. W. Lagerstedt.\nThe Japanese E.xhibit and Its Relation to Education in Japan. MosuKE M.\\T-\n\n—\n\nsuiruRA, secretary of the Japanese Commission to the Exposition.\nIn Memoriam William Bramwcll Powell. John W. Cook, Illinois.\nIn Memoriam P'rank Alpine Hill. William Edwin H.vrcii, Massachusetts.\n\nIn Memoriam Reuben S. Bingham. Frank B. Cooper, Washington.\nPreliminary Report of Committee on Salaries, Tenure, and Pensions of Teachers.\nCarroll D. Wright, Distr ct of Columbia, chairman.\n\n—\n\n1905\n\n—\n\nhi Memoriam Clara Conway. W. T. Harris, District of Columbia.\nIn Memoriam Edwin C. Hewett. John W. Cook, Illinois.\n\nWilliam H. M.vxwell, New\n\nRep<jrt of Committee on Simplification of Spelling.\n\nYork, chairman.\nReport on the Educational Progress of the Year. Howard J. Rogers, New York.\n.SymfK)sium: What Arc at Present the Most Promising Subjects for Such InvestiGeorge H.\ngations as the National Council of Education Should rndertake ?\nMartin, Massac husetts; James M. Greenwood, Mi.ssouri.\n\nIn Memoriam Newton Bateman. Newton C. Doughert.y, Illinois.\nCHARLES C. Van Liew, California.\nIn Memoriam Ira G. Hoiit.\nIn Memoriam Horace Sumner Tarbell. ^Waltkk Ballou J.U'ons, Fihode Island.\n\n—\n\nDEI'AR IMENT OF ART EDUCATION\nOFF'ICERS\n1884\n\nMADISON. WIS.\nI'rcs.. L. S.\n\n1888 S.\\N\n\nV-Pri-K. W. S. Pf.khv.\nSc-c.\n\n1885\n\n*\n\nThompson, Lafayette. Ind.\nWorcester.\n\nSARATOGA\n\nSI'RINO.\n\nN.\n\nMo,\n\n5><-c.,\n\n1889\n\nV.\n\nOtto Kiichs, Ualtimorc, .Md.\nWaltkb S. Pebbv. Worcester,\nV.-Pres.,\n\n1886\n\nTOPKKA.\n\nSt.\n\nI>mis,\n\n.Mo,\n\nKA.\\.S.\n\n1890\n\nPres.. Wai.tku S, (JfKii>Nou(;il, (,\"olunilnw,\n\nV.-Pres,. C11AI11.K.S M, Cabtkb. HoHlon. .MiiHs.\nSec,\n\n1887\n\nViKsvA liouf.r., Winona. Minn.\n\nCmCAOO.\n\nILL.\nWai.tkb S. Pr.BBV. Worcester. M.iss,\nV,-Prc»,. Mrs. K, F, Uimmix'k, Chicaifo, III.\nSec, Mbs, L, F. Pickkns, Kmtxirin, Kans.\nPre*..\n\nL.\n\nS.\n\nV.Pres.. T.\n\nM.i.'t.H.\n\nIvOCKe,\n\nJdskphink I><«ice. St. Louis,\nKiiKs RosK. Rochester, N. Y.\n\ni»<ji\n\nMo.\n\nNASIIVILLK. TKN.V.\nI'res..\n\nI'rcs..\n\n.Sec, JfjsKPiiiNK C.\n\nrR.\\NCISCO. CAL.\nOkkuck II. IlARTi.KTr. Boston. Mum.\n\nV.-Prcs.,\n\nMa.ss.\n\nJosKPiii.s'K C. Lfx-KK. St. I>iuis,\n\nPrcs.,\n\nTmowpson, Jersey City, N. J.\nJ.\n\nRi< iiarijson, Minue.ipolis.\n\nMinn.\nS<r,, M, I-ouisK FiF.Lii, Host.m. M;iss.\nST I'AUL, .MI.NTN.\nPres.. Jkssk H. Huown, Indianaixilin. Ind,\nV.-Pre»., Sai.i.ip. Thomas. Nashville, Tenn.\nSrc. AuA M, LAiinHl,iN, .St. Paul, .Minn,\nIDRONIO, ONI\".\nPrrs.. Mannah J, Cabtkh, New York, N, Y.\nV.-prc».. Lilian Jacodv, Roikfonl. III.\nSec, Frank 11, ('01,1. ins, DenveV, Colo.\n\n"}
{"page": 636, "printed_page": null, "text": "—\n\n—\n\nSARATOGA SPRINGS, N\nPres.,\n\n1900\n\nY.\n\nFrank H. Collins, Denver, Colo.\n\nFay, Springfield, Mass.\nSec, Henry W. Poor, Lawrence, Mass.\n1893 No Meeting\n1894 ASBURY PARK, N. J.\nPres., Christine Sullivan, Cincinnati, O\nV.-Pres., E. C. Colby, Rochester, N. Y.\nSec, Miss E. H. Perry, Bridgewater, Mass.\n\nMiss B. E. Snow, Minneapolis, Minn\nMiss Myra Jones, Detroit, Mich.\nSec, Fred J. Orr. Athens, Ga.\n\nPres.,\n\nV.-Pres..\n\n1902\n\nV.-Pres., Miss R. Selleck, Indianapolis, Ind.\n\nChas. M. Carter, Denver, Colo.\n\nSeegmiller,\n\nSec, Miss Emily H. Miles, Denver, Colo.\n\n1903\n\nBUFFALO, N. Y.\nMyra Jones, Detroit. Mich.\n\nMILWAUKEE,\n\nRochester, N. Y.\nSec, William H. Vogel, Cincinnati, O.\n\n1904 ST.\n\nLOUIS,\n\nMO.\n\nJames F. Hopkins, Boston, Mass.\nV.-Pres., Charles M. Carter, Denver, Colo\n\nWIS.\n\nPres.,\n\nMark Maycock, Buffalo, N. Y.\n\nSec, Miss L.\n\nV.-Pres., L. S. Thompson, Jersey City, N. J.\n\nSec, D. R. Augsburg, Salt Lake City, Utah.\n1898 WASHINGTON, D. C.\nPres., Harriet C. Magee, Oshkosh, Wis.\nV.-Pres., D. R. Augsburg, Salt Lake City,\nUtah.\nSec, Florence B. Himes, Albany, N. Y.\n\n1899\n\nMiss C. A. Wilson, Davenport, la.\nMiss Charlotte, W. Stoddard,\n\nV.-Pres.,\n\nW. S. GooDNOUGH Brooklyn. N. Y.\nMrs. M. E. Riley. St. Louis, Mo.\n\nSec, Miss\nPres.,\n\nBOSTON, MASS.\nPres.,\n\nV.-Pres.,\n\n1897\n\nMINNEAPOLIS, MINN.\nMyra Jones, Detroit, Mich.\n\nPres.. Miss\n\nSec,\nMiss.\nWilhelmina\nAllegheny, Pa.\nPres.,\n\n.\n\nDETROIT, MICH.\n\n1 90\n\nV.-Pres., Miss Sara Fawcett, Newark, N. J.\n\n1896\n\nCharleston, 5. C.\nRansom, New York. N. Y\nHenry T. Ardley, Berkeley, Ca\nSec, Miss M. A. Woodmansee, Dayton, O.\nV.-Pres.,\n\nDENVER, COLO.\nPres.,\n\n[Art\n\nPres., Miss F. E.\n\nV.-Pres., Ldella E.\n\n1895\n\n—\n\n——\n\n1\n\nNATIONAL EDUCATIONAL ASSOCIATION\n\n624\n1892\n\n— —\n\nLOS ANGELES, CAL.\nPres., WiLLi.^M A M.^son, Philadelphia, Pa,\n\nS.\n\nCushman, Chicago, 111.\n\nASBURY PARK and OCEAN GROVE,\n\n1905\n\nN. J.\nPres., Mrs. Matilda E. Riley, St. Louis\n\n,\n\nMo.\n\nH. Collins, New York, N. Y.\nSec, Miss Stella Trueblood, St. Louis, Mo.\nNo Meeting.\nV.-Pres., F,\n\n1906\n1907\n\nLOS ANGELES, CAL.\nPres.,\n\nWheelock. Albany, N. Y.\nSec, Miss M. A. Woodmansee, Dayton, O.\n\nEugene C. Colby, Albany, N. Y.\n\nV.-Pres., Miss C. A. Wilson, Davenport, la.\n\nV.-Pres.. C. F.\n\nSec, Miss\n\nH. E. Lucas, Rochester, N. Y.\n\nTOPICS\n1884\n\nHow Drawing Should Be Taught\n\nOur PubHc\n\nin\n\nSchools.\n\n— President L.\n\nS.\n\nThompson, Indiana.\nReport on the Course of Study in Industrial Drawing for Public Schools.\n\nJames\n\nMacAlister, Pennsylvania.\n\n—\n\n1885 Art Education. President Otto Fuchs, Maryland.\nDrawing in Primary and Grammar Schools. Mrs. E. F. Dimmock, Illinois.\nDrawing in High Schools. Walter S. Perry, Massachusetts.\nDrawing in Normal Schools. Miss Kate E. Shattuck, Missouri.\nIndustrial Drawing for Primary and Grammar Schools.\nChas. M. Carter,\n\n—\n\n—\n\nMassachusetts.\n\nEvening Industrial Drawing-Schools.\n\n1886\n\n—\n\nOtto Fuchs, Maryland.\n\n—\n—\n\nIndustrial Drawing.\nPresident's Address\nPresident W. S. Goodnough, OhioReport on the Relation of Drawing to Other Studies, and How Its Use as a Means\nof Illustration Can Best Be Promoted.\nMrs. Mary D. Hicks, Massachusetts;\n\nWalter S. Perry,\n\nMassachusetts.\n\nManual Training thru Industrial Drawing. Chas. M. Carter, Massachusetts.\n1887 Drawing in Primary and Grammar Schools. Miss Elizabeth F. Dimmock,\n\n—\n\nMassachu.setts.\n\n—\n\nDrawing in Ungraded Country Schools. W. S. Goodnough, Ohio.\nDrawing in High Schools. W. S. Perry, Massachusetts.\nDrawing in Normal Schools. Miss M. L. Field, Massachusetts; Miss Harriet\nB. Magee, Wisconsin.\nReport of Committee on Drawing in Normal Schools. Miss J. C. Locke,\n\n—\n—\n\nMissouri, chairman.\nReport of Committee on Drawing, Making and Color in Connection with Other\nMary D. Hicks; Walter S. Perry, New York.\nStudies.\n\n1888 The Educational Value of the Construction of Objects in Our Schools Overestimated. L. S. Thompson, Indiana.\nHistoric Ornament and Design in Grammar and High Schools.\nH. T. Bailey,\n\n—\n\n—\n\nMassachusetts.\nFree Industrial Drawing Schools.\nG. H. Bartlett.\nImportance of High Aim in Art Education. Albert Munsell, Ma.ssachusetts.\n\n—\n\n,\n\n"}
{"page": 637, "printed_page": null, "text": "—\n\n———— — ————\n\n—\n\n—\n\nTITLES OF PAPERS AND DISCUSSIONS\n\nDeportmentl\n\n1889\n\n——\n\n—\n\n625\n\nSystems of Drawing in the United States. L. S. Thompson, New Jersey.\nEducation the True Industrial Education. A Cultivation of Aesthetic Taste\nIs of Universal Utility.\n\\V. T. Harris.\nForm Study in .-Vll Grades below the High School with Applications. Jesse H.\n\n.\\rt\n\n—\n\n—\n\nBrowx, Indiana.\n1890\n\n—\n\nHigh-School Work in Drawing. Miss E. Selleck, Indiana.\nThe Mission of Color. J. C. Locke, Illinois.\nXormal-School Work in Drawing. Mrs. H. J. C.\\rter, New York.\n\n—\n\n1\n\n891\n\n—\n\nThe Conditions Underlying Art Education in European and American Schools.\n\\\\alter S. Perky, New York.\nForm Study and Drawing in Public Schools. Walter S. GoodXOUOH, New York. Discussion. Sara A. Fawcett, New Jersey.\nColor in Nature in Relation to Color in the Schoolroom. W. A. Sherwood,\nCanada.\nShould Instruction in Form Be Based upon Type Solids or upon Miscellaneous\nSupervision of\n\n—\n\nObjects ?\n\n1892\n\n— Mrs. Mary Dana Hicks, Ma.ssachusetts.\n—Vocal Music as a Training Art.\n\nPresident's Address\n\nin\n\nFrank H. Collins,\n\nNew York.\nArt Instruction in Normal Schools.\n\nElizabeth Perry', Massachusetts.\n\nThe Study of Drawing as Common-School Work. Aaron Gove, Colorado.\nThe .\\im of Art Instruction. Christine Sullivan, Ohio.\n1894\n\n—\n\nIts Influence: Industrial, Educational, F^thical.\nChristi.ve Sullivan, Ohio.\nArt Education and Manual Training. J. Liberty Tadd, Pennsylvania.\nColor in Public Schools. Mrs. Mary Dana Hicks, Massachusetts.\nModeling in Puljlic-School Work. Mrs. E. M. Kent, Minnesota.\n.\\rt I-;ducation\n\n—\n\n—\n\n1895\n\n—\n— E.xtension of Art Education. Charles M. Carter, ColoMagazines. —\nArt\nC. Dana, Colorado.\nPrimary and Grammar Grades: Should Light and Shade\nPictorial Drawing\nBe Taught — Miss Wilhelmina Seegmiller, Pennsylvania.\nPresident's Address\nrado.\nin\n\nJ.\n\nin\n\n?\n\nThe\n\nPlace of Art Education in General Education.\n\nchu.setts.\n\nThe Round-Tablc Discussion\nMissouri.\n\n1896\n\nJohn\n\nS.\n\nClark, Massa-\n\n— Methods of Teaching. —Mrs. Matilda E. Riley,\n\n—\n\nRequisites for Success in Teaching .\\ct.\nWalter S. GoodNOUGH, New York.\nMr. Ross Turner, Ma.ssachusetts.\nArt for the Eye.\nArt in the Schoolroom, thru Decoration and Works of .\\rt. Langdon S. Thompson, New Jersey; Miss Stella Skinner, Connecticut.\nPresident's Address\n\n—\n\nArt Education in Relation to Public Education. Walter S. Perry, New York,\nchairman.\nMiss Wilhelmina SeegArt Not the Servant of Science but Its CompUnunt.\nmiller, Indiana.\nM. V. O'Shea, New\nShall Art Be the Servant of Science or Its Com])ienunt.\nYork.\nDrawing in Normal Schools Problems Solved and Un.solvcd.— Hakkikt Cecil\nMagee, Wisconsin.\nThe E-xprcssirtn of Lines. D. R. Augsburg, Utah..\nWhat Do the People Want in Drawing in the Public Schools ? Lii.lh. M. Godhen,\n\n—\n\n1897\n\n—\n\n—\n\n—\n\nIllinois.\n\n1898\n\nPresident's Ad«lress.— Hakkiet Cecil Magee, Wisconsin.\nThe SufxTvisor of Drawing in I'ublic S( hools. Fred H. Daniels, New York.\nSome Iviucational Princii)les Whi( h Should Govern the Teai hing of Drawing.\nM. V. CVSiiea, Wi.sconsin.\nW.\nRciKtrt of the Committee on the K<lation of (he Library to An l.ilm alion.\n\nM. R. French, Illinois.\nThe Function of Art in the Education of\nwav Partridge, Massac husetts.\n1899\n\nthe\n\nAmerican Citi/cn,\n\n\\\\ n rr\\M\n\n<\n\n)in)-\n\nWilliam .-X. Mason, Pennsylvania.\nFrc-ehanc! Drawing.\nPrcsiclcnt's Acjclrrss\nPrctblems in Artistic Rendering. -Katheimne M. Hai.l, California.\nDrawing in the Early Years. -Dr. Herman T. Lukens, IVnnsylvania.\nArt Educ alion in High S< h<M)Ls and Normal Sc Iicm»Is.- Mi.ss Josephine\n\nGreene, New ^'ork.\n\nA.\n\n"}
{"page": 638, "printed_page": null, "text": "——\n\n——— ————\n\n——\n\n— ——\n\n—\n\n—\n\nNATIONAL EDUCATIONAL ASSOCIATION\n\n626\n\n[Art\n\n—\n\n1899 Art Instruction in the University. Professor Henry T. Ardley, California.\nPreliminary Report of the Committee of Ten on Elementary Art Education.\nLangdon S. Thompson, New Jersey, chairman.\n1900 Presidential Address. Miss Frances E. Ransom, New York.\nArt in Everything. Francis W. Parker, Illinois.\nFred J. Orr,\nPicture-Study Its Relation to Culture and General Education.\n\n—\n\n—\n\nGeorgia.\nThe Relative Value of Brush and Pencil as Mediums in Expression.\n\n—Miss Bonnie\n\nSnow, Minnesota.\n\nThe Relation of Nature-Study to Drawing in the Pubhc Schools.\n1901\n\nJames M.\n\nStone, Massachusetts.\nThe Economic Value of Art Education. Frederick W. Coburn, New York.\nRhythm as an Art Principle. Harriette Rice, Rhode Island.\nThe Study of Fine Art in American Colleges and Universities; Its Relation to the\nStudy in Public Schools. Frank Forest Frederick, IlUnois.\n\n1902\n\nArt as an Educational Factor. James L. Hughes, Canada.\nElementary Preparation in Drawing for Secondary Schools What May ReasonClarence Valentine Kirby, Colorado.\nably be Expected.\nReport of the Committee of Ten on Elementary Art Education, with Dissenting\nLangdon S. Thompson, New Jersey, chairman.\nOpinions.\n\n1903\n\nThe Teaching of Art.\n\n—\n\nDenman Waldo Ross, Massachusetts.\nConsideration for a Practical Study of Drawing in Public Schools\nSnow, Minnesota.\n\n1904 President's Address\n\nBonnie E.\n\n—The Influence of a Great Exposition as an Art Educator\n\nA Word of Introduction.\n\nJames Frederick Hopkins, Massachusetts.\n\nThe Influence of the Art School and Art Museum on Civic Life.— Edmund H.\nWuerpel, Missouri.\nThe Republic of France A Nation of Art. Jean Marduel, France.\nArt Education for the People in Germany. Leopold Bahlsen, Germany.\nMrs. Matilda Evans Riley, Missouri.\nArt Education for the People.\nOrganization for Art Education in England. Percy Atkin, British Representative.\nThe Educational Influence of Public Outdoor Art. George E. Gay, Missouri.\nEducation for Artistic Handicraft in Sweden.-— Carl Lidman, Swedish Com-\n\n—\n\n—\n\nmission.\n\nArt Education for the American People, as Shown at the Louisiana Purchase Exposition in Normal Schools, Art Schools, and Art Handicraft.\nMiss Anna Vandelaine Henkel, Missouri.\n\n—\n\n1.905\n\n—\n\nThe Educational Value of Drawing. F. LouiS Soldan, Missouri.\nLessons to Be Drawn from the International Drawing Teachers' Congress at\nCharles M. Carter, Colorado.\nBerne.\nRound-Table Conferences.\n\n—Various Papers by Various Authors.\n\nDEPARTMENT OF KINDERGARTEN EDUCATION\nOFFICERS\n1885\n\nSARATOGA SPRINGS, N. Y.\nPres., W. N.\n\nHailmann, La Porte, Ind.\nB. Huntoon, Louisville,\nSec, S. A. Van Note, La Porte, Ind.\nV.-Pres.,\n\n1886\n\nB.\n\nKy\n\nTOPEKA, KANS.\nN. Hailmann, La Porte, Ind.\nW. Dickinson, Boston, Mass.\nSec, Miss S. A. Van Note, La Porte, Ind.\nPres., W.\n\n1890 ST. PAUL, MINN.\nPres., Eudora Hailmann, La Porte, Ind.\nV.-Pres., Sarah Stewart, Philadelphia, Pa.\nSec, Mrs. E. G. Buford, Clarksville.\nTenn.\n1891\n\n1887\n\nN. Hailmann, La Porte, Ind.\nV.-Pres., J. W. Dickinson, Boston, Mass.\nSec, Miss S. A. Van Note, La Porte, Ind.\n\n1888\n\nV.-Pres., Lucy J. Wheelock, Boston, Mass.\n\nCHICAGO, ILL.\nPres., W.\n\n1892\n\nSAN FRANCISCO, CAL.\nEudora Hailmann. La Porte, Ind.\nEva B. Whitmore, Chicago, 111\nAlpha\nA. Smith, Fayette, Iowa.\nSec,\n\n1889\n\nNASHVILLE, TENN.\nPres.,\n\nW. E. Sheldon, Boston, Mass.\n\nV.-Pres., M. C. McCulloch, St. Louis, Mo.\nSec, Kate D. Wiggin, San Francisco, Cal.\n\nSec, Eliza A. Blaker, Indianapolis, Ind.\nSARATOGA SPRINGS, N. Y.\nPres., Mrs. J. L. Hughes, Toronto, Ont.\nV.-Pres., Nora Smith. San Francisco, Cal.\nSec, Miss A. E. Frederickson, La Porte,\nInd.\n\nPres.,\n\nV.-Pres.,\n\nTORONTO, ONT.\nPres., Eudora L. Hailmann, La Porte, Ind.\n\nV.-Pres., J.\n\n1893\n,894\n\nNo Meeting\nASBURY PARK, N. J.\nPres.,\n\nSusan E. Blow, St. Louis, Mo.\nMacKenzie, PhiladeU\n\nV.-Pres., Constance\nphia. Pa.\n\nSec, Anna Stovall, San Francisco,\n\nCaU\n\n"}
{"page": 639, "printed_page": null, "text": "—\n\nDEPARTMENT OF KINDERGARTEN\n\nDepartment]\n\n1895\n\n—\n\nDENVER. COLO.\n\n1\n\n90 1\n\nMiss Lucy VVheelock. Boston. Mass.\n\\'.-Pri's., Miss M. C. McCuLLocu, St. Louis,\n\n\\'.-Prcs.\n\nSec, Acnes Mackenzie, London, Ont.\nBLFFALO. N. Y.\nPres., Miss Amalle Hofer, Chicago, 111.\n\n190a\n\nMrs. S. S. Harriuan, Providence,\nRhode Island.\n\nMILWAUKEE, WIS.\n\n1903\n\nT. Haven, New York, N. Y.\nElla C. Elder, Buflfalo. N. Y.\nSec, Mrs. M. J. B. Wylie, Buffalo, N. Y.\nV.-Pres.,\n\nD.\n\nMinn.\nSec, Miss C. Wheeler, Grand Rapids, Mich.\n\nC.\n\nMiss M. C. McCulloch, St. Louis. Mo.\nV.-Prcs., Mrs. jEN>fY B. Merrill, New York,\n.\n\n1904\n\nN. Y.\nSec, Miss Mary F. Hall, Milwaukee, Wis.\n\n1899\n\nLOS ANGELES, CAL.\nPres.,\n\nMarla Kraus-Boelte, New\n\nMrs.\n\n1905\n\nCHARLESTON, S. C.\nKraus-Boelte, New\n\nMrs.\n\nYork\n\nN. Y.\nV.-Pres.,\n\nMiss M.\n\nMacfeat, Rock\n\nASBURY PARK and OCEAN GROVE,\nPres.,\n\nSec, Miss Mary F. Hall, Spencer, N. Y.\nPres.,\n\nST. LOUIS, MO.\nPres., Miss Jenny B. Merrill, New York.\nN. Y.\nV.-Pres.,MRS. M. J. Stannard, Boston, Mass.\nSec, Mrs. O. S. Chittenden, Omaha, Neb.\n\nN.J.\nMiss M. J. Miller. Rochester, N. Y.\nV.-Pres., Miss A. Harvey, Brooklyn, N. Y.\nSec, Miss A. E. Harbaugh, St. Louis. Mo.\n\nYork, N. Y.\nV.-Pres., Miss F. Lawso.n, Los Angeles, Cal.\n\n1900\n\nMiss Clara W. Mingins, Detroit,\nMich.\nSec, Mary C. May, Salt Lake City, Utah.\nBOSTON, M.\\SS.\nPres., Mrs. P. A. Shaw, Boston, Mass.\nV.-Pres., Miss S. L. Wood, Minneapolis,\nV.-Pres.,\n\nPres., Miss C.\n\nW.^SHINGTON,\n\nGeraldine O'Grady, New York\n\nN. Y.\n\nV.-Prcs.,\n\nPres.\n\nMINNEAPOLIS, AHiNN.\nPres., C.\n\nSec, Miss W. T. Caldwell, Denver, Colo.\n\n1898\n\nCarolina Hart. Baltimore, Md.\n\nSec. Annie Laws, Cincinnati, O.\n\nMo.\n\n1897\n\nDETROIT. MICH.\nPres.. Miss Evelyn Holmes, Charleston, S.C.\n\nPres..\n\n1896\n\n627\n\n1906\n\nNo meeting\n\n1907\n\nLOS ANGELES, CAL.\nPres., Miss M. C. May, Salt Lake City, Utah.\n\nHill,\n\nV.-Pres., Elmer E.\n\nS. C.\n\nBrown, Berkeley, Cal.\n\nSec, Miss M. E. Murray, Springfield, Mass\n\nSec, Miss E. Holmes. Charleston, S. C.\n\nTOPICS\n1885\n\n—The Chief Kindergarten Problems. —\\V. N. Hailmann,\nIndiana.\nThe Kindergarten\nthe Mother's Work. — Mrs. E. P. Bond, Massachusetts.\nAddress\n\nPresident's\n\nin\n\nRelation of the Kindergarten to the Primary School.\nJohn W. Dickinson,\nMassachusetts.\nSome Essentials of the Kindergarten. Mrs. EuDORA Hailmann, Indiana.\n\n—\n\n1886 Joint Sessions with the Elementary Department, Which See.\n1887 President's Address W. N. Hailmann, Indiana.\nValue of Kindergarten Training in Normal Schools. Miss Clara A. Burr, New\n\n—\n\n—\n\nYork.\n\n—\n\nApplication of Froebel's Principles to the Primary School.\nMiss Kate L. Brown,\nMassachusetts.\nThe Kindergarten in the Education of the Blind. Miss Eleanor Beebe, Kentucky.\n\n—\n\n1888\n\n—\n—\n\nBrief Resume of Kindergarten Growth.\nMrs. S. B. Cooper, California.\nThe Educational Value of the Beautiful. N. C. Schaeffer Pennsylvania.\nProfessional Training-School for Kindergartens and Teachers.\nC. H. McGrew,\n\n—\n\nCaliffjrnia.\n\n1889 President's Oi>ening Remarks. W'm. E Shei.don, Ma.ssachu.selts.\nThe Kindergarten Methods Contrasted with the Methods of the American Primary\nSchofjj.\nW. T. Harris, Mjuisachu.setts.\n\n—\n\n—\n\n.Miss NORA A. Smith, California.\nKindergarten.\nThe Principles and Methods of Educating Our diris for Parenthood. — Mrs.\nKtuoRA I.. Haii.MAN.n, Indiana.\n'J he Kindergarten in Kclatiun to Motherhood. Mrs. Sarah B. CooI'ER, Califnrnia.\n•Story Tell'ng in the\n\nEroelx-I's\n\nMessage lu I'arc nls.\n\nThe Child.\n1890\n\n— F. A.I'akki-.r,\n\n— Mrs. A. H. Putnam,\n\nIllincjis.\n\nIllinois.\n\nThe Kindergarten Work and Mission frr»m the Standpoint of an Outside OI).server.\n—.Miss HnKN E. Starrktt, Illinois.\nThe Effects of Kindergarten Training on the Piiniary .ScIkmiI. Ikwin Shki'ARD,\nMinnes-ita.\n\nThey Have Eves an»l Ears. -Mis.s LucY F. WiiKKi.nc k, Massachusetts.\n\n—\n\n.S(hfK)lishne.ss in the Kindergarten.\nW. N. Hailmann, Indiana.\nThe letter Killclh. — Mi.ss Anna E. Bryan, Kentucky.\n\n"}
{"page": 640, "printed_page": null, "text": "— ——\n\n—\n\n—\n\n[Kindergarten\n\nKindergarten and the Primary School. W. T. Harris, District of Columbia.\nKindergarten Methods in Intellectual Training. Mrs. J. L. Hughes, Ontario.\nThe Organic Connection between the Kindergarten and the Primary School.\nMiss N. Cropsey, Indiana.\nTheory Tested by Experience. Miss Anna E. Frederickson, Indiana.\nMagicians That Make a Child's Life Happy or Miserable. Mrs. Louise Pollock,\nDistrict of Columbia.\nSome Things a Kindergartner Should Know. Wm. E. Sheldon, Ma.ssachusetts.\n\n—\n\n—\n\n1892\n\n——\n— ——\n\nNATIONAL EDUCATIONAL ASSOCIATION\n\n628\n1 891\n\n— — ————— ——————\n\nPresident's Address\nOntario.\n\n—\n\n— Kindergarten Unity\n\nin\n\nDiversity.\n\n—Mrs.\n\nSymbolic Education as Illustrated in the Mutterund Kose Lieder.\n\nJ.\n\nL.\n\nHughes,\n\nLaura Fisher,\n\nMissouri.\nMrs. Eudora L. Hailmann, Indiana.\nProfessional Training of Teachers.\nThe Artistic Simplicity of Child- Work. Amalie Hofer, New York.\nConstance MacKenzie, PennsylPractical Psychology in the Kindergarten.\n\n—\n\nvania.\n\nSongs, Morning Talks, and Stories.\nInfluence of Expression on Thought.\n\nEmilie Poulsson, Massachusetts.\n\n—Miss Guddings, Rhode Island.\n\n1894 Letter of Greeting to Kindergartners Assembled at Asbury Park.\n\nSusan E. Blow,\n\nMissouri.\nPresident's Address.\n\nConstance MacKenzie, Pennsylvania.\nThe Related Development of Morality and Intelligence in the Kindergarten Idea.\nMrs. Leontine T. Newcomb, Ontario.\nWhat Can the Kindergarten Do for History and Literature in the Higher Grades ?\nSara E. Wiltse, Massachusetts.\nAngeline Brooks, Connecticut.\nEssential Principles of the Kindergarten System.\nLucy Wheelock, MassachuIdeal Relation of Kindergarten to Primary Schools.\nsetts.\n\n1895\n\nThe Social Settlement and the Kindergarten. Amalie Hofer, Illinois.\nThe Work of the Pestalozzi-Froebel Haus. Mrs. S. H. Harriman, Rhode Island.\nThe Kindergarten and the Home. Mrs. James L. Hughes, Canada.\nMothers' Meetings How to Conduct Them. Mary C. McCulloch, Missouri.\nMothers' Meetings How to Conduct Them among the Poor. Wilhelmina T.\nCaldwell, Colorado.\n\n—\n\n—\n\n—\n—\n\nof the Educational Theories of Froebel and Herbart.\nJames L.\nHughes, Canada.\nThe Faculty and Ministry of Song. W. L. Tomlins, Illinois.\nA Knowledge of the Kindergarten Indispensable in Primary Instruction. Sarah\nL. Arnold, Massachusetts.\n1896 The Purpose of the Story in the Kindergarten. Sara E. Wiltse, Massachusetts.\nChild-Study for Fathers and Mothers. M. V. O'Shea, New York.\nThe Children of Our Cities. Mary E. McDowell, Ilhnois.\n\nComparison\n\n—\n\n—\n\nPsychology of Descriptive Gesture.\n\n—\n\nS.\n\nH.\n\nCl.'Vrk, Ilhnois.\n\nThe Allies of the Kindergarten. Caroline T. Haven, New York.\nThe Problem of the City Kindergarten. Bertha Payne, Ilhnois.\n1897 The Kindergarten and Child-Study. John Dewey, Ilhnois.\nHas Child-Study Any Help for the Kindergarten ? Bertha Payne, Illinois.\nC. G. O'Grady, Pennsylvania.\nFroebel's Use of Child-Study.\nMethods of Child-Study in the Kindergarten. Jenny B. Merrill, New York.\nThe Kindergarten in the Public Schools. C. B. Gilbert, New Jersey.\nKindergarten Work and Principles in the School. Katherine Beebe, Illinois.\n1898 The Value of the Ideals Set Forth in the Mother-Play Book. Elizabeth Harrison,\n\n—\n\n—\n\n—\n\nIllinois.\n\nChildren's Gardens.\n\nA Child's Song.\n\nJenny B. Merrill, New York.\n\nMaki Ruef Hofer, Illinois.\n\n—\n\nSusAN Plessner Pollojtk, District of Columbia.\nIdeal Play in the Kindergarten.\nThe Development of the Inner Life of the Child. Mrs* Maria Kraus-Boelte,\n\nNew York.\n\n—\n\n—\n\nA Kindergarten Message to Mothers. Mrs. Ada Marean Hughes, Canada.\nThe Influence of the Kindergarten upon the Schools. F. Louis Soldan, Missouri.\n1899 Some Criticisms of the Kindergarten. Nicholas Murray Butler, New York.\n\n—\n\nThomas P. Bailey, Jr., California.\nMary F.\nOriginality and Consequent Freedom.\n\nCharacter-Study in the Kindergarten.\nRelation of Imitation\n\nyard, California.\n\ntf)\n\nLed-\n\n"}
{"page": 641, "printed_page": null, "text": "———— ———\n\n— — — — ——\n\n— —\n\n—\n\nTITLES OF PAPERS AXD DISCUSSIONS\n\nDeparimenil\n\n1899\n\n— —\n\n629\n\nMental and Moral Dovt-lopmcnl of tlu- Kindorgarlcn Child.— C. C. \\'.\\N Lif.w,\nCaliforina.\n\nMusic in the Kindergarten. Anna M. Stov.ai.i,, California.\nNaughty Children. Elmer Ellsworth, California.\nThe Kindergarten Child Physically. Frederic Burk, California.\n\n1900\n\n—\n\n—\n\nHow the Kindergarten Develops the Chiki's Power. Mrs.\nM.\\RL\\ Kr.aus-Boelte, New York.\nA Mother's Advice to Kindergartners. Mrs. Clarence E. Melenev, New\nYork.\nThe Need of Kindergartens in the South. Philander P. Claxton, North\nPresident's .\\ddress\n\n—\n\nCarolina.\n\n—\n\nThe Kindergarten Gifts A Fragment. Harriet Neil, District of Columbia.\nThe Kindergarten and the Primary School in Their Relation to the Child and to\nEach Other. Emma .X. Newman, New York.\nThe Educational Use of Music for Children Inder the Age of Seven Years. Mari\nRuEF HoFER, Illinois.\n1901\n\n—\n\nWork and Play in the Kindergarten. Mrs. Alice H. Putnam, Illinois.\nWork and Play in the Primary and Grammar Grades. Charlotte M. Povve,\nSouth Carolina.\n\nWork and Play in Youth.^M. V. O'Shea, Wisconsin.\nAddress\n\nPresident's\nCarolina.\n\n— Kindergarten\n\nDepartment.\n\nEvelv.n\n\nHolmes,\n\nSouth\n\nNecessary Elements in Work and Play, and Some Practical Consequences.\nGeraldine O'Grady, New York.\nRhythm in the Kindergarten. Ethel Roe Lindgren, Illinois.\n\n1902\n\nHindrances to the Development of Language.\n\n— C.\n\nCecilia Adams, Colorado.\n\nHow Froebel Planned to Foster the Child's Powers in Language. — Mrs. Alice\nH. Putnam,\n\nThe Need\n\nfor\n\nIllinois.\n\nEnglish\n\nStudv bv\n\nKindergarten\n\nStudents.\n\nMary\n\nC.\n\nMay,\n\nUtah.\n\n1903\n\nKindergarten Principles in Social Work.\n\nJoseph Lee, Massachusetts.\n\nThe Kindergarten: An U])lifting Social Inlluence in the Home and the District.\nRichard Watson Gilder, New York.\nThe Power of the Kindergarten Training School in the Eduialion of \\'(iung Wonii'n.\nCaroline M. C. Hart, Maryland.\nThe .Scope and Results of Mothers' Classes. Elizabeth Harrison, Illinois.\nThe International Kindergarten Union. Stella L. Wood, Minnesota.\n1904\n\nThe Kindergarten and the Elementary School as Illustrated in Tiuir E.xhibits\nFrom the Kindergarten Standpoint. Patty S. Hill, Kentucky.\nThe Kindergarten and the Elementary Si hool as Illustrated in Their E.xhibits\nFrom the Slandi>oint of the Si hool.— C. H. Gilhekt, New York.\nThe Philippine Teacher and the Philippine Educational Exhibit. .\\lhi.kt Kali-h\nHAfJER,\n\nE.xposition\n\nPhilippine\n\nHoard.\n\nThe Kindergarten in Japan. Annie L. Howe, Illinois.\nThe Freni h and Cierman Elementary Schools.— F'rederick Ernest F arkinc.ton,\nCalif«jrnia.\n\nThe Kinflergartens in the Southern States, and in Some of the Countries Soulli of\nEveline A. Waldo, Louisiana.\nthe United States.\n-\n\nAddress.\n\n— Ma«iame On ilia Hondv, Austria.\n\nThe Hygiene\n(\n\nof\n\nthe\n\nKindergarten\n\nChild.— Will iam\n\nH.\n\nIUknham, Massa-\n\nhu.s<-tts.\n\nThe Individual Child. Bertha Payne, Illinois.\nWhat Is Kindergarten I)is( ijiline.— Mary Jean Miller. Iowa.\nValue of .Animal I'ets in the Kindergarten. -.'\\nnk E. Harvey New \\'ork.\nIQ05\n\nThe keiognilion of the Physical Development of tin (liild in the Training of\nKindergartners.— Nathan Oitenheim, New York.\nHow D'Ms the Routine <if the Kinclergarten Develop (lie Cliild Physic ally ?-Mrs.\n\nAda Makean Huohes, Canatla.\nHakriktte Melissa\nMethod.s of Sufiervi.sion of Public-Sch<H)I Kindergartens.\nMills, New York.\nCurrent Criticism of the Kindergarten.- M. V. O'Shka, Wisccmsin.\n\n"}
{"page": 642, "printed_page": null, "text": "—\nNATIONAL EDUCATIONAL ASSOCIATION\n\n630\n\n[Music\n\nDEPARTMENT OF MUSIC EDUCATION\nOFFICERS\n1885\n\nSARATOGA, SPRINGS, N. Y.\n\n1897\n\n1886\n\nCrane, Potsdam. N. V.\nSec, C. W. Weeks. Ottawa, 111.\nWASHINGTON, D. C.\nPres., O. E. McFadon, MinneapoUs, Minn.\nV.-Pres.,\nMrs. E. A. Thomas, Detroit,\nMich.\nSec, Miss S. L. Byington. MoHne, 111.\nV.-Pres., Miss J. E.\n\nTOPEKA, KANS.\n\nG. Stanley Hall, Baltimore, Md.\nO. S. Westcott, Chicago, 111.\nSec, T. H. Brand, Madison, Wis.\n1887 CHICAGO, ILL.\nPres., O. S. Westcott, Chicago, 111.\nV.-Pres., N. C. Stewart, Cleveland, O.\nSec, Edgar O. Silver, Boston, Mass.\nPres.,\n\nV.-Pres.,\n\n1888\n\n1899\n\nSAN FRANCISCO, CAL.\n\nMass.\nSec, Miss E. M. Joy, Los Angeles, Cal.\n\nN. CoE Stewart, Cleveland, O.\nH. L. Griggs, Denver, Colo.\nSec, Edgar O. Silver, Boston, Mass.\n\nCHARLESTON, S. C.\n\nNASHVILLE, TENN.\n\nV.-Pres., Mrs. G. B.\n\nN. CoE Stewart, Cleveland, O.\n\nCal.\n\nSec, Mrs. C. B. Smith, Jacksonville, 111.\n\n.Sec, Edgar O.\n\nDETROIT, MICH.\n\nSilver, Boston, Mass.\n\nHerbert\n\nV.-Pres., Mrs. E. A. Thomas, Detroit, Mich.\n\nSec, H. W. Gray, New York, N. Y.\n\nGlover, Arkron, O.\nSec, F. E. Morse, Auburndale, Mass.\n\nMINNEAPOLIS, MINN.\n\nTORONTO, CAN.\nPres.,\n\nN. L. Glover, Akron, O.\nSec, F. E. Morse, Auburndale, Mass.\nSARATOGA SPRINGS, N. Y.\nPres., N. L. Glover, Akron, O.\nV.-Pres., F. A. Fitzpatrick, Leavenworth,\nKans.\nSec, Clarence Birchard, Chicago, 111.\n\nA. Weaver, Westfield, Mass.\nSec. Mrs. Gaston Boyd, Newton, Kans.\nV.-Pres.,\n\nV.-Pres.,\n\nNo\n\n1894\n\nASBURY PARK, N. J.\n\nMeeting. See International Congresses\nof Education\n\nPres.,\n\nWeaver, Westfield, Mass.\nW. A. Wetzell, Salt Lake City\nUtah,\nSec, Miss Helen W. Trask, Minneapolis\nMinn.\n1904 ST. LOUIS, MO.\n\nUtah.\nSec, P. C. Hayden. Keokuk. la.\n\n1905\n\nGeorge C. Young, Wichita, Kans.\n\nASBURY PARK and OCEAN GROVE,\nN.J.\n\nDENVER, COLO.\n\nPres., Wm. a. Wetzell, Salt Lake City, Utah\n\nPres., N. CoE Stewart, Cleveland, O.\n\nV.-Pres., Mrs.\n\nM. B. Parr, Cleveland, O.\nSec, P. C. Hayden, Keokuk, Iowa.\n\nV.-Pres., G. C. Young, Salt Lake City, Utah\n\nSec, Miss M. E. Grandy, Sioux City, la.\n\n1896\n\nWeaver, Westfield, Mass.\nW. A. Wetzell, Salt Lake City,\n\nPres., S. A.\n\nHaven\n\nConn.\nSec,\n\nBOSTON, MASS.\nV.-Pres.,\n\nV.-Pres.,\n\nBenjamin Jepson, New\n\nS.\n\nPres., S. A.\n\nN. L. Glover, Akron, O.\n\nV.-Pres.,\n\nGantvoort, Cincinnati, O.\n\nPres., A. J.\n\nHerbert L. Griggs, Denver, Colo.\n\n1893\n\nGantvoort, Cincinnati, O.\n\nPres., A. J.\n\nL. Griggs, Denver, Colo.\n\nV.-Pres., N. L.\n\n1895\n\nColo.\n\nParsons, Los Angeles,\n\nV.-Pres., Herbert L. Griggs, Denver, Colo.\n\nPres.,\n\n1892\n\nHerbert Griggs, Denver,\n\nPres.,\n\n1890 ST. PAUL, MINN.\n\n1891\n\nHayden, Quincy, 111.\nM. A. Grandy, Springfield,\n\nV.-Pres., Miss\n\nV.-Pres.,\n\nPres.,\n\nLOS ANGELES, CAL.\nPres., P. C.\n\nPres.,\n\n1889\n\nMILWAUKEE, WIS.\nPres., F. E. Howard, Bridgeport, Conn.\n\nDaniel B. Hagar, Salem, Mass.\nV.-Pres., O. S. Westcott, Chicago, 111.\nSec, T. H. Brand, Madison, Wis.\nPres.,\n\n1906\n1907\n\nBUFFALO, N. Y.\nH. Congdon, St. Paul, Minn.\nP. C. Hayden, Quincy, 111.\nSec, Miss L. M. Hawn, East Saginaw, Mich.\n\nNo Meeting\nLOS ANGELES, CAL.\nH. E. Cogswell, Mansfield, Pa.\n\nPres., C.\n\nPres..\n\nV.-Pres.,\n\nV.-Pres., Mrs. F. E. Clark, Milwaukee, Wis.\n\nSec, P. C. Hayden, Keokuk, la.\n\nTOPICS\n1885\n\n—\n\n—\n\nPresident's Address\nMusic as a Means of Mental Culture. D. B. Hagar, Massachusetts.\nVocal Music in the Public Schools. T. H. Brand, Wisconsin.\nThe Tonic-Sol-Fa System. T. F. Seward, New York.\nA Plea for the Elements of Music in Primary Grades. B. Jepson, Connecticut.\nMethods of Teaching Vocal Music. H. E. Holt, Massachusetts.\nThe Relative Importance of Song-Singing and the Reading of Music. O. Black-\n\n—\n\n—\n\n—\n\n—\n\nman,\n\n1886\n\n—\n\nIllinois.\n\nPresident's Address\n\n— Music\n\nin the Public High School.\n\n— O.\n\nWhat the Average Teacher Can Do in Musical Instruction.\n\nNew York.\n\nS.\n\nWestcott.\nSara L. Dunning,\n\n—\n\nWhat Music Instruction in Public Schools Should Be. N. CoE Stewart, Ohio.\nBetter Teaching or a New Notation\nWhich ? H. E. Holt, Massachusetts.\n\n—\n\n—\n\nTonic-Sol-Fa Notation as a Factor in Musical Education.\nJersey.\n\n—T. F. Seward, New\n\n"}
{"page": 643, "printed_page": null, "text": "——— —\n\n——\n\n—\n\n—\n\nTITLES OF PAPERS AND DISCUSSIONS\n\nDepartment]\n\n1887\n\n— ——— ————\n\n—\n\n1\n\n—\n\nWhat Has Been Done in the Public Schools for Music?\nWestcott.\nShall the State Teach Music ?\nThos. J. Morgan, Rhode Island.\nVoice Training and Singing.\nFrederick A. Root, Illinois.\nPresident's Address\n\nO.\n\nS.\n\nEducational \\'alue of\n\nthe Tonic-Sol-Fa System.\n\nD.\\xikl B.-^chelor, Pennsyl-\n\nvania.\n\nFervent \\'oice:\n\n1888\n\nIts\n\nXature and Reflex Influence.\n\n—\n\n\\Vm. L. Tomi.ins, Illinois.\n\nPresident's Address\nValue of Training in \\'ocal Music.\nThe Tonic-Sol-I\\i System. S. McBurney, California.\n\n—\n\n—\n\n— N. CoE Ste\\v.\\rt.\n\nAids in Elementary Music Teaching. W. F. He.\\th, Indiana.\nSome Healthful Things Learned by Teaching Music. Mrs. M. E. Br.vnd, Wis-\n\n—\n\nconsin.\n\n1889\n\nPresident's .Address^— Methods in Mu.sic Instruction.-— N. CoE Stewart.\nThe Province of Music in Education. Wm. .\\. Mowry, Massachusetts.\nThe Out.side Musician's Views of Music in the Public Schools. Wm. H. Dana,\n\nOhio.\n\nMusic Instruction in Our Public Sch(K)ls.\nEdgar O. Silver, Massachusetts.\nThe Relation of Mu.sic Instruction to Our Educational Systems. Rev. .\\. V..\nSpecial Report on the Condition of\n\n—\n\nWiN'SHiP, Massachusetts.\nMusic in Public Schools, from a Music Director's Standpoint.\n\n— O. E. McFadon,\n\nMinnesota.\n\n—\n\n1890\n\nMusic as a Factor in Education. Miss Margaret Morris, Ohio.\nMu.sic as a Regular and Required Branch of Grade Work.\n.'\\aron Gove, Colorado.\n\\'alue of the Tonic-Sol-Fa Notation.\nRobert H. Begg.s, California.\n\n89\n\nGrowth of Music among the People. Ivdgar O. Silver, Massachusetts.\nMethods in Teaching Music. A. T. Cringan, Canada.\nThe Study of Music in Its Relation to Mental Develof)ment. S. H. Preston,\n\n1\n\n—\n\n—\n\nCanada.\n\n1892\n\nThe Value of Music in Public Education as a Means of Discipline and Culture.\nGeorge C. Young, Kansas.\nMusic in the Public Schools What It Is, and What It Ought to Be. A. J. Gant-\n\n—\n\n—\n\nvoort, Ohio.\n\nMusic in Public Education, and Some Elements Essential to Its Success.\n\nPiiii ir\n\nHayden, Illinois.\nMethods and Devices in Teaching Public-School Music.\nC.\n\n1894\n\n— B. Jepson, Connecticut.\n—\n\n—\n\nPresident's .Address\nCertification of Music Teachers.\nN. L. Glover, Ohio.\nMusic in the New Education. David M. Kei.sey, New York.\nIs as Much Time Devoted to Instruc tion in \\'ocal Music in Our Public Schools\nFrederick E. Chapman, Massachusetts.\nas Its Importance Demands.\nPupils' Defective Hearing.\nEphraim Cutter, New York.\nSome Helpful Things concerning Music in the Public .S( hoojs. N. CoE Stewart,\n\n—\n\nOhio.\n\n1895\n\nThe Purpose of Music Study in the Public Schools.\n\n— F. Treudley, Ohio.\n\nHow Pu[)ils Learn to Know and Do in Mu.sic. — C. H. Congdon, Minnesota.\nA Course of Music in Public St hools. — A. J. Gantvoort, Ohio.\nMusic in Relation to Other Studies.\n\nSarah L. Arnold, Massachusetts.\n\n— LiNN Marie Hawn, Michigan.\nSongs for Children. Fannie Arnold, Nebraska.\nMind and Music. — TiiEO. H. Johnson, Ohio.\n\\V)ral Harmony;\nWliii h\nPlea for an Oral Language\nliximss )ur\nThoughts\nMusic. — H. E. Holt, Ma.ssat husetts.\nTeaching Music to Children. — F. E. Howard, Connrc\n1896 .Natural Methods\nChilflren's Voices.\n\nor,\n\nwiili\n\n.\\\n\nt<>\n\n(\n\nin\n\nin\n\nii(\n\ntit.\n\nHow Good Music Makes Good Citizens.\n\nFrank Damroscii, New York.\nOur Ex[)(rienre in Introduting Music as a Study in Our Public Schools. Joseph\nMischka, New York.\nMusic in Edutation. Mrs. Emma A. Thomas, Michigan.\n'Ihinking Sountls Directly or Indirectly. Samuel W. Cfii.E, Miussat husetts.\nThe Development of Music Theory thru Practice. O. E. McFadon, Minnesota.\n\n—\n\n1897\n\nThe Development of Rhythm.— S. Lillian Byington, Illinois.\nEye and Ear Training a.s Related to Sight Singing.\n\nNew York.\n\nFrederic Ai lison Lyman,\n\n"}
{"page": 644, "printed_page": null, "text": "— ————— — — —— — ———— —\n—\n\n— — ——\n\nNATIONAL EDUCATIONAL ASSOCIATION\n\n632\n1897\n\n•\n\nThe Child Voice.\n\n[Music\n\n— F. E. Howard, Connecticut.\n\nHow to EstabHsh Good Musical Standards in Public-School Music.\n\nAnna BirCHARD, Indiana.\n1898 What Is Music, and How Can We Help Children to Become Musical? Mari\nRuEF HoFER, Illinois.\nIndividual Singing.\nC. H. Congdon, Minnesota.\nSchool Music in Character-Making. A. E. Winship, Massachusetts.\nThe Next Step— What Shall It Be ?— Mrs. Carrie B. Adams, Indiana.\n1899 President's Address The Ultimate Object of Music Studj' in the Schools.\n\n—\n\n—\n\n—\n\nP. C. Hayden, Illinois.\nContent and Extent of Music in Public Schools.\n\nHerbert Griggs, Colorado.\nWhat Power Does the Child Gain thru Music-Study ? Thomas Tapper, Massachusetts.\n\n—\n\nW. B. Powell, District of Columbia.\nThe Necessary Education of the Supervisor. Mrs. Constance Barlow Smith,\nMethods of Teaching Music.\n\n—\n\nIllinois.\n\nWhat Should Constitute a Course of Music\n\nfor\n\nCounty Institutes ?\n\nKathryn\n\nE. Stone, California.\n\n1900\n\nCommon-Sense as an Aid to the School-Music Supervisor.\n\nSterrie A. Weaver,\n\nMassachusetts.\n\nShould Music in the Public Schools Be Taught from the Song to the Exercise ?\nC. H. Congdon, Illinois.\n\nArnold J. Gantvoort, Ohio.\nMusic Teachers in Their Relation to the Schools. Charles Haupert, Ohio.\nThe Supervisor from the Standpoint of the Regular Grade Teacher. Nellie\nG. Pettigrew, Ohio.\nSupervisors and Supervision.\nWalter H. Aiken, Ohio.\nThe Rights of Boys and Girls in Music Education. N. Coe Stewart, Ohio.\n\n1901\n\nPresident's Address.\n\n1902\n\nAn Anomalous Situation, with Suggestions for Improvement.\n\n—\n\nHollis E. Dann,\n\nNew York.\nThe Psychological and Ethical Value of Music.\n\nElizabeth K. Fairweather,\n\nOhio.\nHigh-School Music. Mrs. Frances Elliott Clark, Iowa.\nThe Future Development of School Music. Thomas Tapper,\n\n—\n\nMassachu-\n\nsetts.\n\nMusical Qualifications Necessary for a Teacher of Music in the Public Schools.\nFrank L. Nagel, Iowa.\n\n—\n\n1903 The Training in Sight-Singing and Song Interpretation Which Normal-School\nStudents Should Receive.\nC. A. Fullerton, Iowa, and Others.\nThe Real Purpose of Teaching Music in the Public Schools. Samuel W. Cole,\nMassachusetts, and Others.\nSchool Music Has It Made Music Readers ? George W. Wilmot, New Jersey,\nand Others.\nMusic as a Subject to Be Counted for Admission to College. Eugene D. Russell,\n\n—\n\n—\n\nMassachusetts.\n\nMusic as Part of Life.\n\nFrank Damrosch, New York.\n\n—\n\n1904 Primary-Music Methods. Mrs. Marie Burt Parr, Ohio.\nRote-Singing and Its Proper Place in the Public Schools Practice versus Theory.\nW. A. Hodgson, Missouri.\nMusic in the Public Schools a Means of Culture in the Community. Lucy Robinson, West Virginia.\nMethods versus Results. W. H. Pommer, Missouri.\nThe Public-School Music Supervisor in His Relation to the Professional Musicians and the Professional Educators.\nFrank Nagel, Iowa.\nConferences on a High-School Music Course. H. C. MacDougall, chairman.\n\n—\n\n—\n\n1905\n\n—\n—\n\nThe Mission of Music in the Public Schools. A. E. Winship, Massachusetts.\nSome Questions Involved in Making Music a Major Study. W. Scott, Massachu-\n\n—\n\nsetts.\n\nCorrelation of Music with Other Branches of the School Curriculum.\n\n—Mrs. Eliza-\n\nbeth Casterton, Michigan.\nMusic as a Factor in Culture. Charles Edward Locke, New York.\nRelation of the Grade Teacher to Music Instruction in the Public Schools.\nFulmer, Nebraska.\n\n— C. A.\n\n"}
{"page": 645, "printed_page": null, "text": "—\n\n—\n\n—\n\n—\n\n—\n\nDEPARTM:^XT OF SECOND ART EDUCATION\n\nDepartment]\n\n1905\n\n1\n\nSome Features of Music Instruction in the Schools of New York Citv.\n\n633\n\nFrank\n\nR. Rix, New York.\n\nSome Typc-Forms That Have Been Found Useful in the Teac hiiig of Musii in the\n\n—\n\nSchools.\n\\V.\\LTER H. Aiken, Ohio.\nReport of Committee on What Results Should Be Obtained in the Study of Music\nin the Fight Grades of the Public Schools.\nPhilip C. Havden, Iowa, chairman.\n\nDEPARTMKXT OF SECONDARY KDUC.VnoN\nOIKICKR.S\n1887\n\nCHICWGO .ILL.\n\n1898\n\nGeo. A. Bacon. SxTacusc. N. Y.\n\\'.-Pres.. H. L. Boltwood. Evanston. 111.\nSec, P.wh H. Hants. West Denver, Colo.\n1888\n\nPres.,\n\nS.\\MeEi,\n\n1889\n\nThurber. Boston, Mass.\nNightingale, Lake View,\n\n1899\n\nNASHVILLE, TENN,\n\nSec, F. H. Clark. San Francisco, Cal.\n\nNichting.\\le. Lake View, 111.\n\n1900\n\nAbram Brown. Columbus. O.\n\nSec, H. L. Boltwood, Evanston, 111.\n\n190\n\nPlummer. DesMoines, la.\n\nW, J, S. Bryan, St. Louis, Mo.\n\nMiss N. Fillmore, Cincinnati,\nSec, C. A. Graeser, Charleston, S. C.\nV.-Prcs.,\n\n1902\n\nPres., J.\n\nSec. W. T. White. Kno.wille. Tcnn.\n\nV.-Pres.,\n\nRemsen Bishop, Cincinnati. O.\nW. F. Webster. Minneapolis.\n\nMinn.\n\nPres.,\n\nFrank E. Plummer, Dcs Moines. la.\nHornberger. Norfolk, Neb.\nSec, W. T. White. Knoxxille, Tenn.\n\nSec, Charles A, Smith, Duluth, Minn.\n\nV.-Pres.. J. A.\n\nBOSTON. MASS.\n\nNo meeting.\n\nV.-Pres.,\n\nSec\n\nInternational\n\nF. Wheelock, Albany, N. Y.\nReuben P. Halleck, Ix>uisvillc\nKy.\nSec, Wilbur F. Gordy, Hartford, Conn.\nST. LOUIS. MO.\nPres., Reuben P. Halleck, Louisville. Ky.\nV.-Pres., Wilbur F. Gordy. Hartford, Conn.\nSec. William Schuyler, St. Louis, Mo.\nPres., C.\n\nCongresses\n\n1894 ASBL'RV PARK, N. J.\nPres.. J. S. Crombie, Brooklyn. N. V,\nV.-Pres., Amelia E. Trant, Buffalo. N. V.\nSec. W. H. Bartholomew, Louisville, Ky.\n\nDENVER, COLO.\nPrc-s.,\n\nt).\n\nMINNEAPOLIS. MINN.\n\n\\'.-Prcs., S. W, Laxdon. Burlington. Vt.\n\nof Education\n\nW. H. Smiley, Denver, Colo.\n\n1905\n\n\\'.-Prcs.. Mi.ss H. L. Keeler. Cleveland. O.\n\n1897\n\nDETROIT. MICH.\nPres.,\n\nTORONTO. ONT.\n\n1892 S.\\RATOGA SPRINGS. N. V.\n\n1896\n\nW. Coy, Cincinnati, O,\n\nV.-Pres., G. B. Morrison. Kansas City, Mo.\n\n1890 ST. PAUL, MINN.\nPres.. H. E. Chambers. New Orleans, La.\nV.-Pres. William Jenkins. Mcndota. III.\nSec. Minnie C. Clarke. Kansas City, Mo.\nPres.. F. E.\n\nCHARLESTON, S. C.\nPres., E.\n\nSec, L. J. Martin, San Francisco, Cal.\n\n1895\n\nHermanns, Denver, Colo.\nW. F. Webster, Mpls., Minn.\n\nV.-Pres.,\n\nV.-Pres..\n\n1893\n\nLOS ANGELES, CAL.\nPres., Edward F.\n\n111,\n\nSec, Paul H, Hanus Denver, Colo.\nPres.. A. F.\n\n1891\n\nAiton, Minneapolis. Minn.\n\nM. W. Sewall, Indianapolis.\nInd.\nSec, E. G. Cooley. La Grange, III.\nV.-Pres., Mrs.\n\nSAX FRANCISCO. CAL.\n\\\".-Pres.. A. F.\n\nWASHINGTON. I). C.\nPres., Geo. B.\n\nPros.,\n\nSec. C. H. Thurber, Hamilton, N. V.\nBUFFALO. N. Y.\nPres., E. L. Harris, Cleveland, O.\nV.-Prcs., F. L. Bliss. Detroit, Mich.\nSec, C. H. Thurber. Morgan Park, III.\n\nMILWAUKEE. WIS.\nI'res., C. H. Thurber, Morgan Park, III,\nV.-Prcs., F. L. FosuicK, Buffalo, N. Y.\n\nSec. Miss Ida B. Haslup, Pueblo, Colo.\n\n,\n\nASBURY PARK and OCEAN GROVE,\nN. J.\nPres.,\n\nWilliam Schuyler, St. Louis, .\\Io.\n\nV.-Prcs.,\n\nJ.\n\nH.\n\nVan Sickle,\n\nBaltimore,\n\nMd.\nSec, Wilson Farrand, Newark, N. J.\n1906 No Meeting\n1907 I.OS ANGELES, CAL.\nPres., luiGENK W. Lyttle, .\\lbany, N. Y.\nV.-Pres., Wilson Fakrand, Newark, \\, J\nSec, PiiiLo .\\I. Buck, St. Louis, Mo.\n\nTOPICS\n1887\n\nThe Claims of the Classics.-— A. F. Nu'.htinoai.e, Illinois.\nThe .Ministration of Literature. Minnie C. Clarke, Ma.ssachusetts,\nThe Orricrand Relation of Studies in the IliKh S< hool Course. Samuel 'riiuKiiiK,\n\n1888\n\nleaching Knj^lish in Secondary Schools. J. B. McChesney, California.\nJ. W. MrDoNAi.n, Massac hu.setts.\nIlducaling the Whole Boy.\nOlive A. FvERS, Minrusola.\nRelation of the High Sc hcK)l to the Training-Schonl.\n\n.Massac hu.s<-tls.\n\n—\n\n1889\n\n—\n\nPresident's .Address - The Ui\\^h School.— A. F. Niomtinoale, Illinois.\nThe High Schoiil and the Citizen. — H. C. Messimer, Penn.sylvania; Miss Lal'KA\nDoNNAN, Indiana.\nM. W. Smith, Ohio.\nMethofis c.f Study in Knulish.\nUniform Course of Studies for High SchcK)is.~- F. W. Coy, )lii'i.\n<\n\n"}
{"page": 646, "printed_page": null, "text": "—\n\n—\n\n— ——\n—— —————\n\n—\n\n—\n\n———\n\nNATIONAL EDUCATIONAL ASSOCIATION\n\n634\n\n—\n\n[Secondary\n\n—\n\n1890 The High School as a Fitting-School. A. F. Bechdolt, Minnesota.\nEffect of the College Preparatory High School upon Attendance and Scholarship\nC. W. Bardeen, New York.\nin the Lower Grades.\nThe Demands of the High School for Severance from the College and University.\nJ. W. Johnson, Mississippi.\nThe High School as a Finishing-School. James H. Baker, Colorado.\nArt Instruction in the High School: Its Utility and Value. Miss Christine\n\n—\n\n—\n\nSullivan, Ohio.\n\n—\n\nThe High School as a Factor in Mass Education. E. A. Steere, Montana.\nThe Purpose and Scope of History in the High School. W. M. West, Minnesota.\nFrank E. Plummer, Iowa.\nPresident's Address The Future High School.\n1 891\nHow English Is Taught in One High School. Ray Greene Huling, Massachu-\n\n—\n\n—\n\nsetts.\n\nA Plea for State and National Aid in Industrial Education. — B. F. Hood, South\nDakota.\n\n—\n\nGeometry in Our Schools. Miss Matilda T. Karnes, New York.\nAims in Teaching Civil Development. Frank A. Hill, Massachusetts.\nand Means of Developing Individuality. Samuel B.\nNecessity\nKansas.\n\nMethods\n\nTeaching\n\nof\n\nGeneral\n\nHigh School.\n\nDiscipline in\n\n—Mrs. Mary Sheldon Barnes,\n— L. H. Austin, Nebraska.\n\nHistory.\n\nIndiana.\nThe Province of the Western High School.\n\n1892\n\nTodd,\n\n—R. E. Denfeld, Minnesota.\n\nThe Chief Aim in the Study of History. Walter A. Edwards, Illinois.\nWhat Should Secondary Schools Do to Promote Their Interests at the World's\nFair? J. L. Halloway, Arkansas.\nHigh-School Extension or Supplementary Work. Frank E. Plummer, Iowa.\nUsage the Authority in Language. Brainard Kellogg, New York.\nR. Anna Morris, Iowa.\nPhysical Education in Our Schools.\n\n—\n\n—\n\n1894\n\nTrue That the Most Defective Part of Education in This Country Is in the\nSecondary Schools ? Charles P. Lynch, Ohio.\nShall Latin Be a Recjuired Study ? W. Wilberforce Smith, New Jersey.\nHow May a Professional Spirit Be Acquired by the Secondary Teachers of AmeriIda B. Hasltjp, Colorado.\nica.\nDiscipline as the Result of Self-Government.\nA. V. Storm, Iowa.\nThe Relation and the Possibilities of High-School Training in Relation to Public\n\nIs It\n\n—\n\n—\n\nFrank Sheldon Fosdick, New York.\nSpeaking.\nThe Training of the High-School Teacher. Eoline Clark, Nebraska.\nThe Future of the American High School.- J. Remsen Bishop, Ohio.\n\n—\n\n1895\n\n—Ideals for Students\n\nWm. H.\nin Secondary Schools.\nSmiley, Colorado.\nShould Electives in the High Schools Be by Courses or by Subjects ? Oscar D.\nRobinson, New York.\nThe Prospects for a Federal Educational Union. William Carey Jones, CaliPresident's\n\nAddress\n\nfornia.\n\n—\n\nBiology in the First Year of the Secondary Schools. O. S. Westcott, Illinois.\nPhysical Geography Its Possibilities and Difficulties.— Edward L. Harris,\nOhio.\nB. C. Mathews, New Jersey.\nEthical Instruction thru Sociology.\n\n—\n\n—\n\nAddress of the Committee of Twelve of the American Philological Association.\nWilliam W. Goodwin, chairman.\n\n1896 Round Table\n\n—\n\nAncient Languages and English:\nTranslation from the Greek and Latin Classics as a Training in the Use of\nEnglish.—I. B. Burgess, Illinois; William C. Collar, Massachusetts;\nFrank A. Manny, Illinois.\nRound Table Modern Foreign Languages:\nThe Recent Changes in Methods of Teaching Foreign Languages. Joseph\nKrug, Ohio.\nRound Table History.—-Ray Greene Huling, Massachusetts.\n\n—\n\n—\n—\n\nRound Table Mathematics:\nEconomy in Mathematical Instruction. James L. Patterson, New York.\nPrincipals' Round Table.-— F. L. Bliss, Michigan.\nCongressional Work for Youth. W. H. Wickes, New York.\nWhat Is a Secondary School ? E. W. COY, Ohio.\n\n—\n—\n\n"}
{"page": 647, "printed_page": null, "text": "——\n\n— ——\n\n— —\n\n— — —— —\n\n—\n\n—\n\nTITLES OF PAPERS AXD DISCUSSIONS\n\nDepartment]\n\n635\n\n1897 Report of the Chairman of the Joint Committee on College-Entrance Requirements. A. F. Nightingale, Illinois.\n\n—\n\nRound Table:\nRound Table in Latin and Greek.\nRound Tabic in History. C. W. Frkxch, Illinois, leader.\nRound Table in English. Harriet L. Keeler, Ohio, leader.\nRound Tabic on the High School as a Social Factor. Samuel T. Dutton,\n\nPrincipals'\n\n—\n\nMassachusetts, leader.\n\n1898\n\nthe Core of a Secondary Course.\nJohn Calvin Hanna, Ohio.\nSonic of the Main Principles of Secondary English Teaching. Samuel Thurber,\nI-.nglish\n\n.\\\n\nMassai husetts.\nProposed Four- Years' Course in English for Secondary Schools.\n\nUvE, Indiana.\nSyllabus of a Course in English, with a Defense of the Same.\n\nCharity\n\n—W. F. Webster,\n\nMinnesota.\nThe English Round Table Essay-Correcting Can It Be Made a Joy Forever?\nF. N. Scott, Michigan.\nWhat Proportion of Essay Subjects Shall Be Drawn from Literature ? F. \\'. N.\n\n—\n\n—\n\n—\n\nPainter, Virginia.\nSubjects for Compositions: Shall We Draw Them from Literature or from Life ?\nEdwin L. Miller, IlHnois.\n\n1899\n\nOur High Schools Prepare for College and for Life, in Accordance with the\nPresent Requirements of Both? Gilbert B. Morrison, Missouri.\nShould .\\rithmelic, English Grammar, Geography, and the History of the United\nJ. W. Crabtree, Nebraska.\nStates Be Reviewed in the High School ?\nIn F\"undamental Civics, What Shall We Teach as the American Doctrine of Religion and the State ? Sylvester F. Scovel, Ohio.\nPresentation of the Report\nJ(jint Session of Secondary and Higher Departments\nA. F. Nightingale,\nof the Committee on Collegc-P^ntrance Requirements.\nl)i)\n\n—\n\n—\n\n—\n\nchairman.\n\nIllinois,\n\nReport of the Committee of Twelve of the American Philological Association on\nCourses of Study in Latin and Gteek for Secondary Schools. A. F. Nightingal?:, chairman.\nReport of the Committee of Twelve of the Modern Language Association of\nCalvin Thom.^s, New York, chairman.\n.\\merica.\nReport of the Committee of Seven of the American Historical Association.\nAndrew C. McLaughlin, Michigan, chairman.\nRep<irt of the Committee of the Chicago Section of the .\\mcrican Mathiinatical\nJ. W. A. Young, Illinois, chairman.\nSociety.\nReix>rt of the Committee on Physical Geography.- Wii.i.Lwi North Rice,\nacting chairman.\nAlexander Smith, lllinoi.s,\nSpecial Report of the Committee on Chemistry.\nchairman.\nReport of the Committee on Botany. Committee.\nConmiittee.\nRe|)ort of the Committee on Zoology.\nE. H. Hall, Massachusetts, chairman.\nRejjort of Committee on Physics.\n\n—\n\n—\n\n—\n\n—\n\n1900 To What\n\nE.xlent\n\nShouUl a\n\nPu|)il in the\n\n—\n\nHigh ScIuhjI be Allowed to Choose His\n\nWilliam J. S. Bryan, Mi.ssouri.\nHow Shall We Teach Our Pupils the Correct Use of the Engli.sh Language?\nOliver S. Westcott, Illinois.\nStudies ?\n\nRe|K)rt of the Committee on College Entrance K<(|uir(inints\nSession of Secondary and Higher De])artments.\n\nDi.scu.ssion of the\nin Joint\n\n1901\n\nPresident's\n\nAddress\n\n— (Jrowth of Secondary Schools.\n\nWilliam\n\nJ.\n\nS.\n\nBryan,\n\n.Missouri.\n\n—\n\nThe Func lion of the High Sc hool of Today. J. Re.msen Bishop, Ohio.\nkound-Tablc Conferences.\nThe English Conference. James H.\nMil higan.\n\n—\n\nkound-Table Conference— I^ntin. F. P. Moui.TON, Coniui tii ul.\nII\nKMcirr,\nCommercial Conferences. Thomas II\n\nRound Table\nf\n\n—\n\nHarrls,\n\nMa.s.sa-\n\nhusett.s.\n\nRound Tabic- Confc-renc c\nki.uiid T.ihic-\n\nRound 'lablcRound TableRc)unel\n\nTable\n\nBotany Conferc-nc e.- Li wis .Murhacii, Michigan,\nZoology Conference-.\nFranklin W. Barrows, Nc-w York.\n.Aitiiv L. Mari.ATT, Rhode- Island.\nDomestic Science- Confe-re-nc c-.\nGKc)Re;E W. Evans, Massac hu.setls.\n.Mge-bra Conference.\n(Ireek Conference.\nIsaac: N. Judson, Mi.s.sc)uri.\n\n"}
{"page": 648, "printed_page": null, "text": "—\n\n———— ————\n——————— ——————— — ——\n\n—\n\nNATIONAL EDUCATIONAL ASSOCIATION\n\n636\n\n—\n\n[Secondary\n\n— German Conference. Joseph Krug, Ohio.\n—Physics Conference. Carl Ingerson, Missouri.\n— Chemistry Conference. — C. E. Linebarger,\n— Geometry Conference. Alan Sanders, Ohio.\n—History Conference. — Sheppard, New York.\n—Physiography Conference.\n—W. H. Snyder, Massachusetts.\n— Physiology Conference. Peter Cooper, New York.\n1902 President's Address — Call Out the Leaders. — Remsen Bishop, Ohio.\n1\n\n901 Round Table\nRound Table\nRound Table\nRound Table\nRound Table\nRound Table\nRound Table\n\nJ.\n\nIllinois.\n\nJ. J.\n\nJ.\n\nThe Social Side of High-School Life. Reuben Post Halleck, Kentucky.\nThe Three Elements in the Cost of Education. Charles D. McIver, North\nCarolina.\n\n—\n—\n\nRound-Table Conferences Ancient Classics. Laeayette Bliss, Minnesota.\nRound-Table Conference Biological Conference. J. Remsen Bishop, Ohio.\n\n—\n—\n—\n—\n—\n\n— —\n\nRound Table Physical-Science Conference. W. A. Fiske, Indiana.\nRound Table History Conference. Charles R. Frazier, Minnesota.\nRound Table English Conference. Thomas C. Trueblood, Michigan.\nRound Table Principals' Conference. W. J. S. Bryan, Missouri.\nRound Table Mathematical Conference. Charles W. Newhall, Minnesota.\n1903 Opening Remarks Problems of Secondary Education. Charles F. Wheelock,\n\n—\n\n—\n\nNew York.\nTendencies as to the Enlargement of the Seminary Field. Reuben Post Halleck, Kentucky.\nCo-education in the High School.\nG. Stanley Hall, Massachusetts.\nThe Teaching of Argumentative Discourse in High Schools. George P. Baker,\nMassachusetts; Charles S. Hartwell, New York.\nRound-Table Conference\n\n—\n\nI.\n\nClassical Conference.\n\nRound-Table Conference\nII.\n\nHenry White Callahan, Colorado.\n\n—\n\nThe Formation of a Federation of Secondary School\nPrincipals' Conference\nAssociations. -William J. S. Bryan, Missouri.\n\nRound-Table Conference\nIII.\n\nMathematical Conference.\n\nDavid Eugene Smith, New York.\n\nRound-Table Conference\nIV. History Conference.\nJames Sullivan, New York.\n1904 What May the Secondary Schools of the United States Learn from a Study of\nFrench Secondary Education ? E. W. Lyttle, New York.\nWhat May the Secondary Schools of the United States Learn from a Study of\nGerman Secondary Education ? Frederick E. Bolton, Iowa.\nSecret Fraternities in High Schools.\nGilbert B. Morrison, Missouri.\nIn What Respects Should the High School Be Modified to Meet TwentiethCentury Demands ? J. Stanley Brown, Illinois.\nRound-Table Conferences English Conference. William Schuyler, Missouri.\nRound-Table Conferences Laboratory Method in English Composition.Philo Melvyn Buck, Jr., Missouri.\nRound-Table Conference Mathematics. JohnS. French, Maryland, and Others.\nRound-Table Conference Modern Language. George Arthur Smith, New\nYork, and Others.\n1905 President's Address The Schoolmaster. William Schuyler, Missouri.\nShould the Twelve-Year Course of Study Be Equally Divided between the Elementary School and the Secondary School ? E. W. Lyttle, New York.\nWhy Do So Many First-Year Pupils Leave the High School ? How Can They\nBe Induced to Remain ? Reuben Post Halleck, Kentucky.\nReport of the Committee on Secret Fraternities. Gilbert B. Morrison, Mis-\n\n—\n\n— —\n—\n—\n—\n—\n\n—\n\nsouri,\n\nchairman.\n\n—A. Principals' Conference. Walter B. Gunnison,\nRound-Table Conference — B. English Conference. Philo M. Buck, Missouri.\nRound-Table Conference — C. History Conference. James Sullivan, New York,\nRound-Table Conference — D. Conference on Mathematics. Franklin Turner,\nJones, Ohio.\nRound-Table Conference — E. Classics Conference. John C. Kirtland, New\nHampshire.\nRound-Table Conference —\nThe Modern -Languages Conference. Ernest\nRound-Table Conference\n\nNew York.\n\nleader.\n\nF.\n\nWolf, Missouri.\n\n"}
{"page": 649, "printed_page": null, "text": "—\nDEPARTMENT OF Bl'SIXESS EDUCATION\n\nDepartment]\n\n637\n\nDEPARTMENT OF BUSINESS EDUCATION\nOFFICERS\n1894 ASBL'RV PARK. X. J.\nPres.. R. K. Gallac.her. Hamilton, Ont.\nV.-Pres., F. Goodman, Nashville, Tenn.\nSec. and Treas., \\V. E. McCord. Peoria. 111.\n1895 DENVER. COLO.\nPres.. J. M. Mehan. DcsMoines. la.\nV.-Pres.. A. S. Osborn. Rochester. N. V.\nSec. and Treas., W. E. McCord. New York,\n\nDETROIT. MICH.\n\nlooi\n\nPres.. William E. Doggett. Brooklyn. N. Y.\n\nV.-Pres.,\n\nPres..\n\nTwiggs,\n\nP.\n\nDetroit.\n\nBOSTON, MASS.\n\n1903\n\nPres., J. H. Francis, Los Angeles. Cal.\nV.-Pres.. T. P. Twiggs, Detroit, Mich.\n\nSec. C. E. Stevens, Cleveland, O.\n\nN. Palmer. Cedar Rapids, la.\n\nV.-Pres.. J. E. Ki.nc. Rochester. N. Y.\n\nST. LOUIS, MO.\n\n1904\n\nSec. Allan Davis, Washington. D. C.\n\nPres.,\n\nWASHINGTON, D. C.\n\nV.-Pres., H. B.\n\nPres.. D. W. Springer, Ann Arbor, Mich.\nPalmer, Cedar Rapids. la.\nSec, D. M. Willis, Morgantown, W. Va.\n\nSec, Thos. H. H. Knight, Boston. Mass.\n\nV.-Pres., A. N.\n\nSec,\n\nO. Crissy, Albany. N. Y.\nSec, W. C. Stevenson, Emporia, Kans.\n\nSec,\n\nI.\n\nNo Meeting\n\n1906\n1907\n\nCHARLESTON, S. C.\n\nLOS ANGELES, CAL.\n\nMarshall, Battle Creek, Mich.\n\nPres.,\n\nH. M. RowE, Baltimore, Md.\n\nV.-Pres., J. T. Young, Philadelphia, Pa.\n\nM. B. Wicks, Philadelphia, Pa.\n\nV.-Pres.,\n\nW. C. Stevenson, Decatur, 111.\nH. B. Brown, Valparaiso, Ind.\nJohn Alfred White, Moline, 111.\n\nV.-Pres.,\n\nC.\n\nV.-Pres., I.\n\nPres., C. C.\n\nA. Herrick, Philadelphia, Pa.\nBrown, V'alparaiso, Ind.\n\nN.J.\nPres.,\n\nAllan Davis, Washington, D.\n\nC.\n\nASBURY PARK and OCEAN GROVE,\n\n1905\n\nLOS ANGELES, CAL.\nPres.,\n\n1900\n\nBirmingham.\n\nO. Crissy, Albany, N. Y,\nH. Francis, Los Angeles,\nJ.\n\nSec, Templeton\nMich.\n\nF.\n\nPres.. A.\n\n1899\n\nWheeler,\n\nCal.\n\nGoodman. NashWlle, Tenn.\nV.-Pres.. D. W. Springer, Ann Arbor, Mich.\nSec. and Treas.. J. \\V. Warr. Moline, 111.\n1897 MILWAUKEE. WIS.\n\n1898\n\nI.\n\nV.-Pres.,\n\nBLFFALO. N. Y.\nPres.,\n\nJ.\n\nSec. Edward W. Stitt, New Y'ork. .V. Y.\nMINNEAPOLIS. MINN.\n\n1902\n\nN. Y.\n\n1896\n\nW.\n\nAla.\n\nSec, H. G. Healey, Brooklyn, N. \\'.\n\nO. Crissy, Albany, N. Y.\n\nTOPICS\n1894\n\n—\n\n—\n\nAddress Work, and Usefulness of the Business College. R. E. Cai.i.AGHER, Ontario.\nThe Religion of Morals as Applied to Business. S. S. Packard, New York.\n.An Ideal Business College.\nW.m. J. Amos, Connecticut.\nHand Writing of the Future. D. T. Amks.\ntjood and Bad. J. M. Mehan, Iowa.\nBu.sine.ss Training\nThe Teaching of Writing. J. P. Byrnk, Pennsylvania.\nThe Disciplinary Value of the Business Cour.se >>f Study.— A. S. Osborn, New\nYork.\nT*rcsident's\n\n—\n\n—\n\n—\n\n—\n\n1895\n\n—\n\n—\n\nThe Training of Teat hers for Business Courses. — J. M.\nMkhan, Iowa.\nThe E.\\( hangeable Value (jf the Alliance of the Business Educators' As.st)ciation\nPresident's Address\n\n— Mrs. Sara A. Si'ENCkr,\nW. Warr,\nfiuaranteeing\nor Fraudulent Advertising. —\nShorthanil and Typewriting. — W. A. Woodwortii, Colorado.\nwith the National Educational Association.\n\nDislrii t of\n\nColumbia,\n\nIllinois.\n\nJ.\n\nPosition.s,\n\nEthii al Side of Business Training.— D. W. Si'RINc.kr, Michigan.\n\n1896\n\nCurrelation and Co-ordination of Business Brandies.- J. M. Mkha.V, Iowa.\n.\\ Cours<- of Study for Business High S( hools.— Ai.i.AN Davis, Distrii t of Columbia.\n\nW. T. Harris, Dislrit of Columbia.\nSubcommittee of Committee of Nine on Bookkee])ing- Theory and\nPrat life of Accounts and Intenommunit ation.--S. S. Packarh, New NOrk.\nPra( tiial Writing -A Course for Colleges and Public Schools lo Answer ihc Ncc-ds\nof the People.— A. N. PAI.MKR, Iowa.\nHigh-drade Business Sc h(H)ls a Public Demand. Mi'.i.vii. Dewky, New York.\nA. N. Pai.MER,\nPresident's Address- Eflitiency of Training in Business Schools.\n\n\\alue ill a Standard of Altainment.\nRe]j<irt\n\n1897\n\nt\n\nof\n\n—\n\nIowa.\nMrs. Sara A. Spencer, Distric of Columbia.\nEnglish in Busine.ss .Sc hools.\nShorthand.- Isaac S. Dement.\nRa|)ic| Calculation,\nBusiness Practice-, and Higher Accounting.- Samuei.\n\n—\n\n(ioODVEAR.\n\nt\n\nH.\n\n"}
{"page": 650, "printed_page": null, "text": "—\n\n— — —— — —\n\n——— ——\n\n—\n•\n\nNATIONAL EDUCATIONAL ASSOCIATION\n\n638\n1897\n\n— —\n\n[Business\n\nHigh-School Course a Satisfactory Preparation for Business ? If\nCharles H. Thurber, Illinois.\nLaws and Ethics of Business, Duties of Citizenship, and Science of Wealth.\nH. M. RowE, Maryland.\nIs the Present\nnot,\n\nhow Should It Be Modified ?\n\nDurand W. Springer, Michigan.\nReasonable E.xpectations concerning Business Education. Lyman J. Gage, District of Columbia.\nBusiness Education in the High School.\nEmory R. Johnson, Pennsylvania.\nThe Administration and Bookkeeping of a National Bank. George M. Coffin,\nDistrict of Columbia.\n\n1898 Business Education.\n\nThe Bookkeeping and Accounting of the Periodical Publishing Business.\nKittredge, New York.\nBusiness Education in the State of New York.\n\n—A. O.\n\n— O. Crissy, New York.\nI.\n\nThe Duties and Qualifications of the Congressional Reporter. David Wolfe\nBrown, District of Columbia.\n1899 The Business-Course Problem. Allan Davis, District of Columbia.\nHow I Conduct a Business-Community School. C. E. Howard, California.\nThe Claims of Business Education to a Place in Our Public Schools. J. H. Francis,\n\n—\n\nCalifornia.\n\n—\n\n—\n\nThe Evolution of Business Education. I. O. Crissy, New York.\nThe Advent of the Commercial High School.^W. C. Stevenson, Kansas.\n1900\n\nContent and Educational Value of the Curriculum for a Secondary School of ComCheesman a. Herrick, Pennsylvania.\nmerce.\nShould Our Colleges and Universities Educate Men Specially for Business ?\nWoodford D. Anderson, South Dakota.\nThe Commercial High-School Course. William E. Doggett, New York.\nThe Advantages and Difficulties of Introducing the Commercial Branches in\nGrammar and High Schools. H. M. RowE, Maryland.\nSchool and Business Arithmetic Limitations and Improvements. Edward W.\nStitt, New York.\nProfitable Publicity\nA Study of Advertising as Applied to Business Colleges.\n\n—\n—\n\n—\n\n—\n\nWiLLARD J. Wheeler, Alabama.\nEssentials of Modern Business Penmanship.\nF. L. Haeberle, Minnesota.\n1901 President's Address The Policy of the Department of Business Education.\nW. E. Doggett, New York.\nWhat Constitutes a Business Education ? I. O. Crissy, New York.\nThe Education and Training of Commercial Teachers. William A. Scott,\n\n—\n\n—\n\n—\n\nWisconsin.\n\nThe Duty of\n\nthe Public-School\n\nSystem with Respect\n\nto Business Training.\n\nMyron T. Scudder, New York.\nWriting in the Grades below the High School When the Commercial Branches Are\nTaught in the High School. J. F. Barnhart, Ohio.\nThe Phonograph as an Aid in Teaching Shorthand. Theodore F.Lake, New York.\n\n—\n\n1902\n\n—\n\nConcerning Report of Committee of Nine on Business-ColPresident's Address\nlege Courses.\nI. O. Crissy, New York.\nAre Business Courses in Public Schools Inimical to Education ? A. E. Winship,\n\n—\n\n—\n\nMassachusetts.\nWhat Shall the Public School Do for the Commercial Student and For the Business-Man Wanting Help in His Office ? H. M. Rowe, Maryland.\nLength and Content of Commercial Courses. William E. Doggett, New York.\nThe Preparation of Commercial Teachers for Work in the Public Schools. B. H.\nMeyer, Wisconsin.\nRequirements for Actual Business. George A. Booth, Connecticut.\nBusiness Education. J. M. Anderson, Minnesota.\nA Practical Commercial Course for a Massachusetts High School. E. E. Gaylord, Massachusetts.\nThe Education of the Amanuensis.^ Selby A. Moran, Michigan.\nThe Education of a Stenographer. Mrs. M. L. Veenfliet, Michigan.\nHistory in the Curriculum of the Commercial High School.\nCheesman A. Herrick, Pennsylvania.\nMathematics in Commercial Work. E. L. Thurston, District of Columbia.\nCommercial Geography: The New Science. F. O. Carpenter, Massachusetts.\nScience in Commercial Work: Its Practical Value, Character, and Place in HighSchool Work. Frank M. Gilley, Massachusetts.\n\n—\n\n—\n\n—\n\n—\n\n—\n\n1903\n\n—\n\n—\n\n"}
{"page": 651, "printed_page": null, "text": "—\n\n—\n\n—— —— —— —\n\n—\n\nDEPARTMENT OF CHILD-STUDY\n\nDepartment]\n\n1903\n\n—\n\n639\n\nDisciplinary \\'alue of Bookkeeping as a Study.\nEnos Spencer, Kentucky.\nDisciplinary \\'alue of Stenography and Typewriting as Studies.\n\\V.\n\n—\n\nThe\n\nWagnf.r, California.\nReport of Round-Table Conference.\n\n1904\n\n—\n\n—\n\nH.\n\n— D. W. Springer, chairman.\n\nPresident's .\\ddrcss\nOld Wine in New Bottles. Cheesman A. Herrick, Pennsylvania.\nThe Work of the Private Commercial Schools, as Illustrated in the Exhibits at the\nSt. Louis E.xposition.\nCarl C. Marshai.i,, Iowa.\nThe Resources of the United States as Illustrated by the Louisiana Purchase Exposition.\nMinnie Bronson, Missouri.\n\nReport of the Committee of Nine, Considered from the Standpoint of the Independent School of Commerce. James J. SHEPP-i^RD, New York.\nReport of the Committee of Nine, From the Standpoint of the General High School.\nBertrand D. Parker, Illinois.\nThe Report of the Committee of Nine. J. Remsen Bishop, Ohio.\n\n—\n\n1905\n\nQuahfications of Commercial Teachers. William C. Stevenson, IlHnois.\nWhat Should Be the Education of a Business Man ? John Brisben Walker,\nNew York.\nThe Science Work of a Four- Year Commercial Course. Allan Davis, District of\n\nColumbia.\n\nThe Study of Local Industry and Trade. John L. Tildsley, New York.\nThe Essential Elements of .Study in a University Course in Commerce. Edward\nD. Jones, IMichigan, and Others.\nResults of the Organization of Higher Courses in Commerce.\nNew Haven, and Others.\n\nHarlow S. Person,\n\nDEPARTMENT OF CHILD-STl'DY\nOFFICERS\n189s\n\nDE.WER, COLO.\nPres.. \\Vm. L.\n\nV.-Prcs..\n\ni8g6\n\n1897\n\n1901\n\nBryan. Bloomington. Ind.\n\nSec, Manfrkii J. Holmes, Normal, 111.\n\nSec. Miss Sara E. Wiltse. Boston, Mass.\nBUFFALO. N. Y.\nPres., Earl Barnes. Standford Univ.. Cal.\nV.-Pres.. O. T. Bright. Chicago. 111.\nSec. E. R. Shaw. New York, N. Y.\n\nMILW.\\UKEE. WIS.\n\nMINNEAPOLIS. MINN.\nPres.. H. E.\n\nSec, Miss Kate A. Hopper, Detroit, Mich.\n\n1898\n\nWASHINGTON. D. C.\nPres.,\n\nM. V. O'Shea. Madison, Wis.\n\nV.-Pres.,\n\nMi.ss S.\n\nA. Stewart, Milwaukee,\n\nWis.\n\nSec. Miss S. F. Chase, Buffalo, N. Y.\n1904 ST. LOUIS. MO.\nPres., E. A. Kirkpatrick, Fitchburg, Mass.\nV.-Prcs.. Miss J. B. Mkrrii.l. New York, N.Y.\nSec, A. H. Voder. .Seattle. Wa.sh.\n\n90s\n\nASBURY PARK and OCEAN GROVE,\n\nSec, O.\n\n1900\n\nrilAKLESTON. S. C.\nPres.. F. L.\n\nN. J.\nG. Lancastkr. Olivet, Mich.\nD. P. MacMii.i.an. Chicago. 111.\nSec. Miss T. L. Smith, Wnnestcr, Ma.ss.\nNo Meeting\nPres.,\n\nIC.\n\nV.-Pres..\n\n1906\n1007\n\nBurk, Santa Barbara, (\"al.\n\nLOS ANGELES, CAL.\nEnwiN G. Dkxter, I'rbana, III.\nV. Pres. H. H. Godharh. West Chester, Pa.\nSec, Charles W. Waddle, Austin, Tex.\nPres.,\n\nBailey. Ir.. Berkeley. Cal.\nSec, Miss C. S. Pakrlsii, Lynchburg, Va.\nV.-Prcs.. T.\n\nG. W. A. LrcKEY. Lincoln. Neb.\n\nV.-Pres.. Stuart H.Rowe. New Haven, Conn.\n\n1\n\nW. A. Luckey, Lincoln. Neb.\n1899 LOS ANGELES. CAL.\nPres., Will S. Monroe, Wcsffield, Ma.ss.\nV.-Prcs.. Reuben P. Halleck, Louisville. Ky.\nS«c.. .Mrs. A. W. CooLEY, Mpls., Minn.\n\nBOSTON. MASS.\nPres..\n\nPres..\n\nUniv., Cal.\n\nKratz. Sioux City. la.\n\nV.-Pres.. Miss J. W. Prentiss, Cleveland. O.\n\n1903\n\nFrancis \\V. Parker. Chicago. III.\nv. -Pres.. H. E. Kratz, Sioux City, la.\nSec, Margaret Schallenberger. Stanford\n\nDETROIT. MICH.\nT. P. Bailey, Jr.. Chicago. 111.\nV.-Prcs.. Miss M. Brown, New Orleans. La\nPres.,\n\nThomas P. Bailey. Berkeley. Cal\n\nP.\n\nTOPICS\n1894\n\nRejKirt of the (\"Dmmittcc on the Study of t'hiUi\n\nCollegiate\n\nI\n\n)cvrlo|)ment, of the Assoc iation of\n\n.Mumnac— Mrs. Annik Howsk Haki's, chairman.\n\nReports from Various Sections r)f (he .Vationai A.sso( iation for Child-Study.\nVariou.s Authors.\nThe Motor Ability of Children A Preliminary Study. Joii.N A. HANCOCK, Massarhu.setts.\n\nChildren's Love of Nature. — W. A. HoYT, Ma.ssachu5Ctts.\n\n"}
{"page": 652, "printed_page": null, "text": "——\n\n——\n\n—\n\n—\n\nNATIONAL EDUCATIONAL ASSOCIATION\n\n640\n1894\n\n———— — ——————— ————\n\n[Child-Study\n\n—\n\nChildren's Expression thru Drawing.\nM. V. O'Shea, Minnesota.\nReport on Child-Study in Iowa. H. E. Kratz, Iowa.\nReport of the Work in Child-Study in Minnesota. M. V. O'Shea, Minnesota.\nReport of the Committee for New York State on Child-.Study.\nThe Study of Children on the Pacific Coast. Earl Barnes, California.\nThe Study of Children at the University of Cahfornia. Elmer E. Brown, Cali-\n\n—\n\n—\n\nfornia.\n\nReport on Work in Child-Study in Indiana. Wm. L. Bryan, Indiana.\nIs Child-Study Practicable for the Teacher.\nG. T. W. Patrick, Iowa.\nPunishment as Seen by Children. Earl Barnes, California.\nMethod and Scope of Child-Study for Teachers-in-Service. M. V. O'Shea,\nMinnesota.\nChild-Study with the Co-operation of the Parents. C. C. Van Liew, Illinois.\nReport on School Hygiene. Edward M. Hartwell,\nReport on the Ventilation and Heating of Schools. D. F. Lincoln,\n\n—\n\n—\n\n—\n—\n\n1896 Child-Study Up to Date.\n\nSara E. Wiltse, Massachusetts.\nFrancis W. Parker, Illinois.\nMinnesota Child-Study Association. L. H. Galbreath, Minnesota.\nChild-Study in the Tompkins Observation School. Elmer E. Brown, Cahfornia;\n\nWork of the Illinois Society for Child-Study.\n\n—\n\nThomas P. Bailey, California.\nScientific\n\nand\n\nNon-Scientific\n\nMethods\n\nof\n\nChild-Study.\n\nWilliam L. Bryan,\n\nIndiana.\n\nSome of the Methods and Results of Child-Study Work at Clark University.\nG. Stanley Hall, Massachusetts.\n\n—\n\nC. C. Van Liew, Illinois.\nChild-Study a Part of the Teacher's Art.\nYork.\nInterests in Childhood.\nM. V. O'Shea,\nC. B.\nRelation of Child-Study to the Work of a City Superintendent.\n\n—\n\nNew\n\n—\n\nGilbert,\n\nMinnesota.\nWhat Children\n\nWant to Do When They Are Men and Women. Charles H.\nThurber, Illinois.\nThe Result of Child-Study in Country Schools. Anna K. Eggleston, New York.\nSome Musical Phases of Child-Study. Florence Marsh, Michigan.\n1897 Practical Lines of Child-Study for the Average Teacher. G. W. A. Luckey,\n\n—\n\nNebraska.\nThe Bearings of the Laws of Cerebral Development and Modification on ChildStudy.\nReuben Post Halleck, Kentucky.\nThe Psychology of Puberty and Adolescence.- Colin A. Scott, Illinois.\nMental' Differences of School Children. J. A. Hancock, Colorado.\nParents as Child Students. Mary Codding Bourland, Illinois.\nJohn Dewey, Illinois.\nCriticisms Wise and Otherwise on Modern Child-Study.\nA National Society for Child-Study. C. C. Van Liew, Illinois.\n\n—\n\n—\n\n1898 President's Address—The Status of Child-Study.— M. V. O'Shea, Wisconsin.\nSome Cautions to Be Observed in Child-Study. Ossian H. Lang, New York.\nA Year's Study of the Entering Pupils of the Springfield, Massachusetts, High\nSchool.\nFred W. Atkinson, Massachusetts.\nHeredity and Environment A Study in Adolescence. Edgar James Swift,\nWisconsin.\nChild-Study in the Training of Teachers. John G. Thompson, Massachusetts.\nDevelopment of the Social Consciousness of Children. Will S. Monroe, Massa-\n\n—\n\nchusetts.\n\n1899\n\nChild-Study in Normal and Training Schools.\nchusetts.\n\nThe Adolescent at Home and in School.\n\nGertrude Edmund, Massa-\n\n—\n\nE. G. Lancaster, Colorado.\nIsabel Law'RENCE, Minnesota.\nChildren's Interests in Literature.\nA Curriculum of Applied Child-Study for the Kindergarten and the Primary\nSchool.\nFrederic Burk, Cahfornia.\nC. C. Van Liew, California.\nRacial Traits in the Group Activity of Children.\n\n—\n\n1900 Some Difficulties of Child-Study.—Thomas P. Bailey, California.\nMarian Brown, Iowa.\nIs there a Nationality Problem in Our Schools ?\nA Study in Musical Interpretation. H. E. Kratz, Louisana.\n\n—\n\n1902\n\nNew Lines of Attack in Child-Study.\n\nFrederick E. Bolton, Iowa.\nThe Child-Study Department of the Chicago Pubhc Schools.— Angeline Loesch,\nIllinois.\n\n"}
{"page": 653, "printed_page": null, "text": "——\n\n——— — — —— — —\n\n—\n\nDEPARTMENT OF PHYSICAL TRAINING\n\n64\n\n—\nDepartment!\n\n1\n\nWTiat Our Schools Owe to Cliild-Study. Thko. B. Noss, Pennsylvania.\nThe Physiology of Childhood as Applied to Education. R. O. Be.akd, Minnest)ta.\n\n—\n\nHow Far Docs the Modern High Sc hc)ol Fit the Nature and Needs of .Adolescents ?\nReube.v Post Halleck, Kentucky.\n\nA Study Based on the Children of a State.\n\n1903\n\nFari, Bar.nks, Pennsylvania.\nF. E. Spaui.d-\n\nThe Teacher's Practical .Application of the Results of Child-Study.\n\n—\n\nNew Jersey.\n\ni.NC,\n\nHealth and Growth of School Children. William W. Hastings, Massachusetts.\nSchool Hygiene in Its Bearing on Child-Life. Thomas D. Wood, New York.\nA. H. Yoder, WashSe.\\ DitTerentiation in Relation to Secondary Education.\n\n—\n\nington.\n\nThe Percentage of Boys Who Leave the High School and the Reasons Therefor.\nA. C.vswELL Ellis, Te.xas.\n\nHow to Increase the .Attendance of Boys at the High School. — J. K. Stableton,\nIllinois, and Others.\nPsychic .Arrest in .Adolescence.\n\n— G. Stanley Hall, Massachusetts.\n—D. P. MacMillan,\n\nThe Diagnosis of the Capabilities of School Children.\n\n1904\n\nSoinc Laboratory Investigations of Subnormal Children.\n\nIllinois-\n\nMary R. CampbelL'\n\nIllinois.\n\nTo What E.xtent May .Atypical\n\nChildren Be Successfully FMucated in Our Public\nSchools? Maximillian P. E. Groszmanx, New Jersey.\nTypical Child-Study Methods at the St. Louis E.xhibit. Will S. Monroe, Massachusetts.\n\nQuestionnaire Methods of Child-Study. Will Grant Chambers, Minnesota.\nLaIx)ratory Tests as a Means of Child-Study.— Mabel Clare Williams, Iowa.\nThe Contributions of Zoological Psychoh^gy to Child-Study. Linus W. Kline,\nMinnesota.\nUnsolved Problems of Child-Study and the Method of Their Attack. G. Stanley\nHall, Massachusetts.\nMethods of Teaching Child-Study in Normal Schools. .A.nna Buckbee, Pennsyl-\n\n—\n\nvania.\n\n—\n\nRound-Table Conferences Round-Table Conference on Child-Study in Kindergarten and Primary Grades.\nMiss Myra H. Winchester, Texas, chairman.\nRound-Table Conference on Child-Study in Grammar and Secondary Grades.\nCharles W. Waddle, Massachu.setts, and Others.\n1905\n\n—\n\n—\n\n—\n\nReview of Progress in Child-Study. E. G. Lancaster\nMichigan.\nChihl-Study in the University and College. G. Stanley Hall, Ma.ssachu.setts.\nChild-Study in Normal Schools. Frank Webster Smith, Nebraska.\nChilfi-Study in Special Clubs.\nHarriet A. Marsh, Michigan.\n.A Problem for Women's Clubs.\nIsabel Lawrence, Minnesota.\nEducation from the (ienetic Point of View. William H. Burnham, Ma.ssachusetls.\nRelation of the Child's Development to Control f)f Him.\n.Amy F. Tanner, PennPresident's Address\n\n—\n\nsylvania.\n\nStuart H. Rowe, New ^nrk.\n\nThe S( hool and the Child's Physical Develo|)ment.\nNotes on a\n\n[-\"ew\n\nB<M)ks in .Cbild-Sludy.\n\n— Louis N. Wilson, Mas,sachu.setts.\n\nDKI'AKIMF.N r (>F IMINSICAI, iK.MXIXG\nOFFICKRS\ni8q6\n\nni'FFALO. N. Y.\n\n1809\n\n.Mohkis. Clcvcl;inf|, O.\nV,-I're»,, Ko. V. IIkhmanv^, Denver, ('(jId.\nI'rcii..\n\nScr..\n\n.Miss\n\nMUs\n\nK.\n\n.N.\n\nA.\n\nI).\n\nKiwiiKHi.iN.\n\ni8q7\n\nI'rrs.,\n\nDelrciil.\n\nSUch.\n\n,Qoo\n\nMII.WAITKKK.WIS.\n.Miss R. A\n.VfoKRis. Clcvelaml, O.\n\nCambriclRc.\n\nR. Stonkkoad. Washinulon. D. C\n\nCFIARLKSTOV. S.\n\nHnspiliil.\n\nC.\n\nW. O. Kuoiin.\n\nSer., MiH.H\n\nIlospilal,\n\nMahki. L. I'kay. 'I'uledo,\n\nWASHINGTON'. I), r.\nPrcs.. C.\n\nK.\n\nV.-I'rr*..\n\nI'res..\n\n.Miss R. A.\n\nSc<\n\nH\n\nH.\n\n,qoi\n\nKiiiNfiKH. \\Vr<it (\"hcslcr. I'a.\n\nHfiK K.\n\nMohkis. Clcvelaml, ().\nTrenirm.\n\nN.\n\nJ.\n\ninnton.\n\nSec,\n\nIII.\n\nOko. W. Kitz. CamhridKe. Mass.\n\nV.\n\nM. n Hoick Trenlon. N. J.\n\nMas.i.\n\nS<-c.. .\\Iiss\n\nI'res..\n\nv. Wit.Kl.Nso.v, Rmporia. Kanx.\n\nI'\"itz.\n\nW. O. Kroiiv.\n\nDIvTUOIC. MICH\nI'res.. W. O. Kmoiiv. ChiraRo. III.\n\nScr..\n\n1808\n\nGko. W.\n\nV'.l'res..\n\nV.-I're»..\n\nI'rcH.\n\nV.-I're»..J\n\nLOS ANGKI.KS. C.\\L.\n\nIII.\n< ).\n\nMins RKriKccA Stonkhoah. WashI).\n\n('.\n\nMiss Mauki. L. Pray,.ToIc<Io. O\n\n"}
{"page": 654, "printed_page": null, "text": "—— ————————\n\n—\n\nMINNEAPOLIS. MINN.\n\n1905\n\nN. J.\n\nV.-Pres.,\n\nPres., E.\n\nV.-Pres.,\n\n^- ^\n\nH. Arnold, New Haven, Conn.\nRebecca Stoneroad, Washington\n\nSec, G. B. Affleck, Cedar Falls, la.\n\nV.-Pres., Baroness Rose Posse. Boston, Mass.\n\n1906\n\nSec, Miss Alta Wiggins, Buffalo, N. Y.\n\n1907\n\nST.\n\n[Physical\n\nASBURY PARK and OCEAN GROVE,\n\nPres., W.\n\nO. Krohn, Chicago, 111.\nTheodore Toepel, Atlanta, Ga.\nSec, Miss Mabel L. Pray, Toledo, O.\n1903 BOSTON, MASS.\nPres., W. O. Krohn, Chicago, 111.\n\n1904\n\n•\n\nNATIONAL EDUCATIONAL ASSOCIATION\n\n642\n1902\n\n— —— —\n\nLOUIS, MO.\n\nNo Meeting\nLOS ANGELES, CAL.\nPres.,\n\nH. Arnold, New Haven, Conn\nV.-Pres., Miss Rebecca Stoneroad, Washington, D. C.\nSec, Baroness Rose Posse, Boston, Mass.\n\nHerman Arnold, New\n\nE.\n\nHaven,\n\nConn.\n\nPres., E.\n\nV.-Pres., Miss Rebecca Stoneroad, Washington, D. C.\nSec, Miss May G. Long, Mason City, la.\n\nTOPICS\n\n— R. Anna Morris, Ohio.\n—N. D. Kimberlin, Michigan.\n\n1895 The Object of the New Department.\nPhysical Training in Public Schools.\n\nThe New Department. ^Francis W. Parker, Illinois.\nVoice and Body.\nMrs. Gaston Boyd, Canada.\n1896 President's Address The Purpose of the Department and the Status of Physical\n\n—\n\n—\n\n—\n\nTraining.\nR. Anna Morris, Ohio.\nPhysical Deterioration Resulting from School Life;\n\nCause;\n\nRemedy.\n\nKellogg, Michigan.\n\n—\n\nJ.\n\nH.\n\nPhysical Training as a Factor in Character-Building.\nJames L. Hughes, Toronto.\nShould We Have Military Training in the Schools ? D. A. Sargent, Massachusetts.\nThe Nervous Force of the Teacher. Mara L. Pratt, Massachusetts.\n1897 The Appreciation and Development of the Individual.^ R. Anna Morris,\n\n—\n\n—\n\nOhio.\n\nThe Development of\n\nthe\n\nWill thru Physical Training.\n\nIllinois.\n\nDelsarte and His Contribution to Physical Education.\nOhio.\n\nWilliam O. Krohn,\n\n— Mrs. Ann.\\ P. Tucker,\n\nThe German System of Gymnastics.\n\nCarl Kroh, Illinois.\nAaron Gove, Colorado.\nThe Normal Method of Introducing Physical Training. J. M. Green, New Jersey.\nSymposium on Physical Training in the Public Schools. N. D. Kimberlin,\nElementary Principles of School Hygiene.\n\n— —\n\nMichigan.\nPhysical Training in the Colleges.\n\nFred E. Leonard, Ohio.\n1898 The Effect of Exercise on the Vital Organs. Wm. T. Harris, District of Columbia.\nExercise and Vigor.\nHenry Ling Taylor, New York.\nInfluence of School Life on Curvature of the Spine.\nR. Tait McKenzie, McGill\n\n—\n\nUniversity.\n\nPlay in Physical Education.\n\n1899 President's Address\n\n—\n\nGeorge E. Johnson, Massachusetts.\n\n—The Condition and Needs of Physical Education of To-\n\nday.\nG. W. FiTZ, Massachusetts.\nThe Influence of Exercise upon Growth.\n\nFrederic L. Burk, California.\n\nAnthropometric Studies in Nebraska. William W. Hastings, Nebraska.\nPlay Interests of Children. Will S. Monroe, Massachusetts.\nHow May Fatigue in the Schoolroom Be Reduced to a Minimum ? H. E. Kratz,\nIowa.\n\n—\n\n1900\n\nHow Can Advanced Science in the College and University and Nature W^ork in the\nGraded Schools Be Rendered More Mutually Helpful ?\n\nCharles B. Wilson,\n\nMassachusetts.\n\nNature-Study for the Graded Schools.\n\n1901\n\nKatherine E. Dolbear, Massachusetts.\n\n—Physical Training as Corrective of Brain-Disorderliness.^—\nWilliam O. Krohn,\nPhysical Education Legislation —\nNeeds. — Mrs. Frances W. Leiter, Ohio.\n—\nPresident's Address\n\nIllinois.\n\nIts\n\nThe Ethical, Physiological, and\nHans Ballin, Arkansas.\n1902\n\nPresident's\n\nAddress\n\nPsychological Aspect of Physical Training.\n\n— \"Educative\" Physical Education. William O. Krohn,\n\nIlHnois.\n\nRequirements for Physical Education in Our Public Schools.\nIllinois.\n\nHenry Hartung\n\n"}
{"page": 655, "printed_page": null, "text": "———\n\n— —\n\n.\n\n643\n\nPhysical Education and Brain-Building. William O. Krohn, Illinois.\nPlace of Physical Education in the Curriculum\nShould It Bt- Fundamental or\nE. W. Lyttle, New York.\nIncidental ?\nHow to Improve Public-School Gymnastics. Thommas D. Wood, New York.\nTests of the EtTu iency of a Normal School of Gymnastics.\nBaroness Rose\nPosse, Massachusetts.\nPhysical Training for the Mass of Students.\nWilliam G. .\\n'derson, Connectic ut.\n\n—\n\n—\n\n1904\n\n—\n\nDEPARTMEXT OF SCIENCE INSTKUCTIOX\n\nTraining]\n\n1903\n\n—\n\n— —\n\nThe Importance of Walking as a School E.xercise.\n\n— E. Hermann Arnold, Connec-\n\nticut.\n\nThe Objects and Methods of Physical Training in Primary and Grammar Schools\nFrom the Standpoint of the General Teacher. W. W. Chalmers, Ohio.\nThe Objects and Methods of Physical Training in Primary and Grammar Schools—\nFrom the Standpoint of the Physical Training Teacher. William A. Stecher,\n\n—\n\nIndiana.\nObjects and Methods of Physical Training in Normal .Schools.\nG. B. Affleck,\nIowa.\nObjects and Methods of Physical Training in Colleges and Universities. K. H.\nJesse, Missouri.\nObjects and Methods of Physical Training in High Schools From the Standpoint of the Specialist\nMrs. Mary H. Ludlum, Missouri.\nPhysical Training E.xhibits in the Physical Training Department of the Exjxjsition.\n\n—\n\n—\n\n—\n\n—\n\n— Elsa Pohl,\n\nAILssouri.\n\nPhysical Training E.xhibits in the Education Building of the Exposition.\nIda Majvjn, Missouri.\n\n1905\n\n—\n\nMary\n\nPresident's Address\nThe Importance of the School Yard for the Physical WellBeing of School Children. E. H. .\\rn()LD, Connecticut.\n.Some Simple Methods of Recognizing Physical Fitness and I'nfitness of School\nChildren for School \\\\'ork.\nE. .•\\. Kirkpatkick, Massachusetts.\nHow Far Should Physical Training Be Educational and How Far Recreative in\n?\nGrammar Schools\nRebecca Stonero.a.d, District of Columbia.\nHow Far Should Physical Training Be Educational and How Far Recreative in\n?\nHigh Schools\nClarence F. Carroll, New York.\nHow Far Should Physical Training Be Educational and How Far Recreative in\nColleges and Universities ?— Caroline Crawford, New York;\nR. Tait\n\n—\n—\n\nMcKenzie, Pennsvlvania.\n\nDEPARTME.Vr OF SCIENCE IXSTRrCTlON\nOFKICKR.S\n1806\n\nHUKFALO,\n\nN. Y.\nPres., Chas. K. Bessrv, Lincoln. NVb.\nV.-Pres.. \\V. S.\n\n1902\n\nJackman, Knglcwoofl. 111.\n\nPalmkr, Boulder. Colo.\n\nH. TuTTi-E. Ch.-irlottesvillc. Va.\nSec. Tbwk.n Leviston. Omaha. Neb.\n1898 WASMI.NOTON. D. C.\nPrcs., P. C. FkF.KR. Ann Arlmr. Miih.\nV.-Pres., C. N. Cobb, Albany, N. Y.\nSec. C. J. Ling, Denver, 0)l(i.\n1899 LOS a\\(;i:li:s. cal.\nPres., CiiAKt.Ks N. CoBn. Albany, N. Y.\nTuTTLF., Cli.irlollesville, Va\nSec, ClIAKI.KS J. Li.vo, Denver, Colo,\nV.-Pres., A.\n\nII.\n\n1903\n\nW. Hall. Minneapolis. Minn.\nW. A. EisKK, Kichmond. Ind.\nSee, Frank M. Gili.ky, Chelsea, Mass.\n1904 ST. LOUIS, MO.\nPres., W. A. FisKK, Richmond, Ind.\nV.-Prcs.,\nFrank M. CiIllky, Cliolsra,\nMass,\n5?cc, A. S, Pkarsf., Omaha,\n\n1905\n\nW.Mfi.-ld\n\nlooi\n\nASBIJRY PARK and\n\nW. Dabnk.v,\n\nKnoxville, Tenn.\nH. Wilson,\n\nCiiari.ks\n\nM.iiw.\n\nUKTRCJir. .MICH.\nPres.. N. A Harvky\n\nFrank\n\n(•\n\nH\n\nClii. iijo. III.\n\nM.\n\nC.iilky,\n\nChelsea,\n\nMass.\n\nClkuknt, Albany, N. Y.\n\nSec. 11. A. Sf.ntf.u. Omaha, Neb.\n\n1906\n1907\n\nNo meelinK\n\nLOS ANCKLES.CAL.\nH. A. Skntkr, Omaha, Neb.\nNcwtonvillc,\n0.\nPalmkr,\nI.\nMass.\nSec, K. R. Whitney, Dinghamlon, N. Y,\nPres.,\n\nWilson. WrsKield. Mus-i.\nSec. CiiARLFJi .\\. Cobb, Albany, N. V.\nV.-Pres.,\n\nNeb.\n\nOCEAN (;Rc)VI;.\n\nN.J.\nPres.,\n\nCal.\n\nTreas.,\n\nWinona\n\nBOSTON. M.'VSS.\n\nV.-Pres., A. (;.\n\nand\n\nLkhnerts,\n\nV.-Prcs.,\n\nM. KiriiARDSON, Stanford Ifniv.,\n\nV.-Pre«.. C.\n\nSec.\n\nM.\n\nPrcs., C.\n\nCIIARLKSTON. S. C.\nI'rrs.. (;.\n\nEdward\n\nMinn.\n\nV.-Prcs.. A.\n\nlooo\n\nSec,\n\nMILWAUKKK. WIS.\nPrcs.. CiiAki.KS S.\n\nW. H. Norton, Mt. Vernon, la.\n\nV.-Prcs.. vacant\n\nSec, CllAS. S. Palmfr, Boulder, (\"olo.\n\n1897\n\nMINNEAPOLIS, MINN.\nPrcs.,\n\nV.-Pres..\n\n"}
{"page": 656, "printed_page": null, "text": "————————— ———\n\n—\n\n1\n\n— ———— ——\n\n—\n\n644\n\nNATIONAL EDUCATIONAL ASSOCIATION\n\n1896\n\nCharles E. Bessey, Nebraska.\nThe Humanistic Element in Science. Henry S. Carhart, Michigan.\nThe Teaching of Beginning Chemistry. Paul C. Freer, Michigan.\n\n[Science\n\nTOPICS\nPresident's Address\n\n—Science and Culture.\n\nSimon H. Gage, New York.\n\nZoology as a Factor in Mental Culture.\n\n1897\n\nPresident's Address\n\n—The Preparatory Natural Science Curriculum.\n\nSkeele Palmer, Colorado.\nPhysical Geography in Secondary Schools.\n\nCharles\n\nx\\lbert Perry Brigham, Colgate\n\nCollege.\n\n—\n\nLaboratory Work in Elementary Physiography. R. H. Cornish, Illinois.\nThe Microscope in the Public Schools. W. H. Skinner, Nebraska.\nPhysics as a Requirement for Admission to College.\nEdwin H. Hall, Massa-\n\n—\n\nchusetts.\n\nThe Value of Chemistry as Part of a School or College Course.\nSmith, Illinois.\nZoology in the High-School Curriculum.\n\nAlexander\n\nHenry Baldwin Ward, Nebraska.\n\n—\n\n1898 The Teaching of Biology in the High School. W. P. Hay, District of Columbia.\nMemorandum concerning Report of Committee of Sixty.\nReport of Subcommittee on Outline of Elementary Chemistry. Alexander\nSmith, Illinois.\nReport of the Subcommittee on Botany in Secondary Schools. John M. Coulter,\nIllinois.\n\n—\n\nB. D. Halsted, New Jersey.\nPreliminary Report of the Subcommittee on Physical Geography.\nBrigham, New York.\n\nThe Leaf a Light^Related Organ.\n\n1899\n\nPresident's\n\nAddress\n\n—Thirty Years' Progress\n\nin\n\nScience\n\nAlbert Perry\n\nTeaching.\n\nNewell Cobb, New York.\n\nCharles\n\n—\n\nThe Relation of Physics to Other Subjects in the High-School Curriculum. S. P.\nMeads, CaHfornia.\nThe Pedagogical Content of Zoology. N. A. Harvey, Wisconsin.\nScience in the High School.\nGeorge Mann Richardson, California.\n1900 How Can Advanced Science in the College and University and Nature-Work in\nthe Graded Schools Be Rendered More Mutually Helpful ?\nCharles B.\n\n—\n\nWilson, Massachusetts.\n\nKatherine E. Dolbear, Massachusetts.\n\nNature-Study for the Graded Schools.\n1\n\n90\n\n—\n\nPresident's Address\nA Plea for the Study of Educational Philosophy by Teachers\nof Science.\nN. A. Harvey, IlHnois.\nWhat the Teacher of Science Can Do to Make the Teaching of Science in Second-\n\n—\n\n—\n\nary Schools More Popular.\nW. S. Blatchley, Indiana.\nAgriculture as a Science for the Elementary Schools.\nJoseph Carter, Illinois.\nThe Status of Science Instruction in the State of New York. S. Dwight Arms,\n\n—\n\nNew York.\nThe Relation of Physical Geography to Geology.\n\nWilliam Harmon Norton\n\nIowa.\n\n1902\n\n—\n\nThe Teaching of Science. William Harmon Norton, Iowa.\nThe Educational Value of Museums. Oliver Cummings Farrington, Illinois.\nThe Projection Microscope Its Possibilities and Value in Teaching Biology.\nAaron H. Cole, Illinois.\nHigh-School Instruction in Physics. F. M. Gilley, Massachusetts.\nPresident's .\\ddress\n\n—\n\n—\n\n—\n—\n\nJ. A. Merrill, Wisconsin.\n1903 Practical Methods of Teaching Geology. N. S. Shaler, Massachusetts.\nThe Proper Scope of Geological Teaching in the High School and Academy.\n\nPhysiography in the Secondary Schools.\n\nWilliam North Rice,\n\nConnecticut.\n\n—\n—\n\nOut-of-Door Class Work in Geography. F. P. Gulliver, Massachusetts.\nThe Teaching of Biology in High Schools. A. S. Pearse, Nebraska.\nA New Method of Teaching Physiology. William Townsend Porter, Massachusetts.\n\nJames E. Peabody, New York.\nand Its Relation to Work Preparatory to It. Ira Remsen,\n\nLaboratory Work in High-School Physiology.\nCollege Chemistry,\n\nMaryland.\nHigh-School Chemistry in Its Relation to the Work of a College Course.\nPhillips Williams, Massachusetts.\nDiscussions of High-School Chemistry, by Various Authors.\n\nRufus\n\n"}
{"page": 657, "printed_page": null, "text": "———— — ——\n\n—— — — —\n\n——\n\n—\n\nDEPARTMENT OF SCHOOL ADMINISTRATION\n\nDcixirtment]\n\n645\n\n1903\n\nPhysics for the Boys and Girls: An Introductory Course. John C. Packard,\nSlassachusctts.\nPhysics in the Secondary School.\nIrving O. Palmer, Massachusetts.\nThe High-School Phase of Physics Teaching: Aims and Methods. George R.\nTwiss, Ohio.\nA Course on Physics for Technical High Schools. Charles F. Warner, Massa-\n\n1904\n\nComparative Study of the Methods of Science Instruction of the Various Countries\nas Shown by Their Exhibits.\nW. J. S. Bryax, Missouri.\nThe Nature and Educatii)nal \\'aluc of the Scientific Exhibits of High Schools and\n\nchusetts.\n.\\\n\n—\n\nColleges of the United States.\n\nGeorge Pl.\\tt Kxox, Missouri.\n\nApplied Geography, Illustrated from the Louisiana Purchase. Arthur G. Clement, New York.\nThe Microscope in the Biological Laboratory of the High School. John F. Thompson, Indiana.\n\nThe Subject-Mattcr of High-School Physics. Arthur L. Foley, Indiana.\nThe \\'alue of Chemistry in Secondary Education. William M. Blanchard,\nIndiana.\n\nThe Teaching of the Scientific Method.\n\n—\n\nS. A. Forbes, Illinois.\nNature-Study as an Aid to Advanced Work in Science. E. R. \\\\hitney,\nYork.\n\nPresident's Address\n\n1905\n\n—Needs\n\n—\n\nin Science In.struction in\n\nNew\n\nFrank\n\nSecondary Schools.\n\nM. GiLLEY, Massachusetts.\nCorrelation of Mathematics and Science.\nScience Teaching in I^lementary Schools.\n\nClarence E. Comstock, IlHnois.\n\nHugo Newman, New York.\n\nSome of the Common Insects, and How the Children Can Study Them.\n\nJohn B.\n\nSmith, New Jersey.\nTeaching Biology from Living Plants and Animals with a Projection Microscope.\n.\\aron Hodgman Cole, Illinois.\nReport of Department Committee on Physics Courses. Frank M. Gilley,\nMassachusetts, chairman.\n\nDEPARTMENT OF SCHOOL ADMINISTRATION\n01 FICERS\n1896\n\nHITKALO, N. Y.\n\nigo2\n\nnKOROE R. Fowler.\n\nBoston. M.iss.\nv. -Pros., D. R. Cameron. Chicago. II!.\nSec. J. B. MoRETON. Salt Lake City, Utah.\nPros..\n\nMIL\\V.'\\UKF,E. WIS.\nPrcs.. H. L. Getz, Marshalltown, la.\nV.-Pres.. L. A. Sater. Syracuse. N. Y.\nSec, William G. Bruce, Milwaukee, Wis.\n1898 WASHINGTON, D. C.\nPrcs.. John F. Brandecee, Utica, N. Y.\nV.-Prts.. K. Chkkerino, Oil City, Pa.\nStc. Wh.iiam G. Brike, Milwaukee, Wis.\n\nLOS ANGF.LES. C.AL.\n•\nPns.. E. F. BKAnT. isphcmin({. Mich.\nPros.. C. B. Hcbbell. .New York. N. Y.\nSec, Wn.LiAM G. BRUfE, Milwaukee. Wis.\n\n1903\n\nBahthkll. Nashville, Tcnn.\nV.-I'rcs.. T. .M. Gaknkv, S)TaruKe, N. Y.\nSec. William G. Britk. Milwaukee, Wis.\n\nPros.. Harlan- P. French, .Mb.iny, N. Y.\nF. Force. Minnc.-ipolis. Minn.\n^\"c- William G. Brcce, Milwaukee. Wis.\n\n1904\n\n.\n\n1:1.11s.\n\nLOUIS, MO.\n\nF. Hunsicker, Reading, Pa.\nG. D. Ccshinc, Boston. Ma.ss.\nSec, William G. Briu-k. Milwaukee, Wis,\n\nB.\n\nV.-Pres.,\n\n1905\n\nOCEAN GROVE,\n\n.\\SBURY PARK and\nN. J.\nPres., B. F.\n\nHcnskkkr. Reading, Pa.\n\nV.-Pres.. G. I). Ci'shinc Boston, Mass.\nSec, William G. Bruck, Milwaukee, Wis.\n\nE.\n\nW S.\n\n-ST.\n\nPrcs.,\n\n1906\n1907\n\nDKTROII\". MICH.\nI'rcs\n\n^c, William G. Bruce, Milwaukee. Wis.\nBOSTON. MASS.\nV.-Prcs., J.\n\n-\n\nCH.ARLESTON. S. C.\nPres., E.\n\nPkres, Memphis. Tcnn.\nJosephine A. Goss, Grand\n\nII.\n\nRapids, Mich.\n\n\\'\n\n1900\n\nIsraki,\n\nV.-Prcs.. Mrs.\n\n1807\n\n1899\n\nMINNEAPOLIS. MINN.\nPres..\n\nNo meeting\n\nLOS ANGELES. CAL.\nPres.. B. V.\n\nAnilerson. Ind\n\nV.-I'res..\n\nV. Pros., Israel H. Pkhe-s, .Memphis, Tcnn.\n\nSec, William G. Bruck, Milwaukee, Wii.\n\nSec.\n\nHuNSIfKKR, Reading, Pa.\n\nG.\n\nI).\n\nWilliam\n\nBm\n\nMass.\nMilwaukir.\n\nBoston.\n\nCt'siiisi;.\n\nG.\n\nc\n\nk\n\nWis.\n\n7V)/7C.S'\n1896\n\nThe S( honl Hoard Convrntion Idea. Wii i.iam Geurce Bruck, Wi.scon.sin.\nK. I. Vkagek, Mis.souri.\nS(h(Mil Hoards, What anri Why?\nThe Relation of a Hoarrl to lis SuiH-rintendjnl. Wli lAM S. M.\\( K, Illinois.\ni\n\nShall Teai hers He Pen.sioned ?\n\nJoiiN E. Clakk, Michigan.\n\n"}
{"page": 658, "printed_page": null, "text": "—\n\n— ———— —\n\n—\n\n—\n\n—\n\nNATIONAL EDUCATIONAL ASSOCIATION\n\n646\n\n—\n—\n\n[School\n\n1897 Hints on School Administration. H. L. Getz, Iowa.\nReform in School Administration. J. W. Errant, Illinois.\nMrs. Alice Bradford Wiles, Illinois.\nRelation of the School Board to the People.\nThe True Function of the Public School. R. E. Sears, Iowa.\nA Comparison of Methods in Operation. T. H.\nSelection of School Boards\nWatkins, Kentucky.\nSchoolhouse Construction The Important Ends to Be Attained in the Planning\nand Building of Schoolhouses. A. H. Kirchner, Missouri.\n1898 What Kind of Centralization, if Any, Will Strengthen our Local School System ?\nHarvey H. Hubbert, Pennsylvania.\nManual Training Its Purpose and Value. Job Barnard, District of Columbia.\nThe Tenure of Office of the Teachers.—'B. W. Wright, Michigan.\nThe Professional and Non-Professional Bodies in Our School System, and the\nProper Function of Each. A. Lawrence Lowell, Massachusetts.\n1899 Employment and Dismissal of Teachers. Eric Edward Rosling, Washington.\nQuo Vadis, School Board ? William George Bruce, Wisconsin.\nThe School Board and the Public Press. Ella J. Fifield, Washington.\n1900 Schoolhouse Architecture.— C. H. Parsons, Iowa.\nSchool Administration Problems in the South. Israel H. Peres, Tennessee.\nThe Relations of the School Board and the Teachers. W. A. Hunt, Minnesota.\n\n—\n\n—\n\n—\n—\n\n—\n\n—\n\n—\n\n—\n\n—\n\n—\n\n1901\n\nSchool-Board Organization. W. S. Ellis, Indiana.\nThe CentraHzation of Rural Schools.— Lewis D. Bonebrake, Ohio.\nSchoolroom Temperature and Humidity.- William George Bruce, Wisconsin.\nRelation of State Legislation to Modern School Building.— C. H. Parsons, Iowa.\nThe Value of Truant Schools. Mrs. Josephine Ahnefeldt Goss, Michigan.\nWhat Constitutes an Efficient Superintendent ? Israel H. Peres, Tennessee.\n\n—\n\nIsrael H. Peres, Tennessee.\nProgress in Consolidation of Rural Schools. J. W. Olson, Minnesota.\n\n1902 President's Address.\n1903\n\n—\n—Number of Members, Terms of Service, and Mode of Selection.\nCalvin W. Edwards, New York, and Others.\nSchool Boards—Their Functions: Legislative, Executive, and Judicial. —B. F.\nSchool Boards\n\nHunsicker, Pennsylvania.\n\nNew Departures in School Administration.\n\nCharles Holden, Michigan.\nConsoHdation of Rural Schools.—William K. Fowler, Nebraska, and Others.\n1904 Retrospective and Prospective School Administrations. B. F. Hunsicker, Penn-\n\n—\n\nsylvania.\n\nWilliam B. Ittner, Missouri.\nLessons in School Administration to Be Gained at the Fair. Calvin\n\nThe School Architecture of St. Louis.\n\nM. Wood-\n\nward, Missouri.\n1905\n\nRecent Progress in School Administration. Wm. George Bruce, Wisconsin.\nShall the State Regulate Teachers' Salaries ?— Frank H. Sommer, New Jersey.\nRecent Progress in School Architecture. Seymour Davis, Pennsylvania.\nNeeded Legislation in School Architecture. C. B. J. Snyder, New York.\n\n—\n\nLIBRARY DEPARTMENT\nOFFICERS\n1897\n\nMILWAUKEE, WIS.\n\nW. Va.\n\nMary Eileen Ahern, Chicago, 111.\nL.\n\n1902\n\nV.-Pres.,\n\nD. Harvey, Milwaukee, Wis.\nH. Van Sickle. Denver, Colo.\nSec, Myrtilla Avery, Albany, N. Y.\nL.\n\n1903\n\nV.-Pres., J.\n\nV.-Pres.,\n\nSec,\n\nCHARLESTON, S. C.\nWilliams, Glens Falls. N. Y.\nV.-Pres., Mrs. Harriet Child Wadleigh,\nLos Angeles. Cal.\nPres.,\n\nSec,\n\nS.\n\nMary Eileen Ahern, Chicago, 111.\n\nR.\n\nP.\n\nHalleck,\n\nLouisville,\n\nKy.\n\nMary Eileen Ahern, Chicago, 111.\nBOSTON, MASS.\nPres., J. H. Canfield, New York, N. Y.\nSec,\n\nLOS ANGELES, CAL.\nPres.,\n\nMary Eileen Ahern, Chicago, III.\nMINNEAPOLIS, MINN.\nPres., J. H. Canfield, New York. N. Y.\nSec,\n\nWASHINGTON, D. C.\nD. Harvey, Milwaukee, Wis.\nV.-Pres., J. H. Van Sickle. Denver, Colo.\nSec, MYRTn,LA Avery, Albany, N. Y.\n\n1900\n\nRobert C. Metcalf, Boston, Mas;?.\nH. Raymond, Morgantown,\nJ.\n\nPres.,\n\nV.-Pre.s.,\n\nPres.,\n\n1899\n\nDETROIT, MICH.\n\nV.-Pres., J. H. Van Sickle, Denver, Colo.\n\nSec,\n\n1898\n\niQoi\n\nPres., Melvil Dewky. Albany. N. V.\n\n1904\n\nR. P.\n\nHalleck,\n\nLouisville,\n\nMary Eileen Ahern,\n\nChicago,\n\nKy.\n111.\n\nST. LOUIS, MO.\nPres., N. C. Schaeffer, Harrisburg, Pa.\nV.-Pres., R. P. Halleck, Louisville, Ky.\nSec, Mary Eileen .\\hern, Chicago, III.\n\n"}
{"page": 659, "printed_page": null, "text": "——\n\n1\n\n——— —— — —\n\nASBURY PARK A>ro OCEAN GROVP:, X.J.\nPres.. C. P. C.\\RY,\n\n—\n\n—\n\n647\n\nLOS ANGELES, CAL.\n\n1907\n\nMadison. Wis.\n\nJ. N. Wilkinson, Emporia, Kans.\nE. W. Gaill.^rd, New York,\nN. Y.\nSec, Gr.ace S.^lisbury. Whitewater, Wis\n\nPres.,\n\nV.-Prcs.. J. N. Wilkinson, Emporia. Kans.\n\n1006\n\n— ——\n\nLIBRARY DEPARTMENT\n\nAdministration]\n\n1905\n\n———\n\nV.-Pres.,\n\nSec, M.\\RY En.EEN Ahern, Chicago, Hi.\nN'.> meeting\n\nTOPICS\n1897\n\n—\n\nChildren and Literature. J. H. Van Sickle, Colorado.\nThe Training of Teachers so That They May Co-operate with Librarians. M.\\E\nE. ScHREiBER, Wisconsin.\nSome Observations on Children's Reading. Royal W. Bullock, Colorado.\nRoom Libraries. Millicent Kaltexb.vch, Colorado.\nThe Moral and Literary Responsibility of Librarians in Selecting Books for a\nPublic Library.\nRichard Jones, New York.\nHow to Make Sure of Good Books in Our Libraries. W. R. Eastman,\nNew York.\nThe Relation of the Library to Art Education in the Schools. Wm. H. Smiley,\nColorado.\n\n—\n\n—\n\n1898 The Use of the School Library.\n\nRichard Hardy, Michigan.\nConnection between Libraries and Schools. S. S. Greene, Massachusetts.\nChoice of Reading for the Early Adolescent Years. Susan F. Chase, New York.\nReport of Committee on Lists of Books for Reading and Reference in the Lower\nGrades of Public Schools. F. A. Hutchins, chairman.\nReading Lists for Public Schools How Prepared, How Used Effectively.\nSherm.\\n Willi.\\ms, New York.\n\n—\n\n—\n\n—\n\n1899 The Function of School Superintendents in Procuring Libraries and Their Pnii)er\n\nAlfred Bayliss, Illinois.\n\nUse in the Public Schools.\n.School\n\nReading thru the Public Library.\n\n— ^L\\RY L. Jones, California.\n\nHow to .\\ctjuire a Taste for (jood Reading.\nThe Use of the Library.\n\nElizabeth Skinner, Colorado.\n\n— C. C. Young, California.\n\nMae E. Schreiber, Wisconsin.\n\n1900\n\nHow to Direct Children in Their Reading.\n\n90\n\nThe Greater School; or, the School Plus the Library Greater than Either.\nH. L. Elmendorf, New York.\nThe Free Traveling Library: An Aid to Education and a Factor in the National\nLife.\nMrs. Eugene B. Heard, Georgia.\nPresident's Address\nThe Library Movement What It Means and What It\n\n—\n\n1\n\nShould Include.\n\n—\n—\n— R. C. Metcalf, Massachusetts.\n\nPublic Libraries and the Public Schools.\n\nJames H. Canfield, New York.\n\nWhat the Normal Schools Can Do for Teachers on the Library Side. Irene\nWarren, Illinois.\nThe A B C of Reference Work. W. I. Fletcher, Massachusetts.\nHow Shall Children Be Led to Imvq Good Books? Isabel Lawrence,\n\n—\n\nMinnesota.\n\nThe Place of the Library in Education. Melvil Dewey, New York.\nThe Library and the .School as Co-ordinate Forces in I'^ducation. Livingstone\nMcCartney, Kentucky.\n1902 The Library as an Educator. W. A. Millis, Indiana.\nLibraries and Sihools: A Two-Faced Prol)lem.^EMMA J. Fordyce, Iowa,\n\n—\n\n(ireeting from the .Xmeric an Lil)rary Association.\n\n.\\ni)ERSon H. Hopkins, Illinois.\n\nWhat the School May Proiurly Demand of the Lil)rary. — J. M. Greenwood,\nMi.ssouri.\nSchcK)l Libraries in the\n\n1903\n\nAgnes Robertson, Iowa.\nAlfred Bayliss, Illinois.\nPublic Schools.— Elkctka Collins Doren, Ohio.\n\nRural Dislric t.s.\n\nSome Cci-o|)eralivc Suggestions.\n\nPublic -Lil)rary Work for\nThe- l'ul)iic Library anci the Public School.— CllARl.ES B. (ill.HEKT, Now York,\nC. G. Leland, New ^'ork.\n'i'hc Mission cif the Cla.ss Library.\nIs the Public Library a Promjituary fcjr the Public Schools?— N. D. C. Hodges,\n\n—\n\nOhio.\n\nThe Library as an Adjunct to the Seccmclary Sc hool.- E. O. Holland, Kentucky.\nSome Library Ex|KTiments in Nel)raska. -Clara B. Mason. Nebraska.\nLibrary In.struction in the Normal School. —William M. Hkett, Ohio, and\nOthers.\n\n"}
{"page": 660, "printed_page": null, "text": "— ———\n\n—\n\n—\n\n— ——\n\n—\n\nNATIONAL EDUCATIONAL ASSOCIATION\n\n648\n\n[Special\n\n1904 Library Work in Normal Schools. Theodore N. Noss, Pennsylvania.\nThe Duty of the Normal Sc^iool in Relation to District School Libraries.\nN. Wilkinson, Kansas.\n\nJ.\\sper\n\nClarence E. Meleney, New\n\nThe Place of the Library in School Instruction.\nYork.\n\n1905\n\n—\n\nand Library Privileges for Villages and Rural Communities. C. P.\nCary, Wisconsin.\nMethods of Instruction in the Use of High-School Libraries. Florence M.\nHopkins, Michigan.\nHow to Make the Library Useful to High-School Pupils. Robert H. Wright,\nMaryland.\nWhat Children Do Read and What They Ought to Read.— G. Stanley Hall,\nLibraries\n\nMassachusetts.\n\nPercival\n\nThe Value and Place of Fairy Stories in the Education of Children.\nChubb, New York.\n\nTHE DEPARTMENT OF SPECIAL EDUCATION\nThis department was organized at the meeting in Milwaukee, Wis., in 1897, as the\nDepartment for the Education of the Deaf, Blind, and Feeble-minded. This title was\nnot entirely satisfactory to those who were instrumental in organizing the department,\nsince the petition had suggested the name, Department for the Education of Classes\nThe Department was, therefore, more\nRecjuiring Special Methods of Instruction.\ncommonly known as Department Sixteen, that being the number of the department in\nthe order of organization.\n\nAt the Minneapolis meeting in 1902, on the application of the department thru its\nGraham Bell, the Board of Directors voted unanimously to\n\npresident Dr. Alexander\n\nchange the name to the Department of Special Education.\n\nOFFICERS\n1898\n\nWASHINGTON, D.\nPres..\n\nJ.\n\nV.-Pres.,\n\n1902\n\nC.\n\ni8q9\n\nSec, E. A. Gruver,\n\n1903\n\n111.\n\n(Special Education)\n\nC. Gordon, Jacksonville, 111.\nV.-Pres., Deaf, Mrs. Jennie B. HoLDEN, San\nFrancisco, Cal.\nV-P., Blind, F. H. Hall, Jacksonville, 111.\nV.-P., Deaf, A. E. Osborne, Glen Ellen,\n\nPres.,\n\nJ.\n\n1Q04\n\nPres., J.\n\nW. Jones, Columbus, O.\nF. W. Booth, Philadelphia,\n\nPa.\nSec, Elizabeth VanAdestine, Detroit, Mich.\nV.-Pres.,\n\nC.\n\nWarring Wilkinson, Berkeley, Cal.\n\nV.-P., Deaf,\n\n1905\n\nASBURY PARK and OCEAN GROVE,\nN. J.\n\nMary McCowen, Chicago, 111.\n\nV.-P., Blind, E. E. Allen, Overbrook. Pa.\n\nPres., Miss M. Bancroft, Haddonfield. N. J.\n\nV.-P.. Deaf, Margaret\ndonfield. N. J.\n\nV.-Pres., J.\n\nSec,\n\n1901\n\nSec, Sarah Fuller, Boston, Mass.\nST. LOUIS, MO.\n(Special)\n\nCal.\n\nPres.,\n\nEdward E. Allen, Overbrook, Pa.\nMary McCowen, Chicago, 111.\n\nV.-Pres.,\n\nSec, Mary McCowen, Chicago, 111.\n\nCHARLESTOWN, S.\n\nNew York, N. Y.\n\nBOSTON, MASS.\n\nLOS ANGELES, CAL.\nPres.,\n\n1900\n\nG. Bell. Washington, D. C.\n\nV.-Pres., Edward E. Allen, Overbrook, Pa.\n\nand Treas., Mary McCowen, Chicago,\n\nSec.\n\nMINNEAPOLIS. MINN.\nPres.. A.\n\nGordon, Washington, D. C.\nSarah Fuller, Boston, Mass.\nC.\n\nEdward\n\nBancroft, Had-\n\nDETROIT, MICH.\nPres., Mary McCowen. Chicago, 111.\nV.-Pres., E. R. Johnstone, Vineland,\n\nH. Freeman, Jacksonville,\n\n111.\n\nSec, Anna E. Schaffer, Madison, Wis.\n\nA. Fay, Washington. D. C.\n\n1906\n1907\n\nNo Meeting\n\nLOS ANGELES, CAL.\nPres.,\n\nN. J.\n\nSec, E. A. Gruver, New York, N. Y.\n\nAnna E. Schaffer, Madison, Wis.\n\nV.-Pres.,\n\nS.\n\nM. Green,\n\nSt.\n\nLouis,\n\nMo.\n\nSec, E. R. Johnstone, Vineland, N. J.\n\nTOPICS\nMary S. Garrett, Pennsylvania.\nFrank H. Hall, IlHnois.\nPedagogical Lessons from a Study of the Blind.\nThe Relation of the Deaf to the Hearing World. Isaac Gardner, Arkansas.\nThe Trend in the Training of Backward and Mentally Deficient Children.\n\n1898 The Duty of the Hour to Young Deaf Children.\n\nMargaret Bancroft, New Jersey.\nThe Relation of Language Teaching to Mental Develoj)ment.\nPennsylvania.\n\n—\n\nS.\n\nG. Davidson,\n\n"}
{"page": 661, "printed_page": null, "text": "—\n\n—\n\n———— —— — —— —\n\n— ——\n\nDEPARTMENT OF SPECIAL EDUCATION\n\nEducation]\n\n1898\n\n—\n\nThe How and the Why, of the Training of Feeble-minded\nW. Barr, Pennsylvania.\n\n——\n\n649\n\nMartin\n\nChildren.\n\nBrain-Building and Mind-Building, with Special Reference to Sense-training of\nthe Eye and Ear, and Teaching Mentally Defective Children.\nElmer Gates,\n\nMaryland.\n\nThe Wisconsin Public Day Schools for the Deaf. Robert C. Spencer, Wisconsin.\nProgress in the Training of Deaf Children. Alexander Graham Bell, District\nof Columbia.\nI\n\n8q9 Time .\\llowed for the Public Schooling of Deaf as Compared with Hearing Children,\nand How to Make the Most of It. Charles S. Perry, California.\nThe Imix)rtance of Right Beginning. Helen Taylor, California.\n-Ml Along the Line.\nMrs. K.\\therine T. Bingham, California.\nIn What Respects Should the Education and Training of the Blind Differ from\nthe Education and Training of Normal Pupils ?\nWarring Wilkinson,\n\n—\n\nCalifornia.\n\n1900 The Growth and Development of Southern Schools for tlie Deaf.\n\n—\n\nJ.\n\nR. Dobyns,\n\nMississippi.\nThe State of the Case. Mary S. Garrett, Pennsylvania.\nChanges of Method in the Pennsylvania Institution for the Deaf and Dumb.\nA. L. E. Crouter, Pennsylvania.\nStatistics of Speech-Teaching in Schools for the Deaf in the U. S.\nFrank W^\n\nBooth, Pennsylvania.\n\nThe Higher Edui ation of the Blind. John E. Swearingen, South Carolina.\nThe Claims of the Feeble-minded. Margaret Bancroft, New Jersey.\n\nOn the Training of the Feeble-minded.\n1\n\n90 1\n\n—E. R. Johnstone, New Jersey.\n—\n\nThe Law and the Day School for the Deaf. S. W^esselius, Michigan.\nThe State in Its Relation to the Defective Child. Francis Burke Brandt,\nPenn.sylvania.\n\nSome Results of Hearing Tests of Chicago School Children.\n\n—D. P. MacMili.an,\n\nIllinois.\n\nThe Public School as a Social Center.\n1902\n\n^\n\nCora Stanton Brown, Indiana.\n\n—\n\nPresident's Address\nEducation of Special Classes. Alexander Graham Bell,\nDistrict of Columbia.\nResponse to the Address of Welcome at the Opening Sessicjn. \\\\'. T. Harris,\nDistrict of Columbia.\nLessons to Ije Learned by the General Teacher from Teaching Language to the\n\n—\n\nDeaf.\nI'. W. Booth, Pennsylvania.\nWhat Is Minnesota Doing for Her Deaf Children?\n\nN. Tate, Minnesota.\n——B. P. Chapple, Minnesota.\nMinnesota Doing for Her Feeble-minded and Epileptics. — A. C. Rogers,\nJ.\n\nWTiat Is Minnesota Doing for Her Blind Children ?\n\nWhas Is\n\nMinnesota.\nSchools for the Deaf in America Compared with Tlmsc\n\nin\n\nItaly.- G.\n\nFkkkkri,\n\nItaly.\n\nThe Organization rjf ,\\.sso( iationsof Parents of Deaf Children as an Aiil to Schools.\nMrs. IIelev M. Heffeka.v, Illinois,\nNecc.s.sary Evils.\nJames J. Dow, Minnesota.\n1903\n\n1904\n\nInfluence of the .Study of the Unusual Child upon the Tea( hing of the Usual.Frank H. Hall, Illinois, and Others.\nShould the S(oj>e of the Public-School .System Be Broadened s<) as to Take in .Ml\nChildren of Capable Education ?— If So, IIcjw Should This Be Done? -Mary\nC. Greene, England.\nHow Can the Term \"C'haritable\" Be Justly .\\pplied to the Edu( alion of Any\nf'hildren ? —Edward Allen Fay,\nDistrict of Columbia.\nWhat Tea< hers Need to Know al)out Sense Defects and Im|Kilinunls. Clakence\nJohn Blake, Ma.s.sa( husetts, and Others.\n\n[dM s, )liio.\nPresidential Address — The E<Iu« ation <if Spec iai Classes.\nJ. W\nWhat Teac hers May Ix-arn from the Mod«-l School for the Deaf and Hlind, and\nTheir Exhibits. -S. M. Green, Missouri.\n.\n\n(\n\nHearing in Relation to Education. O.scah Chkisman, Ohio.\nCommittee on Statistics (»f Defective Sight ancl Hearing of Public\nSchool Children.\nF. W. Mooth, chairman.\nThe Chicago Hospital Sc hool for Nervous antl Delicate Children- Its Educational\nancl Scientific Methods.- -Mary R. Camimiiii, Illinois.\n.Sight an«i\n\nRepf»rt of the\n\n"}
{"page": 662, "printed_page": null, "text": "—— —— ———\n\n—\n\n— —\n\n——\n\n.\n\nNATIONAL EDUCATIONAL ASSOCIATION\n\n650\n\n—\n\n1905 President's Address Scientific Methods\nMargaret Bancroft, New Jersey.\n\nin\n\nEducation\n\nof\n\n[Indian\n\nSpecial\n\nClasses.—\n\n—\n\nThe Physical Betterment of the Mentally Deficient. J. H. McKee, Pennsylvania.\nConcerning Our Limitations in Educating Mentally Deficient Children. Mary\nE. PoGUE, Wisconsin.\n\nWhat Has Been Done with One Deaf Child in His Own Home.- Anna C. ReinHARDT, Pennsylvania.\n\n—\n\nE. R. Johnstone, New Jersey.\nExtracts from a Recent Investigation in Sociology.\nMaryR. Campbell, Maryland.\nAll Crime Is Disease.\nArthur B. Linsley, Pennsylvania.\n\nThe Schools for the Feeble-minded.\n\nDEPARTMENT OF INDIAN EDUCATION\nOFFICERS\n1900\n\nCHARLESTON, S. C.\n\n1904\n\nMajor R. H. Pratt, Carlisle, Pa.\nV.-Pres., M. E. Gates, Washington, D. C.\nSec, Edgar A. Allen, Albuquerque, N. M.\n1901\n\nDETROIT, MICH.\n\nST. LOUIS, MO.\nV.-Pres., H. B. Peairs, Lawrence, Kans\n\nSec, Estelle Reel, Washington, D. C.\n\n1905\n\nASBURY PARK and OCEAN GROVE,\n\nPres., H. B. Frissell. Hampton, Va.\n\nN.J.\n\nMercer, Carlisle, Pa.\nA. Cochran, Talklai, Ariz.\nSec, Estelle Reel, Washington, D. C.\n\nV.-Pres., Estelle Reel, Washington, D. C.\nSec, F. F. Avery, Miles, Wash.\n\n1902\n\n1903\n\nPres., W. A.\n\nV.-Pres., R.\n\nMINNEAPOLIS, MINN.\nPres., S.\n\nM. McCowan, Phoenix, Ariz.\n\nV.-Pres.,\n\nH. B. Frissell, Hampton. Va.\nWashington, D. C.\n\nSec,\n\nCochran, Talklai. Ariz.\n\nPres., R. A.\n\nPres.,\n\n1906\nigoy\n\nEstelle Reel,\n\nNo Meeting\n\nLOS ANGELES, CAL.\nPres.,\n\nHarwood Hall, Riverside, Cal.\n\nBOSTON, MASS.\n\nV.-Pres.,\n\nPres., H. B. Peairs, Lawrence, Kans.\n\nMich.\nSec, Estelle\n\nV.-Pres., S.\n\nSec,\n\nM. McCowan,\n\nEstelle Reel,\n\nChilocco, Okla.\n\nWashington,\n\nD.\n\nR.\n\nA.\n\nCochran,\n\nMl. Pleasant,\n\nReel, Washington, D.\n\nC.\n\nC.\n\nTOPICS\n\n—\n\n1900 The Indian Problem. H. B. Frissell, Virginia.\nThe Proper Relation between Literary and Industrial Education in Indian Schools.\n^A. J. Standing, Pennsylvania.\nThe Health of the Indian. C. C. W,\\inwright, California.\nThe Training of Teachers for Indian Schools. Charles Bartlett Dyke,\n\n—\n\nVirginia.\n\n—\n\nThe Teaching of Trades to the Indian. F. K. Rogers, Virginia.\nThe Training of the Indian Girl as the Uphfter of the Home.\n\nJosephine E.\n\nRichards, Virginia.\nKindergarten Work among the Indians.\nSanitary Conditions among the Indians.\nPractical Methods in Indian Education.\n\nBlanche Finley, Virginia.\n\nG. Bulloch, South Dakota.\n—^John\nSeger, Oklahoma.\n1901 President's Address — Learning by Doing\nIndian Education. — H. B. Frissell,\nVirginia.\nCivihzation and Higher Education. — W. T. Harris,\nColumbia.\n—\nJ.\n\nin\n\nDistrict of\n\nThe Reservation Day School Should Be the Prime Factor in Indian Education.\nC. C. Covey, South Dakota.\n\nThe Unification of Industrial and Academic Features of the Indian Schools.\nO. H. Bakeless, Pennsylvania.\n\nWhat Shall Be Taught in an Indian School ? Calvin W. Woodward, Missouri.\nAn All-round Mechanical Training for Indians. Frank K. Rogers, Virginia.\nCharacter-Building among Indian Children.\nCora M. Folsom, Virginia.\nThe Indian Day School the Gradual Uplifter of the Tribe. Sister Macaria\nMurphy, Wisconsin.\n\n—\n\n—\n\nIntrospection: A Study of Indian Schools.\nE. A. Allen, Indian Territory.\nDiscussion: What Should Be the Percentage of Indian Blood to Entitle Pupils\nto the Rights of Government Schools ?\nH. B. Peairs, Kansas.\nDiscussion: How Can We Secure the Systematic Transfer of Pupils from Day to\nReservation Schools, and from Reservation to Non-Reservation Schools ?\nJ. C. Hart, Wisconsin.\nDiscussion: Children Should at Least Be Able to Speak, Read, and Write the\nEnglish Language, before Being Placed in a Non-Reservation School.\nC. F.\n\n—\n\n—\n\nPierce, South Dakota.\n\n"}
{"page": 663, "printed_page": null, "text": "—— ————— —— ——\n\n——\n\n—\n\nTITLES OF PAPERS AND DISCUSSIOXS\n\nDcpartnicnil\n\n1901\n\n—\n\n651\n\n—\n\nThe Indian Employee. C. J. Crandall, New Mexico.\nThe Necessity of Teaching the Boy to Improve the Allotment the\n\nDiscussion:\nDiscussion:\n\n—\n\nGovernment Has Given Him. F. F. Avery, Washington.\nPractical Methods in Indian Education.\nS. M. McCowan, New\n\n—\n\nDiscussion:\n\nMexico.\nDiscussion: The Future of the Pueblo Indian.\nMary Dissktte, New Mexico.\nDiscussion: The Necessity for a Large Agricultural School in the Indian Service.\nC. W. GooDM.vx, Oklahoma.\nDiscussion: Compulsory Education.\nH. B. Peairs, Kansas.\n\n—\n\n1902\n\nThe Teaching of .Agriculture with Reference to Future Employment.\nTox, Wisconsin.\n\nDrawlxicks to Civilization and Citizenship.\n^\n\n— L. M. CoMP-\n\n— H. G. Wii.sON, .Arizona.\n\nHow to Teach the Indian Boys and Girls to Become Homcmakcrs, especially\nfrom an Agricultural Standpoint.\n\n— R. D. Shutt, Washington.\n\nThe Value of the Outing System for Girls. Laur.\\ Jackson, Pennsylvania.\nThe Need of Home Societies for the Encouragement and Protection of Indian\nYoung Men and Women. Joseph C. Hart, Wisconsin.\nTuberculosis\n\n— How Caused and How Prevented.\n\nOpportunity\n\nand\n\nJudicious\n\nDirection\n\nfor\n\nthe\n\nJames S. Perkins, Arizona.\nIndian.\nC.\nW. Crouse,\n\n—\n\nArizona.\n\nThe Advantages to the Pupil of Classroom Work as Outlined in the Course of\nStudy.\nMrs. Lucy P. Hart, Wisconsin.\nThe Education of the Indian Should Be Adapted to His Needs. Alice Robertson,\n\n—\n\nIndian Territory.\n\nThe Value of a Large Agricultural School in the Indian Service.\nOklahoma.\n\n— M. McCowan,\nS.\n\n—\n\nCorrelation of the Schoolroom and Farm Work.\nE. C. Nardin, Michigan.\nWhat Is Our .Aim ? E. A. Allen, Pennsylvania.\nThe Advisability of Having .Schools of Moderate Size in Order That Pujnls May\nReceive More Individual Training. H. M. Noble, North Dakota.\n\n—\n\n—\n—\n\nNeeded Changes in Indian Schools. A. C. Wright, District of Columbia.\nBest Method of Effecting Transfers of Pupils.\nA. J. Standing, Pennsylvania.\n\n—\n\nTo What Extent Do .Agents and Superintendents Read the Rules and Regulations ?\nThomas W. Potter, Oregon.\nThe Value of Day Schools. -^James- J. Duncan, South Dakota.\nThe Necessity for Books, Especially Those Adapted to Indian Children.\nC.\n\nCovey, South Dakota.\n\nNewspajjers in Indian .Schools.\n\n1903\n\n—W. T. Harris, District of Columbia.\n\nResume? of Progre.ss in Indian Education.\nPresident's .Afidress\n\nClaude\n\n— Our Work:\n\nCurtis Guild, Jr., Ma.ssachusetts.\n\nIts Progre.ss and Needs.\n\n— H. B. Peairs, Kansas.\n\nTo What Degree Has the Present .System of Indian Schools Been Sudessful in\nQualifying for Citizenship? -H. B. Frissei.l, \\'irginia.\nAlaska's Start toward Citizenship.\nSheldon Jackson, District of Columbia.\nThe White Man's Burden versus Indigenous Development for the Lower Races.\n\nG. Stanley Hali, Nfassar husctts.\nHeart Culture in Inrlian Education. Charles F. Meserve, North Carolina.\nTenure in the Civil Service. John T. Doyle, Di.strict e)f Columbia.\n\nIQ04\n\nEfTu iency in the Indian Service.\nIn'lian\n\n1905\n\nJohn T. Doyle, Distrid of Columbia.\n\nMusic and Indian Education.\n\nNatalie Curtis, New York.\n\nWork in Indian Schools.\n\nJohn J. Fitzc.erm.d and Others.\n-Natalie Curtis, New York.\nEthnolftgiral Study of Our Indians in the Southwest.— Mauki, 11 Hk.cart,\nR('-sum<^ of\n\n.Musii of the .Amcri( an Inrlian.\n\nNew\n\nYork.\nTear hing Indian Pu[)ils to SjK-ak English.\nReuben Perry, Arizona.\nIndian Charar trristi( s.\nMary C. Judd, Minnesota.\n\nThe Work of the Rurrau of Plant Industry, in Its R<-lation to Agrii ullural Inslrui\n\n-\n\nIndian Srhr>ols.— .Susan B. Sipe, District of Columbia.\nIndian Education and Methods of Instruction. -Mrs. Amelia S. Quinton, New\nYork.\nThe Advisability of Conducting Normal Schools to Traiti 'I'cai hers fur Indian\nSchools. —John D. Benedict, Indian Territory.\nlion\n\nThe\n\nin\n\nNrrcs-sily for\n.South Dakota.\n\nMore and\n\nBettrr-Ef|uipiH*d\n\nDay\n\nSchools.\n\nJ.\n\nJ.\n\nDuNCAN,\n\n"}
{"page": 664, "printed_page": null, "text": "— —\n\n—\n\n—— ——\n\n—— —\n\n—\n\n——\n\nNATIONAL EDUCATIONAL ASSOCIATION\n\n652\n\n—\n\n(Special\n\nSPECIAL TOPICS\nPAPERS READ BEFORE THE INTERNATIONAL CONGRESSES OF EDUCATION HELD\nUNDER THE AUSPICES OF THE NATIONAL EDUCATIONAL\nASSOCIATION AT CHICAGO, ILL., JULY, 1 8 93''\n\nGENERAL SESSION\n1893 The Relation between Educational Methods and Educational Ends.\n\n— Rt. Rev.\n\nJohn J. Keane, District of Columbia.\nLegal\n\nEducation in the\n\nUnited States.\n\n—L. Dimscha, Russia.\n— Gabriel Compayre, France.\n\nThe Present Situation of Education in France.\n\nA Perfect Physical Education Is Indispensable in Order to Produce an Ideal Edu-\n\n—\n\ncation.\nL. M. ToRNGREN, Sweden.\nJoseph Peter Varela and the Progress of Education in Uruguay. Alberto Gomez\nRuano, Uruguay.\nPresent Condition of the Public Schools of Uruguay. Alberto Gomez Ruano,\nUruguay.\nTraining of Teachers in High Schools in Sweden. Edward Osterberg, Sweden.\n\nCONGRESS OF SCHOOL SUPERVISION\nHow to Improve the Work of Inefficient Teachers. Frank A. Fitzpatrick,\nNebraska.\n\nWho Shall Appoint Teachers, and on Whose Nomination ? —H. S. Tarbell,\nRhode Island.\nGrading and Classification of Pupils.\n\n—Mrs. Ella F. Young,\n\nIllinois.\n\nTHE CONGRESS OF HIGHER EDUCATION\n\n—\n\nOpening Address The Organization and Functions of the American University.\nDaniel C. Oilman, Maryland.\nHow Far Is It Desirable that Universities Should Be of One Type ? Martin\nKellogg, California.\nThe Division of Labor in the University. Giuseppe Allievo, Italy.\nShould an Antecedent Liberal Education Be Required of Students in Law, Medicine, and Theology ?\nWoodrow Wilson, New Jersey.\nShould Greek Be Required for the Degree of Bachelor of Arts? W. G. Hale,\n\n—\n\n—\n\nIllinois.\n\nWhat Signs of Improvement Are Visible in the Undergraduate Life of American\nStudents ? Bradford Paul Raymond, Connecticut.\nSeth Low, New York.\nRelation of Professional Schools to the University.\nThe Evolution of Liberal Education. Andrew F. West, New Jersey.\nOn What Conditions Should the Degree of Doctor of Philosophy Be Given ?\nWilliam O. Sproull, Ohio.\nThe Relation of Our Colleges and Universities to the Advancement of Our\nCivilization.\nRt. Rev. John J. Keane, District of Columbia.\nThe Study of English Literature in French Universities. Andre L. Chevrillon,\n\n—\n\nFrance.\n\nTHE CONGRESS OF SECONDARY EDUCATION\nJames C.\nMackenzie, New Jersey.\nThe Course of Study in Secondary Schools. G. N. Carman, Illinois.\nShould the Amount of Time Given to Languages in Our Secondary Schools Be\nDiminished in Order to Make Room for a More Extended Course in Physics,\nSupervision of Private Schools by the State or Municipal .A-uthoritics.\n\n—\n\nBotany, and Chemistry ? Cecil F. P. Bancroft, Massachusetts.\nShould Language Studies Be Limited in Secondary Schools in the Interests of the\nSciences ? D. W. Abercrombie, Massachusetts.\nMile. Marie Dugard, France.\nThe Secondary Education of Girls in France,\nThe Professional Training of Teachers for Secondary Schools. Miss E. P.\nHughes, England.\nHigh School for Girls in England. Mary Gurney; Rose Kingsley, England.\nWhich Should Come First, Latin, or Some Modern Language ? -W. WilberFORCE Smith, New Jersey.\n\n—\n\n—\n\n^\n\n—\n\n—\n\n'These papers were all printed in the volume\nIndex.\n\nof Proceedings for 1893,\n\nand are indexed in the General\n\n"}
{"page": 665, "printed_page": null, "text": "—\n\n—\n\n———— —— ————— ——\n\n—\n\nINTERXATIONAL CONGRESSES OF EDUCATION\n\nTopics]\n\n—\n\n— ———\n\n653\n\nTHE CONGRESS OF ELEMENTARY EDUCATION\n\n—\n\nThe Importance of Elementary Education. John Eaton,\nColumbia.\nEssentials in a Course of Study for Children.\nJoseph L. Pickard, Iowa.\nWTiat Should Be the Curriculum in Public Schools ? Some Aspects of the Question\nin France.\nM. B. BuissoN, France.\nWhat Should Be Added to the Essential Branches of the Elementary Course of\nStudy to Meet the Industrial Needs of the Localities? C. M. Woodward,\n\n1893 Opening Address\nDistrict of\n\n—\n\n—\n\n—\n\nMissouri.\n\nWhat Should Be Added to the Elementary Branches ?\n\nAlbert P. Marble,\n\nMassachusetts.\n\nWhat Special Work Should Be Undertaken in the Elementary School to Prepare\nthe Pupils for the Duties of Citizenship ? Wm. A. Mowry, Massachusetts.\nThe Value of the Elementary School for the Social A'irtues and for Training for\nthe Right E.xercise of the Duties of Citizens.\nCatharine H. Spence, South\n.Australia.\n\n—\n—\n—\n\nMethods of Teaching History to Children. Mrs. Mary H. Peabody, New York.\nSchool Savings Banks in the United States.\nJ. H. Thiry, New York.\nSchool Savings Banks in France.\nGustave Serrurier, France.\nThe Public Educational System of Sweden. N. G. W. Lagerstedt, Sweden.\nReligion in the School.\nEmerson E. White, Ohio.\nAdaptation of Methods of Instruction to Special Conditions of the Child. Alexander Grah.vm Bell, District of Columbia.\nShould Rural Schools Introduce Agriculture, Chemistrj', Agric ullural Botany or\nArboriculture ?\n\nErgraff de Kovalevsky, Russia.\n\nConfucius and His Educational Ideas. Hidesaburo Eudo, Japan.\nThe Use of Magic Lanterns in Schools. Gustave Serrurier, France.\nSchools for Neglected Children. James Stormont Small, New Zealand.\n\nCONGRESS OF KINDERGARTEN EDUCATION\n1893\n\nShall\n\nReading and Writing Be Taught in the Kindergarten?\n\n—Mrs. Alice H.\n\nPutnam, Illinois.\nChanges in Kindergarten Plays and Games. Sarah A. Stewart, Pennsylvania.\nThe Song in the Kindergarten Its Place, Value, and the Dramatic Element.\nConstance Mackenzie, Pennsylvania.\nThe Organic Union of Kindergarten and Primary School. Mrs. Sarah B. Cooper,\n\n—\n\n—\n\nCalifornia.\n\nModification in the Primary School\n\nColumbia.\n\n—Discussion. — B. Pickman Mann,\n\nDistric t of\n\n—\n\nPreparation of the Kindergarten. Mrs. Louisa Parsons Hopkins, Massachusetts.\nKindergarten as a Ba.sis for Life.\nFr.'VU Hen'rietta Schrader, Berlin.\nStor)'-Telling in the Kindergarten.\nMary T. Hotchkiss, Wisconsin.\nTo What Extent Is the U.se of Symlxilism Justifiable in the Kindergarten ?\nEarl Barnes, California; Mrs. Eudora L. Hailmann, Indiana.\nFrwlHl's Educational Principles in England. Emily A. E. Shirrekf, London.\nThe Kindergarten in Austria.— Mrs. Ottilia Bondy, Vienna.\nThe Real Nature of Education. Hermann Poe.sche, Berlin.\nPrevention of Criminal Idleness.\nEmma Marwedel, California.\n\nCONGRE.SS OF PROFESSIONAL TRAINING OF TKACilKKS\n1893\n\n—\n—\n\nOjK-ning Addre.ss— Di.stin<tive Characteristics of Training-Scho«ils.\nE. A. SiiiiIK)N, New York.\nThe Value of Practice Work in Mofjel and Training-Schools. Miss I-'annik\nS. GuPTii.L, Minnisota.\nHow Should Normal-School Pupils Acquire Methods of Teaching? Giacomo\n\nOddo RoMAKf;nK, Italy.\nMethods of Training Teachers at the Westminster Training College, England.\nJoseph H. (\"own am, Englanri.\nImiK)rtant Necessities in Pnscnt Normal Schools.\nGeorck A. Walton, Ma.s.sachu.sctt.s.\n\nGradation of Normal and Training-Srhools. Thomas Kirkland, Ontario.\nHistorical Development of Normal anri Training-Schohls in France.\nEuorne\n\nMartin, France.\nNormal SchrK>ls in the State of New York.\n\nFrancis J. Chknky, New York.\n\n"}
{"page": 666, "printed_page": null, "text": "—\n\n——\n\n———— —\n\n—— — — ——————\n\nNATIONAL EDUCATIONAL ASSOCIATION\n\n654\n1893\n\n——\n\n[Special\n\nA Sociological Ideal View of Normal Schools.- Daniel Fulcomer, Michigan.\nShould the Course of Study in Normal School.s Be Wholly Professional ? Francis\nB. Palmer, New York.\nHow Normal-School Work Differs from the Work in Secondary and in Higher\nEducation.\nMalcom MacVicar, New York.\nWhat Should Be Required of and upon Whom Is to Be Conferred the Degree of\nDoctor of Pedagogy ? Jerome Allen, New York.\nWhat Should Be Required of a Candidate for the Degree of Doctor of Pedagogy ?\nEdward R. Shaw, New York.\nRequirements for the Degree of Doctor of Pedagogy. Charles A. McMuRRY,\n\n—\n\nIllinois.\n\n—\n\nHigher Academic Degrees in Pedagogy. S. G. Williams, New York.\nThe Candidate for the Degree of Doctor of Pedagogy Should Be Able to Make\nOriginal Investigations in Experimental Psychology.^ Edgar Dubs Shimer,\nNew York.\nShould Original Investigation Be Required in Some Branch of Child-Study for\nEarl Barnes, California.\nthe Doctor of Pedagogy Degree ?\nChild-Study in Connection with Professional Training of Teachers. Margaret\nK. Smith, New York.\nThe Ideal Normal School. Edward Brooks, Pennsylvania.\n\nCONGRESS OF ART EDUCATION\n1893 Drawing from the Flat to Learn the Technique of Representation.\n\nHenry T.\n\nBailey, Massachusetts.\nImportance of the Aesthetic Aim in Elementary Instruction in Drawing.\n\n— L. W.\n\nMiller, Pennsylvania.\nDevelopment of Art Instinct. J. Ward Stimson, New York.\nHow Pupils Should Study and Analyze Works from the Great Masters. Alered\nEmerson, New York.\nMethods of Art Education for the Cultivation of Artistic Taste. J. M. Hoppin,\n\n—\n\nMassachusetts.\n\nDoes Art Study Concern the Public Schools ?\n\n—\n—Mrs. Mary Dana Hicks, Massa-\n\nchusetts.\n\nWith What Should Drawing Begin? Josephine C. Locke, lUinois; Mrs. Hannah Johnson Carter, Pennsylvania.\nPainting and Sculpture Discussion. W. M. R. French, Illinois.\n\n—\n\n—\n\nThe Self-correcting System of Drawing.\nShould Pupils Draw from the Flat ?\n\nAnnie R. Osborne Moore, England.\n\nHelen Bondy, Austria.\n\nCONGRESS OF MUSIC EDUCATION\n1893\n\nLearning to Read Musical Notation. Charles H. Greene, Illinois.\nPhysiology and Hygiene of the Vocal Organs. John Howard, New York.\nThe Functions of Teachers of Vocal Music. J. E. Lightner, Pennsylvania.\n\n—\n\nCONGRESS OF TECHNOLOGICAL INSTRUCTION\n1893\n\nOpening Address\ncis A.\n\n— Organization and Aims of Technological Instruction. Fran-\n\nWalker, Massachusetts.\n\nTechnological Schools: Their Purpose and Its Accomplishment. Robert H.\nThurston, New York.\nTraining for Scientific Professions. John M. Ordway, Louisiana.\nEducational Value of Exact Measurement. M. Mayer, New Jersey.\nThe Educational Value of Applied Mathematics, Including Engineering.— F. R.\nHutton, New York.\nShop-Work and Drawing as Means of Developing Slow Pupils. R. H. Richards,\nMassachusetts.\nThe Educational Process of Training an Engineer. G. Lanza, Massachusetts.\nEducational Value of Applied Mathematics and Engineering. Henry T. Eddy,\nIndiana.\n\n—\n\n—\n\n—\n\nCONGRESS OF INDUSTRIAL AND MANUAL INSTRUCTION\n1893\n\n—Modern Demands on Education. John D. Runkle,\nNew Demands upon Schools by the World's Industries. — C. M. Woodward,\nIntroductory Address\nMassachusetts.\nMissouri.\n\n"}
{"page": 667, "printed_page": null, "text": "—— —— ——\n\n——\n\n—\n\n——— —\n\nINTERN ATIOXAL CONCRESSES OF EDUCATION\n\nTopicsj\n\n655\n\n1893 Sloyd for Elenientar)' Schools Contrasted with the Russian System of Manual\nTraining.\nGvstaf Larsson, Massachusetts.\nManual Training in Russia. E. Kovalevsky, Russia.\nW. B. Powell, District\nIndustrial and Manual Training in the School Course.\n\n—\n\nof Columbia.\n\nPHYSICAL EDUCATION\n1893\n\n—The Physical Education Movement. Edward M. Hartwell,\nSome Unsolved Problems\nPhysical Education. — T. D. WoOD, California.\nTraining of the Human Body. Angelo Mosso,\nPsychological Aspect of Exercises with and without Apparatus. — G. W. FiTZ,\nMassachusetts.\nGardner\nPhysical Exercises for School Purposes — How Selected and Graded. —\nSmith, New York.\nColleges. — R. Tait McKenzie, Montreal.\nThe Regulation of Athletic Sports\nEnglish Experience\nProviding the Poor of Cities with Parks, Gardens, Gymnasia, and Playgrounds. — The Earl of Meath, London.\nPhysical Training of Criminals.\nHamilton D. Wey, New York.\nThe North American Turner-Bund —\nHistory, Aims, and Achievements.\nHugo Muench, Missouri.\nThe Royal Central Institute of Gymnastics\nStockholm. — L. M. Torngren,\nOpening Address\n\nMassachusetts.\n\nin\n\nItaly.\n\nJ.\n\nin\n\nin\n\nIts\n\nin\n\nSweden.\nHistory of Physical Education in Denmark.\nJoakim Larson, Copenhagen.\nGymnastics in the Kingdom of Saxony A Historical Review. MoRlTZ Zettler,\n\n—\n\n—\n\nSa.xony.\n\nPhysical Education of the Deaf and\n\nDumb.\n\nAlbert Gutzman, Prussia.\n\nCONGRESS OF RATIONAL PSYCHOLOGY\n1893\n\n—\n\nReality\nWhat\nJersey.\n\nPlace\n\nIt\n\nShould\n\nHold\n\nin\n\nPhilosophy.\n\nJames McCosh, New\n\nCan Psychology Be Founded upon the Study of Consciousness Alone, or Is Physiolog)' Needed for the Purpose ?\nJosiAH RoYCE, Massachusetts.\nThe Soul as the Basal Concept of Rational Psychology. G. T. Ormond, New\n\n—\n\n—\n\nJersey.\n\nThe Theory of the First Principle in the Eleventh Book of Aristotle's Metaphysics.\nAugustine F. Hewit, District of Columbia.\nSelf-Activity in Education.\nJ. G. Schurman, New York.\n\n—\n\n—\n\nWundt's Psychology of the Will.\n\n— E. B. Titchener, New York.\n\nCONGRESS OF EXPERIMENTAL PSYCHOLOGY\n1893\n\nChild-Study as a Basis for Psychology and Psychological Tiai hing.— G. Stanley\nHall, Massachusetts.\nChild-Study as the Basis of Pedagog)-. William H. Burniiam, Massachusetts.\nThe Dominant Seventh in Education. Hattie K. Hunt, Connecticut.\nMental Waste and I^onomy. (i. T. W. Patrick, Iowa.\nDreaming and Prxtic Invention. James Sully, England.\nThe Language of Children. -F. Tracy, Massat husetts.\nApplication of the Laws of Physical Training for the Prevmlion ami Cure- of\nEdward Mussky Hartwell, Massachusetts.\nStuttering.\nFrancis Warner,\nOljservation and Study of Movement and Mental Status.\nEngland.\n.S<jme A.ssoriation Tracks Involved in Reading and Sjxlling.— THOMAS M. Hai-\n\n—\n\n—\n\nliet, M.-issac hus<-tts.\nCon.stilutional Bad SinlUrs.\n.Adelaide E.\nThe Theoldgital Life of a California Child.\n\n—\n\nWyckofk, New York.\nKarl Barnes, California.\nMii.i.icent W. SiiiNN.'Ohio.\n\nThe First Two Years of the Child.\nA Plea for S|k-< iai Chilrl-Sludy. W. L. Bryan, Indiana.\nEye and Ear Mindedmss. — W. L. Bryan, Indiana.\nThe New Psychology in Normal SchfKils. — LiLi.iE A. Wii iiams, New Jersey.\n\nCONGRESS OF BUSINESS EDUCATION\n1893\n\nThe Evolution of Busines.s Collegc-.s.— S. S. Packard.\nPractical .Advantages of a Q)mmcrcial College- Training.\n\nana.\n\nGeorge SoUL<f, Louisi-\n\n"}
{"page": 668, "printed_page": null, "text": "———————\n\n— —\n\n656\n\n——— — — —\n\n— ——\n\nNATIONAL EDUCATIONAL ASSOCIATION\n\n[Special\n\n1893 The Relation of Business Instruction to Industrial, Commercial, and Financial\nInterests.\nA. D. Wilt, Ohio.\nThe Higher Aspects of Business Education. R. E. Gallagher, Ontario.\nStenography and Typewriting as Branches of Business Education. Isaac S.\n\n—\n\n—\n\nDement, Illinois.\nThe World's Need of Business Women.\n\n—Mrs. Sara A. Spencer,\n\nDistrict of\n\nColumbia.\nReciprocal Relations and Benefits of Business and Other Departments of EducaIra Mayhew, Michigan.\ntion.\nA Business Man's Education James MacAlister, Pennsylvania.\n\nCONGRESS OF EDUCATIONAL JOURNALISM\n1893\n\n—\n—\n\nC. C. Rounds, New Hampshire.\nPresent Ideals in Educational Journalism.\nEducational Journahsm in New England. W. A. Mowry, Massachusetts.\nDr. Barnard's American Journal of Education. Will S. Monroe, California.\nThe Purpose and Reward of Educational Journals. Amos M. Kellogg, New\n\nYork.\nEducational Journals in New York. C. W. Bardeen, New York.\nEducational Journalism in Ohio. Samuel Findley, Ohio.\nEducational Journalism in Indiana. George F. Bass, Indiana.\nSchool Journahsm in Michigan. Henry A. Ford, Michigan.\nEducational Journals in Illinois. John W. Cook, Illinois.\nEducational Journalism in Iowa. Henry Sabin.\nThe Educational Papers in Missouri. H. A. Gass, Missouri.\nEducational Journalism in Utah, Colorado, and Kansas. John MacDonald,\nKansas.\nEducational Journalism in France. Gabriel Compayr6, France.\n\n—\n\n—\n\nAPPENDIX\n1893\n\n—\n\nMrs. Henry Fawcett, England\nUniversity Education for Women in England.\nA Few Words of Retrospect and Forecast. Dorothea Beale, England.\nConstance Elder, England.\nUniversity Association of Women Teachers.\n\nElementary Education in England.— Rosamond Davenport Hill, England.\nNational Education in Scotland. Flora C. Stevenson, Scotland.\nWomen Students in the Scottish Universities. Louisa Stevenson, England.\nConvent Education. F. M. L., Principal of a Training College, England.\nWomen's Education in New Zealand. Mrs. Steadman Aldis, England.\nEducational Work for Women in Australia, Chiefly New South Wales. Louisa\n\n—\n\n—\n\nMacDonald, Australia.\nRecent Developments of Education for the Women and Girls of India.\n\nManning, India.\n\n—E. A.\n\n—Miss A. T. Irby.\n—Miss May Ben-\n\nEnglish Orphanage and Training School in Bosnia, 1869-1892.\nElementary and Secondary Education in Cape Colony, Africa.\n\ngough, South Africa.\nPublic Instruction in Italy. Egisto Rossi, Rome.\nNeedlework in the Public Schools of Stockholm.— Mrs. Hulda Lundin, Sweden.\n\nREPORT OF COMMITTEE OF TEN ON SECONDARY STUDIES'\n1893 Report of Committee of Ten with Membership of Committee and of Nine ConChas. W. Eliot, president.\nferences.\nReport of Conference on Latin.— Wm. Gardner Hale, Illinois, chairman.\nReport of Conference on Greek.— Martin L. D'Ooge, Michigan, chairman.\nReport of Conference on English.— Samuel Thurber, Massachusetts, chairman.\nReport of Conference on Other Modern Languages.— Chas. Grandgent, Massachusetts, chairman.\nReport of the Conference on Mathematics.— Simon Newcomb, Maryland, chair-\n\nman.\nReport of Conference on Physics, Chemistry, and Astronomy. Ira Remson,\nMaryland, chairman.\nReport of Conference on Natural History.—W. B. Powell, District of Columbia,\nchairman.\n•The following papers and reports were printed only in pamphlet form, and do not appear in any\nvolume of Proceedings; they are included in the General Index.\n\n"}
{"page": 669, "printed_page": null, "text": "—\nREPORT ON INDUSTRIAL EDUCATION\n\nTopics]\n\n657\n\n1893 Report of Conference on History, Civil Government, and Political Economy.\nChas. Kendall Adams, Wisconsin, chairman.\nReport of Conference on Geography. T. C. Chamberlin, Illinois, Chairman.\n\n—\n\nREPORT OF COMMITTEE ON SAL.\\RIES, TENURE OF OFFICE AND PENSIONS OF TEACHERSi\nReport of Committee on Salaries, Tenure of Office, and Pensions of Teachers.\nC.VRROLL D. Wright, chairman.\nPercentage of Families Living on Farms in the ITnitcd States in 1900 by States.\nSalaries of Teachers in Cities and Towns of 8,000 Population or Over.\nTable A. Number and Average Yearly Salaries of Principals and Teachers, and\nof Principals and Teachers Combined, in High and Elementarj' Schools, by\n\n1905\n\nGroups of Cities.\n\nNumber of High-School Teachers (not Including Principals) in Receipt\nof Each Classified Salary, by Groups of Cities.\nTable C. Per Cent, of High-School Teachers (not Including Principals) in Receipt\nof Each Classified Salary.\nTable D. Number of Principals of Elementary Schools in Receipt of Each Classi-\n\nTable B.\n\nfied Salar)'.\n\nTable E. Per cent, of Principals of Elementary Schools in Receipt of Each Classified Salary.\n\nNumber of Elementary-School Teachers (not Including Principals) in\nReceipt of Each Classified Salary.\nTable G. Per cent, of Elementary-School Teachers (not Including Principals) in\nReceipt of Each Classified Salary.\nSummary and Analysis of Salary Tables of Cities Classified by Size.\nSalaries Summarized by States, with Various Tables.\nTable F.\n\nThe Sex of Teachers in High and Elementary Schools.\nSalaries of Supervisors and Special Teachers.\nSalary Schedules in Cities and Towns of 8,000 Population or Over.\nSalaries of Teachers in Typical Towns of Less than 8,000 Population\nSalaries of Teachers in Typical Ungraded Rural Schools.\nFunds for Payment of Teachers' Salaries.\n\nMinimum Salary Laws.\nEarnings in Teaching and in Other Occupations Compared.\nPurchasing Power of Salaries in Diflferent Localities.\nTenure of Office of Teachers.\nPensions of Teachers.\nGeneral Tables of Salaries of Teachers in Cities and Towns of 8,000 Population\nor Over.\nTable I. Number and Minimum, Maximum, and Average Yearly Salaries of\nPrincipal and Teachers in High and Elementary Schools and Kindergartens.\nTable II. Classified Yearly Salaries of Teachers (not Including Principals) in\n\nHigh Schools.\nTable III. Classified Yearly Salaries of Principals of l-.lementary Schools.\nClassified Yearly Salaries f)f Tca< hers (not Including Principals) in Elementary\nSchools.\n\nREPORT OF COMMITTEE ON INDUSTRIAL EDUCATION IN SCHOOLS\nFOR RURAL COMMUNI'l'lES'\n1905\n\nCommittee of Industrial Education in Rural Communities.\nHarvky, Wis<r)nsin, chairman.\nArguments for Inrlustrial Education in S( hiK)ls for Rural Communities.\nR([x)rt of\n\n— L. D.\n\nWhat Inrluslrial Edu( ation Should He Un<l<-rtakin in Rural .Schools.\nIndustrial Edu( ation in the One-RtK)m Rural School; Courses of Slu<ly in Zoology\n\nand Botany.\nAgrirulture in Srhfxjl Years d to 8.\nIndustrial Education in the Cf)nsoliflated School.\n.Seconflary ScIukjIs of Agrii ulture and\n\nDomestic Economy in Rur.il Communities.\n\nThe following lopicji o( this rrpnrt arc mil included in any volume of Proctrdinns, hut were pulilishcd\nThey arc inrlude<l in the fjencral Index.\nin a separate pamphlet.\n•\n\n•The following pnprm and repnrlii are not lnchidr»l in any volume of Procrtdings, l)Ut wero pulilishcd\npamphlet. They are in'luded in the (lenrrnl Index.\n\nin a separate\n\n"}
{"page": 670, "printed_page": null, "text": "—\n\n— —\n\n—\n\n——\n\nNATIONAL EDUCATIONAL ASSOCIATION\n\n658\n\n[Special\n\n1905 Preparation of Teachers for Domestic Instruction in Rural Schools.\nAgencies Available for Co-operation with the Schools in the Development\n\nof\n\nIndustrial Education.\nDunn County School of Agriculture and Domestic Economy. Appendix A.\nThe Minnesota Agricultural High School. Appendix B.\nIndustrial Courses in the Consolidated Rural School.\nThe Agricultural High School and the Agricultural College Articulated. Willet\n\n—\n\n—\n\nM. Hays, Minnesota.\n\nREPORT OF COMMITTEE ON TAXATION AS RELATED TO PUBLIC\nEDUCATION!\n1905\n\nReport of Committee of Taxation as Related to Public Education. James M.\nGreenwood, Missouri, chairman.\nTable I. School Expenditures Classified.\nTable II. Cost of Instruction as Compared with Other Expenditures.\nTable III. Relation of Maintenance of Schools to Total City Operating Expenses.\nTable IV. Classification of School Expenses in Cities by Groups.\nMethods of School Taxation in New York City. Wm. H. Maxwell, New York.\nTaxation for School Purposes. Nathan C. Schaeffer, Pennsylvania.\nTwenty-five Years' Progress of Public Education in North Carolina, with Various\nCharles D. McIver, North Carolina; Charles L. Coon, North\nTables.\nCarolina.\n\n—\n\nTaxation for School Purposes in Pennsylvania. N. C. Schaeffer, Pennsylvania.\nMethod of Taxation for School Purposes in Indiana. John W. Carr, Indiana.\nTable V. Cost of Maintenance of Schools Compared with Each of the Other\nMunicipal Departments in the 137 Cities of Largest Population. Arranged by\nW. T. Harris, District of Columbia.\nTable VI. Value of Property, Comparative Cost of Schools, and Wages Earned\nin the 137 Cities of Largest Population.\n\n—\n\nSPELLING-REFORM ASSOCIATION\n1879 The Present State of the Spelling Reform in America.\nSpelling Reform in England.\nE. Jones.\n\n—\n\n—\n\nF. A.\n\nMarch.\n\n—\n\nThe Etymologic Objection to Spelling Reform. S. S. Haldemann.\nS. N. D. North.\nSpelling Reform in Journalism.\nThe Potency of Caprice (Abstract). W. T. Harris.\nRemarks.—J. M. Gregory.\nThe Duty of Our Colleges Toward the Spelling Reform. W. G. Ballantine.\nOpening Remarks. F. A. March.\nRemarks by Tobias Witmer.\n\n—\n\n—\n\n'\n\n—\n\n—\n\nThe following papers and reports are not included in any volume of Proceedings, but were published\nThey are included in the General Index.\n\nin a separate pamphlet.\n\n"}
{"page": 671, "printed_page": null, "text": "BlBLlOGKAl'llY OF TOPICS FROM 1857 TO 1907\nCLASSIFICATION\n1.\n\n2.\n3-\n\n4.\n\n5.\n\n6.\n7.\n\nAGRICULTLRAL KDUCATION.\nAMERICAN PUBLIC EDUCATION.\nARCHITECTURE.\nARITHMETIC, see Matlu-malics as a Subjint of Study.\nART EDUCATION.\nATHLETICS, see Physical Education.\nBIOGRAPHY.\nBIOLOGICAL SCIENCES, see also Science Teaching.\nBLIND, EDUCATION OF THE.\nBUILDINGS, see Architecture.\nBUSINESS EDUCATION, see Commercial Education.\n\nCHILD-STUDY.\nCITY-SCHOOL SYSTEMS.\nCL.\\.SSICAL EDUCATION.\n\nCOEDUCATION.\n\nCOLLEGE ENTRANCE REQUIREMENTS, see also Examinations.\n13.\n14.\n\n15.\n\n16.\n\nCOLLEGES, see Higher Education.\nCOMMERCIAL EDUCATION.\nCOMPULSORY EDUCATION.\nCORPORAL PUNISHMENT, see Government and Discipline of Schools.\nCOUNTRY SCHOOLS, see Rural Schools.\nCURRICULUM, see also Elective Studies; Names of Separate Studies.\nDEFECTIVES AND DELINQUENTS (other than blind), EDUCATION OF.\nDRAWING, see Art Education.\n\n17.\n\nEDUCATIONAL LITER.ATURE.\n\n18.\n\nEDUCATION; THEORY, PHILOSOPHY, NATURE, AND MKANIN(^., see\nalso Psychology\n\nig.\n\n20.\n\n21.\n\nand Eduiation.\n\nELECTIVE STUDIES.\nELEMENTARY EDUCATION, see also Kindergarten.\nENGLISH LANGUAGE AND LITER.ATURE AS SUBJECTS OF ST^I)^,\nsee also Spelling.\n\n22.\n23.\n24.\n\nEXAMIN.ATIONS, see also College Entrance R(quirenunts.\nE.XHIBITIONS AND MUSEUM.S.\nFIN.ANCES AND TA.XATION, see also Pensions for Teaihers;\nTeachers; SujHTvision, Organization, and\n\n2v\n26.\n\nSalaries\n\nof\n\n.A<lnuniNlratiiin.\n\nGEOGRAPHY AS A SUBJECT OF STUDY.\nGOVERN.MENT AND DISCIPLINE OF SCHOOLS.\nGR.ADING, see Su|K-rvision, Organi/ation, and .Administration.\nGRAM.M.AR, see English Languagi- and Literature.\n(iRI'EK, see Cla.ssical Education.\n(;^^L^ASTIC:S, see Physical Eduiation.\nalion.\nHIGH SCHOOLS, jrc City-Sihool Systems; Se< ondary\nHI(;HER EDUCATIO.N COLLECJES and ININKKSn IKS,\nI-'.dii.\n\n27.\n\nlOntrani e\n28.\n2i,.\n\n'.er\n\nalso Cwll.gr\n\nRifiuiremcnls.\n\nHISTORY OF EDICATION.\nHISTORY rEACIIIN(;.\nHYGIE.NE, see Si hc»ol Hygiene.\n\n30.\n\n31.\n\nINDIAN EDUCATION; AND OTHER MINOR ALIEN RACES.\nINDUSTRIAL EDUCATKJN, see aho .Agri< ultural Eiluiation-; Munujil Training;\n\nTe( hni< al Edu< ation.\n\n"}
{"page": 672, "printed_page": null, "text": "66o\n32.\n\nNATIONAL EDUCATIONAL ASSOCIATION\n\n[Bibliography\n\nKINDERGARTEN.\nLATIN, see Classical Education.\nLAWS, see School Laws.\n\n^T,.\n\nLIBRARY AND SCHOOL.\n\n34.\n\nMANUAL TRAINING, see also Industrial Education.\n\n35.\n\nMATHEMATICS AS A SUBJECT OF STUDY, see also Science Teaching.\n\n36.\n37.\n\nMODERN LANGUAGES, see Curriculum.\nMORAL EDUCATION, see Religious and moral Education.\nMUSIC IN SCHOOLS.\nNATURE-STUDY, see also Science Teaching.\n\nNECROLOGY, see Biography.\n38.\n39.\n\nNEGRO EDUCATION.\nNORMAL SCHOOLS AND TRAINING OF TEACHERS.\nPEDAGOGY, see Child-Study;\n\nEducation—Theory, Philosophy, Nature, and\n\nMeaning; Psychology and Education; Teaching\n40.\n41.\n42.\n\n43.\n\nPhilosophy, Nature, and Meaning.\nsee American Public\n\nPUBLIC SCHOOLS,\n\nRural Schools; Secondary Education\n\n44.\n45.\n46.\n\n—Principles and Methods.\n\nPENSIONS FOR TEACHERS.\nPHYSICAL EDUCATION.\nPHYSICAL SCIENCES, see also Science Teaching.\nPRIMARY EDUCATION, see Elementary Education.\nPROMOTIONS, see Supervision, Organization and Administration.\nPSYCHOLOGY AND EDUCATION, see also Child-Study; Education— Theor>',\nEducation;\n\nCity-School\n\n—High Schools.\n\nSystems;\n\nPUNISHMENT, see Government and Discipline of Schools.\nRACE EDUCATION, see Indian Education; Negro Education.\nREADING, see Enghsh Language and Literature.\nRELIGIOUS AND MORAL EDUCATION.\n\nRURAL SCHOOLS.\nSALARIES OF TEACHERS, see also Pensions for Teachers.\n\n48.\n\nSCHOOL GARDENS, see Agricultural Education.\nSCHOOL HOUSES, see Architecture.\nSCHOOL HYGIENE.\nSCHOOL LAWS.\n\n49.\n\nSCIENCE TEACHING, 5eea/^o Biological Sciences; Mathematics; Nature-Study!\n\n50.\n\nSECONDARY EDUCATION— HIGH SCHOOLS, see also City-School Systems.\n\n51.\n\nSPELLING.\n\n52.\n\nSTATE AND EDUCATION.\n\n47.\n\nPhysical Sciences.\n\nSTATISTICS, see Supervision.\n\nSUNDAY SCHOOLS, see Religious and Moral Education.\nSUPERINTENDENT, see City-School Systems;\n\nSupervision, Organization\n\nand\n\nAdministration.\n53.\n\nSUPERVISION, ORGANIZATION AND ADMINISTRATION, see also City-\n\n54.\n\nTEACHERS, see also Normal Schools and Training of Teachers;\n\nSchool Systems; Finances and Taxation; Rural Schools.\n\nPensions for\n\nTeachers; Salaries of Teachers.\n55.\n\nTEACHING— PRINCIPLES AND METHODS, see also Education—Theory,\nPhilosophy, and Nature; Psychology and Education; and names of separate\nstudies.\n\n56.\n57.\n\nTECHNICAL EDUCATION, see also Industrial Education;\nTEXTBOOKS.\n\nTRADE SCHOOLS, see Technical Education.\nTRAINING OF TEACHERS, see Normal Schools.\nTRUANCY, see Compulsory Education.\nUNIVERSITIES, see Higher Education.\n58.\n\nWOMAN'S EDUCATION AND WORK, see also Coeducation.\n\n59.\n\nWRITING.\n\nManual Training.\n\n"}
{"page": 673, "printed_page": null, "text": "—— —\n\n1\n\n—\n\n—\n\n—\n\n——\n\nAM ERIC AX PUBLIC EDUCATION\n\nofTopicsl\n\n66l\n\nCLASSIFIED LISTS OF SUBJECTS\nI.\n\n1876\n\nAGRICULTURAL EDUCATION\n\nWhat are the Legitimate Duties of an Agricultural Professor ?\nGeorgia.\n\n— E. M. Pendleton,\n\n—\n—\n\n1884 Arbor Day in the Public Schools. B. G. Northrop, Connecticut.\nArbor Day in the Public Schools. J. B. Peasi.ee, Ohio.\n1886 Forestry in Education. Warren Higley, Ohio.\n1890 The Place and Function of the Agricultural College. Lewis McLouth, South\nDakota.\n\nThe Place and Function of the Agricultural College.\n\n—\n\nD. L. Kiehle, Minnesota.\n1893 Should Rural Schools Introduce Agriculture, Chemistry, Agricultural Botany, or\nArboriculture ? Ergraff De Kovalevsky, Russia.\n.Agriculture as a Science for the Elementary Schools.\nJoseph Carter, Illinois.\n1 90\n1902 The Value of a Large Agricultural School in the Indian Service. S. M. McCowan,\nOklahoma.\nE. C. Nardin, Michigan.\nCorrelation of the Schoolroom and Farm Work.\nThe Education of the American Farmer. James Wilson, District of Columbia.\nThe Practical Value of Teaching Agriculture in the Public Schools. Joseph\nCarter, Illinois.\nThe Teaching of Agriculture with Reference to Future Employment. L. M.\nCoMPTON, W'isconsin.\n1903 School Gardens, City-School Yards, and the Surroundings of Rural Schools.\nOrville T. Bright, Illinois.\nSchool Gardens. Henry Lincoln Clapp, Massachusetts.\n1905 Report of Committee of Industrial Education in Rural Communities. -L. D.\nHarvey, Wisconsin, Chairman.\nArguments for Industrial Education in Schools for Rural Communities.\nWTiat Industrial Education Should Be Undertaken in Rural Sc hools.\n\n—\n\n—\n\n—\n\n—\n\nIndustrial Education in the One-Room Rural School; Courses of Study in Zoology\n\nand Botany.\nAgriculture in School Years 6 to 8.\nIndustrial Education in the Consolidated School.\nSecondary Schools of Agriculture and Domestic Economy in Rural Communities.\nPreparation of Teachers for Domestic Instruction in Rural Schools.\nAgencies Available for Co-operation with the Schools in the Develojjment of\nIndustrial Education.\nDunn County School of Agriculture and Domestic Economy. ,\\p|Knclix A.\nThe Minnesota Agricultural High School. Appendi.x B.\nIndustrial Courses in the Consolidated Rural St hool.\nThe Agricultural High School and the .Agricultural College Articulated. Wii.let\n\nM. Hays, Minnesota.\n1906 Agricultural Instruction in the Kingdom of Hungary.\n\n— BfiLA De Tormav, Hun-\n\ngary.\n\nWhat Form of Industrial Training is M)st Pra tical and Best Suited to the Country Child\n\n?— O. J. Kern, Illinois.\n2.\n\nAMERICAN PUBLIC EDUCATION\n\n—\n\n1859 Suggestions on Popular Education. H. L. Stuart, New York.\n1863 The Bearings of Popular Education on Civilization. T. I). Adams, Massachusetts.\n1864 Educational Arlvancement -President's Address.\nLilxral Education.\n\n—\n\nS. P.\n\n—\n\nBates, Pennsylvania.\n\n—\n\n1866 The Contlition of the South as Rcspec is Education. W.M. WiNES, Tennessee.\nAmerican Education for the American People - President's .Address.\nWhite, Ohio.\n1869 The Criterion of School Education. E.\n1870' Theory of American Education. W. T. Harris, Missouri.\n1873 How Much Culture Shall Be Imparted in Our Free ScHchjIs.— Richard I'.dwards,\n\n—\n\n—\n\n]•'..\n\nIllinois.\n\nWestern University Education.— W. (1. Eliot, Missouri.\nWhat Should Be the Leading Object of American Free Schools?\n\n1876\n\n— H.\n\nToN, M.'LSSai hus<tLs.\niJimancIs of the- Coming Century on the American Coninion\nMavo, Massac hus<lts.\n\n]•.\n\nIIakking-\n\nSc hoed.\n\nA.\n\nD.\n\n"}
{"page": 674, "printed_page": null, "text": "——\n\n———————— ——— ——\n\n—\n\n———\n\n———\n\nNATIONAL EDUCATIONAL ASSOCIATION\n\n662\n\n—\n\n[Bibliography\n\n1876 What Is a School, etc. J. H. HOOSE, New York.\n1879 The New Teacher in New America. A. D. Mayo, Massachusetts.\n1880 The Importance of Harmonizing the Primary, Secondary, and Collegiate Systems\nof Education.\nJames McCosh, New Jersey.\n\n—\n\n—\n\nThe Unattainable in Public-School Education. A. P. Marble, Massachusetts.\nLines of Advance. C. C. Rounds, New Hampshire.\nSome Essentials in the Development of a School System. D. F. De Wolf, Ohio.\nThe Leading Characteristics of American Systems of Pubhc Education. J. P.\nWiCKERSHAM, Pennsylvania.\n1882 The University Its Place and Work in the American System of Education. Eli\n\n—\n\n1 881\n\n—\n\n—\n\n—\n\nT. Tappan, Ohio.\n1883 The Educational Lessons of the Census. Wm. T. Harris, Massachusetts.\n1884 How a State Superintendent Can Best Advance Popular Education. E. E. HiGBEE, Pennsylvania.\nNeeds in American Education. Mrs. EvA D. Kellogg, Massachusetts.\n1886 Necessary External Conditions. Vinna Warr, Iowa.\nWhat Shall Education Do for the Future of the Country ? President's Address.\nN. A. Calkins, New York.\n1887 Educational Influences and Results of the Ordinance of 1887. Its Adoption.\nOpening Address by the President. rW. E. Sheldon, Massachusetts.\nHistory of the Ordinance.\nIsrael W. Andrews, Ohio.\nLessons Taught by the Ordinance in Regard to the Future Educational Policy of\nOur Government. J. L. Pickard, Iowa.\nThe Educational Influence and Results. B. A. Hinsdale, Ohio.\n\n—\n\n—\n\n—\n\n—\n\n—\n\n—\n\nThe Influence of Its Operations. Thos. A. Banning, Illinois.\nEvening Schools. A. P. Marble, Massachusetts.\nReport on The Function of the Public School. W. H. Payne, Michigan\n\n—\n\n1888\n\n—\n\nJ.\n\nW. T.\n\n;\n\nHarris, Massachusetts; F. Louis Sold an, Missouri.\nThe Schools Fail to Give a Reasonable Mastery of the Subjects Studied.\n\nLillie\n\nMartin, Indiana.\n\nThe Schools Fail to Give a Proper Preparation for Active Life.\nCalifornia.\n\nJohn P. Irish,\n\n—\n\nThe True American Idea of Labor. W. N. Ackley, Rhode Island.\nWhat the Public Schools Should Teach the American Laborer. Geo. H. HowiSON, California.\n\nWhere Should General Education End and Special Education Begin ?\nGreenwood, Missouri.\n1889 The Legal Status of the Public Schools. A. S. Draper, New York.\nThe Problem of the Hour for Schools. Alex. Hogg, Texas.\n\n—\n\nJ.\n\nM.\n\n—\n\n—\n\n1890 Supplementary Report on School Systems. B. A. Hinsdale, Michigan.\nThe General Government and Public Education Throughout the Country. W. T.\nHarris, District of Columbia.\n1 89 1\nHistorical Sketch of the National Educational Association.\nZ. Richards, District\n\n—\n\n—\n\nof Columbia.\n\n—\n\nEducational Association: Its Organization and Functions. Wm. T.\nHarris.\nAmericanism in the Public Schools. Francis Bellamy, Massachusetts.\nThe Organization of American Education. William DeWitt Hyde, Maine.\nUndesirable and Desirable Uniformity in Schools.\nCharles W. Eliot, MassaNational\n\n1892\n\nchusetts.\n\n—\n\n1894 The Future of the American High School. J. Remsen Bishop, Ohio.\n1895 The Prospects for a Federal Educational Union. Wm. Carey Jones, California.\n1 896\nPresidential Address\nDo Our Public Schools Meet Reasonable Expectations ?\n\n—\n\n—\n\nNewton C. Dougherty, Ilhnois.\nThe American Public School. Stewart L. Woodford, New York.\nThe Children of Our Cities. Mary E. McDowell, Illinois.\n1897 Presidential Address The Best Education for the Masses. Charles R. Skinner,\n\n—\n\nNew York.\nSome Tendencies of Modern Education. James A. Foshay, California.\nHas the Heart of This People Changed Towards Its Schools ? Carroll G.\nPearse, Nebraska.\nEducational Extremes.\n\n— O. T. Corson, Ohio.\n\nWhat Not to Do. Estelle Reel, Wyoming.\nThe Educational Outlook. William B. Powell, District of Columbia.\nThe Democracy of Learning. Lyman Abbott, New York.\nThe True Function of the Pubhc School. R. E. Sears, Iowa.\n\n—\n\n"}
{"page": 675, "printed_page": null, "text": "——— — — ———— —\n\n1\n\n— —— ————\n\n—\n—\n\n——\n\nARCHITECTURE\n\nofTopiw]\n\n663\n\n—\n\nOur Educational \\'itality: Some Suggested Applications.\nM. Greenwood, Missouri.\nThe Proper Education of an .\\nicrican Citizen. G. N. Grisham, Missouri.\n\n1898 President's Address\nJ.\n\n—\n\n\\'acation Schools.\nRich.\\rd W.aterman, Illinois.\n.\\mcrican Universities and the National Life.\n.\\xdre\\v S. Dr.\\per, Illinois.\n\n1899\n\n—\n\nLessons from American Educational Histor)-. A. D. Mayo, Massachusetts.\nPresident's Address\nSome Unsolved Problems in Elementar)' Education.\nEliphalet Oram L\\te, Pennsylvania.\n?\nQuo Vadium\nMrs. Helen L. Grenfell, Colorado.\nSome Neglected Factors and Forgotten Facts. T. C. Mendenhall, Massachusetts.\nThe Differentiation of the American Secondan,' School. Ch.vrles H. Keyes,\nMassachusetts.\nThe Outlook in Education. Nicholas Murray Butler, New York.\n\n—\n\n—\n\n—\n\nThe Progress in Public Education.— F. Louis Soldan, Missouri.\n1900\n\nI'surpation of Home by School.\n.\\aron Gove, Colorado.\nThere a Nationality Problem in Our Schools? Marion Brown, Louisiana.\nPresident's .•\\ddress\nResponsibilities of Educational Leadership.\nOscar T.\n\nIs\n\n—\n\nCorson, Ohio.\n\nWhat Manner of Child Shall This Be ?— G. R. Glenn, Georgia.\nPresident's .\\ddress\nThe Duty of the National Educational A.'^sociation in Shaping\nPublic Educational Opinion.\nJames M. Green, New Jersey.\nThe Public School as a Social Center. Cora Stanton Brown, Indiana.\n1902 How the School Strengthens the Individuality of the Pupils. W. T. Harris,\n1\n\n—\n\n90\n\n—\n\nDistrict of Columbia.\n\n—\n\nSome Pressing Problems. NicHOLAS Murray Butler, New York.\nThe Common-School Community. OssiAN H. Lang, New York.\nPresident's Address The Intrinsic Value of Education.\nIsrael H. Peres,\n\n—\n\n—\n\nTennessee.\n\n1903\n\nThe Beginning and .Mms of the General Education Board.\n\nWallace Buttrick,\n\nNew York.\n1904 The Relation of the Church to Higher Education in the United Slates.\n\nEdmund\n\nJames, Illinois.\n\\'acation Schools, Playgrounds, and Recreation Centers.\nExangeline E. Whitney, New York.\nThe Organization of a System of Evening Schools. Thomas M. Balliet, MassaJ.\n\nchusetts.\n\nEducation. Henry M. Leipziger, New York.\nAddress by President Theodore Roosevelt and Responses.\nThe Immigrant Child. Julia Richman, New York.\nThe Nation's Educational Purpose. Andrew S. Draper, New York.\nFifty Years of American Education.\nElmer Ellsworth Brown.\n.•\\rlult\n\n1905\n\n1906\n\n3.\n\nARCHITECTURE\n\n1869 School Architecture. Wm. F. Phelps, Minnesota.\n1873 Schoolhousc Plans. A. J. Rickoff, Ohio.\n1882 The Chemical E.xamination of Air as Ay)[>lied to Questions of Wntilation.\nCharles Smart, U. S. A.\nDctcnnining the Merits of the Heating and Ventilation of a Scho<il Building.\n\n—\n\nJohn S. Billings, U. S. A.\n1892\n1895\n1897\n\n1898\n1900\n1901\n1903\n1904\n1905\n\n—\n\nHealth of SchfHjl Children as Affected by School Buildings. G. Stanlf.y\nHam,, Massat husctts.\nRcixjrt on the Ventilation and Heating of Schools.\nD. F. Lincoln.\nThe Proper Use of .St hf)ol houses. Aaron Gove, Colorado.\nRound Table of State Su|M-rinlendents.\nSrhfK)l Architecture.\nJason E. Hammond, Michigan.\nSc hfX)lhous<- Construction.— A. H. Kikchnkk, Missouri.\nThe Lighting and Seating of S( hoolrooms. -W. A. Mowry, Massachusetts.\nN'entilatifin of Schrxjlrrxims.\nA. P. Mariu.k, New York.\n('. H. Parsons, Iowa.\nS< hfK)lhous<\" Arfhitcciure.\nRelation of State legislation to .Vlfxlern School-Building.- C. H. Parsons, Iowa.\nSrhfK)l Surroundings. -W. W. Stetson, Maine.\n'J'he\n\n—\n\nThe S(h(K>l .Architecture of St. Ix)uis. -William B. Ittnek, Mi.ssouri.\nKcccnl\n\nI'rogrc-ss in\n\nSchool Architecture.\n\nSEVMf)UR Davis, Pc*nnsylvania.\n\nNeeded legislation in Sc hcx.l An hitec ture. - C. B. J. Snydkr, New York.\n1906 Rural .S< hcK>l An hileclurc^— J. W. f)l.scn, Minnesota.\n\n"}
{"page": 676, "printed_page": null, "text": "— — — —\n— ——— ———— ——\n———————\n\n————\n\n— ——\n\nNATIONAL EDUCATIONAL ASSOCIATION\n\n664\n\n4.\n\n[BibUography\n\nART EDUCATION\n\n1869 Drawing as a Branch of Elementary Education. Woodman, New Hampshire.\n1 871\nLearning to Draw. Henry C. Harden, Massachusetts.\n1872 Drawing in Graded Public Schools ^What, and How to Teach It. Walter\n\n—\n\n1875\n\n1876\n\nSmith, Massachusetts.\nThe Relation of Art to Education.\n\nGrace C. Bibb, Missouri.\nWalter Smith, Massachusetts.\nIndustrial Drawing in Public Schools.\nDrawing as an Element in Advanced Industrial Education. C. B. Stetson, Massachusetts.\nRequired Adjustments in Scientific Education. S. Edward Warren^ New York.\nSome Reasons Why Drawing Should Be Taught in Our Public Schools. L. S.\n\n—\n\n—\n\n1877\n\n—\n\nThompson, Indiana.\n1879 Art and Drawing in Education. Walter Smith, Massachusetts.\n1883 The Teaching of Drawing in Grammar Schools. Walter S. Perry.\n1884 Technical and Art Education in Public Schools as Elements of Culture.\nAdler, New York.\n1885\n\nFelix\n\n—\n\nEducation of the Normal Color Sense. B. Joy Jeffries, Massachusetts.\nChas. M. Carter.\nIndustrial Drawing for Primary Schools.\nEvening Industrial Drawing Schools. Otto Fuchs, Maryland.\nArt Education.- Otto Fuchs, Maryland.\nDrawing in Primary and Grammar Schools. Mrs. E. F. Dimmock, Illinois.\n\nDrawing in High Schools. Walter S. Perry.\n1886 President's Address Industrial Drawing. W. S. Goodnough, Massachusetts.\nMrs. Mary D. Hicks, Massachusetts;\nRelations of Drawing to Other Studies.\nW. S. Perry, Anson R. Cross.\n1887 President's Address Drawing as a Mode of Expression. Walter S. Perry,\n\n—\n\n—\n\n—\n\n—\n\nMassachusetts.\n\nDrawing in Primary and Grammar Schools. Elizabeth F. Dimmock, Illinois.\nDrawing in Country and Village Schools. Walter S. Goodnough, Ohio.\nDrawing in High Schools. W. S. Perry, Massachusetts.\nDrawing in the Normal Schools. M. Louise Field, Massachusetts.\nDrawing in Normal Schools. Harriet Cecil Magee, Wisconsin.\nDrawing in Ungraded or Village Schools. Miss E. A. Hills, Minnesota.\nDrawing in Normal Schools.— Report of Miss J. C. Locke, Missouri.\nDrawing, Making, and Color, in Connection with Other Studies. Mrs. Mary\nDana Hicks, Massachusetts; Walter S. Perry, Massachusetts.\n1888 Educational Value of Object Work.— L. S. Thompson, Indiana.\nHenry T.Bailey,\nHistoric Ornament and Design in Grammar and High Schools.\n\n—\n\n—\n\n—\n\n—\n\nMassachusetts.\nG. H. Bartlett, Massachusetts.\nFree Industrial Evening Drawing-Schools.\nImportance of High Aim in Art Education. Albert H. Munsell, Massachusetts.\nL. S. Thompson, New\nEvolutions of Systems of Drawing in the United States.\n\n—\n\n1889\n\n—\n\nJersey.\n\n1890\n\nArt Education the True Industrial Education. Wm. T. Harris, Massachusetts.\nForm-Study, and Its Applications in the Grades. Jesse H. Brown, Indiana.\nChristine Sullivan,\nArt Instruction in the High School: Its Utility and Value.\nOhio.\nHigh-School Work in Drawing. Rhoda E. Selleck, Indiana.\nNormal-School Work in Drawing. Mrs. Hannah J. Carter, New York.\nThe Mission of Color.^ Josephine C. Locke, Illinois.\nThe Moral Value of Art Education. Ada M. McLaughlin, Minnesota.\nDrawing a New Method. Frank Aborn, Ohio.\nArt Education in the Public Schools.\nJames MacAlister, Pennsylvania.\nThe Highest Office of Drawing. Frank Aborn, Ohio.\nAddress of the President of the Art Department. Mrs. Hannah Johnson Carter,\nNew York.\nSupervision of Form-Study and Drawing in Public Schools. Walter S. Goodnough, New York. (Discussion.)\nColor in Nature in Relation to Color in the Schoolroom.- W. A. Sherwood,\n\n—\n\n—\n\n1891\n\n—\n\n—\n\nOntario.\nShould Instruction in Form Be Based upon Type Solids ? Mrs. Mary Dana\nHicks, Massachusetts.\nThe Conditions Underlying Art Education in Europe and America. Walter S.\n\n—\n\nPerry, New York.\n\n"}
{"page": 677, "printed_page": null, "text": "———\n\n——\n\n——\n\nART EDUCATION\n\nof Topics]\n\n1892\n\n—— —\n\n—\n\n— —\n\n665\n\nArt Instruction in Normal Schools. Elizabeth Perry, Massachusetts.\nPresident's .\\ddrcss\nGeneral Training Derived from .\\rt Education. Frank H.\n\n—\n\nCollins, New York.\n\nThe Aim of .-Irt Instruction. Christine Sullivan, Ohio.\nThe Study of Drawing as Common-School Work. .\\aron Gove, Colorado.\n1893\n\n—\n\nDivelopment of Art Instinct. J. Ward Stimson, New York.\nDrawing from the Flat to Learn the Technique of Representation.\nB.AJLEV, Massachusetts.\nDoes Art-Study Concern the Public Schools ?\nchusetts.\n\nHenry T.\n\n—Mrs. Mary Dana Hicks, Massa-\n\nWith What Should Drawing\nJosephine C. Locke, Illinois.\nPainting and Sculpture Discussion. ^W. M. R. French, Illinois.\nThe Self-correcting Sy.stem of Drawing. .\\nnie R. Osborne Moore, England.\nShould Pupils Draw from the Flat ? Helen Bondy, Austria.\nHow Pupils Should Analyze Works from the Great Masters. Alfred Emerson,\n\n—\n\nBegin ?\n\n—\n\nNew York.\nImportance of the Aesthetic Aim in Elementary Art Instruction.\n\n1894\n\n—\n\nL. W. Miller,\nPennsylvania.\nThe Cultivation of Artistic Taste. J. M. Hoppin, Massachusetts.\nArt Education Its Influence: Industrial, Educational, Ethical.\nChristine Sullivan, Ohio.\nArt Education and Manual Training. J. Liberty Tadd, Pennsylvania.\nColor in Public Schools.\nMrs. Mary Dana Hicks, Ma.ssachusetts.\nModeling in Public-School \\\\'ork. Mrs. E. M. Kent, Minnesota.\nDrawing Its Relation to Manual Training and the Industrial Arts.^ John C.\n\n—\n\n—\n\n—\n\n—\n\n—\n\n—\n\nMiller, Illinois.\n1895\n\n—E.xtension Art Education. Charles M. Carter, ColoMagazines. —\nC. Dana, Colorado.\nDrawing\nPrimary and Grammar Grades. Wilhklmina Seegmiller,\n\nPresident's Address\nrado.\n.Art in\n\nof\n\nJ.\n\nPictorial\n\nin\n\nPennsylvania.\n\nThe Place of Art Education in General Education.\nchusetts.\n\nMethods of Teaching Drawing.\n1896\n\nRiley, Missouri.\nPresident's Address\n\nNew '^'ork.\n\n1\n\n897\n\nJohn S. Clark, Massa-\n\n— Round-Table Discussion — Mrs. Matilda E.\n\n—The Training of\n\n.\\rt\n\nTeachers.\n\nWalter S. Goodnouoh,\n\n—\n\nRoss Turner, Massachusetts.\nArt for the Eye.\nLangdon S. Thompson, New Jersey; Stella Skinner,\nArt in the Schoolroom.\nConnecticut.\nArt Education in Relation to Public Education.— Walter S. Pekry, New\nYork.\nWilhelmina Seegmiller,\nArt Not the Servant of Science but Its Complement.\nIndiana.\nShall Art Be the Servant of Science or Its Complement ?—M. \\'. O'Shea, New\nYork.\nHarriet Cecil Mac.ee, Wisconsin.\nI'roVjkms in Drawing in Normal Schools.\nThe Expression of I.incs.- I). R. Augsburg, Utah.\nWhat Do the People Want in Drawing in the I'ublic Schools?— Lii.i.ie M. Hodden, Illinois.\nWhy Art and Literature Ought to Be Studied in Our Sch(K>ls. W. T. IIaukis,\n\nDistrict of Columbia.\nArt-Teaching in Srhools.- William II. Maxwell, N<'w York.\n1988 I'nsifient's Address — Nationality in Art. Harriet Cecii. Magee, Wisconsin.\nThe SufK-rvisor of Drawing in Public Schf)ols. Fred H. Daniels, New York.\nSome Educational Principles for the Tca< hing of Drawing. M. \\'. O'Sin a, Wis-\n\n—\n\nconsin.\nRcyxirX of the Committee on the Relation of the Library to Art Education.— W. M.\n\nR. P'rench.\n\nWii\nPartridge, Ma.s.sachu.s<-tts.\nEi.mek K. Brown, (California.\nArt in F,<lu< alion.\nI'rcsifirnl's Address\nM(lh«»d.s of Pr<Ke(lure in the Teai liing of Art.\n\nThe Function of Art in the Education of the AnuHi an Cili/cn.\n1899\n\nMaso.s, Prnnsylvania.\nProblems in ,\\rtisli( Rendering.\n\nDrawing in the Early Years.\n\nKatiieri.ve M. Bam., California.\n\nHerman T. Lukens, Pennsylvania.\n\n1\n\ni.\\m\n\nOrdwav\n\nWii i.iam A.\n\n"}
{"page": 678, "printed_page": null, "text": "————\n\n——— —— —————————— —\n\n————— ——————\n\nNATIONAL EDUCATIONAL ASSOCIATION\n\n666\n\n1899 Art Education in High Schools and Normal Schools.\n\n—\n\n[Bibliography\n\n—Miss Josephine A. Greene,\n\nNew York.\nArt Instruction in the University. Henry T. Ardley, California.\nPreliminary Report of the Committee of Ten on Elementary Art Education.\n\nLangdon S. Thompson, New Jersey, Chairman.\nFrances E. Ransom, New York.\nFrancis W. Parker, Illinois.\nArt in Everything.\nPicture-Study Its Relation to Culture and General Education. Fred J. Orr,\nGeorgia.\nThe Relative Value of Brush and Pencil as Mediums in Expression. Bonnie\n\n1900 Presidential Address\n\n—\n\nSnow, Minnesota.\n\nThe Relation of Nature-Study to Drawing in the Public Schools.\n\nJames M.\n\nStone, Massachusetts.\n1\n\n901\n\n1902\n\n1903\n\n1904\n\nThe Economic Basis of Art. Charles DeGarmo, New York.\nBonnie E. Snow, Minnesota.\nPresident's Address.\nThe Economic Value of Art Education. Frederick W. Coburn, New York.\nRhythm as an Art Principle. Harriette Rice, Rhode Island.\nThe Study of Fine Art in American Colleges and Universities. Frank Forest\nFrederick, IlUnois.\nEducation in the Appreciation of Art. William Bayard Craig, Iowa.\nErnest F. FenolPossibilities of Art Education in Relation to Manual Training.\nLOSA, Alabama.\nHarold Peyser,\nPractical Co-operation between Art and Manual Training.\nNew York.\nArt as an Educational Factor. James L. Hughes, Canada.\nElementary Preparation in Drawing for Secondary Schools. Clarence Valentine KiRBY, Colorado.\nReport of the Committee of Ten on Elementary Art Education. Langdon S.\nThompson, New Jersey, chairman.\nThe Teaching of Art. Denman Waldo Ross, Massachusetts.\nBonnie E.\nConsideration for a Practical Study of Drawing in Public Schools.\nSnow, Minnesota.\nAnna Vandalaine Henkel, Missouri.\nArt Education for the American People.\nThe Influence of the Art School and Art Museum on Civic Life. Edmund H.\n\nWuerpel, Missouri.\nThe RepubUc of France\n\n—\n\nA Nation of Art. Jean Marduel, France.\nArt Education for the People in Germany. Leopold Bahlsen, Germany.\nArt Education for the People. Mrs. Matilda Evans Riley, Missouri.\nOrganization for Art Education in England. Percy Atkin, British representa-\n\n—\n\ntive.\n\n—F. Louis Soldan, Missouri.\n\n1905\n\nThe Educational Value of Drawing.\n\n1906\n\nLessons from the International Drawing Teachers' Congress at Berne. Charles\nM. Carter, Colorado.\nRound-Table Conferences. -Various papers by Various Authors.\nArt as Related to Manual Training. James Edwin Addicott, Louisiana.\n\n—\n\n5.\n\n1892\n\n—\n—\n\nBIOGRAPHY\n\n—\n\nThomas W. Harvey. W. L. Day, Ohio.\nJohn Hancock. W. E. Sheldon, Massachusetts.\n\nIn Memoriam\nIn Memoriam\nJohn Amos Comenius\n1. His Private Life and Personal Characteristics.\n\n—\n\nJohn Max Hark, Pennsyl-\n\nvania.\n2.\n\n3.\n\nThe Textbooks of Comenius. William H. Maxwell, New York.\nThe Place of Comenius in the History of Education. Nicholas Murray\n\nButler, New York.\nIn Memoriam Dr. John Wickersham. Edward Brooks, Pennsylvania.\nConfucius and His Educational Ideas. Hidesaburo Eudo, Japan.\nJoseph Peter Varela and the Progress of Education in Uruguay. Alberto Gomez\n\n—\n\n1893\n\nRuano, Uruguay.\n\n—\n—\n—\n—\n—\n\nMemorial Address Elizabeth Palmer Peabody. Wm. E. Sheldon, Massachusetts.\nMemorial Address M. Alexander Newell. Sarah E. Richmond, Maryland.\nMemorial Address Lcland Stanford. Will S. Monroe, California.\nMemorial Address Emily Marwedel. Elizabeth Harrison, Illinois.\nMemorial Address John S. Crombie. John E. Bradley, Massachusetts; Ray\nGreene Huling, Massachusetts.\n\n"}
{"page": 679, "printed_page": null, "text": "————— ——— — ————————— ————\n\n—\n\n—\n\nBIOLOGICAL SCIENCES\n\nof Topics!\n\n667\n\n—\n\nGeorge Howland. Albert G. Lane, Illinois; J. L. Pickard,\nJohn W. Cook, Illinois.\nMtmorial Addriss Rolx-rt Allyn. Edwin C. Hewett, Illinois.\n\n1893 Mimorial Addn-ss\nCalifornia;\n\n1895\n1896\n\n—\n—\n\n—\n\nMemorial .\\ddress Robert Wallace Stevenson. E. E. \\\\hite, Ohio.\nReport of the Committee on Necrology. C. W. B.\\rdeen, chairman.\nHorace Mann. Wm. T. Harris, District of Columbia.\nHorace Mann at .\\ntioch College. W. A. Bell, Indiana.\nMemorial Addresses Constituting the Report of the Committee on Necrology\n\n—\n\n—\n\n—\n\nfor\n\n1S96\n\nNorman .\\. Calkins.\n\nHorace H. T.\\rbell, Rhode Island; Edwin C. Hewett,\n\nIllinois.\n\nDaniel B. Hagar. William E. Sheldon, Massachusetts.\nJohn Kraus. HoR.\\CE S. Tarbell, Rhode Island.\nThomas .\\rnold (1795-1842). Rural Schools. Appendi.x Q.\n\n—\n\n1897\n\n—W.\n\nS.\n\nSuTTON,\n\nTe.xas.\n\n1898\n\nLife and Character of Edward Austin Sheldon.\nCharles R. Skinner, New York.\n.Memorial .\\ddresses (Constituting the Report of the Committee on Necrology\nfor 1898).\nHenry Sabin, chairman.\n\n—\n\nDr. Edward .-K. Sheldon.\nW. E. Sheldon, Massachusetts.\nRev. Birdsey Grant Northrop. E. E. White, Ohio.\nMrs. Rebecca D. RickotL Bettie A. DunoN, Ohio.\nSamuel M. Inglis. Edwin C. Hewett, Illinois.\nHenry Sabin, Iowa.\nJ. C. Gilchrist.\nMrs. Susan G. Patterson. W. H. Bowers, Indiana.\nHjznry Sabin, Iowa.\nC. P. Rogers.\nReport of the Committee on Necrology. Edwin C. Hewett, Illinois, chairman.\nKejjijrt of the Committee on Necrology.\nReport of the Committee on Necrology.\nIn Memoriam Burke Aaron Hinsdale. -J.^mes B. Angell, Michigan.\n/;/ Memoriam\nHenry Barnard. Eliphalet Oram Lyte, Pennsylvania; Newton C. Dougherty, Illinois; Charles H. Keyes, Connecticut; Francis W.\nParker, Illinois; W. T. Harris, District of Columbia.\nMemorial .\\ddress Dr. Charles Collins Rounds. Henry Sabin, Iowa.\nIn Memoriam Col. Francis Wayland Parker. Wilbur S. Jackman, Illinois.\n-Memorial Address J. L. M. Curry.\nEdwi.v .\\. Alder.man, Virginia.\n.Memorial Address William Miller Beard.shear.\nH. H. Seerley, Iowa.\nMemorial Address Emerson E. White. E. W. Coy, Ohio.\nMemorial Address E<lward R. Shaw. J. F. Reigart, Ohio.\nMemorial .Address William Bramwell Powell. John W. Cook, Illinois.\nMemorial .Address PVank .Mpine Hill. ^William Edwin Hatch, Ma.ssachusetts.\n\n—\n\n—\n\n1899\n1900\n1 90 1\n\n—\n—\n\n—\n1903\n—\n—\n—\n—\n—\n1904\n—\nMemorial .\\ddress — Reulxn\n1902\n\n1905\n\n—\n\n—\n\n—\n—\n\nFrank B. Cooper, Washington.\nS. Bingham.\nHerfxrt SiR-ncer and His Influence on Education. W. T. Harris, District of\nColumbia.\nHerlxrt SiK-ncer's Four Famous Essays. John W. Cook, Illinois.\nH<rlj<rt Sf)encer's Individuality as Manifested in His Educational Thinking.\nW. S. Sutton, Texas.\nHerlxrt Sjxncer as an Educational Force. A. E. Winship, Ma.ssachusetts.\nHerlxTt Sfx-ncer a-s a Philo.sopher.\nW. RosE, Tennessee.\nMemorial .Address Clara Conway. W. T. Harris, District of Columbia.\nMemorial Address —Edwin C. Hewett. JoH.v W. Cook, Illinois.\n.Memorial Addres.s Newton Bateman.\nNewton\nDougherty, Illinois.\n.Memorial Address\nCharles C. Van Liew, California.\nIra G. Hoitt.\n.Memorial Adtlress— Hora< e Sumner Tarlxll.\nWalter Bali.ou Jaouis, Rhode\n\n—\n\n—\n\n—\n—\n\n—\n—\n—\n\n—\n\nC\n\nIsland.\n\n(>.\n\nlUol.OGICAL SCIKXCKS\n{See also\n\n.S<\n\nicn< e\n\nTeai hing)\n\n1870 'I he Human Uody, a Subject of Study for the Tea< her. j. I,. I'ickawd, Illinois.\n1886 ElTecLs of Ahohoi on the Human System. A. C. Boydkn, Massa< huseUs.\n1895 Uiology in the First Year of the Seconclary Sclvxtls. O. S. Westcott, Illinoi.s.\n1896 //Hilogy iLs a Factor in Mental (Culture. -Simon H. Gaoe, New York.\n1897 The Mi(rr)s<«)|x- in thi- Public S( h<x)ls, W. H. Skinner, Nebraska.\n/>><j|ogy in the High-Sc ho<<l f.'urrii ulum. -Henry Baldwin Ward, Nebr\nki\\.\n1898 ke|»ort of the Sulx ommitlee on Botany in Seconclary Sc hcx)ls. John M. Coulter,\n\n—\n\nIllinois.\n\n—\n\n"}
{"page": 680, "printed_page": null, "text": "— ——— ———— — ——— — —\n\n—\n\n—— —\n\nNATIONAL EDUCATIONAL ASSOCIATION\n\n668\n\n—\n\n[BibHography\n\n1898 The Leaf a Light-Related Organ. B. D. Halsted, New Jersey.\nThe Teaching of Biology in the High School. W. P. Hay, District of Columbia.\n1899 The Pedagogical Content of Zoology. N. A. Harvey, Wisconsin.\nCollege-Entrance Requirements: Report of the Committee on Botany.\nBy a\nCommittee.\nCollege-Entrance Requirements: Report of the Committee on Zoology.\nBy a\nCommittee.\n1900 Alcohol Physiology and Superintendence. W. O. Atwater, Connecticut.\n1901 Round-Table Conference Botany Conference. Lewis Murbach, Michigan.\nRound Table Physiology Conference. Peter Cooper, New York.\nRound Table Zoology Conference. Franklin W. Barrows, New York.\n1902 Round Table Biological Conference. J. Remsen Bishop, Ohio.\nThe Projection Microscope Its Possibilities and Value in Teaching Biology.\nAaron H. Cole, Illinois.\n1903 The Teaching of Biology in High Schools. A. S. Pearse, Nebraska.\nA New Method of Teaching Physiology. William Townsend Porter, Massa-\n\n—\n\n—\n\n—\n\n—\n\n—\n—\n—\n\n—\n—\n\n—\n\n—\n\n—\n\nchusetts.\n\n1904\n\nLaboratory Work in High-School Physiology. James E. Peabody, New York.\nThe Microscope in the Biological Laboratory of the High School. John F.\n\nThompson, Indiana.\n1905 Teaching Biology from Living Plants and Animals.\n\nAaron Hodgman Cole,\n\nIllinois.\n\n7.\n\nEDUCATION OF THE BLIND\n\n1898 Pedagogical Lessons from a Study of the Blind.- Frank H. Hall, Illinois.\n1899 In What Respects Should the Education and Training of the Blind Differ from\nThat of Normal Pupils ? Warring Wilkinson, California.\n1900 The Higher Education of the Blind. John E. Swearingen, South CaroHna.\n1902 What is Minnesota Doing for Her Blind Children ? B. P. Chapple, Minnesota.\nNecessary Evils. Tames T. Dow, Minnesota.\n1906 The Examination of the Eyes of School Children. John C. Eberhardt, Ohio.\n\n—\n\nCHILD-STUDY\n\n8.\n\n——\n\n1884 What Children Know. J. M. Greenwood, Missouri.\n1 891\nThe Study of Children. G. Stanley Hall, Massachusetts.\n1893 Child-Study as a Basis for Psychology and Psychological Teaching. G. Stanley\nHall, Massachusetts.\nChild-Study as the Basis of Pedagogy. ^William H. Burnham, Massachusetts.\nDreaming and Poetic Invention. James Sully, England.\nThe Language of Children. F. Tracy, Massachusetts.\nThe Theological Life of a California Child. Earl Barnes, California.\nThe First Two Years of the Child. Millicent W. Shinn, Ohio.\nA Plea for Special Child-Study. W. L. Bryan, Indiana.\n\n—\n\n—\n\n—\n\n1894\n\nChild-Study in Connection with the Professional Training of Teachers. Margaret K. Smith, New York.\nReport of Committee on Psychological Inquiry The Psychology of the Imitative\nFunctions in Childhood as Related to the Process of Learning. W. T. Harris,\nDistrict of Columbia, chairman.\nReport of the Committee on the Study of Child Development, of the Association\nMrs. Annie Howse Barus, chairman.\nof Collegiate Alumnae.\nReports from Various Sections of the National Association for Child-Study.\nVarious Authors.\nThe Motor Ability of Children A Preliminary Study. John A. Hancock, Mass.\nW. A. Hoyt, Massachusetts.\nChildren's Love of Nature.\nChildren's E.xpression thru Drawing. -M. V. O'Shea, Minnesota.\nG. Stanley Hall, Massachusetts.\nChild-Study.\nChild-Study Systematic and Unsystematic. Wm. L. Bryan, Indiana.\nFrancis W. Parker, Illinois.\nApplication of Child-Study in the School.\nReport on Child-Study in Iowa. H. E. Kratz, Iowa.\nReport of the Work in Child-Study in Minnesota. M. V. O'Shea, Minnesota.\nReport of the Committee for New York State on Child-Study. By the Committee.\nThe Study of Children on the Pacific Coast. Earl Barnes, California.\nThe Study of Children at the University of California.— Elmer E. Brown, Cali-\n\n—\n\n—\n\n—\n\n—\n\n1895\n\n—\n\n—\n\n—\n—\n\n—\n\nfornia.\n\n—\n\n—\n\n"}
{"page": 681, "printed_page": null, "text": "—\n\n——— — ——— ———— — — ——\n\n—\n\n—\n\n—\n\nCHILD-STUDY\n\nol Topics]\n\n669\n\n1895 Riport on Work in Child-Study in Indiana. Wm. L. Bryan, Indiana.\nIs Child-Stutly rracticable for' the Teacher?\nG. T. W. Patrick, Iowa.\nMethod and Scope of Child-Study for Teachers-in-Service. M. V. O'Suea,\n\n—\n\n—\n\nMinnesota.\nChild-Study with the Co-operation of the Parents.\n\n1\n\n—\n\nC. C. Van Liew, Illinois.\n896 Some Practical Results of Child-Study. A. S. Whitney, Michigan.\nThe Pupil as a Social Factor.— Earl Barnes, California.\nChild-Study for Fathers and Mothers. M. V. O'Suea, New York.\nChild-Study Up to Date. Sara E. Wiltse, Massachusetts.\nWork of the Illinois Society for Child-Study. Francis W. Parker, Illinois.\n\n—\n—\n\n—\n\nMinnesota Child-Study Association. L. H. G.a.lbreatu, Minnesota.\nChild-Study in the Tompkins Observation School. Elmer E. Brown, California;\nThomas P. Bailey, California.\nWilliam L. Bryan,\nScientific and Non-Scientific Methods of Child-Study.\nIndiana.\nChild-Study Work at Clark University. G. Stanley Hall, Massachusetts.\nSome Musical Phases of Child-Study. Florence Marsh, Michigan.\nChild-Study a Part of the Teacher's Art.\nC. C. Van Liew, Illinois.\nM. V. O'Shea, New York.\nInterests in Childhood.\nRelation of Child-Study to the Work of a City Superintendent.\nC. B. Gilbert,\nMinnesota.\nWhat Children Want to Do When They Are Men and Women. Charles II.\n\n—\n—\n\n—\n\n—\n\nThurber, Illinois.\nThe Result of Child-Study in Country Schools. Anna K. Eggleston, New York.\n1897 Has Child-Study Any Help for the Kindergarten? Bertha Payne, Illinois.\nFroebel's Use of Child-Study.\nC. G. O'Grady, Pennsylvania.\nMethods of Child-Study in the Kindergarten. Jenny B. Merrill, New York.\nRound Table on Child-Study\n\n—\n\nHygiene of Motor Development. Wm. L. Bryan, Indiana.\nFatigue and Sense Defects. H. E. Kratz, Iowa.\nG. W. A.\nPractical Results Obtained thru the Study of Children's Interests.\nLucKEY, Nebraska.\nHow May the Results of Child-Study Be Best Embodied in Methods of Teaching\nin Elementary Schools ?\nJ.'VMES L. Hughes, Ontario.\nThe Still Hunt. Sarah C. Brooks, Minnesota.\nChild-Study in Class Work. L. H. Galbreath, Illinois.\nC. C. Van Liew, Illinois.\nChild-Study with the Co-operation of Parents.\nShould Teachers in Preparation Have Instruction in Theoretical and Practical\nChild-Study ? Mary E. Laing, New York.\nG. W. A. Luckey,\nPractical Lines of Child-Study for the Average Teacher.\nNebraska.\nThe Bearings of the Laws of Cerebral Development and Modification on ChildReuben Post Halleck, Kentucky.\nStudy.\nThe P.sychology of Puberty and Adolescence. Colin A. Scott, Illinois.\nMental Differences of School Children. J. A. Hancock, Colorado.\n\n—\n\n—\n\n—\n\n—\n\n—\n\n—\n\nMary Codding Bourland, Illinois.\nParents as Child Students.\nJohn Dewky, Illinois.\nCriticisms Wise and Otherwise on Modern Child-Study.\n\\ National Society for Child-Study. C. C. Van Liew, Illinois.\nPresident's Address.— M. V. O'Shea, Wisconsin.\nSome Cautions to Be Observed in Child-Study. OssiAN H. Lang, New York.\nA Year's Study of the Entering Pupils of the SpringfieUI, Mass., High School.\nFkEii W. Atkinson, Massachu.setts.\nEuGAR Jamk.s Swiit,\nHeredity and Environment A Study in Adolescence.\nWis<«nsin.\nChild-Study in the Training <jf Teai hers. -John G. \"^riioMPSoN, Ma.ssachusells.\nI^cvclopmenl of the So< ial Consciousness of Children. Wll.L S. MoNROE, Massa-\n\n—\n\n1898\n\n—\n\n—\n\n—\n\n—\n\n(\n\nhusctts.\n\n1'. Ciokdv,\nJ.\nOhio.\n.Some Contributions of Child-Study to tiie Science of Edm aiion.— Reuben Post\nHam.i.<k, Kentucky.\nMinor .Mental .Mmormaliticu Occa.sionc-(l liy (Certain Erroneous School Miihods.\n\\\\. O. KkoiiN, Illinois.\nV'iccs of Childhood and Youth.- J. W. Dinsmokk, Nebraska.\nElmkk ELLSWORTH Brown, California.\n.Vaughty Chilclren.\n\nWhat Can Child-Study {'onlributr to the Siieiue of l-'.tluc alion ?\n\n1899\n\n—\n\nRelation of Imitation to Originality.\n\nMahy\n\nI*\".\n\nLkdvakk, California.\n\n"}
{"page": 682, "printed_page": null, "text": "— ———————— —— — ————— ——\n\n—\n\n—\n\nNATIONAL EDUCATIONAL ASSOCIATION\n\n670\n\n—\n\n•\n\n[Bibliography\n\n1899 Child-Study in Normal and Training Schools. Gertrude Edmund, Massachusetts.\nThe Adolescent at Home and in School. E. G. Lancaster, Colorado.Children's Interests in Literature.\nIsabel Lawrence, Minnesota.\nApplied Child-Study for the Kindergarten and the Primary School. -Frederic\nBuRK, California.\nRacial Traits in the Group Activity of Children.\nC. C. Van Liew, California.\n\n—\n\n—\n\nPlay Interests of Children. Will S. Monroe, Massachusetts.\n1900 A Study in Musical Interpretation. H. E. Kratz, Iowa.\nSome DiflBculties of Child-Study. Thomas P. Bailey, California.\n1901 The Ideal School as Based on Child-Study. G. Stanley Hall, Massachusetts.\n1902 New Lines of Attack in Child-Study. Frederick E. Bolton, Iowa.\nThe Child-Study Department of the Chicago Pubhc Schools. Angeline Loesch,\n\n—\n\n—\n\nIllinois.\n\nWhat Our Schools Owe to Child-Study. Theo. B. Noss, Pennsylvania.\nThe Physiology of Childhood as Applied to Education. R. O. Beard, Minnesota.\nThe Psychology and Ethics of Fun. Walter B. Hill, Georgia.\n1903 A Study Based on the Children of a State. Earl Barnes, Pennsylvania.\nThe Teacher's Practical AppHcation of the Results of Child-Study. F. E. Spauld-\n\n—\n\n—\n\nING, New Jersey.\nSex Differentiation in Relation to Secondary Education.\nton.\n\n1904\n\n—A. H. Yoder, Washing-\n\n—\n\nPsychic Arrest in Adolescence. G. Stanley Hall, Massachusetts.\nInfluence of the Study of the Unusual Child upon the Teaching of the Usual.\nFrank H. Hall, Illinois, and Others.\nIn How Far May Child Psychology Take the Place of Adult Psychology in the\nTraining of Teachers ? G. Stanley Hall, Massachusetts.\nThe Educational Influence of Public Outdoor Art. George E. Gay, Missouri.\nEducation for Artistic Handicraft in Sweden. Carl Lidman, Swedish Commission.\nRound-Table Conference on Child-Study in Grammar and Secondary Grades.\nCharles W. Waddle, Massachusetts, and Others.\nThe Diagnosis of the Capabihties of School Children. D. P. MacMillan,\n\n—\n\n—\n\n—\n\nIllinois.\n\nSome Laboratory Investigations of Subnormal Children.\n\nMary R. Campbell,\n\nIllinois.\n\nTo What Extent May Atypical Children Be Successfully Educated in Our Public\nSchools ? Maximillian P. E. Groszmann, New Jersey.\nTypical Child-Study Methods at the St. Louis E.xhibit. Will S. Monroe, Massachusetts.\n\nQuestionnaire Methods of Child-Study. Will Grant Chambers, Minnesota.\nLaboratory Tests as a Means of Child-Study. Mabel Clare Williams, Iowa.\nThe Contributions of Zoological Psychology to Child-Study. Linus W. Kline,\nMinnesota.\nUnsolved Problems of Child-Study. G. Stanley Hall, Massachusetts.\nMethods of Teaching Child-Study in Normal Schools. Anna Buckbee, Penn-\n\n—\n\nsylvania.\n\nRound-Table Conference on Child-Study in Kindergarten and Primary Grades.\nMyra H. Winchester, Texas, chairman, and Others.\n1905 The Group Morality of Children. George E. Vincent, Illinois.\nPresident's Address.\nE. G. Lancaster, Michigan.\nChild-Study in the University and College. G. Stanley Hall, Massachusetts.\n\n—\n\n—\n\nChild-Study in Normal Schools. Frank Webster Smith, Nebraska.\nChild-Study in Special Clubs. Harriet A. Marsh, Michigan.\nA Problem for Women's Clubs. Isabel Lawrence, Minnesota.\nEducation from the Genetic Point of View. William H. Burnham, Massachusetts.\n\nRelation of the Child's Development to Control of Him.\n\nAmy E. Tanner, Penn-\n\nsylvania.\n\nThe School and the\n\nChild's Physical Development.\n\nYork.\nNotes on a Few Books in Child-Study.\n1906 Recent International Congress at Liege.\n9.\n\nStuart H. Rowe, New\n\nLouis N. Wilson, Massachusetts.\n\nWill S. Monroe, Massachusetts.\n\nCITY-SCHOOL SYSTEM\n\n—\n\n1874 Several Problems in Graded School Management. E. E. White, Ohio.\n1883 The City Systems of Management in Public Schools?^—J. L. Pickard, Iowa.\n\n"}
{"page": 683, "printed_page": null, "text": "—\n\n—\n\nCLASSICAL EDUCATION\n\nof Topics]\n\n1886\n\n—— — —— —— — — —\n\n— —\n\n—\n\n1\n\nCity-School\n\nSystems\n\n671\n\n—Pupils, Classification, Examination, and Promotion.\n\nReport of a Coxjncil Committee ox City Schools.\n1889 The School Principal. George Ho\\vl.\\nd, Illinois.\nThe Work of the City Superintendent. T. M. Balliet, Massachusetts.\n1890 City-School Systems.—W. H. Maxwell, New York.\nSchool Superintendence in Cities.\nE. E. White, Ohio.\n\n—\n\n—\n\n1\n\nQualitications and Supply of Teachers for City Public Schools.\n\n89\n\n\\Vm. E. Ander-\n\nson, Wisconsin.\n\n1892\n\nReport of Round-Table Discussion on \"Promotions in City Schools.\"\n\nDougherty, 111.\n1894\n\n1895\n\n—N. C.\n\n—\n\nSupervision of City Schools. W. H. Maxwell, New York.\nSources of Supply of Teachers in City Schools. Aaron Gove, Colorado.\nImprovement of City-School Systems. Henry P. Emerson, New York.\nPlans of Organization for School Purposes in Large Cities.\n.\\ndrew S. Dr.\\per,\nOhio.\nReport of the Subcommittee on the Organization of City-School Systems. Andrew\n\nS. Draper, Chairman.\nReport of the Committee on City-School Systems. Aaron Gone, Colorado,\nchairman.\n1899 The Homes of Our Down-Town Children. Lucia Stickney, Ohio.\nRound Table of City Superintendents. J. P. Sharkey, Ohio.\nPromotions and Grading. W. W. Chalmers, Ohio.\nPaper by Paul A. Cowgill, Michigan.\nPaper by H. E. Kr.vtz, Iowa.\nCourse of Study for Pupils Who Cannot Complete High-School Work. J.\nM. Berkey, Pennsylvania; J. W. Carr, Indiana.\nRound Tables Round Table of Superintendents of Large Cities. Leader, F.\n1 90 1\n\n1896\n\n—\n\n—\n\n—\n\n—\n\n—\n\nLouis Soldan, Missouri.\n\nRound Tables of Superintendents of Small Cities\nSection A.\nLeader, L. E. Wolfe, Kansas.\nSection B.\nLeader, William J. Shearer, New Jersey.\nSection C.\nLeader, T. A. Mott, Indiana.\nSection D. Leader, Augustus S. Downing, New York.\n1905\n\nCharter Provisions as Related to the Organization of School Systems.\nH. Maxwell, New York.\nCharter Provisions as Related to the Reorganization of .School Systems.\n\nWilliam\n\n— F. Louis\n\nSOLDAN, Missouri.\n10.\n\nCLASSICAL EDUCATION\n\n1865 The Best Method of Teaching the Classics. Albert Harkness, Rhode Island.\n1866 Is There Too Much Time Spent in the Study of the Classics at Our Colleges?\nW. P. Atkinson, Massachusetts, and many others.\nI. W. Andrews, Ohio.\nClassical Studies in American Education.\nThe Place of Classical Studies in an American System of Education.-— \\\\'. P. .\\rKiN-\n\n—\n\n1\n\n87\n\n1\n\n1873\n1874\n1887\n1893\n\nSON, Ma.ssachusetts.\nPronunciation of Latin and Greek. H. M. Tyler, Illinois.\nH. K. EusoN, Iowa.\nCia.ssical Study, and the Means of Securing It in the We.st.\n\n—\n\n—\n\nIllinois.\n\nWhich Should Come First,\nFORCE Smith, New Jersey.\n1894\n\n—\n\nClassical Studies.\nEdward S. Joynes, Virginia.\nThe Defense of Classical Studies. J. D. Butler, Wisconsin.\nThe Claims of the Classics. A. F. Nightingale, Illinois.\nRejKjrt of Conference on Latin.\nWm. Gardner Hale, Illinois, chairman.\nMartin L. D'Ooge, Michigan, chairman.\nRejKjrt of Conference on Greek.\nShould Greek Be Required for the Degree of Bachelor of Arts? W. G. Hai.e,\n\n—\n\n—\nLatin or Some Modern Language? — W. Wii.ber-\n\nReports of Committee of Ten\nLatin.\nJohn T. Buchanan, Mi.ssouri.\nW. Wm.hkrforce Smith, New Jers<'y.\nShall Latin Be a Rcfiuired Study?\n.Address f)f the Commitlee of Twelve of the Annrii an I'hilologic al Association.—\nWilliam W. Goodwin, Mas.sa< hus<lts, ch.iirman.\nf)isru.ssion of\n\n—\n\n1895\n\n1897 Rf)und T.ihli- in Latin and Greek.\n1899 The S[)irit of the Cla.ssits. Mrs. Josephine Hkkrmans, Missouri.\nRepf)rt of the Committee of Twelve of the American PhiloWigical Association on\nf>)urs<s of Stufly in Latin and Greek for Secondary Schools.\nA. F. Nightin-\n\n—\n\n—\n\ngale, Illinois, choimian.\n\n"}
{"page": 684, "printed_page": null, "text": "— —— — —\n\n—\n\n—— ———————\n\nNATIONAL EDUCATIONAL ASSOCIATION\n\n672\n\n—\n\nRound-Table Conference Latin.\n1902 Round-Table Conferences\n\n1 901\n\n—\n\n—\n\n[Bibliography\n\n—F. P. Moulton, Connecticut.\n\nAncient Classics. Lafayette Bliss, Minnesota.\nThe Future of Greek Studies. J. Irving Manatt, Rhode Island.\nRound Table- Greek Conference. Isaac N. Judson, Missouri.\n\n—\n\n—\n\n1903\n\nRound-Table Conferences\n\n1905\n\nRound-Table Conference\nHampshire.\n\nHenry White Callahan, Colorado.\n\nClassical Conference.\n\n—E. Classics Conference. John C. Kirtland, New\n\nII.\n\nCOEDUCATION\n\n—\n\n1874 Coeducation of the Sexes in Universities. J. K. Hosmer, Missouri.\n1890 Coeducation of the Sexes. John Hancock, Ohio.\n1903 Coeducation in the High School. G. Stanley Hall, Massachusetts.\nCoeducation at the University of Chicago. Albion W. Small, lUinois.\nCoeducation in High Schools. Aaron Gove, Colorado.\n1904 Coeducation. G. Stanley Hall, Massachusetts.\nCoeducation as It Has Been Tested in State Universities. R. H. Jesse, Missouri.\nThe Advantage of Co-ordinate (Annex) Method in Education. Charles F.\nThwing, Ohio.\nCoeducation in Relation to Other Types of College Education for Women.\nJames B. Angell, Michigan.\n1906 What Kind of Education is Best Suited to Boys ? Reuben Post Halleck, Ken-\n\n—\n\n—\n\n—\n\ntucky.\n\nWhat Kind of Education is Best Suited for Girls?\n\nAnna J. Hamilton, Ken-\n\ntucky.\n\nCOLLEGE-ENTRANCE REQUIREMENTS\n\n12.\n\n{See also Examinations)\n\n1890 Uniform Requirements for Admission.\n1891\n\n1896\n1897\n\n1899\n\n—\n\nH. A. Fischer, Illinois.\nUniformity in Requirements for Admission to College. (Discussion.) Report of\nCommittee of National Council.\nEntrance Requirements The Chicago System. William R. Harper, Illinois.\nEntrance Requirements of Yale College. Thomas Day Seymour, Connecticut.\nReport of the Chairman of the Joint Committee on College-Entrance Requirements. A. F. Nightingale, Illinois.\nRound Table on College-Entrance Requirements. A. F. Nightingale, Illinois.\nGrowth of Confidence between High Schools and Colleges. R. B. Fulton, Mis-\n\n—\n\n—\n\n—\n\n—\n\n—\n\nsissippi.\n\nPresentation of the Report of the Committee on College-Entrance Requirements.\nA. F. Nightingale, Illinois, chairman.\nReport of the Committee of Twelve of the American Philological Association on\nCourses of Study in Latin and Greek for Secondary Schools. A. F. Nightin-\n\n—\n\n—\n\ngale, Illinois, chairman.\nReport of the Committee of Twelve of the Modern Language Association of America.— Calvin Thomas, New York, chairman.\nReport of the Committee of Seven of the American Historical Association.\nAndrevvt C. McLaughlin, Michigan, chairman.\nReport of the Committee of the Chicago Section of the American Mathematical\nSociety.\nJ. W. A. Young, Illinois, chairman.\nReport of the Committee on Physical Geography. William North Rice, Connecticut, acting chairman.\nSpecial Report of the Committee on Chemistry.^ Alexander Smith, Illinois,\nchairman.\nReport of the Committee on Botany. By a Committee.\nReport of the Committee on Zoology. By a Committee.\nReport of Committee on Physics. E. H. Hall, Massachusetts, chairman.\nDiscussion of the Report of the Committee on College-Entrance Requirements.\nReport of the Commission on Accredited Schools. George N. Carman, Illinois.\nShould Entrance to College Be thru the Examination of the School or of the\nPupil ? Edwin Grant Dexter, Illinois.\nCertificates vs. Examinations in Admitting Students to Colleges and Universities.\nGeorge E. MacLean. Iowa.\n\n—\n\n—\n\n1900\n1902\n\n1905\n\n—\n—\n\n"}
{"page": 685, "printed_page": null, "text": "—\n\n—\n\n—\n673\n\nCOMMERCIAL EDUCATION\n\n13.\n\n1893\n\n——\n\nCOMMERCIAL EDUCATION\n\nof Topics]\n\n1892\n\n— — — ——\n\n—\n\n—\n\nBusiness Education: Its Place in the American Curriculum. S. S. Packard, New\nYork.\nThe Evolution of Business Colleges. S. S. Packard, New York.\nPractical Advantages of a Commercial College Training.\nGeorge Soul£, Loui-\n\n—\n\nsiana.\n\nThe Relation of Business Instruction to Industrial, Commercial, and Financial\nInterests.\n\n—A. D. Wilt, Ohio.\n\nThe Higher Aspects of Business Education.\n\n—\n\nR. E. Gallagher, Ontario.\nStenography and Typewriting as Branches of Business Education. Isaac\n\nDement, Illinois.\nThe World's Need of Business Women.\n\nS.\n\n— Mrs. Sara A. Spencer, District of\n\nColumbia.\nReciprocal Relations and Benefits of Business and Other Departments of Education.\n\n1894\n\nIr.\\\n\nMayhew, Michigan.\n\nThe DiscipHnar)- Value of the Business Course of Study.\n\n— A.\n\nOsborn, New\n\nS.\n\nYork.\n\n—\n—\n—\nPresident's Address. — R. E. GALL.^kGHER, Ontario.\n1895 Guaranteeing Positions, or Fraudulent .Advertising. — W. Warr,\nShorthand and Typewriting. — W. A. Woodworth, Colorado.\nEthical Side of Business Training. — D. W. SPRINGER, Michigan.\nPresident's Address. —\nM. Mehan, Iowa.\nThe Alhance of the Business Educators' Association with the National Educational\nAssociation. — Mrs.\nA. Spencer, District of Columbia.\n1896 High-Grade Business Schools a Public Demand. Melvil Dewey, New York.\nM. Mehan, Iowa.\nCorrelation and Co-ordination of Business Branches —\nCourse of Study for Business High Schools. Allan Davis, District of Columbia.\n\\'alue of a Standard of Attainment. — W. T. Harris, District of Columbia.\nPackReport of Subcommittee of Committee of Nine on Bookkeeping,\n—\nard, New York.\nDement,\n1897 Shorthand. — IsA.vc\nAn Ideal Business College. W.\\r. J. Amos, Connecticut.\nBusiness Training Good and Bad.\nJ. M. Meh.an, Iowa.\n\nIllinois.\n\nJ.\n\nJ.\n\nS.^R.\\\n\nJ.\n\n.\\\n\nS. S.\n\netc.\n\nS.\n\nRapid Calculation,\n\nGoodyear.\n\nBusiness\n\nIllinois.\n\nPractice,\n\nSamuel H.\n\nand Higher Accounting.\n\n—\n\nA. N. Palmp:r, Iowa.\nPresident's Address.\nLaws and Ethics of Business, Duties of Citi7.en.ship, and\n\nSi ience\n\nof Wealth.\n\nM. RowK, Maryland.\n1898 The Bookkeeping and Accounting of the Periodical Publishing Business.\nKittredge, New York.\nBusiness Education in the State of New York.\n\n—\n\nI.\n\n— H.\n\n— A. O.\n\nO. Crissy, New York.\n\n—\n\nThe Duties and Qualifications of the Congressional Reporter. D.wio Wolfe\nBrown, District of Columbia.\nDuuand W. Springer, Michigan.\nBusiness Education.\nRea.sonable Expectations Concerning Business l\".du( ation. — Lyman J. Gage,\nDistrict of Columbia.\n\nEmory R. Johnson, Pennsylvania.\nBusiness Education in the High School.\nGeorge M. Cokkin, Dis.Administration and Bo(jkkceping of a National Bank.\ntrict\n\n1899\n\nof Columbia.\n\nAllan Davis, District of Columbia.\nBusiness-Course Problem.\nIIr)w I Condu< t a Business-Community Sch(X)l.\nC. E. Howard, California.\nThe Claims of Business Education to a Place in Our Public Schools.- J. H.\nFrancis, California.\nThe Evolution of Business Education. I. O. Crissy, New York.\nThe Advent of the Commen ial High S(h<H)l.— W. C. Stevenson, Kansas.\nContent and E<lucational Value of the (!urri( ulum for a Secondary S(ho<il of\n(\"ommercc— CnKES.MAN A. Hkhrkk, Pennsylvania.\nShould Our Cr)lleges and Tniversilies Educate Men Specially for Business?\nW'ouityoHU D. Anderson, South Dakota.\nThe Commen ial High-S( h(K)l Course-.— William E. Doggett, New York.\nThe Advanlagis and DifTn ullies of Introducing the Commercial Branches in iiani'\n\n'h-\n\n—\n\n—\n\n1900\n\n(\n\n-H. M. KowE, Maryland.\nSchool ancl Business Arithmetic. - EnWAKD W. Stitt, New York.\nProfitable Publicity as Applied tc» Bu.siness Colleges. - Wii.I.AKD\n\nmar and High Schools.\nAlabama.\n\nJ.\n\nWniiLlK,\n\n"}
{"page": 686, "printed_page": null, "text": "—\n\n90 1\n\n— —\n\nNATIONAL EDUCATIONAL ASSOCIATION\n\n674\n1\n\n——— ————— —— ——— ————\n\n—\n\nRound Table\n\n[Bibliography\n\n— Commercial-Studies Conference. Thomas H. H. Knight, Massa-\n\nchusetts.\n\nThe Phonograph as an Aid in Teaching Shorthand.\nYork.\n\n—\n\nTheodore F. Lake, New\n\nPresident's Address.\nW. E. Doggett, New York.\nWhat Constitutes a Business Education ? I. O. Ceissy, New York.\nThe Education and Training of Commercial Teachers. William A. Scott,\n\n—\n\nWisconsin.\n\nThe Duty of the Public-School System with Respect to Business Training.\n\nMyron T. Scudder, New York.\n1902\n\n—\n\nI. O. Crissy, New York.\nAre Business Courses in PubHc Schools Inimical to Education ?\n\nPresident's Address.\n\n—\n\nA. E. Winship,\nMassachusetts.\nWhat Shall the Public School Do for the Commercial Student and for the Busi-\n\n—\n\nness-Man. H. M. RowE, Maryland.\nLength and Content of Commercial Courses. William E. Doggett, New York.\nThe Preparation of Commercial Teachers for Work in the Public Schools. B. H.\n\n—\n\nMeyer, Wisconsin.\n\nGeorge A. Booth, Connecticut.\n\nRequirements for Actual Business.\n\nMinnesota.\n— M. Anderson,\nA Practical Commercial Course\na Massachusetts High School. — E. E. Gaylord,\nBusiness Education.\n\nJ.\n\nfor\n\nMassachusetts.\n\nThe Education of the Amanuensis. Selby A. Moran, Michigan.\nThe Education of a Stenographer. Mrs. M. L. Veenfliet, Michigan.\n1903 Disciplinary Value of Bookkeeping as a Study. Enos Spencer, Kentucky.\nThe Disciplinary Value of Stenography and Typewriting as Studies. W. H.\nWagner, Cahfornia.\nReport of Round Table Conference. D. W. Springer, Michigan, chairman.\n\n—\n\n—\n\n—\n\n1904\n\nReport of the Committee of Nine, from the Standpoint of the General High School.\nBertrand D. Parker, Illinois.\nThe Report of the Committee of Nine. J. Remsen Bishop, Ohio.\nPresident's Address\nOld Wine in New Bottles. Cheesman A. Her rick,\n\n—\n\n—\n\n—\n\nPennsylvania.\n\nThe Work of the Private Commercial Schools. Carl C. Marshall, Iowa.\nThe Resources of the United States as Illustrated by the Louisiana Purchase\nExposition.\nMinnie Bronson, Missouri.\nReport of the Committee of Nine, Considered from the Standpoint of the Independent School of Commerce. James J. Sheppard, New York.\n\n1905\n\nQualifications of Commercial Teachers.— William C. Stevenson, Illinois.\nWhat Should Be the Education of a Business Man ? John Brisben Walker,\n\nNew York.\nThe Science Work of a Four- Year Commercial Course.\n\nAllan Davis, District of\nColumbia.\nThe Study of Local Industry and Trade. John L. Tildsley, New York.\nThe Essential Elements in a University Course in Commerce. Edward D. Jones,\nMichigan, and Others.\nResults of the Organization of Higher Courses in Commerce. Harlow S. Person,\n*\nNew Hampshire, and Others.\n14.\n\n871\n1872\n1875\n1\n\nCOMPULSORY EDUCATION\n\nA National System of Compulsory Education. — J. P. Wickersham, Pennsylvania.\nCompulsory Education. Newton Bateman, Illinois.\n\n—\n\nThe Legal Prevention of Illiteracy. B. G. Northrop, Connecticut.\n1888 What Is the Purpose of County Institutes, and How Is It Best Secured?\n\nJesse\n\nB. Thayer, Wisconsin.\n\n1890\n1 891\n\nCompulsory Laws and Their Enforcement.\nOur Brother in Stripes, in the Schoolroom.\n\nOscar H. Cooper, Texas.\nJulia S. Tutwiler, Alabama.\nCompulsory Education. (Discussion.) Report of Committee of National Council.\nRecent Legislation upon Compulsory Education in Illinois and Wisconsin. N. C.\n\n—\n\n—\n\nDougherty, Illinois.\n1893\n\nCompulsory Education in Massachusetts. Geo. H. Martin. (Discussion.)\nBusiness Man's Education Concluding Address.\nJames MacAlister,\n\n—\n\nA\n\nPennsylvania.\n\n1894 The Care of Truants and Incorrigibles. Edwin P. Seaver, Massachusetts.\nThe Value of Truant Schools. Mrs. Josephine Ahnefeldt Goss, Michigan.\n\n1901\n\n—\n\n"}
{"page": 687, "printed_page": null, "text": "— —\n\n—— ——\n\n——————— ——— ——\n\n——\n\n—\n\nCURRICULUM\n\nof Topics]\n\n675\n\n1904 The Factory Child. Lavvton B. Evans, Georgia.\n1905 Child Labor. J.\\NE Addams, Illinois.\nChild Labor and Compulsor>- Education The School Aspect.\nGeorge IL\nMartin, Massachusetts.\nThe Social and Legal Aspect of Comiiulsorv Education and Child Labor.\nFranklin H. Giddings, New York.\n\n—\n\n—\n\n15.\n\nCURRICULUM\n\n(5fe also Elective Studies;\n\nNames of Separate Studies.)\n\n1876 Position of Modern Languages in Higher Education. Edw. S. Joynes, Tennessee.\n1877 The Study of Social Economy in PubHc Schools. Maurice Kirby. Kentucky.\n1879 .\\ Readjustment of Common-School Studies Ncccssar}'. And. J. Rickoff, Ohio.\n1880 What Constitutes a Practical Course of Study. Edgar A. Singer, Pennsylvania.\n1881\n\nThe Study of Political Science in Colleges.\n\n—\n\nRevision of the Common-School Curriculum.\n\nC<immon-School Studies.\n\nI.\n\nW. Andrews, Ohio.\n\n— M. A. Newell, Marj-land.\n\nAndrew J. Rickoff, New York.\n\nSome Fundamental Inquiries Concerning Common-School Studies. John M.\nGregory, Illinois.\n1885 Educational \\'alue of Each of the Common-School Studies. James H. Hoose,\n1882\n\n1886\n\nNew York.\nCourse of Study: Proper Limits and Divisions. -H. M. James, Nebraska.\nCourse of Study: Order of Subjects. Mary B. Phillips, Illinois.\nThe College Curriculum. \\\\'m. .'\\. Mowry, Massachusetts.\nEducational \\'alue of Common-School Studies. J. H. HoosE, New York; W. 11.\nPayne, Michigan; Edw.vrd Brooks, Pennsylvania.\nThe Order and Relation of Studies in the High School Course. Samuel Thurber,\n\n—\n\n—\n\n1887\n\nMassachusetts.\n\n1888\n\nchusetts.\n\n1889\n1890\n1892\n1893\n\n—\n\nMrs Mary H. Hunt, Massachusetts.\nCan School Programs Be Shortened and Enriched? Charles W. Eliot, Massa-\n\nWhat Shall Be Taught the Children?\n\n—\n—\n\nPhilosophy in Colleges and Universities. W. T. Harris, District of Columbia.\nUniform Course of Study for High Schools. E. W. Coy, Ohio; Henry C. King,\nOhio.\nThe Correlation of .Subjects in Elementary Programs. J. W. Stearns, Wisconsin.\nShortening and Enriching the Grammar-School Course.\nCharles W. Eliot,\nMassachusetts.\nWhat Should Be Added to the Elementary Branches? Albert P. Marble,\n\n—\n\nMa.ssachusetts.\n^\\^^at Should Vjc the Curri( ulum in Public Schools ?\nin France.\n\n— B. BuissoN, France.\n\n— Some Aspects of the Question\n\nReport of Committee of Ten on Secondary Education with Membership of Committee and of Nine Conferences.\nChas. W. Eliot, Massachusetts, president.\nReport of Conference on Latin. Wm. Gardner Hai.k, Illinois, chairman.\nRtport of Cf)nference on Greek.- Martin L. D'Ooge, Mi( higan, hairman.\nRrport of Conference on Engli.sh.— Samuel Thurher, Ma.s.sachu.setts, chairman.\nRe|K)rt of Conferinie on Other Modern Languages.\nCiiAS. Grandgent, Massachu.setts, chairman.\nReport of the Conference on Malhimatic s. Simon Nkwcomh, Maryland, hairman.\nR<-|K)rt of Conference on Physics, Chemistry, and .Nstronomy - Ira Rkmson,\nSlarylanrl, chairman.\nRciKirt of Conference on Natural History. W. H. Powii i., Dislric of Columl>ia,\nhairman.\nPolilii at lOtonomv.\nRefK)rt of Conference on History, Civil Government, ancl\nChas. Kendall Adams, Wiscon.sin, chairman.\nRejxirt of Conf<rence on Geography.- T. C. Chamberlin, Illinois, (hairman.\nEs.scntials in a Cours«- of Study for Children.\nJoseph L. Pickakd, Iowa.\nWhat Should Be A<lded to the Elementary Course to Mid llu' Industrial Needs\ni\n\n—\n\n(\n\nI\n\n<\n\nof\n\n1894\n\nth<-\n\nIy<><\n\nalities\n\n?— C. M. Woodward, Missouri.\n\nCourse (A Sturly in Secondary Srh(M)ls.— (1. N. Carman, Illinois.\n'he Curriculum for Setondary Schools.- W. T. Harris, District of Columbia.\nEnrirhing the (Niurs*- in the Elementary .S(h«x)ls I'irst to Fourth (irades.— Ellen\nG. Reveley, f)hif).\nA Few Changes in Elementary School Instruction. Edward G. Ward, New York.\nTill-\n\n"}
{"page": 688, "printed_page": null, "text": "1\n\n—\n\n—\n\n— —————— — ————— — ——— — — ————\n\nNATIONAL EDUCATIONAL ASSOCIATION\n\n676\n\n—\n\n[Bibliography\n\n1894 The Ideal Primary-School Curriculum. Emma C. Davis, Ohio.\nReview of the Report of the Committee of Ten. James H. Baker, Colorado.\nThe Reconstruction, of the Grammar-School Curriculum. Chas. B. Gilbert,\nMinnesota.\n\nThe Cambridge Experiment. Francis Cogswell, Massachusetts.\nThe Report of the Committee of Ten Its Use for the Improvement of Teachers\nNow at Work in the Schools. Francis W. Parker, Illinois.\nThe Feasibility of Modifying the Programs of the Elementary and Secondary\nSchools to Meet the Suggestions in the Report of the Committee of Ten.\nJames C. Mackenzie, New Jersey.\n\n—\n\n1895\n\nReport of the Subcommittee on the Correlation of Studies in Elementary Education.\nWm. T. Harris, chairman.\nThe Modification of Secondary-School Courses Most Demanded by the Conditions\nCharles H. Keyes,\nof Today, and Most Ignored by the Committee of Ten.\nCalifornia.\n\nThe Principles upon Which the Co-ordination Studies Should Proceed.\nDeGarmo, Pennsylvania.\n\nCharles\n\nRound-Table Report to the National Council of the Influence of Herbart's Doctrine\non the Course of Study in the Common Schools. Charles A. McMurry,\nIllinois.\n\n1896 Some Applications of Corrclation.^FRANK M. McMurry, New York.\nThe Necessity for Five Co-ordinate Groups of Studies in the Schools.\n\nWm. T.\n\nHarris, District of Columbia.\nRound Table Modern Foreign Languages\nThe Recent Changes in Methods of Teaching Foreign Languages.\n\nJoseph\n\n—\n\nKrug, Ohio.\n\nWhat Correlations of Studies Seem Advisable and Possible at Present.\n\n— C. B.\n\nGilbert, Minnesota.\nConcentration of Studies as a Means of Developing Character. Charles DeGarmo, Pennsylvania.\nIsolation and Unification as Bases of Study.^ E. E. White, Ohio.\nOrganic Relations of Studies in Human Development. W. N. Hailmann, District of Columbia.\nElection in General Education.\nE. E. White, Ohio.\nIs the Present High-School Course a Satisfactory Preparation for Business ?\n\n—\n\n1897\n\n—\n\n—\n\nCharles H. Thurber, Illinois.\nRural Schools. Appendix G. Enrichment of Rural School Courses.\nWhich? Sarah J. Walter,\n1898 The Child's Course of Study or the Teacher's\n\n—\n\nConnecticut.\n\nA Proposed Four- Years' Course in English for Secondary Schools.\nDye, Indiana.\n\nCharity\n\n—\n\nZ. X. Snyder,\nSuccessive Differentiation of Subjects in the Elementary Schools.\nColorado.\nAre There Studies That Should Be Pursued in Every Course in the Secondary\nSchools, and in the Freshman and Sophomore Years of the College ? James\n\nM. Green, New Jersey.\nPreliminary Report of Committee in the Formulation of a Course of Study. The\nNew England State Normal Schools. A. G. Boyden, Massachusetts.\nThe Average Scholarship of the Average Pupil. Frank Rigler, Oregon.\nShould Arithmetic, English Grammar, Geography, and United States History\nBe Reviewed in the High School ? J. W. Crabtree, Nebraska.\nThe Situation as Regards the Course of Study. John Dewey, Illinois.\nIs the Curriculum Overcrowded ?\nJames H. Van Sickle, Maryland.\nRound Table German Conference. Joseph Krug, Ohio.\nA Standard Course of Study for Elementary Schools in Cities. R. G. Boone,\nOhio.\nGeorge E. Vincent, Illinois.\nSocial Science and the Curriculum.\nEconomics in the Public Schools. George Gunton, New York.\nFrederic W. Speirs, Pennsylvania.\nIdeals and Methods of Economic Teaching.\n\n—\n\n1899\n\n1\n\n90\n\n—\n\n—\n\n1902\n\nRound Table\nRound Table\nB.\n\n—\n\nof\n\nCity Superintendents.\n\n—\n\nTopic II. Modernizing the Course of Study. W. A. Hester, Indiana.\nTopic III. How to Meet the People. Louis P. Nash, Massachusetts.\nHow the School Strengthens the Individuality of the Pupils. Wm. T. Harris,\nDistrict of Columbia.\nObstacles to Educational Progress. Paul H. Hanus, Massachusetts.\n\n"}
{"page": 689, "printed_page": null, "text": "—— — ——— —\n\n— — — — —— ————\n\n—— — — —\n\nEDUCATION OF DEFECTIVES AND DELINQUENTS\n\nof Topics]\n\n1903 The Child's Favorite Study\n\nin\n\nthe\n\nElementary Curriculum.\n\n677\n\nEarl Barnes,\n\nPennsylvania.\n\nSeven-Year Course of Study for Ward-School Pupils.\nMissouri.\n\nReadjustment of the High-School Curriculum.\n\n.\\\n\nJames M. Greenwood,\n\n— E. \\V. Coy, Ohio.\n\nThe Saving of Time in Elementary and Secondarj' Education. Thomas M.\nBalliet, Massachusetts; Ella Fl.\\gg Young, Illinois.\n1904 Round-Table Conference Modern Language. George Arthur Smith, New\n\n—\n\nYork, and Others.\n\n—\n\nRound Table of State and County Superintendents Improvements in Course\nof Study and System of Grading.\nDelos Fall, Michigan.\nThe Superintendent's Influence on the Course of Study in Elementary and Secondary Schools.\nW. H. Elson, Michigan.\nThe Course of Study in Elementary and Secondary Schools ^What (Amissions arc\n.Advisable.\nFrank M. McMurry, New York.\n1905 Round-Table Conference F. The Modern Languages Conference. Ernest\nWolf, Missouri.\nPresident's Address The Excessive E.xpansion of the Course of Study.\nWil-\n\n—\n\n—\n\n—\n\n—\n\nliam L. Bryan, Indiana.\nThe Modern High-School Curriculum as Pre])aration for a Two- Year Normal\nCourse.\nDavid Felmlev, Illinois.\nShould the Twelve-Year Course Be Equally Divided Between the Elementary\nand the Secondary School ? E. W. Lyttle, New York.\n1906 The Teaching of Modern Languages in England. Cloudsev S. H. Brereton,\n\n—\n\nEngland.\n\n—\n\nMeans of Improving the Efficiency of the Grammar School Eliminations and\nModifications in the Course of Study.\nMartin G. Brumbaugh, Pennsylvania.\n\nDEFECTIVES AND DELINQUENTS (OTHER THAN\n\n16.\n\nBLIND),\n\nEDUCATION OF\n\nJohn Hitz, Di.strict of Columbia.\n.Schools for Neglected Children.\nJames Stormont Small, New Zealand.\nPhysical Education of the Deaf and Dumb.\nAlbert Gutzmann, Pru.ssia.\n1897 Education of the Deaf. Alexander Graham Bell, District of Columbia.\n1898 The Deaf and Their Possibilities. E. M. Gallaudet, District of Columbia.\nPresident's Address.\nJoseph C. Gordon, Illinois.\nThe Duty of the Hour to Young Deaf Children. Mary S. Garrett, Pennsylvania.\nThe Relation of the Deaf to the Hearing World. ISA.\\c Gardner, .Arkan.sas.\nThe Trend in the Training of Backward and Mentally Deficient Children.\nMargaret Bancroft, New Jersey.\nThe Relation of Language Teaching to Mental Development. — S. G. I)a\\ idson,\n\n1879\n1893\n\nDestitute Children.\n\n—\n\n—\n\nPenn.sylvania.\n\nThe How, the Why, and the Wherefore of the Training of Feeble-minded Children.\nMaktin W. Bakr, IVnn.sylvania.\nBrain Building and Mind Building, with Special Reference to Sense-training of\nthe Eye and Ear.\nElmer G.\\tes, Maryland.\nThe Wisconsin Public Day Schools for the Deaf. Robert C. Spencer, Wisconsin.\n\nAlexander Ghamam Bell, District of Columbia.\nTime Allowed for the Public Schooling of Deaf as Compared with Hearing Chilfircn. - Charles S. Perry, California.\nThe Importance of Right Beginning. - Helkn Taylor, Californi.i.\n\nClosing Address.\n\n1899\n\n.Along the Line.\n.Mrs. Katherine T. Hingham, California.\nClaims of the Feeble-minded. —MARGARET Bancroft. New Jersey.\nOn the Training f>f the Feeble-mindeil. Iv R. Johnstone, New Jersey.\nThe Growth and Development of Southern ScIukjIs for the Diaf. J. R. Dohyns,\n.Ml\n\n1900\n\n'I'he\n\n—\n\nMississippi.\n\nThe State of the Ca.so.\n\nMary S. Garrett, Pennsylvania.\n\nChanges of Metln)d in the Pennsylvania Institution for the Deaf and Dumb.\nA. I>. E. Crouter, Pennsylvania.\nFr,\\nk W.\nStatistics of Sfx-ech-Teac hing in Schmils for the Deaf in the II. S.\n\n—\n\n1901\n\nBof)TH, Pennsylvania.\nThe I-iw and the Day School for the Denf. S. Wk-Ssklius, Michigan.\nThe State in Its Relation to the Defective Child. Francis Burke Brandt,\n\n—\n\nPrnn.sylvania.\n\n"}
{"page": 690, "printed_page": null, "text": "— — — ————— — — — —— — —— — —\n\nNATIONAL EDUCATIONAL ASSOCIATION\n\n678\n\n—\n\n[Bibliography\n\n1901\n\nSome Results of Hearing Tests of Chicago School Children.— D. P. MacMillan,\n\n1902\n\nWhat Is Minnesota Doing for Her Feeble-minded and Epileptics ?\n\n1903\n\nMinnesota.\nG. Ferreri, Italy.\nVictorious America!\nThe Organization of Associations of Parents of Deaf Children as an Aid to Schools.\nMrs. Helen M. Hefferan, Illinois.\nAlexander Graham Bell, District of Columbia.\nPresident's Address.\nResponse to the Address of Welcome at the Opening Session. Wm. T. Harris,\nDistrict of Columbia.\nLessons to Be Learned by the General Teacher from Teaching Languages to the\nF. W. Booth, Pennsylvania.\nDeaf.\nWhat Is Minnesota Doing for Her Deaf Children ?—J. N. Tate, Minnesota.\nShould the Scope of the Public-School System Be Broadened so as to Take in All\nChildren Capable of Education ? Mary C. Greene, England.\nHow Can the Term \"Charitable\" Be Justly Applied to the Education of Any\nChildren ?—Edward Allen Fay, District of Columbia.\nJ. W. Jones, Ohio.\nPresidential Address.\nWhat Teachers May Learn from the Model School for the Deaf and Blind, and\nTheir Exhibits. S. M. Green, Missouri.\nOscar Chrisman, Ohio.\nSight and Hearing in Relation to Education.\nReport of the Committee on Statistics of Defective Sight and Hearing of PublicF. W. Booth, chairman.\nSchool Children.\nThe Chicago Hospital School for Nervous and Delicate Children. Mary R.\n\nIllinois.\n\n— A. C. Rogers,\n\n—\n\n—\n\n1904\n\n—\n\n—\n\n—\n\nCampbell, Illinois.\n1905\n\nMargaret Bancroft, New Jersey.\nPresident's Address.\nThe Physical Betterment of the Mentally Deficient.—J. H. McKee, Pennsylvania.\nConcerning Our Limitations in Educating Mentally Deficient Children. Mary\nE. PoGUE, Wisconsin.\n\nWhat Has Been Done with One Deaf Child in His Own Home.— Anna C. ReinHARDT, Pennsylvania.\n\n—\n\nThe Schools for the Feeble-Minded. E. R. Johnstone, New Jersey.\nMary R. Campbell, MaryExtracts From a Recent Investigation in Sociology.\nland.\n\n1906 The Incorrigible Child.\n\n17.\n\nJulia Richman,\n\nNew York.\n\nEDUCATIONAL LITERATURE\n\n1871 Pedagogical Bibliography. Thomas Davidson, Missouri.\n1893 Educational Journalism in France. Gabriel Compayre, France.\n\n—\n— —\n\nC. C. Rounds, New Hampshire.\nPresent Ideals in Educational Journalism.\nEducational Journalism in New England. W. A. Mowry, Massachusetts.\nDr. Barnard's American Journal of Education. Will S. Monroe, California.\nThe Purpose and Reward of Educational Journals. Amos M. Kellogg, New\n\nYork.\nEducational Journals in New York. C. W. Bardeen, New York.\nEducational Journalism in Ohio. Samuel Findley, Ohio.\nGeorge F. Bass, Indiana.\nEducational Journalism in Indiana.\nSchool Journalism in Michigan. Henry A. Ford, Michigan.\nEducational Journals in Illinois. John W. Cook, Illinois.\nEducational Journalism in Iowa. Henry Sabin,\nThe Educational Papers in Missouri.—H. A. Gass, Missouri.\nEducational Journalism in Utah, Colorado and Kansas. John MacDonald,\nKansas.\nJohn A. MacProfessional Training of Teachers by Educational Publications.\nDonald, Kansas.\nRural Schools. Appendix L.—-New York State School Library.\nEducational Journalism. Its Tribulations and Triumphs. John MacDonald,\nKansas.\nThe Function of the Educational Press. George P. Brown, Illinois.\nAre Educational Journals Educational? William George Bruce, Wis-\n\n—\n\n1894\n1897\n1899\n\n—\n\nconsin.\nIdeal and\n\nPractical\n\nLang, New York.\n\n—\n\nConsiderations\n\nin\n\nEducational\n\nJournalism.\n\n— OssiAN H.\n\n"}
{"page": 691, "printed_page": null, "text": "—\n\n——— ———\n\n— ——\n\n——\n\n——\n\nEDUCATION: THEORY, PHILOSOPHY, NATURE, MEANING e-jg\n\nof Topics]\n\ni8.\n\nEDUCATION: THEORY, PHILOSOPHY, NATURE,\n\nMEANING\n(See also Psychology and Education.)\n\n1859\n1863\n\n—\n\nErrors in the Agencies in the Pursuit of Knowledge.\nJ. N. McJiLTON, Maryland.\nThe Powers to Be Educated. Thom.\\s Hill, Massachusetts.\nPhilosophy and Methods in Education. J. M. Gregory, Michigan.\nLiberal Education of the Nineteenth Century.\nW. P. Atkinson, Massachusetts.\nFamilies Past and Present.\nLewis Felmeri, Hungary.\nMinnie Swayze.\n.Aesthetics of Education.\nThe Silent Forces of Education. J. F. Bl.'XCKInton, Massachusetts.\nThe Limit of Education. W. R. G.vrrett, Tennessee.\nOn the Complexity of Causes. Eli T. T.vppan, Ohio.\nEducation of the Sensibilities. J. W. Uowd, Ohio.\nSelf-Consciousness in Education.\nE. T. Jeffers.\nWhat, How, and How Better. Carrie B. Sharp, Indiana.\nG. Stanley Hall,\nChairs of Pedagogy in Our Higher Institutions of Learning.\n\n—\n\n1873\n1875\n1876\n1877\n\n1880\n1 881\n1882\n\n—\n\n—\n\n—\n\n—\n\n——\n\n—\n\n1884\n\nMaryland.\nMan the Machine, or Man the Inventor; Which ? John W. Glenn, Georgia.\nThe Relation of the Art to the Science of Education. Wm. T. Harris, District\nof Columbia.\nThe Educational Status and Needs of the New South. Robert Bingham, North\n\n1887\n\nThe Problems of Today.\n\nCarolina.\n\nRichard Edwards, Illinois.\n\nHow to Spread Information Concerning the True Purposes and Methods of School\nEducation.\n\nHenry Sabin, Iowa.\n\nThe Means and Ends of Culture to Be Provided for the American Public Beyond\n\n—\n\nJ. H. Vincent, New York.\nthe Ordinary School Period.\nOutUne of a Philosophy of Education. V. L. Soldan, Missouri.\n1888 Greek Philos(jphy and Modern Education. Leroy D. Brown, Nevada.\nEducating the Whole Boy. J. W. MacDonald, Massachusitts.\n1889 Pedagogical Chairs in Universities and Colleges. B. A. Hinsdale, Michigan.\n1890 Pedagogical Training in Colleges Where There Is no Chair of Pedagogy. Levi\n\n—\n\nSeeley,\n\n—\n\nIllinois.\n\nA Chair of Pedagogy. — R. G. Boone, Indiana.\n1\n\n89 1\n\nThe Importance of Pedagogical Training for the College Professors.\n\n— H. F. FiSK,\n\nIllinois.\n\n1892\n\n1893\n\nNecessity and Means of Developing Individuality.- Sam B. Todd, Kansas.\nMrs. Frances W. Leiter, Ohio.\nEducational I-^iuipoise.\nThe I'>cononiic Causes of Modern Progress. Simon N. Patten, Penn.sylvania.\nJohn J.\n'Ihe Relation Between Educational Methods and Educational Ends.\n\n—\n\nKeane, Washington,\n\nDistrict of\n\nColumbia.\n\nThe Ev<jlution of Liberal ICducation.— .\\ndrew F. West, New Jersey.\nThe Real Nature of Education.— Hermann Poesche, Berlin.\n1894 Recent Educational Theory.— Frank M. McMurry, New York.\nand Morals.—W'M. T. Harris, District of Colunibia.\nC. K. /\\i)AMS, Wiscon.sin.\nKemark.s on Practic al Educ ation.\nIclcals of Educational Work. - Wm. R. Harper, Illinois.\nA. E. WiNSiilP. Massachusetts.\nEducational Pride and I'rc judic\nIndividualism in Mass Education. -P. W. Search, Califoriii.i.\nThe ElTcct of the Thecjry of Evoluticjn on Education. Jcisi.Pii Le Conte, CaliSchfKjl Statistics\n\n1895\n\n—\nc—\n\nfornia.\n\nScience and Education.\nWm. L. Bryan, Indiana.\nP2<lurational Values. -James H. Hakkr, Colorado.\nEducation According to Nature. -William II. Payne, Tenne.ssee.\nThe Education c)f Public Opinion. Charles K. Skinner. New York.\nNew Standards of Patricttic Citiwnship. Gec)Rc;e II. Martin, Massachusetts.\nWhat Knowledge Is of Most Wc»rlh ? Nicholas MURRAY\nPresidential Address\n\n1896\n1897\n\nButler, New York.\nTeacher ancj the- SchcHfl. John Lancaster, Illinois.\nS(h<H)l Out of SchcK)l.\nJohn H. Vincent, New York.\nJames L. IIuc;iies, Ontario.\nThe- TwcntiethCcnIury Sclxxil.\nUic iiarh G. Boone, Michigan.\nLines of Growth in Maturing.\n\n'J'he\n\n"}
{"page": 692, "printed_page": null, "text": "— ———— ——————— — ————————— —\n\n68o\n\n——\n\nNATIONAL EDUCATION A-L ASSOCIATION\n\n1897 The Correlation of Educational Forces in the Community.\n\n——\n\n—\n\n[Bibliography\n\n— T. Button, MassaS.\n\nchusetts.\n\nRelations of Citizens and Teachers.\n\nThe Aesthetic Element in Education.\n\nIda C. Bender, New York.\n\nJohn Dewey, Illinois; Wm. T. Harris,\n\nMary E. Nicholson, Indiana.\n\nDistrict of Columbia;\n\n1898 The Latest Practical Discoveries in Biological Science and Their Bearing on\nEducation. N. A. Harvey, Wisconsin.\nThe Educational Outlook. W. W. Stetson, Maine.\nThe Social Basis of Conscience. Josiah Royce, Massachusetts.\nDemocrary and Education. Edwin P. Seaver, Massachusetts.\nSociology's Demand upon the Schools.\nJ. F. Millspaugh, Utah.\nRealizing Our Final Aim in Education.\nSylvester F. Scovel, Ohio.\n1899 The Implications and Applications of the Principle of Self- Activity in Education.—\nArnold Tompkins, Illinois.\nThe School in Its Relation to the Higher Life. Nathan C. Schaeffer, Penn-\n\n—\n\n—\n\n—\n\nsylvania.\n\n1\n\n90 1\n\nThe Unseen Force in Character-Making. George H. Martin, Massachusetts.\nThe Culture-Epoch Theory in Education. Louise Morris Hannum, Colorado.\nThe Place and Development of Purpose in Education. W. N. Hailmann, Ohio.\nProgress in Education. J. Lancaster Spalding, Illinois.\nEducation and Crime. Amos W. Butler, Indiana.\n\n—\n\nPresident's Address\nA Plea for the Study of Educational Philosophy by Teachers\nof Science.\nN. A. Harvey, Illinois.\nIsolation in the School\nHow It Hinders and How It Helps. Wm. T. Harris,\nDistrict of Columbia.\nThe Gospel of Work. Edwin G. Cooley, Illinois.\nThe Function of Knowledge in Education. Charles B. Gilbert, New York.\nThe Three Elements in the Cost of Education. Charles D. McIver, North\nCarolina.\nAltruism as a Law of Education. Arnold Tompkins, Illinois.\nThe School as Social Center. John Dewey, Illinois.\nThe Danger of Using Biological Analogies in Reasoning on Educational Subjects.\nWm. T. Harris, District of Columbia.\nThe English Ideal of Education and Its Debt to America. Michael Ernest\n\n—\n\n1902\n\n—\n\n—\n\n—\n\nSadler, England.\n\n—\n\nPresidential Address— The Three H's in Education.\nW. M. Beardshear, Iowa.\nThe Practical Application of All Learning to Better Living. D. L. Kiehle,\n\n—\n\nMinnesota.\n\n1903\n\nInfluences that Make for Good Citizenship.\nHenry P. Emerson, New York.\nPresidential Address\nThe New Definition of the Cultivated Man. Charles\n\n—\n\nW. Eliot, Massachusetts.\n1904 Our Educational Creed. Z. X. Snyder. Colorado.\nThe Need of a New Individualism. John W. Cook, Illinois.\n1905 Education for Efficiency. -William H. Maxwell, New York.\n1906 The Rehabilitation of Philosophy in Germany. Hermann Schwartz, Germany.\nWhat Kind of Education is Best Suited to Boys? Reuben Post Halleck,\n\n—\n\nKentucky\n\nWhat Kind of Education is Best Suited for Girls?\n19.\n\nAnna J. Hamilton, Kentucky\n\nELECTIVE STUDIES\n\n—\n\n1874 The Elective System in Colleges. A. P. Peabody, Massachusetts.\n1877 The Class System. Noah Porter, Connecticut.\nThe Elective System. Wm. Leroy Broun, Tennessee.\n1880 Equivalents in a Liberal Course of Study. Wm. T. Harris, District of Columbia.\n1895 Should Electives in the High Schools Be by Courses or by Subjects? Oscar D.\nRobinson, New York.\nA Conservative View of College Electives. (Discussion.)\n1897 Election in General Education. E. E. White, Ohio.\n1898 Should the Undergraduate Curriculum of Four Years in Colleges and Universities\nBe Shortened by Allowing Such Freedom of Electives in the Junior and Senior\nYears That a Bachelor Degree and a Professional Degree May Be Obtained\nin Six Years ?\nNicholas Murray Butler, New York.\n1899 To What Extent Should the High-School Pupil Be Permitted to Elect His Work ?—\n\n—\n\nW. L. Steele, Illinois.\n\n"}
{"page": 693, "printed_page": null, "text": "— — —— — ———— — —\n\n—\n\n—\n\n—\n\nELEMENTARY EDUCATION\n\nof Topics)\n\n—\n\n1\n\n68\n\n1900 To What Extent Should a Pupil in the High Sehool Be Allowed to Choose his\nStudies ? William J. S. Bryan, Missouri.\n1905 Does Wide Election and Do Minute Courses Weaken Undergraduate Courses\nin Universities ?\nAre Colleges More Fortunate in These Things ? James H.\nCanfield, New York.\n\nELEMENTARY EDUCATION\n\n20.\n\n{See also Kindergarten.)\n\n—\n—\n—\n\nObject Teaclung. E. A. Sheldon, New York.\nObject Teaching. H. B. Wilbur, New Y'ork.\nObject Teaching Report of a Committee. S. S. Greene, Rhode Island.\nElementary Schools: Radical Faults and Radical Remedies. Z. Richards,\nDistrict of Columbia.\n1870 What is the Proper Work of a Primary School. E. A. Sheldon, New York.\nObject Lessons Their Value and Place. Delia A. Lathrop, Ohio.\n1 87 1\nSuperior Education as Related to Universal Education. John Eaton, District\nof Columbia.\n1872 Objective Teaching Its Value and the Extent of Its Adaptation to School Instruction.\nN. A. Calkins, New York.\n1874 What Shall We Attempt in Elementary Schools ? Mrs. A. C. Martin, New \"^'ork.\n1879 The First School Days.— Mrs. R. D. Rickoff, New York.\nCulture in Elementary Schools.\nGeo. P. Brown, Indiana.\n1882 Obstacles in the Way of Better Primary Education. II. S. Jones, Pennsylvania.\n1883 Primary Education What and How ? Henry A. Raab, Illinois.\n1884 Form, Color and Design. Fannie S. Comings, New York.\n1 885\n.-\\ venues to the Mind.\nWm. M. Giffin, New Jersey.\nThe Child's Environment. Clara Conway, Tennessee.\nTrue Object of Early School Training. C. E. Meleney, New Jersey.\n1887 The Natural or Developing Elements in Modern Methotis of Elementary Cul-\n\n1863\n1864\n1865\n1869\n\n—\n\n—\n\n—\n\n—\n\n—\n\n—\n\n—\n\n—\n\n—\n\n—\n\nture.\n\n— W. N. H.\\ILMAN.N, Indiana.\n\nMeaning of the Maxim, \"We Learn to Do by Doing,\" in Elementary Education.\nN. C. Schaeffer, Pennsylvania.\n1890\n\nEssentials in Elementary Education.\n\n—N. A. Calkins, New York.\n—\n\nThe Correlation of Subjects in Elementary Programs. J. W. Ste.\\rns, Wisconsin.\nThe Teacher and the Parent. Mrs. Jennie S. M'Laugulan, Illinois.\n\n—\n\n1\n\n89 1\n\n1893\n\n1894\n\n1895\n\nKindergarten and the Primary School. Wm. T. Harris, District of Columbia.\nKindergarten Methods in Intellectual Training. Mrs. J. L. HuouES, Ontario.\nThe Organic Connection between the Kindergarten and tlic I'rimary School.\nMiss N. Cropsey, Indiana.\nThe Educational Burdens upon the Lower Clrades.- - .AniiiK Low, Pennsylvania.\nKlcmentary Education in England. Rosamond Davenport-Hill, England.\nModification in the Primary School Discussion.\nB. IMckman Mann, District\nof Columbia.\nOpening Address. John Eaton, District of Columbia.\nEnriching the C<jursc in the Elementary Schools.\nEllen G. Reveley, Ohio.\nLalxjratory Methods in Elementary Schools.\nCharles B. Scott, Minnesota.\nThe Ideal Primary School Curriculum. Em.ma C. Davis, Ohio.\nI'rogress in Primary Education.\nMrs. Eva D. KELi.onn, Massachusetts.\nke[K>rt of the Committee on Elementary Erlu( alion\nEconomy in Elementary\nEducation.\nBkttie A. Dutton, Ohio, chairman.\n\n—\n\n—\n\n—\n\n—\n\nKejxirt of the\n\n—\n\nSuUommiltee on the Correlation of Studies in I'.lemenlary Educa-\n\ntion.- W.M. T. Harris, District c»f Columbia,\nhairnian.\nRecent Improvements in Primary-School Work.- Sarah L. Arnold, Minnesota.\nOpening\nRemark.s.\n1896\nS. T. Duttcjn, Massachusetts.\nWhat Shouici the Elementary Schcx)! I)o for the Child ? -Mi.ss N. Cropsey, Indiana.\n<^)pcning\nAcidres.s.\nSara C. Brooks, Minnesota.\n1897\nForeign-lxirn Children in the Primary (Jrades.\nTank -Addams, Illinois.\nRc|>ort on Plans to Collect Data Concerning Methods and Courses of Work in\nSe\nhrxils.\nElementary\nW. N. IIailma.sn, District of Ceilumbia, hairniati.\nI'apcr on the- Ke-port of the Committee.\nN. C. S( haekfkh, Pennsylvania.\nSuccessive\n1898\nDifTcTcntiation of Subjee t.s in the Elementary Sc hcK)ls.\n/,. ,X. Snvuer,\nc\n\n—\n\nc\n\n—\n\nColoradcj.\nPresident's Addres.s. - William N. IIailmann, Ohio.\n\n"}
{"page": 694, "printed_page": null, "text": "—\n\n—— — ———— —— —— — —\n\n—\n\nNATIONAL EDUCATIONAL ASSOCIATION\n\n682\n\n—\n\n[BibUogiaphy\n\n1898 Report of the Committee on a Detailed Plan for a Report on Elementary Education.\nJohn Dewey, Illinois.\nThe Mission of the Elementary School. Martin G. Brumbaugh, Pennsylvania.\n1899 Naughty Children. Elmer Ellsworth Brown, California.\n1900 The Elimination of the Grammar School. Otis Ashmore, Georgia.\n\n1901\n\nA Standard Course of Study for Elementary Schools in Cities. — R. G. Boone,\nOhio.\n\n1902 College Graduates in Elementary Schools. Thomas M. Balliet, Massachusetts.\n1904 The Kindergarten and the Elementary School as Illustrated in Their Exhibits.\n\nFrom the Kindergarten Standpoint. Patty S. Hill, Kentucky.\nThe Kindergarten and the Elementary School as Illustrated in Their ExhibitsFrom the Standpoint of the School. C. B. Gilbert, New York.\nThe Natural Activities of Children as Determining the Industries in Early Education.Katharine E. Dopp, Illinois, and Other Authors.\n1905 Review of the Educational Progress of the Year and a Discussion of Some Phases\n\n—\n\nof the Curriculum of the Elementary School.\n\n— Miss N. Cropsey, Indiana, and\n\nM. a. Bailey, New York.\n1906\n\nOn the Developments and Changes in Primary Teaching in France during the\nPierre Emile Levasseur, France.\n\nThird Republic\n\nMichael Ernest Saddler, England.\n\nThe Educational Awakening in England.\n21.\n\nENGLISH LANGUAGE AND LITERATURE AS SUBJECTS OF\n\nSTUDY\n{See also Spelling.)\n\n—\n\n1869 Natural Reading. Mrs. Randall, New York.\n1870 Claims of Enghsh Grammar in Common Schools. J. H. Blodgett, Illinois.\n1871 First Steps in Teaching Reading. E. E. White, Ohio.\n1872 Methods of Teaching English in the High School. F. A. March, Pennsylvania.\nF. H. Underwood, MassaEnglish Literature Its Place in Popular Education.\n\n—\n—\n—\n\n—\n\n—\n\nchusetts.\n\n—\n\nEnglish Grammar in Elementary Schools. M. A. Newell, Maryland.\n1873 Leigh's Method of Teaching Reading. Wm. M. Bryant, Iowa.\nElementary Reading the Phonetic Method, with Pronouncing Orthography, in\nEdwin Leigh, New York.\nIts Relation to Other Methods.\nPrimary Reading The Thought and Sentence Method. Geo. L. Farnham,\n\n—\n\n—\n\nNew York.\n\n—\n\n1874 Language Lessons in Elementary Schools. Miss H. A. Keeler, Ohio.\n1875 Comparative Orthoepy. W. C. Sawyer, Wisconsin.\nLanguage Teaching Its Importance and Methods. Henry F. Harrington,\n\n—\n\n—\n—W. C. Sawyer, Ohio.\n\n1876\n\nMassachusetts.\nReport on Orthoepy.\n\n1877\n\nThe Study of Anglo-Saxon Language and Literature. J. M. Garnett, Maryland.\nThe English Language in Elementary Schools. Zalmon Richards, District of\nColumbia.\n\n—\n\n—\n\nThe Place of Enghsh in the Higher Education. A. B. Stark, Kentucky.\nThe Study of English as Introductory to Latin and Greek. Thos. R. Price,\nVirginia.\n\n1879\n\n—\n\nOrthography in High Schools, etc. F. A. March, Pennsylvania.\nThe Historical Method in the Teaching of English. James M. Garnett, Maryland.\n\n—\n\n1880 What We Should Seek to Accomplish in Reading Exercises. E. O. Vaile, Illinois.\n1884 English Instruction for Children. O. T. Bright, Illinois.\nThe Part Which the Study of Language Plays in a Liberal Education. John\nBascom, Wisconsin.\n1885 English in American Schools. E. S. Cox, Ohio.\nLanguage as an Educator. Z. Richards, District of Columbia.\n1886 Language Work. N. C. Dougherty, Illinois.\nReading-Circles for Teachers. Jerome Allen, New York.\nGrowth and Benefits of Reading Circles. Hubert M. Skinner, Indiana.\n1887 The Place of Literature in the College Course. Homer B. Sprague, California.\nThe Ministration of Literature. Minnie C. Clarke, Missouri.\n1888 Teaching English. J. B. McChesney, California.\nElocution: Its Place in Education.\nMartha Fleming, Tennessee.\n\n—\n\n—\n\n—\n\n—\n\n—\n\n"}
{"page": 695, "printed_page": null, "text": "—\n\n—\n\n—\n\n— — ——\n\n—\n\nENGLISH LANGUAGE AND LITERATURE\n\nof Topics]\n\n—\n\n683\n\ni8S3 The Place of Literature in Common-School Education.— Horace E. Scudder,\nMassachusetts.\n\nGood Literature.\n\nPractical Value in Life of a Taste for\n\nM.\\rv L. Beecher,\n\nTennessee.\n\nMethods of Using Literature in Teaching Children to Read. Leroy\nHalsey, Michigan.\nOught Young Girls to Read the Daily Newspapers? Wm. T. Harris, MassaPractical\n\nchusetts.\n\n1889\n\n1890\n\n—\n—\n\n^^INXIE C. Clark, Missouri.\nLiterature for High Schools.\n^L\\RY E. Burt, Illinois.\nLiterature for Children to the Front.\nMethods of Study in English. ^^ W. Smith, Ohio.\nW. H. Payne, Tennessee.\nDefinition of Educational Literature.\nF. Louis\n\\'alue of Educational Literature to Teacher and Student.\n\n—\n—\n\n—\n\nSoldan,\n\nMissouri.\nThe \\'alue of Educational Literature to the Student and to the Professional Teacher.\nW. E. Sheldon, Massachusetts.\nThe Value of Educational Literature, and Its Direct and Indirect Influence upon\n\n—\n\n—\n\nW. R. Garrett, Tennessee.\n.\\merican Systems of Education.\nThe Teachers' Reading-Circle in Education. Mrs. D. L.\\throp Williams, Ohio.\n\n—\n\n1891\n\n—\n\nEducational Ideas in Dickens' Novels. F. Louis Soldan, Missouri.\nZ. Richards, District of\n\\()ice Culture in Primary and Elementary Schools.\n\n—\n\nColumbia.\n\nHow English Is Taught in One High School.— Ray Greene Huling, Massachusetts.\n\n—\n\nThe .Synthetic Sound System of Teaching Reading. F. B. Gault, Washington.\n1892 Usage the .\\uthority in Language. Brainerd Kellogg, New York.\nGeorge E. Hardy, New York.\nLiterature for Children.\nReport of the Committee on Elementary Education (The Uses of Literature in\nL. H. Jones, Indiana, chairman.\nElcmentar}^ Education).\nJ. H. Phillips, Alabama.\nHiston,- and Literature in Grammar Grades.\nReport of Round-Table Discu.ssion on \"The Uses of Literature in Elementary\nL. H. Jones, Indiana.\nEflucation.\"\nThe Study of English Literature in French Universities. Andre L. ChevRILLON France.\nReport of Conference on Engli.sh. Samuel Thurber, Massachusetts, chairman.\nShall Reading and Writing Be Taught in the Kindergarten ?— Mrs. Alice H.\n\n—\n\n—\n\n—\n\n1893\n\nPutnam, Illinois.\n\nThe Ethical Element in Literature, and How to Make the Most of It in Teaching.\nJ. A. McLellan, Ontario.\nThe Stufiv of English in the Public Schools.— .\\. P. Marble, Mas.sachusetts.\nGerman Slethods of Using the Mother Tongue.- Ricmard Jones, Pennsylvania.\nThe Studv of Literature.- Richakd G. Mollton, Illinois.\nEnglish.- A. F. Nightingale, Illinois.\nDiscu.ssion of Repcjrts of Committee of Ten\n1895 What Has Been .\\cc<jmplished in Co-ordination in the Fii Id of History and Literature.\nCharles A. McMurry, Illinois.\n1896 The Tea( hing of English Literature, with Special Referent e to Secondary Schools.\nW. P. Tre.nt, Tennessee.\nLiterature in Elementary Schools.— Mrs. Ella F. Young, Illinois.\nRound Table--.\\ncient I«inguages and English\n\n1894\n\n—\n\n:\n\nTranslation from the\nEnglish.\n\n-I.\n\nB.\n\nGnck and Latin Classics as a Training in the Use of\n\nBurgess,\n\nIllinois;\n\nWilliam\n\nC.\n\nCollar,\n\n.Massai hus.tts;\n\nFrank A. Manny, Illinois.\nAmerican Literature. Brander Matthews, New N'ork.\n1897 Round Table in English. Harriet L. Keeler, Ohio, leader.\nWhy .Art anci Literature Ought to Be Studied in Our .S( h(H)ls. Wm. T. Harris.\nDislrif t of\n\nColumbia.\n\nSaba A. Spencer, Di.Htricl of Columbia.\n1898 The Ivluratif)nal Value of the Tragic as Comi>ared with the Comic in Literature\nand .\\rt. — Wm. T. Harris, District of Columbia.\nEnglish in Business Schools.— Mrs.\n\n—\n\nSubje( Is for Comi^jsitions: Shall We Draw Them from Literature or from I.ifi- ?\nF,i»wis L. Miller, Illinois.\nEnglish the Core of a Secondary Course.— JoHN Calvin Hanna. ( )hio.\nSome of the Main Principles of Secondary English Teaching.- Samuel Thi uiier,\nMa.s.sachusi'tts.\n\nA\n\nProiK»s<-d Four- Years'\nInrliana.\n\nDye,\n\nCourse\n\nin\n\nEnglish for Se( onflary Sih<K)Is.- Charitv\n\n"}
{"page": 696, "printed_page": null, "text": "—\n\n—\n\n—\n\n— ——\n\n— ———— — — —— — —\n\nNATIONAL EDUCATIONAL ASSOCIATION\n\n684\n\n1898 Syllabus of a Course in English, with a Defense of the Same.\n\n—\n\n[Bibliography\n\n—W. F. Webster,\n\nMinnesota.\nThe English Round Table Essay Correcting: Can It Be Made a Joy Forever ?\nF. N. Scott, Michigan.\nThe Essentials of English Composition for Elementary Schools. Edward R.\nShaw, New York.\nThe Essentials of English Composition to Be Taught in Secondary Schools.\n\n—\n\nC. C. Thach, Alabama.\n\nWhat Proportion of Essay Subjects Shall Be Drawn from Literature ?\nPainter, Virginia.\n\n—F. V. N.\n\n—\n\n1900 English in the Grades. A. A. Reed, Nebraska.\nHow Shall We Teach Our Pupils the Correct Use of the English Language ?\nOliver S. Westcott, lUinois.\nThe Influence of Poetry in Education. William M. Beardshear, Iowa.\nThe Value of English Literature in Ethical Training. Reuben Post Halleck,\n\n1901\n\nKentucky.\nEducational Principles Applied to the Teaching of Literature. Martin G.\nBrumbaugh, Pennsylvania.\nRound-Table Conferences The English Conference. James H. Harris, Mich-\n\n—\n\nigan.\n\n1902 Educational Value of Training in Public Speaking.\nMichigan.\nRound Table\n\nThomas C. Trueblood,\n\n—English Conference. Thomas C. Trueblood, Michigan.\n\n1903 The Teaching of Argumentative Discourse in High Schools.— George P. Baker,\nMassachusetts;\n\nCharles S. Hartwell, New York.\n\n—\n\nHow to Use It. Mrs. Alice W. Cooley, North\nDakota.\nAvenues of Lanugage: Expression in the Elementary School. Percival Chubb,\nNew York, and Others.\nRound-Table Conference English Conference. William Schuyler, Missouri.\nRound-Table Conference Laboratory Method in English Composition.- Philo\nLiterature in the Grades and\n\n1904\n\n—\n—\n\nMelvyn Buck, Jr., Missouri.\n1905 Teaching Our Language to Non-English-Speaking Pupils. Gustave Straubenmuller. New York.\nRound-Table Conference B. English Conference. Philo M. Buck, Missouri.\nRound-Table Conference C. Reading in the First School Year. Mrs. Alice\nCooley, North Dakota.\nThe Psychology of Reading and Writing. Robert MacDougall, New\n\n—\n—\n\n—\n\nYork.\n\nThe Study of English Composition as a Means of Acquiring Power.\nAlexander, Indiana.\n1906 What Kind of Language Study Aids in the Mastery of Natural Science?\n\nGeorgia\n\n—W. T.\n\nHarris, District of Columbia.\n22.\n\nEXAMINATIONS\n\n{See also College-Entrance Requirements.)\n\n1863\n\nCompetitive Examination for Admission to West Point.\nnecticut.\n\n—\n\n— H. Barnard, Con-\n\n1864 Competitive Examination for Public Service. H. Barnard, Connecticut.\n1887 Examinations as Tests for Promotion in Public Schools. H. S. Tarbell, Rhode\n\n—\n\nIsland.\n\nMethod of Conducting Examinations in Ordinary School Work by the Class\nTeacher. Aaron Gove, Colorado.\nSchool E.xaminations.\nGeorge A. Littlefield, Rhode Island.\nSchool E.xaminations.\nC. C. Rounds, New Hampshire.\n1889 Teachers' Examinations. M. A. Newell, Maryland.\nE.xaminations for Promotion.\nWilliam M. Giffin, New Jersey.\nExamination for Promotion in the Public Schools. William DeWitt Hyde,\n\n—\n\n—\n\nMaine.\n\n1890 Examinations as Tests for Promotion. Wm. H. Maxwell, New York.\n1901 The Use and Control of Examinations. Arthur T. Hadley, Connecticut.\n1902 The Value of Examinations as Determining a Teacher's Fitness for Work.\nEdwiN G. Cooley, Illinois.\nPresident's Address\nCall Out the Leaders.\nJ. Remsen Bishop, Ohio.\n\n—\n\n—\n\n"}
{"page": 697, "printed_page": null, "text": "———— — — —\n\n—\n\n——\n\nEXHIBITIONS AND MUSEUMS\n\nof Topics]\n\n23.\n\n1875\n\n—— ——\n\n——\n\n685\n\nEXHIBITIONS AND MUSEUMS\n\nAmerican Education at the Centennial Exposition.-— J. P. Wickersham, Pennsylvania.\n\n1884\n\nEducational Exjx)sition at Madison, Wis. General Report of Committees on\nthe Exhibition of: I. Industrial and Manual Training; II. Art; III. Kindergarten; IV. Special Exhibits; V. State E.xhibits.\nWm. T. Harris, District\nof Columbia.\nReport of Special Committees: On the Kindergarten E.xhibil; on State E.xhibits;\non .\\rt and Industrial Education; on Special E.xhibits.\n1885 Reports on Education at the World's Cotton Exposition, New Orleans, 1884-5.\nReports on Educational E.xhibits at the World's Cotton Centennial Exposition,\nin New Orleans: U. S. Bureau of Education; Industrial Education; Schools\nof Christian Brothers; Colored People; Foreign Educational Exhibit; Kindergarten E.xhibit; Educational.\n1886 Report of the Art E.xhibition.\n1887 Educational E.xposition, Chicago. George P. Brown, Illinois.\n1889 Report of Committee on Exhibits at the Meeting in Nashville, Tennessee.\n1890 The American Educational E.xhibit at the International Exposition of 1893.\nJohn E.\\ton, District of Columbia, and Others.\nReport of the Committee on Exhibits at the Meeting in St. Paul, Minn.: School\nExhibits; Manual Training; Fomi and Color; Drawing; Kindergarten.\n1891 Reports of Committee on E.xhibits at Toronto, Can.; Kindergarten; Catalogue\n\nDrawing;\n\nof Exhibits;\n\n1892\n\nColor.\n\n—\n\nThe World's Congresses of 1893. C. C. BoNNEY, Illinois.\nWhat Should Secondary Schools Do to Promote Their Interests at the World's\nFair ? J. L. Holloway, Arkansas.\nThe World's Educational Congress. W^^. T. Harris, District of Columbia.\n\n—\n\n—\n\nReport on the World's Educational Congress. Wm. T. Harris, District of Columbia, chairman.\nThe Educational E.xhibit of the World's Columbian Exposition. Selim H.\n\nPeabody,\n\nIllinois.\n\nof Educational Systems at the World's Exposition.\nAlbert\nG. Lane, Illinois.\n1893 The Use of Magic Lanterns in S( hools. Gustave Serrurikr, Fran( e.\n1894 The E.xhibit of Education at the Columbian Expa-^ition. John Eaton, District\nof Columbia.\nThe Educational E.xhibit at the Columbian Exposition. Selim H. Peabody,\n\nRepresentation\n\nNew \\'ork.\nWm. T.\nHarris, Di.strict of Columbia.\n1899 The United States Exhibit at Paris. Howard J. Rogers, New York.\n1901 Education at the Paris Ex[)osition.— Howard J. Rogers, New York.\nEducational Lessons of the Paris Exposition. Anna Tolman Smith, Distriit\nof Columbia.\nI.x?ssons of the Educational Exhibits at Paris in 1900.\nHoward J. Rogers, New\nYork.\n1902 The Educational Value of Museums. Oliver Cummings Farrington, Illinois.\n1904 The Lessons of th<- Exjiosition. Howard J. Rogers, Missouri.\nProgress of thir South, as Shown by Exhil>its. - HuowN Ayres, L)uisiaiia.\nRe|K)rls on Work as Shown by Exhibits.- Various Authors.\nPresident's Address— The Influence of a (ireal Ex|^).sition as an Art I'.dui alor.\n1898 Our Educational Exhibit at the International Exjjosition in Paris in 1900.\n\nJames Frederick Hoi-kins, Ma.ssachu.se(ls.\nEdufation at the ('nivcrsai F.x|K)sition, 190.J: From the View-Point of liie Chief\nof the Department.- Howard J. Ro(;krs, Missouri.\nF'lucation at the Universal ExiK)sition, 1004: Ivxhibil of tlu\" United Slates Bureau\nof Education.\nWm. T. Harris, District of Columbia.\nErlu( ation at ihi- Universal Ex|K)silion, 1004: Some City I'.xhibit.s: Their Purpose\nanrj\n\nPlan.\n\nA.\nH.\n\nSt.\n\nI/)uis.\n\n-\n\nF.\n\nLoi;is S<»i.dan, Missouri.\n\nThe City of New York.- Andrew W. Edson, New York.\n\nThe Swedish Educational I'lxhibit and Il.s Relation to the SchooLs of Sweden.\nN. G. W. Lagkrstedt, Sweden.\nThe Japan<.H4' Ivxhibil and lis Relation to F.du( alion in Japan. - MosUKE Matsumura, Sec relary of the Japanes*- Commission to lh<\" ExjMtsition.\n\nThe Philif)pine Teacher and the Philip|)ine Fvhn alional Exhibit.\nHAr;KB,\n\nPliilipjiine\n\nEx|)osition\n\nBoard.\n\nAi.iikrt Hammi\n\n"}
{"page": 698, "printed_page": null, "text": "———— —— — — — —— —\n\n—\n\n— ——\n\nNATIONAL EDUCATIONAL ASSOCIATION\n\n686\n\n[Bibliography\n\n1904 The Kindergarten and the Elementary School as Illustrated in Their Exhibits:\n\nFrom the Kindergarten Standpoint. Patty S. Hill, Kentucky.\nThe Kindergarten and the Elementary School as Illustrated in Their Exhibits:\nFrom the Standpoint of the School. C. B. Gilbert, New York.\n\n—\n\nReview of the Educational Features of the Universal Exposition at St. Louis.\n\n1905\n\nVarious Authors.\nThe Uses of Educational Museums.\n24.\n\n—\n\nFrederick J. V. Skiff, Illinois.\n\nFINANCES AND TAXATION\n\n(5eefl/50 Pensions for Teachers; Salaries of Teachers; Supervision, Organization,\n\nand Administration.)\n\n—\n\n1866\n\n1884\n1886\n1888\n1897\n1899\n\n—\n\n—\n\n—\n\n—\n\n1905\n\n905\n\n—\n\n—\n\n—\n\n1902\n\n1\n\nCost per Capita of Education in Different States. J. W. Bulkley, New York.\nSchool Funds: How Best Raised, and How Best Disbursed. John Eaton,\nTennessee.\nThe New Bill for National Aid to Public Schools. B. G. Northrop, Connecticut.\nNational Aid for the Support of Public Schools. J. W. Dickinson, Massachusetts.\nNational Aid to Education. J. A. B. Lovett, Alabama.\nFederal Aid.\nJ. A. B. Lovett, Alabama; Alexander Hogg, Tennessee.\nRural Schools. Appendix B. Permanent School Funds.\nReport of Committee on Uniform Financial Reports. C. G. Pearse, Nebraska,\nchairman.\nTaxation for School Purposes. Nathan C. Schaeffer, Pennsylvania.\nTaxation and Teachers' Salaries. A. G. Lane, Illinois.\nSome of the Conditions Which Cause Variation in the Rate of School Expenditures in Different LocaHtics.\nWm. T. Harris, District of Columbia.\nReport of Committee of Taxation as Related to Public Education. James M.\nGreenwood, Missouri, chairman.\nTable I: School Expenditures Classified.\nTable II: Cost of Instruction as Compared with Other Expenditures.\nTable III: Relation of Maintenance of Schools to Total City Operating\nExpenses.\nTable IV: Classification of School Expenses in Cities, by Groups.\nMethods of School Taxation in New York City. Wm. H. Maxwell, New\nYork.\nTaxation for School Purposes. Nathan C. Schaeffer, Pennsylvania.\nTwenty-five Years Progress of Public Education in North Carolina, with Various\nTables.\nCharles D. McIver, North Carolina; Charles L. Coon, North\n\n1\n\nCarolina.\n\nNathan C. Schaeffer, Pennsylvania.\nMethod of Taxation for School Purposes in Indiana. John W. Carr, Indiana.\nTable V: Cost of Maintenance of Schools Compared with Each of the Other\nMunicipal Departments in the 137 Cities of Largest Population. Wm. T.\nHarris, District of Columbia.\nTable VI: Value of Property, Comparative Cost of Schools, and Wages Earned\nin the 137 Cities of Largest Population.\nTaxation for School Purposes in Pennsylvania.\n\n25.\n1\n\n871\n\nGEOGRAPHY AS A SUBJECT OF STUDY\n\nHow to Teach Geography.\n\nMary Howe Smith, New York.\n\nAn Evening in Wonderland.\n\nWm. I. Marshall, Massachusetts.\n1888 Scientific Methods in Teaching Geography. C. F.- Palmer, Ohio.\n1893 Report of Conference on Geography. T. C. Chamberlin, Illinois, chairman.\n1895 Physical Geography Its Possibilities and DitTicultics. Edward L. Harris,\n1 881\n\n—\n\n1897\n\n—\n\n—\n\nOhio.\nThe Relation of Geography to History. Edward Channing, Massachusetts.\nPhysical Geography in Secondary Schools.\nAlbert Perry Brigham, New\nYork.\nLaboratory Work in Elementary Physiography. R. H. Cornish, Illinois.\nInfluence of Environment on the Development of United States History.\nJacques\nW. Redway, New York.\n\n—\n\n1898\n\nThe Reports and Papers from this point to the end of the section were not printed in any volume -of\nProceedings, but were published in a separate pamphlet.\n\n"}
{"page": 699, "printed_page": null, "text": "— —\n\n—\n\nHIGHER EDUCATION—COLLEGES AND UNIVERSITIES\n\n687\n\n—— —\n\nof Topics]\n\n1898 The Gcospheres.\nPrtliniinary\n\n—\\V.\n\nJ.\n\nReport of\n\n——\n\n————\n\n—\n\nMcGee, District of Columbia.\nthe\n\nSubcommittee on Physical\n\nGeography.\n\nAlbert\n\nPerry Brigham, New York.\n1899 Report of the Committee on Physical Geography.—William North Rice, Connecticut, acting chairman.\n\n1901\n\nThe Relation of Physical Geography to Geology.—WiLLiAM Harmon Norton,\nIowa.\n\n—\n—\n\n—\n\nPhysiography Conference. W. H. Snyder, Massachusetts.\n1902 Physiography in the Secondary Schools. J. A. Merrill, Wisconsin.\n1903 The Human Side of Geography. Lloyd E. Wolfe, Texas.\nCommercial Geography: The New Science. Frank O. Carpenter, Massachu-\n\nRound Table\n\nsetts.\n\n—\n\nOut-Of-Door Class Work in Geography. F. P. Gulliver, Massachusetts.\n1904 Out-Of-Door Work in Geography. Mark S. W. Jefferson, Michigan.\nApplied Geography, Illustrated from the Louisiana Purchase. .\\rthur G.\nClement, New York.\n1905 Right Methods of Studying History and Geography by Children. Round-Table\nConference\n\n26.\n\n— B. Frank M. McMurry. New York.\n\nGOVERNMENT AND DISCIPLINE OF SCHOOLS\n\n—\n\n1863 School Gymnastics. S. W. Mason, Massachusetts.\n1870 Motives and Means Which Should Be Made Prominent in School\n1889\n\n(Discussion.)\nDiscipline in Elementary Schools.\n\nDiscipline.\n\nBettie A. Dutton, Ohio.\n\nAn Educational Experiment. — S. H. Peabody, Illinois.\n\n—\n—\n\n1890 Co-operative Government. M. C. Fernald, Maine.\nForms of Discipline and Discipline of I-'orms. R. L. Wiggins, Tennessee.\n1892 Discipline in High School. R. E. Denfeld, Minnesota.\n1894 Discipline as the Result of Self-Government. A. V. Storm, Iowa.\nThe Dogma of Formal Discipline. B. A. Hinsdale, Michigan.\n1895 Punishment as Seen by Children. Earl Barnes, California.\n1896 Congressional Work for Youth. W. K. Wickes, New York.\n1900 The Problem of the Grades Discipline. Gertude Edmund, Massachu-\n\n—\n\n—\n—\n\n—\n—\n\nsetts.\n\n27.\n\nHIGHER EDUCATION— COLLEGES AND UNIVERSITIES\n\n1864 Should a Professor of Didactics Be Employed in Every Principal College?\nThomas Hill. Read by J. D. I'iiilukuk, Massachusetts.\n1866 Normal Instruction in Colleges. EinvARU .N'outh, New York.\nThe True Idea of a College. P. A. tJiAUUUKNE, Wiscon.sin.\nThe Duties of an American State in Respect to Higher Eduiation.- W. V. I'm PS,\n\n—\n\n—\n\n1.\n\n1869\n\nMinnesota.\nIloVT, Wi.sconsin.\nProgress of University Education.\nJ. W.\nThe State in Its Relation to Higher Education.— J. P. Wickersuam,\n\nPenn-\n\nsylvania.\n\n1871\n\nSuperior Education as Related to Universal Education.\n\n1873\n\nColumbia.\nWestern University Education.\n<jf\n\n1874\n\n— W. G. El.loT, Missouri.\n\nJames Mc(,'osh, New Jersiy.\nUiiiHT .S( h<K)ls.\nA National University. J. W. HovT, Wisconsin.\nEimira, N. Y., by Charles W. Eliot.)\n\n—\n\nJohn Eaton, Di^triet\n\n(Review of\n\na\n\npai)er read at\n\nFour Years in V!i.s.sar College.— James Orton, New YmV..\nA PajH-r on a National University. -Wm. T. Harris, Missouri.\nA National University. Andrew D. White, New York.\n\n1875\n\nThe Plan of the University of Virginia.— C. S. N'enahle, Virginia.\nA. D. ScHENK,\nMilitary Science and Tactics in Our Universities und Colleges.\n\n1876\n\nA Notice of the Hislciry of the .South Carolina College.— W. J. Rivers, Mary-\n\nIowa.\nland.\n\nThe Relation of the- Preparatory and Granunar Sc IicmiIs to College and University.\nW. R. Wehh, Tenness<-c-.\nThe Class System. Noah Porter, Ccjnnrc tic nt.\n1879 College Dormitories. -Charles Kendall, .Michigan.\n\n1877\n\n"}
{"page": 700, "printed_page": null, "text": "— —\n\n— ———— — —\n— ——— ——— — —————\n\n— ——\n\nNATIONAL EDUCATIONAL ASSOCIATION\n\n688\n\n—\n\n[Bibliography\n\n1880 Scholarships. ^J. L. Pickard, Iowa.\n1881 The Advancement of Higher Education. H. H. Tucker, Georgia.\n1882 The Place of Original Research in College Education. John H. Wright, New\n\n—\n\nHampshire.\nChairs of Pedagogy in Our Higher Institutions of Learning.\n\n— G. Stanley Hall,\n\nMaryland.\nIs the Prize System, on the Whole, the Best for Colleges ?\n\nCarolina.\nThe University\n\n1883\n1885\n\n— H. Carlisle, South\nJ.\n\n—\n—\n\nEli\nIts Place and Work in the American System of Education.\nT. Tappan, Ohio.\nThe University How and What (abstract) ? William W. Folwell, Minnesota.\nThe Relation of Secondary Education to the American University Problem.\n\nAndrew F. West, New Jersey.\n\n—\n\nThe Practical Value of a College Education. S. N. Fellows, Iowa.\n1886 Colleges North and South. J. D. Dreher, Virginia.\nThe College Curriculum. Wm. A. Mowry, Massachusetts.\n\n—\n\n1887 Relation of University, College, and Higher Schools to the Public System of Instruc-\n\n—\n\ntion.\nT. H. McBride, Iowa.\nThe Relation of the Christian College. James W. Strong, Minnesota.\nRelations of the University to PubHc Education.\nJames B. Angell, Michigan.\n\nHigher Instruction on the Pacific Coast.\n\n— C. C. Stratton, California.\n—\n\nThe State University and Public High Schools. A. L. CooK, California.\nHigher Education. Horatio Stebbins, California.\nWm. Carey Jones,\nHistorical Sketch of Higher Education on the Pacific Coast.\nCalifornia.\n\n1889\n\nA National University. William A. Mowry, Massachusetts.\nThe State and Higher Education.\n\n—H. B. Adams, Maryland.\n\nA National University. Wm. A. Mowry, Massachusetts.\nFred M. Campbell, California.\nHonorary Degrees as Conferred by American Colleges. Charles\nThe State and Higher Education.\n\nF.\n\nSmith,\n\nTennessee.\nThe Opportunities of the Rural Population for Higher Education. J. H. Canfield, Kansas.\nAn Educational Experiment. S. H. Peabody, Illinois.\nPedagogical Chairs in Universities and Colleges. B. A. Hinsdale, Michigan.\nUniversity and School Extension.\nWm. T. Harris, District of Columbia.\n\n—\n\n—\n\n1890\n\nCollege Education and Professional Life.-\n\n—\n\n—\n\nJ.\n\nC.\n\nHutchinson, Illinois.\nM. D. Hornbeck,\n\nThe Relation of the College to the Morals of the Student.\n\n—\n\nIllinois.\n\nWhat Have the People a Right to Ask from the Colleges ?\n\nCharles A. Blanchard,\n\nIllinois.\n\nA Chair of Pedagogy. —R. G. Boone, Indiana.\nDefects in College Discipline.\nRufus C. Burleson, Texas.\nH. L. Stetson, Iowa.\nShorter College Courses to Meet a Popular Demand.\nJ. T. McFarland, Iowa.\nCollege Fraternities: Their Influence and Control.\nAllen Allensworth, New Mexico.\nMilitary Education in the United States.\nShould the College Course Be Shortened? John M. Coulter, Indiana.\nThe Organization of Higher Education. Nicholas Murray Butler, New York.\nUniversities and Schools.\nOscar H. Cooper, Texas. (Discussion.)\nEthical Culture in the College and University. ^James H. Canfield, Nebraska.\nWilliam Pepper, PennRelation of Undergraduate to Post-graduate Curricula.\n\n—\n\n1891\n\n1892\n\n—\n\nsylvania.\n\n1893\n\nUniversity Education.\nRichard H. Jesse, Missouri.\nThe University in Its Relation to the People. Elmer E. Brown, Michigan.\nRhetoric and Public Speaking in the American College. Henry Allyn Frink,\nMassachusetts.\nThe Relation of Our Colleges and Universities to the Advancement of Our Civilization.\nJohn J. Keane, District of Columbia.\nThe Relation of Professional Schools to the University. Seth Low, New York.\nWhat Signs of Improvement Are Visible in the Undergraduate Life of American\nStudents ? Bradford Paul Raymond, Connecticut.\nShould Greek Be Required for the Degree of Bachelor of Arts?—W. G. Hale,\nIllinois.\n\nOn What Conditions Should the Degree of Doctor of Philosophy Be Given ?\nWilliam O. Sproull, Ohio.\nThe Division of Labor in the University.\n\nGiuseppe Allievo, Italy.\n\n"}
{"page": 701, "printed_page": null, "text": "——\n\n—\n\nHIGHER EDUCATION— COLLEGES AND UNIVERSITIES\n\n689\n\n—— — ———\n\nof Topics]\n\n—————— ———— —\n\n— ——\n\n—\n\n1893 Legal Education in the United States. L. Dimscha, Russia.\nOpening Address. D.^NiEL C. Oilman, Maryland.\nShould an .Antecedent Liberal Education Be Required of Students in Law, Medicine\nand Theology. Woodrow Wilson, New Jersey.\nHow Far Is It Desirable that Universities Should Be of one Type ? Martin\nKellogg, California.\n1894 The Influence of the Higher Education of a Country upon Its Elementary Schools.\nW.\\i. T. Harris, District of Columbia.\nThe University in Its Relation to the Teaching Profession. Charles DeOarmo,\n\n—\n\n—\n\nPennsylvania.\n\nThe Future of the Smaller College.\n\nJohn F. Crowell, North Carolina.\nEthelbert D. Warfield, Penn-\n\nStudent Co-operation in College Oovernment.\nsylvania.\n\nThe Oroup System of College Studies. Adolphe Cohn, New York.\n1895 Higher Education in the South. Edwin A. Alderman, North Carolina.\nThe Relation of a College Course to the Professional Schools. T. R. Bacon,\n\n—\n\nCalifornia.\n\n—\n\nThe Organization of the University of Toronto. W. H. Fraser, Ontario.\nThe Future Organization of the Higher Education in the United States. Richard\nT. Ely, Wisconsin.\nStandard of Admission to Professional Schools. J. N. Hall, Colorado.\nThe University and the State in the South. Edwin A. Alderman, North Carolina.\nWhat Should the Colleges and the University Do for the Graduate of the High\nSchool ? James H. Baker, Colorado.\nHow to Secure the Interest of the Colleges and Universities in the Department.\nJames H. Baker, Colorado.\nReport of the Committee on Higher Education The Higher Life of the College.\n\n—\n\n1896\n\n—\n\nJohn E. Bradley, Illinois.\n1897\n\nHigher Education in the South. George T. Winston, Te.xas.\nHenry Wade\nState Supervision of Degree-Conferring Institutes.\nIllinois.\n\n1898\n\nRogers,\n\n—\n\nA. T. Ormond, New Jersey.\nUniversity Ideals at Princeton.\nThe State University. James H. Baker, Colorado.\nUniversity Ideals at Stanford.\nJoseph Swain, Indiana.\n.\\ndrew S. Draper, Illinois.\n.\\merican Universities and National Life.\nThe Larger University Idea. F'lmer E. Brown, California.\nThe Formation of a Federation of Colleges and Universities in the United States\nB. A. Hinsdale,\nSimilar to the Association of American Medical Colleges.\n\n—\n\nMichigan\nShould the Undergraduate Curriculum of Four Years in Colleges and Universities\nBe Shortened by Allowing Such Freedom of Electives in the Junior and Senior\nYears that a Bachelor Degree and a Professional Degree May Be Obtained\nNicholas Murray Butler, New York.\nin Six Years ?\n1899 Continuous University Sessions. Jerome H. Raymond, West Virginia.\nThe Scholar and the'State.— R. H. Webster, California.\nAn AjKjlogy for the American University. David Starr Jordan, California.\nDo We N<<tl a University Trust? L. I). Harvey, Wisconsin.\n1900 The Satisfactions of Biing a College President.— CiiARLES F. TuwiNG, Ohio.\nState Aid to Higher Education in Europe and America.— Joseph Swain, In<liana.\nAn Ethnic View of Higher Education. I. W. Howerth, Illinois.\n\n—\n\n—\n\nThe Small CVillege.- William Oxley Thompson, Ohio.\nIllinois.\nThe Small Collegf Its Prospects.— William Rainey Ha i-i-i\nThe State University. Joseph Swain, Indiana.\nThe P'unrtion of the Land-Grant College in American l-'duralion.- W. M. Hi ard-\n\n—\n\ni<,\n\nSHEAR, Iowa.\n1901\n\n1903\n\nThr Functions of a University in a Pro.spcrous Democracy.\n\nCharles F. Tiiwing,\n\nOhio.\nFederal and State Interest in Higher F.du( alion.- Rohkkt B. Fui.toN, Mi.ssissippi.\nRepf)rt of the Committee on a National University.— Wn.i.lAM R. Harper, lllinoi.s,\nchairman.\nThe Function of the State University.— Richard Henry Jesse, Mi.ssouri.\nThe Present Peril to Lilnral Education. Andrew F. West, New Jersey.\nThe I><ngth of the Baccalaureate Course- and Preparation for the Professional\nElmer Ellsworth Brown, California, ancl \\'arious Other Authors.\nSrhorAs.\nShall the University Concern Itself More Directly with the Morals and Manners\nGeorge Harris, Massachusetts, and Others.\nof It.s Student.s?\n\n"}
{"page": 702, "printed_page": null, "text": "—— ———\n\n— —————————\n\n—— — ———\n\nNATIONAL EDUCATIONAL ASSOCIATION\n\n690\n\n——\n\n—\n\n[Bibliography\n\n1904 The Relation of the Church to Higher Education in the United States.— Edmund\ns\n\nJ.\n\nJames, Illinois.\n\nGeorge A. Gates, California.\n1905 Should Chairs of Pedagogy Attached to College Departments of Universities Be\nDeveloped into Professional Colleges for the Training of Teachers ? Albert\nRoss Hill, Missouri.\nDoes Wide Election and Do Minute Courses Weaken Undergraduate Courses in\nUniver.'^ities ?\nJames H. Canfield, New York.\nHonor in Student Life in Colleges and Universities. Charles Alphonso Smith,\nNorth Carolina.\nThe Place of the Small College.\n\nHISTORY OF EDUCATION\n\n28.\n\n1858 The Educational Tendencies and Progress for the Past Thirty Years. Daniel\nRead, Wisconsin.\n1866 Education in the Argentine Republic. Senor Sarmiento, Minister to the United\n\n—\n\nStates.\n\n1872\n1873\n1874\n1875\n\nNecessities for PubHc Instruction in the Gulf States.\nJoseph Hogdson, Alabama.\nEducation in the Southern States. J. C. Gibbs, Florida.\nSystem of Public Instruction in Ontario. J. Geo. Hodgins, Ontario.\nPublic Instruction in Minnesota. W. W. Folwell, Minnesota.\nEducational Necessities of the South. Leon Trousdale, Tennessee.\n\n1876 Education in\n\n—\n— —\nArgentine Confederation. — Senor Dorna, Argentine Confederacy.\n\nEducation in Sweden.\nNewspapers in Japan.\n\nDr. Mejenberg, Sweden.\nFujimaro Tanaka, Japan.\n\nEducation in Japan. David Murray, Japan.\nEducation in Brazil. Dr. Da Motta, Brazil.\nThe Lacks and Needs of the South Educationally The Development of Her\nNatural Resources The Remedy. Alexander Hogg, Texas.\nEducational Interests of Texas. Rufus C. Burleson, Texas.\nThe Lessons of the International Educational Congress at Brussels. Wm. T.\nHarris, Missouri.\nThe Century and the School. F. Louis Soldan, Missouri.\nAnnual Report of the National Educational Association. Thomas W. Bicknell,\n\n—\n—\n\n1877\n1 881\n\n—\n\n—\n\n1882\n\nMassachusetts.\n\nSheldon Jackson, District of Columbia.\nWm. W. Folwell, Minnesota.\n1884\nA. D. Mayo, Massachusetts.\nThe Educational Outlook in the South. Booker T. Washington, Alabama.\nThe Needs of Southern Women. Clara Conway, Tennessee.\nThe Supplementing of the War. Albert Salisbury, Wisconsin.\nThe New South. Robert Bingham, North Carolina.\n1886 Education in Louisiana. W. P. Johnston, Louisiana.\nColleges North and South.\nJ. D. Dreher, Virginia.\n1888 Historical Sketch of Higher Education on the Pacific Coast. Wm. Carey Jones,\nEducation in Alaska.\n\nSecularization of Education.^\nCast Words from the South.\n\n—\n\nCalifornia.\n\n—\n\n—\n\n—\n—\n\nHigher Instruction on the Pacific Coast. C. C. Stratton, CaUfornia.\n1889 History of Education: Its Culture Value. B. A. Hinsdale, Michigan.\nHistory of Education Its Value on Educational Legislation and Administration.\nW. H. Payne, Tennessee.\nHistory of Education: Its Value to Teachers.\nG. S. Williams, New York.\nP^ducational History of the Ohio Valley.\nW. H. Venable, Ohio.\nThe First Schools in the Ohio Valley. W. H. Venable, Ohio.\nEducational Progress in the South Since 1865. W. A. Candler, Georgia.\n1 89 1\nThe Educational System of Ontario. Geo. W. Ross, Minister of Education.\nA Year in a German Model School. Julia S. Tutwiler, Alabama.\n1892 Twenty Year's Progress in Education. Wm. T. Harris, District of Columbia.\n1893 National Education in Scotland. Flora C. Stevenson, Scotland.\nPresent Condition of the Public Schools of Uruguay. Alberto Gomez\nRuano, Uruguay.\nThe Present Situation of Education in France. Gabriel Compayre, France.\nJoseph Peter Varcla and the Progress of Education in Uruguay. Alberto Gomez\nRuano, Uruguay.\nThe Public Educational System of Sweden. N. G. W. Lagerstedt, Sweden.\nElementary Education in England.- Rosamond Davenport-Hill, England.\nThe Secondary Education of Girls in France. Mile. Marie Dugard, France.\n:\n\n—\n\n—\n\n—\n\n—\n\n—\n\n—\n\n"}
{"page": 703, "printed_page": null, "text": "—————————\n\n—\n\n—————— ———— —\n\n—\n\nHISTORY OF EDUCATION\n\nof Topics]\n\n691\n\n1893 Training oi Teachi.TS in High Schools in Sweden. Edward Osterberg, Sweden.\nHigh School for Girls in England. M.\\ry Gurney and Rose Kingsley, England.\nElementary and Secondary Education in Cape Colony, .\\frica. May Bengough,\nAfrica.\n\n1894\n\nEgisto Rossi, Rome.\nPublic Instruction in Italy.\nThe South and Its Problems. Lawton B. Evans, Georgia.\nSome Phases of Present Educational Problems in Europe. Nicholas\n\nMurray\n\nButler, New York.\n1895 Higher Education in the South. Edwin .'\\. .\\lderman. North Carolina.\nThe .\\dvanccment of the South. W.y. E. BoGGS, Georgia.\nWhat the South Is Doing for Education and What Education Is Doing for the\nSouth.\nWm. T. Harris, District of Columbia.\n1897 Higher Education in th^- South. George T. Winston, Te.xas.\n1898 Better Supervision of the Public Schools in the South. Charles D. McIver,\nNorth Carolina.\nEducation and Gold in Alaska. John Eaton, District of Columbia.\nLessons from .\\merican Educational History. A. D. Mayo, Massachusetts.\n1899 .\\n Educational Policy for Our New Possessions. Wm. T. Harris, District of\n\n—\n\nColumbia.\n\nThe Educational Problem in Hawaii. Henry S. Townsend, Hawaii.\nThe Public Lands and Public Education. E. B. Prettyman, Marj-land.\nEducational Progress of the Year. Nicholas Murray Butler, New York.\n1900 Status of Education at the Close of the Centur)'. Nicholas Murray Butler,\n\n—\n\nNew York.\nEdwin A. Alderman, North\nObligations and Opportunities of Scholarship.\nCarolina.\nEducation in the Colonies. .\\aron Gove, Colorado.\nB. A. Hinsdale, Michigan.\nEducational Progress during the Year 1899-1900.\nElmer E. Brown, California.\nEducational Progress of the Year.\nThe Educational Crisis in England. Cloudesley S. H. Brereton, England.\nEducational Pioneering in the Southern Mountains. William Goodell Frost,\n\n—\n\n1901\n\nKentucky.\n\nThe Rise of National Education in the Si.\\teenth Century.\n1902\n\n—\n\n—\n\n1903\n\nJohn William Perrin,\n\nOhio.\nC. M. L.\\cey Sites, China.\nEducational Conditions and Progress in China.\nEducation in the Philippines. Jacob Gould Schurman, New York.\nThe Educational Progress of the Year 1901-2. William R. Harim.k, Illinois.\nHorace M. Lane, South America.\nOrganization of Education in Brazil.\nThe Recent Reaction in France Against Rous.seau's Negation of Society in Education.\n.V.NNA ToLMAN SMITH, District of Columbia.\nM. G. Brumbaugh, Pennsylvania.\nProgress of Education in Porto Rico.\nThe Beginning and Aims of the General Education Board. Wallace Butthick,\nNew York.\nThe Educational Progress of the Year 1902-3.- \\\\ili.l\\m Diwiit Hvdk, Maine.\nWm. T. Harris, Distrid of\n(J.xford University and the Rhodes Scholarships.\n\n—\n\nColumbia.\n\nThe Sch<x)ls of the Peoi)le. ICdgar Gardner Murphy, Alabama.\n1904 A Filipino's View of Education in the Philippines. Senora Marl\\ Di l Pilar\n\n—\n\nZamora, Philippine\n\nIslands.\n\nThe Japanese- E.xhibit and Its Relation to Education in Japan. -^Mosuke MatSUMUKA, Secretary of the Japan s\n\nCommission to the Exposition.\n\nThe Swcdi.sh Educational Exhiliit and lis Kelalion to the SchcM»ls of Sweden.\nN. G W. Lacierstedt, Swrdcn.\nThe Phiilippine Teacher and ih.- I'hiiipi)ine Educational Exhibit. Ajueht\nRalph Hagar, Philipi>ine FxiM».siiion Hoard.\nThe Kinclcrgarten in Japan. Annie L. Howe, Illinois.\nThe French and German ICIementary .Schools. -Frkhehick Erni-.si arrinc.ton,\n!•\n\n(,'alifornia.\n\nWhat May the Sc-ccmdary SchcK)l.s of the United States Learn from a Suidy of\nGemian S; condary Education ? Fkederick E. BoltoN, Iowa.\nEdueaiiona! l'rin( ipUs for the South. -CHARLES W. Daunkv, Tennes.sec; Charles\nI).\n\nMclvEK, North (larolina.\n\nThe French and German Elementary Schools.— Fr 11 -iRUK Ernest Farrington, California.\nE. B. Bryan, Indiana.\nEducation in the Philippines.\nEducational Needs of the South.— J. II. Phillips, Alabama.\n\n"}
{"page": 704, "printed_page": null, "text": "—\n\n692\n\n—\n\n— —— —\n——— — —\n\n———— ——\n\n— ——\n\nNATIONAL EDUCATIONAL ASSOCIATION\n\n[Bibliography\n\nPercy Atkin, England.\nEducation in Porto Rico. Samuel McCune Lindsay, Porto Rico.\nWhat May the Secondary Schools of the United States Learn from a Study of\nFrench Secondary Education ? E. W. Lyttle, New York.\n1905 Report on the Educational Progress of the Year. Howard J. Rogers, New\nYork.\n1906 Fifty Years of American Education. Elmer Ellsworth Brown, District of\nColumbia.\nThe Educational Awakening in England. Michael Ernest Saddler, England.\nThe Past and Future of German Education. Friedrich Paulsen, Berlin.\nWhat France Owes to America in the Matter of Education. J. J. Gabriel ComPAYRE, France.\nThe Carnegie Foundation for the Advancement of Teaching. Henry S. PritchETT, New York.\nWill S. Monroe, MassaState Teachers' Associations Organized before 1857.\n1904 Popular Education in England.\n\n—\n\n—\n\nchusetts.\n\n—\n\nC. W. Bardeen, New York.\nHistory of Educational Journalism.\nThe National Teachers' Association (1857-70, Historical Sketch.\nNational Organization of Teachers. William Russell, Massachusetts.\nThe National Educational Association, Historical Sketches, Extracts from D. B.\nHagar's Presidential Address in 1870; also from John Hancock's Presidential\n\n—\n\nAddress in 1879.\nOrganization and Functions of the National Educational Association. W. T.\nHarris, District of Columbia.\nOrigin of Free Schools in the American Colonies\nBarnard's Journal.\nHome and School Training in New England about 1776. Thomas Brainard,\n\n—\n\n—\n\nConnecticut.\n\nThe American Institute of Instruction.\n\nAlbert E. Winship.\nWestern Literary Institute and College of Professional Teachers: 1831-45\nS.\n\nMonroe, Massachusetts.\n\nSchool Teachers and Superintendents.\n\nWill\n\n—Opening Address of the President.\n\nHorace Mann.\nClosing Address.\n\nHorace Mann.\n\n—\n\n^WiLL S.\nfor the Advancement of Education.\nMassachusetts.\nThe American Association for the Advancement of Science. -L. O.\n\nAmerican Association\n\n—\n\nMonroe,\n\nHoward,\n\nDistrict of Columbia.\n\nAmerican Library Association. Melvil Dewey, New York.\nGeneral Education Board. -Wallace Buttrick, New York.\n\nThe Southern Education Board. Edgar Gardner Murphy, Alabama.\nThe Southern Educational Association.— Richard J. Tighe, North Carolina.\n29.\n\nHISTORY TEACHING\n\n1889 The Teaching of Patriotism in the Public Schools and Everywhere.\n\n—\n\nG. W. F.\nPrice, Tennessee.\nHistory a Patriotic Force in Schools.\nH. B. Carrington, Massachusetts.\n1890 The Purpose and Scope of History in the High School. W. M. West, Minnesota.\n1 89 1\nAims in Teaching Civil Government. Frank A. Hill, Massachusetts.\nMethods of Teaching General History. Mrs. Mary Sheldon Barnes, Indiana.\n1892 History and Literature in Grammar Grades.—J. H. Phillips, Alabama.\nTeaching Current Events in School. E. O. Vaile, Illinois.\nHistory in Elementary Education.\nM. A. Newell, Maryland.\nThe Chief Aim in the Study of History.—Walter A. Edwards, Illinois.\n1893 Report of Conference on History, Civil Government, and Political Economy.\nChas. Kendall Adams, Wisconsin, chairman.\n1894 Discussion of Reports of Committee of Ten History. Frank M. McMurry,\n\n—\n\n—\n\n—\n\n—\n\n—\n\n—\n\nIllinois.\n\nHistory as an Aid to Moral Culture.\nChas. M. Andrews, Pennsylvania.\n1895 The Relation of Geography to History. Edward Channing, Massachusetts.\nWhat Has Been Accomplished in Co-ordination in the Field of History and Litera\nture.\nCharles A. McMurry, Illinois.\nThe Teaching of Political Economy in Secondary Schools.\n\nCharles F. Thwing,\n\nOhio.\nHistory Teaching in Schools.— B. A. Hinsdale, Michigan.\n\n"}
{"page": 705, "printed_page": null, "text": "— ——\n\n——\n\n—\n\nINDIAN EDUCATION\n\nof Topics]\n\n693\n\n1895 The Study of Aim-rican History as a Training for Good Citizenship.\nTexas.\n\n1896\n\n—\n\nJ.\n\nBaldwin,\n\n—\nthe Secondary Schools. — H. Morse Stephens, New York.\n\nThe Ethical Element in Patriotism. A. P. M.\\rbi.e, Nebraska.\nRound Table History. R.\\Y Greene Huling, Massachusetts.\n\n—\n\n—\n\nHistorv- in\n\nThe\n\nEthical Value of 'History\nUtah.\n\n1897\n\n—\n\n—\n\nRound Table in History.\nThe Study of History\n\nin\n\nElementary Schools.— J.\n\n— C. W. French,\nin\n\nF.\n\nMillsp.\\uoh,\n\nC.\n\nDouc.hf.rty,\n\nIllinois, leader.\n\nOur- Public Schools.— Newton\n\nIllinois.\n\nShall .\\merican History Be Taught in Cross-Sections or in Parallels ?\n\nGreenwood,\n\nJ.a.\\ies\n\nM.\n\nMissouri.\n\n1898 Influence of Environment on the Development of United Slates Histor}-.— Jacques\n\nW. Redway, New York.\nThe Essentials in United Slates History to Be Taught in Elementary Schools.\nWilbur F. Gordy, Connecticut.\nThe Essentials in United Stales History to Be Taught in Secondary Schools.\n1899\n\nHomer H. Seerley, Iowa.\nCollege-Entrance Requirements\n\n— Report of the Committee of Seven of the AmeriAndrew C. McLaughlin, Michigan, chairman.\nThe Economic Interpretation of History. — E. A. Bryan, Washington.\ncan Historical Association.\n\n1901\n1902\n\nIn Fundamental Civics, What Shall We Teach as the American Doctrine of Religion and the State ? Sylvester F. Scovel, Ohio.\nRound Table History Conference. J. J. Sheppard, New York.\nMyth and History in the Elementary Schools. The I'se and Limits of Each.\nMay H. Prentice, Ohio.\nRound Table History Conference. Charles R. Frazier, Minnesota.\nThe Teaching of Civics and Good Citizenship in the Public Schools. R. W. G.\nWelling, New York.\nRound-Table Conference IV. History Conference.— Ja.mes Sullivan, New\nYork.\nHistory in the Curriculum of the Commercial High School.— Cheesman A. Herrick, Pennsylvania.\nRound-Table Conference V. Right Methods of Studying History and Geography\nby Children. Frank M. McMurry, New York.\nRound-Table Conference— C. History Conference.—James Sullivan, New\nYork.\n\n—\n\n—\n\n—\n\n1903\n\n—\n\n—\n\n1905\n\n30.\n\n—\n\nINDLVN EDUCATION AND 0T1IJ:R MINOR ALIKN RACES\n\n1884 Indian Education.— J. M. IIawuktu,\n\n—\n\n1886\n\n1888\n1891\n\nDistrict of\n\nColumbia.\n\nR. H. Pratt, Pennsylvania.\nIndian Education.\nThe Education of the Indian. S. C. Armstrong, Virginia.\nEducation of the Mexican. W. H. Ashley, New Mexico.\nThe Education of the Mongolian or Chinese. S. L. Baldwin.\nThe Results of Education in the Indian Territory. —R. L. Owen, Indian Tirrit..iy.\nAlaska.— N. H. R. Dawson, District of Columbia.\nIndian Education. Oroniiyatekha, Ontario.\nMo.molu Massaquoy, Prin( e of the \\'«y Nation,\nIn Search of an Education.\n\n—\n\n—\n\n—\n\nAfrica.\n\nTraining ;is Ajiplied to Indian Sih(K)ls.— R. H. Pratt, Pennsylvania.\nW. N. Hailmann, Dislrii t of\nColumbia.\n1900 The Indian Problem. -H. B. Fkisskll, N'irginia.\nThe ProfMT Relation Between Literary and Industrial Education in Imliaii Si liools.\n\n1895\n\nIndu.strial\n\nThe Next Step in the Education of the Indian.\n\n— A.\n\nJ.\n\nStanding, Peiuisylvania.\n\nThe Health of the In<iian. -('. C. WAiNWHuarr, California.\nThe Training of T<a( hers for Indian Schools. CiiAKLKS Baktlett\n\nDvki:,\n\nVirginia.\n\nThe Teaching of Trades to the Indian.\nThe Training of the Indian Girl as the\nRiniAKDS,\n\nF. K. Ri)i;kks, Virginia.\nUplifler of the Home.- JosKPUiNK E.\n\nVirginia.\n\nWork among thr ndian.H.— Blanche FiNLKV, Virginia..\nSanitary C!ondilions among tin- Indians. —J. G. BuLLfK'H, South Dakota.\nPractical Methods in Indian Education.— John Segkk, Oklahoma.\nKindergarten\n\nI\n\n"}
{"page": 706, "printed_page": null, "text": "—— — ——\n\n—\n\nNATIONAL EDUCATIONAL ASSOCIATION\n\n694\n1901\n\n——— ————\n\nDiscussions: A.\n\n[BibUography\n\nWhat Should Be the Percentage of Indian Blood to Entitle Pupils\nto the Rights of\n\nB.\n\n— ——\n\nGovernment Schools ?\n\n—H. B. Peairs, Kansas.\n\nHow Can We Secure the Systematic Transfer of Pupils from Day\n\n—\n\nto Reservation Schools.\nJ. C. Hart, Wisconsin.\nC. Children Should at Least Be Able to Speak, Read, and Write\nthe English Language, Before Being Placed in a Non-Reservation School.\nC. F. Pierce, South Dakota.\n\n—\n\n—\n\nD. The Indian Employee. C. J. Crandall, New Mexico.\nE. The Necessity of Teaching the Boy to Improve the Allotment\nF. F. Avery, Washington.\nthe Government Has Given Him.\nS. M. McCowAN,\nF. Practical Methods in Indian Education.\nNew Mexico.\nG. The Future of the Pueblo Indian. Mary Dissette, New Mexico.\nH. The Necessity for a Large Agricultural School in the Indian\n\n—\n\n—\n\n—\n\nService.\nC. W. Goodman, Oklahoma.\nCompulsory Education. H. B. Peairs, Kansas.\nIntrospection.\nE. A. Allen, Indian Territory.\nThe Reservation Day School Should Be the Prime Factor in Indian Education.\nC. C. Covey, South Dokota.\nThe Unification of Industrial and Academic Features of the Indian Schools.\nO. H. Bakeless, Pennsylvania.\nWhat Shall Be Taught in an Indian School? Calvin W. Woodward, Missouri.\nAn Ail-Round Mechanical Training for Indians. Frank K. Rogers, Virginia.\nCharacter Building among Indian Children. Cora M. Folsom, Virginia.\nThe Day School the Gradual Uphfter of the Tribe. Sister Macaeia Murphy,\n\n—\n\nI.\n\n—\n\nWisconsin.\n\n1902\n\n—\n\n—\n\nH. B. Frissell, Virginia.\nPresident's Address Learning by Doing.\nWm. T. Harris, District of Columbia.\nCivilization and Higher Education.\nDrawbacks to Civilization and Citizenship. H. G. Wilson, Arizona.\nHow to Teach the Indian Boys and Girls to Become Homemakcrs, Especially\nfrom an Agricultural Standpoint. R. D. Shutt, Washington.\nThe Value of the Outing System for Girls. Laura Jackson, Pennsylvania.\nThe Need of Home Societies for the Encouragement and Protection of Indian\nYoung Men and Women. Joseph C. Hart, Wisconsin.\nTuberculosis How Caused and How Prevented. James S. Perkins, Arizona.\nOpportunity and Judicious Direction for the Indian. C. W. Crouse, Arizona.\nThe Advantages to the Pupil of Classroom Work as Outlined in the Course of\nStudy.\nMrs. Lucy P. Hart, Wisconsin.\nThe Education of the Indian Should Be Adapted to His Needs. Alice Robertson, Indian Territory.\nThe Value of a Large Agricultural School in the Indian Service. S. M. McCowAN,\n\n—\n\n—\n\n—\n\n—\n\n—\n\n—\n\nOklahoma.\n\n—\n—\n\nS. M. McCowan_, Oklahoma.\nWhat Is Our Aim ? E. A. Allen, Pennsylvania.\nThe Advisability of Having Schools of Moderate Size.\n\nPresident's Address.\n\nDakota.\n\n—\n\n—H. M. Noble, North\n\nNeeded Changes in Indian Schools. A. O. Wright, District of Columbia.\nBest Method of Affecting Transfers of Pupils. A. J. Standing, Pennsylvania.\nTo What Extent Do Agents and Superintendents Read the Rules and Regulations ?\n\n—\n\n—\n\nThomas W. Potter, Oregon.\nThe Value of Day Schools. James J. Duncan, South Dakota.\nThe Necessity for Books, Especially Those Adapted to Indian Children.\n\n—\n\n1903\n\nClaude\n\nC. Covey, South Dakota.\nNewspapers in Indian Schools. Wm. T. Harris, District of Columbia.\nAbstracts of General Addresses\nVarious Authors.\nVarious Papers by Various\nSuperintendents' Conference for Indian Schools.\nAuthors.\nVarious papers by Various Authors.\nTeachers' Conferences for Indian Schools.\nMatrons' Conference for Indian Schools. Various Papers by Various Authors.\nPresident's .Address\nOur Work: Its Progress and Needs. H. B. Peairs, Kansas.\nTo What Degree Has the Present System of Indian Schools Been Successful in\nQualifying for Citizenship ? H. B. Frissell, Virginia.\nSheldon Jackson, District of ColumVjia.\nAlaska's Start toward Citizenship.\nThe White Man's Burden versus Indigenous Development for the Lower Races.\n\n—\n\n—\n—\n\n—\n\n—\n\n—\n\nG. Stanley Hall, Massachusetts.\nHeart Culture in Indian Education.\n\nCharles F. Meserve, North Carolina.\n\n"}
{"page": 707, "printed_page": null, "text": "———\n\n——\n\n— —— — —\n\n— —\n\nLVDUSTRIAL EDUCATION\n\nof Topics]\n\n695\n\n1904 EfFuicncy in the Indian Service. John T. Doyle, District of Columbia.\nIndian Music and Indian Education. N.vtame Curtis, New York.\n.Abstracts of Addresses and Dij^cussions at Round-Table Conferences.\n1905 Greetings and Resume of Work from OlTicials and Friends. John J. Fitzoer.m.d,\nand Others.\nMusic of the American Indian. N.\\t.\\lie Curtis, New York.\nEthnological Study of Our Indians in the Southwest.\nMabelle Bu.gart, New\nYork.\nTeaching Indian Pupils to Speak English. Reuben Perry, Arizona.\nIndian Characteristics. Mary C. Judd, Minnesota.\nThe Work of the Bureau of Plant Industry in Its Relation to Agricultural Instruction in Indian Schcwls.— Susan B. Sipe, District of Columbia.\nIndian Education and Methods of Instruction. Mrs. Amelia S. Quinton, New\nYork.\nThe Advisability of Conducting Normal .Si hools to Train Teachers for Instructing Indian Children. John D. Benedict, Indian Territory.\nThe Necessity for More and Better-Equipped Day Schools. J. J. Duncan, Soutii\nDakota.\n\n—\n\n—\n\n31.\n(5f<r a^5« .\\gricultural\n\nINDUSTRIAL EDUCATION\nEducation; Manual training; Technical Education.)\n\n—\n\n1863 The Union of Labor and Thought. J. L. Pickard, Wisconsin.\n1866 Industrial Education. J. M. Gregory, Michigan.\n1875 Industrial Drawing in Public Schools. Walter Smith, Massachusetts.\nCan the Elements of Industrial Education Be Introduced into Our Common\nSchcKils ?— John D. Philbrick, Ma.ssachusetts.\n1876 The Industrial Education of Women. Ezra S. C.\\rr, California.\n1877 Relations of the Common School to Industrial Education. — S. R. Thompson,\nNebraska.\nSystematic Manual Lalxir in Industrial Schools.\nGeorge T. Fairchiid, Kansas.\n1879 Beginning of Industrial Education. M. A. Newell, Maryland.\nIndu.strial Education, or the Equal Cultivation of the Head, the Heart, and the\nHand. .\\lexanuer Hogg, Texas.\n1880 Normal Training for the Girls' Industrial Schools of the Canton of Argau, Switzerland.\nJohn Hitz, District of Columbia.\n1881 .Xnnual ReiK)rt of the Secretary of the Industrial Department. S. R. Thompson.\nIndustrial Education.— E. E. White.\n1882 Annual Ke[K)rt of the Secretarj- of the Industrial Department.— S. R. Thompson.\nDexterity before Skill.\nGf:o. T. Fairchild, Kansas.\nThe National Industrial College Its History, Worth, and Ethics. E. E. WiiriK,\n\n—\n\n—\n\n—\n\n—\n\n—\n\n—\n\nOhio.\n\n1884\n1885\n\n1888\n\nIndustrial Education.\nJohn M. Ordway, I.x)ui.siana.\nPublic Instruction in Industrial Pursuits.\nA. P. Marble, Ma.ssachu.setts.\nThe ,\\i)prenticeship Question and Indu.strial Schools. Tuos. Hampson, Distrii I\nof ColumbiaEfiurational Power of Industrial Training.\nT. O. Crawkorp, California.\nProgress of Industrial Training during the Year.\nL. S. Thompson, Pennsylvania.\nThe Relation of Industrial to IntelKclual and Moral Training in Public Si hools.\nZ. Richards, District of C!olumbia.\n\n—\n\n—\n\n—\n\n—\n\n1889\n1891\n\nGeo. T. I'AIRC illi.i), Kansas.\nMechanic .\\rts High Schools.-- Edwin P. Seavkr, Ma.ssachusetts.\nIndustrial Education.— Lewis McLouth, South Dakota.\nB. F. licicin, Soulii\n/\\ F'iea for State ami National Aid in Inrlustrial Education.\n\n1893\n\nNew Dcmand.s Upon School.s by the World's Imlu.stries.— C. M. Woodward,\n\n189s\n\nA Plea for the Systematic Extension of Industrial Training from the Kindergarten\n\n.Some Limitations in In<lustrial Training.\n\nDakota.\nMi.H.souri.\n\n1897\n1898\n\nto Grammar Srhf^Ws.\nMary A. Pinnkv, Conm-c li< ul.\nIndustrial Education a Necessity of the Times. -Albert R. Robinson, Illinois.\nIndustrial Training as .Nppliccl t<» Indian Schools.\nK. H. Pratt, Pennsylvania.\nThe- Ilead and the Hancl. Oscar Ci.crK. Florida.\nPresident's Address\nEducation for the Inrlustrial Cla.svs. J. L. Snvdkr, Michigan.\nDomestic Science as a Synthetic Study for Girl.s. Mrs. Ellen H. Rk iiahds,\n\nMa.<uiachu9ctts.\n\n"}
{"page": 708, "printed_page": null, "text": "— —— ——— — —— — —— — —\n\n—\n\nNATIONAL EDUCATIONAL ASSOCIATION\n\n696\nIQOI\n\n—\n\n[Bibliography\n\nThe Progress and Aims of Domestic Science in the Public Schools of Chicago.\n\nHenry S. Tibbits, Illinois.\n\n—\n\nDomestic Science Conference. Abby L. Marlatt, Rhode Island.\n1903 Industrial Training in Rural Schools. Alfred Bayliss, Illinois.\n1905 Industrial Training in Public Evening Schools. Charles F. Warner, Massa-\n\nRound Table\n\nchusetts.\n\n—\n\nReport of Committee of Industrial Education in Rural Communities. L. D.\nHarvey, Wisconsin, chairman.\nArguments for Industrial Education in Schools for Rural Communities.\nWhat Industrial Education Should Be Undertaken in Rural Schools.\nIndustrial Education in the One-Room Rural School; Courses of Study in Zoology\nand Botany.\nAgriculture in School Years 6 to 8.\nIndustrial Education in the Consolidated School.\nSecondary Schools of Agriculture and Domestic Economy in Rural Communities.\nPreparation of Teachers for Domestic Instruction in Rural Schools.\nAgencies Available for Co-operation with the Schools in the Development of\nIndustrial Education.\nDunn County School of Agriculture and Domestic Economy. Appendix A.\n\nThe Minnesota Agricultural High School.\n\n—Appendix B.\n\n—\n\nIndustrial Courses in the Consolidated Rural School.\nThe Agricultural High School and the Agricultural College Articulated.\n\nWillet\n\nM. Hays, Minnesota.\n1906\n\nCharles H,\nof Industrial Education Best Adapted to City Children.\nKeyes, Connecticut.\nWhat Form of Industrial Training is Most Practical and Best Suited to the\nCountry Child ?— O. J. Kern, Illinois.\nForms\n\n32.\n\nKINDERGARTEN\n\n—\n\n1872 Adaption of Frocbel's System of Education to American Institutions. W. N.\nHailmann, Kentucky.\n1873 Froebel's System of Education What Is It -How It Can Be Introduced into\nPublic Schools. J. W. Dickinson, Massachusetts.\n1876 Characteristics of Froebel's Methods. Mme. Kraus-Boelte, New York.\n1877 The Kindergarten. John Kraus.\nThe Kindergarten and the Mission of Women. Mme. Kraus-Boelte.\n1879 Relations of the Kindergarten to the School. Wm. T. Harris, Missouri.\n1880 From Pestalozzi to Froebel. W. N. Hailmann, Michigan.\nModeling in Public Schools and in the Kindergarten. Edward A. Spring, New\n\n—\n\n—\n\n—\n\n—\n\n—\n\n—\n\nJersey.\n\n881\n1885\n1\n\n—\n\nKindergarten. Mrs. Louisa Pollock, District of Columbia.\nKindergarten in the Mother's Work. Mrs. Elizabeth P. Bond, Massachusetts.\nRelation of the Kindergarten to the Primary School.\nJohn W. Dickinson,\nMassachusetts.\nSome Essentials of the Kindergarten. Mrs. Eudora Hailmann, Indiana.\nApplication of Froebel's Educational Principles.\nW. N. Hailmann, Kentucky.\nValue of Kindergarten Training in Normal Schools. Clara A. Burr, New York.\nApplication of Froebel's Principles to the Primary Schools.\nKate L. Brown,\n\n—\n\n—\n\n1886\n1887\n\n1888\n\n—\n\nNew York.\nKindergarten in the Education of the Blind. Eleanor Beebe, Kentucky.\nBrief Resume of Kindergarten Growth.\nSarah B. Cooper, Cahfornia.\nEducational Value of the Beautiful. N. C. Schaeffer, Pennsylvania.\nAn Ideal Professional Training School for Kindergartners. C. H. McGrew,\n\n—\n\n—\n\nCalifornia.\n\n1889 The Kindergarten Methods Contrasted with the Methods of the American Primary\n\n—\n\nVViLLiAM T. Harris, Massachusetts.\nRelation of the Kindergarten to Motherhood.\n\nSchool.\n\nThe\n\nCalifornia.\n\n1890\n\n— Mrs. Sarah B. Cooper,\n\n—\n\nFroebel's Message to Parents.\nMrs. Alice H. Putnam, Englewood, Illinois.\nStory-Telling in the Kindergarten.\nNora A. Smith, California.\nThe Effects of Kindergarten Training on the Primary School. Irwin Shepard,\n\nMinnesota.\n\nThe Kindergarten Work and Mission, from the Standpoint of an Outside Observer.\n\n—Helen E. Starrett,\n\nIllinois.\n\nSchoolishness in the Kindergarten.\n\n—W. N. Hailmann, Indiana.\n\n"}
{"page": 709, "printed_page": null, "text": "— ——— ——— —————\n\n——\n\n—— —\n\nKINDERGARTEN\n\nof Topics]\n\n—\n\n—\n\n697\n\n1890\n\nThey Have Eyes and Ears. Lucy F. Wheelock, Massachusetts.\nThe Letter Killeth. .\\>jna E. Bryan, Kentucky.\n\n1891\n\nKindergarten and the Primar>' School. \\Vm. T. Harris, District of Columbia.\nKindergarten Methods in Intellectual Training. Mrs. J. L. Hughes, Ontario.\nThe Organic Connection between the Kindergarten and the Primary School.\n\n—\n\nMiss N. Cropsey, Indiana.\nTheory Tested by E.xperience. An.va E. Frederickson, Indiana.\nMagicians That Make a Child's Life Happy or Miserable. Mrs. LouiSE Pol-\n\n—\n\nColumbia.\n.'^ome Things a Kindergartner Should Know.\nWm. E. Sheldon, Massachusetts.\nThe .\\rtistic Simplicity of Child Work. .^malie Hofer, New York.\nlock,\n\n1892\n\nDistrict\n\nof\n\nThe Duty of the State in Relation to the Kindergarten.\n\nAndrew S. Draper,\n\nOhio.\nEthical Culture in the Kindergarten.\nIrwin Siiepard, Minnesota.\nInfluence of Expression on Thought.\nMiss Guddings, Rhode Island.\nPractical Psychology' in the Kindergarten.\nConstance Mackenzie, Pennsylvania.\nPresident's Address.\nMrs. J. L. Hughes, Ontario.\nThe Relation of the Kindergarten to Manual Training. Caroline T. Haven,\n\n—\n\n—\n\nNew York.\n\n1893\n\nSongs, Morning Talks, and Stories.\nEmilie Poulsson, Massachusetts.\nS%Tnbolic Education as Illustrated in the \"Mutter und Kose Licder.\"\nLaura\nFisher, Missouri.\nEmily A. E. Shirreff, London.\nFroebel's Educational Principles in England.\nKindergarten as a Ba.sis for Life. Frau Henrietta Schrader, Berlin.\nPreparation of the Kindergartner.\nMrs. Parsons Hopkins, Ma.ssachuselts.\nIntroductory Address.\nMrs. \\v).\\ M. Hughes, Ontario.\nChanges in Kindergarten Plays and Games. Sarah A. Stewart, Pennsylvania.\nThe Kindergarten in Austria. Mrs. Ottilia Bondy, Vienna.\nThe Organic Union of Kindergarten and Primary School. Mrs. Sarah B. Cooper,\n\n—\n\n—\n\n—\n\n—\n\nCalifornia.\nPrevention of Criminal Idleness.\nEmma Marwedel, California.\nThe Song in the Kindergarten -Its Place, Value, and the Dramatic Element.\n\n—\n\nConstance Mackenzie, Pennsylvania.\n\n1894\n\nStory-Telling in the Kindergarten.\nMary T. Hotchkiss, Wisconsin.\nThe Use of .Symlx)lism in the Kindergarten? Earl Barnes, California; Mrs.\nEudora L. Hailmann, Indiana.\nSusan E. Blow,\nLetter of Greeting to Kindergartners Assembled at Asbury Park.\nMissouri.\nMiss Constance MacKenzie, Penn.sylvania.\nPresident's Address.\nThe Related Development of Morality and Intelligence in the Kindergart.ii Idci.\nMrs. Leontine T. Newcomb, Ontario.\nWhat Can the KinfKrgarten Do for History and Literature in the Higher Grades ?\nSara E. Wiltse, Massachusetts.\n\n—\n\n—\n\nPrinciples of the Kindergarten System.— Angeline Brooks, New York.\nIdeal Relation of Kindergarten to Primary Schools.— Lucy Wheelock, Massachusetts.\nThe Relation of the Kindergarten to the Pul)lic-Scho<il System.— James L. Hughes,\nE.s.sential\n\nOntario.\n\n1895\n\n.\n\nLucy Wheelock, Ma.ssachusetts.\nMary C. McCui.i.och, Missouri.\nMothers' Meetings— How to Condu< Them.\nWii.mh.mina\nMothers' Meetings — How to Conduct Them Among ihi- Poor.\n\n<')fMning Address.\n\nt\n\nT. Caldwell, Colorado.\n\nComparison of the Educational Theorien <>f FriM-lxl and llerbart. James L.\nHtroHES, Canada.\n'I'he Kindergarten and the Home.— Mrs. James L. Hi;f;iiES, Cana<la.\n.A Knowlcflge of the Kindergarten Inflisp<-nsable in Primary Instruction.— Saiaii\nL. AhsolI), Massai husjtts.\n\nThe Work of th<- Pe^talozzi FroelM-l Haus.Mrs. S. H. Hakriman, Rlvwle Island.\nThe S/^Kial Settlement anil the Kindergarten. Amai.ik Hokeh, Illinois.\n1896 The Allies of the Kindergarten. —CAROLINE T. Haven, Nc-w York.\nThe Problem of the City Kin«lergarten. -F.l.LlSE Hkktma Payne, Illincjis.\nPsychology of Descriptive Gesture. — S. H. (,'lahk,\n\nIllinois.\n\nThe PuriK)se of the Story in the Kinrlergnrlen. Saha K. Wii.tsk, Mn.ssnchusetts.\nThe Influence of the Kindergarten Sj>irit on Higher F.<lii< ation. James L. Hughes,\nCanada.\n\n"}
{"page": 710, "printed_page": null, "text": "—— —— ———— ————————— ——— ———\n\n— — —\n\nNATIONAL EDUCATIONAL ASSOCIATION\n\n698\n\n[Bibliography\n\nJohn Dewey, lUinois.\nThe Kindergarten in the Public Schools. C. B. Gilbert, New Jersey.\nKindergarten Work and Principles in the School. Katherine Beebe, Illinois\n1898 The Development of the Inner Life of the Child. ^Mrs. Maria Kraus-Boelte,\n1897 The Kindergarten and Child-Study.\n\n—\n\n—\n\nNew York.\n\nA Kindergarten Message to Mothers. — Mrs. Ada Marean Hughes, Canada.\n\n—\n\nThe Influence of the Kindergarten upon the Schools. F. Louis Soldan, Missouri.\nThe Value of the Ideals Set Forth in the \"Mother-Play Book.\" Elizabeth\nHarrison, Illinois.\nChildren's Gardens.\nJenny B. Merrill, New York.\nA Child's Song. Mari Ruef Hofer, Illinois.\nIdeal Play in the Kindergarten.\nSusan Plessner Pollock, District of Columbia.\nPlay as a Means for Idealizing and E.xtending the Child's E.xperience. Allie\n\n1899\n\nM. Felker, California.\nPresident's Address.\nMrs, Marie Kraus-Boelte, New York.\nSome Criticisms of the Kindergarten. Nicholas Murray Butler, New York.\nCharacter-Study in the Kindergarten. Thomas P. Bailey, Jr., California.\nMental and Moral Development of the Kindergarten Child. C. C. Van Liew,\nCalifornia.\nMusic in the Kindergarten. Anna M. Stovall, California.\nThe Kindergarten Child Physically. Frederick L. Burk, California.\nPresident's Address.\nMrs. Maria Kraus-Boelte, New York.\nA Mother's Advice to Kindergartners. Mrs. Clarence E. Meleney, New\n\n—\n\n—\n\n1900\n\n—\n\n—\n\nYork.\nKindergarten Work Among the Indians.— Blanche Finley, Virginia.\nThe Need of Kindergartens in the South. Philander P. Claxton, North Carolina.\n\n—\n\nThe Kindergarten Gifts A Fragment. Harriet Neil, District of Columbia.\nThe Kindergarten and the Primary School in Their Relation to the Child and\nto Each Other.\n-Emma A. Newman, New York.\n1901 Work and Play in the Kindergarten. Mrs. Alice H. Putnam, Illinois.\nWork and Play in the Primary and Grammar Grades. Charlotte M. Powe,\n\n—\n\nSouth Carolina.\n\n—M. V. O'Shea, Wisconsin.\n—Kindergarten Department. Evelyn Holmes, South CaroNecessary Elements in Work and Play, and Some Practical Consequences. — C.\n\nWork and Play in Youth.\nPresident's Address\nlina.\n\nGeraldine O' Grady, New York.\nRhythm in the Kindergarten. Ethel Roe Lindgren, Illinois.\n1902 President's Address. C. Geraldine O'Grady, New York.\n\n—\n\nHindrances to the Development of Language. Cecelia Adams, Colorado.\nHow Froebel Planned to Foster the Child's Powers in Language. Mrs. Alice\nH. Putnam, Illinois.\nThe Need for English Study by Kindergarten Students. Mary C. May, Utah.\nKindergarten Principles in Social Work. Joseph Lee, Massachusetts.\n\n—\n\n1903\n\nThe Kindergarten: An Uplifting Social Influence in the Home and the District.\nRichard Watson Gilder, New York.\nThe Power of the Kindergarten Training School in the Education of Young Women.\nCaroline M. C. Hart, Maryland.\nThe Scope and Results of Mothers' Classes. Mrs. Elizabeth Harrison, Illinois.\nThe International Kindergarten Union. Stella L. Wood, Minnesota.\n1904 The Individual Child. Bertha Payne, Illinois.\nWhat Is Kindergarten Discipline ? Mary Jean Miller, Iowa.\n\n—\n\n—\n\nValue of Animal Pets in the Kindergarten.\n\nAnne E. Harvey, New York.\n\nThe Kindergarten and the Elementary School as Illustrated in Their Exhibits.\nFrom the Kindergarten Standpoint. Pattty S. Hill, Kentucky.\nThe Kindergarten and the Elementary School as Illustrated in Their Exhibits.\nFrom the Standpoint of the School. C. B. Gilbert, New York.\nThe Kindergarten in Japan. Annie L. Howe, Illinois.\nThe Kindergartens in the Southern States and Countries. Eveline A. Waldo,\n\n—\n\nLouisiana.\n\n1905\n\nPresident's Address.\nMary Jean Miller, New York.\nThe Recognition of the Physical Development of the Child in the Training of\n\nKindergartners. Nathan Oppenheim, New York.\nHow Does the Routine of the Kindergarten Develop the Child Physically ?— Mrs.\n\nAda Marean Hughes, Canada.\n\n"}
{"page": 711, "printed_page": null, "text": "—— — — — ———— ——— —\n\n—— —\n\nLIBRARY AND SCHOOL\n\nof Topics]\n\n1905\n\n—— —\n\n699\nHarriette Melissa\n\nMethods of Supervision of Public-School Kindergartens.\nMills, New York.\nCurrent Criticism of the Kindergarten.\n\nS3.\n\n— M. V. O'Shea, Wisconsin.\n\nLIBRARY AND SCHOOL\n\nMary W. Hi.nma.n, Indiana.\nPractical Use of Reference Books.\nThe School and the Library. Taos. J. Morgan, Rhode Island.\nThe Relations of the Public Library to the Public Schools. W. H. Brett, Ohio.\nThe N'ew Library Department of the National Educational .Association. Melvil\nDewey.\n1897 The Training of Teachers so That They May Co-operate with Librarians. Mae\n\n1880\n1887\n1892\n1896\n\n—\n\n—\n\nE. Scureiber, Wisconsin.\n\nSome Observations on Children's Reading.\n\nRoom Libraries.\n\nRoy.vl -W. Bullock, Colorado.\n\nMillicent Kaltenb.vcu, Colorado.\n\nThe Moral and Literary Responsibility of Librarians in .Selecting Books for a\nRichard Jones, New York.\nPublic Library.\nHow to Make Sure of Good Books in Our Libraries. W. R. Eastman, New York.\nThe Relation of the Library to Art Education in the Schools. Wm. H. S.miley,\n\n—\n\nColorado.\n\n1898\n\n—\n\nJ. H. Van Sickle, Colorado.\nReport of Committee on Relations of Public Libraries to Public .Schools. J. C.\nDan.v, chairman.\nThe Use of the School Library. Richard Hardy, Michigan.\nConnection between Libraries and Schools. S. S. Green, Massachusetts.\nChoice of Reading for the Pearly Adolescent Years. Susan F. Chase, New York.\nReport of Committee on Lists of Books for Reading and Reference in the Lower\nGrades of Public Schools. V. A. Hutchins, chairman.\n\nRound Table on Libraries.\n\n—\n\n—\n\nReading-Lists\n\nfor\n\nPublic\n\nSchools\n\n—How Prepared, How Used ElTectively.\n\nSherman Williams, New York.\nReport of the Committee on the Relation of the Library\n\nto Art\n\nIldui ation.\n\nW. M. R. French.\n1899\n\nThe Function of Sch(jol Superintendents in Procuring Libraries for, and Tiiiir\nProper Use in the Public Schools. .\\lfred Bayliss, Illinois.\nMary L. Jones, California.\nSchrxjl Reading thru the Public Library.\nHow to Acquire a Taste for Good Reading. Elizabeth Skin.ner, Colorado.\nThe Use of the Library.— C. C. Young, California.\nSherman Williams, New York.\nRelation of Public Libraries to Public Schools.\nAids and Guides in Library Work. F. A. Hutchins, Wisconsin.\n\n—\n\nThe Librarian's Spirit and Methods in Working with the Schools. — J. C. Dana,\nMassachusetts.\n\nWork in Certain Typical Libraries.\n\n—\n\nJ.\n\nC. Dana.\n\nClarissa S. Newcomb, Colorado.\nSchtjolnxjm Libraries.\nReadi.ng Lists.\nPublic Liliraries and Public .Schools.\nRobert C. Metcale, Massachusetts.\nSu|j|)lementary Reading.\nThe Relation of the .Sch(K)l to Libraries. C. A. McMukrv, Illinois.\nRe|>ort of the Sulxommittee on Relation of Libraries to Normal .Scli(»ols.\n\n—\n\nLouise\n\nJcjnes.\nF. A. Hutchins.\nEstablishing Libraries in Villages.\nF. A. Hutchins.\nSecuring Libraries f(jr Rural Sch(K>ls.\nThe Pres<nt Condition of School Libraries in Rural S( hools and \\illagis.\n\n—\n\nM.\n\n—\n\nK.\n\n.\\.\n\nHutchins.\nImpnjving Po<irly Managed Public Libraries in Small Communities. F. A.\nHutchins.\nBy-Laws Suggested for a Hoard of Library Trustees. —W. R. Eastman, New\nYork.\nHints for Cataloging Small Libraries.— W. R. Eastman, New York.\nRe|)<)rt of ('ommittee on Relations of Public l,il)iaries to Public .S( IkmjIs.\n\n('.\n\nJ.\n\nDana.\nPublic Libraries and Public\n\nSthotil.s.\n\nPrefatory Note.\n\nJames H. VanSickle,\n\n(,'olora'io.\n\n1900\n\nHow to Direct Childnn in Their Reading.\n\n.\\Iae E. Sciireiher, Wisconsin.\nL. El.MENDokK, New York.\nThe School Plus the Library Greater than Either.\nThe Free Traveling Library: An Aid to Education and a Factor intlie National\nMrs. EUGENK B. Hkaku, Georgia.\nLife.\n\n—\n\nH.\n\n"}
{"page": 712, "printed_page": null, "text": "——\n— — ———\n——— — — —— — — ——\n\nNATIONAL EDUCATIONAL ASSOCIATION\n\n700\nIQOI\n\n—\n\n[Bibliography\n\n—\n\n—\n\nThe Library Movement. R. C. Metcalf, Massachusetts.\nPresident's Address\nPublic Libraries and the PubUc Schools. James H. Canfield, New York.\nWhat the Normal Schools Can do for Teachers on the Library Side. Irene\n\nWarren, Illinois.\nThe A B C of Reference Work. W. I. Fletcher, Massachusetts.\nHow Shall Children Be Led to Love Good Books ? Isabel Lawrence, Minnesota.\nThe Place of the Library in Education. -Melvil Dewey, New York.\nThe Library and the School as Co-ordinate Forces in Education. Livingstone\nMcCartney, Kentucky.\nThe School and the Library The Value of Literature in Early Education.\nFrederick M. Crunden, Missouri.\n1902 The Library as an Educator. W. A. Millis, Indiana.\nLibraries and Schools: A Two-Faced Problem.\nEmma J. Fordyce, Iowa.\nGreeting from the American Library Association. Anderson H. Hopkins,\n\n—\n\n—\n—\n\nIllinois.\n\nWhat the School May Properly Demand of the Library.\n1903\n\n—\n\nJ.\n\nM. Greenwood,\n\nMissouri.\nSchool Libraries in the Rural Districts. Agnes Robertson, Iowa.\nSome Co-operative Suggestions. Alfred Bayliss, Illinois.\nPublic-Library Work for Public Schools.\nElectra Collins Doren, Ohio.\nThe Public Library and the Public School. Charles B. Gilbert, New York.\nThe Mission of the Class Library. C. G. Leland, New York.\nIs the Public Library a Promptuary for the Public Schools ?\nN. D. C. Hodges,\nOhio.\nThe Library as an Adjunct to the Secondary School. E. O. Holland, Kentucky.\nSome Library Experiments in Nebraska. Clara B. Mason, Nebraska.\nLibrary Instruction in the Normal School. William M. Brett, Ohio, and Others.\nLibrary Work in Normal Schools. Theodore B. Noss, Pennsylvania.\nThe Duty of the Normal School in Relation to District-School Libraries. Jasper\n\n—\n\n—\n\n—\n\n1904\n\nN. Wilkinson, Kansas.\n\nClarence E. Meleney, New\n\nThe Place of the Library in School Instruction.\nYork.\n\n1905\n\nLibraries and Library Privileges for Villages and Rural Communities.\n\n— C. P. Cary,\n\nWisconsin.\n\nMethods of Instruction in the Use of High-School Libraries.\n\nFlorence M. Hop-\n\nkins, Michigan.\nHow to Make the Library Useful to High-School Pupils.\n\nRobert H. Wright,\n\nMaryland.\n\nWhat Children Do Read and What They Ought to Read.\n\n1906\n\n—\n\nG. Stanley Hall,\nMassachusetts.\nThe Value and Place of Fairy Stories in the Education of Children.—Percival\nChubb, New York.\nThe Teacher and the Librarian. Nathan C. Shaeffer, Pennsylvania.\nReport of the Joint Committee, Representing the American Library Association\nand the National Educational Association, on Instruction in Library Administration in Normal Schools.\nJames H. Canfield, New York, chairman.\n34.\n\nMANUAL TRAINING\n\n(5ee also Industrial Education.)\n\n1869\n1877\n1879\n1882\n\n1883\n\n1884\n1885\n\n1887\n\n—\n\nThe School and the Work Shop. J. D. Philbrick, Massachusetts.\nThe Russian System of Mechanical Art Education. J. D. Runkle, Massachusetts.\nEducated Labor. L. S. Thompson, Indiana.\nThe Function of an American Manual-Training School. C. M. Woodward,\n\n—\n\n—\n\n—\n\nMissouri.\nManual Training. C. M. Woodward, Missouri.\nThe Moral Influence of Manual Training. J. R. Buchanan, Massachusetts.\nHandwork in the School. ^John M. Ordway, Louisiana.\nA Layman's View of Manual Training. Augustus Jacobson.\nEducational Value of Manual Training. ^Chas. H. Hamm, Illinois.\nOutline of Technical Work for a Manual-Training School.\nWilliam F. M.\nGoss, Indiana.\nKinds of Schools to be Introduced, and Practical Methods of Instruction. Discussion.\nMiss L. A. Fay, Massachusetts.\nManual Education in Urban Communities.— F. A. Walker, Massachusetts.\n\n—\n\n—\n\n—\n\n"}
{"page": 713, "printed_page": null, "text": "——\n\n— ——\n\n——— ——\n\n—\n\nMANUAL TRAINING\n\nofTopies]\n\n7CI\n\n—\n\n1888 Relation of Manual Training to Technical. C. M. Woodward, Missouri.\nHow and to What Extent Can Manual Training Be Ingrafted on Our System of\nPublic .Schools?\n\n1889\n\nManual Training.\n\nCharles H. Hamm, Illinois.\nThe Results in the St. Louis School.\n\n— C. M. Woodward,\n\nMissouri.\n\nTo What Extent May Manual Training Be Introduced at This Time into the\nPublic Schools ? Hexry A. Wise, Maryland.\nValue of Tool- Work as Related to the Active Pursuits in Which Pupils May Sub-\n\n—\n\nsequently Engage.\nS. H. Peabouy, Illinois.\nRelation of Manual Training to Body and Mind.\nC. M. Woodward, Missouri.\nThe Psychology' of Manual Training. Wm. T. Harris, Massachusetts.\nMechanic Arts High Schools. EuwiN P. Se.wer, Massachusetts.\n\n—\n\n—\n\nTo What E.xtent and How Can Manual Training Be Introduced into Ungraded\nSchools? Jero.\\ie Allen, New York.\nThe Intellectual Value of Tool-Work. Wm. T. Harris, Massachusetts.\nEducational Value of Manual Training. George P. Brown, Illinois.\nThe Effect of Tool-Work upon the Usefulness of the Schools.— E. E. White, Ohio.\n1890 Manual Training in Primary Classes. N. A. Calkins, New York.\nManual Training in the Elementary School. W. N. Hailmann, Indiana.\nManual Training in Grammar Schools. John E. Bradley, Minnesota.\n\n—\n\n—\n\n—\n\nH. M. James, Nebraska.\nInfluence of Manual Training in Elementary Schools.\nReport upon Classification, Nomenclature, and Practical Details of Manual Training.\nC. M. Woodward, Missouri.\nManual Training and Its Place in the Educational System of Ontario. N. WoLverton, Ontario.\nThe Teacher of Tool-Work. C. M. Woo: ward, Missouri.\nEducation as Affected by Manual Training. Henry M. Leipziger, New York.\nThe Influence of Manual Training on Habits of Thought. John E. Bradley,\n\n—\n\n1 891\n\n—\n\n—\n\n1892\n\nMinnesota.\n\nManual Training Between the Employments of the Kindergarten and Those of\nthe Tool Laboratories of the Grammar Schools.\nW. B. Powell, District of\n\n—\n\nColumbia.\nManual Training from the Kindergarten to the High School. Charles A. Bennett, New York.\nManual Training in New York City Schools. Paul Hoffman, New York.\nThe Relation of the Kindergarten to Manual Training. Caroline T. Haven,\nNew York.\nSloyd as an Educational Subject. J. H. Trybom, Massachusetts.\nW. B. Powell, District\nIndustrial and Manual Training in the School Course.\nof Columbia.\nManual Training in Ru.ssia. E. Kovalevsky, Rus.sia.\nNeedlework in the Public Schools of Stockholm.— Mrs. Hulda Lundin, Sweden.\nSloyd for Elementary Schotjls Contrasted with the Russian System u{ Manual\n\n—\n\n1893\n\n—\n\n—\n\n1894\n\nGustaf Larsso.n, Massachusetts.\nTraining.\nArt Education and Manual Training. —J. Liiikrty Tadd, Pennsylvania.\nDrawing Its Relation to Manual Training and the Industrial Arts.— John C.\n\n—\n\nMiller, Illinois.\nManual-Training Methods in\n\nPhiladeljihia Public Schools.— J. Lihektv Tadd,\nPennsylvania.\nC. M. Woudwakd,\nOrganizations an<l Plans for Manual Training Schools.\nMissouri.\nThe Progress of Manual Training.— Hknry M. Leii'/ioer, New Vi.rk.\nWiKHl-Work in Grammar Gnuies. — V. G. Curtis, Conntcticul.\nE. R. Houtii, Ohio.\nPhilosophy of Manual-Training.\nPresident's A«l<lnss\nThe Effects of Manual Training. —Charles I). Larkins, New York.\nThe Nerd of Manual 'I'rairiing for (;irls. Mrs. NiLi.lE S. Kkdzik, Kansas.\n\n—\n\n1895\n1896\n\nThe\n\n—\n\nPhysical Effc* is of Sloyd.\n\nIloha J. WlUTK, .Massachusetts.\n\n.Manual Trainingln the Public .Schools of the Smaller Cities. — JuusoN E. Hoyt,\n\\\\'is< onsin.\n\n1897\n\n.Manual Training and the Courst* of Study. - C. V. Carroll, Ma.s-sachu.setls.\nThe Aesthetic Princi|)li- in Manual Training. Cmahlks A. BKNNKrr, New\nYork.\nMental Results From Manual Training. -Edward O. Sisson, Illinois.\nW. D. I'akkk.h,\n.Some Possible Relations tif Nonnal Scho<»ls to Manual Training.\n\n—\n\nWi.s< onsin.\n\niSgS\n\nManual Training in Horti(ullur<-.\n\nWuiiam K. Lazkniiv, Ohio.\n\n"}
{"page": 714, "printed_page": null, "text": "— — —— — —————————— ————————— ——\n\n—\n\nNATIONAL EDUCATIONAL ASSOCIATION\n\n702\n\n—\n\n•\n\n•\n\n[BibUography\n\n1898 Report of Committee on Hindrances and Helps to Manual Training and Industrial\nEducation.\nGeorge A. Robbins, Illinois, chairman.\nValue of the Hand in the Acquisition of Knowledge and Expression of Thought.\nMary F. Hall, Wisconsin.\n\nThe Function of Manual Training in the Elementary School.\n\nRichard Water-\n\nman, Illinois.\nManual Training Its Purpose and Value. Job B.\\rn.\\rd, District of Columbia.\nThe Teacher in the Manual-Training School. Walter A. Edwards, California.\nThe Educational Value of Metal-Working. Vinton S. Paessler, New York.\nConstructive Work in the Elementary Schools.\nGertrude E. English, Illinois.\nCorrelation of Manual Training With Other Branches of Study.\nJames E. Addi-\n\n—\n\ni8q9\n\nCOTT, California.\n\nThe Manual-Training System of Los Angeles.\n1900\n\n1\n\n901\n\nAnnette Johnson, California.\n\nCharacter, Content, and Purpose of High-School Courses in Manual Training.\nB. A. Lenfest, Massachusetts.\nManual Training for the Ordinary High School. James H. VanSickle, Maryland.\nTextile Arts as Constructive Work in Elementary Schools.\nClara Isabel\n\nMitchell, Illinois.\nArtistic Handicraft in\n\nPrimary and Intermediate Grades.\n\nMinnesota.\n\nHelen M. Maxwell,\n\n—\n\nThe Relation of Manual Training to Technical Education. V. G. Curtis, Ohio.\nHow Early May Handwork Be Made a Part of School Work ? Charles R. Richards, New York.\nA Report on Manual Training in the Detroit Elementary Schools. —J. H. Trybom\n\nMichigan.\n\nManual Training in the Menominee Public Schools.—JuDSON E. Hoyt, Wisconsin.\nPossibiHties of Manual Training for Moral Ends.\nR. Charles Bates, Maryland.\n1902 From the Practical to the Intellectual in the Shop. Arthur W. Richards, New\n\n—\n\nYork.\n\n—\n\nThe Field of Shop-Work in the Elementary School. J. E. Painter, Minnesota.\nPractical Co-operation Between Art and Manual Training.\nHarold Peyser,\n\nNew York.\n1903\n\nManual Work.\n\nAlfred Vance Churchill, New\n\nPoetry and Symbolism.\n\nGeorge Wh.arton James, Cali-\n\nArt Instruction as Related to\n\nYork.\nIndian Basketry\n\n—\n\nIts\n\nfornia.\n\nManual Training in the Elementary School. Elizabeth E. Langley, Illinois.\nThe Boy and His Handicraft at Home. George H. Bryant, Rhode Island.\nHand-Work for High-School Girls. Abby L. Marlett, Rhode Island.\nManual Training versus the Manual Arts. James Parton Haney, New York.\nManual, Trade, and Technical Education. Thomas M. Balliet, Massachusetts.\nThe Part of the Manual-Training High School in American Education. Henry\nS.\n\nPritchett, Massachusetts.\n\n—\n\nRound-Table Papers and Discussions\nA.\nRound Table of State and County Superintendents To What Extent and\nin What Form Should the Manual-Training Idea Be Embodied in PublicSchool Work ?—W. O. Thompson, Ohio.\nManual Training. Charles R. Richards, New\nYork.\nThe Constructive Idea in Education. Wilbur S. Jackm.\\n, Illinois.\nManual Training in Sweden. Carl Lidman, of the Swedish Commission.\nReports on Work as Shown by Exhibits. Various Authors.\nManual-Training High Schools or Manual Training in High Schools. Charles\nB. Gilbert, New York.\nWhat May Be Done for Manual Training in Country Schools ? Alfred Bay-\n\nSome\n\n1904\n\n—\n\nPractical Problems in\n\n—\n\nLiss, Illinois.\n\n1905\n\nBrown .-^yres, Louisiana.\nProgress of the South, as Shown by Exhibits.\nPresident's Address\nThe Problems That Perplex. Arthur Henry Chamberlain, California.\nHow Can Class Teachers Be Educated to the Value of Manual Training ?\n\n—\n\n—\n\nF.\n\nM. McMuRRY, New York.\n\nThe Necessity for Special Manual-Training High Schools. Charles H. Keyes,\n6 Connecticut.\nForms and Limitations of Handwork for Girls in the High School. Katharine\nE.\n\nDopp, Illinois.\n\nManual Training in the Grades.\n\nLorenzo D. Harvey, Wisconsin.\n\n"}
{"page": 715, "printed_page": null, "text": "—— ——— — ——— ————\n\n—\n\n—— — ——\n\nMUSIC IN SCHOOLS\n\nof Topics]\n\n703\n\n1905 The Practical Utility of Manual and Technical Training. William Barclay\nParsons, New York.\nManual Training in the Elementary School. James Parton Haney, New York.\nManual Training in the Secondar}' Grades and in Colleges. Calvin M. Woodw.vRD, Missouri.\n\n1906\n\n—\n\n—\n\nRound-Table Conference A. Hand-Work in Primarj- Schools. WlLHELMlNA\nSeegmiller, Indiana, leader.\n.\\rt as Related to Manual Training.\nJames Edwin .\\ddicott, Louisiana.\n\nMATHEMATICS AS A SUBJECT OF STUDY\n\n35.\n\n(5cf also Science Teaching.)\n\n—\n\nModern Mathematics in the College Course. T. II. S.^fford, Illinois.\nPosition of Modern Mathematical Theories in Our Higher Course of Mathematics.\nWm. M. Thornton, \\'irginia.\n1888 The Application of Arithmetic to Physical Science. Walter McNab Miller,\n1871\n1876\n\n—\n\nNevada.\n\nA Short and Rational Method of Number- Work. — F. B. Ginn, California.\n1 891\n1893\n\nGeomctr)' in Our Schools. M.vtilda T. Karnes, New York.\nReport of the Conference on Mathematics. Simon Newcomb, Mar\\iand, chair-\n\n1896\n\nRound Table\n\nman.\n\n—Mathematics: Economy\n\nPatterson,\n\nin\n\nMathematical Instruction.\n\nJames L.\n\nNew York.\n\nFrank H. Hall, Illinois.\nJohn H. Tear, Illinois.\nElementary Mathematics and Education. L. W. Colwell, Illinois.\n1898 The Culture Value of Higher Mathematics. W. B. Smith, Louisiana.\nThe Constants in Mathematics. Edward Brooks, Pennsylvania.\n1897\n\nImagination in Arithmetic.\n\nThe New Arithmetic.\n\nIs the\n\n—\n\nScience of Mathematics Qualitative as Well as Quantitative ?\n\nHall,\n\n1901\n\n1902\n1903\n\nKelly Miller, District of Columbia.\n\nCollege-Entrance Requirements\n\nReport of the Committee of the Chicago Section of the American Mathematical\nJ. W. A. You.NG, Illinois, chairman.\nSchool and Business Arithmetic ^Limitations and Improvements.\nEdward W.\nStitt, New York.\nRound Table Algebra Conference. George W. Evans, Massachu.setts.\nRound Tabic Geometry Conference. Alan Sanders. Ohio.\nRound-Table Mathematical Conference. Charles W. Newhall, Minnesota.\nMathematics in Commercial Work. Ernest Lawton Thurston, Distrii t of\nColumbia.\nRound-Table Conference III. Mathematii al Conference. David Eugene\nSmith, New York.\nRound-Table Conference Mathematics. John S. French, Maryland, and\nSociety.\n\n1900\n\nFrank H.\n\nIllinois.\n\nThe Educational Value of Geometry.\n1899\n\n—\n\n—\n\n—\n\n—\n\n—\n\n—\n—\n1904\nOthers.\n1905 Round-Table Conference — D.\n\nConference on Mathematics.\n\nFranklin Turner\n\nJones, Ohio.\n\nReview of the Eflucational Progress of the Year and a Discussion of Some Pha.ses\nMiss N. Cropsev, Indiana;\nof the Curriculum of the Elementary School.\n\n—\n\nM. .\\. Bailey, New York.\nSimon Newcomb, Di.strict of Columbia.\n\n1906\n\nThe Teaching of Arithmetic.\n\n1870\n\nA Plea for Vocal Music in Public Schools. — Ehen Tourjee, Mas.sachuseHs.\n\\'c)ral Music in Normal Schcxjls. — G. B. Loomis, Indiana.\n\n36.\n\n1884\n1885\n\nMUSIC IX SCHOOLS\n\nTeaching Music. - H. E. Holt, Massa< husetls.\nPresident's Acldress.\nDavid B. Hagak, Massac husills.\nWxal Music in the Public SchrKjl.s.—T. H. Brand, Wisconsin.\n.\\I«thocis of\n\nTonic .Sol-Fa System.— Thko. F. Seward, New York.\nB. Jei'Son, Connecticut.\nElimentar)' Vim al Musi( in Primary Grad- s.\nMethods of Teaching Vocal Mu.sic\nH. E. Holt, Ma.ssachu.sc-tts.\nO. Bi.ackman,\nf^( lative Im[K)rtance of Song-Singing and the Reading of Music.\n.\n\n—\n\n—\n\nIllinois.\n\n1887\n\nWhat Has Been Done in Public Schools for aiul with Vocal Music?— O. S. WkstCOTT, Illinois.\n\n"}
{"page": 716, "printed_page": null, "text": "— —— ——— —— — ———\n\n— ————\n\nNATIONAL EDUCATIONAL ASSOCIATION\n\n704\n1887\n\n—\n\n[Bibliography\n\n?—\n\nShall the State Teach Music\nThos. J. Morgan, Rhode Island.\nVoice Training and Singing. F. W. Root, Illinois.\nEducational Value of the Tonic Sol-Fa Method. D. Bachelor, Pennsylvania.\nFervent Voice Its Nature and Reflex Influence. Wm. L. Tomlins, Illinois.\nPresident's Address.\nN. CoE Stewart, Ohio.\n\n—\n\n—\n\n1888\n\n———\n\n—\n\nThe Tonic Sol-Fa System.\n\n—\n\nS.\n\n—\n\nMcBurney, California.\n\n—\n\nAids in Elementary Music Teaching. W. F. Heath, Indiana.\nSome Helpful Things I Have Learned from My Experience in Teaching Music.\nMrs. M. E. Brand, Wisconsin.\nThe Use of Accent to Young People; and the Use of Time-Language. Herbert\nGriggs, Colorado.\nElementary Music in Public Schools. J. H. Elwood, California.\nWhat Can Superintendents Do to Advance Proper Musical Instruction. L. W.\nDay, Ohio.\n1889 Department of Music. Address of the President. N. Coe Stewart, Ohio.\nThe Province of Music in Education. Wm. A. Mowry, Massachusetts.\nThe Relation of Music Instruction to Our Educational System. A. E. Winship,\nMassachusetts.\nMusic in the PubHc Schools, From the Music Director's Standpoint. O. E. McFadon, Minnesota.\n1890 Old Methods of Teaching Music. Herbert Griggs, Colorado.\nMusic as a Factor in Education. Margaret Morris, Ohio.\nValue of the Tonic Sol-Fa Notation. Robert Beggs, Colorado.\n1891 Department of Music. Address of the President. Herbert Griggs, Colorado.\nThe Growth of Music among the People. Edgar O. Silver, Massachusetts.\nMethods of Teaching Music. A. T. Cringan, Ontario.\nThe Study of Music in Its Relation to Mental Development. S. H. Preston,\n\n—\n\n—\n\n—\n\n—\n\n—\n\n—\n\n—\n\n—\n\n1892\n\nOntario.\nPresident's Address.\n\n—\n\nNathan L. Glover, Ohio.\n\n—\n\nMethods and Devices in Teaching Public-School Music. B. Jepson, Connecticut.\nMusic in Public Education, and Some Elements Essential to Its Success. Philip\nC. Hayden, lUinois.\n\nMusic in the Public Schools— What It Is, and What It Ought to Be.— A. J. GantVOORT, Ohio.\n\nThe Value of Music in Public Education as a Means of Discipline and Culture.\nGeorge C. Young, Kansas.\n1893 Learning to Read Musical Notation. Charles H. Greene, Illinois.\nPhysiology and Hygiene of the Vocal Organs. John Howard, New York.\nThe Functions of Teachers of Vocal Music. J. E. Lightner, Pennsylvania.\n1894 Some Helpful Things Concerning Music in the Public Schools. N. Coe Stewart,\n\n—\n\n—\n\nOhio.\n\nMuch Time Devoted to Vocal Music in Our Public Schools as Its Importance\nDemands ? Frederick E. Chapman, Massachusetts.\n\nIs as\n\n1895\n\n—\n—\n\nPresident's Address.\nN. L. Glover, Ohio.\nMusic in the New Education. David M. Kelsey, New York.\nPresident's Address.\nN. Coe Stewart, Ohio.\nThe Purpose of Music Study in the Public Schools. F. Treudley, Ohio.\nHow Pupils Learn to Know and Do in Music. C. H. Congdon, Minnesota.\nA Course of Music in Public Schools. A. J. Gantvoort, Ohio.\nMusic in Relation to Other Studies. Sarah L. Arnold, Massachusetts.\nChildren's Voices.\nLinn Marie Hawn, Michigan.\nSongs for Children. Fannie Arnold, Nebraska.\n\n—\n\n—\n\n—\n\nMind and Music.\n\nTheo. H. Johnston, Ohio.\nVocal Harmony; or, A Plea for an Oral Language with Which to Express Our\nThoughts in Music. H. E. Holt, Massachusetts.\nThe Faculty and Ministry of Song. W. L. Tomlins, Illinois.\nNatural Methods in Teaching Music to Children. F. E. Howard, Connecticut.\nHow Good Music Makes Good Citizens. Frank Damrosch, New York.\nOur Experience in Introducing Music as a Study in Our Public Schools.- Joseph\nMisCHKA, New York.\nMusic in Education. Mrs. Emma A. Thomas, Michigan.\nThinking Sounds Directly or Indirectly. Samuel W. Cole, Massachusetts.\nThe Development of Music Theory thru Practice. O. E. McFadon, Minnesota.\nThe Development of Rhythm. S. Lillian Byington, Illinois.\nEye and Ear Training as Related to Sight-Singing. Frederic Allison Lyman,\nNew York.\n\n—\n\n1896\n\n—\n\n—\n\n—\n\n1897\n\n—\n\n—\n\n"}
{"page": 717, "printed_page": null, "text": "—— ——— — — — — —— — —\n\n——\n\n— ——\n\nMUSIC IN SCHOOLS\n\nof Topics]\n\n1897 The Child Voice.\n\n—\n\n705\n\nF. E. Howard, Connecticut.\n\nHow to Establish Good Musical Standards in Public-School Music.\n.\\RD, Indiana.\n\n1898 The Influence of Music and Music-Study upon Character.\n\n—A.\n\nAnna BirchGantvoort,\n\nJ.\n\nOhio.\n\nWhat Is Music, and How Can We Help Children to Become Musical ?\nRuEF HoFER, Illinois.\n\n—\n\nIndividual Singing.\nC. H. CoNGDON, Minnesota.\nSchool Music in Character-Making. A. E. Winship, Massachusetts.\nThe Next Step What Shall It Be ?— Mrs. C.\\RRIE B. Adams, Indiana.\nPresident's Address\nThe Ultimate Object of Music-Study in the Schools. P.\nC. Hayden, Illinois.\nContent and E.xtcnt of Music in Public Schools. Herbert Griggs, Colorado.\nWTiat Power Does the Child Gain thru Music-Study ? Thomas Tapper Massa-\n\n—\n\n1899\n\nMari\n\n—\n\n—\n\n—\n\nchusetts.\n\n—\n\nW. B. Powell, District of Columbia.\nThe Necessary Education of the Supervisor. Mrs. Constance Barlow Smith,\nMethods of Teaching Music.\n\n—\n\nIllinois.\n\nWhat Should Constitute A Course of Music for County Institutes ?\n1900\n\nKathryn\n\nE. Stone, CaHfornia.\nCommon-Sense as an Aid to the School-Music Supervisor.\n\nSterrie A. Weaver,\nMassachusetts.\nThe Educational Use of Music for Children Under the .^ge of Seven Years. Mari\n\nRuEF HoFER, Illinois.\nThe Influence of Music u{)on National Life.\n\nArnold J. Gantvoort, Ohio.\nShould Music in the Public Schools Be Taught from the Song to the E.xercise ?\nC. H. CoNGDON, Illinois.\n\n1\n\n901\n\nPresident's Address.\nArnold J. Gantvoort, Ohio.\nMusic Teachers in Their Relation to the Schools. Charles Haupert, Ohio.\nThe Supervisor from the Standpoint of the Regular Grade Teacher. Nellie G.\nPettigrew, Ohio.\nSupervisors and Supervision.\nWalter H. Aiken, Ohio.\nThe Rights of Boys and Girls in Music Education. N. CoE Stewart, Ohio.\nThe Relation of Music to Life. Thomas Whitney Surette, New York.\n.An Anomalous Situation, with Suggestions for Improvement.\nHollis E. D.\\nn,\n\n—\n\n1902\n\nNew York.\nThe Psychological and Ethical Value of Music.\n\nElizabeth K. Fairweather,\nOhio.\nHigh-School Music. Mrs. Frances Elliott Clark, Iowa.\nThe Future Development of School Music. Thomas Tapper, Massachusetts.\nMusical Qualifications Necessary for a Teacher of Music in the Public Schools.\nFrank L. Nagel, Iowa.\nThe Training in Sight-Singing and Song Interpretation in Normal Schools.— C. A.\nFullerton, Iowa, and Others.\nThe Real Purpose of Teaching Music in the Public Schools.— Samuel W. Coi.k,\nMassachu.selts, and Others.\nSchool Music— Has It Made Music Readers? George W. Wilmot, New Jersey,\nand Others.\nMusic as a Subject to Be Counted for Admission to College.— Eugene I). Russell,\n\n—\n\n1903\n\nMassachu.selts.\n\nFrank Damrosch, New ^ork.\nWilliam A. Wktzkll, Utah.\nMrs. Makie Bukt Parr, Ohio.\nI'rimary-Music Methods.\n\nMusic as Part of Life.\n1904\n\nPresident's Address.\n\n—\n\nkotc-Singing and Its ProfK-r Place in the Public ScIukUs.— W. A. H()i)<;soN, Missouri.\n\nMusic in the Public Schools a Means of Culture in th<' Community. Lucy Robinso.v, West Virginia.\nMethods versus Results. W. H. PoMMER, Mi.s.souri.\nThe Public Schrxjl Music Su|>ervi.sor in His Relation to the I'rofessiunal Musi( ians\nand Educators. Frank Nac.el, Iowa.\nH. C. Macdougall, hairman.\nConferences on a nigh-Sch«K)l Music Course.\nThe Mission of Music in the Public Schools. A. E. WlNSiilP, Massachusetts.\nW. Scott, Massa.Some Question.s Involved in Making Music a Major Sturly.\n\n—\n\n—\n\n1905\n\n—\n\nchus<-tts.\n\n(\n\n—\n,\n\nCorrelation of Music with Other Branches of the S( h(«il Curriculum.—'Mrs. Eliza-\n\nbeth Castekton, Michigan.\n\n"}
{"page": 718, "printed_page": null, "text": "——\n\n———— — —— ————\n\n—\n\n— — ———\n\nNATIONAL EDUCATIONAL ASSOCIATION\n\n7o6\n\n—\n\n[BibUography\n\n1905 Music as a Factor in Culture. Charles Edward Locke, New York.\nC. A.\nRelation of the Grade Teacher to Music Instruction in the Public Schools.\nFuller, Nebraska.\nSome Features of Music Instruction in the Schools of New York City. Frank\n\n—\n\nR. Rix, New York.\n\nSome Type-Forms That Have Been Found Useful in the Teaching of Music in the\n\nWalter H. Aiken, Ohio.\nSchools.\nReport of Committee on What Results Should Be Obtained in the Study of Music\nPhilip C. Hayden, Iowa, chairin the Eight Grades of the PubUc Schools.\nman.\n37.\n\nNATURE-STUDY\n\n{See also Science Teaching.)\n\n1858 The Laws of Nature. John Young, Indiana.\n1893 Report of Conference on Natural History. W. B. Powell, District of Columbia,\n\n—\n\n1894\n1895\n1896\n\nchairman.\nThe Higher Use of Nature-Studies. Miss N. Cropsey, Indiana.\nNature-Study and Literature. Sarah L. Arnold, Massachusetts.\nNature-Study and Moral Culture. David Starr Jordan, California.\nO. S. Westcott, Illinois.\nNature-Study.\nThe Function of Nature in Elementary Education. M. G. Brumbaugh, Pennsyl-\n\n—\n\n—\n\n—\n\nvania.\n\nThe Place of Nature-Study in Primary Work. Flora J. Cook, Illinois.\n1900 Nature-Study in the Public Schools. D. Lange, Minnesota.\nNature-Study in the Public Schools The Geographical Phase. Jacques W. Redway, New York.\nNature-Study for. the Graded Schools. Katherine E. Dolbear, Massachusetts.\nThe Relation of Nature-Study to Drawing in the Public Schools. James M. Stone,\n\n—\n—\n\nMassachusetts.\n\nHow Can Advanced Science and Nature Work Be Rendered More Mutually Helpful ?\n\n1903\n\nCharles B. Wilson, Massachusetts.\n\nJustification of City E.xpenditure on Parks and Parkways.\n\nMassachusetts.\n\n—\n\n1905\n\n—\n\nL. H. Bailey, New York.\nNature-Study True to Life. C. F. Hodge, Massachusetts.\nNature-Study as an Aid to Advanced Work in Science. E. R. Whitney,\nYork.\nSome of the Common Insects. -John B. Smith, New Jersey.\n\nThe Nature-Study Movement.\n1904\n\nNathan Matthews,\n\n38.\n\n—\n\nNew\n\nNEGRO EDUCATION\n\n—\n\n1866 Education Among the Freedmen. O. O. Howard, District of Columbia.\n1869 The Work of Education in the South. O. O. Howard, District of Columbia.\n1884 The Educational Status and Needs of the New South. Robert Bingham, North\nCarolina.\n\n—\n\n—\n—\n\n—\n\nW. H. Crogman, Georgia.\nIts Helps and Hindrances.\n1886 The Coeducation of the Races. Charles S. Young, Nevada.\nEducational Work Among the Colored Race. W. H. Bartholomew, Kentucky.\n1889 Educational Progress of the Colored People in the South. John H. Burrus,\nNegro Education\n\nMississippi.\n\n—\n\n—\n\nThe Higher Education of the Colored Race What Has Been Done What Can\nBe Done. A. OwEN, Tennessee; W. S. Scarborough, Ohio.\nNormal School Work Among the Colored People. B. T. Washington, Alabama.\n1890 The General Statement of the Race Problem. A. A. Gunby, Louisiana.\n\n—\n\nEducation and the Race Problem.\n\n—\n\n—\n\nJ.\n\n—\n\nC. Price, North Carolina.\n\n—\n\nThe Education of the Negro in the South. J. A. B. Lovett, Alabama.\nThe Race Problem in Civilization. Henry W. Blair, New Hampshire.\n1894 Remarks on the Education of Colored People in the South. Richard R. Wright,\nGeorgia.\n\n1896 The Influence of the Negroes' Citizenship. Booker T. Washington, Alabama.\n1897 Rural Schools. Appendix J. Negro Teachers for Negro Schools.\n1898 What the Negro Gets from the Common School Education, and What He Gives\nG. R. Glenn, Georgia.\nto It.\n1900 The Problern of the South. Booker T. Washington, Alabama.\n1903 The Educational Needs of the Southern Negro. Charles T. Walker, New York.\n1904 The Education of the Southern Negro. Booker T. Washington, Alabama.\n\n—\n\n"}
{"page": 719, "printed_page": null, "text": "— ——— —— — ———\n\n—\n\n— ——\n\n—\n\nNORMAL SCHOOLS AND TRAINING OF TEACHERS\n\nof Topics]\n\n707\n\nNORMAL SCHOOLS AND TRAINING OF TEACHERS\n—\n—\n—\n\n39.\n\n1864 Tt-acher's Associations. J. \\V. Bulkley, New York.\n1865 Distinctive Characteristics of Xormal Schools. Richard Edwards, Illiiidis.\n1866 Normal Education in Kansas. L. M. Kki.logg, Kansas.\nNormal Schools: Th.ir Organization and Course of Study. W. 1\". I'uklps,\nMinnesota.\n\n1869\n\n1870\n\n1871\n\nHow Shall Pupils Be Taught to Teach?— John Alden, New York.\nEducation as a Science. John Ogden, Ohio.\nCourse of Study for a Normal Schixil. Fordyce .\\i.i,en', Pennsylvania.\nThe Means of Providing the Mass of Teachers with Professional Instruction.\nS. H. White, Illinois.\nReport on a Course of Study for Normal Schools. W. F. Phei.ps, Minnesota.\nThe Normal School Problem. J. \\V. Phii.brick, Ma.s.sachusetts.\nPrinciples\n\nand Methods\n\nin\n\n—a Normal Course.\n\n—\n\nJohn W. Armstrong, New\n\nYork.\n\nModel Schools in Connection with Normal Schools. Richard Edwards, Illinois.\n1872 System of Normal Training Schools Best Adapted to the Wants of Our People.\nW. F. Phelps, Minnesota.\nThe Proper Work of Normal Schools. J. C. Greenough, Rhode Island.\nPractice Schools Their Uses anrl Tiiiir Relation to Normal Training.\nMiss\n\n—\n\n—\n\nJ.\n\n—\n\nH. Stickney, Massachusetts.\n\n1873\n\nAnna C. Brackett, New York.\nProfessional Instruction in Normal Schools.\nT. W. Harvey, Ohio.\nRelation Between Matter and Method in Normal Instruction.\nGeo. P. Beard,\nMissouri.\nNormal School Work Among Freedmen. S. C. Armstrong, Virginia.\nTraining Schools Their Place in Normal-School Work. Delia A. Lathrop,\n\n1874\n\nOhio.\nDuties and Dangers of Normal Schools. ^Richard Edw.\\rds, Illinois.\nTraining Schools in Connection with Normal Schools. J. C. Greenough, Rhode\n\nThe .\\mcrican Normal School.\n\n—\n\n—\n\n—\n\n—\n\nIsland.\n\nWhat Constitutes a Consistent Course of Study for Normal Schools ?\n\nJohn Ogden\n\nOhio.\n\nWork of Normal Schools to Entitle Them to Be Called Professional.\nLarkin Dunton, Mas.sachusetts.\n1875 Professional Training of Teachers. Delia A. Lathrop, Ohio.\n1876 Normal Schools in the United States. Richard Edwards, Illinois.\nEdward Brooks, Pennsylvania.\nCentennial Thoughts on Normal SchcKjls.\nA Professional Course of Slufly for Normal Sch(M)ls. John Ogden, Ohio.\n1877 Range anrl Limits of Normal-.SchcKjl Work. ^E. C. Hewett, Illinois.\nCommon-SchcKjl Studies in Normal Schools. J. C. Greenough, Rhode Island.\nAttacks on Normal Schools.\nC. C. Rounds, New Hampshire.\nQueries Concerning Details of Normal-.School Work. S. H.White, Illinois.\n1879 Professional Degrees for Teachers. J. C. GlLcniST, Iowa.\nProfessional Instruction in Normal Schools.— Lewis McLouth, Michigan.\n1880 Normal Departments in State Universities. Grace C. Bibb, Mi.s.souri.\nInstruction in Suhject-Matler a Ix-gitimate Part of Normal-School Work.— (1. L.\nSpecial\n\n—\n—\n\n—\n\n—\n\n—\n\nfJSHf)RNE, Mi.s.souri.\n\n1881\n\nSome of the Obstructions, Natural and Intirpos<-fl, That Resist the Formation and\nGrowth of the Pedagogic Profession.- (1. I*. Bkown, Indiana.\nThe Necessity of a Normal Schcnil in a Public System of Instruction. Ji komk\n.\\llkn, Minnesota.\n\nWhat Constitutes a Normal Sc hcwil ? J. ('. GiLCHlST, Iowa.\nThe True- Nomial Training for Country Teachers. T. C. H. Yanck, Kentucky.\n1882 The- Place of a Normal School in the- Kdui ational System. D. L. Kii-.hi.k, Minncsf)ta.\n\n1883\n\nThe Place and Function of the Model .SduKil.— Charles DkC. ahmo, Illinois,\nStkaigiii,\nIf. II\nThe Normal .SrhfK)! Problem ancl the- Problem of the- Sc hcM)ls\n\nNew York.\nThe Function of the Normal .Sc h<H)l.\n1884\n1885\n\nNormal .Sc hctols\n\nE. C. Hkwktt, Illinois.\n\nTheir Necessity and (;rowth.\n\nThos. Hunter, New York.\n\nPrac tice .Sc h<K>ls in Cc»nncc lion with Normal Sc hcnils. - C. C. Rounds, New Hampshire.\n\nFunction of thr V.irm.l S, li.M.I in ()ilr I'.dlK .iliorial Svslelll.\nLoui.siana.\n\nFdWABD F.. SiIEID,\n\n"}
{"page": 720, "printed_page": null, "text": "—\n\n——— —— — — —— ——— —— — —\n\n—\n\nNATIONAL EDUCATIONAL ASSOCIATION\n\n7o8\n\n—\n\n1886\ny\n\n—\n\n[Bibliography\n\nDistinctive Principles of Normal-School Work.\nA. G. Boyden, Massachusetts.\nOrganization, Courses of Study and Methods of Instruction.\nA. R. Taylor,\n\nKansas.\nTeacher's Institutes.\n\n—\n\n—\n\nD. C. Tillotson, Kansas.\n1887 Method of Instruction in the Normal Schools of the United States\n\nThos. F. Gray,\n\nMinnesota.\n\nThe German System of Normal Schools. Chas. DeGarmo, Illinois.\nPsychology in Normal Schools. G. S. Albee, Wisconsin.\nTeachers' Institutes. Report of Committee on Normal Schools.\n1888 Normal Training for Teaching of Elementary Schools. Kate N. T. Tupper,\n\n—\n\nOregon.\nRelation of the High School to the Training School.\nThe Normal-School Problem. S. S. Parr, Indiana.\n\n—\n\nOlive A. Evers, Minnesota.\n\nThe Distinctive Work of the Normal School. Joseph Baldwin, Texas.\nThe Subject-Matter for the Normal School. Lucy M. Washburne, California;\nCyrus W. Hodgin, Indiana.\nThe Training-School as an Adjunct of the Normal School. C. H. Allen, California.\nThe Relation of the Normal School to the Academic Schools. Thos. H. Kirke,\n\n—\n\nWisconsin.\n\nAre the Normal Schools, as They Exist in Our Several States, Adequate to Accomplish the\n\nWork for Which They Were Established ?\n\n^James P. Wickersham,\n\nPennsylvania.\n\n1889 The Qualifications of Principals.\n\n—\n\nJ.\n\nM. Greenwood, Missouri.\n\nPsychology in Its Relation to Pedagogy. Nicholas Murray Butler, New York.\nCity Training- and Practice-Schools.\nW. S. Jackman, Pennsylvania.\nCounty Institutes. A. G. Lane, IlHnois.\nReport of \"Chicago Committee\" on Methods of Instruction and Courses of Study\nin Normal Schools.\nT. J. Gray, Minnesota.\nNormal-School Work among the Colored People. B. T. Washington, Alabama;\nAlbert Salisbury, Wisconsin.\nAcademic and Professional Training in Normal Education. D. B. Hagar, Massa-\n\n—\n\n—\n\n—\n\n—\n\n—\n\nchusetts.\n\n1890\n\n1891\n\n—\n\nThe Training of the Teacher in the South. A. D. Mayo, Massachusetts.\nCommon-School Branches from a Professional Point of View. Miss Isabel\nLawrence, Minnesota.\nThe Normal-School Curriculum. William W. Parsons, Indiana.\nCriticism in Normal Schools: Its Value as an Element in Training Teachers.\n\n—\n\nThomas J. Gray, Minnesota.\nA Year in a German Model School.\n\nJulia S. Tutwiler, Alabama.\nThe Professional Training of Teachers. ^D. J. Goggin, Manitoba.\nCity Normal Schools.\n(Discussion.)\nReport of Committee of National Council.\nWhat Present Means Are Available for the Preparation of Teachers for Their\n\nWork.\n\nHenry S.'VBIN, Iowa.\n\nThe Teacher's Academical and\n\n(Discussion.)\nProfessional\n\nPreparation.— B.\n\nA.\n\nHinsdale,\n\nMichigan.\n\nWhat Constitutes Professional Work in a Normal School ?\n\n1892\n\nCharles DeGarmo,\n\nPennsylvania.\n(Discussion.)\nThe Place of the City Training-School. Ellen G. Reveley, Ohio.\nThe Function of a Teachers' Training College. Walter L. Hervey, New York.\nArt Instruction in Normal Schools.\nElizabeth Perry, Massachusetts.\nCo-ordination of the Normal School and the University in the Training of Teachers.\nCharles DeGarmo, Pennsylvania.\nProfessional Training of Teachers.\nMrs. Eudora L. Hailmann, Indiana.\nReport of the Committee on Normal Education (The Relation of the Normal\nSchool to Other Institutions of Learning.)\nC, C. Rounds, New Hampshire,\nchairman; N. C. Schaeffer, Pennsylvania.\nValue of Herbartian Pedagogy for Norma! Schools. Frank McMurry, Illinois.\nChild-Study in Connection with the Professional Training of Teachers. Margaret\n\n—\n\n—\n\n—\n\n1893\n\nK. Smith, New York.\nHow Should Normal-School Pupils Acquire Methods of Teaching? — GiACOMO\n\nOddo Bomafede, Italy.\nDevelopment of Normal and Training-Schools in France. Eugene\nMartin, France.\nThe Ideal Normal School. Edward Brooks, Pennsylvania.\nWhat Should Be Required of and upon Whom Is to Be Conferred the Degree\nof Doctor of Pedagogy ? Jerome Allen, New York.\nHistorical\n\n"}
{"page": 721, "printed_page": null, "text": "——\n\nof Topics]\n\n——— — —————— —\n\n— —\n\n——\n\n—\n\nNORMAL SCHOOLS AND TRAINING OF TEACHERS\n\n709\n\n1893 Should the Course of Study in Nomial Schools Be Wholly Professional ? Francis\nB. Palmer, New York.\nThe Professional Training of Teachers for Secondary Schools. Miss E. P. HuonES,\n\n—\n\nEngland.\nThe Candidate for the Degree of Doctor of Pedagogy Should Be .\\ble to\n\nMake\nEdgar Dubs Shimer,\n\nOriginal Investigations in E.xperimenlal Psyt hology.\n\nNew York.\nHow Normal-School Work Differs from the Work in Secondary and in Higher\nEducation. Malcom MacVicar, New York.\nRequinments for the Degree of Doctor of Pedagogy. Chari.es A. McMuRRY,\nIllinois.\n\nWhat Should Be Required of a Candidate for the Degree of Doctor of Pedagogy ?\n\nEdward R. Shaw, New York.\nGradation of Normal and Training-Schools. Thom.vs KiRKLA>fD, Ontario.\nNormal Schools in the State of New York. Francis J. Cheney, New York.\nImp>ortant Necessities in Present Normal Schools.\nGeorge A. Walton, Massachusetts.\n\n—\n\nE. A. Sheldon, New York.\nHigher .Vadc mic Degrees in Pedagogy. S. G. Williams, New York.\nShould Original Investigation Be Required in .Some Branch of Child-Study for\nEarl Barnes, California.\nthe Doctor of Pedagogy Degree ?\nThe Value of Practice-Work in Model and Training-Schools. Fannie S. Guptill,\nMinnesota.\nMethods of Training Teachers at the Westminster Training College, England.\nJoseph H. Cowham, England.\nA Sociological, Ideal View of Normal Schools. Daniel Fulcomer, Michigan.\nTraining of Teachers in High Schools in Sweden.— Edward Osterberg, Sweden.\n1894 Scholarship in Normal Schools. Livingstone C. Lord, Minnesota.\nThe Academic Function of the Normal School. James M. Green, New Jersey.\nThe Teacher as an E.xpert. R. G. Boone, Michigan.\nProfessional Training of Teachers in Normal Schools.\nJohn W. Cook,\n\nOpening .Address.\n\n—\n\n—\n\nIllinois.\n\nThe Training of the High-School Teacher.\n\n—\n\nEoLlNE Clark, Nebraska.\nReport of Committee on the Relation of Normal Schools to Universities. Charles\nDeGarmo, New York.\nThe Duty of the Normal School toward the Problem of School Literature. C. C.\n\n—\n\nVan Liew, Illinois.\n\n—\n\nS. G. Williams, New York.\nProfessional Training of Teachers ui Colleges.\nE. E. White, Ohio.\nProfessional Training of Teachers in .Summer Schools.\nKate D. Stout, New\nOrganization of Training-Schools and Practice Teaching.\n\n1895\n\n—\n\nYork.\n\nThe Organization of Practice Teaching in Normal Schools.\n'\n\nKan.sas.\n\nThe Correlation of Studies in a Normal School.\n\n—\n\nJ.\n\n—N. C. Schaeffer, Pennsylvania.\n\nConcentration or Co-ordination of Studies in the Normal School.\nIllinois.\n.\n\nRe[K)rt of the .Subcommittee on the Training of Teachers.\n\nman.\n\nN. Wii.ki.nson,\n\n— H.\n\nJohn W. Cook,\n\nS. Tarbei.l, c hair-\n\n—\n\nNormal Education The Kind and Amount of PracticeWork, and Its Place in the Normal-Sc hool Course. John W. Cook, Illinois.\nR(fH)rt of the- Committee of Fifteen. -William H. Maxwell, chairman.\nRelation of .Normal Sc hcKils to i'ublic .Schools. -E. ORAM Lytk, Penn.sylvania.\nThe Training of Te.ithers. —Francis W. Parker, Illinois.\nThe- Instruction and Improvement c)f 'IVac hers, --.\\rvin S. Olin, Kansas; Earl\nK<fK)rt of Committee on\n\n1896\n\nHahnk.s, California; L. H. Jonks, Ohio.\nCours<s of Pedagogical Stucly as Related to Professional Impn)Vemcnt.\n\n1897\n\nSt;TTON, Texa.s.\nProfessor Rrin'.s Practice .School at Jena and It.s I.,<'S<M)ns for American Normal\nSchools.\nJohn W. Hall, New York.\nThe Practice- Sc hool as a Public .Sc hcK)l. -E. A. Shklix)N, New York.\nRc|)ort of Nonnal-Sc hool Committc-c-. -/,. X. Snyder, Colorado, thairmnn.\n\nHow May the- Normal Sc hcKil Hc-st Accomplish Its PuriH>s<- ?\nMic higan.\nRural Sc hcM)ls.\n\nW. S.\n\nRichahd G. Boone,\n\nContinuous Sessions in Normal Sc h(K)ls.\nA|)pendix S.\nSome Possible Relations of Normal Schools to Manual 'I'raining. W.T). Pakkek,\nWiacon.sin.\n\n"}
{"page": 722, "printed_page": null, "text": "— —— —— — — ———— ——— —— —\n\n— —\n\nNATIONAL EDUCATIONAL ASSOCIATION\n\nyio\n\n1897 Round Table of State Superintendents.\n\n—— —\n\n•\n\n[BibUography\n\nWhat Should the State Superintendents\n\nDo at the Summer Institutes ? — S. M. Inglis, Illinois.\n\nRural Schools. Appendix K. —^Teacher's Training-School Established by\n\nJ.\n\nW.\n\nBradbury.\n1898 The Southern State Normal Schools. Marion Brown, Lousiana.\nNormal Schools West of the Mississippi River and East of the Rocky Mountains.\nHomer H. Seerley, Iowa.\nThe North-Central State Normal Schools.— R. G. Boone, Michigan.\nReport of Subcommittee on the State Normal Schools of the Pacific Coast. Ed-\n\n—\n\nward T. Pierce, California.\nThe Middle-State Normal Schools.\n\n—N. C. Schaeffer, Pennsylvania.\n\nPrice Thomas, Tennessee.\nReciprocal Recognition of State and Normal-School Diplomas by the States.\nZ. X. Snyder, Colorado.\nThe \"Training School\" in the United States. Z. X. Snyder, Colorado.\nThe Training of the High-School Teacher. M. V. O'Shea, Wisconsin.\n\nMinimum Preparation for Teaching.\n\n—\n\n—\n\nWhat Kind of Normal Training Does the Common-School Teacher of the South\nNeed ? E. C. Branson, Georgia.\n\n—\n\n1899\n\nContinuous Sessions, with Special Application to Normal Schools. Irwin Shepard,\nMinnesota.\nThe Future of the Normal School. Wm. T. Harris, District of Columbia.\nThe Training of Teachers for Secondary Schools. James E. Russell, New York.\nReport of the Committee on Normal Schools: Function of the Normal School.\nReport of the Committee on Normal Schools: Training-Schools. Theses.\nReport of the Committee on Normal Schools: Geographical and Historical Variations That Exist in Normal Schools in the United States.\nReport of the Committee on Normal Schools: The Inner Life of a Normal School.\nReport of the Committee on Normal Schools: Normal-School Administration.\nReport of the Committee on Normal School: State Normal Schools.\nReport of the Committee on Normal Schools: Appendix A. Professor Rein's Prac-\n\n—\n\ntice\n\n1900\n\nSchool, Jena,\n\nJohn W. Hall, Colorado.\n\nGermany.\n\nReport of the Committee on Normal Schools: Appendix B. General View of the\nWork of the Normal School. Albert G. Boyden, Massachusetts.\nReport of the Committee on Normal Schools: Appendix C. A Typical EngHsh\nTraining College. George Morris Philips, Pennsylvania.\nReport of the Committee on Normal Schools: Appendix D. Continuous Sessions\nin Normal Schools.\nIrwin Shepard, Minnesota.\nThe Study of Education in the University. Elmer Ellsworth Brown, California.\nTraining of Teachers for White Schools. Charles D. McIver, North Carolina.\nThe Training of Negro Teachers. H. B. Frissell, Virginia.\nRichard G. Boone,\nGeneral' Culture as an Element in Professional Training.\n\n—\n\nOhio.\n\nRound Table of Training Teachers. Isabel Lawrence, Minnesota.\nThe Training of Teachers for Secondary Schools. James E. Russell, New York.\n1902 Round Table\nC. Round Table of Normal Schools and Training Teachers.\nConference A. Normal Schools.\n•\nTopic I. What Aspects of Psychology and Child-Study are Suitable Subjects\njects for Instruction in Normal Schools.- Daniel Putnam, Michigan.\nTopic II. Shall the Instruction in Psychology Be Oral, or Shall a Textboo kBe\nBe Used ? Grant Karr, New York.\n1901\n\nConference B.\nTopic: Criticism\n\nTraining Teachers.\n\n—What Shall\n\nIt Be?\nJames E. Russell, New York.\nThe Ideal Normal School. William H. Payne, Michigan.\nThe Relations of the Heads of Departments to the Training-School. David\n\nFelmley, Illinois.\nDefects in the Normal Schools.\n\n1903\n\nHomer H. Seerley, Iowa.\n\nRound Table\nB.\nRound Table of State Normal Schools and City Training-Schools.— Wilbur\nH. Bender, Iowa.\nConditions of Admission to Normal Schools. Walter P. Beckwith, Massachusetts, and Others.\nThe Academic Side of Normal-School Work. Henry Johnson, Illinois.\nTo What Extent and in What Manner Can the Normal School Increase Its Scholarship ? James M. Green, New Jersey.\nThe City Normal School of the Future. Francis Burke Brandt, Pennsylvania.\n\n"}
{"page": 723, "printed_page": null, "text": "— —— — —\n\nExtension of Public -School Privileges.\n\n——\n\n—\n\n711\n\n—R. H. Halsky, Wisconsin.\n\nThe Preparation of Teachers in Germany.\n1905\n\n—\n\n—\n\nPHYSICAL EDUCATION\n\nof Topics]\n\n1904\n\n—— —\n\n—\n\nLeopold Bahlsen, Germany.\n\nPresident's Address\nA Statement of the Issues before the Department. Charles\nC. Van Liew, California.\nThe Modern High-School Curriculum as Preparation for a Two-Year Normal\nCourse.- ^D.A.viD Felmley, Illinois.\nHow Can the Normal School Best Produce Efficient Tt'achers of the Elemi'ntary\n\n—\n\nBranches? Grant Karr, New York.\nThe Co-operation of Universities and Normal Schools in the Training of Klenienlary\nTeachers.\nFrank McMurry, New York; Guy E. Maxwell, Minnesota.\nThe Co-operation of Universities and Normal Schools in the Training of Secondary\nTeachers.\nE. N. Henderson, New York; Z. X. Snyder, Colorado.\n\n—\n\n1906\n\nShould Chairs of Pedagog)' Attached to College Departments of Universities Be\nDeveloped into Professional Colleges for the Training of Teachers ? Albert\nRoss Hill, Missouri.\nThe Influence of City Normal School or Training School. Ella Flagg Young,\nIllinois.\n\nThe Local Training-School as an Agency for the Preparation of Teachers.\nWilbur F. Gordy, Illinois.\nThe Best Means and Methods of Improving Teachers Already in the Service.\nWilliam McKendree Vance, Ohio.\n\nPENSIONS FOR TEACHERS\n\n40.\n\n1896\n1904\n1905\n\nshall Teachers Be Pensioned ?\nJohn E. Clark, Michigan.\nPreliminary Report of Committee on Salarii'S, Tenure, and Pensions of Teachers.\nCarroll D. Wright, District of Columbia, chairman.\nPensions of Teachers.\nHoward J. Rogers, New York.\n\n41.\n\n1869\n1882\n1884\n\n1889\n89 1\n1892\n1\n\n1893\n\nPhysiolog)-.\n\n—\n\nJ AS.\n\nPHYSICAL EDUCATION\n\nMcClintock, Pennsylvania.\n\nMoses True Brown, Massachusetts.\nDelsarte Philosophy of E.xpression.\nRecess.\nWm. T. Harris, Missouri.\nNo Recess. S. A. Ellis, New York.\nC. M. Woodward, Missouri.\nRelation of Manual Training to Body and Mind.\n(Discussion.)\nPhysical Education.\nReport of Committee of National Council.\n.'\\. B. Poland, New Jersey.\nScientific Value of Physi( al Culture.\nR. Anna Morris, Iowa.\nPhysical Education in Our Schools.\nOpening Address. Edward M. Hartwell, Massachusetts.\nSome Unsolved Problems in Physical Education. T. D. Wood, California.\n\n—\n\n—\n\n—\n—\n—\n\n—\n\nTraining of the Human Body. Angelo Mosso, Italy.\n(). W. I'nz,\nPsychological Aspect of Exercises with and without .VjiiJaralus.\nMassachusetts.\nHow Sclei led and Graded. J. Gardner\nPhysical Exercises for School Purposes\nS.MITH, New York.\nThe Regulation of Athletic SjKjrts in Colleges. R. Tait McKenzie, Montreal.\nEnglish Experience in Providing the Poor of Cities with Parks, Gardens, Gymna.sia,\nand Playgrounds. The Right Honorable TiiE Earl of Meath, LDndnn.\nHamilton D. Wey, New York.\nPhysical Trainingof Criminals.\nPhysical Education of the Deaf and Dumb.— Albert Gutzman, Pru.ssia.\nA Perfect Physical Edui ation Is Indispensable in Order to Produic an Ideal\nEducati(jn.\nL. M. Toknghe.v, Sweden.\nAi>pli( ation of the Laws of I'hysical Training ior the Prevention and Cure of\n\n—\n\n—\n\n—\n\n—\n\n—\n\nStutl<ring.\n\nEdward Mussey Hartwkll, Ma.ssa< husetts.\n\nNorth .'\\meri( an Turmr-Buml^Its History, Aims, and Achievements. I! ico\nMuKNCii, Mi.s.s(juri.\nThe R(jyal Central Institute of Gymnastics in Stoi khnlm. L. .\\1. Toknc.ken,\nSweden.\nHistory of Physical ICduc ation in Denmark. —Joakim IwXKSEN, Copinhagen.\nGymnastics in the Kingdom of Saxony A Historical Review. Moritz ZiTTi.i'.R,\n\n'J\"he\n\nSaxony.\n\n1894\n1895\n\nFaculty and Alumni Control of College- Athletic s.—(;e()R(;i: Wharton Pepper,\nPennsylvania.\nPhysical Training.— Edward V. HERMANNS, {Colorado.\n\\oi(c and Body. -Mrs. Gaston Hovu, Kan.sas.\nMiss N. D. Kimiii wr.iN, Michigan.\nPhy.sical Training in Public SrhfH)ls.\n\n—\n\n"}
{"page": 724, "printed_page": null, "text": "—— —\n\n712\n1896\n\n— —— —————\n\n— —— ——\n\n—— —\n\nNATIONAL EDUCATIONAL ASSOCIATION\n\n[Bibliography\n\n—The Purpose of the Department and the Status of Physical\nH.\nLife;\nCause; Remedy. —\nMichigan.\n\nPresident's Address\n\n—\n\nR. Anna Morris, Ohio.\nTraining.\nPhysical Deterioration Resulting from School\n\nKellogg,\n\nJ.\n\nPhysical Training as a Factor in Character Building.\nJames L. Hughes, Toronto.\nShould We Have Military Training in the Schools ? D. A. Sargent, Massachusetts.\nReport of the Committee on School Sanitation, Hygiene, and Physical Training.\nWilliam A. Mowry, Massachusetts, chairman.\nThe Appreciation and Development of the Individual. R. Anna Morris, Ohio.\nThe Development of the Will thru Physical Training. William O. Krohn,\n\n—\n\n1897\n\n—\n\nIlhnois.\n\nDelsarte and His Contribution to Physical Education.\nOhio.\n\n—Mrs. Anna\n\nP.\n\nTucker,\n\nThe German System of Gymnastics. Carl Kroh, Illinois.\nThe Nonnal Method of Introducing Physical Training. J. M. Green, New\n\n—\n\nJersey.\n\nSymposium on Physical Training in the Public Schools.\n\n—-Miss N. D. Kimberlin,\n\nMichigan.\n\nFred E. Leonard, Ohio.\n1898 The Effect of E.xercise on the Vital Organs. Wm. T. Harris, District of Columbia.\nHenry Ling Taylor, New York.\nE.xercise and Vigor.\nR. Tait McKenzie, PennsylInfluence of School Life on Curvature of the Spine.\nPhysical Training in the Colleges.\n\n—\n\n1899\n\n1\n\n901\n\nvania.\nPlay in Physical Education.- George E. Johnson, Massachusetts.\nG. W. FiTZ, Massachusetts.\nPresident's Address.\nThe Influence of Exercise upon Growth. Frederick L. Burk, California.\nAnthropometric Studies in Nebraska. William W. Hastings, Nebraska.\nPhysical Training as Corrective of Brain-Disorderliness.\nPresident's Address\n\n—\n\n—\n\nW. O. Krohn, Illinois.\n\n—\n\n—\n\nPhysical-Education Legislation Its Needs. Mrs. Frances W. Leiter, Ohio.\nThe Ethical, Physiological, and Psychological Aspect of Physical Training. Hans\n\nBallin, Arkansas.\n\n1902\n\nPresident's Address\n\n— \"Educative\" Physical Education. William O. Krohn,\n\nIllinois.\n\nRequirements for Physical Education in Our Public Schools.\nIllinois.\n\n1903\n\nHenry Hartung,\n\n—\n\nBaroness Rose Posse,\nTests of the Efiiciency of a Normal School of Gymnastics.\nMassachusetts.\nWilliam G. Anderson, Connecticut,\nPhysical Training for the Mass of Students.\nand Others.\nWilliam O. Krohn, Illinois.\nPhysical Education and Brain-Building.\nE. W. Lyttle, New York.\nPlace of Physical Education in the Curriculum.\nHow to Improve Public-School Gymnastics. Thomas D. Wood, New York.\n\n—\n\n1904\n\n—\n\nand Collateral Activities in Secondary Schools. F. D. Boynton, New\nYork.\nThe General Tendency of College Athletics. E. Benjamin Andrews, Nebraska.\nCharacter in Athletics. William H. P. Faunce, Rhode Island.\nAthletics\n\n—\n\nThe\n\nEffects\n\nof\n\nAthletics\n\non the Morale\n\nof\n\nthe\n\nKansas.\nThe Importance of Walking as a School Exercise.\n\nCollege.\n\nFrank Strong,\n\n—E. Herhann Arnold, Con-\n\nnecticut.\n\nThe Objects and Methods of Physical Training in Primary and Grammar Schools\n—From the Standpoint of the General Teacher. W. W. Chalmers, Ohio.\nThe Objects and Methods of Physical Training in Primary and Grammar Schools\nFrom the Standpoint of the Physical-Training Teacher. William A. Stecher,\n\n—\n\n—\n\nIndiana.\n\n—\n\nObject and Methods of Physical Training in Normal Schools. G. B. Affleck,\nIowa.\nObjects and Methods of Physical Training in Colleges and Universities. R. H.\n\n—\n\nJesse, Missouri.\nObjects and Methods of Physical Training in High Schools From the Standpoint\nMrs. Mary H. Ludlum, Missouri.\nof the Specialist.\nPhysical Training Exhibits in the Physical Training Department of the Exposition.\nElsa Pohl, Missouri.\nMary\nPhysical Training Exhibits in the Education Building of the Exposition.\nIda Mann, Missouri.\n\n—\n\n—\n\n—\n\n"}
{"page": 725, "printed_page": null, "text": "——\n\n— —— — — — —\n\nPSYCHOLOGY AND EDUCATION\n\nof Topics]\n\n1905\n\n—— —\n\n—\n\n—\n\n—\n\n713\n\nPresident's Address The Importance of the School-Yard for the Physical WcllBeing of School Children. E. H. Arnold, Connecticut.\nSonic Simple Methods of Recognizing Physical Fitne.ss and Unfitness of School\nE. A. Kirkp.\\trick, Ma.ssachusetts.\nChildren for School-Work.\nHow Far Should Physical Training Be Educational and How Far Recreative in\nGrammar School ? Rebecca. Stonero.vd, District of Columbia.\nHow Far Should Physical Training be Educational and How Far Recreative in\n\n—\n—\n\nHigh Schools ? Cl.arence F. Carroll, New York.\nHow Far Should Physical Training Be Educational and How Far Recreative in\nCaroline Crawford, New York; R. Tait McColleges and Universities?\nKenzie, Pennsylvania.\nCrime Is Disease. Arthur B. Linsley, Pennsylvania.\n\nAll\n\n42.\n\nPHYSICAL SCIENCES\n(See also Science Teaching.)\n\n— C. O. Thompson,\n\n872\n\nThe Scope and Method of Physical Science in Common Schools.\n\n1885\n1888\n\nMassachusetts.\nCharles K. Wead, Michigan.\nPhysics in Common Schools.\nThe Application of Arithmetic to Physical Science. Walter\n\n1893\n\nNevada.\nReport of Conference on Physics, Chemistry, and Astronomy.\n\n1\n\nMcNab Miller,\nIra Remsen,\n\nMarj'land, chairman.\n\n1896 The Teaching of Beginning Chemistry. Paul C. Freer, Michigan.\n1897 Physics as a Requirement for Admission to College. Edwin H. Hall, Massachusetts.\n\nThe Value of Chemistry as Part of a School or College Course.\n1898\n1899\n\nAlexander\n\nSmith, Illinois.\nReport of Subcommittee on Outline of Elementary Chemistry. Alex.ander\nSmith, Illinois.\nThe Relation of Physics to Other Subjects in the High-School Curriculum. S. P.\n\n—\n\nMeads,\n\nCalifornia.\n\nCollege-Entrance Requirements: Special Report of the Committee on Chemistr)'.\nAlexander S.mith, Illinois, chairman.\nCollege-Entrance Requirements: Report of Committee on Physics. E. H. Hall,\nMassachusetts, chairman.\nRound Table Physics Conference. Carl J. Ingerson, Missouri.\nRound Table Chemistry Conference. C. E. Linebarger, Illinois.\nHigh-School Instruction in Physics. F. M. Gilley, Massachusetts.\nRound Table: Physical-Science Conference. W. A. Fiske, Indiana.\nCollege Chemistry, and Its Relation to Work Preparatory to It.— Ira Remsex,\nMar\\'land.\nHigh S'chool Chemistry in Its Relation to the Work of a College Course. Rukus\nPhillips Williams, Massac hu.setts.\nVarious Authors.\nDis( u.ssions of High-Scho<jl Chemistry.\nPhysics for the Boys and Girls: An Introductory Course. John C. Packard,\nMassachusetts.\nIrving O. Palmer, Ma.ssachusetts.\nPhy.sics in the Secondary School.\nThe High-Sch(Kjl Phase of Physics Teaching: Aims and Methods.— Geo kck. R.\n\n—\n\n1\n\n901\n\n1902\n1903\n\n—\n—\n\n—\n\n—\n\n—\n\n—\n\nTwiss, Ohio.\n\nA Course in Physics for T(( hiii< al High Schools. —Charles F. Waknkk, Massachu.selts.\n\n1904\n\nThe Subjecl-Malter <jf High-School Physics.— Arthur L. Foley, Indiana.\nThe Value of Chemistry in Secondary Education.— Wm.i.iam M. HlaN( hakd,\n\n1905\n\nReport of Department Cornniitlee\nMa.s.sachusetLs, chairman.\n\nIndiana.\n\n43.\n\n1874\n1884\n\n011\n\nI'hysics\n\nCourses. —Fkank\n\nM\n\nC.iiiiy,\n\nPSYCIKJLOCiV \\\\l) lJ)UCAri()\\\n\nfS.e also Child-Study; E<iucation: Th.-ory, Philosoi>liy, Nature, Meaning.)\nThe Building of a Brain. -Edward H. Ci.akkk, M.D.\nThe New Order of Mercy; or. Crime and Its Prevention. --Gkokc.K T. Anc.ELL,\nMa.ssa< husetts.\n\n.Some Applications of Psychology to 111.- ,\\rt of r.a.liing.\n\n\\V.\n\nII.\n\nPavnk, Michigan.\n\n"}
{"page": 726, "printed_page": null, "text": "—\n\n— — ———— —— ————— — — —\n\n—\n\n—\n\n——— — —\n\nNATIONAL EDUCATIONAL ASSOCIATION\n\n714\n\n[BibUography\n\n—\n—\n\n1885 Psychological Inquiry. W. T. Harris, Missouri.\nPrinciples and Methods\nHow to Learn.-—A. D. Mayo, Massachusetts.\n1886 Growth and Benefits of Reading-Circles. Hubert M. Skinner, Indiana.\nThe Co-education of the Races. Charles S. Young, Nevada.\nThe Educational and Religious Interests of the Colored People in the South. S. M.\nFinger, North Carolina.\n1888 Practical Education the Psychological View.^ James H. Baker, Colorado.\n1889 The Psychology of Manual Training. W. T. Harris, Massachusetts.\nPsychology in Its Relation to Pedagogy. Nicholas Murray Butler, New York.\nObservation and Experiment Essential in Pedagogical Inquiry. E. H. Russell,\n\n—\n\n—\n\n—\n\n—\n\nMassachusetts.\nA Specific Inquiry on the Relation of Instruction to Will-Training.\n.\n\n1890\n\nCh.\\rles\n\nDeGarmo, Illinois.\n\n1\n\n89 1\n\n1892\n\nPedagogical and Psychological Observations. Report of Special Committee.\nGeo. p. Brown, Indiana; Wm. T. Harris, Massachusetts.\nThe Education of the Will. Report of Committee of National Council.\nEducational Psychology. Walter L. Hervey, New York.\n\n—\n\nCosmic Suicide.\n\n—Professor Sterrett, District of Columbia.\n—Does Concern Spontaneity or Choice\n\nThe Freedom of the Will\n\nIt\n\n?\n\nWm. M.\n\nBryant, Missouri.\n\nThe Harmony between Control and Spontaneity. James L. Hughes, Ontario.\nHow Do Concepts Arise from Percepts ? George S. Fullerton and G. H.\nHowisoN, California.\nPractical Psychology in the Kindergarten.\nConstance MacKenzie, Pennsylvania.\nReport of Committee on Psychological Inquiry (The Relation of Mnemonic Systems\nto the Cultivation of the Power of Thought).\nWm. T. Harris, District of\nColumbia.\nReport of Round-Table Discussion on \"Apperception.\"\n\nCharles DeGarmo,\n\nPennsylvania.\n\nValue of Herbartian Pedagogy for Normal Schools. Frank M. McMurry, Illinois.\n1893 The Dominant Seventh in Education. Hattie E. Hunt, Connecticut.\nEye-and-Ear Mindedness. W. L. Bryan, Indiana.\nThe New Psychologj' in Normal Schools. Lillie A. Williams, New Jersey.\nMental Waste and Economy. G. T. W. Patrick, Iowa.\nReaHty What Place It Should Hold in Philosophy. James McCosh, New Jersey.\nCan Psychology Be Founded upon the Study of Consciousness Alone. Josiah\nRoyce, Massachusetts.\nThe Soul as the Basal Concept of Rational Psychology. G. T. Ormond, New\n\n—\n\n—\n\n—\n\n—\n\nJersey.\n\nThe Theory of the First Principle in the Eleventh Book of Aristotle's Metaphysics.\nAugustine F. Hewit, District of Columbia.\nJ. G. Schurman, New York.\nSelf-Activity in Education.\n\n—\n\n— —\n\nWundt's Psychology of the Will. E. B. Titchener, New York.\nObservation and Study of Movement and Mental Status. Francis Warner,\nEngland.\n\nSome Association Tracks Involved in Reading and Spelling.\nMassachusetts.\n\nThomas M. Balliet,\n\n—\n\n1894 Remarks on Rhythm in Education. G. Stanley H.\\ll, Massachusetts.\n1895 Psychology in Normal Schools. Z. X. Snyder, Colorado.\nPsychology for Normal Schools. M. V. O'Shea, Minnesota.\nReport of the Committee on Pedagogics The Laws of Mental Congruence and\nEnergy Applied to Some Pedagogical Problems. B. A. Hinsdale, chairman.\nRound-Table Report to the National Council of the Influence of Herbart's Doctrine\n\n—\n—\n\n1896\n\n—\n\n—\n\non the Course of Study in the Common Schools. Charles A. McMurry, lUinois.\nHow the Will Combines with the Intellect in the Higher Orders of Knowing. Wm.\nT. Harris, District of Columbia.\n\n1898 The New Psycholog}^ and the Consulting Psychologist.\n\nJosiah Royce, Massachu-\n\nsetts.\n\nRational Psychology for Teachers.\n\n—\n\nWm. T. H.a.rris, District of Columbia.\n\n1899 Psychology for the Teacher. E. C. Hewett, Illinois.\n1902 The Difference between Efficient and Final Causes in Controlling Human Freedom. Wm. T. Harris, District of Columbia.\n1903 The Voluntary Element in Education. Charles DeGarmo, Illinois.\n1904 What Is the Net Gain to Education of Recent Investigations in Physiological\nCharles C. Van Liew, California.\nP.sychology ?\n\n"}
{"page": 727, "printed_page": null, "text": "——— —— —— ——————— ——\n\n—\n\n—\n\n— —\n\nRELIGIOUS AND MORAL EDUCATIOX\n\nof Topics]\n\n44-\n\n715\n\nRELIGIOUS AND MORAL EDUCATION\n\n1859 The Place Christianity Should Occupy in American Education.\n\nElbridc.e Smith,\n\nConnecticut.\n\n1865\n1869\n\nOn the Power of the Teacher. — ^^^ N. Barringer, Now Jersey.\nObligations of Christianity to Learning. — R. S. Fielo, New Jersey.\n\n1871\n1872\n\nChristianity in the Public Schools.\nJoseph Wihte, Massachusetts.\nThe Spiritual Element of Education. Edw.vrd Brooks, Penn.sylvania.\nWhat Moral I'ses May a Recitation Be Made to Subserve? .\\. Kirk, Illinnis.\nMethods of Moral Instruction in Common Schools. A. D. Mayo, Ohio.\n\n1875\n\nFull-Orbed Education.\n\n—\n\n—\n\nJ.\n\nR. Buch.^x.vn, Kentucky.\n\nWhat Shall We Do with the Boys?— J. L. Pickard, Illinois,\nThe Relation of the Teacher to the Reforms of the Day. Fr.\\nces E. Wii.lard.\n1876 Moral Elements in Primary Education. W. H. Ruffner, Virginia.\n1877\n1880\n\nMoral Training.\n\n—\n— R. H. Rivers, Tennessee.\n\nObject Lessons in Moral Instruction in the Common School.\n\n—A. D. Mayo, Massa-\n\nchusetts.\n\nHow Can Character Be Symmetrically Developed ? Ellen Hy'DE, Massachusetts.\n881\n1883\n1\n\n1884\n\nMoral and Literary Training in the Public Schools. John B. Peaslee, Ohio.\nEducation of the Heart. Henry H. Fick, Ohio.\nThe New Order of Mercy; or, Crime and Its Prevention. Georoe T. Angell,\nMa.ssachusetts.\n\n——\n—\n\n885 The Public Schools and Morality. J. W'. Stearns, Wisconsin.\n1 886\nScientific Temperance Instruction.\nMrs. J. Ellen Foster, Iowa.\nEducational Cure of Mormonism.\n.\\. E. Winship, Massachusetts.\nMoral Training in the Public Schools. E. E. White, Ohio.\nThe Educational and Religious Interests of the Colored People in the Soutii.\nS. M. Finger, North Carolina.\n1887 Religious Motives and Sanctions in Moral Training. Robert Allyn, Illinois.\n1888 -Moral Training to Be Combined with Industrial and Intellectual. Z. Richards,\n1\n\n—\n\n—\n\nDistrict of Columbia.\n\nMoral Education in the Common Schools.\n\n^William T. Harris, Ma.ssachusetts.\n\nThe Schools Fail to Teach Morality or to Cultivate the Religious Sentiment.\nJohn W. Cook, Illinois.\n1889 Has the Denominational School a Proper Place in America? Edwin D. Mead,\nMassachu.setts; John Jay, New York.\n1890\n\nShould Americans Educate Their Children in Denominational Schools? Caudi.val Gibbons, Man,'Iand; John J. Keane, District of Columbia.\nThe State School and the Parish School Is Union lietween Them Impo.ssible ?\nJohn Irpxand, Minnesota.\nThe White Cross Movement in Education. Frances E. Wu.lakd, Illinois.\n'Ihe Spiritual Element in Education.\nE. F. Bartholomew, Illinois.\n\\ Basis for Ethical Training in Elementary Schools. Charles DeGarmo, Penn-\n\n—\n\n—\n\n1\n\n89 1\n\n1892\n\nsylvania.\nEthical Culture in the College and University.\nJames H. Canfield, Nebra.ska.\nEthical Culture in Elementary and Secondary Schools.\nMrs. Delia Lathrop\n\n—\n\nWilliams, Ohio.\nEthical Culture in the Kindergarten.\nIrwin Shepard, Minnesota.\n.Moral Training in Elementary Schools.\nZ. Richards, District of Columbia.\nR({K)rt of the Committee on Moral Education (Practiial Culture of (he Mni,il\n\n—\n\nX'irtues).\n\n1893\n1894\n\nJoseph Baldwin, Texas, chairman.\n\n—\n\nReligion in the SchfK»l.\nE. E. White, f)hio.\n.Moral Training thru the Common Branche.s.\nCharles Di-.Gakmo, Pennsyl\nvania.\nThe Religion of Morals as .A|)plii(l to Business. S. S. Packard, New York.\nThe Value of Literature in .\\loral Training. CilAULKS DeGarmo, Pennsylvania.\nMoral Instruction in the Elc-menlary Schools. James H. Baker, Ohio.\nEthic al Instruction thru Soc iology.- B.\nMathews, New Jersey.\nR<j)ort of the Committee on Moral Ecjucation\nMoral Instruction in I'.lemenlarv\n\n—\n\n1895\n\n—\n\n1896\n\nSc hcKils.\n\n1897\n1898\n1899\n\nC\n\n—\n\n—\n\n-E. E. White. Ohio.\n\nThe Incidcnl.il Mc-thocl of Moral I list rue lion. LtrciA Sticknev, Ohio.\n.Ap[Mn<lix R.\nIntcljec lual and Moral F.cluc alion.\n\nRural .Schools.\n\nThe .Social Basis cif Con.scicnc e.—JosiAH RciVCK, Massachusetts.\nThe Religious Element in the Fonnation of Charnrter. George Montgomery,\nCalifornia.\nThe- Development of Mf)ral Character.\n\n— G. W. A. Luckey, Nebraska.\n\n"}
{"page": 728, "printed_page": null, "text": "— —— —\n\n11\n\n—————— —\n\n— — — — — —— —\n\nNATIONAL EDUCATIONAL ASSOCIATION\n\n7i6\n\n[Bibliography\n\n—\n\n1900 Contributions of Religious Organizations to the Cause of Education By the Baptist\nChurch. Oscar H. Cooper, Texas.\nContributions of Religious Organizations to the Cause of Education By the\nCatholic Church.- Conde B. Fallen, Missouri.\nThe Church and the Public School. T. A. Mott, Indiana.\n1 90\nThe Moral Factor in Education. Wm. H. P. Faunce, Rhode Island.\n1903 Contributions of Modern Education to Religion. George A. CoE, Illinois.\n\n—\n\n—\n\nThe Influence of Religious Education on the Motives of Conduct.\n\nEdward A.\n\nPace, District of Columbia.\n\nThe Separation of the Church from the School Supported by Public Taxes.\n1904\n1906\n\n-Wm.\n\nT. Harris, District of Columbia.\nThe Ethical Element in Education. Walter B. Hill, Georgia.\nThe Means Afforded by the Public Schools for Moral and Religious Training.\nThomas A. Mott, Indiana.\nThe Effect of Moral Education in the Public Schools upon the Civic Life of the\nCommunity. W. O. Thompson, Ohio.\n\n—\n\n45.\n\nRURAL SCHOOLS\n\n—\n\n1875 The Country-School Problem. W. F. Phelps, Minnesota.\n1876 The Country-School Problem. Edward Olney, Michigan.\n1879 A Graduating System of Country Schools. A. L. Wade, West Virginia.\n1882 Country Schools. James P. Slade, Illinois.\n1886 Country Schools Suggestions for Their Improvement. J. C. MacPherson\n\n—\n\nIndiana.\nCountry Schools\n\n—\n—Special Conditions. — G.\n\n—\n\nF. Felts, Indiana.\n\nThe Independent District System.—John A. McDonald, Kansas.\n89\n1892 The Rural-School Problem. Henry Raab, Illinois.\nReport of Committee on State Normal Systems (Grading in Country Schools).\n1\n\n— George A. Walton, Massachusetts.\n—\n\n1894 The Country -School Problems. E. E. White, Ohio.\nGrading the Country School. Henry Sabin, Iowa.\nThe Graded System of the Rural Schools of New Jersey.\n\nNew Jersey.\n\nAddison B. Poland,\n\n—\n\nSupervision of Country Schools.\nD. J. Waller, Pennsylvania.\nHorace Mann's Country School. Henry Sabin, Iowa.\nThe Improvement of Rural Teachers. S. S. Parr, Minnesota.\nRural Schools. Charles R. Skinner, New York.\nReport of the Committee on State-School Systems Ungraded Schools.\n\n—\n\n1895\n\n1896\n\n1897\n\n—\n\nHenry\n\nSabin, Iowa, chairman.\nCountry Schools and Country Roads. Roy Stone (United States engineer).\nSome Sociological Factors in Rural Education in the United States. B. A. Hinsdale, Michigan.\nReport of the Subcommittee on Supply of Teachers. C. C. Rounds, New Hampshire, chairman.\nReport of the Subcommittee on Instruction and Discipline. Wm. T. Harris,\nDistrict of Columbia, chairman.\nAppendix A. Some Sociological Factors in Rural Education. B. A. Hinsdale,\nMichigan.\nAppendix B. Permanent School Funds.\nAppendix C. The California Systems of School Maintenance.\nAppendix D. The County as the Unit of School Organization.\nAppendix E. Comparative Cost of the Township and District Systems.\nAppendix F. Transportation of Pupils.\nAppendix G. Enrichment of Rural-School Courses.\nAppendix H. The Farm as the Center of Interest.\nAppendix I.\nThe Country-School Problem.\nAppendix N. School Systems.\nAppendix O. Extension Work in Rural Schools. L. H. Bailey, New York.\nAppendix P. Institutes in Pennsylvania. D. J. Waller, Pennsylvania.\nIntellectual Needs of Rural Schools.\nD. L. Kiehle, Minnesota.\nTeachers' Seminary at Plymouth, New Hampshire.\nReport of the Committee of Twelve on Rural Schools. Henry Sabin, Iowa, chair-\n\n—\n\n—\n\n—\n\n—\n\n—\n\n—\n\nman.\nReport of the Subcommittee on School Maintenance.\nchairman.\n\n—B. A. Hinsdale, Michigan,\n\n"}
{"page": 729, "printed_page": null, "text": "———\n\n— —\n\n— ——\n\n—\n\nSALARIES OF TEACHERS\n\nof Topics]\n\n717\n\n1897 Report of the Subcommittee on Supervision. Lawton B. Evans, Georgia, chairman.\nThe Need of Enhanced Material Support for the Rural Schools. B. A. Hinsdale,\n\n—\n\nMichigan.\nClassification\n\nand Instruction\n\nColumbia.\n\n1898 The Township High School.\n\nin\n\n— C.\n\n\\Vm. T. Harris, District of\n\nRural Schools.\nJ.\n\nBaxter, New Jersey.\n\n—\n\nReport on Rural Schools. School Maintenance. A. S. Draper, Illinois.\nSchool Supervision. N. C. Dougherty, Illinois.\nSupply of Teachers. John W. Cook, Illinois.\nInstruction and Discipline.\nR. G. BooxE, Michigan.\nThe Centralization of Rural Schools. Lewis D. Bo.vebrake, Ohio.\nProgress in Consolidation of Rural Schools.\nJ. W. Olsen, Minnesota.\nRound Table\nA.\nFirst Topic.\nRound Table of State and County Superintendents.\nSecond Topic. The Financial Phase of the Consolidation of Rural Schools.\n\n—\n\n—\n\n1901\n1902\n\n—\n\n—\n\n1903\n\n1904\n\nCharles A. VanMatre, Indiana.\nConsolidation of Rural Schools.\nWilliam K. Fowler, Nebraska, and Others.\nIndustrial Training in Rural Schools.\n.Xlfred Bayliss, Illinois.\nSurroundings of Rural Schools. Ch.vrles R. Skinxer, New York.\nEducational Possibilities for the Country Child in the United States. O. J. Kern,\n\n—\n\nIllinois.\n\n—Increasing the Efficiency of\n—\n—\n\nRound Tables of State and County Superintendents\n\n1905\n\nRural Schools. .\\rthur Lefevre, Te.xas.\nRound Table of State and County Superintendents Consolidation of Schools.\nJ. Y. JoYNER, North Carolina.\nReport of Committee of Industrial Education in Rural Communities. L. D.\nHarvey, Wisconsin, chairman.\nArguments for Industrial Education in Schools for Rural Communities.\nWhat Industrial Education Should Be Undertaken in Rural Schools.\nIndustrial Education in the One-Room Rural School; Courses of Study in Zoology' and Botany.\n.Agriculture in School Years 6 to 8.\nIndustrial Education in the Consolidated School.\nSecondary Schools of Agriculture and Domestic Economy in Rural Communities.\n\nPreparation of Teachers for Domestic Instruction in Rural .Schools.\nAgencies Available for Co-t)peration with the Schools in the Development of Industrial Education.\nDunn County School of .Agriculture and Domestic Economy. Apjiendix A.\n\nThe Minnesota Agricultural High School.\n\nAppendix B.\nIndustrial Courses in the Consolidated Rural .School.\nThe Agricultural High .School and the Agricultural College Articulated.\n\n— WiLLET\n\nM. Hays, Minnesota.\n46.\n\nSALARIES OF TEACPIERS\n{See also Pensions for Teachers.)\n\n1902\n1904\n1905\n\nTaxation and Teachers' Salaries.\n\n— A. G. Lane,\n\nIllinois.\n\nPreliminary Rejxjrt of Committee on .Salaries, Tenure, and Pensions of Tea< hers.\nCarkoll D. Wright, Distric t of Columbia, chairman.\nShall the State- Regulate Teachers' Salaries?\nFuANK H. Sommer, New Jersey,\nliifjort of Committee on Salaries, Tenure of Offiic, and Pensions of Teac hers.\nCarroll D. Wright, hairman.\nPercentage- of Famili's Living on Farms in the U. S. in iQcao by States.\n\n—\n\nc\n\nand Towns f)f 8,eDoo I'opulation f)r Ove-r.\nNumlxr and Average- Yearly .Salaries nf Prine ip;ils anel Te-.ic he-rs, and\n\n•Salaries of Ti-ae hers in (\"ities\n\nTabic A.\n\nof Prine ijials and Tea< hers ('<imbine-d, in High anel Elementary Sc hools,\nTable- B.\nTabic- C.\n\nTable D.\n\nby Gremps ejf Cities.\nN urn lie r of High-Se hool Teachers (not Including Principals) in Rccc-ipt\nof Each C!lassifie-d Salary, by Grou])s of fMtie.H.\nPer Cent, of High-Se IumjI Teachers (not Ine hiding Princ ijjals) in Ke eipt\nfif Eac h (!la.ssific-d Salary.\nNumlxr of Princi[>als cjf Ele-menlnry Schools in Recc-ipt of Each Classic\n\nfied Salary.\n\n"}
{"page": 730, "printed_page": null, "text": "— — — — —— —— ——\n\n—\n\n—\n\n—\n\n7i8\n\nNATIONAL EDUCATIONAL ASSOCIATION\n\n1905 Table E.\n\nPer Cent, of Principals of Elementary Schools in Receipt of Each\n\nTable F.\n\nNumber of Elementary School Teachers (not Including Principals)\n\n[Bibliography\n\nClassified Salary.\nin Receipt of Each Classified Salary.\nPer Cent, of Elementary School Teachers (not Including Principals)\nin Receipt of Each Classified Salary.\nSummary and Analysis of Salary Tables of Cities Classified by Size.\nSalaries Summarized by States, with Various Tables.\nThe Sex of Teachers in High and Elementary Schools.\nSalaries of Supervisors and Special Teachers.\nSalary Schedules in Cities and Towns of 8,000 Population or Over.\nSalaries of Teachers in Typical Towns of Less than 8,000 Population.\nSalaries of Teachers in Typical Ungraded Rural Schools.\nFunds for Payment of Teachers' Salaries.\n\nTable G.\n\nMinimum Salary Laws.\nEarnings in Teaching and in Other Occupations Compared.\nPurchasing Power of Salaries in Different LocaHties.\nTenure of Office of Teachers.\nPensions of Teachers.\nGeneral Tables of Salaries of Teachers in Cities and Towns of 8,000 Population\nor Over.\nTable\nNumber and Minimum, Maximum, and Average Yearly Salaries of\nI.\nPrincipals and Teachers in High and Elementary Schools and Kinder-\n\nTable\n\nII.\n\nTable III.\n\ngartens.\nClassified Yearly Salaries of Teachers (not Including Principals)\nin High Schools.\nClassified Yearly Salaries of Principals of Elementary Schools.\nClassified Yearly Salaries of Teachers (not Including Principals) in\n\nElementarySchools.\n\nThe Future of Teachers' Salaries. Wm. T. Harris, District of Columbia.\n1906 The Next Step in the Salary Campaign, David Felmley, Illinois.\nWhat Should be the Basis for the Promotion of Teachers and the Increase of\nSalaries ?\nJames H. Van Sickle, Maryland.\nTeachers' Salaries and How Affected by the Operation of the Minimum-Salary\nLaw. Fassett A. Cotton, Indiana.\n\n47.\n\nSCHOOL HYGIENE\n\n—\n\n1881 Effect of Student Life on the Eyesight. A. W. Calhoun, Georgia.\n1882 The Chemical E.xamination of Air as Applied to Questions of Ventilation. Charles\nSmart, U. S. A.\nInformation Necessary to Determine the Merits of the Heating and Ventilation of\na School Building. John S. Billings, U. S. A.\nWm. T. Harris, District of Columbia.\n\n1884 Recess.\n\nNo Recess. — S. A. Ellis.\n\n—\n\n1889 Relation of Mental Labor to Physical Health. -W. N. Hailmann, Indiana.\nSound-Blindness. Sarah E. Wiltse, Michigan.\n1891 School Ventilation and Physical Education. Report of Committee of National\nCouncil.\n\n(Discussion.)\n\n—\n\n1892 The Health of School Children as Affected by School Buildings. G. Stanley\nHall, Massachusetts.\n1894 The Hygienic Relation of Dress to Education. R. Anna Morris, Iowa.\nEphraim Cutter, New York.\nPupils' Defective Hearing.\n1895 Report on School Hygiene.- Edward M. Hartwell, Massachusetts.\n1896 Report of the Committee on School Sanitation, Hygiene, and Physical Training.\n\n—\n\n—\n\nWilliam A. Mowry, Massachusetts, chairman.\n1897 Elementary Principles of School Hygiene. Aaron Gove, Colorado.\nRural Schools. Appendix M. Hygiene and Health in Public Schools.\n1898 Contagious Diseases in School.-—^T. A. Mott, Indiana.\nMedical Inspection of Schools. W. B. Powell, District of Columbia.\nEdward M. Hartwell,\nSchool Hygiene What It Is and Why We Need It.\n\n—\n\n—\n\nMassachusetts.\nBibliography of School Hygiene. William H. Burnham, Massachusetts.\nSchool Architecture Heating, Ventilation, Lighting, and Sanitary Arrangements.\nF. Louis Soldan, Missouri; D. H. Bergey, Pennsylvania.\n\n—\n\n"}
{"page": 731, "printed_page": null, "text": "—\n\n— — — ———— —\n\n—\n\n—\n\n——\n\n—\n\nSCIENCE TEACHING\n\nof Topics]\n\n1898 School Furniture\n\n—Seats, Baths, Blackboards, Maps,\n\n719\netc.\n\n— C. B. Gilbert, New\n\nJersey.\n\n1904\n\nSchool Diseases and Medical Inspection. D?:los Fall, Michigan.\nMedical Inspection of School Children. Sever.\\nce Burrage, Indiana.\nThe Hygiene of Instruction in Primary Schools. G. W. FiTZ, Massachusetts.\nFatigue.\nEdward R. Shaw, New York.\nThe Lighting and Seating of School Rooms. W. A. MowRY, Massachusetts.\nWntilation of Schoolrooms. A. P. M.\\rble, New York.\nFatigue among School Children. Will S. Monroe, Massachusetts.\nHow May Fatigue in the Schoolroom be Reduced to a Minimum ? H. E. Kratz,\nIowa.\nPreliminarj' Report on School Hygiene.\nWm. T. Harris, District of Columbia,\nchairman.\nMedical Inspection in Public Schools. W. S. Chrlstopher, Illinois.\nSchoolroom Temperature and Humidity. W'illi.vm George Bruce, Wisconsin.\nHealth and Growth of School Children. William W. Hastings, Massachusetts.\nSchool Hygiene in Its Bearing on Child-Life.\nThomas D. Wood, New York.\nWhat Teachers Need to Know about Sense Defects and Impediments. Clarence\nJohn Blake, Massachusetts, and Others.\nThe Hygiene of the Kindergarten Child. William H. Burnham, Massachusetts.\n\n1892\n\nTo What Extent Can a Public-School System Be Improved by Legislation ?\n\n—\n\n—\n\n—\n\n1899\n\n1901\n\n1903\n\n—\n\n—\n\n48.\n\nSCHOOL LAWS\n\n— L. E.\n\nWolfe, Missouri.\n1905\n\nCharter provisions as Related to the Organization of School Systems.\nH. Maxwell, New York.\nA Nonpartisan School Law. Edward C. Eliot, Missouri.\nCharter Provisions as Related to the Reorganization of School Systems.\n\nSOLDAN\n\nF. LouiS\n\nSCIENCE TEACHING\n\n{See also Biological Sciences; Mathematics; Nature-Study;\n\n869\n1872\n1874\n1890\n\n—\n\nMissouri.\n\n49.\n\n1\n\nWilliam\n\n—\n\nPhysical Science.)\n\nPopular Science. Mrs. Lincoln Phelps, Maryland.\nNatural History in Education. N. S. Shaler, Massachusetts.\nScience in Common Schools.\nJ. W. Ar.mstrong, New York.\n(ieology in Early Education.\nAlexander Winchell, Michigan.\nScience-Training in Primary and Grammar Grades.\nGustave Guttenbero,\n\n—\n—\n\nPennsylvania.\nNatural Science for the Common Schools. Wilbur S. Jackman, Illinois.\nThe Natural Sciences in Elementary Education. S. G. Williams, New York.\nShould the Amount of Time Given to Languages in Our Secondary ScIukjIs Be\nDiminished ? Cecil F. P. Bancroft, Massachusetts.\n.Should Language Studies Be Limited in .Secondary Si liools in the Interests of the\nSciences? D. W. .Abekcromhie, Massai husetts.\n1895 What Has Been Accomplished in Co-<jrdination in the Field of Natural Science.\nWilbur S. Jack.man, Illinois.\n1896 I'resiclential Address— Stience and Culture.— Charles E. Bessey, Nebraska.\nThe Humanistic Elem<nt in Science. Henry S. Carhart, Michigan.\n1897 Presidential Address The Preparatory Nalural-.Science Curriculum. Charles\nSkeele Pal.mek, Colorado.\n1898 .Memorandum concerning RejKirt of Committee of Sixty.\n1899 Thirty Years' Progress in S< ience Teaching. Chaim.es Newell C'ohu, New York.\nSii<n(e in the High School. Oy.uui.y. Mann Kiciiakdson, Califcirnia.\n1900 Hfjw Can Advanced Science in the College- and University and Nature Work in\nthe Graded .Schools Be Rendered More Mutually Helpful ?— Charles U.\n\n891\n1892\n1893\n\n1\n\n—\n\n—\n\n—\n\nWilson, Ma.ssa< husetts.\n1901\n\nThe Statu.s of Science Instruction in the Slati- c)f New York.\n\n—\n\nS.\n\nDwiciir .\\kms,\n\nNew York.\nWhat the Teacher of .Si ience Can Do to .Make the Teaching of Science in Setondary S< hcKils .Mcire Pupular. — W. S. Bi.atciii.kv, Indiana.\n1902\n1903\n\nPresifjent's .\\dclrcss\n\n-The- Teai hingof Sc ienc c-.\n\nWilliam Harmon Norton, Iowa.\n\nPractical .Methods of Teac liing Geohigy. -N. S. Shai.kr, Massachusetts.\nThe ProjHT .Scope of (ieologic al Teaching in the High .School and Academy.\n\nWilliam North Rice, Connecticut.\n\n"}
{"page": 732, "printed_page": null, "text": "—— — — ————— ————— — — —\nNATIONAL EDUCATIONAL ASSOCIATION\n\n720\n\n—\n—\n\n—\n\n[Bibliography\n\n1903 Science in Commercial Work: Its Practical Value, Character, and Place in HighSchool Work. Frank M. Gilley, Massachusetts.\n1904 A Comparative Study of the Methods of Science Instruction of the Various Countries\nas Shown by Their Exhibits.\nW. J. S. Bryan, Missouri.\nThe Nature and Educational Value of the Scientific Exliibits of High Schools and\nColleges of the United States.\nGeorge Platt Knox, Missouri.\nThe Teaching of the Scientific Method. S. A. Forbes, Illinois.\n1905 President's Address.— Frank M. Gilley, Massachusetts.\nCorrelation of Mathematics and Science.\nClarence E. Comstock, Illinois.\nScience Teaching in Elementary Schools.\nHugo Newman, New York.\n1906 What Kind of Language Study Aids in the Mastery of Natural Science? W. T.\nHarris, District of Columbia.\n\n—\n\n—\n\n—\n\n50.\n\nSECONDARY EDUCATION— HIGH SCHOOLS\n{See also City-School Systems.)\n\n1873 Upper Schools. James McCosh, New Jersey.\n1874 Intermediate (or Upper) Schools. Geo. P. Hays, Pennsylvania.\nPreparatory Schools for CoUege and University Life. NoAH Porter, Connecticut.\n1877 The Relation of the Preparatory and Grammar Schools to College and University.\n\n—\n\n—W. R. Webb, Tennessee.\n—\n\n1879 The High-School Question. J. W. Dickinson, Massachusetts.\n1885 The High Schools and the State. J. E. Seaman, Louisiana.\nThe Place and Function of the Academy. Report of Committee.\n\n—\n\nThe Relation of Secondary Education to the Anaerican University Problem.\n\nAndrew F. West, New Jersey.\n1888 The State University and PubHc High Schools. A. L. Cook, California.\n1889 The High School.— A. F. Nightingale, Illinois.\nThe High School and the Citizen. H. C. Missimer, Pennsylvania.\n1 890\nThe Demands of the High Schools for Severance from the CoUege and the University.\nJ. W. Johnson, Mississippi.\nThe High School as a Finishing School. James H. Baker, Colorado.\nThe Gap between Elementary Schools and the Colleges. Chas. W. Eliot, Massa-\n\n—\n\n—\n\n—\n\nchusetts.\nEffect of the College Preparatory High School upon Attendance and Scholarship\nin the Lower Grades.\nC. W. Bardeen, New York.\nHigh School as a Fitting-School. A. F. Bechdolt, Minnesota.\nThe High School as a Factor in Mass Education. E. A. Steere, Montana.\nThe Future High School. Frank E. Plummer, Iowa.\nThe Province of the Western High School. L. H. Austin, Nebraska.\n\n—\n\n1891\n\n—\n\n—\n\n—\n\n1892 High-School Extension or Supplementary Work. Frank E. Plummer, Iowa.\nWhat Should Secondary Schools Do to Promote Their Interests at the World's\n\n—\n\n1893\n\nFair? J. L. Hollo way, Arkansas.\nReport of Committee of Ten on Secondary Education, with Membership of Committee and of Nine Conferences.\nChas. W. Eliot, Massachusetts, president.'\nReport of Conference on Latin.- Wm. Gardner Hale, Illinois, chairman.'\nReport of Conference on Greek.- Martin L. D'Ooge, Michigan, chairman.'\nReport of Conference on English. Samuel Thurber, Massachusetts, chairman.'\nReport of Conference on Other Modern Languages. Chas. Grandgent, Massachusetts, chairman.'\nReport of the Conference on Mathematics. Simon Newcomb, Maryland, chairman.'\nReport of Conference on Physics, Chemistry and Astronomy. Ira Remsen,\nMaryland, chairman.'\nReport of Conference on Natural History. W. B. Powell, District of Columbia,\n\n—\n\nchairman.'\nReport of Conference on History, Civil Government, and Political Economy.\nChas. Kendall Adams, Wisconsin, chairman.'\nReport of Conference on Geography. T. C. Chamberlin, Illinois, chairman.'\n1894 Is It True that the Most Defective Part of Education in This Country Is in the\nSecondary Schools ? Charles P. Lynch, Ohio.\nThe Curriculum for Secondary Schools. Wm. T. Harris, District of Columbia.\nThe Future of the American High School. J. Remsen Bishop, Ohio.\nThe Possibilities of High-School Training in Relation to Public Speaking.—\nFrank Sheldon Fosdick, New York.\n\n—\n\n—\n\nNot printed in any volume of Proceedings, but published in pamphlet form\n\n"}
{"page": 733, "printed_page": null, "text": "————— — —— — —— —— ————\n\n—\n\n1\n\n—\n\n—\n\nSPELLING\n\nof Topics]\n\n721\n\n1895 President's Opening Address. Wm. H. Smiley, Colorado.\n1896 \\\\'hat Should the High School Do for the Graduate of the Elementarj' School ?\nF. Loris SoLDAx, Missouri.\nWhat Is a Secondary School ?— E. W. COY, Ohio.\n1897 Round Table on the High School as a Social Factor. Samuel T. Button, Massachusetts, leader.\n\n1898\n1899\n\nBetween Day School and Reform School. Carroll G. Pearse, Nebraska.\nThe Differentiation of the American Secondary School. Charles H. Keyes,\nMassachusetts.\n\nDo Our High Schools Prepare for College and for Life ?\nMissouri.\n\n900 The Problem of the Grades\n\n1\n\nGilbert B. Morrison,\n\n— Classification and Promotion. Elizabeth Buchanan,\n\nMissouri.\n\nJames M. Greenwood, Missouri.\nOpening .Address of President. William J. S. Bryan, Missouri.\nThe Function of the High School of Today. J. Remsen Bishop, Ohio.\nRecent Growth of Public High Schools in the U. S. as Affecting the Attendance\nReport on High-School Statistics.\n\n1\n\n90\n\n—\n\nof Colleges.\nWm. T. Harris, District of Columbia.\nHigh-School Statistical Information. James M. Greenwood, Missouri.\nSome Aspects of Grammar-School Training. L. B. R. Briggs, Connecticut.\nHow Far Does the Modern High School Fit the Nature and Needs of Adolescents ?\nReuben Post Halleck, Kentucky.\nThe High School as the People's College. G. Stanley Hall, Massachusetts.\nReport of the Commission on Accredited Schools. George N. Carman, Illinois.\nThe Social Side of High-School Life. Reuben Post Halleck, Kentucky.\nOpening Remarks.^CnARLES F. Wheelock, New York.\nTendencies as to the Enlargment of the Secondary Field. Reuben Post Halleck,\nKentucky.\nThe Full Utilization of a Public-School Plant. Charles W. Eliot, Massachusetts.\nThe Percentage of Boys W'ho Leave the High School and the Rea.sons Therefor.\nA. Caswell Ellis, Texas.\nHow to Increase the Attendance of Boys at the High School. J. K. St.vbleton,\n\n—\n\n1902\n\n—\n\n1903\n\nIllinois,\n\n—\n\nand Others.\n\nThe Opportunity and Function of the Secondary School.\n\nCalvin M. Woodward,\n\nMissouri.\n\nRound-Table Conference\nII.\n\n1904\n\nPrincipals' Conference.\nThe Formation of a Federation of\nWilliam J. S. Bryan, Missouri.\nSchool .Associations.\n\nThe New Departure in Secondary Education.\n\n—\n\nJ. J.\n\nSecondary\n\nSheppard, New York.\n\nSecret Fraternities in High Schools.\nGilbert B. AIorrison, Mi.ssouri.\nIn What Respects Should the High School Bt- Modified to Meet Twentieth-Century\n\n—\n\n1905\n\nDemands ? J. Stanley Brown, Illinois.\nMeans of Increasing the EfTiciency of Our Public-School Work.\n\n— Various Authors.\n\nWhy Do So Many First-Yeai Pupils Leave the High School ? Reuben Post\nHalleck, Kentucky.\nReport of the Committee on Secret Fraternities.\nchairman.\n51.\n\nGilbert B. Morrison, Missouri,\n\nSPELLING\n\n—\n\nReport of Committee on a \"Phonetic Alphalx-t.\" Z. Richards, Dislrid of\nColumbia.\n1875 The Origin of the Alphabet. J. Entiioffer, District of Columbia.\n1879 The Potency of Caprice f Abstract).— Wm. T. IIakkis, Missouri.\nThe Present State of Sfnlling Reform Association. F. A. Marcii, Pennsylvania.\nSpelling Reform in Englanfl.— E. Jones, I-'ngland.\nThe Etymologic Objection to Spelling Reform. S. S. Haldkman, Prnn.sylvania.\nS|><lling Reform in Journalism.\nS. N. D. North, New York.\n1880 The I<( lation of Eduratf)rs to the S|)<lling Reform. F. A. March, Pennsylvania.\nThe Duty of Our Colleges toward Spelling Reform.— W. G. Ballantine, Ohio.\nThe Ner«ssity ff»r Sixlling Reform. T. K. V'ickroy, St. Ixiuis, Mis.souri.\n1 881\nSpelling-RefornilMovement.\nV. A. .March, Pennsylvania.\nBenefits of I'honetif Spelling. -ToiiiAS Witmer, New York.\nSpelling Refomi.\nH. W. Wkhster, Minnesota.\n1 891\nT. E. VicKROV, Mi.swuri.\nSp«-lling Reform.\n1893 Constitutional Bad Spellers. Adelaide K. Wyckofk, New York.\n\ni860\n\n—\n\n—\n\n—\n\n—\n\n—\n\n—\n\n—\n—\n\n"}
{"page": 734, "printed_page": null, "text": "— ——\n\n—\n\n— —— —\n\n———\n\n— —\n\nNATIONAL EDUCATIONAL ASSOCIATION\n\n722\n\n—\n\n•\n\n[Bibliography\n\n—\n\nReport of the Committee on Amended Spelling. R. K. Buehrle, Pennsylvania,\nchainnan.\n1901 Simplified Spelling Discussion. E. O. Vaile, Illinois.\n1902 The Simplification of English Spelling a Present Duty. Charles Payson Gurley\nScott, Pennsylvania.\n1905 Report of Committee on Simplification of Spelling. William H. Maxwell,\nNew York, chairman.\n1906 Simpler SpeUing: What Can be Most Wisely Done to Hasten It? E. Benjamin\nAndrews, Nebraska.\nWhat Can Most Wisely be Done to Hasten Simpler Spelling? J. Geddes, Jr\n\n1899\n\n—\n\n—\n\n—\n\n—\n\nMassachussetts.\nThe New Phonetic Alphabet.\n\n52.\n\n,\n\nGeorge Hempl, Michigan.\n\nSTATE AND EDUCATION\n\n1859 The Importance of Civil Polity as a Branch of Popular Education. Daniel\nRead, Wisconsin.\ni860 The Special Educational Wants of Our Country. J. W. HoYT, Wisconsin.\nThe National Importance of the Teacher's Profession. J. N. McJilton, Maryland.\n1864 National Bureau of Education. S. H. White, Illinois.\n1865 Education as an Element in the Reconstruction of the Union.—J. P. Wickersham,\n\n—\n\n—\n\n—\n\nPennsylvania.\n\nA National Bureau of Education. — A. J. Rickoff, Ohio.\n\n—\n\nThe President's Address The Educational Duties of the Hour: a National System\nSamuel S. Greene, Rhode Island.\nof Education.\n1866 The United States Department of Education. Z. Richards, District of Columbia.\nThe Duties of an American State in Respect to Higher Education. W. F. Phelps\n\n—\n\n—\n\nMinnesota.\n\n—\n\nThe Relation of the National Government to Education. O. Hosford, Michigan.\n1869 The State in its Relation to Higher Education. J. P. Wickersham, Pennsylvania.\nA National System of Free Schools. Chas. Brooks, Massachusetts.\n1870 Free Common Schools: What They Can Do for the State. F. A. Sawyer, South\n\n—\n\n—\n\nCarolina.\nThe Relation of the National Government to Public Education.\n1\n\n871\n\nDistrict of Columbia.\nFar May the State Provide for the\n\nHow\n\nCost?\n\nJohn Eaton,\n\nEducation of her Children at Public\n\nNewton Bateman, Illinois.\n\nNational Aid to Education in the South. John Eaton, District of Columbia.\n1873 National University. Charles W. Eliot, Massachusetts.\nRelation of General Government to Education.\nG. W. Atherton, New Jersey.\n1874 A National University. Andrew D. White,\nA National University. J. W. Hoyt, Wisconsin. (Review of a paper read at\nElmira, New York, by Charles W. Eliot.)\nA Paper on a National University. Wm. T. Harris, Missouri.\nNational Endovraients for Schools for Scientific and Technical Training. J. K.\nPatterson, Kentucky.\n1875 Caste in Education.—A. P. Marble, Massachusetts.\nRelation and Duties of Educators to Crime. J. B. Bittinger, Pennsylvania.\n1 881\nEducation and the Building of the State. John Eaton, District of Columbia.\nEducation and Crime. J. P. Wickersham, Pennsylvania.\n1882 National Aid to Education, from a Northern Standpoint. Dexter A. Hawkins,\n\n—\n\n—\n\n—\n\n—\n\n—\n\nNew York.\nNational Aid to Education. A. D. Mayo, Massachusetts.\nNational Aid to Education. J. L. M. Curry, Virginia.\nThe State and School; the Foundation Principle of Education by the State.\nSamuel Barnet, Georgia.\n1883 What Has Been Done for Education by the Government of the United States ?\n\n—\n—\n\nJohn Eaton, District of Columbia.\n1884 Citizenship and Education. J. L. M. Curry, Virginia.\nHow a State Superintendent Can Best Advance Popular Education.\n\n—\n\nPennsylvania.\n\n—E. E. Higbee,\n\nThe New Bill for National Aid to Public Schools. B. G. Northrop, Connecticut.\nNational Aid for the Support of Public Schools. J. W. Dickinson, Massachusetts.\nCivic Education.\nWm. W. Folwell, Minnesota.\nThe High Schools and the State. J. E. Seaman, Louisiana.\n\n—\n\n1885\n\n—\n\n—\n\n—\n\n"}
{"page": 735, "printed_page": null, "text": "—\nof Topics]\n\n— ———— —\n\n——\n\n— —\n\nSUPERVISION, ORGAXIZATIOX, ADMINISTRATION\n\n723\n\n—\n\n1886 School Superintendence a Profession. M. A. Newell, Maryland.\nD. L. Kieule, Minnesota.\nDuties of County Superintendents.\n\n—\n\n—\n\nJ. W. Akers, Iowa.\nCity Superintendence.\n1888 The Best Discipline to Prepare Law-.\\biding Citizens. Duxc.\\N Brown, Kansas.\nThe Culture Most \\'aluable to Prepare Law-.\\biding and Law-Respecting Citizens.\nGeorge H. Atkinson, Oregon.\nThe Culture Most Valuable for Educating Law-Abiding and Law-Respecting\nCitizens.\nJoseph Baldwin, Te.\\as.\nThe Discipline Most Valuable as a Means of Preparing Law-.\\biding, and Law-\n\n—\n\n—\n\n—\n\nReverencing Citizens. B. F. Tweed, Massachusetts.\nThe Blair Bill.— A. P. M.\\rule, Massachusetts.\nFederal Aid. J A. B. Lovett, Alabama; Alexander Hogg, Te.xas.\n1889 State Teachers' Institutes. John W. Dickinson, Massachusetts.\nThe State and Higher Education. Fred M. Campbell, California.\nThe State and Higher Education. H. B. Adams, Maryland.\nThe High School and the Citizen. H. C. Missimek, Pennsylvania.\n\n—\n\nEducation and the Republic.\n\nA National University.\n\n—\n\n—\n—\n\n.\\.\n\nS. CoLy.\\.R,\n\nTennessee.\n\nWm. A. Mowry, Massachusetts.\n\n1890 The General Government and Public Education throughout the Country.\n1\n\n89 1\n\n1892\n\n1893\n\nWm.\n\nT. H.VRRis, District of Columbia.\nA Plea for State and National Aid in Industrial Education. B. F. Hood, South\nDakota.\nEducation and Citizenship. B. P. Raymond, Connecticut.\nThe School and the Criminal. L. H. Jones, Indiana.\nWhat Shall the State Do toward the Education of Children Below the School .\\ge,\nbetween the Ages of Three and Si.x ?— Frank \\. Fitzpatrick, Nebraska.\nJames C.\nSupervision of Private Schools by the State or Municipal Authorities.\n\n—\n\n—\n\nM.\\cKenzie,\n\n—\n\nNew Jersey.\n\nThe Value of the I'llenientary School for the Social X'irtues and for the Duties of\nCatharine H. Spence, South .Australia.\nCitizens.\nWhat Special Work Should Be Undertaken in the Elementary School to Prepare\nWm. A. Mowry, Massachusetts.\nthe Pupils for the Duties of Citizenship ?\n1894 The Organizers of the Nation and Education. Austin Scott, New Jersey.\n1896 Democracy and Education. Nicholas Murray Butler, New York.\nThe General Government and Popular Education.— Andrew S.\n\nDraper,\n\nIllinois.\n\n1898\n\nThe University and the State in the South.— Edwin A. Alderman, North Carolina.\nDemocracy and Education. Edwin P. Seavkk, Massachusetts.\nThe Duly of the State in Education. —E. E. White, Ohio.\n\n1900 State Aid to Higher Education in i:ur<ipe and .\\merica.— Joseph Swain, Indiana.\nEducation frjr Social Control. William E. Chancellor, New Jersey.\n1 901\nFederal and State Interest in Higher Education.— Rohert B. Fulton, Mississippi.\nReix)rt of the Committee on a National University. -William R. Harper, Illinois,\nchairman.\n\n5.3.\n\nSUPERVISION, ORGANIZATION, AND .VDMINISTRATION\n{See also City School Systems;\n\ni860\n1866\n1872\n\nReix)rt\n.S(h<K)l\n\nCommittee on Scho<jl Statistics. ('. S. Pennell, Mi.ssouri.\nStale, County, and City; also Sch<jol District Organization,\n\nSu|Krvision:\n\nT( rritorial Units, etc., were fully disc uss<-d.\nEducational I^eswns of Statistic s. -John Eaton, Di.strict of Columbia.\nThe Early Withdrawal of Pujiils from School— Its Cau.s<-s and lis Remedies.—\n\nWm.\n1873\n\nof\n\nFinances and Ta.xation; Rural Schools.)\n\n'I'.\n\nHarris, Missouri.\n\nExtent, Methods, and Value of Supervision in a System c)f SchcMiK\nuiSi.Tos, M.Lssac hus«-tLs.\n.School IJciards and S<hool Suixrintc-ndcnls -Their K« lalic»n.\nJ.\n\nII.\n\nH.\n\nI'.\n\nII\n\n\\k-\n\nMisiokh,\n\nVirginia.\n\n1880 The-\n\nDevelopment of the Sui>crint<ndency.— Chaki.ks\n\nFrancis Adams,\n\nM.-lssac huselts.\n\n1884 Su|Mrvision of Public Sch<K)l.s. John W. Holcomhe, Indiana.\nCity and Town Supervision of Sc hcKils.— R. W. Stevenson, Ohio.\n1885 Inaugural Address. Lkkcjy I). Brown, Ohio.\nCounlv SujM •rintcnclency. -JciiiN W. Hoi.comh, Indiana.\nReport ok Committee on Education.\nSchool Rcjioris.\n\nJr.,\n\n"}
{"page": 736, "printed_page": null, "text": "——\n\n——— —— —— ——\n\n—\n\n——\n—\n\nNATIONAL EDUCATIONAL ASSOCIATION\n\n724\n\n— ——\n[BibUography\n\n—\n\n1886 County Superintendents. E. B. McElroy, Oregon.\n1887 School Supervision in the United States and other countries compared. John\nHancock, Ohio.\nPoints for Constant Consideration in the Statistics of Education. -John Eaton,\nOhio.\n\n1888 The Relation of the Superintendent and Teacher to the School.\n\n1889\n\n1890\n\n—\n\nA. E. Winship,\nMassachusetts.\nThe Superintendent and the Teacher. John E. Bradley, Minnesota.\nWhat Statistics Are to Be Collected? J. M. Greenwood, Missouri.\nThe School Principal. George Rowland, Illinois.\nThe Work of the City Superintendent. T. M. Balliet, Massachusetts.\nSchool Superintendence in Cities. E. E. White, Ohio.\nState Supervision What Plan of Organization and Administration Is Most Effect-\n\n—\n\n—\n—\n\n:\n\n—\n\nive ?\nJ. W. Patterson, New Hampshire.\nPopular Criticisms and Their Proper Influence upon School Superintendence.\n\nMerrill Gates, New Jersey.\n\n—\n\nSchool Statistics as a Basis of Legislative or Oificial Action What Should Be\nCollected and How ? H. M. LaFollette, Indiana.\n(Discussion.)\nReport of Committee of National Council.\nSchool Statistics.\nThe PubHc School and Civil Service Reform. George William Curtis, New\nYork.\n(Discussion.)\nSchool Statistics. Report of Committee of National Council.\nWhat Can Be Done to Bring Pupils Farther on in Their Studies Before They\nLeave School to Go to Work ? Charles W. Hill, Massachusetts.\nReport on School Statistics. James McAlister, Pennsylvania; George P.\n\n—\n\n1891\n\n—\n\n1892\n\nBrown, lUinois.\n1893\n\n—\n\nSchool Savings Banks in the United States. J. H. Thiry, New York.\nSchool Savings Banks in France. ^M. Gustave Serrurier, France.\nWho Shall Appoint Teachers, and on Whose Nomination ? H. S. Tarbell,\n\n—\n\n—\n\nRhode Island.\n1894 School Boards. Charles E. Gaton, New York.\n1895 Changes Wise and Unwise—in Grammar and High Schools. Orville T.\nBright, Illinois.\nHow to Test the Quality of a Teacher's Work. W. C. Warfield, Kentucky;\nAaron Gove, Colorado.\nIndividualism in Mass Education. P. W. Search, California.\nPowers and Duties of State Superintendents. N. C. Schaeffer, Pennsylvania.\n1896 The School-Board Convention Idea. William George Bruce, Wisconsin.\nSchool Boards, What and Why ? R. I. Yeager, Missouri.\nThe Relation of a Board to Its Superintendent. William S. Mack, Illinois.\nF. L. Bliss, Michigan (in the chair).\nPrincipals' Round Table.\nWhat Is the Best Use That Can Be Made of the Grade Meeting ? Edward C.\nDelano, Illinois.\nWhat Is the True Function or Essence of Supervision ? C. A. Babcock, Pennsyl-\n\n—\n\n—\n\n—\n\n—\n\n—\n\n—\n\n—\n\n1897\n\nvania.\nPrincipals'\n\nRound Table.\nThe Province of the Supervisor.\n\n—\n—\n—\n\nL. H. Jones, Ohio.\nSarah L. Brooks, Minnesota.\nSupervision as Viewed by the Supervised.\nHints on School Administration. H. L. Getz, Iowa.\nReform in School Administration. J. W. Errant, Illinois.\nThe Relation of the School Board to the People. Mrs. Alice Bradford Wiles,\n\n—\n\nIllinois.\n\nThe Kind of Supervision Most Needed.\n\nHenry Sabin, Iowa, chairman.\n\n—A Comparison of Methods in Operation. —T. H.\nWatkins, Kentucky.\n1898 What Kind of Centralization Will Strengthen Our Local School System — Harvey H. Bubbert, Pennsylvania.\nOur School System. — A. LawThe Professional and Non-Professional Bodies\nSelection of School Boards\n\n?\n\nin\n\nrence Lowell, Massachusetts.\nSome New England Plans and Conclusions Drawn from a Study of Grading and\nPromotion. John T. Prince, Massachusetts.\nGrading and Promotion with Reference to the Individual Needs of Pupils.\nJames H. Van Sickle, Colorado.\nThe Elizabeth Plan of Grading. William J. Shearer, New Jersey.\nGrading and Promotion with Reference to the Individual Needs of Pupils.\n\nEdward R. Shaw, New York.\n\n"}
{"page": 737, "printed_page": null, "text": "——\n\nof Topics]\n\n——\n\n— — ——— ———\n\n——\n—\n\n—\n\n—\n\n—\n\nSUPERVISION, ORGANIZATION, ADMINISTRATION\n\n1898 The Duties and Privileges of the Supervisor.\n\n725\n\nSarah Louise Arnold, Massa-\n\nchusitts.\n\n1899\n\nAuthority of the School Superintendent.\nEmerson E. White, Ohio.\nLet Pupils Be So Classilud as to Allow Unreslrictt'd Pr«.)gress or Unliiniti d Time,\n\nAccording to Ability.\n\nFr.vnk J. Barnard, Washington.\n\nQuo Vadis, School Board ? William George Bruck, Wisconsin.\nThe School Board and the Public Press. Ella J. Fifield, Washington\nRound Table of City Superintendents. J. P. Sharkey, Ohio.\nPromotions and Grading. W. W. Ch.^lmers, Ohio.\nPaper by Paul A. Cowgill, Michigan.\n\n—\n\n—\n\nPaper by H. E. Kratz, Iowa.\nCourse of Study for Pupils Who Cannot Complete High-School Work.\n\nBerkey, Pennsylvania.\nPaper by j. W. Carr, Indiana.\n\n—\n\nJ.\n\nM.\n\nThe School Director as a Factor in Education. Samuel Ha.milton, Penn.sylvania.\nWhat the Superintendent Is Not. A. E. Winship, Massachusetts.\n1900 Class Inter\\als in Graded Schools. William T. Harris, District of Columbia.\nThe Problem of the Grades Classification and Promotion. Elizabeth Bichanan\n\n—\n\nMissouri.\n\nSchool Administration Problems in the South.\n\nIsrael H. Peres, Tennessee.\n\nThe Relations of the School Board and the Teachers.\nSchool-Board Organization. W. S. Ellis, Indiana.\n\n—\n\n—W. A. Hunt, Minnesota.\n\nTwo OpjX)rtunities for Improvement in the Administration of Graded-School\nSystems.\n\n—L. D. H.vrvey, Wisconsin.\n\nThe Trail of the City Superintendent. Aaron Gove, Colorado.\nThe Superintendent in Small Cities. Charles E. Gorton, New York.\nHow Can the Superintendent Improve the EflTiciency of the Teachers under His\nCharge ? John W. Cook, Illinois.\nThe Superintendent as an Organizer and an E.\\ecutive. Robert E. Denfeld,\nMinnesota.\n1\n\n901\n\nThe Past and the Future Work of the Department of Superintendence.\nM. Greenwood, Missouri.\n\nJames\n\nDepartment of Superintendence of the National Educational As.sociation.\nEmerson E. White, Ohio.\nRound Tables Round Table of Superintendents of Large Cities. F. Louis\nSoldan, Missouri.\n\n—\nRound Tables — Round Tables of Superintendents of Small\nSection A. — L. E. Wolfe, Kansiis.\nShearer, New Jersey.\nWilliam\nSection B.\nSection C. — T. A. Mott, Indiana.\n\n—\n\nCities\n\nJ.\n\nAugustus S. Downing, New York.\nSection D.\nRound Tablis of State and County Superintendents. L. D. Boneurake, Ohio.\nWhat Constitutes an ElTicient Superintendent? Israel H. Peres, Tennes.see.\n1902 Round Table Principals' Conference. W. J. S. Bryan, Mi.ssouri.\nRound Table B. Round Table of City Superintendents\nTopic I: Four Minor Duties of a SuiM-rintendent. I. C. McNeill, Wisconsin.\n1903 The Best Methods of Ele(ting S( hof)l Boards.— Lewis H. Jones, Michigan.\nRound Table — C. Round 'I'able of City Superintendent.s— The Most ElTeitive\nU.so of a SuiK-rintendent's Time.— A. B. Bi.odgett, New York.\n\n—\n\n—\n\n—\n—\n\n—\n\nVarious Other Papers by \\'arious Authors.\nTenure in the Civil .Service.- JoHN T. DoYLE, District of Columbia.\nSchcxjl Boards— Numlxr of .Mendxrs, Terms of Service, and Mode of .SiKiiioii.\nCalvls W. Edwards, New York, and Others.\nH. F.\nSchool Boards— Their Functicjns: Iy<-gi.slature, E.xecutive, and Judicial.\nHu.n.sicker, IVnnsylvania.\n\nNew Departures in School Administration.— Ciiari.k.s Holden, Michigan.\n1904\n\nRetrosiK-clive and Prosix-clive ScIickjI Administrations.\n\nB. F.\n\nHUNsifKKK, Penn-\n\n.sylvania.\n\nThe SuiK-rintenclent a.s a Man of Affairs.— William H. Maxwell, New York.\nThe Assistant to the Su|Mrintendii)l — His Functions and Methods of Work.\nAlice E. Reynolds, Conncc ticut.\nC. H. Kendall, Indiana.\nAdmini.stration to Be Gained al the Fair.- Calvin M. Wc^od-\n\nThe Management of Sjwrial Departments.\nIx-.s.sons in Schcxjl\n\nWAKD,\n\nMi.s.s<juri.\n\nLimitaticjns of the- SufK-rintcndenla' Authority ami (»f the Teat lie r's liidc pi iidc nee.\n\n—Aaron Gove,\n\nCcjlcjrado.\n\n"}
{"page": 738, "printed_page": null, "text": "— —\n\n———\n—— —— — — —— —— — ——\n\ni\n\nNATIONAL EDUCATIONAL ASSOCIATION\n\n726\n\n— —\n\n[BibHography\n\n—\n\n1904 Round Table of State and County Superintendents Expert Supervision. Isaac\nW. Hill, Alabama.\nRound Table of City Superintendents The Expediency of Importing Teachers\nof Approved Merit from Without a Town or City.\nSamuel T. Button, New\n\n—\n\nYork.\nRecent Progress in School Administration. Wm. George Bruce, Wisconsin.\nRound Tables of State, County, and City Superintendents.\nRound-Table Conference A. Principals' Conference. Walter B. Gunnison,\nNew York.\nStandards of Local Administration. George B. McClellan, New York.\nTable I: School Expenditures Classified.'\nTable II: Cost of Instruction as Compared with Other Expenditures.\nTable III: Relation of Maintenance of Schools to Total City Operating Expenses.'\n1906 How the Superintendent May Correct Defective Classwork and Make the Work of\nthe Recitation Teach the Pupil How to Prepare His Lesson Properly.\nW. T.\nHarris, District of Columbia.\nWhat Should be the Basis for the Promotion of Teachers and the Increase of\nSalaries ?\nJames H. Van Sickle, Maryland.\nThe Superintendent's Authority and the Teacher's Freedom. Oscar T. Corson,\n\n1905\n\n—\n\n—\n\nOhio.\n\nHow can the Supervising Influence of Grammar-School Principals Be Improved ?\nLewis H. Jones, Michigan.\nSuggestions for the Improvement of the Study Period.\n\n—F. M. McMurry, New\n\nYork.\n\nAda Van Stone Harris, New York.\n\nInfluence of the Supervisor.\n\n54.\n\nTEACHERS\n\n{See also Normal Schools and Training of Teachers;\n\nPensions for Teachers; Salaries of\n\nTeachers.)\n\ni860 Our Professional Ancestry. Richard Edwards, Missouri.\n1863 The Causes of Failure and Success in the Office of Teacher.\n\n—E. A. Grant,\n\nKentucky.\nExamination of Teachers.\n\n1872\nJohn Swett, California.\n1882 How to Improve the Qualifications of Teachers. Wm. T. Harris, Missouri.\n1883 Examination of Teachers. Eli T. Tappan, Ohio.\n1885 The Ideal Schoolmaster.—T. J. Morgan, Rhode Island.\nCivil Service Reform and the Public Schools.\nH. Randall Waite, Massachusetts.\nTeaching as a Business for Men. C. W. Bardeen, New York.\n1887 How to Awaken an Interest and Create a Demand for Professionally Trained and\nGood Teachers. W. W. Parsons, Indiana.\nTeachers' Tenure of Office.\nReport of Committee. (Discussion.)\n1888 How Shall the Qualifications of Teachers Be Determined? A. S. Draper, New\n\n—\n\n—\n\n—\n\n—\n\nYork.\n1889 Licensure of Teachers. Discussion.\nIndividuahty of the Teacher. J. M. Dewberry, Alabama.\nState Teachers' Institutes.\nJohn W. Dickinson, Massachusetts.\nCity Training and Practice Schools.\nW. S. Jackman, Pennsylvania.\nCounty Institutes.^A. G. Lane, Illinois.\n1 89 1\nQualifications and Supply of Teachers for City Public Schools.\nWm. E. Anderson,\nWisconsin. (Discussion.)\n1892 President's Opening Address. Frank E. Plummer, Iowa.\nLiterature for Teachers.\nHamilton W. Mabie, New York.\n1893 Grading and Classification. Mrs. Ella F. Young, Illinois.\nWho Shall Appoint Teachers, and on Whose Nomination ? H. S. Tarbell,\n\n—\n\n—\n\n—\n\n—\n\nRhode Island.\n1894 The Improvement of Rural Teachers. S. S. Parr, Minnesota.\nHow May a Professional Spirit Be Acquired by the Secondary Teachers of America ?\nIda B. Haslop, Colorado.\n\n—\n\n—\n\nProfessional Obligations and Duties of the Teacher.\nEdward Brooks, Pennsylvania.\nWhat Makes, What Mars, the Teacher ? Corinne Harrison, Virginia.\nThe Nervous Force of the Teacher. Mara L. Pratt, Massachusetts.\n\n1896\n1897 Round Table on National Teachers' Certificaties.\nWinners of Men. James H. Canfield, Ohio.\n\nOssian H. Lang, New York.\n\n"}
{"page": 739, "printed_page": null, "text": "— — —— —\n\n———\n\n—\n\n——\n\nTEACHING—PRINCIPLES AND METHODS\n\no{ Topics]\n\n—\n727\n\n1898 The Teacher as a Travckr. Lii-LIE A. Williams, New Jersey.\nThe Tenure of Office of the Teachers. B. W. Wright, Michigan.\n1899 EfRcient and Inefficient Teachers. F. Louis Soldan, Missouri.\nEmployment and Dismissal of Teachers. Eric Edward Rosling, Washingtt)n.\nSydnky T. Skidmore, Pennsylvania.\nEvolution and Ethics.\nHow to Make Good Teachers Out of Poor Ones. \\\\m. T. Harris, District of\n\n—\n\nColumbia.\n\n1901\n\n1902\n\n1903\n\n1904\n\n—\n\n—\n\nA. E. Winship, Massachusetts.\nProfessional Sentiment.\nSome of Our Mistakes. G. M. Grant, Canada.\nThe Teacher as a Social-Economic Power. Reuben Post Halleck, Kmturky.\nThomas M. Balliet, Massachusetts.\nCollege Graduates in Elementar>- Schools.\nDevotion to Truth: The Chief Virtue of the Teacher.— John Ireland, Minnesota.\nRound Table— Reciprocity in Licensing Teachers. Richard C. Barrett, Iowa.\nThe Freedom of the Teacher. CHARLES B. Gilbert, New York.\nPreliminar>- Report of Committee on Salaries, Tenure, and Pensions of Teachei-s.\n\n—\n\n—\n\n—\n\nCarroll D. Wright, District of Columbia, chairman.\nRound Table of State and County Superintendents Higher Standards in the\nEmployment of Teachers. Francis P. Venable, North Carolina; M. L. Hkit\n\n—\n\nT.UN, Georgia.\n\n—\n\nShould Teachers be Required to Present\nEvidences of Increased Scholarship ? If So, of What Nature ? Walter H.\nSmall, Rhode Island.\nRound Tables of State and County Superintendents The Recognition of Certificates and Diplomas Granted (a) by State and County .Vuthorities, {b) by Schools\nL. E. Wolfe, Te.xas.\nof Education.\nWhy Teachers Should Organize. Margaret A. Haley, Illinois.\nThe Schoolmaster. William Schuyler, Missouri.\nPresident's Address\nSymposium: What Are at Present the Most Promising Subjects for Such InvestigaGeorge H.\ntions as the National Council of Education Should Undertake?\nMartin, Massachusetts; James M. Greenwood, Mi.ssouri.\n\nRound Table of City Superintendents\n\n—\n\n—\n\n1905\n\n—\n\n55.\n\nTEACHING— PRINCIPLES AND METHODS\n\n(See also 'EdncaXxon; Theory, Philosophy and Nature; Psychology and Education;\nand the names of separate studies.)\ni860 The Teacher and Her Work. John Kneeland, Massachusetts.\n1863 The Teacher as an Artist. Z. Richards, District of Columbia.\n1866 Oral Teaching.— E. C. Hewett, Illinois.\nOral Instruction: Its Philosophy and Methods.— Mrs. Mary Howe Smith,\n\n—\n\nNew York.\n1870 The .Application of Mental Science to Teaching.—J. W. Dickinson, Ma.ssachusetls.\n1 871\nPhilosophy of Methods. John W. Armstrong, New York.\n1873 Elementary and Scientific Knowledge.— J. W. Dickinson, Mas.sachusetts.\nRelative Contribution of Scholarship and Methods to the Power of the Teacher.\nH. B. Buckham, New York.\n\n—\n\n1874 Method and Manner. F. L. SoLDAN, Missouri.\n1876 What May SchfK,ls Do to Form Right Habits of 'Jhought and Study in Their\n\n—\n\n1879\n1880\n\nPupils? C. A. MoREY, Minnesota.\nPerv)nal and Acquired (Jifts of Teae hing.— H. B. Bt'CKHAM, New York.\nThe Neighlx)rhood, as a Starting-Point in Education.— Robert H. Thompson.\nThe Dominion of Nature and Art in the Process of In.struction.— Wm. H. Payne.\n\n1881\n\nJ. W. Dickinson, Massaihusetts.\nThe Teacher's Work in the Development of Mental and Moral Power.— N. A.\n\nMichigan.\nResults of Methods of Teaching.\n\n—\n\nCalkins, New York.\n'Ihe Philosf>i)hy of Illustration.— J. J. Burns, Ohio,\n1882 f)ral Instruction. -Larkin Dunton, Massai hus<-tts.\n1884 The Constant in F.«luc aiion. - M. A. Hinsdale, Ohio.\nMethod in Teaching.-- John W. Dickinson, Massachusetts.\n1885 Method of Pcdagogiiai Inquiry. Win. iam T. Hakkis, Ma.'wachu.setls.\n\n—\n\nPedagogical In<iuir)'.— CI. STANLEY Hall, Massachusetts.\n'Adjustment of Moelis of Instrur tion.- F. Louis Soi.dan, Missouri.\nx886 Some Serious Errors in Tea< hing. L. R. Klkmm, Ohio.\nOther Errors in Teai hing. - J. M. Gkkenwooh, MisM)uri.\nPrinriples of Methcxi.— AoNt^S I. Rounds, New Hampshire.\n\n—\n\n"}
{"page": 740, "printed_page": null, "text": "——— —\n\n— —\n\nNATIONAL EDUCATIONAL ASSOCIATION\n\n728\n1887\n\n— ———— —\n\n— —\n\n—\n\n[Bibliography\n\nHow to Teach Parents to Discriminate between Good and Bad Teaching. — Mrs.\nElla F. Young, IlUnois.\nThe Socratic Element in Elementary Culture. J. W. Stearns, Wisconsin.\nThe Objective Element in Teaching. John W. Dickinson, Massachusetts.\nUnion of Oral and Book Teaching in the Several Grades. Mrs. S. N. Williams,\n\n—\n\n—\n\nKentucky.\n\n1889 The Recitation. George Rowland, Illinois.\n1890 Mental Effects of Form in Subject-Matter. J. H. HoosE, New York.\nOrganization and System versus Originality and Individuality on the Part of the\nTeacher and Pupil. Henry Sabin, Iowa.\nRecitation Estimates.\nA. R. Taylor, Kansas.\n1892 Individualization by Grouping. Julia S. Tutwiller, Alabama.\nReport of the Committee on Pedagogics (Scope and Character of Pedagogical Work\n\n—\n\n—\n\nin Universities).\n\n1893\n\nCharles DcGarmo, Pennsylvania, chairman.\n\nAdaptation of Methods of Instruction\nGraham Bell, District of Columbia.\n\nto\n\nSpecial Conditions of the Child.\n\nHow to Improve the Work of Inefficient Teachers.\n\nFrank A.\n\nFitzpatrick,\n\nNebraska.\n\n1894 What Can Be Done to Increase the Efficiency of Teachers in Actual Service?\n\nThomas M. Balliet, Massachusetts.\nWhat Shall Be Done with Non-Progressive and Retrogressive Teachers ? J. M.\nGreenwood, Missouri.\n1895 Departmental Teaching in Grammar Grades.—J. M. Fendley, Texas.\nThe Real Province of Method. James M. Milne, New York; Howard Sandi-\n\n—\n\nSON, Indiana.\nJ. M. Rice, New York.\nSubstitution of the Teacher for the Textbook.\nDemands of Sociology upon Pedagogy. Albion W. Small, Illinois.\nWhat is the Best Use That Can Be Made of the Grade Meeting ? Edward C.\n\n—\n\n1896\n\nDalano, Illinois.\n1897 Data of Method. James M. Green, New Jersey.\nWTiat to Teach and What to Leave Out.—Wm. M. Giffin, Illinois.\n1898 Social Co-operation. B. C. Gregory, New York.\n1899 Some Fundamentals in Teaching. L. D. Harvey, Wisconsin.\n1900 The Problem of the Grades Instruction. Mrs. Alice Woodworth Cooley,\n\n—\n\n—\n\n1901\n\nMinnesota.\nWhat Is a Fad ?\n\n—\n\n—\n\n— F. Louis Soldan, Missouri.\n—\n\nThe Need of Individual Instruction. John Kennedy, New York.\n1902 The Use and Danger of Method. W. A. Millis, Indiana.\n1903 Does the Teacher's Knowledge of a Subject Differ from the Scholar's Knowledge ?\nW. W. Parsons, Indiana, and Others.\nInfluence of the Study of the Unusual Child Upon the Teaching of the Usual.\nFrank H. Hall, Illinois, and Others.\nThe Lock-Step in the Public Schools. Richard G. Boone, Massachusetts.\n\n—\n\n56.\n\nTECHNICAL EDUCATION\n\n{See also Industrial Education;\n\nManual Training.)\n\n—\n\n1874 National Endowments for Schools for Scientific and Technical Training. J. K.\nPatterson, Kentucky.\n1876 The Political Economy of Higher and Technical Education.— H. A. M. Henderson, Kentucky.\n\nWhat Can' Be Done to Secure a Larger Proportion of Educated Labor among Our\nProducing and Manufacturing Classes ? William C. Russell, New York.\n1877 The Relation of Manual Labor to Technological Training. Charles O. Thompson, Massachusetts.\n\n— —\n\n1880 Technical Instruction in Land-Grant Colleges. J. M. Gregory, Illinois.\nTechnical Training in American Schools. E. E. White, Indiana.\n1881 Decay of Apprenticeship Its Causes and Remedies. L. S. Thompson.\n1884 Technical and Art Education in Public Schools as Elements of Culture.\nAdler, New York.\n1886 Technical Education for Girls. Report.\n\n—\n\nTechnological Education.\n\n—\n\nFelix\n\nReport.\n\n1887 Relations of Higher Technological Schools to the Public System of Instruction.\nJames L. Hopkins, Georgia.\n1893 Opening Address. Francis A. Walker, Massachusetts.\n\n"}
{"page": 741, "printed_page": null, "text": "— ——\n\n— — ———\n\n———\n\n—— — — ——\n\n—\n\nWOMAN'S EDUCATION AND WORK\n\nof Topics]\n\n1893 Technological Schools: Their Purpose and\nThurston, New York.\n\nIts\n\n729\n\nAccomplishment.\n\nRobert H.\n\nTraining for Scientific Professions. John M. Ordway, Louisiana.\nEducational A'alue of Exact Measurement.\nM. Mayer, New JerseyThe Educational \\'alue of Applied Mathematics, Including Engineering. E. R.\nHuTTON, New York.\nShop-Work and Drawing as Means of Developing Slow Pupils. R. 11. Ru hards,\nMassachusetts.\nThe Educational Process of Training an Engineer. G. Lanza, Massachusetts.\nEducational Value of Applied Mathematics and Engineering. Henry T. Eddy,\n\n—\n\n—\n\n—\n\n—\n\nIndiana.\n\n—The Relation of Technical\n— C. M. Woodward, Mis.souri.\nInstrucReport from Committee on Higher Education — Professional and Tec hnii\ntion in the I'niversity.\nNicholas Murray Butler, New York.\n1896 Congressional Work for Youth. — W. K. Wickes, New York.\nReport of the Committee on Technological Education — The Preparation of Manual-\n\n1894\n\nReport of Committee on Technological Education\nto Liberal Education.\n\nal\n\n1900\n\nand Industrial-Training Teachers a Function of the Technical School. Charles\nH. Keyes, California.\nTeaching Trades in Connection with the Public Schools. Charles F. Warner,\nMassachusetts.\n\n—\n\nWhat Can Technical High Schools Do for\nCharles F. Warner, Ma.ssachu.setts.\n1903 Manual, Trade, and Technical Education. Thomas M. Balliet, Massachusetts.\nEducation for the Trades: From the Standpoint of the Manufacturer. Milton\n1\n\n90 1\n\nEducation for the Trades in America\nIt ?\n\nP. HiGGiNS, Massachusetts.\n\nThe Demand for Trade Schools: From the Educator's Point of \\'iew.\n\nArthur\n\nHenry Chamberlain, California.\nThe Organization of Trade Schools: From the Point of \\'iew of a School Superintendent.\nThomas M. Balliet, Ma.ssachu.setts.\nThe Organization of Trade Schools: From the Point of \\'iew of a Trade-School\nDirector.\nArthur L. Williston, New York.\nThe Attitude of Trade Unions toward Trade Schools. William H. Sayward,\n\n1904\n1905\n\nMassachusetts.\nCraftsmanship in Education. Leslie W. Miller, Pennsylvania.\nEducation in the American Navy. Casper F. Goodrich, District of Columbia.\nThe Economic Importance of Trade Schools. F\"rank A. Vanderlip, New York.\n\nTEXTBOOKS\n\n57.\n\n—\n\n1866 Textbooks. M. A. Newell, Maryland.\n871 Place and Use of Textbooks. S. G. Williams, Ohio.\n1880 Textbcxjks and Their U.ses. W. T. Harris, Mi.s.souri.\n1886 TexthxKjks in Elementary SchcKjls. Report of Committee.\n\n—\n—\n\n1\n\n1\n\n888 The General Functions of the State in Relation to S< IkmiI H.Kiks and Appliances.\nJohn Swett, California.\nIf There Should Be Uniformity in TextlK)<)ks, Should It Be by State Contract, by\nAlbert W. Marble, Massachusetts.\nState Publication, or by State Decree?\nShould the State Furnish BcKjks and Appliances Fn-e ?— R. W. Stevenson, Ohio.\nFn-e Textlxw)ks for Free Schools.\nThomas Tash, Maine.\nL. S. Cornell, Colorado.\nState Uniformity of Texlb'xjks.\nAre the Nonnal Si h«K)ls, as They Exist in Our S< veral States, .Xdccjuate to AnomJames V. Wickkrsham,\nplish the Work for Which They Were Establishccl >\n\n—\n\nPennsylvania.\n\nThe Function of the State in Relation to School Books and .Appliances. — John\nSwktt, California.\n1897\n\nEducation from a I'ubli.sher's Stanc|fK)int.\n58.\n\nCiIIman II. Tic kkr, New \\in\\i.\n\nWoNrWS EDUCATION A.XD WORK\n{See aho Coc-ducation.)\n\n1874\n1884\n\n1885\n\n—\n\nThe Plan c)f the University of VirRinia. C. S. Vknablk, N'irginia.\nWoman's Work in Education. Mrs. Mary Whi(;iit Skwki.l, Indiana.\nWoman's Work in Education. I^iuisa Hopkins, Ma.nsac huseits.\nFkancks E. Wii.IAUD, Illinois.\nWoman'-. Work in Education.\nThe Higher Education of Women.— Committee Report.\n\n"}
{"page": 742, "printed_page": null, "text": "——\n730\n\n—\n\n—\n\n——\n\n———\n\nNATIONAL EDUCATIONAL ASSOCIATION\n\n[Bibliography\n\n—\n\n1889 The Principles and Methods of Educating Our Girls for Parenthood. Mrs.\nEuDORA L. Hailmann, Indiana.\n1 89 1\nThe Education of Girls. Robert Allyn, Illinois.\n1893 Women Students in the Scottish Universities. Louisa Stevenson, Scotland.\nConvent Education. F. M. L., Principal of a Training-CoUege.\n\n—\n\nWomen's Education in New Zealand.\n\n—\n\nMrs. Steadman Aldis, New Zealand.\nEducational Work for Women in Australia, Chiefly New South Wales. Louisa\n\nMacDonald, Australia.\nRecent Developments of Education for the Women and Girls of India.\n\nManning, India.\nEnglish Orphanage\nIrby, Bosnia.\n\nand Training-School\n\nin\n\nBosnia, 1869-1892.\n\n—E. A.\n\n—Miss A. T.\n\n—Mile. Marie Dugaed, France.\nEngland. — Mrs. Henry Fawcett, England.\n\nThe Secondary Education of Girls in France.\nHigh School for Girls in England.\n\n1897\n\nMaryGurney and Rose Kingsley, England.\n\nUniversity Education for Women in\nA Few Words of Retrospect and Forecast. Dorothea Beale, England.\nUniversity Association of Women Teachers.\nConstance Elder, England.\nThe Co-operation of Woman's Clubs in the Public Schools. Mrs. Ellen\n\n—\n\nM.\n\nHenrotin, IlUnois.\n\n1898 Women's Clubs as an Educational Factor. Margaret J. Evans, Minnesota.\n1902 The Home and the Higher Education. Mrs. Carrie Chapman Catt, New York.\n1906 Secondary Education of Girls during the Past Fifty Years.\nI. In England.\nDorothea Beale, England.\nII. In France.\nCamille See, France.\nThe Modern System of Higher Education for Women in Prussia. Friedrich\nPaulsen, Berlin.\nWoman's Part in Public-School Education. Mrs. Sarah E. Hyre, Ohio.\n\n—\n\n59.\n\nWRITING\n\n—\n\n1893 Shall Reading and Writing Be Taught in the Kindergarten? Mrs. Alice H.\nPutnam, Illinois.\n1894 Hand-Writing of the Future. D. T. Ames.\nThe Teaching of Writing. J. P. Byrne, Pennsylvania.\n1896 Practical Writing A Course for Colleges and Public Schools to Answer the Needs\nof the People.\nA. N. Palmer, Iowa.\n\n—\n—\n\nVertical Writing.\n\n—\n—\n\nAnnie E. Hills, Massachusetts.\n\n—\n\n1900 Essentials of Modern Business Penmanship. F. L. Haeberle, Minnesota.\n1 901\nWriting in the Grades Below the High School When the Commercial Branches Are\nTaught in the High School.—J. F. Barnhart, Ohio.\n1905 Round Table Conference C. Reading in the First School Year. Mrs. Alice\nW. CooLEY, North Dakota.\n\n—\n\n—\n\n"}
{"page": 743, "printed_page": null, "text": ".\n\nRHVIEW HF THE REPORTS OF THE\nSECRETARY, 1893-11107\nThe historical matter of the foregoing pages includes the essential facts of the work\nA few summaries may be added concerning the special work of the\n\nof the .\\ssocialion.\n\nSecretary.\nPrevious to 1893 the Secretary had been annually elected by the Association\nand did not usually serve more than a single year, altho in several cases repeated re-electii>ns\n\noccurred.\nPre\\'ious to 1895\n\nno provisions for compensation or for clerical aid to the secretary\n\nIn this year, at the Denver meeting, the active membership of the Associa-\n\nwere made.\n\nwas created as the permanent governing body of members. An appropriation was\nmade for the compensation of the Secretary and for clerical assistance in his oflicc. Under\nthis new plan, the active membership was organized.\nIn 1898 at the Washington meeting the Constitution was amended to provide for a\npermanent Secretary to be elected by the Board of Trustees, who should receive a salary\ntion\n\nand should devote his entire time to the work of the ofl'ice.\n\nACTIVE MEMBERSHIP\nThe growth of the active membership of the Association since its organization is\nshown by the following table:\n\nTABLE SHOWING ACTIVE MEMBERSHIP ENROLLMENT SINCE 1 895\n\nMeeting\n\nYear\n\nBuffalo\n\n1895-96\n1896-97\n1897 98\n\nI/>ss by\n\ntions\n\nDeath\n\nCharli-ston\nDetroit\n\n1899-1900\n\nMinneapolis\nboston\nSt. Louis\nAabury Park and Ocean Grove\n1\n\nLoss by\nWithdrawal\n\nNet\nGain\n\nTotal\nLoss\n\nTotal\nMenil^r-\n\nor Loss\n\nship\n1.464\n«.8s7\n\n1.464\n\nMilwaukee\nWashington\nLos Angeles\n\n189899\n1900- 1901\n1901- 1903\n1902 1903\n1903 1904\n1904 1905\n1905- 1906\n\nAddi-\n\nNo mfctiiig\n\n467\n200\n399\nJ08\n639\n\n18\n\nS6\n\n30\n36\n3»\n\n175\n131\n\n150\n131\n\n1.19\n\nS62\n\n33\n\n134\n\n1.364\n\n17\n\na 74\n\nIS7\n391\n\n66s\n\n30\n\n381\n\n4\"\n\n35\n\n30O\n644\n\n4«5\n690\n\n••^\n\n18\n\n46\n\n303\nOS\n\n74\n195\n147\n191\n\n1.\n\n353\n«i7\n\n953\n\n3,304\n3,331\n3,810\n\n489\n405\n\n3.2 '5\n\n4.388\n4.543\n5,361\nS.>74\n\n1.073\n\na54\n719\n87\n\nThe cnnjllmcnt of educational institutions has increased by 230 since the last report;\nthey are distributed as foljc^ws:\nUniversities and colleges\nNormal sthfxjjs\n\n161\n\n78\n1O4\n\nPublic libraries\nState departments of education\nPublii\n\nM hool.s\n\n13\n\n....\n\n.New ^'ork city\n\n^3^\n\n291\n\n36\nHoards of education\nOther edutatiimal institutions\n(Jtl)er cilie,s\n\n18\n\n40\n801\n\nToUil\n\nKIX'KIPTS AND K.XPKNSES\nWhile it is inten'Icd that all\nTrca.surcr, the S<Tretary\n\ni.-*\n\nOF\n\nSIX.'Ki:\n\nI\n\nAK VS Ol\n\nrevenues of the As.h<m iation shall\n\nIk-\n\nI\n\nICK\n\npaid\n\nilin\n\n1\n\n1\n\nto the\n\ntliargrd with the c<»llet tion of annual tlues cjf active niemlxTs\n7.J'\n\n"}
{"page": 744, "printed_page": null, "text": "..\n\n,\n\nNATIONAL EDUCATIONAL ASSOCIATION\n\n732\n\n[Secretary's\n\nnot attending the annual conventions; of new members enrolled at other times than during\nof receipts from the sale of back volumes, reprints, committee\n\nthe annual convention;\nreports, etc.\n\nThe revenue from these sources is reported by the Secretary to the Treasurer\n\nmonthly.\n\nTABLE OF CASH RECEIPTS AT THE SECRETARY'S OFFICE SINCE 1895\nMem. Dues\nand Enroll, not\nReceived at An-\n\nAct.\n\nYear\n\nSales of Committee Reports,\n\nBack\nVolumes\n\nSales of\n\n.\n\n.\n\n1899-1900\n1900-1901\n1901-1902\n1902-1903\n1903-1904\n1904-1905\n1905-1906\n\n$1,456.25\n1,103.50\n3,433-62\n2,924.66\n5,255-11\n\n193-90\n37-25\n\n$\n\n$1,262.35\n1,066.25\n1,604.23\n2,398.07\n3,436.26\n2,757-85\n3,620.49\n4,152-24\n4,292.00\n8,744.00\n7,203.3s\n\n1895-96...\n1896-97.\n1897-98...\n1898-99.\n\nTotal\n\netc.\n\nnual Meeting\n\n$4 '53 76\n119 89\n677 35\n478 69\n202 20\n122 47\n297 79\n\n1,375-63\n406 70\n1,141.50\n.\n\n852.65\n963-15\n830.25\n831.62\n480.85\n661.30\n\n5,089. 19\n4,785-93\n5,404.96\n5,421.41\n9,373-39\n8,184-23\n\n148 S4\n\n319 58\n\nThe following table shows the expenses of the Secretary's office since the establishment\nof a permanent office in 1898.\n\nTABLE OF CLASSIFIED EXPENSES AT THE secretary's OFFICE SINCE 1898\n\nYear\n\n1898-1899\n1899-1900\n1900-1901\n1901-1902\n1902-1903\n1903-1904\n1904. 1905\n\n1905-1906\n\nPostage\n\n$462 78\n642 76\n749 65\n764 80\n784 38\n1,303 55\n1,632 67\n1,523 25\n\nTele-\n\ngrams\n\n$134-97\n118.86\n53-42\n71-63\n69-73\n126.92\n100.56\n97-34\n\nFreight\n\nand\nExpress\n\n$21.53\n55-44\n21.18\n20.09\n20.08\n61.25\n57-38\n47-88\n\nClerical\nService\n\nStationery and\nOffice\n\nMiscellaneous\n\nTraveling\n\nRent\n\nSalary\n\nTotal\n\n$550\n600\n600\n600\n\n$3,000\n4,000\n4,000\n4,000\n4,000\n4,000\n4,000\n4,000\n\n$4,538.38\n5,840.09\n5,696.12\n5,858.07\n6,660.07\n8,152.17\n8,718.70\n8,581.40\n\nSupplies\n\n$525 45\n464 33\n563 70\n689 25\n792 15\n\n$118.44\n160.07\n169.02\n114.15\n99-73\n\n1,485 41\n1,509 85\n1,738 23\n\n180. 20\n\n149.12\n129.65\n\n$275 21\n398 63\n139 25\n148 40\n298 30\n267 57\n612 59\n398 45\n\n$ 49-75\n45- 70\n127.27\n56.53\n46.60\n\nTHE FIXED REVENUE\nThe receipts from the Secretary's office and from interest on the permanent fund,\ncombined, constitute a fixed and growing revenue entirely independent of the receipts from\nthe annual convention, as follows:\n\nTABLE SHOWING RECEIPTS FROM SECRETARY'S OFFICE AND FROM INTEREST ON THE\n\nPERMANENT FUND SINCE 1 895\nYear\n1895-96..\n1896-97.\n1897-98.\n1898-99.\n1899-1900\n1900-1901\n1901-1902\n1902-1903\n1903-1904\n1904-1905\n1905-1906\n\nSecretary's Office\n\nReceipts from\nthe Permanent Fund\n\n$1,456.25\n1,103.50\n3,433-62\n2,924.66\n5,255-11\n5,089.19\n4,785-93\n5,404.96\n5,421.41\n9,373-39\n8,184.23\n\n$3,058.14\n2,801.95\n2,268.47\n3,164.13\n3,447-12\n3,883.03\n3,841.22\n4,715-10\n6,573-98\n5,534-90\n6,552.44\n\nReceipts from\n\nTotal\n»\n\n4,514-39\n3,905-45\n5,702.09\n6,088.79\n8,702.23\n8,972.22\n8,627.15\n10,120.06\n11,995-39\n14,908.29\n14,736.67\n\n"}
{"page": 745, "printed_page": null, "text": ".\n\nREPORTS OF THE SECRETARY, 1893- J go?\n\nReports]\n\n733\n\nTHE PERMANENT EUND\nThe following table shows the growth of the permanent fund, provided for by the\nconstitution, and the interest receipts from this fund, since its foundation in 1886, as\nshown by the annual reports of the Board of Trustees.\nThe surplus from the meetings of 1884 and 1885 and from other sources was turned\nover to the Board of Trustees at the time of the incorporation of the Association as the\nfirst\n\ninstallment ($3,400) of the permanent fund.\n\nTABLE SHOWING GROWTH OF THE PERMANENT FUND FROM 1886-1906\n\nYear\n\nMeeting\n\nJ 886-87.\n1887-88.\n1888-89.\n1889-90\n1890-91\n1891-92\n1892-93\n1893-94\n1894-95\n1893-96\n1896-97\n1897-98\n1898-99\n\n1899-1900\n1900-1901\n1901-1902\n1902-1903\n1903-1904\n1904-1905\n1905-1906\n\nS 1,175.00\n11,100.00\n9,325.00\n4,000.00\n7,400.00\n3,600.00\nNo addition\n\nNashville.\nSt.\n\nPaul.\n\nSaratoga Springs\nNo meeting\n\nNo addition\n\nAsbury Park\nDenver\n\n5,000.00\n9.961.75\n4,300.00\n4,738.25\n10,000.00\n14,000.00\n\nI\n\nj\n\nBuffalo\n\nMilwaukee\nWashington\nLos Angeles\n\nNo addition\n\nI\n\nCharleston\nDetroit\nMinneapolis\n\n10,000.00\n10,000.00\n39,000.00\nNo addition\n8,100.00\n\nI\n\n'\n\nt\n\nPermanent Fund\n\nChicago\n\nToronto\n\n'\n\nTotal Amount of\n\nTopeka\nSan Francisco.\n:\n\nAdditions to the\n\nPermanent Fund\n\nBoston\nSt. Louis\nAsbury Park and Ocean Grove.\n\n4.57S .oo*\n15.675 .00\n25,000.\n29,000.\n36,400.\n40,000.\n40,000.\n40,000.\n45.00054,961.\n59,261.\n64,000.\n74,000.\n88,000.\n88,000.\n98,000.\n108,000.\n147.000.\n147,000.\n155,100.\n\n*\n\nRevenue from\nPermanent Fund\nS 204 00\n317.91\n.\n\n943- IS\n1.352-25\n1,660.00\n2,049.13\n\n3.183.64\n2,369.16\n2,058.96\n3.058.14\n2,801.95\n2,568.47\n3.164- 13\n\n3.474\"\n3.883.03\n3.841.22\n\n4.71510\n6.57398\n5.S34 90\n6.552.44\n\n* 1884 and 1885, Madison and Saratoga Springs, surplus $3,400.\n\nCOMPARATIVE SUMMARY OF FINANCIAL STATISTICS COMPILED FROM THE TREASURER'S\n•\nREPORTS\nFor Tea Years\n1884-93 Inclusive\n\nFor Six Years\n1894-99 Inclusive\n\nFor Si.T Years\n1900-05 Inclusive\n\n39.754\n3.975\n\n57.584\n9.597\n\n91.908\nIS.3J8\n\n$103,601.19\n\n$147,069.17\n\n10,360. 12\n\n24.51153\n\n$238,908.17\n39,818.03\n\n$63,620. 10\n6,362.01\n\n$95,487.18\n>S.9«4-53\n\n$159,607.84\n\nRelation of total expenses to total receipts\n\n61 40 per cent.\n\n64.90 IXT cent.\n\n66.80 per cent.\n\nTotal additions to permanent fund\nAverage annual adiliti«n to permanent fund\n\n$40,000.00\n4,000.00\n\n$48,000.00\n8,000.00\n\n$67,100.00\n11,541.67\n\nTotal number of members.\n\n.\n\nAverage annual membership.\nTotal receipts\nAverage annual receipts.\nTotal exjx-nscs\nAverage annual expenses\n\n36,601 .31\n\nt\n\n.\n\nSPIXIAL COMMITTKFCS OF INVESTICATTON AND IHKIR REPORT.^\nThe foreg(jing history plainly shows that the annual (onvvntion at Madi.soii, Wis., in\nthe year 1884, under the presidency «if Hon. Thos. W. Hickncll of Boston, Ma.ss., was tlie\n\nWginning of a new life and a broader work for tl>c .\\.s.so< iation.\n\nThe annual conventi<jn for ten years previous to that nueling li.id avenged only\n284;\n\nthe largest ennjllnient having Uen 355 .it\n\ntlie\n\nMiiinea|)olis coiiveiilion in 1H75,\n\nand\n\n354 at the Chatau(|ua convention in iKKo.\nTli<- ])ro(eeds from the .innual niendxrship were not sufluieiit to pay the ix|Hii.ses of\npublishing the volume of Proceedings, whit h wa.s usually met in part by subsc riplion from\nthe leading memlx^'rs.\n\n"}
{"page": 746, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n734\n\nThe enrollment at the Madison meeting in 1884 was 2,729.\n\n[Secretary's\n\nWith the proceeds of\n\nthis meeting all debts of the Association were paid, the volume of annual Proceedings was\n\npublished and a small surplus carried over which became the nucleus of a permanent fund\n\nwhose growth is shown in a table elsewhere.\nFor the years from 1884 to 1895 inclusive the average annual enrollment was 4,881.\nFrom 1896 to 1905 inclusive the average annual enrollment was 13,328.\nSoon after the meeting in 1884 it became apparent to the leading members of the\nAssociation that its resources were assured and plans were undertaken for the appoint-\n\nment and endowment of special committees of investigation who should carefully study\nimportant educational problems and make reports to the Association at its annual\nmeetings. The following extract from the minutes of the National Council of Education\nat its session July 9, 1892, at Saratoga, N. Y., sets forth the first movement of the Association for the creation of special committees of investigation.\n\n\"The report of the Committee of Conference between Colleges and Secondary Schools\nwas read by Nicholas Murray Butler of New York, and, after discussion by the members,\nwas amended and adopted in the following form:\n\nTo the National Council of Education:\nIn the opinion of the Conference of Representatives of Colleges and Secondary Schools,\ncalled by authority of the Council, certain conferences by departments of instruction, of\nWe, therefore, recommend to\nteachers in colleges and secondary schools are desirable.\nthe Council that the following ten persons, namely (See list of committee below) be designated as an Executive Committee, with full power to call and arrange for such conferences\nduring the academic year 1892-3; that the results of the conferences be reported to said\nexecutive committee for such action as they may deem appropriate; and that the executive\ncommittee be rec|uested to report fully concerning their action to the Council.\nrecommend, further, that the Council ask the Directors of the National Educational\nAssociation to authorize the payment of the necessary expenses of the conferences, and\nthat they set apart out of the income and current funds of the present year the sum of\ntwenty-five hundred dollars, which sum shall be available so far as may be necessary to\ncarry on the work of the committee, and shall be disbursed by the Trustees of the National\nEducational Association on vouchers signed by the Chairman of the Executive Committee\nherein recommended.\nRespectfully submitted on behalf of the Conference,\n\nWe\n\nNicholas Murray Butler,\nChairman 0} Committee\nJuly 9, 1892.\n\nA committee of three, consisting of Messrs. Bulter, Baker, and Sheldon, was, by\nmotion, appointed to present and urge these recommendations before the Board of Directors\nof the National Educational Association.\"\n\nSubsequently at the meeting of the Board of Directors, July 12, 1892, the above\nrecommendation was presented to the Board of Directors and the following resolution\noffered by Nicholas Murray Butler, chairman of the committee from the National Council\nwas adopted.\n\n\"Resolved, That the directors assent to the recommendation of the Council that a\nseries of investigations into the courses of study in secondary schools be undertaken by\nspecialists under the direction of the committee named for the purpose by the Council\n\nand hereby confirmed by this Board, and that the Trustees be authorized to appropriate\ntherefor from the Emergency Fund $2,500, or so much thereof as may be necessary.\"\n\nCOMMITTEE OF TEN ON SECONDARY EDUCATION\n\nCharles W. Eliot, president of Harvard University, Cambridge, Mass., chairman.\nWilliam T. Harris, United States Commissioner of Education, Washington, D. C.\nJames B. Angell, president of University of Michigan, Ann Arbor, Mich.\nJohn Tetlow, head-master of the Girls' High School and the Girls' Latin Sc^r^ol, Boston,\nMass.\n\nJames M. Taylor, president of Vassar College, Poughkeepsie, N. Y.\nOscar D. Robinson, principal of High School, Albany, N. Y.\n\n"}
{"page": 747, "printed_page": null, "text": "—\nREPORTS OF THE SECRETARY, iSgj-igoy\n\nReports]\n\n735\n\nJames H. Baker, president of University of Colorado, Boulder, Colo.\nRichard H. Jesse, president of University of Missouri, Columbia, Mo.\njAifES C. Mackenzie, head-master Lawrenceville School, Lawrenceville, N. J.\n\nHenry C. King, professor in Oberlin College, Oberlin, Ohio.\n\nThis committee organized at a meeting held at Columbia University,\n\nNew York\n\nNovember 9 to 11, 1892, under the chairmanship of President Chas. W. Eliot, and\n\nCity,\n\nappointed nine committees of conference\n\nto consider separate divisions of the general\n\nThe membership of these various conferences and a complete history of their\ndeliberations, and of the general committee, may be found embodied in the early pages of\nthe report of this Committee of Ten.\nThe committee made its final rcj^irt to the National\nCouncil of Education in October 1893. The report was printed and distributed exten-\n\nsubject.\n\nsively by the United States Bureau of Education.\n\nThe appropriation by the Board of Directors for the expenses of this committee was\n$2,500 as noted above, but it has been understood that private contributions supplemented\nthis amount and enabled the committee to carry its work to successful issue.\n\nAltho this is the first of the series of special reports which followed, it is still in extensive\n\ndemand by students of the problem, of secondary education.\n\nthe committee of fifteen on elementary education\n\nOn February 22, 1893, the following resolution was adopted by the Department of\nSuperintendence, on motion of William H. Maxwell, Superintendent of City Schools,\n\nBrooklyn, N. Y.:\n\n\"Resolved, That a Committee of Ten be appointed by the Committee on Nominations, to investigate the organization of school systems, the co-ordination of studies in\nprimary and grammar schools, and the training of teachers, with power to organize sub-\n\nconferences on such subdivisions of these subjects as may seem appropriate, and to rejKJrt\nthe results of their investigations and deliberations at the next meeting of the Department of Superintendence.\nResolved, That the officers of the Department of Suixrintendcnce bo, and hereby\nare, directed to make application to the Board of Directors of the National Educational\nAssociation for an apprcjpriation of twenty-five hundred dollars to defray the expenses of\nthe Committee of Ten and of the conferences which that committee is empowered to\n\nappoint.\"\n\nOn Februar)' 23 the following committee, increased to fifteen members, was ap]><iinted,\nviz.\n\nWilliam II. Maxwell, superintendent of city schools, Brooklyn, N. Y., chairnuui.\nWilliam T. Harris, United States Commissioner of Ivducation, Washington, 1). C.\nT. M. Balliet, superintendent of city .schools, Springfield, Ma.ss.\nN. C. Dougherty, suix-rintendent of city schools, Peori.i, 111.\nW. B. Powell, superintendent of city scIkjoIs, Washington D. C.\nH. S. Tarbkll, superintendent of city schools, Providenc e, R. I.\nJones, superintendent of\n\nity s( hools, IndianaiKilis, Ind.\n\nL.\n\nII.\n\nJ.\n\nM. (iRKE.NWooi), superintendent of city s( hof)ls, Kansas City, Mo.\n\nc\n\nA. B. Poland, state superintendent of ])ul)lic instruction Trenton, N. J.\nF^DWARD Brooks, superintendent of city .scIkioIs, Philadelphia, Pa.\nAndrew S. Draper, president, University of lilinoi.s. Champaign, III.\nE. P. Seaver, sufK;rinlen<lent of < ity schools, Boston, Mass.\nA. (). Lane, sufK-rintenrlent of city .srhrKils, Chicago.III.\n(liiAKiKS B. Ciii.BKRT, suiK-rinten«lent of city s( hools, St. Paul, Minn.\n()9,rKK H. Cooper, sui)crintendent of dly scIuh)Is, (Jalvosfon, Trx.\n\nThis committee made\nin\n\nit.«»\n\nCleveland, Ohio, February\n\nrejKJrl to the\n18,\n\n1895.\n\nDepartment of Su|x-rintcndrn< e .it its mrrling\n\nThe niK.rt was first publislu-il, in accordance\n\nwith a revolution of the Department, in the Juluriitiomil Krvinv of New York City for the\n\nmonth of March 1895. It wa.s also publi.shcd in the annual volume of Proceedings for the\nDenver meeting, i8*;5.\nEike its prede< es.v»r, the refKirt of the Committee of IVn on secondary vAm .ilion, this\nreport i.s .still mu< h in demand by studenl.s of elementary education.\n\n"}
{"page": 748, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n736\n\n[Secretary's\n\nREPORT or THE COMMITTEE OF TWELVE ON RURAL SCHOOLS\n\nHenry Sabin, state superintendent of public instruction, Des Moines, la. chairman.\nB. A. Hinsdale, head of the department of education. University of Michigan, Ann Arbor\nMich.\nD. L. KiEHLE, state superintendent of public instruction, St. Paul, Minn.\nW. T. Harris, United States Commissioner of Education, Washington, D. C.\nA. B. Poland, state superintendent of public instruction, Trenton, N. J.\nC. C. Rounds, principal of State Normal School, Plymouth, N. H.\nJ. H. Phillips, superintendent of schools, Birmingham, Ala.\nS. T. Black, state superintendent of public instruction, Sacramento, Cal.\nW. S. Sutton, state superintendent of public instruction, Houston, Tex.\nC. R. Skinner, state superintendent of public instruction, Albany, N. Y.\nLawton B. Evans, superintendent of city schools, Augusta, Ga.\nL. E. Wolfe, superintendent of schools, Kansas City, Kans.\n\nAt a meeting of the National Council of Education at Denver, July 9, 1895, the Committee on State School Systems made a report on the rural-school problem thru its chairman,\n\nHenry Sabin of Iowa.\nOn July 12 the Board of Directors in session adopted a resolution appropriating $2,500\nAt a meeting of the Board of Directors at Buffalo,\nfor the expenses of the committee.\nN. Y., in July, 1896, an additional $1,000 was appropriated for the use of the committee.\nThis committee rendered its report to the National Council of Education at its meeting\nThe report was at once issued as a special pamphlet publica-\n\nin Milwaukee, July, 1897.\n\ntion of the Association and was widely distributed.\n\nof Proceedings for 1897,\n\nMilwaukee meeting.\n\nIt was also\n\npublished in the volume\n\nPlates of this report were\n\nmade and\n\nloaned to the state departments of various states and large editions were published\nfor gratuitous distribution to the officers of rural schools in the respective states.\n\nParts\n\nof the report were reprinted in pamphlet form by various publishers for general distribution at small cost.\n\nThe report is still in active demand, especially in those states most\n\nprominently interested in the consolidation of rural schools the supply of an efficient force\n;\n\nof teachers for rural schools;\n\nand in the improvement of rural schools thru agricultural\n\neducation.\n\ncommittee on college entrance requirements\nA. F. Nightingale, superintendent of high schools, Chicago,\n\n111.,\n\nchairman.\n\nWilliam H. Smiley, principal high school, district No. i, Denver, Colo., secretary.\n\nGeorge B. Aiton, inspector of high schools state of Minnesota, Minneapolis.\nJ. Remsen Bishop, principal Walnut Hills High School, Cincinnati, O.\nJohn T. Buchanan, principal of boys' high school, New York City, N. Y.\nPaul H. Hanus, assistant professor of education, Harvard University, Cambridge, Mass.\nB. A. Hinsdale, professor of education, Univ. of Mich., Ann Arbor, Mich.\nRay Green Huling, principal of English high school, Cambridge, Mass.\n\nEdmund J. James, professor of public administration, University of Chicago, Chicago, III.\nWilliam Carey Jones, professor of jurisprudence, University of California, Berkeley, Cal.\nJames E. Russell, dean of Teachers College, Columbia University, New York City.\nCharles H. Thurber, associate professor of pedagogy, University of Chicago, Chicago.\nAt a meeting of the department of secondary education at the Denver convention in\n1895 a paper was read by Professor William Carey Jones, of the University of California,\non the subject, \"What Action Ought to Be Taken by Universities and Secondary Schools\n\nCommittee of Ten ?\"\nThe discussion of this important paper led to joint action by the departments of secondary\nto Promote the Introduction of the Programs Recommended by the\n\neducation and of higher education recommending the appointment of the above committee\nto investigate and report on the subject.\n\nNo appropriation by the Board of Directors was requested for the first year of the\nNo general conference was held, but members of the committee\n\nwork of the committee.\n\nas individuals acting in their official capacity sent out circulars, gathered statistics,\nin other ways prepared the way for subsequent conferences.\n\nand\n\n"}
{"page": 749, "printed_page": null, "text": "REPORTS OF THE SECRETARY, iSgj-lQO^\n\nReports]\n\n737\n\nAt a meeting of the Board of Directors held in Washington, D. C, July 11, 1898,\nan appropriation of S500 was made to pay the necessary clerical expenses of this committee\nin collecting its statistics\n\nand formulating its report.\n\nTliis report was\n\ncompleted and\n\npresented to the joint departments of secondary and higher education at the Los Angeles\n\nconvention held in July, 1899.\n\nThe report was published as a separate pamphlet and\n\nIt was also\n\nprinted in the annual volume of Proceedings for the Los\n\nwidely distributed.\n\nAngeles meeting.\n\nLike the reports of the Committee of Ten and Committee of Fifteen, it\n\nis\n\nstill\n\nin\n\nactive demand by students of secondary and college education.\n\nCOMMITTEE ON NORMAL SCHOOLS\nSnyder, president of state normal school, Greeley, Colo chairman.\nR. G. Boone, president of state normal college, Ypsilanti, Mich.\n.\\. G. BoYDEN, princi|ial of state normal school, Bridgewater, Mass.\nMiss Marion Brown, vice-principal of McDonogh high school, New Orleans, La.\nFrank M. McMukry, Teachers college, Columbia University, New York City, N. Y.\nE. T. Pierce, president of state normal school, Los Angeles, Cal.\nN. C. ScHAEFFER, State superintendent of public instruction, Harrisburg, Pa.\nH. II. Seerley, president of state normal school, Cedar Falls, La.\nZ. X.\n\n,\n\nAt the session of the National Educational Association held in Denver, 1895, the\n\nNormal Department passed the following resolution, offered by President Z. X. Snyder,\nof Colorado:\n\n\"Resolved, That a committee be appointed by the jjresident of the department to\nmeet during the year and formulate a report to \\yc presented at llie next meeting, ujx)n\nsui h edu< ational topics as directly concern this department.\"\n.\\t\n\nthe meeting of the board of directors in Washington, I). C, July, iS<;S, an ajjpro-\n\njjriation of $500 was made to meet the expen.ses of this committee.\n\nThe final report of the committee was made to the Department of Normal Si liools at\nThe report was published in separate panijihlet\n\nthe Los Angeles convention in July, 1899.\n\nform and also in the volume of Proceedings for that year.\n\nCOMMITTEE ON THE RELATIONS OK I'UULIC LIBRAKIKS TO I'UHLIC SCHOOLS\nJ.\n\nC. Da.na, librarian, public library, Denver, Colo.\n\nFrank A. Hutchins,\nChaklks A. McMuKRY, princijjal of practice school, DcKalb, III.\nSherman Williams, state institute conductor, Glenn Falls, N. Y.\nM. Ix)UISE Jones, head (jf English Dep't., Stale Nonnal School, Emix.ri.i, Kan.\n\nOn recommendation of the library department of the N. E. A. at the annual tonvenWashington, D. C, 1897, to the National (\"ouiuil of Education the al)ove\ncommitttee was appointed to reix)rt on the relations of public libraries to public schiKils.\nOn the recommendation of the National Council the Ixmrd of Directors made an\ntion held in\n\nappmpriation of $500 for carrying on the work of this Dnimitlee.\nc\n\nThe committee coin-\n\nwork within c^ne year and made lis re|Mirt to the Niilional Council at the I/>s\n'Ihi.s re|H»rl was printed and dislribuleil in a se|»arate\n.XngeUs convention in July iH<^9.\nplcted\n\nits\n\npamphlet and also in the volume of I'rorrrdings of tlie I/>s Angeles con vciitiun.\n\nCOMMITTKK ON SALAklK.S, TKNfKK oK OKHCK AND I'l.NSIoNS C)K IKAC IIIRS\n\nCakkoll D. WmcwiT, U. S. (.'ommi.s.sionrr c»f I^iUir, Washington, D. C, chairman.\n\\.\\twis G. Cooi.K.v, su|Krinlcnc|«-nt of w IumiIs, Cliic.igo, III.\nFranklin H. Giddinc;s, professor of WHiolngy, Columbia I'nivrrsitv, NVw York, N. Y.\n.Miss Catmerine G(h;(:i.s', tenc Iut in city sc hiMils, Chicago, III.\nk. 11. Hai.sev, |>rinc i|uil of State Normal Sc hcM>l, Oshkosh, Wi\nWilliam .McAndrkw, princiiial of Girls' Technical High .Schcwil, \\. w N..ik, N. N\n.\n\n.Miss Anna Tolman Smith, V. S.\n\nBureau of Education, Washingloii, I). C.\n\n"}
{"page": 750, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n738\n\n[Secretary's\n\nThis committee was appointed by the National Council on recommendation of the\nCommittee on Investigations and Appropriations, at its meeting July 6, 1903 (see Minutes\nof the Council, Boston volume of Proceedings, pp. 307, 308).\nThe Board of Directors at its meeting July 9, 1903, appropriated $1,500 for the use\nof the committee (see Minutes of the Board of Directors, Boston volume of Proceedings,\nPP- 36, 37)-\n\nA preliminary report of this committee was submitted to the Board of Directors, June\nby the chairman, Carroll D. Wright, and referred to the National Council with\nrecommendation that it be printed in the annual volume of Proceedings (see Minutes of\nBoard of Directors, June 27, 1904, p. t,t„ St. Louis volume of Proceedings).\n27, 1904,\n\nThis report will be found among the papers of the Council pubHshed in the St. Louis\nvolume of Proceedings, pp. 370-377. The committee had expended but $390.71 of the\nappropriation for its expenses.\n\nThe balance, $1,109 .29, \"^^s reappropriated, together with\n\nan additional $1,500 making a total of $2,609.29 available for the expenses of the committee\nfor the year 1904-5 and for the preparation of its report to be made to the Council at the\nannual convention in 1905 (see Minutes of the Board of Directors, June 30, 1904, St.\n\nLouis volume of Proceedings,\n\np.\n\n39.)\n\nThis committee thru its chairman Carroll D. Wright, made its final report in printed\n\nform to the National Council at its meeting in Asbury Park and Ocean Grove N. J.,\nThis report constituted a pamphlet of 458 pages, with 274 pages of important\nJuly, 1905.\nstatistical tables showing the salaries of teachers of various grades in all classes of schools\nin the\n\nUnited States.\n\nThis report has been widely distributed and is in active demand from all sections of\nthe United States.\n\nCOMMITTEE ON TAXATION AS RELATED TO PUBLIC EDUCATION\n\nJames M. Greenwood, superintendent of schools, Kansas City, Mo., chairman.\nAaron Gove, ex-superintendent of schools, Denver, Colo.\n\nW. T. Harris, Commissioner of Education of the United States, Washington, D. C.\nJ. W. Carr, superintendent of schools, Anderson, Ind.\n\nNewton C. Dougherty, superintendent of schools, Peoria, 111.\nNathan C. Schaeffer, state superintendent of public instruction, Harrisburg, Pa.\nWilliam H. Maxwell, superintendent of schools, New York, N. Y.\nCarroll G. Pearse, superintendent of schools, Milwaukee, Wis.\nCharles D. McIver, president of the Normal and Industrial College, Greensboro, N. C.\n\nFrank A. Fitzpatrick, 93 Summer St., Boston, Mass.\nThis committee was appointed at the Minneapolis meeting in 1902 (see Minutes,\nMinneapolia volume of Proceedings, pp. 34, 311-13). The committee was under instructions\nto\n\nmake a printed report to the National Council not later than 1904, unless otherwise\n\ndirected, and the sum of $1,000, or so much thereof as might be necessary, was appropriated\n\nfor the expenses of the committee.\n\nThe committee expended $390 75 of the $1,000 appropriated for its expenses,\nleaving an unexpended balance of $709 25 which was reappropriated for the same purpose\n.\n\n.\n\nby the Board of Directors at its meeting held June 30, 1904 (see Minutes of Board of\nDirectors, pp. 39, 40, St. Louis volume of Proceedings).\n\nThe report of this committee, ordered for 1904, was not made at the St. Louis meeting,\nbut the committee was continued with the expectation that its report would be presented\nto the Council at the annual convention in 1905.\n\nThe committee made its final report to the National Council at its meeting in Asbury\nPark and Ocean Grove N. J., July, 1905. The report is pubhshed in pamphlet form and\nconsists of 86 pages with numerous valuable tables.\n\nCOMMITTEE ON INDUSTRIAL EDUCATION IN RURAL SCHOOLS\nL. D. Harvey, superintendent of schools, Menomonie, Wis., chairman.\nL. H. Bailey, director of College of Agriculture, Cornell University, Ithaca\n\nN. Y.\n\n"}
{"page": 751, "printed_page": null, "text": "Reportsl\n\nREPORTS OF THE SECRETARY, iSgj-IQOT\n\n739\n\nAlfred Bayliss, state superintendent of public instruttinn, Springfield, 111.\nW. T. Carrington, state superintendent of public instruction, JelTcrson City, Mo.\nWiLLETT M. Hays, agriculturist at Experiment Station, University of Minnesota, Minneapolis,\n\nMinn.\n\nThis committee was appointed by the National Council, on recommendatinn of the\nCommittee on Investigation and .\\p]>n)priations, at its meeting July 6, IQ03, (see Minutes\nof the Council, Boston volume of Proceedings, pp. 307, 308, 309).\nThe Board of Directors at its meeting July 9, 1903, appropriated $500, or so much\nthereof as might be necessary, for the use of the committee (see Minutes of the Board of\nDirectors, Boston volume of Proceedings, pp. 36, 37).\nAt the meeting of the Council at the St. Louis meeting, L. D. Harvey, chairman, made\nan oral report of progress and was asked to make a complete report to the Council at its\nannual meeting in 1904. The committee had expended but S187.95 of its appropriatinn\nof $500, leaving an unexpended balance of S312.05 which was reappropriatcd, and an\nadditional appropriation of $500 was made, making a total of S812.05 available for the\nexpenses of the committee for the year 1904-5 and for the preparation of its rejK)rt (see\nminutes of the Board of Directors, St. Louis volume of Proceedings, p. 39.)\nThis committee thru its chairman, L. D. Harvey, presented to the National Council of\nEducation a printed report of 97 pages. This report was accepted as a report of progress,\nat the meeting of the National Council in Asbury Park and Ocean Grove, N. J., July,\n1905, and the committee was continued for the purjiose of pursuing investigations still\nfurther in accordance with the plans outlined by the chairman, L. D. Har\\'ey, and .set\nforth in a communication to the Board of Directors (see p. 54 of the Yearbook for 1905).\nAn appropriation of S300 for the expenses of this committee for the current year was\nrecommended by the Committee on Investigations and Appropriations of the Council\nand authorized by the Board of Directors at its meeting July 6, 1905.\n\nCOMMITTEE ON THE NATIONAL BUREAU OF EDUCATION\n\nfWiLMAM R. Harper, president of the University of Chicago, chairman.\nNewton C. Dougherty, .sui)erintendent of .schools, Peoria, 111.\nJ.\\ndrkw S. Draper, commissioner of education of the slate of New York, .MUiny, N. V.\nAarcjn G(jve, ex-su[XTintcndcnt of schools, Denver, Colo.\nG. R. Gi.E.N'.v, ex-sti'ite schof)l commissioner of Georgia, .'\\llanta, Ga.\nE. (^)KAM Lyte, principal of the Stale Normal Sch<M)l, Millcrsville, Pa.\n5Ix>renzoD. Harvey, suiKTintendcnl of schools, Menomonie, Wis.\nThis committee was\n\nfirst\n\nappointed by the De])artnient of Su|HTinteiidcni c\n\n.it\n\nits\n\nannual meeting in Chicago in 1900, \"to aid the Bureau of Education, in whatever way\nthey find it practicable, to accomplish its work\" (see Minutes of Department of Suin-rintcndcnce, Charleston volume of Proceedings, p. 185).\n\nAt a meeting of the National Coun( il July 6, 1903, the Commitlic- on Iiivistigations\n\nand Appropriations refjorted at length on the desirability of strengthening the Bureau of\nEducation, anfl of enlarging its organi/.ilion and fa( ililies with the view of se< uring its\nerection into a si-parate aflministrativr dipartinent, and its a<!r<|uate e<|ui|iment and\nfinanrial sup|)«irt (see Minutes rif Council, Boston volume of Proirrdings, |ip. 30^), 30<)).\n\nThe committee alrea«ly ap|M>inted by the I)rj)artmrnt of Su|KTintendrnce, ns nl)«)vc\nstated,\n\nwas approved and continued by the Council; and an appnipriation of $t,ooo, or\n\nso much thereof a.s might Ijc nete.-Muiry f«»r the ex|K'n.s<?s «»f the nmmittee, wa.s uuthorixrd by\n(\n\nthe Board of Directors at iUi meeting July 9, 1900 (see Minutc.tof Board of Direttors, Boston\n\nvolume of Profrrding\\, |)p. 36, 37, 3H).\n• Appfiinlrd July\n\n».\n\n1904. lo «u((cr<l NichoU* Murray Hutlrr. rriil«nc<l.\n\nt Died January 10, i<yy>.\nt Appoinlrd fh.iirman Scfi«rml>cr, tiyyfi.\n\nH Appointed July\n\nt,\n\ni'x>4. lo tucrccrl\n\nW T Harrit. U.\n\nS.\n\nCommiMionrr of tUlucalion, rritigncd.\n\n"}
{"page": 752, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n740\n\n[Secretary's\n\nAt the meeting of the National Council at St. Louis, Mo., July i, 1904, the chairman.\nPresident Nicholas Murray Butler, made an oral report of progress on behalf of the comThe resignation of Chairman Butler was accepted\nmittee and tendered his resignation.\n\nand President WiUiam R. Harper, of the University of Chicago, appointed to fill the vacancy\nDr. W. T. Harris, United States Commissioner of Education, also resigned as a member of the committee and Lorenzo D. Harvey, superintendent of schools, Menomonie,\nWis., was appointed to fill the vacancy.\n\nIn the absence of any action by the Board of Directors at the St. Louis convention\nre-appropriating the $1,000 for the expenses of this committee (no part of which had been\nused), the same was covered into the treasury under the new rules governing appropriations.\n\nCOMMITTEE ON CONTEMPORARY EDUCATION DOCTRINE\nPaul H. Hanus, Harvard University, Cambridge, Mass., chairman.\n*Frank a. Hill, secretary of state board of education, Boston, Mass.\nLewis H. Jones, president of State Normal College, Ypsilanti, Mich.\nCharles B. Gilbert, educational editor. New York, N. Y.\nCharles H. Keyes, supervisor of schools, south district, Hartford, Conn.\nGeorge S. Locke, assistant professor of education, University of Chicago, Chicago, 111.\nD. L. KiEHLE, ex-professor of pedagogy. University of Minnesota, Minneapolis, Minn.\nCalvin N. Kendall, superintendent of schools, IndianapoHs, Ind.\nJames H. Van Sickle, superintendent of schools, Baltimore, Md.\n\nElmer E. Brown, professor of theory and practice of education. University of California,\nBerkeley, Cal.\n\nW. T. Harris, Commissioner of Education of the United States, Washington, D. C.\nThis committee was originally appointed as a committee of nine by the Department\nof Superintendence at its meeting in Chicago in 1902 (see Minutes of Department of Super-\n\nintendence, Minneapolis volume of Proceedings, pp. 156, 157).\n\nAt the meeting of the\n\nDepartment of Superintendence in Cincinnati in 1903 it was increased to eleven members\n(see Minutes of Department of Superintendence, Boston volume of Proceedings, p. 140).\nAt the meeting of the National Council July 9, 1903, the Committee on Investigations\n\nand Appropriations recommended that this committee designate a subcommittee of three\nof their own number to report to the Council in 1904 (a) a detailed and specific statement\nof the field of proposed investigation, (b) a. precise indication of the method or methods\nto be pursued, (c) a careful estimate of the cost of the proposed investigation and the\ntime it will probably consume; and also recommended that an appropriation of $750 be\n\nasked for the expenses of the subcommittee and to meet the expense of the work already\ndone by the full committee (see Minutes of the National Council, Boston volume of Proceedings, pp. 309).\n\nThe Board of Directors at its meeting July 9, 1903, authorized the appropriation of\n$750 for the use of said committee (see Minutes of Board of Directors, Boston volume of\nProceedings, pp. 37, 38).\n\nNo meeting of this Committee was held during the year 1904-5 or in the year 1905-6.\ncommittee on universal system of key notation\nE. O. Vaile, editor oi Intelligence, Oak Park, 111., chairman.\nF. Louis Soldan, su[)crintendent of instruction, public schools, St. Louis, Mo.\nThomas M. Balliet, dean of School of Pedagogy, New York University, New York City.\n*WiLLiAM R. Harper, president of the University of Chicago.\nAaron Gove, ex-superintendent of schools, Denver, Colo.\ntMELViL Dewey, Lake Placid Club, Essex Co., N. Y.\n\nThis committee was appointed by the Department of Superintendence at its meeting\nin Cincinnati, O., in 1903 (see Minutes of Department of Superintendence, Boston volume\n\nof Proceedings, p. 140).\n\nA report was made to the same department at its meeting at\n\nAtlanta, Ga., in 1904 (see minutes of Department of Superintendence, St. Louis volume\nof Proceedings, p. 175).\n* Deceased.\nt Appointed, May 10, to succeed William R. Harper.\n\n"}
{"page": 753, "printed_page": null, "text": "Rcportsl\n\nREPORTS OF THE SECRETARY, iSgj-igo^\n\n741\n\nThe Board of Directors, at its meeting June 30, 1904, granted an appropriation of\n$::oo as a contribution\n\ntoward the expenses of this committee in conference with com-\n\nmittees of the Modem Language Association and of the American Philological Association\nin regard to a universal system of key notation for indicating pronunciation and to recom-\n\nmend a Phonetic .\\lphabet (see Minutes of the Board of Directors, St. Louis volume of\nProceedings, p. 39).\n\nThis committee presented thru E. O. Vaile, chairman, a report of the Committee on\nConference of the American Philological Association, the Modern language Association,\n\nand the National Educational .\\ssociation at the Milwaukee Meeting of the Department\nof Superintendence,\n\nMarch, i, 1905 (see p. 158 of the volume of Proceedings for 1905).\n\nThe report has not yet been printed by the National Educational Association.\nCOMinXTEE ON INSTRUCTION IN NORMAL SCHOOLS IN LIBRARY ADMINISTRATION\n\nJames H. Canfield, Librarian, Columbia University, New York City, chairman.\nMelml Dewey, state director of Libraries, Albany, Like Placid CIuVj, N. V.\nNLvRY E. Ahern, editor of Public Libraries, Chicago, 111.\nElectra C. Doran, Head Instructor in the Library School, Cleveland, Ohio.\nMartin Hensall, librarian of Public School Library, Columbus, Ohio.\n\\i the meeting of the Board of Directors at Asbury Park and Ocean Gnive, July 6,\nJames H. Canfield, chairman, reported that the above named committee was a\ncommittee of co-operation between public schools and public libraries, representing the\nAmerican Library Association and the National Educational Association, and that the\n1905,\n\ncommittee was preparing a report on the subject of instruction in Normal Schools in Library\nAdministration. The Committee on Investigations and .'\\ppropriations of the National\nCouncil recommended that an appropriation of S3 00 00 be made for the expense of this\ncommittee in preparing the report. This recommendation was adopted by the Board of\nDirectors provided the report should\n\nW formulated and prepared for publication during\n\nthe current year.\n\nThis report was prepared by Miss Elizabeth G. Baldwin, librarian of the Teachers\nCollege of Columbia University and was published in a si)ccial pamphlet of seventy\n\npages and widely distributed to the school libraries, public libraries, and school authorities\nIt was also printed in the anniversary volume for 1006.\nthrt»ughout the country.\nRespect fully submit ted\n\nIkwin Siik.paku, Secretary.\n\n"}
{"page": 754, "printed_page": null, "text": "742\n\nNATIONAL EDUCATIONAL ASSOCIATION\n\n[Secretary's\n\nNECROLOGY\nFrom January 1906 to May 1907\nReports of the death of the following named life and active members have been\nreceived during the past year; the date of decease follows each name.\n\nJohn Jacob Anderson (March 14, 1906)\nWilliam N. Barringer (February 4, 1907)\nMiss Dorothea Beale (Movember 7, 1906)\nWilliam Allen Bell (December 10, 1906)\nHenry L. Boltwood (January 23, 1906)\nEllis W. Brown (July 4, 1905)\nMary A. Cahalan (April 9, 1906)\nB. H. Caldwell (August 3, 1906)\nAugustus J. Cheney (February 27, 1907)\nOliver D. Clark (July 28, 1906)\n\nBrooklyn, N. Y.\n\nNewark, N. J.\n\n.......\n\nCheltenham, England\nInd.\n\nIndianapolis,\n\nEvanston, 111.\n\nWashington, D. C.\n\nBirmingham, Ala.\nNashville, Tenn.\n\nOak Park, 111.\nTompkinsville,\n\nL.\n\nRuth Cohen (March 9, 1906)\n\nI.,\n\nN. Y.\n\nQuincy,\n\nGeorge H. Conley (December 21, 1905)\nArthur Cooper (November 14, 1906)\nBela Tormay de Nadudvar, (December 29, 1906)\nJohn Eaton (February 9, 1906)\nFrances A. Elmer (January 5, 1906)\nW. B. Ferguson (\n)\n\n111.\n\nBoston, Mass.\n\n....\n\nNew York, N. Y.\nBudapest, Hungary.\n\nWashington, D. C.\n\nWinona, Minn.\nMiddletown, Conn.\n\nA. H. Fletcher (June 16, 1906)\n\nRiver Falls, Wis.\n\nAnna Foos (March 26, 1906)\nJoseph K. Gotwals (October, 1905)\n\nNorristown, Pa.\n\nHiram D. Groves (November 16, 1905)\nNelson Haas (December, 1905)\nWilliam R. Harper (January 10, 1906)\n\nOmaha, Nebr.\n.\n\nWalter B. Hill (December 28, 1905)\nW. A. Hodgdon (June 14, 1906)\nFrancis E. Howard (January i, 1906)\nMrs. Mary H. Hunt (April 24, 1906)\nCharles Edward Hutton (October 4, 1906)\nWilbur S. Jackman (January 28, 1907)\nClara E. Jennison (October 29, 1905)\nAlbert G. Lane (August 26, 1906)\nJohn S. Locke (December 5, 1906)\nAlbert Prescott Marble (March 25, 1906)\n\nFayette,\n\nMo.\n\nHackensack, N. J.\nChicago,\n\nIII.\n\nAthens,\n\nGa.\n\nSt.\n\nLouis, Mo.\n\nBridgeport, Conn.\n\nBoston, Mass.\n\nLos Angeles, Cal.\nChicago,\n\n111.\n\nMinneapolis, Minn.\nChicago, 111.\nSaco, Mo.\n\nNew York, N. Y.\n\nKate L. McCoy (August 2, 1906)\nFrank McIntyre (July 24, 1906)\nCharles D. McIver (September 17, 1906)\nD. A. McMillan (March 4, 1906)\nPaul P. Peltier (November 17, 1905)\nHarriet M. Scott (February, 1906)\nHenry D. Shideler (February 15, 1906)\nIrving B. Smith (May 12, 1906)\n\nNew Brunswick, N. J.\n\nJames H. Stine (October 10, 1906)\nThomas B. Stockwell (February 9, 1906)\nJames B. Upham (November 25, 1905)\nAlbert J. Volland (December 29, 1906)\nAndrew J. Whiteside (October, 1906)\nPhilo Jesse Williams (March 21, 1907)\nFrederick C. Woodruff (May 16, 1906)\nCharles F. A. Zimmerman (June 20, 1906)\n\nWashington, D. C.\n\nGlenwood, Minn.\nGreensboro, N. C.\n\nMexico, Mo.\nSt.\n\nLouis,\n\nMo.\n\nPasadena, Cal.\nHuntington, Ind.\n\nWarsaw, N. Y.\nProvidence, R. I.\n\nMaiden, Mass.\n\nGrand Rapids, Mich.\n\nNew York, N. Y.\nEverett, Mass.\nSt.\n\nLouis, Mo.\n\nMilwaukee, Wis.\n\n"}
{"page": 755, "printed_page": null, "text": "LIST OF LIFE, ACTI\\'E, AND CORRESPONDING\n\nMEMBERS\nARRANGED BY STATES, CLASSES, AND YEARS OF CONTINUOUS MEMBERSUIP\nREVISED TO APRIL\n\nI,\n\n1907\n\nThe marginal figures indicate the yeur oj enrollment as active members by\nThe indented figures indicate year\noj appointment to present educational position.\nThe value of this list as an\neducational directory depends upon its accuracy and completeness; all memthose whose names immediately follow.\n\nbers are invited to contribute to this end by furnishing corrections of errors,\n\nhowever slight, and by supplying omitted data.\n\nThe institutions enrolled as members will be ft)und grouped at the end of\nthe list for each state; the arrangement\n\nalphabetical by years in the order\n\nis\n\nof enrollment.\n\nCORRESPONDING MKMHKRS\nENGLAND\ni8v8\n\nMichael Ernest Sadler, .\\.M., Trinity Coll. and Christ Church, Oxford; LL.D. (honorary), 'oj,\nColumbia Cniv.; A..\\l., '05. I'niv. <>f Mancht-slrr.\nSecretary of the Oxford Cnivt-rsity Extension Delegacy, iSSj-os'. Student and Steward\nof Christ Church, Oxford, iSgo-o.s; Member of the Royal Commission on Secondary Education, iSg^-ys; Director of SjK-cial In(|uirifs and Rc|X)rts in the\nEducation Dc|xirtmcnt. iHos-i<>o,r, I'rofcssor of History and Administration of\nEducation. \\'ictoria Cnivcrsily of .Manchester, since 1903; OlTicicr dc I'lnstructioa\nAdJrcis: Eastwood, Wcybridgc.\nI'ubliquc, 1904.\nE.\n\nLviLPH Stanley, A.B.. '61. A.Nf.. \"61. Oxford (I>nrd Stanley of AldcrlyV\nMember (jf the Royal Commis.sion on Education, 1HS6 87; .Member of the I.ondon Schoo\nHoarcl since 1H76, formerly ViteChairman of that body, 1.S07; .Author of various\non Educational Subjects. Address: 18 Mansbeld St., Portland Place,\n\narticles\n\n1901\n\nLondon. W.\nCloudeslev S. Henry Mrkheton, .\\.»., '</y, .\\.M., '00, St. John's Coll., Cambridge; B. ^s L., L.\nfc»\n\nL., Univ. of Paris; (>lTi< irr d'.\\(atl^-mie.\nDivisional Ins|x-itor Ir) the I^mdrm County Council for M(Klern I^inguages; ViccPrc*sident of the International Jury for Primary Etiucation at the Paris Extxinit ion,\n1900; .Vinjoinlrd to in(|uirc into the Teaihing of MiKlrrn l.;inKUaKes in Ireland,\niQoi; Writer on I'.dui.ilion in \"l-'ortninhtly Review,\" \"The Tiiues,\" \"Saturday\nReview,\" etc.; Author of various Rejxirts; .Adilrrvsetl the National I-Muiationul\nAss<H'iation of the Cnite<l States nt Detroit, .Mich., iqoi, on \"The Educational\n\nCrisis in Englanil.\"\n\nFabian Wark. H.\n\nH\n\nAddrra:\n\n7\n\nCannon Place, llam|nlcad, London, .\\. W.\n\n'04. rniversilirs cif I^indon and Pari*.\nAvsistant .Masirr in .Secomlary SihiMils (liraclford, iHo^-ii<j>; orrnsional\nExaminer to the Civil .Service Commission; •Kiasional Insirdor of Secomlary\nSchools to till- lioard of I'^luialion. nnil oinlributor to \"The Morning Post,\"\niHw >'/^>: Rrprrsrnlativr of the Edutntion Committee of the ltrili%M Royal\nOmimission at llir Paris l'!x|ir>siiiiin, iijoo; Assistant Dirrdor of Fdutnlioii,\n'I'ransvaal, 1901; Actin|( Dirritor of luluialion. Transvaal. January to June,\nIvor, .Memljer <if the 'I raiuvaai LrgUlulive Coun«ll, ivo.) 5; iJireitur uf Edu.S<\n\n.,\n\nTen Years\n\nTrontvaal, ivoj-5.\n\ncatiiin,\n\nAddtrtt: 04 \\'icluria St., .S. \\\\., London.\n\nSCOTLAND\niSoB\n\nSimon SoMEivit.Lr. LAtmi\n\nA.M.. LL.I)., Cniv. of F.<linburKh, F.R.S.F.; lion Fellow of the Educational Inntilute of .S<olland, and of the Coiiirmiis Sotiely, (tertn.iny\nProfeswir of the Institutes anil Itistorv ol Kiluiation, |'.<|inburgh I'nivervity, iiince 1H76;\nVisitor and I tiiriirirr i.. Iii.k lleiiueii irdui.ition.il) TruM since |H<6-, .Secretary\nMuni) Commi^^ion, \\^~ 1 Sei rrt«ry to .\\iLiuMialion\nto the En\nilion in S<iiilanil. louiide<l iH7f>-, at one lime Prrsifor Prom'\n'.rrat Urilain and Irrlanil, Mrmbrr of Edinburuh\ndent ol I'\n\"iiii.\n\\<iili'.r\n<A\n\\arious\nPhilo*oiihical and i'^lucational lliNiks and\nUniversity (\nAdJrtii: 11 (fe<irKe St)., Edinburgn.\nArticlcii.\n,\n\nI\n\n.\n\n743\n\n"}
{"page": 756, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n744\n\n[Argentine\n\nFRANCE\n1898\n\nFerdinand Buisson.\nProfessor of Education at the Sorbonne.\nJ. J.\n\nAddress:\n\nGabriel Compayre, Ph.D., 1873.\n\n30 rue Bobillot, Paris.\n\n—\n—\n\nProfessor of Philosophy, Lycees de Pau, i865^de Poitiers, 1868 de Toulouse, 1871;\nProfessor of Philosophy, Faculty of Letters of Toulouse, 1874; Professor of History\nNormal School of St.\nof Education, Normal School of Fontenay aux Roses, 1880\nCloud, i88i-, Member of Chambre des Deputes, 1881-89; Rector of the .Academy\nof Poitiers, 1890-95; Rector of the Academy and University of Lyons, 1895; Corresponding Member of the Institut de France, 1901; Rector at the University of\nAddress: Avenue de\nInspector general de I'Universite de France.\nLyons.\nBreteuil, 80, Lyons, France.\n\nPierre Emile Levasseur, Doctor (ad Honoris), Univ. of Columbia and Univ. of Budapest; Litt.D., '56.\nProfessor of I..etters and Rhetoric, and of History, at several Lyceums, 1868; Professor\nat the College of France since 1868; Professor at the Institute of Arts and Trades,\n1871-96, and at the School of Political Science; President of the Association for\nthe Secondary Instruction of Young Girls at the Sorbonne since 1881; President\nof the Statistical 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-le-Prince,\nParis.\n1\n\n90 1\n\nCharles Bayet.\nProfessor of History and Archaeology of the Middle Ages at the University of Lyons, 1876;\nRector of Academy of Lille, 1891; Director of Primary Education to the Minister\nof Public Instruction, 1896; Member of the Higher Council of Public Instruction,\n1900; Author of various works on Arch<Eology and History of the Middle Ages; of\na volume on Byzantine Art; of various articles on Teaching. Address: 27, rue\n\nGay-Lussac, Paris.\n\nLfoN Bourgeois.\nFormerly Minister of Public Instruction; Member of the Chamber of Deputies.\n\nAddress:\n\nrue Palatine Paris.\n\nElie Rabier.\nFellow in Philosophy, 1866-69; Professor of Philosophy in the Lyceum of Montauban,\n1869-72; of Tours, 1872; of Charlemagne at Paris, 1873-81; Professor of the\nDepartment of Philosophy at the Superior Normal School, 1881; Director of\nSecondary Education in the Ministry of Public Instruction, 1889; Author of various\nAddress: 27, rue de Fleurus, Paris.\nPhilosophical Treatises.\n\nCamille S£e.\nCounselor of State; Author of the Law of December 21, 1880, which created the Secondary\nInstruction of Young Women; Author of the Law of June 29, 1881, which created\nthe Normal School; Member of the Committees and Jury at the Universal Expositions of 1878, 1889, and 1900.\nAddress: 65, avenue des Champs-Elys^es, Paris.\n\nGERMANY\n1898\n\nFriedrich Paulsen, Ph.D.,\n\n'71, Berlin.\n\nProfessor of Philosophy and Pedagogics, University of Berlin, since\nSteglitz Fichtestrasse 31, Berlin.\n\n1877.\n\nAddress:\n\nITALY\n1898\n\nLuiGi Bodio, LL.D.\nCounselor of State; formerly Commissioner General of Emigration; President of the\nSuperior Council of Statistics; Member of various Statistical Societies in France,\nEngland, Germany, and America; Senator of the Kingdom of Italy; General Secretary of the International Institute of Statistics.\nAddress: 153 Via Torino, Rome.\n\n1901\n\nEugraph P. Kovalevsky.\n\nRUSSIA\nGraduate of the University of Moscow;\n\nSecretary of the Imperial Senate since 1S90;\nOfficer of the Special Missions at the Ministry of Public Instruction, 1893; Delegate to the World's Columbian Exposition, at Chicago, 1893; Director of the\nPedagogical Section of the National Exhibition at Nijni Novgorod, 1896; same\nat Stockholm, 1897; Director of the Pedagogical Commission at the Paris Exposition and member of the International Jury of Awards, 1900; President of the\nPermanent Commission of the Popular Conferences and Lectures, 1903; .Author\nof various papers on Educational Subjects.\nAddress: Catherine Canal 14, St.\n\nPetersburg.\n\nARGENTINE REPUBLIC\n1901\n\nJoseph Benjamin Zubiaur, LL.D., '84, Univ. of Buenos Ayres.\nProfessor and Assistant Supervisor of Normal Schools and National Colleges, 1881-84;\nInspector of the Normal Schools and National Colleges, 1885-91; Delegate sent\nby the Minister of Public Instruction to the World's Exposition at Paris in 1889;\nPrincipal of the National College of Concepcion del Uruguay, 1892-98; Director\nof the Section of Education, 1899; Member of the National Board of Education,\n1899; Delegate to the Pan-American Exposition from the Province of Entre Rios\nand General Board of Education of the Province of Corrientes, also Commissioner\nto Study the Elementary Schools and Adult Evening Schools of the United States,\nAddress: care of National Board of Education, Buenos Ayres, .Argentine\n1901.\nRepuljlic.\n\n'\n\n"}
{"page": 757, "printed_page": null, "text": "LIFE, ACTIVE, AND\n\nAlabama]\n\nCORRESPONDING MEMBERS\n\n745\n\nREPUBLIC OF CHILE\niQoi\n\nCarlos Silva Cruz, Graduate, Univ. of Chile, iS<)o.\nProfessor of Spanish anJ Com|H)siii(in at the \"Liceo Miguel Luis Amunitegui, \"Santiago, iSq5-, and at the \"Institute Xacional de Chile.\" i8oS; Chief of Section of\nSecondary, Superior, and Special Instruction of the Ministry of Public Instruction\nof Chile, i8oq; Commissioner in charge of the Kducational and Library Department of the Chile cxhil>it at the Pan-American Kxjxjsition of HutTalo, N. V., and\nto study the organization of Educational Service of the United States, igoi.\nAddress: 351 Breton St., Santiago Chile.\n\nGifLLFRUO FREiT>EXBrR(-. Cristi, Ph.B., 'o7, B.L., '00, Univ. of Santiago, Chile.\nDirector and Chief of the ScIukiI Department, Patronato Santa Kilomena, iSgO; Commissioner Assistant of Chile to the Pan-.\\merican ExiX)sition (educational dejxirtment); Siiecial Commissioner to Study the Educational Systems in the United\nStates and Euroix-, 1901.\nAddress: Casilla 841, Santiago, Chile.\n\nREPUBLIC OF GUATEMALA\nlooi\n\nDr. JoAQi'iN Yei.a.\nPhysician and Surgeon of the Faculties of Guatemala and San Francisco, Cal.; Founder\nand ex-Dean of the Guatemalan College of Pharmacy and Medicine; Guatemalan\nCommissioner to the Paris ( iH7.S^ and Hutfalo Expositions', Delegate to the Second\nand Third Pan-.-\\merican Medical Congres.ses-. .Member of the Caballeros Hospitalarios Espanoles of Madrid, Sp;»in; Member of the .Vcademie N'ationale of\nAddress: Guatemala City, GuateParis, France; Consul General of Ciuatemala.\nmala, C. A.; consular address: 2 and 4 Stone St., New York, N. Y.\n\nREPUBLIC OF COSTA RICA\nigoi\n\nDon JoAQfi.s' Bernardo Calvo.\nMinister of Costa Rica, 1329, i8th St., \\. W., Washington, D. C.\n\nLIFE DIRFXTORS, LIFE AND .\\CTIVE MEMBERS\nALABAMA\nactive ueubers\n1881\n\nJohn Ma.ssev, A.B.,'62, A.M., '75, LL.D.. '70. Univ. of .\\la.\n\n1882\n\nJulia SiiUDWick Titwiler.\n\n1888\n\nJohn Herbert Phillips, .X.M.. LL.D., '05. Marietta Coll.; Ph.D.. Southern Univ.; LL.D., \"06, Univ.\n\n1876,\n88(),\n\nPresident of .'\\labama Conference Female College, Tu.skcgee.\nPrincipal of .\\labama Normal College, Livingston.\nof Ala.\n\n1883,\n\niSoS\n\nJ. B.\n\nSuperintendent of Schools, 2720, 12th .\\ve., N\n\n,\n\nBirmingham.\n\nCUNNI.VCHAM.\n1898.\n\nPrincipal of High School, 1028 S. 21st\n\nSt.,\n\nBirmingham.\n\nRobert .Vlexander Mkkle, .\\.U., '86, Davidson Coll.\nSujxrrviwjr\n\nJefferson .Street Primary\n\nof\n\nand (irammar Sihool, 1007 Texas\n\nSt.\n\nMobile.\n\nJames Knox Powers, A.M., '73, LL.D., '97, Univ. of .\\la.\nigoi,\n\n1808\n\nReiwcsentativc of the B. F. Johnson Publishing Co., 6iy Wesleyan .\\ve., Floreme.\n\nRobert Venable All<;<«iI), B.Sc., '00, Southern Univ.; .\\.M.. '<j3, Univ. of Nashville.\n1894,\n\nSuiwrinicndenl of Public ScIuhjIs, 4312, 2d .'\\ve., S., .\\vimdale, Birmingham.\n\nCharles A. Brown. C.K.. .\\la. Poly.\ni8u7,\nJi»sKPii\n\nInst.\n\nPrincijKil of Henley School, 1136, 13th St., S.,\n\nBirminghnm.\n\nD. Mati.o« K.\nKetiresentative of American B<kiIc Co., 2227 7th Ave., Box 4fij. Birmingham.\n\nDaniel Pinknev Christenberrv, Pd.B '87, A.M., '88. S<iuthrrn Univ.\n1H02, Profcnvjf of l.ngli.^h Smthcrn University, (ircrnhlHiro.\nLL.B., '88. LL.D.. '04. Univ. of Ala.; I.L D.,\nu/jo Jniis William Ab>r<roii»ie A.B. 'St.. Oxford Cnll\n\niS<>.;\n\n,\n\n;\n\nUniv „t S. C.\nPrmidenl of Univeritily <if Alnliamu, Univeniily P. O.\nLi'ciEN P. Giudenh, a B. Southern Univ.\n•©<;.\n\n1002.\n\nGrcennlHifo.\n\n(MAiii >:s B. Glenn, M.Sc., 'oj, AIn Poly. In»l.; A.B., 'g6, Harvnr<l Univ.\n|H(X). Prin(i|iul of Paul Ha)-nr Sihoiil, iits S. 121I1 St., Birmingham.\n\nWiLLARii J. Wheeler.\niH<y),\n\nPmidrnl of Whrrirr BuMnru Collrgr\n\nluovi\n\nlul7i.\n\ni\"!\n\n.\\«r\n\n,\n\nBiriiiingliaiii.\n\n.Marhhall Claric Wii.hon, (.K.,'76, Univ. of \\'«.\n1H07, Prenldrnl of Stale Normal Collrge. 648 Poplar Si., Flurrme.\nluoi\n\nAM\n\nHoward Coll.\nM Dill,\nH;oi. Suj»crinlrndrnt of Sthooln, 124 S j.;d St., Brurmrr.\nLL t» 'o<>. Univ. of Ala.\nWiLliAM Hill. A B Mo A .M H, Imorv (.11\nKx Stale Sujicrinlriidrnl o( l.dui.ilion. 4^7 S. Perry St.. Monlgomrry,\nJamm Alrxanher .\\t<Hii<r. HP.. S.nithrr« Univ.\nJii^EPH\n\n.\n\nIsAAi\n\n,\n\niqUi,\n\nAiling i'rroidrni o| .Maljnma (iirli' InduMrial Stlxml, Monlrvallo.\n\nHrpsoN fiwis Ml mrr. B S<\n1V06.\n\nM\n\n'o» Marion Mil Inut\nA B A\n'07. Univ, of \\'a.\nSu|xrintendrn( uf Marion Military Insiitulr. Marion.\n.\n\n;\n\n,\n\n.\n\n"}
{"page": 758, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n746\n\n[Alabama\n\nALABAMA—CoH/jnHC(f\n1901\n\nFrancisM. Peterson, A.M., D.D., '00, Southern UnivLL.D.\nMontevallo.\niSgg, President of Alabama Girls Industrial School,\nMrs. J. H. Phillips.\n\nxt\n\n•\n\nt,-\n\n1,\n\n2720, i2th Ave., N., Birmingham.\n\n1Q02\n\nGeoroe William Brock, A.B., '00, Univ. of Ala.\n1902,\nS.\n\nR. Butler.\n\nSuperintendent of City Schools, Opelika.\n^\ntt\n-n\nSuperintendent of Pubhc Schools Huntsville.\n,\n\n1893,\n\n,\n\n,\n\nCharles Lewis Floyd, A.B., Univ. of Ga.\n1889,\n\n„.\n^r\nt,\nSuperintendent of City Schools, 205 High St., Montgomery.\n,\n\nHarry C. Gunnels, A.B., '86. A.M., Oxford Coll.; LL.B., '91, Univ. of Ala.\nMontgomery.\n1906, State Superintendent of Education, Capitol,\n\nWalter Evans Striplin, A. B., '91, Oxford Coll.\n\nSuperintendent of Public Schools, Gadsden.\n\n1903,\n\n1903\n\nJane E. Clark, A.B., '01, Oberlin Coll.\nt\n-r\nTuskegee.\n1902, Dean of the Woman's Department, Tuskegee Institute,\nRichard A. Clayton.\n^\nt,Birmingham.\nE.xchange,\n'Educational\nof\nManager\nBusiness\n.\n\n•\n\n,\n\n,\n\n•\n\n,,\n\n,\n\n.\n\ni\n\nStonew.all J.\\ckson Cole.\nxt\nx,.\n1891, Agent for Ginn & Co., 2214, 12th Ave., N., Birmingham.\n•\n\nWilliam T. Edwards.\n\n.\n\n,\n\n,\n\n-,\n\n,^^^\n\nc-\n\nPrincipal of Snow Hill Normal and Industrial Institute, Snow Hill.\nTames H. Foster, A.B., '84, Howard Coll.; LL.B., '91, State Univ. of Ala.\n1893, Superintendent of Schools. 907, lotli St., Tuscaloosa.\n\nJohn Y. Graham, B.Sc, '92, M.Sc, '94, Princeton Univ.; Ph.D., Munich.\n\nProfessor of Biology, University of Alabama, University P.\n\n1897,\n\nO\n\nWiLLLAM Cornelius Griggs, A. B., '98.\nBrewton.\n1904, Secretary of the Alabama Educational Association,\n.\n\n.\n\nRobert O. Meek, A.B., '02, A.M., '93. Southern Univ.\nSuperintendent of Public Schools, Attalla.\n\n1904,\n\nSamuel S. Murphy, A.B., '90, A.M., '92, Univ. of Ala\n\nj r- j\nc.\na^ u-i\nSuperintendent of Schools, Conti St., bet. Laurence and Cedar Sts., Mobile.\n\n1900,\n\nT.\n\nW. Palmer, A.M., LL.D., '06, Univ. of Ala.\nProfessor of Mathematics and\n\n1883\n\n,\n\n.,\n\n,\n\n,,\n\n.\n\nUmversity of Alabama, University\nDean of Faculty, ,,\n,\n\n.^\n\n.\n\n,\n\n.\n\nP. O.\n\nThom.as Richard Walker. B.Sc.\nSuperintendent of City Schools, 2308 Ave. F, Ensley.\n\n1906,\n\nHfnrv Jones Wii.lincham, A.B., A.M., '93. How.ird Coll.\n\nSecretary of State Board of Examiners, Department of Education, Montgomery.\n\nIQ04\n\nEDWARDFRANKLrNBucHNER,A.B., '89, Western Coll.; Ph.D., '93, Yale Univ.\n\n1904,\n\n1905\n\n-or.\n\nProfessor of Philosophy and Education, University of Alabama, University P. U.\n\n1903,\n\nHenry J. Fusch.\n\n^\n.\nPresident of Eighth District Agricultural School, Athens.\n,\n\n,\n\n,\n\n,\n\n,\n\nFlavius T. Appleby, B.Sc, '01, Univ. of Tenn.\nSuperintendent of City Schools, Tuscumbia.\n\n1906,\n\nCharles Prescott Atkinson, B.Sc, '88, A.M., '90, Southern Univ.\nProfessor of Moral Philosophy\n\n1904,\n\n.\n\n^\n\n.\n\nand History, Southern University, Greensboro.\n\nGeorge Webster Duncan, M.Sc, Ala. Poly. Inst.\n\nGeneral Agent of University Publishing Co., Auburn.\n\nWilliam Francis Feagin, B.Sc, M.Sc, Ala. Poly. In.st.\n\nSecretary and Memlx;r of State Board of Examiners of Alabama Department ot\n\nEducation, Montgomery.\n\nFrank Taylor Long, A.B.. '04, Mercer Univ.\n1905,\n\nAssistant Principal of Public School, Union Springs.\n\nIsaac W. McAdory.\n\n,,•\n\n.\n\n•\n\nv.\n\nCounty Superintendent of Education, 2512, 7th Ave., Birmingham.\nLeonard L. Vann. A.M., '91, Howard Coll.\n1907, President of Fifth District Agricultural School, Wetumpka.\n1904,\n\nWilliam Coke Watson.\n'\n\n1\n\n1906\n\n904\n\n,.\n\n^\n\n»\n\n•\n\n,.\nr.\n.\nTeacher of English and History, Leighton Avenue Public School Box 712, Anniston.\n,\n\n.\n\n,\n\n,\n\n,\n\n,\n\n,\n\nJames V. Brown, B.Sc, 'o4, M.Sc, '95, -Ma. Poly. Inst.\n\nSuperintendent of City Schools, N. Foster St., Dothan.\n\n'98, Univ. of Va.\nD S Burleson, A.B., '91, A.M., '98, Milligan Coll.; A.M. Latin and Greek,\nWesleyan Ave.,\nres.,\n\n1898,\n\nProfessor of Latin and English, State\nFlorence.\n\nNormal College;\n\nJoel Campbell Du BosE. A. B., '78, A.M.. '82, Univ. of Ala.\n1906,\n\n,\n\nAssociate Professor of Secondary Education, University of\nP. O., express office, Tuskaloosa.\n\n615\n\nAlabama, University\n\nJoseph Milo Fricks.\n1906,\n\nPrincipal of High School, Box 73, Epes.\n\nDirector of Academic Department, Tuskegee Institute. Tuskegee Institute P. O.\nPerry M. McNeil, A.B., '93, A.M.. '01, Univ. of Nashville.\n\nSuperintendent of Schools, Pratt City.\n\n"}
{"page": 759, "printed_page": null, "text": ".\n\nLIFE, ACTIVE, AXD\n\nArkansas]\n\nCORRESPOX DING MEMBERS\n\n747\n\nA LA BAM A—Cofi/>« ued\ninstitutions\n1897\n\nAlabama Polytkchnic Institite.\nPresident. Charles Coleman Thach;\n\n1809\n\nState Normal School at J.^cksonville.\n\n1901\n\nState Normal College.\n\n1903\n\n.\\labama Girls' Industrial School.\n\n1906\n\n\"Educational Exchange.\"\n\nLibrarian. J. R. Kutlaml. .Vuburn.\n\nPresident, William Clarence Daugcttc, Jacksonville.\nPrincipal, E. M. Shackelford, Troy.\n\nPresident, Francis NL Peterson; Secretary, J. .\\lex. Moorc, Monlevallo.\n\nBusiness Manager, R. A. Clayton, 501-2 Title Guarantee Baildin;^. Birmingham.\n\nSouthern University. Library.\nPresident, H. M. Hosmer; Librarian,\n\nP. Christenljcrry,\n\nT).\n\nGreensboro.\n\nARIZONA\nactive members\n1890\ni8qs\n\nFerris S. Fitch, A.B., '77, Univ. <>f Mich.\nWcldon.\nCharles F. Philbrook.\nSui)crintcndcnt of City Schools. Bisbcc.\n\n1904.\n\n1899\n\nWilliam J. .\\ndf.rson, H.Sc, '07, National Univ., Chicago.\n1899, .\\rt Department, Territorial Normal School, Tempo; res., 246 S. t2th Ave., Phu:nix_\n\n1902\n\nGeorge E. Krinbill.\n\n1904\n\nJ. B. Jolly.\n\n.\\. J.\n\nMatthews.\n1900,\n\nPresident of Tempo Normal School of .\\rizona, Tempo.\n\nSupervisor of Music. Bislx;c and Douglas; address, Bo.x 153.?. Bisln-e.\n1900, County Superintendent of Schools, Prcscott.\nFrancis Ernest Lloyd. .A.B.. '91. /X.M.. '91;. Princeton Univ.\n\nMember of .Sta:T\n\n1906,\n\nDesert Botanical Lalxiratory, Carnegie Institution of Washing-\n\nton; address. Tucson.\n\nAr.soldas H. McClure. A.M.. Ph.D.\nSuperintendent of City Schools,\n\n1905.\n\n190s\n\n.Amanda Hallberg Runouest.\n\n1906\n\nCharles W. Goodman.\n\nVuma.\n\nMissionary, Presbyterian Home Baird, Indian -School. Tucson.\n\nSuperintendent of U. S. Indian Industrial SchorJ, Phoenix.\n\nOlaf Halvorson\n1904.\n\n.X.B.. '02. Univ. of Minn.\nPrincipal of High School, Clifton.\n\nWilliam Morrison Ruthraufp. A.B.. '02. .'\\..\\I., 'oj. WiiienlK-rg Coll.\n1906.\nJ. F.\n\nSuperintendent of Public Schools, 'I ucson.\n\nStilwell. A.B.. \"99. A.M.. '04. .Ne\\vl>crry Coll,\nSuperintendent of Public Schools. Phoenix.\n\ninstitutions\nii/Di\n\nNortiikrn .\\rizon* Normal School.\nPresident, .\\. .\\. Taylor, Flagstaff.\n\nTempe Normal SrHf)OL or Arizona.\nPresident, A. J. .Matthews, Temiw.\n\nARKANSAS\nactive members\n1887\n\nThomas A\n\nAM,\n\nWrsi Tenn. Coll.; I.L D.. '00, Univ. of ,\\rk.\nSujicrintcndcnt of Arkans:ui ScIuxjI for the Blind. Little Rock.\n\nFutrai.l,\niijc/t,\n\n189?\n\nGk/jbok U Cook, .\\ M\n\n1896\n\nJohn H. Hinkmon. ,\\ M\n\niHt/>,\n\n„....,.,\n\nSujicrintcndent of City SchiMil.i, »oo Garden .St.. Mot SfirinKii.\n.\n\n94 Arkadclphi.i Coll..«nd 'oj. Univ\n\nr)f\n\nNathvillr.\n\nI'rrMdcnl oi HcndcfMin C-illrge, .\\rkadrlphia.\n\nKfOfi,\n\n1807\n\nJoHJ« Uvf.H Rf.VNoLKH, .\\ B\n\ni<>oi\n\nJ.\n\n.\n\n'9», llrndrix Coll\n\n;\n\nAM 'in, Univ. of ChiraRo.\n,\n\nProfcitior ol Miilory and I'oliliial .Siiriiic, t'nivcr»ity uf ArkdlLvu, Fayrllcvillc.\n\nlyoi,\n\nM Caldwell.\nnrn,\n\nPrintijxil of High School, I'raine Grove.\n\n1902\n\nB. W. ToRRr.VMi!*.\n\n190J\n\nJi-rrmv.N\n\n.\n,\n„\n.\nfMipcrinlrndmt of ( iiy S(iio>il». Hih nnd I>iiiii»ianA Sl»., Ft. Smith.\n.\n\n.\n\n,\n\n•<\n\n1904\n\n^^^ j.^j^^.^j ^^ ^^^^^„^ uin nj^i, Siho..l. ie>oo Scott St Utile R<Mk.\nWm. L. Skagos. A.B 'B7. Corlrton Coll M So 'q%, Ohio Univ.; Pd.B., '00. Univ. of Mo.\n\n^\n\nF C. NoLr.s, A B\n\n.\n\n,\n\n1(^1,\n\nloos\n\n;\n\n,\n\nSujirrintcndcnt ••( Public School*, Parag'iulil.\n\n....\n\n'w. V.indrrbili Univ\nPrinii|«I of Fort Sicrlr Sch/ir.l. Little R.^k.\n.\n\njAMrs W. KuvicrNDAii\n1905.\n\nSuiicrinlcndcnt of City Schfjoln. 100 N. 17th S«.. Fort Smith.\n\n"}
{"page": 760, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\ny48\n\n[California\n\nAKKA'NSAS— Continued\n1905\n\nF. W. Miller, A.B., '89, Hendrix Coll.\n\n1906\n\nWiLLLVM A. CR.iWFORD. A.B., 'oi, Univ. of Ark.\n\nig35.\niQoi,\n\nSuperintendent of Public Schools, i6n Pecan St., Texarkana.\nSuperintendent of Schools, Arkadelphia.\n\nJohn J. Doyne.\nState Superintendent of Public Instruction, State House. Little Rock.\n\ninstitutions\n1897\n\nHendrix College.\nPresident, Stonewall Anderson;\n\n1901\n\nLibrarian, L. C. Perry, Conway.\nUniversity of Ark.\\nsas, Library.\nPresident, John N. Tillman; Librarian, Miss Ada Pace, Fayetteville.\n\nCALIFORNIA\nlife director\n\n886\n\n877\n\n879\n\nJosiAH Little Pickard, LL.D., '70, Chicago Univ. and Beloit Coll., '94. Bowdoin Coll.\nEx-President State University of Iowa; address, Cupertino, Santa Clara Co.\nlife members\nMrs. Anna Kalfus Spero.\nP. O. Box 405, Berkeley.\nJames Harmon HoosE, A.M., '64, Ph.D., '73, Syraciise Univ.\n1896, Department of Philosophy and History, University of Southern CaUfornia, 1121 W.\n31st\n\nSt.,\n\nLos Angeles.\n\n880\n\nEmily M. Coe.\n\n882\n\nHarriet N. Morris, A.M., '86, Nat. Nor. Univ.\n\n884\n\nJohn William Stearns, A.B., '60, A.M., '64, Harvard Coll.; LL.D., '74, Chicago Univ.\n\nRetired Kindergartner; P. O. Box 1135, Riverside.\n\n1520 Cedar St., San Diego.\n225s, 2d St., San Diego.\n\nNathan Crook Twining, A.B., '61, A.M., '65, Ph.D.\n1380 Rubio St.. Los Angeles.\n\n886\n\nC. Y. Roor.\n\n887\n\nC. S. Young.\n\n634, i8th St.,\n\nOakland.\n\nBakersfield.\n\n888\n\nRebecca F. English.\n1891,\n\nTeacher of Methods, Slate Normal School;\n\nres.,\n\n153 S. loth St., San Jose.\n\nJoseph O'Connor.\n1898,\n\nPrincipal of Mission High School, 2489 Howard St., San Francisco.\n\n889\n\nMrs. Augusta W. Hobe Classen.\n1896 Green St., San Francisco.\n\n888\n\nJ. p.\n\nACTIVE MEMBERS\n\nGreeley.\n1905,\n\nSuperintendent of State School, Whittier.\n\n889\n\nEdward T. Pierce, LL.B., '77, Union Univ.; P.D., '93, N. Y. Nor. Coll.\n\n892\n\nEx-President of State Normal School,: res., Sierra Madre St., Sierra Madre.\nAllen Allensworth, A.M., '84, Roger Williams Univ.. Lieut. Col. U. S. Army (retired).\n820 W. 30th St., Los Angeles.\n\n893\n\nFrederic Burk, B.L., '83, Univ. of Cal.; A.M., '92, Leland Stanford Jr. Univ.; Ph.D. ,'98, Clark Univ.\n1899, President of State Normal School, Powell St. near Clay, San Francisco.\nJames A. Foshav, A.M., Univ. of So. Cal.-, Pd.D., '98, N. Y. Nor. Coll.\nEx-Superintendent of Schools, 1023 W. Sixth St., Los Angeles.\nEllwood P. CuBBERLEY, A.B., 'oi, Ind. Univ.; A.M., '02, Ph.D., '05, Columbia Univ.\n\n894\n\n1906,\n\nProfessor of Education, Leland Stanford Jr. University, Stanford University.\n\nCharles Cecil Van Liew, Ph.D., '93, Jena.\n1899, President of State Normal School, Chico.\n189s\n\nD. R. Augsburg, B.P., '84, Syracuse Univ.\n1898, Director of Drawing, Public Schools, 1914, nth Ave., East Oakland.\nLewis B. Avery, B.Sc, '83, T.abor Coll.\n1895, Principal of High School and (1906) Superintendent of Schools, Redlands.\nWalter J. Bailey, A.M., '00, Bates Coll.\n1901, Principal of Los .Angeles Military Academy, Commonwealth .\\ve., near West Lake\nPark, I^s .\\ngeles.\nSamuel T. Black.\ni8g8, President of State Normal School San Diego.\nTheodore B. Comstock, B.Agri., '68, Pa. State Coll.; B.St., '70, D.Sc, '86, Cornell Univ.\n827 Beacon St., Los Angeles.\nThomas J. Kirk.\nEx-State Superintendent of Public Instruction, 1301 O St., Sacramento.\n\nGeorge R. Kleeberger.\n1902,\n\nPrincipal of High School, 219 W. North St., Visalia.\n\n"}
{"page": 761, "printed_page": null, "text": "California]\n\nLI FE, ACTI V E, AX D\n\nCORRESPOXDIXG MEMBERS\n\n749\n\nCALIFORNIA— CoH/inuf J\n1895\n\nJesse F. MiLLSPArc.n. A.B.. '79. Univ. of Mich.;\n1904,\n\n.A.Nf.. '04.\n\nPresident of State Normal Schix)!. res.. 1423 Bonnie Rrae St.\n\nJohn B. Mosmx. .\\M.,\n1903,\n\n1896\n\nSi. Iowa Slate Iniv.\nDeputy Superintendent of Cit.v Schools. 1703\n\nW 33d\n\nSt.,\n\nLos .\\ngeles.\n\nLos .\\ngelcs.\n\nMrs. Margaret ZiLLA FRO .\\dams. M.E.r).. '89 St. Nor. Sch., Fdinlxiro, Pa.; Pd.M.. '04. N.Y.\n122 San .\\ntonio St. Mountain \\'iew.\nE. Morris Cox, .\\.B., Havcrford Coll.\n1S96,\n\nI'niv.\n\nSuperintendent of Public Schools, 728 Slater St., Santa Rosa.\n\nHenry Morse Stephens, .\\.B., '80, .•V.M., '02, Oxford, EnRland.\n1894,\n\n1897\n\nProfessor of History and Director of University E.xtension Department, University\nof California. Faculty Club, Berkeley.\n\nChristine M. Benson.\n1905,\n\nPrincipal of Staunton .\\venue School, 104s Ingraham St., Los .\\ngeles.\n\n.\\rthur He.nry Chamberlain, B.Sc, '03, .\\.M.. '03, Columbia Univ.\n1896, Dean and Professor of Education, Throop Polytechnic Institute, 377 .\\. Los Roblcs\n.\\ve.,\n\nJ. O.\n\nPasadena.\n\nChurchill.\n1903,\n\nPrincipal of Union High School, Hollywood.\n\nA. H. ^L^cDoNALD.\n1880,\n\nPrincipal of Lincoln School, 407 Fair\n\nOaks St.. San Francisco.\n\nFernando Sanford.\n1891,\n\n1898\n\nProfessor of Physics, Inland Stanford Jr. University; 450 Kingslcy .\\ve., Palo .Mto.\n\nJames .\\. Barr.\n1891,\n\nSuperintendent of City Schools, 1407 E. Channel St., Stockton.\n\nMorris Elmer Dailey, .\\.M., Ind. Univ.\n1900, President of State Normal School, S.in Jos(5.\nDavid Starr Jordan, M.Sc, '72, Cornell Univ.; M.D., '7<;, Ind. Med. Coll.; Ph.D., '7S, Butler Univ.;\n1891,\n\nLL.D., '86, Cornell Univ., and '02, Johns Hopkins Univ.\nPresident of Lcland Stanford Jr. University, Stanford University.\n\nCecil Wirt .Mark, B.Sc, '88, Univ. of Pacific.\n\n1899\n\n1904, Principal of Crocker Grammar School, 3904 Clay St., San Francisco.\nOsMER Abbott, .\\.B.,'qo, Oberlin Coll.; Ph.D., '08, Jena.\n1899,\n\nPrincipal of Washington Union High School, R. F. D., Oleander.\n\nHugh J. Baldwin.\n1899,\n\nCounty Superintendent of Schools, Courthouse, San Dicgo.\n\nHoNORA D. Can.non.\nTeacher in Public Schools, Oxnard.\n\nMlnsie Coulter, A.B., 'q8, Leland Stanford Jr. Univ.\n1899, Superintendent of Schools of Sonoma County, Santa Rosa.\nJesse George Cross. A.M., '68. McKcndrce Coll.\nThe J. G. Cross School of Eclectic Shorthand, Monrovia.\nWalt> R A. Edwards, A.B., '83, A.M., '86, LL.D., '02, Knox Coll.\ni«f>7.\n\nPresident of Throop Polytechnic InMitute, 408 S. Orange (.rove Ave. Pasadena.\n\nW. S. Edwards. A.M.. '92. Alfred Univ.,\n1902,\n\nSuixrinlcndent\nBarbara.\n\nof\n\nBarbara County. 214 W.\n\nSanta\n\nof\n\nSchools\n\nIslay St.,\n\nSanta\n\n,„.,,__\nRichard Douglas FAfi.KNFR. B.L.. '77.. Univ. of III\n,\nc\ntr\n1906, Printiijal of Hancock Grammar School, Filbert St., near Jones, San Francisco.\n•\n\n'n^4,\n\nPrinti|>al of Polytechnic High School, 1117\n\n...\nTeacher of Sloyd,\n\nHattie F. Cower.\n\n.\n\nEldcn Ave, I^is Angeles.\n\n„\n\n.\n\n>\n\n•\n\n</>% Ingrahm Place, I.os Angeles.\n1896, A.s.s»tant\nJames D. Graham, A.B., '88, A.M., '02, Toronto Univ.\n\n1892,\n\nSujjcrintcndcnt of .ScIumjIs, 500 Elh.-. .St., Pasailcna.\n\nAdam Fban'is OtNN.\n\n,.\n\n,\n\n,.\n\n,.\n\nc\n\n.-.\n\n1\n\nBook Co., 163 (.n>vc St., San Iranciaco.\n\nRc|jreMrnlative <if American\n\nJulius C. Hammel, A B., '94. Ix-land Stanford Jr. Univ.\nPrincifxil of Getirgc\n\nDewry School. Fruilvale.\n\nLillian D. Hazkn.\n190$.\n\n^\n\ntijoi.\n\ni\n\n»\n\ni\n\nPrincipal of Fiml Street School. 1660 Shallo .SI., U>« Angrlis\n\nT. L. Hkaton, B.L, LL.B.,'Ho, Univ. of Mich.\n\n..,.,.m-\n\n,.\nDc|Kily .Suiirrinlrndcnl <>f S<h<KiU. Son Iramiw\", and Irdurrr in Kdu(allon.\n792 Claylon .St., San Ffanii-Mr)\nvcriuty of Ciililornia; rcn\n..\n\n,\n\nI\n\n,\n\n1H9?,\n\nPrincijid of High Sthool. ^<4H I'aM'Irna Ave. I>i« Angcic*.\n\nAoNM E. Howr, A B ,'97. Inland Stanford Jr. Univ .School. San Jo»f,\n|H<^7.\n\nInstructor in lll^l.ry. Sl.ilc\n\nO. P. Jr-NKiss. A B\ni».,»i.\n\n.\n\nA M\n\nM.^.rr', HillColl\n\nProfcivif o( I'liyxiology.\n\nAH\n\nNormal\n\n;\n\nM Sr\n\n.\n\nI'h I)\n\n.\n\nInd Univ\n\nIxLmd Sunf.ird Jr. Lnivrr»ily. Stanford LniverMly.\n\n'97. Inland Stanford Jr Univ.\nBum Otsos KlSNf.V.\n,,\nu Schc»l,\nc u\n.\n11\na\ni\nl.o»\n.Menin\nAve.,\nHigh\n»8o2\n1901. Ilra/i of Drjiartmcnt of HlMory and txrmomic».\n.\n\nAngcic*.\nJ.\n\nW. McClVMr.ND*. AB.'7i.WeMmin««rTroll.,Pa.\n1888,\n\n.Supcrimcndeni of ( ily SthcjoU. 447. i4«h St., OakUnd.\n\n1\n\n1\n\n"}
{"page": 762, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n75°\n\n[California\n\nCALIFORNIA— Con/tnuei\n,890\n\nFrederick^N. H. Me^^er^^A-B^/o^^^^^\n\n^^.^^ ^^ ^^^^ ^^^ ^^^^^^ ^^^^ ^^^.^^^^.^ g^_^\n\nSan Francisco\nA.M., '96, Columbia Univ.: Ph.D.,\n\nErnest Carroll Moore, A.B., '92, LL.B., '94, Ohio Nor. Univ.;\n\n'98, Univ. of Chicago.\n,\n,\nSuperintendent of Schools, Chamber of Commerce, Los Angeles.\n,\n\n1906,\n\nErnest H. Mosher.\n\nn\n\no.\n\n1\n\ni\n\nPrincipal of Schools, 1633 Cedar St., Berkeley.\n\n1906,\n\nF. O.Mower, A.B., '78. Bates Coll.,\n, ,,\nxNapa.\n1897, Principal of High School, 715. 3d St.,\n\nPete WiKOFF Ross, B,Sc.,A.B., '92 Univ. of Mich.\nc. . c.\nc\nr>Uiego.\nState St. San\n1904, Principal of Middletown Grammar School, 2050\nMrs. Julia Cole Sherwood.\nj\n,,\nt^. ,\n,\n„\nHayward.\n1906, Teacher in Eden Vale District,\n.\n\n,\n\nMrs. Harriet BuRDicK Shorkley.\n\n.., c,\n^\nr, 1\n„^\nTeacher in Public Schools, 578, 17th Street, Oakland.\n1\n\nSusanG. Stokes, A.B., '96, Leland Stanford Jr\n\nTeacher of Science, Union High School, Orange.\n\n1904,\n\nAnna 1\n\n.\n\nUniv.\n\njg^*\"gypgj^;gQj ^^^ Normal Instructor\n560 Union St. San Francisco.\n\nof\n\nGolden Gate\n\nKindergarten Association,\n\n,\n\nToHN Harvey Strine.\n\n.\nc u\nt-.\nEx-Superintendent of Los .\\ngeles County Schools, Downey.\nA.M., '98, Willamette Univ.\nFrancis A. Swanger. M.S.D.. '92, Mo. State Nor., Kirksville;\nPrincipal of High School, Visalia.\nJohn Swett, A.M. (honorary), Dartmouth Coll.\nMartinez, Contra Costa Co.\nWinfield Scott Thomas, A B., '89, Johns Hopkins Univ.\n,\n-.\n, r,^\ntt\nt\n.Assistant Professor of Education, University of\n1903 University Examiner of Schools and\nCalifornia, 2848 Telegraph Ave., Berkeley.\nLeland Stanford Jr. Univ.\nLouis K Webb B.Sc, '78, Univ. of Mich.; A.M., '98,\n961 Orange St., Los Angeles.\nt\n\n•\n\n'^^^^^\n\n1899,\n\n,900\n\nSuperintendent of Schools, Solano County, Fairfield.\n\nRobert A«^stron^g,M^.D.. '68, Jefferson CoU^^^^^^^p,^^ „\n\n^^^ ^,^^^^, ^^^^^^^^^ ^^^^ p^^k_ r^„„^^_\n\n\"^\"906, Principal of Euclid Avenue School, 145 W. 33d St., Los Angeles.\nB.Sc, '88, Univ. of Cal.\nr.^irr>BrF\n^p^^i;^^^\n„.\n. „..,\nGeorge Arthur Merrill,\n^j California School of Mechanical Arts, and (1894) Director of Wilmerding School of Industrial Arts, i6th and Utah Sts., San Francisco.\n'\n\n'\n\n,\n\n-\n\n'\n\n.\n\n1901,\n\nGrad.. Tomlins Inst, of Music.\nVcxFiTF\nEstelle Carpenter\n'-A«P=''™'*pg^^i^„/of\niy,usie,\n\nSt., Sta.\n\nTfssf\n\n••\n\nCity Schools, and in State\n\nNormal School, 1448 Willard\n\nF, San Francisco.\n\nColl.\nA Ellsworth. A.B.. '86. A.M.. '89. Middlebury\nCo., San Francisco; temporary address, Lock\n\nPacific Manager of The Macmillan\n\nBox 269, Berkeley.\n\nEfner A. Farrington, A.B., '86, Oberlin Coll\nMonrovia.\n1906, Instructor in Science, High Schools,\nAugusta L. Franck, A.B., '05. Univ of Mich\n1906. Teacher in Public Schools, Clovis.\nFrank Kyselka LL B '94, LL.M., '9s, Columbian Univ.\n1903,' Superintendent and Special Disbursing Agent, Hoopa Valley Indian Agency and\nSchool, Hoopa.\n\nMary\n\n^°^^|^j^^p;.incip.^i ^f Jefferson Street School, 201 S. Grand Ave., Los Angeles.\n\nPhhip Sherid.'vn WooLSF.Y, B.L., '95. Univ. of Cal.\n\n„\n^\n^\nRepresentative of American Book Co., 163 Grove St., San Francisco.\n\n.„.,,\n1902\n\nTroRrF\nbAMUEL Beane, A.B., B.Sc, Ph.D., Victoria Univ. .Canada.\nGeorge Samuel\nCalifornia, Los Angeles.\n'f^^^^^^^^^ ^^ physics, University of Southern\n\nT4vrF« PriT I EN Bryant, A. B., '00, Leland Stanford Jr. Univ.\nJ\nTeacher of Mathematics and Chemistry, High School, San Jose; address. Box S5,\n1904,\n\nLos Gatos.\nPh.D., '99. Clark Univ.\n\nThom.\\s R. Croswell, A.B., '91. Bowdoin Coll.;\n2651 Romeo St., Los Angeles.\n\nW. G.\n\nARTRANiT.\nj^^^^^^^^ j^^. gjiyg^, Burdett\n\nHasbrouck O. P^'-^gj^j^^jj^^^,\n\n& Co., San Francisco.\n\nDepartment. Milton Bradley Co., 147-151 Grove St.. San Francisco,\n\nMrs. Georgia A. Wiard, Grad., '96, Nebr. St^Nor ista.\nTeacher in Graded School, Chula V\nColl., D.D. '89. Georgetown Umv.; J.C.D.,\nRt Rev Thomas J. Conatv A.B., '69, Holy Cross\nSch.\n\n100^\n^\n\nLaval Univ., Quebec.\n717 S. Burlington Ave.,\n\nB.RNEY H. D™I;^^Ph.B./98.^ynn^^^\n\nLos Angeles.\n\n^.^^ ^^^^^^^ ^^.^^^^.^^ ^,^_,^\n\n^^ ^_^^^,^^\n\n96,\n\n"}
{"page": 763, "printed_page": null, "text": "CaUfomia]\n\nLIFE, ACTIVE, AXD\n\nCORRESPOXDIIVG MEMBERS\n\n751\n\nCA L IFO R Sl\\—Conlin ued\n1903\n\nGrace E. Everett.\n1901,\n\nSupen-isor of Drawing, Public Schools, ji i N. Church St. Grass Valley.\n\nAlexis Everett Frve. LL.B.. '90. .X.M.. '07 Harrard L'niv.\nEducational .\\uthor, Highland.\n\nEifMA C. Hart.\n1070 S. Orange Grove Ave., Pasadena.\nMrs. .\\lbert Evans Mii.liken, A.B.. '07. Cornell Univ.\n2601 Parker St.. Berkeley.\n\nJefferson Taylor, A.B., '73, .\\.M., '76, Colby Coll.\n1897, Principal of High School and Supervising\n\nPrincipal\n\nGrades, 41Q\n\nof\n\nE\n\nSt.,\n\nOntario.\n\nFrank Ernest Thompson, .\\.B., '01, Leiand Stanford Jr. Univ.\n1906 Instructor in Education, Leiand Stanford Jr. University;\nDiego.\n\n1904\n\nres.\n\n415J Georgia St.. San\n\nJohn \\. Cranston. B.Sc. St. Lawrence Univ.\n1906,\n\nSuperintendent of Schools 1515 N\". Main St., Santa .\\na.\n\nElla Victoria Dobbs,\n1904,\n\nInstructor in Element.iry\n\nManual\n\nThroop Polytechnic\n\nArts,\n\nInstitute,\n\n960 E.\n\nColorado St., Pasadena.\n\nGrewille C. Emery, a. B.. \"68. A.M.. '70. Bates Coll.; Litt.D.. '04.\n1890, Head Master of The Harvard School, Western .Ave., Los .\\ngelcs.\nFrederic Ernest Farrincton, .A.B., '04, Harvard Univ.; .-\\.M., '02, Ph.D., '04, Columbia Univ.\n1904,\n\n.\\ssistant Professor of\n\nEducation, University of California, Berkeley.\n\nFred F. Jeffers.\n1901,\n\nSupervisor of Music, Public Schools, 41 1 Kipling St., Palo Alto.\n\nBenjamin Franklin Stacey, .V.B., B.D.. '98, Lombard Coll.; \\. M., '03, Univ. of Ariz.\n1904, Head of Department of History and Economics, Throop Polytechnic\n\nInstitute,\n\nPasadena.\n1905\n\nFrank \\. Bouelle.\n1906.\n\nPrincipal of Fourteenth Street Sch(xjl. 824 Mallard St., Los Angeles.\n\nLouis X. BCTTNER.\nMartinez.\n\nJohn Edcab Coo\\t.r. B.Pd.. '98, Colo. State Xor. Sch.;\n1906,\n\n.A.B., '04, .\\.M., \"05.\n\nLeknd Stanford Jr.\n\nUniv.\nPrincipal of Tuolumne County High School, Sonora.\n\nJames Frankli.n Chamberlain. Ed.H., and S.B., '04, Univ. of Chicago.\n1895. Dejiartmcnt of Geography, State Normal School, Los Angeles;\n\nres.,\n\n33 \\. Hudson\n\nPasadena.\n\n.\\ve.,\n\nHarry Tri-mbull Clikton, Ph.B., '95. Vale Univ.\n1903,\n\nInstructor in .Mathematics and Mechanical Drawing,\nAve., Pasadena.\n871 \\.\n\nThroop Polytechnic Institute,\n\nI^e\n\nHenry Kerr. B.Sc.. '05. Univ. of Cal.\n1905,\n\nHigh School, N'orwalk.\n\nPrincipal of Excelsior Union\n\nWilliam H. Langdon.\nDistrict Attorney. 2510 Bu.sh St.. San Francisco.\n\nMorris C. James. .A.B., \"92. Johns Hopkins Univ.\n1899,\n\nPrincipal of the High .School, 2612 Regent St.. Berkeley.\n\nDuncan MacKinnon, .\\.\\\\., Iceland Stanford. Jr. Univ.\n1906,\n\nSuperintendent of City .SchiKjIs, 1648 D St.. San Diego.\n\nWayne Pre-St^tt Smith. Ph. I),, '93, Univ. of Woostcr;\n1905,\n\nA.H., '93. Harvard Univ.\n\nHead of DeiKirtment of History, State Normal School, Los Angeles.\n\nPaul Eve Stewart.\n1903,\n\nPrincipal of Wilson School, s Ford Place, Pasaiiena.\n\nD. J. Sulliva.v.\n\nWith the American Book Com[>any, iiM Ellis St., San Francisco.\nHenry Suzzaiio. A B '99. I-rland Slanfnnl Jr Univ.; .\\..M.. '02. Ph I) 'o?. Columbia Univ.\n.\n\n.\n\n1904,\n\n1906\n\n.\\.\n\nAxsislanI Priifr%*i)r o( F<lu<ali>in.\nHal!, .Stanford Uni%'cpiily,\n\nInland Stanfnrd\n\nUniversity;\n\nJr.\n\n74\n\nKncioa\n\nHakvky Collins, A.B., '90- Univ of Ind\nSuprrviKinf( Printi|Ml of .Schotjls. and Priniijul <(\nSt.,\n\nCnABLea C.\n\nHigh ScIkxjI, Badillo and First\n\nCovina.\n\nARTiit'k L. Hamilton.\n1906. AA^iMant Siiprrinlendent of Schorils. Hjfi .\\\nHf<.lirs. C.rad\n\n.\n\nRaymond K\\r.. Pasadena.\n\nUniv\n\nI>rl.ind Sliinford Jr\n\nAgrni (or .\\meriiun B<»ik Co\n\nlOj tirove S'.. Snn Fruniiiuo.\n\nH Sr \\'al|iari)i«i Coll\nO. A. JollvwjN, AH. Ixl.iml Slonforrl Jr Univ\n1006, Vice Priniitjul of High Schtxil. P. i). Hut jj. Sanl.> K»sa.\nEaklr G. I.lNHi.rv, A. H 04. Colgate Univ\nProfeoitrir of (;ecigra|>hy and Geoloicy, Califomi.i Coll\ni4lh \\\\t. and K. jHih St.,\n;\n\n.\n\n.\n\n.\n\n(Jaklanil.\n\nMorirtia C/ill\nCiiARLr<i K. Krvrs .\\ Nf\nPrim i|mI of l^layrlle School;\nlt)cn.\n'91.\n\nres., 468 Oaklaltd\n\nAve., Oaklanil.\n\nJame-i Colxins Miiirit\nIgos.\n\nManual Arts, Normal School. I'hruop I'olyleihnic\n377 N. \\jM Kobica Aw., Pasadena.\n\nInstructor in\n\nInstitute;\n\nret.,\n\n"}
{"page": 764, "printed_page": null, "text": "M^2\n\nNATIONAL EDUCATIONAL ASSOCIATION\n\n[Colorado\n\nCALIFORNIA— Co«/i»«e(/\n1006\n\nE. L. MiTCHEL, A.B.. '01, Leland Stanford Jr. Univ.\n1903, Principal of Union High School, Santa Maria.\n\nJames O. Osborn. Grad., Univ. of Cal.\nAgent for American Book Co., 163 Grove St., San Francisco.\nINSTITUTIONS\n180S\n\nUniversity of California.\n\n1807\n\nLeland Stanford Junior University.\n\n„ „\nPresident, Benjamin Ide Wheeler; Librarian, J. C. Rowell, Berkeley.\n,\n\n<\n\n,\n\n,\n\n,\n\n.\n\n.\n\nPresident David Starr Jordan; Librarian, Melvin Gilbert Dodge, Stanford University.\n\nPublic Library of San Francisco.\nSecretary, George A. Mullin, San Francisco.\nState Normal School at Chico.\nPresident, C. C. Van Liew; Librarian, Su.san T. Smith, Chico.\nState Normal School at Los Angeles.\nPresident, Jesse F. Millspaugh; Librarian, Elizabeth H. Fargo, Los Angeles.\n1898\n\n1899\n\nState Normal School, Library, San Jose.\nPresident, Morris Elmer Dailey; Librarian, Ruth Royce, San Jos^.\nCalifornia State Library.\nLibrarian, J. L. Gillis, Sacramento.\n\nPomona College, The.\nPresident,\n\n1900\n\nGeorge A. Gates; Acting Librarian, Frances Foote, Claremont.\n\nPublic Library, Los Angeles.\nLibrarian, Charles F.\n\n1902\n\n1903\n\n1904\n\nLummis, Los Angeles.\n\nState Normal School at San Diego.\nPresident, Samuel T. Black, San Diego.\nFree Public Library, Sacramento.\nLibrarian, L. W. Ripley, Sacramento.\nAlameda Free Public Library.\n\nLibrarian, F. B. Graves, Alameda.\n\n1906\n\nLibrary, Superintendent of Schools of Santa Clara County.\nCounty Superintendent of Schools, D. T. Bateman, Hall of Records, San Josc5.\n\nMechanics-Mercantile Library, San Francisco.\nLibrarian, Frederick J. Teggart, 99 Grove St., San Francisco.\n\nPasedena Public Library.\nLibrarian, Miss N. M. Russ, Pasedena.\n\nUniversity of Southern California.\nPresident, George F. Brovard;\n\nLiljrarian,\n\nSarah K. Miller, Los Angeles.\n\nCOLORADO\nLIFE director\n1883\n\nAaron Gove, A.M., '78, Dartmouth Coll.; LL.D., '88, Univ. of Colo.\n\n1884\n\nEmily A. Hayward, A.M., Antioch Coll.\n\n1886\n\nFrank Howard Clark, B.Didac, '83, Univ. of Kans,; A.M., '01, Univ. of Colo.\n1905, President-Treasurer of The Centennial School Supply Co., and Editor of \" Rocky\n\nEx-Superintendent of Schools, care of \" Colorado School Journal,\" room 408, Charles\nBldg., Denver.\nLIFE\n\nmembers\n\n3224 Bryant St., Denver.\n\nMountain Educator,\" 1725 Stout St., Denver.\nactive members\n1884\n\nJames H. Baker, A. R., '73,.\\.M., '76, LL.D., '92, Bates Coll.\n1892,\n\nPresident of University of Colorado, Boulder.\n\nRobert H. Beggs, B.Sc, '68, 111. Coll.; M.Sc, '00, Ft. Worth Univ.; A.M., '00, Denver Univ.\n1880,\n\n1887\n\nPrincipal of Whittier School, University Park.\n\nCharles V. Parker, B.Sc, '07, A.M., '03, Denver Univ.\niyo6.\n\nSuperintendent of Schools, Julcsburg.\n\nZ. X. Snyder, B.Sc, '76, A.B., '78, Ph.D., '85, Waynesburg Coll.\n189 1, President of State Normal School of Colorado, Greeley.\n\n1892\n\n1893\n\n1895\n\nLewis C. Greenlee, Grad. '78, State Nor. Sch., Edinboro, Pa.; A.M., '95, Waynesburg Coll.\n1904, Superintendent of Schools, 105 1 Marion St., Denver.\nWilliam Henry Smiley, A.B.. '77. Harvard Univ.; A.M.. '06. Univ. of Denver.\n1892, Principal of East Side High School, 1115 Race St., Denver.\nCharles A. Bradley, '77, U. S. Mil. .\\cad.\n1894, Principal of Manual Training High School, Denver; res., R. F. D. No. i.Montclair.\nJames W. Scott, A.B., '95, Duqucsne Coll.\n1899, Principal of Lowell School, 1320 N. Nevada Ave., Colorado Springs.\nH. M. Barrett, A.B., '90, A.M., '93, Allegheny Coll.\n1903, Principal of Central High School, Pueblo.\nA. E. Beardsley, B.Sc, '78, Cornell Univ.; M.Sc, '98, Univ. of Colo.\n1892, Professor of Biology, State Normal School, 1412, 10th St., Greeley.\n\n"}
{"page": 765, "printed_page": null, "text": "Colorado)\n\nLIFE, ACTIVE, AND\n\nCORRESPONDING MEMBERS\n\nCO LORADO—Con/in\n1895\n\n753\n\n!«•</\n\nGeorge Lyman Cannom, A.M., '00, Denver Univ.\n1887.\n\nInstniclor in Geology and Geography. E;i.st Side\n\nHigh School, 1014 J'ennsylvania\n\nDenver.\n\nSt.\n\nWilliam \\'. Casey.\niSgj,\n\nSuperintendent of Schools, 820 Pine St.\n\nBoulder.\n\nCharles Ernest Chadsey. .\\ B..\n\n'qi. A.M., Vv Lelanl Stanf )r\nJr. Univ\n.\\ N[.,\nUniv.\nAssistant Superintendent of City SchooLs, 1322 Marion St.. Denver.\ni\n\n.\n\n'(,4\n\nPh.D..\n\n'q7. Columbia\n\n1807.\n\nFred Dick, A.M., Hamilton Coll.\n\nJohn Dietrich.\ni8g6.\n\nPrincipal ol Normal and Preparatory School, 1S43-4S Glcnarm St., Denver.\n\nSuperintendent of City Schools, 922 X. Weber St., Colorado Springs.\n\nElwood Waite Elder, .A.B., '01, .-V.M., '04, Princeton Univ.\n1900,\n\nInstructor in Physics, East Side High Schtxil, Denver; P. O., Montclair.\n\nJohn B. Garvin, B.Sc, *86, Univ. of III.\ni8q2,\n\nChemistry, East\n\nIn.struclor in\n\nSide\n\nHigh School,\n\nDist.\n\nNo.\n\ni,\n\n4531\n\nGrove\n\nSt.,\n\nPh.D..\n\n95.\n\nDenver.\n\nJohn Francis Keatino, .\\.B., '92, Ohio Wes. Univ.\n1896,\n\nSuperintendent of Schools, South Side, 1627 Carteret \\\\e., Pueblo.\n\nClara Louise Little.\n1891,\n\nTeacher in Maria Mitchell School, Denver.\n\nDora M. Moore.\n1893,\n\nPrincipal of Corona School, 1031 Emerson St., Denver.\n\nEmanuel Stuver. B.Sc. '77. .M.Sc.'Ss. Nat. Nor. Univ.; M.D., 'So, Ohio Med. Coll.;\nWyo. Nor. and Scientific Coll.\n216 E. Oak St.. Ft. Collins.\n1896\n\nGuRDON R. Miller. Ph.B., 'i)i. Syracuse Univ.\n1905.\n\nDepartment of History and Sociology, State Normal\n\nSchcxil;\n\nres.,\n\n1865, 10th Ave.,\n\nGreeley.\n\nMrs. Z. X. Snyder.\nGreeley.\n\n1898\n\nEmily H. Miles.\nTeacher of Drawing, West Side High School, 147 W. isi .\\ve, Denver.\nRlcHAR!> H. Pratt. Brig. Gen. U. S. A\nLL.D.. '98. Dickinson Coll.\nRoom 708 E and C Building; res.. The Perrenond. Denver.\nH. W. ZiRKLE. .\\.B., '83. Polytechnic Inst., Va.; A.M., '00, Univ. of Colo.\n189J, Principal of Elmwood School, 365 Sherman Ave., Denver.\n1904,\n\n:\n\n1899\n\nCarolyn L. Bryant.\n\n.\n\n93 S Spruce St.. Boulder.\n\nCharles Bartlett Dyke. .\\ B.. '98. \\j.-\\.\\n\n\n1 Stanford. Jr.\nUniv.; .•\\..M..'99. Columbia Univ.\nAssistant Superintendent of City Schools, 973, 14th St., Boulder.\n\nRichard D. Ewino, B.Sc, '96, Univ. of .Mich.\n1902, .\\gent for American Book Co., P. O. Box 1043, Colorado Springs.\nMrs. Helen Lorinc, Grenpell, A..M., '04, Univ. of Denver.\n1905, Professor of Philosophy and Dean of Women, Colorado Stale .Vgricultural College,\nFort Collins; address. 1264 Columbine St., Denver.\nEzra Eliot Lollar, .\\. B., Vj- Ottcrljcin Univ.; Grid. \"96, St. Nor. Sch.. Tcrre Haute. Ind.\nVilla Grove.\n\nHoMKR S. Philips, Ph.B., '83, Oskaloosa Coll.\n1890,\n\nPrinci|>al of Logan School, Dist. No. 2, 84 S. Sherman Ave, Denver.\n\nElizabeth Hope Skinnkh.\n2500 Boulevard F.. Denver.\nUniv\nA M, V., .\\t.«)rrt Hill Coll\n1897. Instructor in Latin, West Siiic High School. 3(18 S Grant .\\ve.. Dcnwr.\n'91. Wmtfield Coll.; Ph.B.. 93. III. We«. Univ.\nBenjamin A. Sweet. M.Sc, 'oo,\n1906, Instructor in English and S«ience. North Denver High .School. Denver.\nDaniel E, Phillips, AH., '93. AM., '94, Univ of N,ishvillr; Ph I) '98, Clark Univ.\niK<y(, P^olc^vJr of i'hili'viphy and I^duialion, l'ni\\rrMly of Denver, UnivrrMly Park.\nWill Gra.vt CiiAMnrBS, .M Sr '</>, St Nor. Sch Indian.-), Pa.; .\\.M '97. Ijifayelte Coll.\n1895,\n\nI'riniip.il of L>juisa .M. .Mcott .Sthool.\n\nHenry B. Smith, A,B\n\nifyx>\n\n,\n\n94. Hirvar.l\n\n;\n\nAM,\n\n.\n\n1901\n\n.\n\n1904,\n\n,\n\n,\n\nPrulcKsor uf PnyiholoKy, .Stair .Normal School,\n\nlolli\n\nAve. and ioth St., Grrclcy,\n\nCarkna M. Lee. Ph B,, '>>S. Ph M *w. Univ of WfKMier\n1900, Head of De(urtmcnl of Engli\\h, High School, H08, ilh .St., Greeley.\nWalter Hamm'>ni> Ni'iioi.s, II S< '01. Univ. of Mich.; A.M., '01, Columbia Univ.\n.\n\n1\n\n,\n\nllfM,\n\niA\\\\ Si\n\nDaniel Pomerov TAVi.fiR. A B\n\n,\n\n'00. A .\\I\n\n,\n\n'03, Univ. of Colo.\n\nMonie V'i*la.\nJohn VALrsTiNE Chone. Pd.U.. 'oi, Pil.M.. \"04. Colo. Si. N<»r. S«h.\n190^1.\n\n190J\n\nBoul'Irr.\n\n.\n\nSuiirrinlrndrni ol vhoolii.\n'5»J. ylh Ave., Greeley.\n\nC. Valentine Kirbv.\n\nand Manual Training, Manual Tr-iininn Hiah School, m., ias%\nEmcrnon .Sl Denver.\n\"99 low* St Coll\nE. R. Thomas. B Sr\nHih Sl., Puelilo.\nigoj. Teacher <•{ .Mulhrmalid, Alh Grade*, Public S>h'«>lii. 1209\nFredeiick p. Al'htin, PhU \"oo. Univ of Colo.\n1903, SuiJcrinlendrnt of City !>»h«ioU, P. f ). Box 293, Ixudville.\n1902.\n\nInxlrurtor In Art\n.\n\nI'..\n\n1903\n\n,\n\n"}
{"page": 766, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n754\n\n[Colorado\n\nCO'LOKK'DO— Continued\n1903\n\nSanfordBell.A.B., '98, A.M., '99. Indiana Univ.\n1903,\n\n^\n,,\n„ ,,\nProfessor of Education, University of Colorado, 544 Alarine St., Boulder.\n.\n\nHenry White Callahan, A.B., A.M., Ph.D.\nHead Master of Colorado State Preparatory School, Boulder.\nCharles Milton Carter, Art Master, '79, Mass. St. Nor. Art. Sch.\nDirector of Art, Public Schools, 617 Kittredge Building, Denver.\n\nAnnette E. Ferris, A.B., '96, Univ. of Ind.; A.M., '00, Univ. of Colo.\n1902, Principal of High School, 620 E. Main St., Trinidad.\n\nFrank H. Hopkins, B.Sc, Tarkio Coll., and '01, Univ. of Colo.\n1902,\n\nPrincipal of Blanco County\nCounty Schools, Meeker.\n\nHigh School and (1904) Superintendent\n\nof\n\nCity and\n\nAlice Marie Krackowizer, B.Sc, and B.Ed., '06, Univ. of Chicago.\n\nTraining Teacher, State Normal School; in care of Charles W. Waddle, 19th St.\nand 10th Ave., R. F. D., No. 3, Greeley.\nFrank H. Loud, A.B., '73, Amherst Coll.; A.M., '99, Harvard Univ.; Ph.D., '00, Haverford Coll.\nProfessor of Astronomy, Colorado College, 1203 N. Tejon St., Colorado Springs.\n1906,\n\nFrank F. Thompson, B.L., '96. Mo. St. Univ.\n\nSuperintendent of Schools, 804 Rudd Ave., Canon City.\n\n1904,\n\n1904\n\nKatherine L. Craig.\n1905,\n\nState Superintendent of Public Instruction, 1025, 19th h\\c., Denver.\n\nMargaret Giddings.\n\nSupervisor of Kindergartens and First Primary Grade, 1551 Downing .Ave., Denver_\n\n1903,\n\nA. Gideon, B.L., '92, Univ. of Cincinnati; Ph.D., '01, Univ. of Marburg, Germany.\n1903, Professor of Modern Languages, Colorado State Normal School, 1863, loth Ave.,\nGreeley.\n\nThom-AS B. McDonough.\nSuperintendent of Schools, Montrose.\n\nBertrand De Ralph Parker, Ph.B., '95, Univ. of Pa.\nJulesburg,\n\nRichard Parsons.\nPrincipal of Columbian School, 121 Pearl St., Denver.\n\nHelen M. Pratt.\nTeacher in Ashland School, 531 Emerson St., Denver.\n\nGeorge W. Smith, Ph.B., '96, A.M., '02.\nPrincipal of Schools, Fowler.\n\nA. N. Thompson, Pd.B., '97, Colo. St. Nor. Sch.; Ph.B., '00, Colorado Coll.\n1903, Principal of Steele School, 2012 N. Tejon St., Colorado Springs.\nCharles W. Waddle, A.B., '01, A.M., '03, Colorado Coll.; Ph.D., '05, Clark Univ.\n1905, Assistant Superintendent of Training School and Training Teacher, Upper Grammar\nGrades, State Normal School, R. F. D. No. 3, Box 106, Greeley.\n1905\n\nGeorge W. Loomis, A.B., '86, A.M., '96, Albion Coll.\n1905,\n\nSuperintendent of City Schools, District No.\n\ni,\n\nCentennial Bldg., Pueblo.\n\nEmory E. Smiley, A.B., '03, Univ. of Denver.\n1906,\n\n1906\n\nJ.\n\nSuperintendent of City Schools, Durango.\n\nH. Allen, A.M.. '91, Haverford Coll.\n1904, Superintendent of City Schools, 525 Ouray Ave., Grand Junction.\n\nDorothea K. Begcs, A.B., '06, Denver Univ.\n1906,\n\nProfessor of German, Denver University, University Park.\n\nFrederick B. Bolles.\nSuperintendent of Schools, Rocky Ford.\nWilliam T. Fletcher, B.Sc, 'go, Pacific Univ.; A.M., '06, Columbia Univ.\nPrincipal of High School, District No. i. Centennial High School, Pueblo.\nLouise Morris Hannum, B.Sc, '91, Wellesley Coll.; Ph.D., '94, Cornell Univ.\nDean of Girls, and Head of English Department, State Normal School; res., 1604\n9th Ave., Greeley.\n\nDoRUS R. Hatch, A.B., A.M., Univ. of Denver.\nPrincipal of Hyde Park School, 408 Charles Building, Denver.\nMilton C. Potter, Ph.B., '95, Albion Coll.; Ph.M., '03, Univ. of Chicago.\n1903,\n\nSuperintendent of Schools, Idaho Springs.\n\nMrs. Bella B. Sibley, Pd.B., '98, Pd.M., '04, Colo. St. Nor. Sch.\n1900, Primary Training Teacher, State Normal School; res., 1717, loth Ave., Greeley.\nStanford L. Stoner, A.B., '09, Ohio North. Univ.; B.Sc. '04, Univ. of Chicago.\n1905, Principal of High School; res., 821 Harrison Ave., Leadville.\nR. W. Whalen.\n1905, Supervisor of Writing, Public Schools, ii8 N. Weber St., Colorado Springs.\ninstitutions\n1897\n\nState Normal School at Greeley.\n\n1902\n\nUniversity of Denver, Library.\nChancellor, H. A. Buchtel, University Park.\nUniversity of Colorado, Library.\nPresident, James H. Baker; Librarian, Alfred E. Whitaker, Boulder.\nPublic Library, Denver.\n\nPresident, Z. X. Snyder; Secretary, Vernon McKelvey, Greeley.\n\n1903\n\nLibrarian, Charles R. Dudley, Denver.\n\n"}
{"page": 767, "printed_page": null, "text": "LIFE, ACTIVE, AND\n\nConnmioitl\n\nCORRESPONDING MEMBERS\n\n755\n\nCOLOR.\\V)0—Ci»UinufJ\n1905\n\n1906\n\nCoBi'RX Library of Colorado College.\nPresident. William I\". Slocum, Librarian. M. D. Ormes.\nMcClelland F'i-blio Library.\n\nColorado Spriogs.\n\nLibrarian, Mary L. Slrang. Royal Park. Pueblo.\n\nCONNECTICCT\nmkmbkr\n\nlife\n1871\n\nJames\n\nB.\n\nMfrwin.\n1S67. Editor of \" American Journal of Education,\" I>?clurer on Literary and\nSubjects. Middlelield.\n\nEducational\n\nACTIVE MEMBER;;\n\n1889\n\nDavid X. Camp. .V.M.. 'sj- Vale Coll.\ni8ss. Manager of New Britain Library, 9 Camp St., N'ew Britain.\nCharles W. Deane, .\\..\\L. '84, Ph.D.. '02, .MIcgheny Coll.\n\n189s\n\nNathan Lee Bishop.\n\n1870\n\n1893,\n\n1877,\n\nSuperintendent of 'Schools, 2670 .Main St., Bridgop^jrt.\n\nSuperintendent of Central District Schools, 7 Huntington PI., Norwich.\n\nCharles H. Keyes, A.B., '78, St. Johns Coll.\n1898,\n\n1896\n\nSuperintendent of Sch<x)ls, .South District. 9 Madison St., Hartford.\n\nE. Hermann .\\rnold, NLD., '04, Yale I'niv.\n1895, Director of New Haven Normal School of Gymnastics, 46 York Sq., New Haven.\n\n1897\n\nBerlin- Wright Tinker, A.B., '88, A.M., '80, Bates Coll.\n1897, Superintendent of Schools. 08 Randolph .Ave., Waterbury.\n\n1898\n\nArthcr Deeri.n Call. Ph.B.. '96. .A.M.. '05. Brown L\"niv.\n\n1899\n\nWaterman Rufus Burnham.\n1904, Corporate Member of Norwich Free Academy Corporation, 362 Main St., Norwich.\nWatson Nicholson, A.B., '92, Lcland Stanford Jr. Univ.; .•V.M., '95, Harvard I'niv.; Ph.D. '03, Yale\n\n1904,\n\nSupervising Princifxil of Second North District, 18 Shultas PI., Hartford.\n\nUniv.\n1905,\n\nInstructor in English. Yale University, 329 Whalley .\\vc..\n\nNew Haven.\n\nWilliam North Rk e, A.B., '65, A.M., '68, Wesleyan Univ.; Ph.D., '67, Yale Coll.; LL.D.. '86, Syra1867,\n\n1901\n\ncuse Univ.\nProfessor of Geology, Wesleyan University, 31 College PI., Middletown.\n\nRalph L. Baldwin.\n1904, Supervisor of Music, Public Schools, 81 Tremont St., Hartford.\nFrederick St. John Hitchcock.\n1900, Supervisor of Manual Training, Connecticut School for Boys,\n\n171\n\nBritannia\n\nSt.,\n\nSicriden.\n\nMrs. Helen Brown Keves.\n9 Madison St.. Hartford.\nClinto.v\n\nMarsh\n\nS.\n\n190O,\n\nA.B.. '91, Cornell I'niv.\nSuix-rintendcnt of Township Schools, Wallingford.\n\nWillis I. Twitchell, A.B., .Middlcbury Coll.\nPrincipal of We.>)l .Mid<lle .School, 31 .\\twood St., Hartford.\n\nI90J\n\nMrs. Makv R, Gale Davis. Pd..\\L\n\n'04. S.h. of Ped., N, Y, Univ.\nEducational Lecturer. 865 Iranistan Ave., Bridgeport,\nW. Allen Dri'SHEL B.Sc.. '96, N'al. Nor. Univ.; .\\.U.. 'os. Yale I'niv.\n90s, Graduate Student in Yale University, 47 Lake PI., .New Haven.\n\nMrs. Martha Krcg Genthe, Ph.D., '00, Univ. of Heidelberg, Grrniany.\nKJ02, ln.struclor in Beacon Schuul, 24 Sumner St., Hartlord.\nFra.nk Oscar Jones, A.B., '97, Brown Univ.\n1900.\n\n.Supervising Printiixil of Dwighl Di^lriii, and (I'fOi) .\\gcnl of Slate Board of IvlucaNew ll.iten.\nlion, 450 lii|gcwi¥>d ,\\ve\n.\n\nFrku .\\. Verplani K. A.B\niH>ji.\n\n1903\n\n'HH, Yale Univ.\n.SuiMTinlendcnt ol .SiliooU, and\nSouth .Manchester.\n.\n\nFravk Herbert Beeok, A B\n1900,\n\n,\n\n'H\\.\n\nPrindiul of Slate Training School.\n\nMain Su\n\n3<i(i\n\nYalr I'niv.\n\nSu|)crinlcndcnt ol SchixiU, 87 Orange Si\n\n.\n\n.New ll.ivrn.\n\nFrank Warren Eaton, .\\.1J., '94, A..M., '9^, Harvanl Univ.\nSu|icrinlei>(Jcnl uf SlIiuuU, Naugdluik.\nGibhon.\nInMrudor in High School, Wallingford\nLI. B lown Si I'niv.\nClIARLKH DANirL Him A B LI. B Yalr I'niv\nSrtrriaryfil Stale Board of I'Aluialinn, (°a|ittol liuilding. Ilartfurd.\nStANIFV II. HoLMKs, A.B '«7. A.M '90, Coll.V Coll.\n190^1, Su|ierinlcndcnl of Sihu»U, 119 lliuarll Si.. IVew Brilain\nFlorkncr Koitii Jkvnisgh.\n**9'2, Tea< her in Kitfhlh Gr.idr and High ShIi-ioI Drpariniml. Cmirr Schuul,.\nNorwalk.\nI -I\n\nit^M.\n\nWilliam\n\nF.\n\n1906,\n\n;\n\n.\n\n.\n\n.\n\nI\n\n.\n\nUrNjAMiv Jr.i^iN.\nI\n\ni'>;,\n\nSupcrviwir of Mu«ic, Public ScHimiIh, ss Dwighl Si., New Haven.\n\ni\n\nJennings\n\n"}
{"page": 768, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n--5\n\n[Connecticut\n\nCONNECTICUT—Con/Jnwed\n1903\n\nAUD\n\n^^^^- -pgjjj,]^g^ jjj jjQr^(.g ^^nn School, Teachers College; res., 1525 Amsterdam 'Ave.,\nNew York; home address, 9 Madison Ave., Hartford.\nL. B.Matthias, B.C.S., '89, B.Sc, '93, Mt. Union Coll.\n„. i. c- u\nd\nu\nc.\nCommercial Department, High School, 37 Buckingham St.,\nof\nPrincipal\n1898,\n.\n\n1\n\n,\n\nBridgeport.\n\nMrs. M.\\ud King Murphy, A.B., '88, Vassar Coll.\n206 Livingston St., New Haven.\n\nWilbur F. Nichols, A. B., '80, A.M., '85. Amherst Coll.\nPrincipal,\n\nSupervising\n\nPublic Schools, Eaton\n\nDistrict,\n\n.\nLivingston c.\nSt.,\n•\n\nt\n\n31\n\nxt\nNew\n\nHaven.\nA. E. Peterson, A.B., '92, A.M., '97. Tufts Coll.\n1905, Principal of High School, Danbury.\nAlice E. Reynolds.\n1898,\n\nSupervisor of Primary Schools, 328\n\nWest Haven.\nMam ^St., ,„\n^.\n\n.\n\nEdward Armington Sammis, Ph. B., '95. Brown Univ.\n1896\n\n,r- ^ c\n^\no.\nHead of Commercial Department, and Master of H.gh bchul. <.o Grove St., Stam,\n\n,\n\nc-\n\n,\n\nford.\n\nEdward B. Sellew, A.B., '90, WiUiams Coll.\n\nHaven.\n1904, Supervising Principal, Lovell District, 807 Orange St., New\nUniv.\nE Hershey Sneath, A.B., '81, Lebanon Valley Coll.; B.D., '84, Ph.D., '90. Yale\nof the Summer School\n1898,\n\nProfessor of Theory and Practice of Education and Director\nof Arts and Sciences, Yale University, 285 Whitney Ave., New Haven.\n\nWiLLARD, A.B., Yale Univ.\nAgent of State Board of Education, Colchester.\nClarence H. Woolsey. A.B.,'90, Harvard Univ. LL.B., '92. N.Y. Univ.;\nWashington Univ.\nS. P.\n\n;\n\n1906,\n\n1904\n\n'97,\n\n,-\n\na\nAve.,\n\nSuperintendent of Schools, Middletown.\n\nWalter D. Hood, A. B., '94. Yale Univ.\n190J,\n\nA.M., '95. PhD-.\n\nSuperintendent of\n\n,\n\n^\n\n^,\n\n,\n\nSchools of Shelton\n\nr\nj\nStratford;\nand o\n,\n\nres.,\n\n245\n\nCoram\n\nShelton.\n\n1905\n\nEdwin C. Andrews. A.B., '89, Williams Coll.\n1904,\n\nFrank A. Berry.\n1900,\n\nSuperintendent of Schools, 149 S. Cliff St., Ansonia.\n\n„\n\n,\n\n^\n\n,^\n\n,\n\nTeacher of English, High School, 8 Foster St., Danbury.\n\nHenry T. Burr M.Sc, '00. Harvard Univ.\n\n1904, Principal of State Normal School, 122 Windham St., Willimaatic.\nCharles Hubbard JuDD, A. B., '94. Ph.D., '96.\n,\n^\ne u\nAssistant Professor of Psychology,\nversity;\n\n1906\n\nres.,\n\n^^\n\nn\n\n•\n\nand Director of the Summer School, Yale Uni,.\n\n,\n\n318 Willow St.. New Haven..\n\nJohn Russell Perkins. A.B., '89, A.M., '92 Dartmouth Coll.\n1904, Principal of Normal School, 345 Main St., Danbury.\nHarry M. Gerry, A. B., '98, Colby Coll.\n^,.\n>, ^\n.\nr^\nDrawer 10,\n1903, Educational Director of Hillyer Institute, Y. M. C. A. Night School,\n,\n\n,\n\n<.\n\n,\n\n1\n\nHartford.\n\nLawrence Houghton Parker, A.B., '02, Tufts Coll.\n1906,\n\nPrincipal of High School; res.. 96 S.\n\nMain St., West Hartford.\n\ninstitutions\n1899\n1901\n\nConnecticut Agricultural College.\nPresident, Rufus W. Stimson; Librarian, Edwina M. Whitney, Storrs.\nBoard of Education, New Haven, Conn.\nSuperintendent, F. H. Beede, New Haven.\nFree Public Library, New Haven.\nLibrarian, W. K. Stetson, New Haven.\n\nYale University, Library.\n\n.,\n„, ,\n„\nPresident, Arthur T. Hadley; Secretary, Anson Phelps Stokes, Jr.;\n\nChristopher Schwab,\n\n1002\n\n,\n\nr -,\n\n•\n\nt l\n\nLibrarian, John\n\nNew Haven.\n\nHartford Theological Seminary.\n.^\n„ ^,\n^\nPresident, W. Douglas Mackenzie; Librarian, Charles S. Thayer, Case Memorial\n,\n\n.\n\n,\n\n,\n\nLibrary, Hartford.\n\nNew Britain Institute.\n\nCare of David N. Camp, New Britain.\n\nSilas Bronson Library.\n\n,\n\nPresident of Library Board, John O'Neill; Librarian, Helen Sperry,\n\n^\n\nGrand o\nSt.,\n\nWaterbury.\n1903\n\nAnsonia Library, The.\nLibrarian, Anna Hadley, Ansonia.\n\nFerguson Library.\n\nPresident, Jas. B. Williams; Librarian, Miss E. Van Hoevenberg,\n\n1O04\n\nStamford.\n\nStratford Library Association.\nPresident, George W. Fairchild; Librarian, Frances B. Russell, Stratford.\nThe Peck Library, Norwich Free Academy.\nPrincipal, Henry A. Tirrell; Librarian, Nancy M. Pond, Norwich.\n\n.\n\n"}
{"page": 769, "printed_page": null, "text": "ColumbbJ\n\nCORRESPONDING MEMBERS\n\nLIFE, ACTIVE, AND\n\n-j^-j\n\nDELAWARE\nACTIVE MEMBERS\niSgo\n\nGeorge \\V. Twitmyer, A.M., '&i, Franklin an.l Marshall Coll.; M.Sc, 'go. St. Nor. Sch., Mansfield,\n\niSqJ\n\nEd\\vin.\\ Blanche Kri'se. .\\.M., '00, Lincoln Univ.\niS7(). Principal of Howard High School. 20O E. loth St., Wilmington.\n\n1S06\n\nA. H. Berli.n. A.m.. 'S8, Hamilton Coll.\niSSS. Principal of High School, 822 Adams St., Wilmington.\n\n1^32\n\nMary NL Tirner.\n\nIQ03\n\n.\\rthlr R. S.'Aii). .\\.H.. 'g3, Wilmington Coll.; .v. M., 'q4. Haverford Coll.\n1903, .Superintendent of Free Schools of New Castle County, 503 W. 21st St., Wilmington,\nFi.ovn Palmer Johnson, .\\.H.. '00. Cornell I'niv.\nIn charge of Boys' High Scluxil, and Teacher of Latin and Greek. 4th .in J West\nSts., Wilmington.\n\n1030.\n\n1S92.\n\nigos\n\nFa.; Ph.D.. '03. Lafaycllc Coll.\nSuperintendent of Schools. 1023 .\\dams St.. Wilmington.\n\nPrincipal of the Willard Hall Grammar Schixil; res.. looi\n\nMadison St.. Wilmington.\n\nHerschel a. N'orris, .A.B., 'q7, .V.M.. 'gS, Princeton Univ.\niSog.\n\nPrincipal of Wilmington Friends' School, 819 W'ashington St., Wilmington.\n\ninstitutions\n1901\n\nPrincipals'\n\nRound Table, Wilmington.\nLibrarian. Mary C. L Williams. Wilmington.\n\nWilmington Lnstitcte Free Library.\nLibrarian, .\\nhur L. Bailey, Wilmington.\n\nDISTRICT OF C()LU.MliL\\\nLIFE OIRECTORS\n\n1876\n\nWiLLLVu ToRREV HARRIS, .^.M.. '6o, Yale; LL.D., '70. Univ. of Mo.; '04. Univ. of Pa.; 'q5, Yale Univ.;\n'oO; Princeton Univ. .\\M., Ph.D.. '93. Brown Univ.; Ph.D., 'w, Univ. of Jena,\nGermany.\nEx-Commissioner of Education of the United\n\nStates,\n\n1360 Fairmont\n\nSt.,\n\nN. W..\n\nWashington.\n1880\n\nJames Ormons Wilson, .\\.M.. '74. Dartmouth Coll.\n1892,\n\nSecretary of .\\mcrican Colonization Society, 450 Pennsylvania .Ave., N. W.,\nington.\n\nLIFE\n\nWash-\n\nmembers\n\n1870\n\nJohn Wesley Hoyt, A.M., Ohio Wes. Univ.; M.D.. Eclectic Med. Coll.. Cincinnati. O.; LL.D. Univ.\n\n1876\n\nSamuel\n\n1S80\n\nJohn Hitz.\n\n1884\n\n1887, Superintendent of Volia Bureau, 1601, 3Slh St., Washington.\nAle-x. Graham Bell, LL.D., Ph.D., M.D.\n1 331 Connecticut Ave., Washington.\n\nof .Mo.\nS.\n\nChairman of National University Committee of 400. The Victoria, Washington.\nLaws. D.D.\n»733\n\nQ St.. N. W.. Washington.\n\nACTIVE MEMBERS\n1891\n\n1894\n189s\n\nPh.D.. '90. Hallr.\nF.LMER Ellsworth Brown. A. B.. '89. Univ. of .Mich\n1906. Commissioner of Education of the I'nitcd States, Bureau of Education, Washington.\nSusan Plf.ssser Polukk, Gra>l. of Kg. .Nor. Inst., Berlin. Prus.sia.\nPrinci|jal of Kindergarten .Normal Institution, 1426 Q St.. N. W.. Waahinglnn.\nAllan Davis. B.Sc., 'i/a. .M.Sc, V). Columbian Univ.; LL.M., '93. Na«- Law School. Washington.\n1890. Princi|>al of Business High Sthool, 900. nth St.. S. E.. Washington.\n;\n\nAnna Tolman Smith.\nBtucau of Education, Wa.shington.\n1896\n\nRebwca Stonkroaij, Grad., Oswego Nor. S<h.; .M.D., '0.1, Nat. Univ.\n\n1898\n\nEli/abktii V. Brown.\n\ni8«9,\n\nTraining, Public SihooU, Webster SchiM>l, loth anil\n\nDircdnr of Phymcal\n\nil\n\nSt»..\n\nWaNliington.\n1904,\ni»«o,\n\nW\n\nWashing!. in.\nDirettor of Primary Inslruition. 13W Euilid St., N\n'K4, .Moravian Cull\nPa\nA \\l.. '94. Ph.D.. 'oi. Columbia I'niv\nAgrni of Kiirrau ol Eiluialioii Inr Alanka uml ii>o4) Ix-ilurrr in Dr|MtlMirnt of Histlory. (irorge WaHliinglon Univrritity; nddrens. Bureau of Education. WamhingluD.\n\nWiiliam Hamilton. A B\n\n.\n\n.\n\n,\n\n;\n\n(\n\nMm. Nora LiNnrKiiKU'; llor.oFi.snrRi.i u.\n1HM7.\n\nleather ol German, Central High School, ijos Q St., N. W., Wa-Uiington.\n\nHosMr.R M. JoiiNiioN.\ni</»,\n\nSuiirrviung\n\nI'rinciiKil,\n\nI'ublii\n\nSihooln. Wasliinglon;\n\nMaple Ave. Anactwtla.\n\nres..\n\nAbtcmas Mabth*. A..M.,'77. Yale Univ.; Ph.D.. 'Hi, Kulgcri Coll.; LL.D., '85. Iiill»dale Coll.; Fellow\nol the A. A. A. .S.\n\nU. S Coa*! and Gcotlrlli .Survey, Editor ond Publisher n( the \"Mnllirmaliial Maga\nWnnhitiginn.\nline,\" and ol the \" .Malhrmaliial X'inilor.\" 153$ Columbia St., N\n\nW\n\nWlJ4ri»Lf> SroTT MoVTciMiRV. A B\n\n,\n\n'78, A M..'>^>.\n\nDarlmoulh Cull ;M I)\n\n,\n\nDr|)t.\n\n1900.\n\nAAMMant Sujirrintendenl ol Public S«b<»iU. iiji.», iilb Si\n\n,\n\n.\n\n'90, Howard\n.N.\n\nW\n\n,\n\nUniv\n\n,\n\nWaOiingloo.\n\nMrd.\n\n"}
{"page": 770, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n7SS\n\n[Columbia\n\nDISTRICT OF COLUMBIA—CoM/wwei\n1898\n\nLovicK Pierce, A.B., '60, Emory Coll.\n1S93, Chief Clerk in Bureau of Education, 911 Massachusetts Ave., N. W., Washington.\nAlex. Summers, B.Sc, '76, .\\.M., '93, Univ. of Tenn.\n1894, Statistician in U. S. Bureau of Education, Washington.\n\n1899\n\nArthur U. Craig, B.Sc, '95, Univ. of Kans.\n1901,\n\nTeacher of Mechanical Drawing, Armstrong Manual Training School, Washington;\nres.,\n\nRealholme, Anacostia.\n\nEdward Allen Fay, A.B., '62, A.M., '65, Univ. of Mich.; Ph.D., '81, Johns Hopkins Univ.\n1866,\n\nProfessor and Vice-President, Gallaudet College, 3 Kendall Green, Washington.\n\nMerrill Edwards Gates, A.B., '70, A.M., '73, Univ. of Rochester; Ph.D., '80, Univ. of St. of N. Y.;\nLL.D., '82, Princeton Univ. and Univ. of Rochester\nColumbia Univ.; L.H.D., '86, Columbia Univ.\n\n'92,\n\nWilliams Coll. and\n\nEx President of Rutgers College and of Amherst College, 1309 Rhode Island .\\ve.,\nWashington.\n\nHarlan Updegraff, A.M., '98, Columbia Univ.\n1900\n\n1907, Alaskan As.\"istant to the Commissioner of Education, Washington.\nF. W. Booth. B.Sc, '77, Iowa .Agri. Coll.\n1899. General Secretary American Association to Promote the Teaching of Speech to\nthe Deaf, 1525, 35th St., N.W., Washington.\nWilliam E. Chancellor, A.B., '80, A.M., '95, Amherst Coll.\n1906, Superintendent of Schools, District of Columbia, 1319 Fairmont St., Washington.\nLouis L. Hooper, .4.B., '89, A.M., '98, Harvard Univ.\n190a, Head Master of Washington School for Boys, 3901 Wisconsin .\\ve., Washington.\nAlexander T. Stuart, Ph.B., '69, A.M., '04, Columbian Univ.\n\n1906,\n\nDirector of Intermediate Instruction, Franklin School\nS. E.,\n\n1931\n\nBuilding;\n\nres.,\n\n16, 4th St.,\n\nWashington.\n\nDick J. Crosby, M.Sc, '00, Mich. Agri. Coll.\nAgricultural Education Expert, Office of Experiment Stations, U. S. Department of\nAgriculture, Washington.\n\nMary Ella Given.\n1898,\n\nPrincipal of Chevy Chase School, 1761\n\nU St., Washington.\n\nLucy Ella Moten. Grad., '75. St. Nor. Sch., Salem. Mass.; M.D., '97. Med. Coll., Howard Univ.\n1883,\n\n^902\n\nPrincipal of Washington Normal School No. 2; res., 728, 4th St., N. W., Washington.\n\nJ.\\MES A. Burns, C.S.C, Ph.D.. Catholic Univ. of .\\merica.\n1900, President of Holy Cross College, Brookland.\nP. M. Hughes, A.B., '86, Johns Hopkins Univ.; LI..B., '90, LL.M., '91, Columbian Univ\n1906, Assistant Superintendent of Schools. 318 B St., S. E., Washington.\n\n1903\n\nJohn Lee Brooks, A.M., '93, Southwestern Univ.; B.D., '00, Drew Theol. Sem.\nProfessor of English and Mathematics, Eastern High School, Washington.\n\nJohn A. Chamberlain, B.Sc, '87, Worcester Poly. Inst.\n1906,\n\nSupervisor of Manual Training, Public Schools, cor. 7th St. and Rhode Island Ave.,\n\nN. W., Washington.\n\nWillet M. H.ws, M.Agri., '82, Iowa St. Coll.\n1904,\n\nAssistant Secretary of .\\griculture,\n\nDepartment of Agriculture, Washington.\n\nErnest Lawton Thurston, C.E., '03, Columbian Univ.\nHead of Department of Business Practice and Training, High Schools. 1449 Irving\nSt.,\n\n1904\n\nN. W., Washington.\n\nChanning Rudd, LL.B., LL.M., M.E., D.C.L.\n\nJohn P. S.\n\nPresident of the Intercontinental Correspondence Universitv, 1100-1108, 14th St.,\nN. W., Washington.\nNeligh.\nHead Resident, Neighborhood House, Social Settlement, 456 N St., S. W., Washington,\n\n1905\n\nWilliam W. Black. A.B., '98; A.M., '99, Univ. of 111.\n1906,\n\nSupervising\n\nPrincipal, 7th Division, District of\n\nColumbia;\n\nres.,\n\n412 T St., N. W.,\n\nWashington.\n\nIda May Daly.\n1905,\n\nHead of English Department, McKinley Manual Training School, Geneseo Place,\nLanier Heights, Washington.\n\nHerbert Augustine Smith, .X.B., '89, Ph.D., '97, Yale Univ.\nEditor for the Forest Service, U.\n\n1906\n\nS.\n\nDepartment of ,\\griculture, Washington.\n\nJohn F. Fenlon, A.M., '93, St. Mary's Univ., Md.; D.D.. '00, Minerva Univ., Rome.\n1903, Rector of St. Austin's College, Brookland.\nSarah E. Simons. A.B., '97. A.M., '00. Leland Stanfoid Jr. Univ.\nHead of English Department, High Schools (while);\n\nre\n\n1420,\n\nN St., Washington,\n\ninstitutions\n1902\n\nGeorge Washington University, The.\n\n1905\n\nPublic Library of the District of Columbia.\nLibrarian, George F. Bowerman, Wasliington.\nCatholic University of America, The.\nRector, Rt. Rev. D. J. O'Connell, Washington.\nHoward University Library.\nPresident, Wilbur P. Thirkield; Librarian. Flora L. L. Johnson, Washington.\n\nPresident, Charles Willis\nSts.,\n\n1906\n\nNccdham;\n\nLibrarian, Alfred F. W. GcLmi-lt, 15th and\n\nWashington.\n\nH\n\n"}
{"page": 771, "printed_page": null, "text": "Georgia]\n\nCORRESPONDING MEMBERS\n\nLIFE, ACTIVE, AND\n\n759\n\nI-LORIDA\nACrn'E MEMBERS\ni8q3\n\nWii.iiAM N. SHEAts. A.B., '7j, A.M., '76, Emon- Coll.\n\n1806\n\nN.xTHAS- Benjamin YoiNr., A.B., 'S«, A.M., '01. OUcrlin Coll.\n1901, President of State Normal and Industrial School, Tallahassee.\n\n1807\n\nDavw Williams.\n\n1S98\n\n1000\n\nLVDWIG WlLHKLM BlTIIHOI z. A.M., '04, Kla. St. Coll.\n1905, Dean of State School for Teachers, Florida State College for Women, Tallahassee.\nMiss Clem Hampton.\n\n1901\n\nWiLLL\\M B. Hare.\n\niQot).\n\nPrincipal of Lcim County HiKl> Silux)!. Tallahassee.\n\nPrincipal of School, Brandon.\n\nii>os.\n\n1900,\n\nChief Clerk, Department of Education, Tallahassee.\n\nDumb, St. .Augustine.\n\nPrincipal of State School for the Blind, Deaf, and\n\nMary Sydney Johnston.\n1905,\n\n1003\n\n1904\n\nProfessor of Latin and Mathematics, Stale School for Teachers, Florida I'cnialc\nCollege, Tallahassee.\n\nJohn C. Calhoun, B.Sc, C.E., '72, .V.M., '73, Wa.shinRton and Lee Univ.\n1000, Professor of German and Romanic Languages, Florida State College, Tallahassee.\nJohn William MrCLrNc, B.Sc, '86, Westminster Coll.\nSuperintendent of City Schools, 1900 Morgan St.. Tampa.\nWilliam D. Carn. B.Sc 'qi. N'at. N'or. I'niv.\nSuperintendent of Public Instruction of Marion County. Ft. King .Vve.. Otala.\n\n.\\lbert a. Murphree, .A.B., '04. .A.M.. '02. I'niv. of Nashville.\nPresident of Florida State College for Women, Tallahassee.\n\n1905,\nJ.\n\nA. Ormond.\n\nMarianna.\n\nRobert M. Ray, A.B., 'So, Clinton Coll.\nPrincipal of Graded and High School, Plant City.\n\nMacd Schwalmeyer.\n1897, Teacher in Summcrlin School, and (1903) Supervisor of Primary Grades. Bartow.\nAndrew Sledd, .\\.B., A.M., '94, Randolph Macon Coll.; A.NL, '96, Harvard Univ.; Ph.D., '03, Yale\nUniv.; LL.D., '05, 3. C. Coll.\n1904, President of the University of the State of Florida, Lake City.\n\n1905\n\nEdward Bradford Eppf„s.\n1905,\n\nSuperintendent of Public Instruction for the County of Ix-an and City of Tallahassee,\nTallahassix'.\n\nHallie C. Lewis.\nCritic\n\n1904.\n\nTeacher\n\nin\n\nMixlel School, Florida State College\n\nWomen.\n\nfor\n\nTallahassee^\n\nR. Eric Hall, B.E.. '89.\n\nCounty Superintendent of Public Instruction, Court House. Miami.\nWilliam S. M. Pinkham.\nSuperintendent of Public Instruction of St. John's County, St. Augustine,\n\nRobert L. Tt hnfr\n1901,\n\n1906\n\nCounty Superintendent of Public In.-itruction, Invernes.s.\n\nWilliam M. Holi.oway.\n190s.\n\nSlatf Superintendent of Public Instruction, Tallahassee.\n\nISSTITl'TION\n\n1890\n\nJohn B. Stetson University.\nPresident, lincoln Hulley,\n\nDeLand.\n\nGEORGIA\nactive HKMniRS\n\n1M7\n\nEtTLEt B. Smith, A.M.. '«>, Emory Coll\n\nDriwrtmrni\n\n1H95,\n\n>.(\n\nFnglish and\n\n,\n\n.\n\n„\n\n....\n\n.,\n\nDean of Faculty, Slate Normal Sihonl.\n\nt\n\nj \\t>\n\nI\n\nrime\n\nAve., Alhrnii.\n\n......\n\nffUW\n\nGeoRcB B. HutD.\n\n1R94\n\nOru AsilMoRr, A M\n\n190J.\niH</),\n\nPrinciijol of lieach Inslituir, sii Hariit Si\n.\n\nL.uil.\n\nI\n\nSavannah.\n\nUniv. of Ga.\n\nSu|icrinlcni|enl of SchonU, Savannah.\n\nGenar.r. Glenn Bond, .\\.M., '9?, Univ. of (ia.\n1891. Sujicrmlcndrnl of Cily SthiioU, Cily Hall, Athrn*.\n\nLawton B. Evans, AM. I'niv i.f (;».\n\nSu|<r>mlrndcnl o( Publir Sthunln, 4X M«Inlo»h Si.. Aukum.i\n\nWilliam Martin Slaton. A M.. '91. Univ\niMoJ.\n\n1895\n\nGisTAVLs RKiiAiti Girss. !M>\n\nV.\n\nPrrMdrnt of N-.til.\n\nJojEWi Spincm\n1897\n\nof (;a.\n\nPrinuiMl of »oy»' Hiirli S.hiMj|, 14J Jackioo Si.. AlUnla.\n\nLroNiDAA\n\nStewart. A.B, 'Hi.\n\n'\n\n\"^\"\\/.\".\"\n\n•.Urge.\n\nDahlonrga,\n\n'\n\ni.i..ii»i-». '' Millrd«r Ave, Athrni,\n190J, l'rofc»iM.f o( Scion'Uij i.Jui*;t-4t. Luiiuui) \"t\nLaki.rim. A n '76. Univ of Ga,\n,.\n.\n,\n,\n..\n1\n,\n,\n,\n.1\nu;\nSecretary\nof Board of r.<lu(alion, 4% W.\nuid\nof\nbchooU\nSupenniendcnt\ni»97, Awt«unl\n\nM\n\n,\n\nHarris St\n\n.\n\nAlUnia.\n\n"}
{"page": 772, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n76o\n\n[Georgia\n\nGY.O'S.Glh— Continued\n1897\n\nWilliam F. SLATO>f, A.M., '51, Emory Coll., and '94, Univ. of Ga.\n1879,\n\nSuperintendent of Public Schools, 336 Courtland St., Atlanta.\n\nJessie May Snyder.\nPrincipal of Model School, Georgia Normal and Industrial College, Milledgeville.\n\nJohn Charles Woodward, A.B., '88, N. Ga. Agri. Coll.; A.M., '99, Univ. of Ga.\n1901,\n\n1898\n\nPresident of Georgia Military Academy, College Park (near Atlanta).\n\nCarleton B. Gibson, A.M., '85, Univ. of Ala.\n1S96,\n\nSuperintendent of Schools, 318,\n\nnth St., BealKvood, Columbus.\n\nHenry Pearson, A.B., '88, A.M., '92, Claflin Univ.\n1895,\n\nInstructor in English Language and Literature, State Industrial College, College.\n\n1899\n\nJames C. Harris, A.M., '85, Univ. of Ga.\n\n1900\n\nB. K. Benson.\n\n1892,\n\nSuperintendent of Public Schools, 103, 2d Ave., Rome.\n\nAgent for D. C. Heath & Co., 201 Lucile Ave., Atlanta.\n\nMarion Luther Brittain, A.B., '86, Emory Coll.\n1900,\n\nSuperintendent of Fulton County Schools, Court House, Atlanta.\n\nWilliam Campbell Warfield.\nSouthern Manager for The Macmillan Company,\n\nFourth National Bank Bldg.,\n\nAtlanta.\n\nMrs. Walton H. Wiggs.\n160 W. North Ave., Atlanta.\n\nRichard R. Wright, A.B., A.M., Atlanta Univ.; LL.D., Wilberforce Univ.\n1891,\n\n1901\n\nPresident of State Industrial College, College.\n\nEugene C. Branson, .\\.M., '97, Trinity Coll., N. C, and '98, Univ. of Nashville.\n1900,\n\nPresident of Georgia State Normal School, Athens.\n\nE. A. Pound, A.B., Emory Coll.\n1895, Superintendent of Public Schools, Waycross.\n\nTheodore Toepel, M.D., '99, Coll. of Physicians and Surgeons, Atlanta.\n1899,\n\n1902\n\nPublic Schools, 929 Candler\n\nJoseph Henry Walker, A.B., '87, Univ. of Ga.\nDepartment of Mathematics, State Normal School, Athens.\nWilliam B. Merritt, A. B., '85, Emory Coll.\n1903,\n\n1903\n\nPhysical Director, 'and (1906) Director of Hygiene,\nBldg., Atlanta.\n\nState School Commissioner, Capitol, Atlanta.\n\nJoseph Coachman Wardlaw, A.B., A.M., '95, Emory Coll.\n1905, Professor of Latin, Georgia Normal and Industrial College, Milledgeville.\nWade H. Wood.\n1902, Superintendent of County Schools, Sandersville.\nErnest W. Childs, A.B., '96, Mercer Univ.\n1900, Superintendent of Schools of Randolph County, Cuthbert.\nB. C. Davis.\n1889,\n\nDirector of Music, Public Schools, 214 Rawson St., Atlanta.\n\nThomas Harry Garrett.\n1903,\n\nPrincipal of Girls' High School, 412 Reynold St., Augusta.\n\nGeorge K. Howe, B.Sc, '01, Worcester Poly. Inst.\n1002, Superintendent of Shop and Instructor in Mechanic Arts, Atlanta University, Atlanta.\nCharles H. S. Jackson, A.M., LL.D., Mercer Univ.\n\nPresident of Bessie Tift College, Forsyth.\n\n1904\n\nWilliam Heard Kilpatrick, A.B., '91, A.M., '92, Mercer Univ.\nPrincipal of High School, Columbus.\nGeorge Frank Oliphant, A.M., 99. Univ. of Ga.\n1906, Superintendent of Georgia Academy for the Blind, Macon.\nMansfield Theodore Peed, A.M., '78, Randolph- Macon Coll., Va.\n1889, Professor of Pure Mathematics and Astronomy, Emory College, Oxford.\nLinton B. Robeson, A.B., Emory Coll.\nManaging Agent for Ginn & Co., 125 N. Pryor St., Atlanta; res.. Marietta.\nF. F. Rowe, A.B., '96, A.M., '98, Davidson Coll.\n1900, President of R. E. Lee Institute, Thomaston.\nR. J. H. De Loach, A.B., '98. A.M., '06. Univ. of Ga.\n1906,\n\nBotanist in Charge of Plant-Breeding and Plant-Pathology, Georgia\n\nExperiment\n\nStation, Experiment P. O.\n\nThomas Jackson Woofter. Grad., '81, W Va\n1903,\n\n1905\n\nSt. Nor. Sch.; L.I., '85. Peabody Nor Sch.; A.B.,\n'89, Univ. of W. Va.; A.M., '93. Ph.D., '00, Univ. of Nashville.\nProfessor of Philosophy and Education, University of Georgia. Athens.\n\nN. H. Ballard, B.E., Univ. of Ga.\n1900, Superintendent of Schools, 906 Richmond St., Brunswick.\n\nLuther M. Blount, A.B., '94. Nannie Low Worthen Coll.\n1904,\n\nCounty School Commissioner, Wrightville.\n\nNorman Clarence Miller, A.B., Emory Coll.\nGeorgia Agent of Ginn & Co., 713 Lee St., .\\mericus.\nMiss Raiford Sneed, A.B.\nPrincipal of Brantley Institute, Senoia.\n\nEmily P. Wilburn.\n1903,\n\nDirector of\n\nManual Training, Hancock County Schools, Sparta.\n\n"}
{"page": 773, "printed_page": null, "text": "LIFE, ACTIVE, AXD\n\nlUinois)\n\nCORRESPOXDIXCJ MEMBERS\n\n-jtl\n\nGEORG l.\\—Continued\nlOos\n\nCarleton B. Chapman.\nSuperintendent of Public Schools of Macon and Bibb Counties. 245 Boml\n\nSt.,\n\n1906\n\nR. H. Powell. Jr.. A.B.. 04. Mcrccr Univ.; .\\.M.. 'qS. Univ. of Colo.\n1906. Professor of English. Georgia .Normal and Industrial College. MilledgCN-illc.\n\ni8g5\n\n.Vtla.nta University.\nPresident, Rev. Horace Bumstcad; Librarian, Mary E. I^inc, .\\llanta.\n\nMacon.\n\nINSTITUTIONS\n\nUnivf.rsity of\n\nGkorom, Library.\nChancellor. David C. Barrow;\n\n180Q\n\nPresident. S. V. Jameson;\n\n1901\n\nLibrarian. D. Burnet, .'\\thens.\n\nMercer University, Library.\nLibrarian. Sallie G. Bo<inc. Macon.\n\nBoard of Education of Kui.ton County.\nCounty Superintendent, .\\L L. Brittain, .\\tlanta.\n\nEmory College, Library.\nPresident, J. E. Dickey;\n\n1905\n\nPresident, John\nAtlanta.\n\n1906\n\nLibrarian, H. H. Stone. 0.\\ford.\n\nMarist College,\nE. C}unn, D.D.; Liljrarian, Rev,\n\nGeorge S, Rapier, 289 Ivy St.,\n\nGeorgia Normal and Industrial College.\nPresident,\n\nM, M, Parks, Milledgeville.\n\nIDAHO\n189s\n\nactive members\nJ. E. Turner, A.B.. '94. A.M.. '06. Lincoln Univ.\nSuperintendent of Public Schools, Payette.\n\nJames E. Williamson, A.B., '82, A.M., '87, Wabash Coll.\n1903,\n\nSuperintendent of City Schools, 11 14 Fort St., Boise,\n\n1898\n\nJohn W. Daniels, A.B., '76, A.M.. '79, Bates Coll.\n1904. Superintendent of City Schools, Bank St., Wallace.\n\n1901\n\nJauf.s .v. MacLk.an, .\\.B., '92, L'niv. of Toronto; A.M., '93, Ph.D., '94, Columbia Univ.; LL.D.. '05.\nUniv. of Colo.\n1900, President of the University of Idaho. Moscow.\n\n1902\n\nAlfred C. Carlson, A.B., '00, .X.M.. '97, Yale Univ.\n\nX903\n\nJohn W. Faris.\n\nWalter R. Siders, B.Sc, '91, Fremont Nor. Sch.\n1899,\n\nSuperintendent of City Schools, 730 N. Garfield Ave., Pocatello.\n\nSuperintendent of City Schools, Wciscr.\n1901,\n\nPrincipal of The .\\cademy of Idaho, Pocatello.\n\nWay L. Scott.\nEx-State Superintendent of Public Instruction, Boix.\n1905\n\nWilliam Rkkd Bishop. Ph.B. '07, Univ. r)f Chicago.\n1904, Supcr\\-i.sor of Training ScHimjI and Teacher of Pedagogy, Psychology, and History\nof Education, State Normal School, 520, 9th .\\vc., Lewiston.\nA. G. Sears.\n1902,\n\n1906\n\nSuperintendent of Public Schools. Idaho Falls.\n\nGeor<;e Andrew Axi.ink. .\\.U..\n1904,\nS.\n\n92. .\\..\\I.. 'o^.\n\nParvms Coll.\n\nPresident of State Norma! Sihixil. .Mbion.\n\nBelle Ciiambfrlain.\n.State\n\nSuiwrintcndent of Public In.siruction, Boi.sc.\n\nState Normal School. I^wi.^ton.\nPresident. George H. Black, Lcwi.ston.\ninstiti-'tion\n\n190J\n\nUsivEiLsrrv of Idaho.\nPresident. J.-ui.\n\ni</-j6\n\n.\\.\n\nMaclxan; Librarian, Belle Sweet, .M<i»cow.\n\nState Normal School. I.ewist<in.\nPresident. George M. Black, Lewiston,\n\nILLINOIS\nLirr.\n\nDIRECTORS\n\nitW.\n\nAlbrrt Kr.vsoi.DH Taywr, Ph.B., '72, I'h I)., 'M2, Lincoln Univ.\n1901, President of the Jame* Milliken Univcnily, 313 W. Main Sl\n\nif87\n\nCiiARLr-H I. Parker.\nPrint i|jiil of .S<julh Chicago High ScIukiI, 891.\n\niHiyy\n\nJohn Wii.I.IsTO!* (Vkik. a M .'8/.. Kn..x (•ill\n1H90,\n\ni8gi\n\n1H74,\n\nAM\n\n1870\n\nJ\n\nI'.\n\nDrtaiur.\n\n;\n\nChit ago.\n\n.\n\n'68. Univ. of Chicafto,\nSufirrintendent of City School*, Jef»cyYfll«.\n.\n\nLlfK\n|8/>4\n\n.\n\n,\n\nLI. I) 'in, Ulatkburn Univ\nNorthern lllinom .Sutc .Normal Sthool, t)c Kalli.\n\nPrr%itlrnt of\n\nJoshua Pmr. A.B,. '(>%,\n\n7'\"\n\n•''\n\nuruBrRR\n\nLlir.MHAIIOT.\n\nIra Whufr\n\n•\n107 I)r«rl<orn St., Chitago.\n,'?», Antioch Coll.; LL.B.,'<S3. Albany' Ijiw 5>ch.;\nAi.i.in, A B ,'<o. lUmilitm Coll ; A\nI.L I> '74. Union Chriniian Coll.\nK718 .Madixm Ave (?hitago.\n\nM\n\n.\n\n,\n\n1880\n\nGr.oRi.F. P.\n\nBrown.\nEditor n( \"School anJ Home Education,\" 304 E. Walnut St., Illoominglon.\n\n"}
{"page": 774, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n762\n\n[Illinois\n\nIIAAHOIS— Continued\nACTIVE MEMBERS\n1879\n\nWilliam Nicholas Hailmann, A.M., '64, Univ. of Louisville; Ph.D., '8=;, Ohio Univ.\nHead of Department of Psychology, Chicago Normal School 6519 Yale Ave.,\n\n1884\n\nAlbert Robbins Sabin, A.M., (honorary) '68, Middlebury Coll.\n\nChicago.\nPrincipal of Irving Park School, 2509 N. 44th Court, Chicago.\n\n1901,\n\n1886\n\nLouis Milton Dili.man.\nEducational Publisher, 521 Wabash Ave., Chicago.\n\nAugustus F. Nightingale, A.B., '66, A.M., '69, Wes. Univ., Conn.; Ph.D., '91, Upper Iowa Univ.;\nLL.D., '01, Simpson Coll.\n1887\n\n1902, Superintendent of Schools of Cook County, 1997 Sheridan Road, Chicago.\nJohn Cole Ellis.\nEducational Publisher, American Book Company, 521 \\\\'abash Ave., Chicago.\n\n1889\n\nO. F. Barbour.\n\n1890\n\nHenry R. Corbett, B.Sc, '89, Hastings Coll.; Ph.M., '00, Univ. of Chicago.\n\nPrincipal of Kent School, 512 N. Court St., Rockford.\n\n1866,\n\nEx-Stale Superintendent of Schools of Nebraska; 5707 Monroe Ave., Chicago.\n\nCharles Alexander McMurrv, Ph.D., '88, Halle.\nEducational Author,\n\nDe Kalb;\n\n(1906)\n\nActing President of Southwestern State\n\nNormal School, California, Pa.\nWilliam Lucas Steele, A.M., '80, Monmouth Coll.; Ph.D., '00, Knox Coll.\nSuperintendent of City Schools. 462 N. Cherry St., Galesburg.\n\n1885,\n\nWilliam C. Stevenson, Grad. '89, Kans. St. Nor. Sch,; LL.B., '02, Columbian Univ.\n1904, Director of School of Commerce and Finance, The James Milliken University;\n945 W. Wilham St., Decatur.\nPr.LEG R. Walker.\n1884, Superintendent of Schools, 716 N. Church St., Rockford.\n1891\n\nres.,\n\nHerbert F. Fisk, A.B., '60, A.M., '63, D.D.,'88, Wes. Univ., Conn.; LL.D., '99, Allegheny Coll., and\n'04, Northwestern Univ.\nProfessor of Pedagogy, Northwestern University, 1625 Judson Ave., Evanston.\n\n1888,\n\nDana Warren Hall, A.M., '93, Colby Coll.\nHigh School and College Department, Ginn & Co., 378-388 Wabash Ave., Chicago.\n\n1894,\n\nMellen a. Whitney, A.B., '90, A.M., '93, Colby Coll.\nSuperintendent of Schools, 721 Spring St., Elgin.\n\n1896,\n\n1892\n\nC. M. Bardwell.\n\nSuperintendent of East Side Schools, 60 S. Lincoln Ave., Aurora.\n\n1896,\n\nMrs. M. E. Ferris-Gettemy, M. L., '97, Knox Coll.\n246 N. Academy St., Galesburg.\nHenry Talbot.\nSupervisor of Drawing, Public Schools,\n\n1899,\n\n1893\n\nMonroe Annex, East St. Louis.\n\nJohn J. Allison.\n216 Iowa Ave., Joliet.\n\nOrville T. Bright.\nPrincipal of James R. Doolittle School, 6515 Harvard Ave., Chicago.\n\n1903,\n\nArchibald O. Coddington, Litt.M., '83, Univ. of 111.\n1906, Principal of Mancel Talcott School, 938 Summerdale Ave., Chicago.\nMrs. J. N. Crouse.\nPrincipal of Chicago Kindergarten College, 1200 Michigan Boul., Chicago.\n\n1890,\n\nFred R. Nichols.\nInstructor in Physics, Richard T.\nHoman Ave., Chicago.\n\n1891,\n\nCrane Manual Training High School, 223\n\nMrs. Alice H. Putnam.\nSuperintendent of Chicago Froebel Association, 5515 Woodlawn Ave., Chicago.\n\n1881,\n\nLucy S. Silke.\n1890,\n\nAssistant Special Teacher in Drawing, Public Schools, 3307 Rhodes Ave., Chicago.\n\nAlice E. Sollitt.\n1890, Principal of Kenwood School, 4020 Prairie Ave., Chicago.\nVolney Underbill, Ph.B., '71, LL.B., '75, Univ. of Wis.\n\n187s,\n\n1894\n\nPrincipal of Carpenter School, Chicago;\n\nres.,\n\n701 Washington Ave., Wilmette.\n\nCharles H. Congdon.\nPublisher, 378 Wabash Ave., Chicago.\n\nIra T. Eaton.\n\n& Co., 378 Wabash Ave., Chicago.\nMrs. Frances Smallwood Lane, B.Sc, '65, Genesee Coll.; M.Sc, '80, Syracuse Univ.\nPublisher, Eaton\n\n430 W. Adams St., Chicago.\n\nLivingston C. Lord, Pd.D., '00, LL.D., '04, Univ. of 111.\n1898,\n\n1895\n\nPresident of Eastern Illinois State Normal School, Charleston.\n\nJohn Nichols Adee, Ph.B., '91, Northwestern Univ.\n1904,\n\nSuperintendent of Schools, 524 S. Chestnut St., Kewanee.\n\nO. P. Barnes.\nPublisher, 378-388 Wabash Ave., Chicago.\n\nWilliam H. Campbell.\n1899, Principal of D. S. Wentworth School, 6037 Kimbark Ave., Chicago.\nJoseph H. Collins, A.B., '75, A.M., '78, La Grange Coll.\n\nEx-Superintendent of City Public Schools, 715 S. 7th St., Springfield.\n\nS.\n\n"}
{"page": 775, "printed_page": null, "text": "IlUnob)\n\niSos\n\nLIFE, ACTIVE, AXD\n\nCORRESPOXDIXG MEMBERS\n\n763\n\n.\n\nI LLIN'OIS—Con/ini«'d\nHenry C. Cox, A.M., '73, Abingdon Coll.\n\n18^4,\n\nPrincipal of Farragut School, 23d St. and Spxiulding Ave., Congress Park, Chicago.\n\nM.w M. Crockett.\ni8gi.\n\nPrincipal of Irving School. 823 Broadway, Quincy.\n\nEdward C. Delamo.\n1877,\n\nAssistant Superintendent of Schools, 172 .\\shland Boul., Chicago.\n\nJoseph Hewett Freeman, .\\.M., '88, Bates Coll.\nigo2.\n\nSuperintendent of IlUnois Schawls for the Blind, Jacksonville.\n\nESOCH .\\. G.ASTUAS.\ni8t)2,\n\nSujjerintendent of City Schools, 464 W. North St., Decatur.\n\nWilliam M. Giffiv, .V.M., '82, I^wrence Univ.; Pd.D., '04, State .\\or. Coll., M. Y.\n1S89,\n\nPrincip.il of Frances E. Willard School; res.,\n\n7O43 Union .\\ve., Chicago.\n\nNewell D. Gilbert, .\\.B., '70, .\\.M., '82, 111. Wes. Univ.\n1899,\n\nSuperintendent of I'uhlic Sch(X)ls, and (1901) Director of Practice School, N'orlhcrn\n\nIllinois State Normal Schtxil. Di' K.alb.\nJames Lincoln Goodknk.iit, .\\.R.,'7r. Cumberland Univ.; B.D.,'70, Union Theol. Sem., N. Y.- D D\n'qo, Wayncsburp Coll.; LL.D,, '03, Cumberland Univ.\n1904. Half-Owner and Business Manager, The Courier Co.. 520 Tremont St.. Lincoln.\nRobert A. Haight. A.R., '75. A.M., '78, Shurtleff Coll.\n1881, Superintendent of Schools, 1129 Warren St., .\\lton.\nElizabeth Harrison.\n\n1200 Michigan Boul.;\n\n.\n\nres.,\n\n300 N.\n\nInstructor in Mathematics, Illinois State Normal School, 209 .Normal .\\ve.\n\nNormal.\n\nPrincipal of Chic.igo Kindergarten College,\n\nWaller St., Chicago.\n\nNL\\rv S. L. Hartioav, .M.D., '05. Harvey Med. Coll.\n1903. Princif)al of The Harvard School, 6758 Wentworth .\\ve., Chicago.\n\nMary Hartmann, .A.NL, '88. Lombard Univ.\n18S2,\n\nWilliam H. Hatch.\n1902,\n\nSuperintendent of Schools, Oak. Park.\n\nHarry Helmer.\n.Agent for D. C. He.ath\n\n& Co., 378 Wabash .\\ve.; res., 34 .\\ldine Sq.. Chicago.\n\nChaiu.es Hertel, M.Sc, Cent. Wes. Coll.\n1894,\n\nSuperintendent of Scho<jls of St. Clair County, Courthouse, Belleville.\n\nAUALIE HOFEB.\n1906,\n\nPrincipal of Peslalozzi-Froel)el Kindergarten Training Schtx)!,\nres.,\n\nChicago Commons;\n\n180 Grand .\\ve., Chicago.\n\nFrancis Austin Kendall.\n1888,\n\nSuf)erintendent of Schools (Ea,st Side); (1894) Secretary and\nPupils' Reading Circle, 31 E. Jefferson Ave., Napcrville.|\n\n.Manager of\n\nIllinois\n\nEffie J. Kilbourne.\n1891, Head .\\!>sistant in Kenwood School, 5313 Washington .\\ve., Chicago.\nVashti a. Lambert.\n18H6, Teacher in Beaubien School, 4283 Milwaukee .\\ve., Chicago; res.. Palatine.\nLeslie Lewis. A.B., '66. A..M., '69, Yale Coll.\n1890. District Superintendent of Schools, 5605 Madison .Ave., Chicago.\n\nWiLLUM S. Mack.\nWestern Manager of The Prang Educational Company, 378 Waba.sh .\\ve., C'liiiago.\nJ. J.\n\nMcGlynn.\ni88«,\n\nTeacher of Science, High Schoil; Royal Hotel, Exst St. Louis.\n\nKate S. O'Learv.\n1882,\n\nTeacher in Public SchooLs, ao8 S. Hickory St.. J.iliet.\n\nC. M. Parker.\nPublisher of \"The School News.\" 613 W. Adams St.. Taylorville.\n\nErastl's H. Scott.\nPubli.sher, 378 Wabash Ave., Chicago.\nLiLLiE S. Stephenson.\ni«<>«, Teacher in 6th Grade, Park Ridge School, 1028 Dempster St., Kvaniiton.\n\nFrank D. Thomson, /\\.B., '92, A.M\n1K95,\n\n'gs. Knox (!\"ll.\n\n,\n\nPriniipal of HiKh School, 529 .\\. Cherry St., Galoburg.\n\nSamlkl B. Touij. A.B.. Univ. of .Miih.; A .M., Univ. of \\a»hvillc.\nAgent of Amcriian Book Comiuny, 521 WaUi.th Ave.. Cliiiagii.\nEdwin O. Vaile.\nOak Park.\nWilliam Edward Watt, PhD., '00, Taylor Univ.\n1885. Princi|ial of Graham School, 4453 Emerald Ave.. Chicago.\nOlivkr S. WF.Mcr.ri. \\ M '1;^. S« l» 'i;j, Brown Univ.\n.\n\n.\n\n18K3.\n\npMiui|<iil o( l<iil«-rl\n\n.\\\n\niH<yi.\n\nWaller HikIi StluKil, Chicago; rr»\n\n.\n\n14^ S. 7lh Ave\n\nI.L B.. \"yj, Ijikc Formi Univ.\nPrint i|wl ol Everett Scho<ji. 40s. 33d St.. Chiiago.\n\nDaniel A. Wiiitf, A.B., '8j. Harvard\n\nUniv\n\n;\n\nHarry G Wii son.\n1879,\n\n1896\n\nkcprencnlativc of American Bciok Co., 521 W»ba»h Ave., Chicogo.\n\n.Mary Eilfkn AiiriN.\nhAiKir of \"Public Librarim,\" 15& WabaUi Ave., Chicago.\n\nAM\n\n.'tH. Il.ildwm Univ\nC.J. Albfbt, B.Sf and\n•Manager <<( the .Mbert Trailier*' Ai/rmv, 17H Waba«h Ave., Cliiiago.\n\n.\n\n.Maywiiod.\n\n"}
{"page": 776, "printed_page": null, "text": "1\n\nNATIONAL EDUCATIONAL ASSOCIATION\n\n764\n\n[lUinois\n\nILLINOIS— Co«<tnwei\n1896\n\nAlfred Bayliss, jNI.Sc, '73, Hillsdale Coll.\nPrincipal of Western Illinois\n\nState\n\nNormal School;\n\nres.,\n\n225 W. Carroll\n\nMa-\n\nSt.,\n\ncomb.\n\nCharles A. Bennett, B.Sc, '86, Worcester Polytechnic Inst.\n1897, Professor of Manual Arts. Bradley Polytechnic Institute, and Editor of \"Manual\nTraining Magazine;\"\n\nres.,\n\n424 Columbia Terrace, Peoria.\n\nWilliam J. Button.\nEditorial Department, American Book Co., 521-531 Wabash\nMadison Ave.. Chicago.\nMrs. Elizabeth Blanchard Cook, B.L., '65, A.M., '72, Wheaton Coll.\n\nAve.;\n\nres.,\n\n581\n\nPresident of Chicago Woman's Educational Union, 316 Washington Boul., Chicago.\n\nGeorge W. Davis.\n1892,\n\nPrincipal of Hawthorne School, 832 Judson Ave., Evanston.\n\nWilliam T. Dix.\nSecretary of the Thomas Charles Co., 80 Wabash Ave., Chicago.\n\nWilliam Curtis Dodge.\n1900,\n\nDistrict Superintendent of Schools, ^268 Kenmore Ave., Chicago.\n\nMabel Edwards Dougherty, A.B.\n906 Glen Oak St., Peoria.\nHugh Austin Foresman, A.M., '90. Lafayette Coll.\nEducational Publisher (Scott, Foresman & Co.), 378 Wabash Ave., Chicago.\n\nG. Charles Griffiths.\n1893, Principal of Motley School, 5715 Midway Park, Austin Station, Chicago.\nJohn W. Henninger, B.Sc, '81, M.Sc.,'84, LL.B.,'91, McKendree Coll.; Ph.M.\n\nGraduate Student, University of Chicago;\n\nres.,\n\n6433 Monroe Ave., Chicago.\n\nMargaret MacDonald.\n1886,\n\nTeacher in Public Schools, 6314 Stewart Ave., Chicago.\n\nJames F. McCullough.\nAgent for Silver, Burdett & Co., 378 Wabash Ave., Chicago.\n\nMrs. Lida B. McMurry.\n1900,\n\nTraining Teacher, Primary Department, Northern Illinois State Normal School, 336\nCollege Ave., De Kalb.\n\nMrs. Sarah J. O'Keefe.\n1885,\n\nF. B. Ormsby.\n1895,\n\nPrincipal of Jefferson Park School, Chicago; res., Arlington Heights.\nPrincipal of Perkins Bass School, 6550 Lafayette Ave., Englewood Station, Chicago.\n\nW. B. Owen.\nAgent, Publishing House, Ginn & Co., Chicago; res., 851 Grove St., Jacksonville.\nCharles Newton Peak, A.B., '84, Moore's Hill Coll.; Ph.B., '86, Ind. Univ.\n190S,\n\nSuperintendent of Schools, 304 E. College Ave., Greenville.\n\nMary I. Purer.\n1893,\n\nPrincipal of La Fayette School, 86 Pine Grove Ave., Chicago.\n\nW. F. Rocheleau.\n1899,\n\nEditor of Educational Publications, 236 Leland Ave., Ravenswood, Chicago.\n\nMabel E. Smallwood.\n1892,\n\nTeacher of Biology, Hoyne Manual Training High School;\n\nres., 430\n\nW. Adams St.,\n\nChicago.\n\nEdward E. Smith, A.B., B.Sc.\n1900,\n\nEditor and Business Manager, 4615 Woodlawn Ave., Chicago.\n\nW. W. Speer.\nTeacher of Psychology and Pedagogy, Art Institute; res.. The Yale, 6565 Yale Ave.,\nStation O, Chicago.\nFranklin N. Tracy.\n1881, Superintendent of City Schools, 316 Harrison Ave., Kankakee.\nJohn J. Wilkinson, Ph.D., '98, Univ. of Leipzig.\n1902, Professor of English, Elmhurst College, 320 Kcnilworlh Ave., Elmhurst.\nJames Douglas Williams, A.M., '72, Hillsdale Coll.\nManager of Maynard, Merrill & Co., 203 Michigan Ave., Chicago.\nIda Mortimer Windate, A.B., A.M., Ohio Wes. Univ.\n1902, Instructor in English, High School, 126 Clinton Ave., Oak Park.\nRichard H. Allin, B.D., '62, Univ. of Iowa.\nManager of School Map and Globe Department, Rand, McNally & Co., 121 Frank1901,\n\n1897\n\nlin\n\nAve., River Forest, Chicago.\n\nCarl Edward Bacon, A.B., Harvard Univ.\nAllyn & Bacon, Publishers, 378 Wabash Ave., Chicago.\n\nPaul Valentine Bacon, A.B., '98, Harvard Univ.\nAgent for Allyn & Bacon, Pul>li.shers, 378 Wabash Ave., Chicago.\n\nWilliam J. Bartholf, A.B., Univ. of 111.; B.Sc, Ind. Nor. Sch.\n1888, Principal of Von Humboldt School; res., 12 S. Sacramento Ave., Chicago.\nJ. Stanley Brown, .\\.B., '80, Denison Univ.; A.M., '91, Arlington Coll.\n1803, Superintendent and Principal of Township High School, 115 Dewey Ave., Joliet.\nEdwin Giluert Cooley, Ph.B.. '95, Univ. of Chicago; LL.D.. Univ. of III.\n1900,\n\nSuperintendent of Schools, Tribune Building, Chicago.\n\nMrs. Cornelia S. Crane.\n2559 Michigan Ave., Chicago.\n\n"}
{"page": 777, "printed_page": null, "text": "LIFE, ACTIVE, AND CORRESPONDING MEMBERS\n\ni:i.noUl\n\n765\n\nILLIN'OIS—Co«/in««f\n1897\n\nLETrriA L. Doase.\n1898, Teacher in Public Day Schools (or the Deaf, 170 S. Francisco Ave., Chicago.\n\nM. LuELLA Dodge, Grad.. '05. Columbia Coll. of Kjcprcssion.\ni8(j8.\n\nTeacher in .Alexander Bcaulx'in School, Chicago; res., 3463 Forest Glen Ave. Forest\n,\n\nGlen, Chicago.\n\nMary C. Foote.\n1801,\nMr.*;.\n\nPrincipal of School, 124 .\\uburn PI., Rockford.\n\nMedora Dodoe Gammon. Grad.. FroelK-l .Asso.. Chicago, and .Milwaukee St. .N'or. Sch.\n1905.\n\nKindergarten Director, 20yy N. Paulina St.. Ravenswood. Chicago.\n\nMary Gillespie.\n1893,\n\nSuperintendent of Schools, Winnetka.\n\n^\n\nArthcr V. Greenuan.\n\nSuperintendent of West .Aurora Public Schools, 248 Galena St., Aurora.\n\nFrank H. Hall.\n1903,\n\nSuperintendent of Illinois Farmers' Itistitutes, 487 N. Lake St., .Aurora.\n\nHerbert B. Hayden.\n1900,\n\nSuperintendent of City Schools, 1105, 20th St., Rock Island.\n\nDudley Grant Hays, I.L.B., '03, Lake Forest Univ.; LL.M., '04, 111. Coll. of Law.\n1905,\n\nPrincipal of Eugene Field School, sso W. 60th PI., Rogers Park, Chicago.\n\nSamuel H. Heidler.\n933 S. sth St., Springfield.\n\nMrs. Ella .\\. HrBBARH.\n1898,\n\nSupervisor of Primary Schools, 412 N. Eastern Ave., Joliet.\n\nC. H. Kammann, B.L., Univ. of 111.\n1903, Principal of McKinley School, 2408 Main St., Peoria.\n\nCarl J. Kroh.\n1899,\n\nHead of Physical Tr-iining Department, College of Education, University of Chicago,\nHitchcock Hall, Chicago.\n\nCephas H. Leach.\n1889,\n\nPrincipal of .\\. H. Burley School, 523 Greenleaf .Ave., Rogers Park Station, Chicago.\n\nCharles D. Lowrv.\n1906,\n\nPrincipal of Wicker Park Schools, 807 Kenilworth Ave., Chicago.\n\nMary T. McCowes.\n1905,\n\nHead of Deaf Oral Department, Chicago Normal School, 6550 Yale .Ave., Chicago.\n\nAnsa McKilix)p.\n1886, Head .Assistant in Graham School, 740 W. 47th PI., Chicago.\nJohn .A. Moldstad. .A.B.. '94. Lulhcr Coll.. and '00. Univ. of Wis.; B.D.. '06, Concordia Sem.\n\nPastor of St. .Mark's Lutheran Church, Tripp and Wabansia Aves., Chicago.\n\nRoyal T. .Moroan, A.B., '74, A.M., '77, Wheaton Coll.\n1886,\n\nCounty -Superintendent of Schools, 710 College Ave., Wheaton.\n\nFrank L. Morse, A.B., '86. A.M., '8o, Brown Univ.\nPrincipal of Burr .School. 043^ .Monroe Ave., Chicago.\n\nDaniel Baldwin Parkinson, A..M., '74, Ph.D., '98, McKcndrce Coll.\niH'>8,\n\nPresident of Southern Illinois .Normal University, 401\n\nW. Walnut St., Carbondale,\n\nMary Reid I'ierck.\nBook Co., 531-531 Wabash .Ave., Chicago.\nFrederick William Plapp, .A.B.,'Si;, .A M ,'91, Dartmouth Coll.\ni4i/o, .Assistant in Jefferson High School, 2549 N. 42d .Ave., Irving Park Station, Chicago.\nROBFKT H. RENNIE.\niH(>H,\n\n.Music Department, .American\n\ni8«9,\n\nPrincipal of Grcsham School, 817 W. 87th St., Chicago.\n\nWilliam S. Shearer.\nI'ublishing firm of .N'cwson\n\n& Co., 378 Waba>h .Ave., Chicago.\n\nEva A. Smedley.\n1898,\n\nPrincipal of .Noyes Street School, Evanston; res., 138 WclU St., Chicago.\n\nEdwin R. SMmi.\nGeneral Agent for D. C. Heath & Co., 378-388 Wabasih Ave.; Victoria Hotel. Chicago.\n\nJohn H. Stf.hmav.\n1881.\n\nI'rin>i|i.il\n\nof .Avondalc School, 1571 Kimliell .Ave., Xjuinn S<j., Chicago,\n\nAlbert Le Kov Stevenson, B St., 'Mj, V. Ind. Nor. Sih.\n1885,\n\nPrincipal of Lincoln Elementary School, 48^* .N. Clark Sl., Chicago.\n\nJohn F. Wirgs.\n1890,\n|8<>8\n\nPrincipal of Sangitmon School, Decatur,\n\nEdwin Or \\Nr Dr.xrfii, B P'l ,'91, AM ,'91, Brown Univ\nii>oo,\n\n;\n\nPhD, '99, Columbia Univ.\n\nVtiAcwit of Ivlucalion. Oniverikily of Illinois, 903 W, (<rccn St., Urbann.\n\nCatiiarinf. C;or,<;iN.\n\nTca<her in ('ity SthooU, 537 I^ Salle Ave., Chicago,\nJohn Calvin Hann*. A B ,'81, AM .'84, Univ of W<Knter.\n|8<>H, Printi|jai of Oak Park and Kivrr Fomi Tuwnikhip High Schiiut, 739 N\n\nOak Park\n\nAve., Uok Park.\n\nAbram W\n\nM\n\nD\n\n'00.\n'94; FUiwdoin; Ll«l)\n'Sj. Weileyan Unlv ; Sr\na n,. '80. A\n'04 Wr»lrv.in Univ.\nof '.i Bruntwirk: f,L l»\n'oj, Uniy of Mr\nLI.,\nPrritidrni o| .Surtliwrtlrrn Univentily, 1745 Chicago Ave., Kvannlon.\n\nHmiiiih.\n\n.\n\nGeomce Hfnrv Howf. Ph B\n1901,\n\nI'rofeMwjr of\n\nW\"\n\n'H7. Ill\nUniv\nPh I) '90\nM.ilhrmalKK. Slair .Normal Univemily;\n,\n\n,\n\n.\n\n,\n\n,\n\niijcjii.\n\nD\n\nI.'niv\n\n.\n\n.\n\nrr«., 408\n\nNormal Avt, Normal.\n\n"}
{"page": 778, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\ny66\n\n[lUinois\n\nILT^WOIS—Continued\n1898\n\nFranklin Winslow Johnson, A.B., '91, A.M., '94, Colby Univ.\n1905, Principal of The Academy for Boys, of the University of Chicago, 2210 Rinaldo Ave.,\nMorgan Park.\nVernon Griffith Mays, Ph.B., '94, Albion Coll.; A.M., '05. Univ. of Mich.\n1906,\n\nSuperintendent of Schools, 418\n\nS.\n\nGalena Ave., Dixon.\n\nChadncey F. Newkirk.\n\nManager of Educational Department, Rand, McNally & Co., 160 Adams St.;\n\nres.,\n\n2482 N. Hermitage Ave., Chicago.\nJ.\n\nH. PUGH.\n\nAgent for D. C. Heath & Co., 626 Decatur St., Lincoln.\n\nRalph Richard Upton, A.B., '92, Yale Univ.; LL.B.. '93, LL.M., '94. Columbian Univ.\n1902, Principal of Streator Township High School, 303 S. Bloomington St., Streator.\n1899\n\nEdward Bangs.\n1902, Deputy State Superintendent of PubUc Instruction, Capitol Building, Springfield\nFrancis G. Blair, B.Sc, '07, Swarthmore Coll.\n1906, State Superintendent of Public Instruction, 629 S. 2d St., Springfield.\nLx)uis James Block, A.B., '68, A.M., Ph.D., Washington Univ.\n1895, Principal of Marshall High School, 614 Washington Boul., Chicago.\n\nJ.\n\nIsaac B. Burgess, A.B., '83, A.M., '86, Brown Univ.\n1892,\n\nProfessor of Latin in the Academy of the University of Chicago, 2333 Berkeley Ave.,\nMorg.in Park.\n\nJoseph Carter.\nEx-Superintendent of City Schools, Champaign.\n\nWayland J. Chase, A.B., '87, A.M., '89, Brown Univ.\n1898,\n\nAssistant Professor of History, and (1899)\n\nDean of the Academy of the University\n\nof Chicago, Morgan Park.\n\nGeorge Victor Clum, A.B., '93, Ohio State Univ.; A.M., '05, Univ. of Wis.\n1898,\n\nSuperintendent of Schools, Earlville.\n\nIda M. Cook.\n1886,\n\nPrincipal of Nathanael Greene School, 3207 Prairie Ave., Chicago.\n\nMrs. Mary E. Gilbert.\nPrincipal of Longfellow School, 3207 Prairie Ave., Chicago.\n\nWilliam Gardner Hale, A.B., '70, Harvard Coll.; LL.D., '95, Union Coll., and\n1892,\n\n'96,\n\nPrinceton\n\nUniv.\nProfessor and Head of Department of Latin, University of Chicago, 5757 Lexington\nAve., Chicago.\n\nWiNFiELD Scott Hall, B.Sc, '87, M.D., '88, M.S., '89, Northwestern Univ., Chicago; M.D., '94,\nPh.D., '95, Leipzig, Germany.\nPhysiology in Northwestern University Medical School, 2431-2437\nDearborn St., Chicago; res., Berwyn.\nIra Woods Howerth, A.B., '93, Harvard Univ.; A.M., '94, Ph.D., '97, Univ. of Chicago.\n1895,\n\nProfessor of\n\n1902,\n\nAssistant Professor of\nraiso, Ind.\n\nClyde Park\n\nSociology,\n\nUniversity\n\nof\n\nChicago;\n\nhome\n\naddress, Valpa-\n\nLamar, B.Sc, '93, A.B., '97, Valparaiso Coll.; LL.B., '03, Northwestern Univ.-\n\nPh.M.,\n\nUniv. of Chicago\n1903, Instructor in Chemistry. Economics, and Commercial Branches, Medill High School,\n5406 Drexel Ave., Chicago.\n\nJeptha E. Lemon'. A B., '83. Univ. of Mich.\n1894,\n\nSuperintendent of Schools, 528 Maple Ave., Blue Island.\n\nAnthony Middleton.\n1906,\n\nSuperintendent of Schools, 119 W. Mozon Ave., Dwight.\n\nR. Keable Row, A.B., '97, Queen's Univ., Can.\nPublisher, 215 Wabash Ave., Chicago.\n\nJohn J. Schobinger.\n1876, Dean of Harvard Preparatory School, 4651 Drexel Boul., Chicago.\nDelos H. Smalley.\nRepresentative of .Atkinson. Mentzer & Grover, 350 Wabash Ave., Chicago; home\naddress. Fond du Lac. Wis.\nAlexander Smith, B.Sc, '86, Edinburgh Univ.; Ph.D., '89, Munich Univ.\n1894,\n\nProfessor of General Chemistry, University of Chicago, Chicago.\n\nElla C. Sullivan.\nigoo.\n\nDistrict Superintendent of Schools, Victoria Hotel, Chicago.\n\nCharles W. Turner. A.B.. Colby Coll.\nAgent\n\nfor Silver,\n\nBurdett\n\n& Co., 378 Wabash Ave., Chicago.\n\nEstus Eugene Webster, A.B., '03, Univ. of Mich.\n1902, Superintendent of Schools, 1127 W. Lafayette Ave., Jacksonville.\nEugene Alonzo Wilsom. M.Pd., '99, Mich. Nor. Coll.; A.M., '06, Univ. of Chicago.\n1906, Surjerinlendent of Schools, 3330 Oak Park Ave., Berwyn.\nGeorge W. Webster, M.D., '82, N. W. Univ. Med. Sch.\n\nProfessor of Physical Diagnosis and Clinical Medicine, Northwestern University\nMedical School, 70 State St., Chicago.\n\n1900\n\nWilliam Edward Andrews, .\\M., '84, A.M., '88, Blackburn Univ.; Ph.D., '00, 111. Was. Univ.\n1894, Principal of Township High School, 700 S. Clay St., Taylorville.\nCornelia Dorothy Bingham.\n1905, Assistant Head of Deaf Oral Department, Chicago Normal School; res. 6550 Yale\nAve., Chicago.\n\n"}
{"page": 779, "printed_page": null, "text": "LIFE, ACTIVE, AND\n\nIllinois]\n\nCORRESPONDING MEMBERS\n\n767\n\nILUaOlSr—Continued\n,003\n\nClacdk Brown.\n\n^^^^^^ Superintendent of Schocils. 547 E- South St.. Princeton.\n\nGeorge N. Carm.\\s, .\\.B., 'St, L'niv. of Mich\n1896,\n\nd 1\nc.\nrK;.,^,,\nChicago.\nDirector of Lewis Institute. Madison and Robcy Sis.,\n\nJoseph W. E^R'^'JT;^.^.^^\n\n.\n\nChicago.\ng^^^^ ,406-1407 Ashland Block, so Clark St..\n\nJJlackburn Univ.\nDxviD Feimlfy. \\.r'. •«.. l'niv. of Mich.; LL.D.. '05. Univ. of 111N. L.H.D.^'oft\nSchool St.. N'ormal.\n;\n\nPresident of Illinois State Normal UniN-crsity, 207\n\n1900,\n\n^«ONFR.^B.L.. '04, Dartmouth Coll.\nFnwiv\nu »\nOSGOOD Grovfr.\nEdvmn O-scooD\n\\N abash .\\vc..\n& Grover. 350 %i.\naijd member of firm of .Mkinson. Ment/.or\n.\n\nChicago.\n\nSAMrEL E. HARWoon^ A^M.;p..Jnd^^^^^^^\n\n^^^.^.^^ ^^,^^^„ ,„.„,,^ ^..,^^., ^^,^,^,^, Car-\n\nbondale.\n\nManfred Ja«ks Ho,^\nROBERT L\"^^--^Samuel B.\n\n\"kyi^lS- 'YiurloC'state Normal Universitv. :o, S. Broadway, Normal.\n\n/^;;;?3; j^^lAi^Jlr^elllf 'V^^^'^erteau Ave. Irvin« Park.\n\n^^^^»^^^.^^ Principal of Western Illinois State Norm.il School. 61 . W. Adams\n\nO. J. KtR.N.\n\nCounty Superintendent of Schools. 216\n\nLeopold E.^.\nhl'-^^cher of\n\nChicago.\nSt..\n\nMacomb.\n\nRotkford.\n\nParis .\\vc.,\n\nMathematics. Lyons Township High School. I.1 Grange.\n\nCharles E. Mann, M.Sc, '70, Albion Coll.\n,903,\n\nNewman\n\nSuperintendent of Schools, Batavia.\n\n^]^'^^^':^r\\:!'Z^^iy of Chicago Press, S5.S Wo«llawn Ave., Chicago.\n\nFnwABD\na\na.—\nEdward Carlton Page. AM., 'S8, Northwestern Univ.\nIllinois State Normal School. 3\" Augusta Ave.\n,.\n\n,\n\n.\n\n,\n\n.\n\n^^\"\"\"^pf^^fj^^; „< •Hi.'ory, Northern\n\nDe Kalb.\nGeorge H. Rockwood, A.B.. '79, A.M... '82. Dartmouth\nHigh School. 228 N. Ea.st .\\^c.. Oak\nColl.\n\nPrinciixil of .Austin\n\n,900,\n\n(Chicago)\n\nV\nKOSSETER. A.M.. '71. Marietta Coll.\nC. Rn<:<:ETER.\nE. r\n\n.^^.^\n\n^^^^^p73.^^ ^j^j.|| j^.^j^ g^j^^,_ ^_^ g „^^^.^^,,\n\nJohn D. Shoop.\nJesse\n\n.ark.\n\n1\n\n/^^„^„„^ Chicago.\n.\n\np^^^-p^ ^j Holdcn School, 6928 Stewart Ave.. Chicago.\n\nI^«f^«'™.p,,i„j,„d,„t of Schools. 2,9 Central Ave., Highland Park.\n\nUniv.\nInHN Kay Stableton, B.Sc. '82. A.M.. '87, Ohio Wcs.\nJohn\nSchools, i.i E. I.ocu.st St., Bloom.ngton.\nfj*»'-'^„p^'^„„.„jc„j „{ City\n\nG. Warren Tavlor^^.^^\n\n^^ ^^^^^^\n\n^.^^^l^^_\n\n^^\n\n^^^_ ^^\n\nWashington St.. Springfield.\n\nMich.\n„•\nHfshy\nHLNRY Silas TiBBiTS, A.B., '86, Univ. ofSch.M.l,\nChicago; res.. R.v.rs..lo.\n•\n\n^»-*^\"p^„'ri,„, J, j„,,„ Spry\n\nMary E. Vauohan.^^^^^^\n\nChicago.\nSuperintendent of Schools. 4>S Warren Ave..\n\nMu«\nFlagg Vounc. Ph.D., '00. Univ. of Chicago. „^^^.^^j ^^^^\nE«-LA^hLAGG^l.ot^^.^^^\nMrs. FiiA\n^.^\n^^^,\n\nChicago.\n\n,^^^^ ^.^^^^^^ ^1^^^,\n\n,90.\n\nJames E.\n\nA-«;'\",%^;;-i;^J'j,'iS,:!Ji'„i«h School, .063H Pros.^c. Ave., Chicago.\n\nE. T. AusT.N.^B.Sc..^UnW.j.f^Nn^\n\nM.R.AM Br...LEY.\n\n^^^ ^^,^^_^ ^^^^^,.p ^j^, g,^^,, ^„,. ,„,\n\n5^p^„,^„j^„, „, p„,,,i, s,,,..,|s. 54. C.rnr^e\n\nS,\n\n.\n\n,,,,,..\n\ns.erl.n,.\n\nW.-ukcgan.\n\nIowa l'niv\nFruman n. BtXKJDGOon. AH. '90. Upper\nSchooU. Monmouth.\ni,^,.\n\nSu,«rrintendcnt of Ci.y\n\nHrsRV E. Brows, Ph H\n\n.\n\n'w, l\"wa Coll.\n\nl 1Wand.\n-1\nRock\n1\n\nPrmciiMl of High School, 111 J, Joth St..\nH. C. C..ENr.Y A B, Yale Univ.^^^^\n^^,^^^^,_^ g^^ ,^, ^^,^,.„^ ^^^ Chicago.\n^ ^ ^.^^^ ^^^\n,90j.\n\nB Sc., '</>, Worc«^tcr Poly InM\nC«^Y\"priAd,«l of Franklin S.lu«l, i.S Callmdrr Ant\nPh B A B '9V low. Coll\nDa.iis.;. B.S.\n-'i\nFrasu\nr.ANK WrK)UV»N\n\nr.rr.\nD. CiAWfiiiAW\nF.r.D U\n\n,\n\nPeoria.\n\n.\n\n,.^,„,j,„, „, (•.,||,„un S<h.».l. (,%\\i Perry A»t.. Chicago.\n\n\\1 D..'Hl, Woman'* Mr«F Coll.\n{.•iwrvx\nl'\"^'\"'**','.;;^,;/„,'„,\nI-RANCM nirKiSH<i<<\n,Y.,,^y Mrdi.al O.llcgr. ,07\n\nJAMES C. D°<-\"\"^^p,^,,,i,,,^\n\nSAMUrt J.\n\n,\n\n„\n\n,-..•\n.\n\nChicago.\n\nAmerican Book Co. „. W.ba.h Ave,, Chicago.\n\nf^';'-;'j;„,^;,:^ro.'i:;hn!,U oi R«k l.l.na County, ,040. »d S...\n\nA. Flamaga!*.\n\nCaroline\n\n..\n\nN Clark St\n\np^,^,^^^\n\n^,^ Wal>a«h Ave\n\n,\n\nRode Mand.\n\nChicago.\n\n^^\"^^.^.^ j,,;^ S,.„ Normal School. 6,\n\n.\n\nW, Adam. St\n\n.\n\nMacomb,\n\n"}
{"page": 780, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n768\n\n[Illinois\n\nllAAl^Oli— Continued\n1901\n\nMargaret A. Haley.\nTeacher of Sixth Grade Elementary Schools, 3402 Wabash Ave., Chicago.\n\nCelia Hefter.\n1886,\n\nTeacher in City Schools, 4347 Champlain Ave., Chicago.\n\nFlorence Holbrook, A.B., Univ. of Chicago.\n1889,\n\nPrincipal of Forrestville School, 5535 Monroe Ave., Chicago.\n\nA. P. Johnson.\n1906,\n\nSuperintendent of City Schools, 936 VV. Illinois St., Urbana.\n\nHomer H. Kingsley, A.B., '81, Univ. of Mich.\n1886,\n\nSuperintendent of Schools, 1229 Judson Ave., Evanston.\n\nRosa A. Lang.\n1883,\n\nTeacher in Arnold School, 27 IJncoln PL, Chicago.\n\nFrank Albert Larck, A.M., '86, Northwestern Coll.\nPrincipal of Harriet Beecher Stovve School, cor.\n\nW,ibansia Ave. and Ballou\n\nSt.,\n\nChicago.\n\nLouis Briggs Lee, B.L., '88, Univ. of Mich.\nRepresentative of .American Book. Co., 235 S. Elmwood St., Oak Park.\nCharles L. Manners, LL.B., '88, McKendree Coll.\nPrincipal of High School, 548 N. 12th St., East St. Louis.\nAnna L. Mayer.\n188S, Teacher in City Schools, 759 W. 13th St., Chicago.\nJames Rariden Meek, A.B '97, Ind. Univ.\n1903, Teacher of English, Richard T. Crane Manual Training High School, 5710 Midway Park, Austin Sta., Chicago.\nLouis Celestin Monin, Ph.D., '92, Lake Forest Univ.\n1893, Professor of Economics and Philosophy, and (1903) Dean of Cultural Studies, Armour\nInstitute of Technology, and Dean of .\\rraour Scientific Academy, 3250 Prairie\n,\n\nAve., Chicago.\n\nSiGEL E. Raines, A.B., '97, Ind. Univ.\n1903,\n\nSuperintendent of City Schools, 242 Walnut St., Freeport.\n\nEdward S. Smith.\nManager of Educational Publishing Co., 228 Wabash Ave., Chicago.\n\nMargaret Stuart.\n1882,\n\nTeacher in City Schools, 537 La Salle Ave., Chicago.\n\nMary E. Tobin.\n1899,\n\nPrincipal of Hammond School, 824 Jackson Boul., Chicago.\n\nJohn A. Wadhams, M.Sc, Hillsdale Coll.\nPrincipal of James Monroe School, 2453 Lowell Ave., Chicago.\n\n1890,\n\nAdda P. Wertz, A.M.\n\n1902\n\nTraining Teacher, Southern Illinois Normal University, Carbondale.\nCharles Zueblin, Ph.B., '87, Northwestern Univ.; B.D., '89, Yale Univ.\n1902, Professor of Sociology, University of Chicago, 38 Madison Park, Chicago.\nS. H. BoHN, Ph.B., '97, DePauw Univ.\n1902,\n\nSuperintendent of Schools, 211 S. Sycamore St., Centralia.\n\nHarry F. Brewer, A.B., '91, Nat. Nor. Univ.; A.M.. '04, Columbia Univ.\nAttorney at Law, 6522 Monroe St., Chicago.\n\nGeorge A. Brown, C.E\n1897,\n\n'81, Univ. of Mich.\nAssistant Editor of \"School and Home Education,\" lui N. Prairie St., Bloomington.\n,\n\nLucy E. Browning, Ph.B., and Ed.B., '06, Univ. of Chicago.\nElgin.\n\nHorace G. Butler.\n1902, Representative of Henry Holt & Co., 378 Wabash Ave., Chicago.\nOtis W. Caldwell, Ph.D., '98, Univ. of Chicago.\n\n1899,\n\nProfessor of Botany, Eastern Illinois State Normal School, Charleston.\n\nAaron Hodgman Cole, A.B., '84, A.M., '87, Colgate Univ.\n1905,\n\nInstructor in Biology and Projection, Chicago\n\nNormal School, 6022 Monroe Ave.,\n\nChicago.\n\nNellie C. Collins.\n1901,\n\nTeacher of Shorthand and Typewriting, High School, 569 Monmouth Boul., Galesburg.\n\nLillie Crittenton.\n1894,\n\nTeacher in Public Schools, 997 Flournoy St., Chicago.\n\nHenry H. Edmunds.\n1901,\n\nSuperintendent of City Schools, Ru.shville.\n\nAda M. Fleming.\n1895,\n\nMusic Department, Ginn & Co., 378 Wabash Ave., Chicago.\n\nL. H. Griffith, B.Sc, Franklin Coll.\nSuperintendent of Schools, 452 N. Jackson St., Danville.\n\nFrank Dickinson Haddock, A.B., '00 Olivet Coll.\n1906, Superintendent of City Schools, Box 256, Champaign.\nRichard D. Harlan, A.B., '81, A.M., '84, D.D., '02, Princeton Univ.; LL.D., '04, Union Univ.\nEx-President of Lake Forest College, Lake Forest.\nB. F. Hart, M.Sc, '95, Ohio Nor. Univ.\n1900, Director of Commercial Department, Township High School, 436 Wright St., La Salle.\n\n"}
{"page": 781, "printed_page": null, "text": "LIFE, ACTIVE, AXD\n\nlUinois]\n\nCORRESPOX 1>I \\C7 MEMBERS\n\n769\n\nILLINOIS—Con/i>iM<d\nH>02\n\nMiss Louie L. Kilbourn, B.L., '82, Univ. of Minn.\ni8g4. Teacher in Public Schools, 5404 Kimbark Ave., Chicago.\nJ. B.\n\nMcManis.\niSoo,\n\nSuperintendent of City Schools, La Salle.\n\nO. L. M.\\.NCHF.STKR. .\\ R.. '86. A.M.. '89. Dartmouth Coll.; LL.D.. '06, III. Wes. Cniv.\n1801, Teacher of I^itin, German, and Economics, State Normal University, 70s S. Broadway, Normal.\nIda Migmkll. Ph.B.. '91. Univ. of Mich.\n1894, rrincipil of Bryant School, 1580 Jackson Boul., Chicago.\nEliakiu Hastings Moore, A.B., '83, Ph.D., '85, Yale Univ.; A.M., Ph.D. (honorary), '99, Univ. of\n1892,\n\nGollingcn; I.L.D., '04, Univ. of Wis.\nProfes-sor and ( i8o<)) Head of Department of Mathematics, The University of Chicago,\n\n5607 Monroe Ave., Chicago.\n\\V.\n\nM. Morton.\nAgent of American Book Co., 521 Wabash Ave., Chicago.\n\nMrs. Mary Darrow Olso.v, A.B., '82, .Mleghcny Coll.\n1890,\n\nPrincipal of McCosh School, 6036 Jefferson Ave., Chicago.\n\nMary O'Reilly.\n1895,\n\nTeacher in Public Schools, 180 Humboldt Boul., Chicago.\n\nCharles H. Ostranper.\nPrincipal of William Penn Nixon School, 1104 Tripp Ave., Chicago.\n\nSwEN Frankli.n Paksiin.\n1899,\n\nNorthern Illinois State Normal School, De Kalb.\n\nProfes.s<)r of Mathematics,\n\nBertha Payne.\nof Kindergarten Training Department, School of Education, University of\nChicago, 5744 MonriK\" Ave.. Chicago.\nMary O. Pollard, A.B., '06, A.M., '00, Middlebury Cull.\n1905, Instructor in English. High .School, 1304 Benson .Xve., Evanston.\n\nHead\n\n1901,\n\nGilbert P. Randle.\n1902,\n\nSuperintendent of City Schools, Mattoon.\n\nGrace Reed, A.B., '84, Univ. of Chicago; LL.B., '96, Kent Coll. of Law.\nPrincipal of John B. Drake School, 3716 Forest Ave., Chicago.\n\n1894,\n\nMary Robson.\n1897,\n\nTeacher in Public Schools, 640s Yale Ave., Englewood, Chicago.\n\nAnna E. Rogers.\n1902,\n\nSuperintendent of Schools of Douglas County. Tuscola.\n\nHannah Schiff.\n1890,\n\nPrincipal of Mulligan School, 327 Dearborn Ave., Chicago.\n\nRobert M. Smith, A.M., Glasgow Univ.\n1899,\n\nSuptrvi.sor of .Manual Training and Household .Arts, 628 Tribune Building, Chicago.\n\nRt. Rev. J. La.ncastkr Spalding, A.M., LL.D., '02, Columbia Univ.; S.T.D., '65, Univ. of Louvain;\nLL.D. '04, Western Reserve Univ.\nBi.shop of Peoria, 607 Madison .\\ve., Peoria.\n\nJasper R. Sparks.\nWestern Agent for Little. Brown & Co.. 378 Wabash .\\vr.. ChicagtJ.\nCiJktJDius U. Sto.vf., B.Sc, W. 111. Nor. Coll.\n1902. Suix-rintenilent of IV<iria County Schools, sio Hamilton St., Peoria.\nWillis E. Tower, B.Sc., '9.), Univ. of III.\n1897,\n\nHigh School, 444 N. Normal Parkway, Chicago.\n\nInslrucKjr in Englewoo<l\n\nGeorge Edgar Vincent, A.B., '85, Yale Univ.; Ph.D., V>, Univ. of Chicago.\n1900,\n\nProfessor in Department of Sociology. University of Chicago, 5737 Lexinglun Ave\n\n.\n\nChicago.\n\nMay B. Wallace.\n1890,\n\n1903\n\nAnna .M. .\\llkn.\n\nTeacher in Public ScIkkiIs, 6921 Prinirlon Ave\n\n.\n.\n\nChicago.\n\n.\n».,..•\n.,\n„ ,\nSupervisor of Music, Public Schools, 20$ N. .Madison Ave I'roria.\nHarvard Univ.\n, '90.\nProiirietor of The (iiford SchtKil, 2141 Calumet Ave., t hlcago.\n•\n\n,\n\n,\n\nRichard H. Arms, A.B\n\nAnna (j. Bafr.\niH«j,\n\nTeatlirr in City\n\nCur/oki) Wnisim B*iis».s, A B\n\nS<.h<j<ils,\n.\n\n'H9.\n\n271 <.)aklry B<iul\n\nB f)\n\n,\n\n'i,j,\n\nV.ilr\n\nUnlv\n\n.\n\n,\n\n(\n\nhuago.\n\nA M\n\n,\n\n'gi.\n\nUniv\n\nChirngo\n\nof\n\nllonnrary Srirel.irv .incl ('h.iirin.in of Ktn ulivr. Intrrndtional ('oniinilirr on .Moral\n\nTraining, I-;ikc ForeM.\nNu-LiF. T.\n\nHavnm.\n1H94.\n\nSarah J\n\n.\n\n„\n\n,\n\nTeacher in City SthooU. 55i La-Sallr Ave\n\n.\n\n(\n\nhicago.\n\nBavsm.\n1887,\n\nTeacher In City School*, J5J I-aSallc Ave.. C hlrago.\n\nLlU.)NORA BrcK.\n1901,\n\nTeacher in John W<»rlhy School, j6 S. \\So«kI Si ( hitago.\nBr.NiAMiN Fraski.in UrcK, a H '91 I'niv of.Mi.h\n.\n.\nAthland and living Turk Koul\n1901. Priniiinl of I^c View High Stlxiol,\n,\n\n_,\n\n.\n\nW\n\nMary jAncv)-* Clark.\nif>3i.\n\n.Sujirrvivir of\n\nHiRBiRT I. Conn, A It\niHiyj.\n\n.\n\n'H7.\n\n.Music 40^\n\nA M\n\nI'rofrMor ami\n\n.\n\n'-x..\n\nW KM>ir.ido Si\n\n,\n\n.\n\n.\n\nChicagtr.\n\nI>p«nlur\n\nWr Irv.in Iniv\n\n.\n\n.\n\n.\n\n.\n\nHead ol I>r|Mitinenl of .Malhemaliim, I>fwui InXllule. Chicago\n,\n\n"}
{"page": 782, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n770\n\n[Illinois\n\nYLLmOlS—Continued\n1Q03\n\nGeorge A. Coe, Ph.D., 'gi, Boston Univ.\n1891, Professor of Philosophy, Northwestern University, 620 Clark St., Evanston.\nClarence Elmer Comstock, A.B., '88, A.M., '91, Knox Coll.\n1897,\n\nProfessor of Mathematics, Bradley Polytechnic Institute, Peoria.\n\nG. W. Conn, Jr.\n1902,\n\nLlLLL-VN\n\nS.\n\nSuperintendent of McHenry County Schools, Woodstock.\n\nCUSHMAN.\n1903,\n\nInstructor in Art, School of\nAve., Chicago.\n\nEducation, University of Chicago, 6030 Jackson Park\n\nMinna C. Denton. B.Sc, '00, A.M., '01, Univ. of Mich.\n1906,\n\nInstructor in Lewis Institute, Chicago.\n\nTheresa J. Donnelly.\n1898,\n\nTeacher in Public Schools, 487 Dearborn Ave., Chicago.\n\nGarrett Droppers. A.B., '86, Harvard Univ., Ph.D.\nProfessor of Political Economy, University of Chicago, Chicago.\n\nFrank D. Farr.\nWestern Manager for Silver, Burdett & Co., 378 Wabash .Vve., Chicago.\nEarl B. Ferson, Art Master, '83, Mass. Nor. Art. Sch.\nTeacher\nof Mechanical Drawing and Machine Design, Chicago Manual Training\n1884,\nSchool, and (igo6) Department\nS8th St., Chicago.\n\nof\n\nEngineering, University of\n\nChicago, 39s\n\nE.\n\nEliz.'Vbeth G. Finkler.\nTeacher in Public Schools, 182 1 Oakdale Ave., Chicago.\nMargaret L. Finnegan.\n1897, Head Assistant in Jefferson Park School, 3028 Our St., Jefferson Substation, Chicago.\nKatharine A. FitzPatrick.\n1890, Teacher in Horace Mann School, 3421 Parnell Ave., Chicago.\nStephen A. Forbes, Ph.D., '84, Ind. Univ.; LL.D., '05, Univ. of HI.\nProfessor of Zoology, University of Illinois, 1209 Springfield Ave., Urbana,\nCharles Herbert Harrington, A.B., '91, A.M., '94, Knox Coll.\n1900, Superintendent of PubUc Schools, Buda.\nHorace N. Herrick, A.B., 'go, Harvard Univ.; A.B., '86, A.M., '91, Eureka CoU.\ni8g7, Teacher of Greek and Latin, R. A. Waller High School, 284 Sunnyside Ave., Chicago.\nThomas Franklin Holgate, A.M. '89, Univ. of Toronto; Ph.D., '93, Clark Univ.; LL.D., '05,\ni8g3.\n\nUniv. of 111.\nProfessor of Applied Mathematics, (1002)\n\nDean\n\nof\n\nthe College of Liberal Arts,\n\nNorthwestern Lfniversity, 617 Library St., Evanston.\n\nWilliam Thomas Jackson, A.B., '8g, A.M., '90, Eureka Coll.; A.B., '94, Harvard Univ.\n1901,\n\nProfessor of Physics, Eureka College, Eureka.\n\nMary Frances Keane.\n1888,\n\nTeacher in PubUc Schools, 554 E. Division St., Chicago.\n\nKate Starr Kellogg.\n1886,\n\nPrincipal of Lewis\n\nChamplin School, 6565 Yale Ave., Chicago.\n\nMarcellus Madison.\ni88g.\n\nSuperintendent of Schools, West Chicago.\n\nC. Riborg Mann, A.B., 'go, Columbia Univ.; Ph.D., '95, BerUn.\n1896, Assistant Professor of Physics, University of Chicago, Chicago.\nL. B.\n\nMansell, A.B., Ewing Coll.\n1901,\n\nSuperintendent of City Schools, Farmington.\n\nFred B. Maxwell, Ph.B., '87, Beloit Coll.; Ph.D., '92, Cornell Univ.\nTeacher of Biology, Wm. McKinley High School, Chicago; 308 Franklin Ave., River\nForest, P. O. Oak Park.\nMalcolm Ross McElroy, A.B., B.M., '95, A.M., '98, Univ. of Wooster.\nTeacher\nin Thornton Township High School, 65, 154th St., Harvey.\n1906.\nMrs. Frances Pearson Meeks, Pd.M., '04, Mich. St. Nor. Coll.; Ph.B., 111. Wes. Univ.\n1905, Teacher of History, High School, Spring Glen St., Danville.\nJoseph Aaron Mercer, A.B., '71, Univ. of Mich.\n18H2,\n\nPrincipal of Lincoln School, 204 Flora Ave., Peoria.\n\nWalter Reynolds Mitchell, B.Sc, '87, Univ. of 111.\nDepartment of Biology, Hyde Park High School, 433 E. 57th St., Chicago.\nAlexander A. Moll, A.B., '86, Oberlin Coll.; A.M., '89, Hopedale Nor. Coll.\n1891,\n\nTeacher in Public Schools, 6132 Prairie Ave., Chicago.\n\nMary A. Moynihan.\n1885,\n\nTeacher in Public Schools, 660, 37th PI., Chicago.\n\nMrs. Emma A. Naylor, B.Sc, '72, Lincoln Univ.\n1896,\n\nPrincipal and Teacher of Mathematics, Mason City.\n\nEleanor D. O'Connor.\n1897, Teacher in Nathaniel Greene School, 7140 Emerald Ave., Chicago.\nChristopher S. Oglevke, B.Sc, '94, D.Sc, '05, Lincoln Univ.\ni8gs. Instructor in Biology, Lincoln College, 1006 N. Union St., Lincoln.\nA. S. Pearse, B.Sc, Univ. of Ncbr., A.M.\n1906, Teacher of Biology, Lake High School, 335 E. 62d St., Chicago.\n\nLavinia Ritter.\nTeacher in Public Schools, 1734 Melrose St., Chicago.\n\n"}
{"page": 783, "printed_page": null, "text": "LIFE, ACTIVE, AX D\n\nlUinois]\n\nCORRESPOXDIXG MEMBERS\n\n-j-jl\n\nILLINOIS—Cc-n/ini«frf\n1903\n\nMatilda A. Ritter.\nTeacher in Public Schools, 1029 \\V. Montrose Ave\n\nChicago.\n\n,\n\nJoanna Elizabeth A. Seifert.\niSoQ.\n\nTeacher in I'ublic Schools, 429 Center St., Chicago.\n\nJf.snie E. Slack.\n\nTeacher in Huron Street School, 265 E. Huron St., Chicago.\nSpencer R. Smith, .\\.B., Mich. Univ.\nPrincipal of Wendell Phillips High School, 319 S. Park .\\vc., .Austin Sla., Chicago,\nPhilip J. Stoneberc. .\\.H., 'oq. .\\.M.. '01. Knox Coll.; A.M., 'os, Columl'ia Univ.\nStudent at Hanard UnivtrMty; home address. Bishop Hill.\n\nMiss Frank E. Trfmain.\nTeacher in Public Schools, 886 Warren .\\ve., Chicago.\nSusannah Usher, B.Sc, '08, Mas,s. Inst, of Tech.\n1904,\n\nAssistant Professor of Household Science, University of\nSt.,\n\nIllinois,\n\n1007\n\nW. Illinois\n\nUrbana.\n\nMary E. Vance.\n189s,\n\nPrincipal of Julia Ward Howe School, 5739 Midway Park, .\\ustin, Chicago.\n\nCl\\'DE Weber V'otaw\n1900,\n\n.\\.B. '88, .Amherst Coll.; B.D., '91, Yale Univ.; Ph.D., '96, Univ. of Chicago.\nProfessor of .\\ew Testament Literature, University of Chicago, 5517 Washington Ave., Cliicago.\n\n.As.'iistant\n\nAnna Waldschmtdt.\n1904\n\nTeacher in Public Schools. 69 Grant PI., Chicago.\nG. B. Affleck. A.B., '07. Univ. of Manitoba, Canada.\n1906,\n\nPhysical Director. Central Y. M. C. A., 153 LaSallc St., Chicago.\n\nCuarlls Frank Atkinson.\nPresident of firm of Atkinson, Mcntzcr & Grovcr, Sch(M)l Book Publishers, 3SO-3.'!»\nWabash Ave., Chicago.\n\nFrancis B. Atkinson.\nEditor of \"The Little Chronicle,\" 358 Dearborn St., Chicago.\n\nFrederick G. Bonser. B.Sc.. '01. M.Sc, '02. Univ. of III.\n190s, Director of Normal Training School, State Normal School;\nSt., Macomb.\n\nres.,\n\n346 W. Calhoun\n\nWalter F. Boves.\n1902, Superintendent of Knox County Schcx>U, 751 N. Kellogg St., Galcsburg.\nThomas H. Briccs, Jr., A.B., '06, W;ike Forest Coll.\n1900,\n\nInstructor in English, Easttrn Illinois Stale\n\nNormal SchfK>l, Charleston.\n\nTheodore C. Buroess, .\\.B., '83, Hamilton Coll.-. Ph.D.. '08. Univ. of Chicago.\n1904,\n\nDirector of Bradley Polytechnic Institute, 220 Clara St., Peoria.\n\nJoH.v Ellsworth Cum, A.B.. '86, AM., '98. Heiilelberg Univ.\n1898,\n\nPrincipal of High School, Earlvillc.\n\nMatif. a. Cobb.\nic;o*>.\n\nKindergartner in City Schools, 1087 Perry St., Chicago.\n\nHarry Adelbert Dean.\nSu|»rintendent of .Schcxds of Kane County, Geneva.\n\nW. W. Earnest.\n1902,\n\nSuperintendent of City Schixjls, 427 W. Jackson St., Macomb.\n\nCharles H. Elliott.\n1902,\n\nSuperintendent of Township High S<h(y)T,\n\n322 S. M.ipic St\n\nres.,\n\n,\n\nC rntrali.i.\n\nHenry BENrnirr Fisher, .X.B., '</>, Nurihwpstcm Univ.\nii/i.j,\n\nJasper \\. Hunt,\n\nSu|*rintendint of Sdiixils, lienesco.\n\nAM\n\n,'75, Allegheny Coll.\n..\n,\n.\nRepresent.\\tivc of Kducalion.il Publication\"*, 521 \\N.il>ash Ave., Chicago.\n,\n\n'01, Univ. of Chi(ago.\nII. J. JoitlscH, n.Sc\n1903, Superintendent of SchooN, Hinsdale,\n,\n\nSilas Jones, A. B, '92, Eureka Coll.\n1900,\n\nWilliam H.\n\n,\n\n„ „\n\n,.\n\n•.\n\nProfev*or of Sacrctl Literature, Eureka College, hurcka.\n\nJonkh, B.Sc., '03. N'orihweMern Univ.\n907 Irving St., Jolicl.\n\nJamks Kirk. A H.,'71, A M.,'74.\n\n,\n\n^\n\nTeathrr of Higher Malhemalii » an.l Melhixli. Siulhern Illinois Norm.il I ni>TrMlv,\n\n1M9S.\n\nCarliuDdalr.\nJ.\n\n().\n\nLrsLir.\n\nABA M\n\nIHHH. Prin<ip.il of High S<h<i..l, Ottawa.\nPh D '<jH. I.eip/.ig Univ.; Grad., '01, Primrlon\nT110MA.H WlL!MiN Lisi.i.r. A It '93, Davidwm Coll\nThn>l Scm.\nPro(e»wir .if tlrrinnn and HUtory, C«rHn»iUe.\nnn-l\nCollrgr,\nol\nItlatkbum\nPrrMdrnt\n190?,\nDaxikl P. Ma( Mimas. PhD. '<». Univ of {•|<i..i«o.\n,. . ,,\ne •.\n•\n;\n\n,\n\n1902,\n\nKra!*<ih\n\nDim lor of l>rt«arlnirnl of (^lil.l Sniijy «n<l PnTig-igii Invr»lig4tion, Public Sihmill,\n\nRijom 80H. 141 DcarlKjrn St,, Chuago\nUniv of III\n1.\nPriniilMl of Andervin Schfuil. 134 ^^arTen Ave\n\nM M. Kav, B\n|H..)<.\n\nTiioM,\\s H\n\n.\n\nM' Mi< HUM., A B\n1.23 J,\n\n,\n\n.\n\n'W,. \\\n\nM\n\n.\n\n'H.^,\n\nMonmouth Coll\n\n;\n\n,\n\n(\n\nhiiago.\n\nD I)\n\n,\n\n'03, We»tmin»trr Coll.\n\n(\n\nanton.\n\nPrcMiient of .Monmouth College, .M<mm<JUth.\n\nG. W. L. MerKER\n\nSupcrintemlent of Public School*, i>o \"\n\nI'mr St\n\n.\n\n"}
{"page": 784, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n772\n\nflllinois\n\nllAAJ<iO\\'s>— Continued\n\n1904\n\nCharles W. Minard, A.B., '84, A.M., '87, Ph.D., '94, 111. Wes. Univ.\nPrincipal of Marquette School, Chicago;\n\nres.,\n\n518 N. 4th Ave., Maywood.\n\nGeorge William Myers, B.L., '88, M.L., '91, Univ. of 111.;\n1901,\n\nPh.D., '96, Univ. of Munich, Bavaria.\nProfessor of Teaching of Mathematics and Astronomy, School of Education, University of Chicago, 6444 Greenwood Ave., Woodlawn, Chicago.\n\nWilliam Garrett Padfield.\n1934,\n\nPrincipal of Webster School, 1616 St. Louis Ave., East St. Louis.\n\nClementina Paranteau.\n1882,\n\nTeacher in Anderson School, 601 W. North Ave., Chicago.\n\nEffie M. Pike.\n1903,\n\nPrincipal of Longfellovf School, 707 S. Scoville Ave.,\n\nOak Park.\n\nD. Walter Potts.\n1896,\n\nPrincipal of Horace Mann School, East St. Louis.\n\nDavid B. Rawlins, Ph.B., Northwestern Univ.\n1903,\n\nSuperintendent of Schools, 1230 Park Place, Quincy.\n\nBertrand Clifton Richardson. A.B.. '03, A.M., '96, Syracuse Univ.\n1906,\n\nAssistant Principal of High School,\n\n536 E. 7th St., Alton.\n\nFlora C. St. Clair.\nTeacher of the Deaf, 6916 Stewart Ave., Chicago.\nFrederic L. Sims. B.Sc, '02, De Pauw Univ., and '03, Univ. of Chicago.\n1906, Principal of New Trier Township High School, Kenilworth.\nFrederick J.\\mes Volney Skiff, A.M., '05, Colo. Coll.\n1897,\n\n1894, Director of the Field Museum of Natural History, Chicago.\nGerard T. Smith, A.B., '96, Albion Coll.\n\n1906,\n\nSuperintendent of Public Schools, Library Building, Peoria.\n\nJennie Tazewell.\n1890,\n\nAssistant Superintendent of Schools, 315 Washington St., Elgin.\n\nL Harry Todd.\nPrincipal of Longfellow School, 331 Missouri Ave., East St. Louis.\n\nMildred Esther White.\n1906,\n\nTeacher in Public Schools, 288 Michigan Ave., Chicago.\n\nEva Blaine Whitmore.\n1884,\n\nGeneral Superintendent of Chicago Free Kindergarten .Association, 210 E. 33d\n\nSt.\n\nBoul., Chicago.\n\nWilliam F. Young.\nVice-President, Benj. H. Sanborn & Co., 378 Wabash Ave., Chicago.\n\n1905\n\nEdward Anderson.\nSuperintendent of Schools, 113 N. Walnut St., Springfield.\n\nWilliam Dawson Armstrong.\nMusical Director of Shurtleff College and the Western Military Academy, 420 Danforth\nSt., Alton.\n\nW. D. Bannister, .A.B.. '01, Univ. of Mo.\nPrincipal of High School, Cairo.\n1 90s,\nZoNiA Baber, B.Sc, Univ. of Chicago.\n1901, Head of Department of Geography, School\nres., 5623 Madison Ave., Chicago.\n\nJohn .Strove\n\nof Education, University of Chicago;\n\nBrazier, A.B., '86,\n\nMarietta Coll.\nRepresentative of Silver, Burdett & Co., 378 Wabash Ave., Chicago;\nAve., Rogers Park Sta.\n\nres..\n\n933 Lunt\n\nWilliam H. Chamberlain, Grad., 111. St. Nor. Univ.\n1906, Principal of Cyrus H. McCormick School,; res., 6036 Ingleside Ave., Chicago.\nMrs. Mary D. Cum. bers, B.Sc, '05, Columbia Univ.\nInstructor in Chemistry and Home Economics, Rockford College, Rockford.\nEmma M. Church.\n1903, Director of Normal Art and Design Departments, Chicago .Academy of Fine Arts,\n6 Madison St., Chicago.\nElizabeth F. Daly.\n1886,\n\nTeacher in Public Schools, 322 N. Franklin St., Chicago.\n\nJulia F. Duffy.\n1894,\n\nTe.acher in Public Schools. 3301 S. .Ashland .Ave., Chicago.\n\nLeander Dallas Ellis, A.B., '96, Univ. of Kans.\n1905,\n\nSui»rintendent of City Schools, 115 Keokuk St., Lincoln.\n\nWillard C. Gore. Ph.D., '01.\n1902,\n\nAssistant Professor of Psychology, University of Chicago, 5329\n\nGreenwood\n\nAve.,\n\nChicago.\n\nHorace A. Hollister, A.B., '88. A.M., '96, State Univ. of Iowa.\n1902,\n\nHigh School Visitor, University of Illinois;\n\nres.,\n\n106 E. Green St., Champaign.\n\nJohn A. H. Keith, A.B., '09, A.M., '00, Howard Univ.\n1906, Head of Training Department, Illinois State Normal University; res., 702 S. Broadway, Normal.\n\nFrances MacChesney.\n1879, Teacher in Public Schools, 6565 Yale Ave., Chicago.\n\nMary S. Mack, B.Sc, '02, Teachers Coll., Columbia Univ.\n1902,\n\nSupervisor of Primary Instruction, 202 E. Chestnut St., Bloomington.\n\n"}
{"page": 785, "printed_page": null, "text": "I\n\n,9os\n\nCORRESPOXDIXG MEMBERS\n\nLIFE, ACTIVE, AXD\n\nIllinoi>l\n\nLLiy:OlS—Continued\n\nLitt. D..'o8. I'niv of Pa.\n'-J WL.'tS. Ind. St. Univ.;\n^l^]J;'-'-^„f^^;, oi'lJatin. Nlonn^outh College. 8.5 E. Broadway. Monmoutb.\n\nT,^..^.. H\nH. MrMiiiw\nJohn\n\n\\B\n\nOSCAR L. ^^-^^-^^^,;^\\^:::^'^^^:a^c.^ N„™al School.64M Kimbark Ave. Chicago.\n\nJohn E.\n\n^I';^=^«s„p^^i„,^„je„i „f Public Schools, 925.\" Baugh Ave. Kasl St.I^.uis.\n\nOrris J.\n\n7lh Ave.\n^';;;^;';^^„p,ri„,,„,,e„, ..f Dorc School. Chicago; res.. 40..\n\nSarah L.\n\nLa Grange.\n\nSpringfield.\n-^gO^y'jiJ'i^^'p^i^^^Veachers' Training School, Lcland Hold,\n\nOrett Lyman Munc.er.\n\n9 Drc.\\cl Square, Chicago.\n\nMrs. C. M. P'^RKKr^\n\n_^^^ ^^^^^ ^^^^„ ^_^ ^^, ^^^^^ j,^\n\nF. O. Perkins.\n\nManager\n\n^^.^^^^^\n\nof\n\nTaylorviUe.\n\n& Co., Publishers, 203 Michigan Ave..\n\nLongmans, Green\n\nChicago.\n\nSophia E. P^j^tchard^^^^\n\n^^^.^^^^\n\n^ ^^^^.^ ^^^^^^ ^^^^ ^^^^^^ 3^^,\n\nIx)u,SE S. QuACKENBUsn.\n\n^^,^^^„\n\n^^^^^1^ ^^^ ^y ^^^^ 5^\n\n.^ p^^^.^\n\nLeipzig. Germanv.\n\nof\nA.U., Northwestern Univ.; Ph.D., '00. Univ\n^orr^^^^^'\nWaitfb\nWalter Dill Scott\nn.versity, 2036\nan<l Education, Northwestern L\n\np^^fessor of Psychology\nOrrington Ave.. Evanston.\n\nCHARLES H. SM.TH.^NrE.. ;8Sj Corne\" Univ.\n\n^^ ..3^,^, ^.^^^^ ,„j\n^ ^^^ ^^.^^ ^^^^^ ^^^ ^.^.^^^\n\nMathematics,\" 540O Madison Ave., Chicago.\n\nMrs. Co.s-sta^ce \"---Sm--,^^,^\n;„\nres.,\n\nsity of Illinois;\n\nSchool of Music, Univer-\n\nCharge of Public School Music\n606 Lincoln Ave., Lrbana.\n\n'01 .A.M.. 'o^;. Dc Pauw Univ.\n^'''^»-]'%°;-i^{^i High SchcK.1, 44. ErankHn St., Danville.\n\n7\nM. SuiTH \\ B\nZ. \\(\n\nTames H. Tifts. A.B., '84. LL.D., '04. Amherst\n\"\n\n1802,\n\nCHARLES M.\n\nVChicago,\n\nFreiburg.\n\n-^--^-^^^^.-i^^^,,, Maihemalics,\" 440 Kenw.nM Terrace, Chicago.\n\nCarroleane TVRR.KLU\n\nEmma ^Veliwn.\n\n^^ .^ p^^^|.^ ^^^1^ ^^^ ^^.\n\n^^_^^^^^ .^ p^j^j.^\n\nW. H. Wheeler.^^^^\n\n^^^^^\n\n^^^^\n\n^^.\n\n^^„,,„,,,,, s,.. Chicago.\n\nc: icago.\n\n^^^,,^^^^ 3,\n\n^^^^ Publisher. 20J .Michigan Ave.. Chicago.\n\nLizzie K. Wooste^^^^^^^\n\n._>^\n,006\n\nPh.D.,\n\nColl.;\n\nProfessor of Philosophy, University of Chicago,\n\n^^^ ^^^^\n\nW\n\n^^^^ 1^\n\n^\n\nPublisher. 228\n\nWalmh Ave., Chicago.\n\nrcTVB ^^-^ Babtiktt. A.B., 'os. Wheatnn\nLESTER\nT\n\n\"^\"J^^^^;^';,\n\nNathamel\n\nColl.\npVindixil of Public Sch.x,ls, Sugar Grove.\n\n560. Madi.on Ave..\n»--;;:,;);^,i,;j^Jf;,'^i |^:^uSI;n,'LWn>i.yof Chicago; r«..\n\nChicago.\n\nChristopher^J. nv«^-\n\nAnna B.\n\n,^„j^.„, .,, ciiy Sch...ls,\n\nMoloney lil.ig.. OUawa.\n\n^•\"^'\"•\"^;;|^^i„,,„j,„, „, Ogic D.un.y Sch«.l.,\n\n400 N. 4.h St., Oregon.\n\n\"'\" •- ^^:c^pr!!,:i:;;r'^'.w:iv.'::^;. ni^ili'r^tiV'\nmal SilKM.I;\n\n\"^'\"^\n\n^\n\nrr».,\n\n22O College Ave\n\n,\n\n>^^\nDiK.ilb.\n\n^-\"»\"\" \"\"\"\"'^ ^'- ^-\n\nscho.., riy.ie.\n\":;::;„^\";^;;;;^:iJ'oi'j.' ;:j^i!n;:'M;:;tin »::;;:\n\nM, G. '•-;;;^A;jl,,^:,;^:;:;;.!;L,s,h...N,2.o...hs,,.s,rrau.r\n\nN.THAN P.^^-^^^^^^^i\n\n[^ {^:;t^:;!, a.,! l^lu.a.ion ..l .1. A.„cn.a„\n\nMedual \\...U-\n\nlion, loj licarljorn Ave.. Chitngo.\n\nHenry\n\n'^•7;^««|[;S;d Sccrcti^y o( Th. Rcll«i.m« F.luca.ion\n\nW. W. f^\"^'\"^;,,^,.„,^„,,r„,\nn» Witt Fl wtoii\n\nIt\n\nS<\n\n\"o^\n\nK. Fostr...\n\ni.m\n\n.„ I-.Salle S,\n\nOii-ngo.\n.\n\n„, i)rK.ilb County Sili.«U. Sycamore.\n\nI.iwfrnirl'niv\n\nCj. Sujcrintcndent\nW.\n\n.V\n\n..1\n\nj.^p^„,^„,,,„, „,\nafter June i*l\n\n,,.,,.\n\nPublic S.h.«.U, CharlCon.\n\ns.h.,oU ol\n\nOttawa.\n\nUSallr County. Oiiaw...\n\nuntil J.u.r\n\niM\n\nMmdola;\n\n"}
{"page": 786, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n774\n\n[Illinois\n\nILLWOIS— Continued\n1906\n\nWiLLARD L. German.\nSuperintendent of Schools, Polo.\n\nCyrus Stover Grove.\n1902,\n\nSuperintendent of County Schools, Freeport.\n\nHapgood's, Chicago, 111.\nPresident H. J. Hapgood, Hartford Bldg., 140 Dearborn St., Chicago.\n\nJohn Henry Heil. A.B.. '95, Univ. of Chicago.\n1903,\n\nSuperintendent of Public Schools, 2320 Isabella Ave., Morgan Park.\n\nWilliam Russell Hornbaker. A.M.,\n1900,\n\n'93,\n\nDe Pauw Univ.\n\nPrincipal of Oliver Goldsmith School;\n\nres.,\n\n3217 Ivison Ave., Berwyn.\n\nRoscoE M. Ihrig, Ph.B., '01. Univ. of Wooster.\n1903, Teacher of German, High School; res., 408 Oak St., Danville.\nWilliam H. Ives, A.M., Syracuse Univ.; LL.B., N. Y. Univ.\nResident Director and Western Manager, D. C. Heath & Co., 378 Wabash Ave.,\nChicago.\n\nEdmund W. Jeffries.\nSecretary of American Manual Training Co., 300 Wabash Ave., Chicago.\n\nCharles E. Joiner, B.Sc, '91. A.M., '95. Ewing Coll.\n1903,\n\nSuperintendent of City Schools, Rochelle.\n\nWarren Jones, A.B., '02, Univ. of III.\n1905,\n\nSuperintendent of Public Schools. Elburn.\n\nRobert James Kellogg, A.B., '91, Ph.D.. '96, Cornell Univ.\n1903, Professor of Modern Languages, The James\n\nMillikin University;\n\nres.,\n\n748\n\nW.\n\nEldorado St., Decatur.\nCharles E. Lawyer, B.Sc, '98, Knox Coll.\nPrincipal of High School; res., 358 W. Pine St., Canton.\n\nClarence H. LeVitt.\n1901,\n\nSuperintendent of City Schools, Bclvidere.\n\nWalter Libby, A.M., Univ. of Toronto;\n1905,\n\nPh.D., Clark Univ.\n\nProfessor of Education, Northwestern University;\n\nres.,\n\n1709 Ridge Ave., Evanston.\n\nJohn A. Long, A.M.. '91, Ohio Wes. Univ.\n1906,\n\nSuperintendent of Schools, 214 Grover St.. Joliet.\n\nWilll\\m Y. Ludwig.\nSuperintendent of County Schools, Court House, Danville.\n\nFrank L. Miller.\nSuperintendent of Schools, 15410 Ixxington .^ve., Harvey.\nB. C.\n\nMoore.\nSuperintendent of McLean County Schools, Bloomington.\n\nJames G. Moore.\nSuperintendent of Schools, Lexington.\n\nMrs.\n\nMary Bloomer Page.\nDirector of Chicago Kindergarten Institute, 40 Scott St., Chicago.\n\nArthur B. Rowei.l, .^.B., '95, Yankton Coll.\n1903,\n\nSuperintendent of Schools, Glenroc.\n\nR. L. Sandwick, A.B., '95, Leland Stanford Jr. Univ.\n1903, Principal of Deertield Township High School; res., 229 Central Ave., Highland Park.\n\nHenry Field Stout.\n1903,\n\nSuperintendent of Schools, Genoa.\n\nDaniel A. Tear, Ph.D., '06, Univ. of Chicago.\n1895,\n\nPrincipal of Wm. Gladstone School; res., 6543 Ellis Ave., Chicago.\n\nGregory Dexter Walcott, A.B., '97. Brown Univ.; A.M., '99, Ph.D., '04, Columbia Univ.; B.D.,\n1905,\n\n'00, Union Theol. Sem.. New York City.\nProfessor of Greek and Philosophy, and Dean of Blackburn College, Carlinville.\n\nWheeler.\nMember of Firm of W. H. Wheeler & Co., 203 Michigan Ave., Chicago.\nJohn Hamilton Whitten.\nE. E.\n\n1903,\n\n1907\n\nSuperintendent of Public Schools, Onarga.\n\nJohn A. Mentzer, Ph. I!., '98, Univ. of Chicago.\nMember of firm of Atkinson, Mentzer & Grover, 350 Wabash Ave., Chicago.\nErnest E. Olp, A.B., '00, Northwestern Univ.\nManager of Chicago Office, Fisk Teachers' Agency, 203 Michigan\n\nAve., Chicago.\n\ninstitutions\nlife director\n1890\n\nState Teacher's Association of Illinois.\nPresident, J. A. Mercer, Peoria;\n\nSecretary, Miss Caroline Grotc,\n\nactive members\n1897\n\nJohn Crerar Library, The.\n\nLibrarian, Clement W. Andrews, Chicago.\n\nLincoln College of The James Millikin University.\nPresident, J. H. McMurry, Lincoln.\n\n1898\n\nChicago Public Library, The.\nLibrarian, Frederick H. Hild, Chicago.\n\nIllinois State Normal University.\nPresident, David Felmley; Librarian, Ange V. Milner, Normal.\n\nMacomb.\n\n"}
{"page": 787, "printed_page": null, "text": "Indiana]\n\nLIFE, ACTIVE, AX D\n\nCORRESPOXDIXG MEMBERS\n\nTJS\n\nILLISOIS—Cottlinufd\n\nNewberry Library.\niSgg\n\nI'residcnt of Board of Trustees, E. W. Ulatchford; Librarian, J. V. Cheney, Chicago^\nOffice of Superintenhent of Pvblic Instruction, State of Illinois.\n\nSupcrinicndent, Francis G. Ulair, SprinKlicld.\n\nEastern Illinois State Normal School.\nPresident, Livingston C. Lord; Librarian, Mary J. Booth, Charleston.\n\nNorthern Illinois State Normal School.\nPresident, John W. Cook, De Kalb.\nPublic Library, Rockford,\nLibrarian, Jane P. Hubbell, Rockford.\nS<'HOOL of Education. I'nivkrsitv of Ciiicaco.\nLibrarian. Irene Warren, Chicago.\nSouthern Illinois Normal University.\nLibrarian, Edna Hester. Carbondalr.\n\nPresident, Daniel B. Parkinson;\n\nUniversity of Chicago.\n\n1900\n\n1901\n\n1002\n\nPresident, Harry Pratt Judson; Librarian. Zella .\\llen I)ixson. Chicago.\nUniversity of Illinois, Library.\nPresident, Edmund J. James; Head Librarian, Katharine L. Sharp, Urbana.\nWheaton College.\nPresident, Charles A. Blanchard, Wheaton.\nArmour Institute of Technology.\nPresident, F. W. Gunsaulus; Librarian, Mrs. Julia Beveridge, Chicago.\nOak Park Public Library.\nPresident, H. A. Taylor; Librarian. Miss Kva L. Moore, Oak Park.\nGail Borden Public Library.\nLibrarian, Katherine L. .\\bbott. Spring and Milwaukee Sis., Elgin.\nPeoria Pitblic Library.\nPresident, John E. Keenc; Librarian. E. S. Willco.x, Pc-oria.\nColumbia College of Expression, The.\nPresident. .Mary A. Blood; Secretary, Phtrbe M. Roberts. 7th Floor, Steinway Hall,\n\nChicago.\n\nEvanston Public Library.\nLibrarian, Mary B. Lindsay, Evanston.\n\nIllinois State Library.\nSlate Librarian, rx-ofiicio James A. Rose, Springfu-ld.\n\nLombard College.\nDean, Frederick W. Rich, tialesburg.\n\nPresident, Lewis B. Fisher;\n\nNorthwestern College.\nPresident, H. J. Kickhocfer; I.ilirarian, S. L. Umbacli, Na|)crville.\n\nNoRTHWr.STERN UNIVERSITY, LIBRARY.\nA.ssistant Librarian, I>odilla .\\mbrosc, Evanslon.\n\nWF.STFRN Illinois State .N'hrmai. S< ikwh..\nPriniiiul, Alfred liuyliss, Macomb.\n\n1004\n\nEast St. Louls Public Library.\nLibrarian, J. Lyon WmxJruff; 8th St. ami Broadway, Eiist St. Ix>ui«\nRucKfOKD College.\nPresident, Julia\n\n11. (Julliver.\n\nkoikford.\n\nZioN Educational Institutions, Libkaky.\n\\ ice President, 11. iJ\n\nHrasclield; Librarian, F. 11. Chamberlain, Zion City\n\nINDIANA\nLirr.\n\n1S76\n\nil«j,\n\n.,\n\n.\n\nMary E. NiriioLiMiN.\nPrinripol of Normal Sthcml,\n\n...\n\n,\n\n.\n\nus KuMrll\n\nProfrsv.r uf lliglier .Mathcmalii* (F.menlus). Purdue InixTnity.\nLafayette.\nA(TIVr.\n\ni8Hs\n\nmember\n\nMoses Cobb Stt\\'fn'!. AM, 'H J, I^arlham Coll.\n\nMKUniRO\n\nm?\n\nI»ri«a<lw.iy. In<linna|>iili<.\n\ni88g\n\nJames C. Hlack, IM .M '04. IM D \"oS, S«h. of Pe<l Uiiiv of Ciiy ..f New York\ni.ith St., Aiulrr«>n.\nn/32. Head of De|Mninenl of lliMory. High S»li<«.l. J04 W\n\n|H.x»\n\nA.MNA Sl'TIR.\n\n,\n\n.\n\n,\n\nSt.,\n\n.\n\n1901,\n\n.\n\n,\n\n,\n\n1H91\n\nMlhs N. Crowev.\n|H«4, AMlMant Su|jrfinlrn!rnt ..( S.hi«>U, lilu College Ave Inillana|iill4.\nWilliam I/iwr. Hhvan, I'h \\) ,'<)>.'\n.\nHi» N. Cullrge Ave iUiaimington.\nKjoi. I're»ident of Indu:\n,.( UnW.\n> .i\nWiLiiAM P Hart, HSf .'Ml, M S<\n.\n\n1893\n\n.\n\n.\n\n.\n\nlooj.\n\n.Su|«:.\n\nGroRGE W. HrnrroN, A\nI90J.\n\n.\n\nSuijcrintendrnt iif (iiy SthooU, $j Poplar St , lluniinitlon\n\nHoRAfE G. W.M)DY, II *V\n1804\n\n,.\n\nPrinii|nl of the High Stliool Drimrlmrnl in Siirlman Seminary. Atlanta, Ua.;\ndijrru, s>JO\\ F Wa>hitigl<in .S| linlianaliili*.\n\nI'riii.\n\ni,\n\n.\n\nV\n\n.t\n\nV.r Univ\nS\n\nl.<KU«l St\n\n.\n\nCrrrm a»tlr\n\n(oil\nliidianaKolU.\n\n.«.l.\n\n,\n\n,\n\nhome\n\n"}
{"page": 788, "printed_page": null, "text": "776\n\nNATIONAL EDUCATIONAL ASSOCIATION\n\n[Indiana\n\nINDIANA—Cow/iwMed\n189s\n\nH. B. Brown, A.M.\nPresident of Valparaiso University, 53 Jefferson St., Valparaiso.\n\nFrank W. Cooley, B.Sc, '81, M.Sc, '86, Lawrence Univ.\n1902,\n\nSuperintendent of Schools,\n\n7tli\n\nand \\'ine Sts., Evansville.\n\nThomas F. Fitzgibbon, Grad., '90, Ind. St. Nor. Sch.; A.B., '97, Ind. Univ.\n1901,\n\nSuperintendent of Public Schools, 734, 7th St., Columbus.\n\nCyrus William Hodgin, A.M., '88, Earlham Coll.\n1887, Professor of History, Earlham College, 222 Central Ave., Richmond.\nCalvin N. Kendall. A.B., '82, Hamilton Coll.; A.M., '00, Yale Univ.\n1900,\n\n1896\n\nSuperintendent of Public Schools, 312 N. Meridian St., Indianapolis.\n\nGeorge F. Bass.\nInstitute Instructor and Lecturer,\n\nKnights of Pythias Bldg., cor. Pennsylvania and\nMassachusetts Aves., Indianapolis.\n\nMrs. Eliza A. Blaker.\n1882,\n\nSuperintendent of Indiana Kindergarten and Primary Normal\n2320 N. Meridian St., Indianapolis.\n\nTraining School,\n\nRobert I. Hamilton.\n1904,\n\nSuperintendent of City Schools, 316 N. 4th St., Vincennes.\n\nJoseph R. Houston, M.Sc, '93, Moore's Hill Coll.\n1896, Superintendent of PubUc Schools, .\\urora.\nC. M. McDaniel, B.Sc, '85, A.M., '93.\n1905, Superintendent of Schools, 392 Hohman St., Hammond.\n\nWilliam A. Millis, A.M., Ind. Univ.\n1900,' Superintendent of Schools, 607 S.\n\nWater St., Crawfordsville.\n\nBenjamin F. Moore.\n1899,\n\nSuperintendent of City Schools, 618 W. sth St., Marion.\n\n'\n\nThomas Abbott Mott, A.M., '98, Earlham Coll.\n1896,\n\nSuperintendent of Schools, Garfield School, Richmond.\n\nFlora Roberts, B.Sc, '87, M.Sc, '98, Purdue Univ.\n1904,\n\nSuperintendent of Schools, Chalmers.\n\nHoward Sandison, A.M., '89, Ind. Univ.\n1890,\n\nVice-President of Indiana State Normal School, 404 N. Center St., Terre Haute.\n\nDavid W. Thomas, A.B., '72, A.M., '75, De Pauw Univ.\n1886,\n\nSuperintendent of City Schools, 506 Lexington Ave., Elkhart.\n\nWilliam H. Wiley A.B., '64, A.M., '67, Butler Univ.\nEducational Writer, 451 N. 7th St., Terre Haute.\n1897\n\nAdelaide Steele Baylor, Ph.B., '97, Univ. of Chicago.\n1903, Superintendent of City Schools, 108 E. Hill St., Wabash.\nFrancis M. Merica, B.Sc, '96, Wm. Taylor Univ.; Ph.B.. '97, Univ. of Chicago.\n\n1905,\n\nSuperintendent of PubUc Schools, Garrett.\n\nEdwin S. Monroe, Ph.B., '96, 111. Wesleyan Univ.: A.M., '97, Hanover Coll.\n1903,\n\nSuperintendent of City Schools, 701 N. Gentry St., Frankfort.\n\nHenry C. Montgomery, A.B., '80, A.M., '86, Hanover Coll.; A.M.\n1892,\n\n'91, Univ. of Mich.\n\nSuperintendent of Schools, 217 N. Walnut St., Seymour.\n\nWill A. Myers, A.B., '96, A.M., '99, Ind. Univ.\nPrincipal of High School, 620 N. Jefferson St., Hartford City.\n\nRobert Alexander Ogg B.Sc, '72 A.M., '92, Ind. Univ.\n1898, Superintendent of City Schools, 216 W. Sycamore St., Kokomo.\nJustin N. Study, A.M., '73, Ohio',Wes. Univ.\n1896,\n\n1898\n\nSuperintendent of Public Schools, Ft. Wayne.\n\nEdward G. Bauman, Grad., '90, Ind. St.\n1903,\n\nNor. Sch.; Ph.B., '96. 111. Wes. Univ.;\nmcrilo). Cent. Wes. Coll., and '99, III. Wes. Univ.\nSuperintendent of City Schools, 829 Main St., Mt. Vernon.\n\nA.M.,\n\n'98 (pro\n\nFassett a. Cotton, A. B., '02, Butler Univ.; Ph.B., '02. Univ. of Chicago; LL.D., '05, Franklin Coll.\n1903, State Superintendent of Public Instruction, Room 27, State House, Indianapolis.\n\nMrs. Laura Dale Floyd.\n906,\n\n1899\n\n1897,\n\n1900\n\n145th\n\nSt.,\n\nEast Chicago.\n\nJohn Anderson Wood, Grad., '89, Ind. St. Nor. Sch.; A.B., '97, A.M., '02, Ind. Univ.\n1898, Superintendent of City Schools, 12 10 Clay St., La Porte.\nCharles H. Copeland, A.B., '96, A.M., '97, Ind. Univ.\n1897, Superintendent of Public Schools, 409 S. Main St., Fairmount.\nFrank F. Heichway, B.Sc, '88, Valparaiso Univ.\n1896, Superintendent of Schools, Crown Point.\nOrville C. Pr.\\tt, Ph.B., '95, De Pauw Univ.\nSuperintendent of Schools, Danville.\n\nRuFUS J. Dearborn, Grad., '00, Ind. St. Nor. Sch.; A.B., '04, Ind. Univ.\n1905, Head of Department of History, Indiana Central University, University\nIndianapolis.\n\nJohn W. Hamilton.\n1890,\n\nSuperintendent of Schools, Monticello.\n\nLnciEN B. O'Dell.\n1901,\n\nSuperintendent of Schools, 711 N. Meridian\n\nSt.,\n\nBrazil.\n\nWilliam C. Smith.\n1905,\n\nDirector of Winona Technical Institute, E. Michigan St., Indianapolis.\n\nHeights,\n\n"}
{"page": 789, "printed_page": null, "text": "LIFE, ACTIVE, AND\n\nIndiana)\n\nCORRESPOXDI XU MEMBERS\n\n-j-ji\n\nINDIANA—CoM/iMM^rf\niQoo\n\nJaues Harnev T0MI.IN.\nSuperintendent of Schools, 197\n\n1894,\n\nW. Hroadway, Shell lyville.\n\nHarry Brite Wilson. AH..\n\n05. Ind. I'niv.\nSuperintendent of City Schools, 51 \\V.\n\n1902,\n\nKing St., I'ranklin.\n\nWilliam A. Wirt. Ph.B., '98, De Pauw Iniv.\nSuperintendent of Public Schools, 324 W. Wasliington St., Uluffton.\n\n1899,\n\n1901\n\nMrs. Frances M. Be.^cii, Grad., 'Si, Ind. St. Nor. Sch.\nNJrs.\n\n1877, Teacher in Public Schools, 210 S. 7th St., Terra Haute.\nEsse Bissell Dakin, B.Sc, 'So, Cornell Univ.\n1891, Head of Dep;irtment of Mathematics, and (1905) .\\ssistant Principal\nSchool, 410 W. Washington St., South Bend.\n\nManfred W. Dkpl-ty.\n.K.\n\nHigh\n\nNor. Coll.; A.R., '04. A.Nf., '05, Ind. Lniv.\nSuperintendent of City Schools, Columbia City.\n\n1905,\n\nWiLBl'R\n\nof\n\nH..Sc.. '92. So. Ind.\n\nFisKE, .\\.M..\n\nDe Pauw I'niv.\n\nInstructor in Physical Science, High School, Richmond.\n\n1891,\n\nAlice Louise Harris.\nSuper\\isor of Kindergarten and Primary Schools, Oftice of Board of\n\n1902,\n\nEducation,\n\n7th and \\'ine Sts., Evansville.\n\nBoston Univ.; .\\.M., '05. Columbia Univ.\nFk\\nkli.n S. Ho\\t.\n1901. .•\\ssistant Superintendent of Schools, 312 N. Meridian St., Indianapolis.\nJames H. Jkffrey. .V.B., '98, Ind. Univ.\n1901, Superintendent of City Schools, Gas City.\nB.Sc., '93.\n\nL.\n\n.\\.\n\nMcKnicht.\nSuperintendent of Benton County Schools, Fowler.\n\n1899,\n\nCharles S. Meek, A B., Univ. of Ind.\nSuperintendent of Schools, High School, Elvvood.\n\n1901,\n\nJames B. Pearcy, Ph.B., '88, Butler Univ.\nSuperintendent of Schools, 412 W. 12th St., .\\nderson.\n\n1905,\n\nOscar Morton Pittengf.r, .\\.B., '96, Ind. Univ.\nSuperintendent of Schools, 211 E. Broadway, 1'. <). Bt>x 682, .Me.xandria.\n\n1904,\n\nGeorge L. Roberts, .\\.B., '94, Ind. St. Univ.\nSuperintendent of City Schools, 445 \"The Johnson,\" Muncie.\n\n1903,\n\nFra.ncis M. Stalker, \\.U., '84, .\\.M., '87, Princeton Univ.\n1904, Profes.sor of History of Education. Indiana Slate Normal School, y 14 S. 5th\nHaute.\n\n1902\n\nSt., Tcrre\n\nOscar R. Baker.\nSuperintendent of Schools, 150 South St., Winchester.\n\n1895,\n\nLotos D Coffman. .A.B., '01;, Ind. Univ.\n1905,\n\nSuixTintendent of Schools, 810 Xlulbcrry St., Conncrsvillc.\n\nHuMER B. UirKEV.\nSuperintendent of Public Schools, Lowell.\n\n1903,\n\nEllis H. Drake. Grad.. '94. Ind. St. Nor. .Sch.; A.R.. '04. Ind. Univ.\n1906, Superintendent of Public Schools, 501 S. 3d St., Elkhart.\n\nEldo Lewis Hespricks, A.B., '94, I'ranklin Coll.; A.M., 't/t), Ind. Univ.\n1902,\n\nSu|x-rintcndcnl of SchuoLs, Delphi.\n\nRobert L. Kelly, Ph.B., '88. Flarlham Coll.; Ph.M\n1903,\n\n., '99. Univ. of ChicaRo.\nPresident of Earlham College. 800 National Road W,, Earllum.\n\n1905.\n.M11./1\n\nM\n\n'90. Ind. St. Univ.\n'i>H, ,\\\nSujxTvLsing Principal of SihiioU. 314 .N. Wa.shington\n\nHf.nrv Lester Smith, .X.H\n\n,\n\n,\n\nSt.,\n\nliloumington.\n\nA.B., '98. Ind. Univ.\n\nH. Stuart,\n\nTeacher in .Manual Training Hii{h School, 2927 N. Senate .\\ve., IndianapoU*.\n1903\n\n(iKORCilA A. AlF.XASIiEH.\ni8i>ij,\n\nSuixrrvi.sing Principal of Schools,\n\n807 N. Pcnniiylvaniji St., Indianaiiolis.\n\nRobert J. .\\\\.t.\\, A B., A.M., In<l. Univ.; Ph.D., Univ. of Pa.\n\nProfcKtor of .Malhemali<H, Indinnn UnivrrMty, and (1903) Editor of \" Educator Journal,\" aog Forest PI., Blooininglon.\n\n1891,\nI»ui.4 A. lUfD.s.\n(X>2,\n\nKiiWAKl) Baii.ilv\n\nSu|irrviM>r of\n\nI.VlJlA\n\nManual Training, City ScliuoU, tub N, Meridian St., IndianapoUi.\n\nMu<.ll., '04, Yale Univ.\nA.B., '91, ltr<jwn Univ\nSuijrrviMjf of Nluoii, Publu SthooU, 1912 N, Pcnunylvania Si , Indianapulit.\n\nIliRi.r,\n\n1901,\n\n.\n\nR. Bl.AICIt.\niH<29,\n\nSuprrviMng Principal of Public SchooU, 414 Fullun St., Indianaimliii,\n\nA.HNA B«(X-KHAiniKN.\n1901, SuprrvUing Princi|Ht <if Siluiob. 1401 Urilcfuniain Si\n\n,\n\nIndiaiia|iitli<.\n\nAocLAiuK Carman\nPrincitul ol Munic\n\nH9<i,\n\nres., 923\n\nK.\n\nDrtnrlmrnl, Indiana hulitulloo\nN. Prnnaylvanla Si.. Iiuiunii|ii>li>.\n\nfur\n\nEdutalimi\n\nKatk Carman.\n02) N, PeniMylvania St., Indiaiuimlin.\n\nR. Ei.i.AnAiior«, A »., '92. Ind Univ.\ntH<2S. Printitil of High Sthoiit, 31 S. isih Si.,\nWilliam Cmfstfr Goihk, Grad 'oj. Ind Si Nor. Sth.\nI».\n\nKkhmund.\n\n,\n\nI90I.\n\nKmnfsT\n\nO\n\nSu|jriinirni|rni o( Ciiv S«lw«.l». 221\n\nV.\n\nNorth Si, GrcTofidd.\n\n\"y^ Ind lniv\nHol.l AM>. a II\nA.VKxialc PrulcMi'r ol lAluialiua. Imliaiu UnlvrnUiy. liluoniingiuo.\n.\n\nlijof..\n\nof\n\nthe Blind;\n\n"}
{"page": 790, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n778\n\n[Indiana\n\nINDIANA—Co«/iMMe<f\n1903\n\nRichard Otto Johnson.\n1889,\n\nSuperintendent of Indiana State School for the Deaf, cor. Slate and Washington Sts.,\nIndianapolis.\n\nCharles Allen Prosser, A.B., DePauw Univ.;\n1900,\n\nB.L., Univ. of Louisville.\n\nSuperintendent of Schools, 1220 Elm\n\nSt.,\n\nNew Albany.\n\nEllsworth Robey.\nSuperintendent\n\n1904,\n\nof\n\nCounty Schools, and Member\n\nof State\n\nBoard of Education,\n\nKokomo.\n\nLeon Lewis Tyler. LL.B., '00, Univ. of Mich.;\n1901,\n\n1904\n\nA.B.,\n\n'06.\n\nEarlham Coll.\n\nPrincipal of Fairmount Academy, Fairmount.\n\nHarold Barnes, A.B., '92, Kans. St. Univ.\n1903,\n\nSuperintendent of City Schools, Princeton.\n\nElmer B. Bryan, A.B., '93, Ind. Univ.\n1Q05,\n\nPresident of FrankUn College, Franklin.\n\nHarry O. Buzzaird.\nSuperintendent of Monroe County Schools, 412 E. 4th St., Bloomington.\n\nJohn C. Hall, A.B., '00, Univ. of 111.\n1900,\n\nSuperintendent of City School, 210 La Porte Ave., Whiting.\n\nJacob W. Holton, A.B., '02, Ind. Univ.\n1906,\n\nSuperintendent of Schools, Sullivan.\n\nWilliam A. Stecher.\n1904,\n\nDirector of Physical Training, PubUc Schools, 1723 Broadway, Indianapolis.\n\nSamuel Wertz, A.M., Hartsville Coll.\nPrincipal of High School, 1202 Pearl St., Columbus.\nWilliam E. Baugh, A.B., '02, Howard I'niv.\n1888,\n\n1905\n\n1904,\n\nR.\n\nTeacher in City Schools, 1122 Fayette St., Indianapolis.\n\nKatharine Beeson.\nSupervisor of Elementary Schools, Stockton House, Lafayette.\n\nJohn A. Bergstrom.\n1899,\n\nProfessor of Education, Indiana University, Bloomington.\n\nJacob Grant Collicott, A.B., Ind. Univ.\nPrincipal of High School, 113 Powell Ave., Evansville.\nHomer L. Cook.\n1903, Superintendent of County Schools. 2301 W. Washington St., Indianapolis.\n\nWiNFiELD Augustus Denny, A.B., .\\.M., Ind. Univ.\n1905, Principal of High School, 135 W. 8th St., Anderson.\nFrederick Louis Fagley, B.Sc. '05, Moore's Hill Coll.\nProfessor of History and Science of Education, and Head of Normal Department,\nMoore's Hill College, Moore's Hill.\n\nLuLA Cobleigh Grove.\n1904, Supervising Principal of City Schools, 2s The Wyandot, Indianapolis.\nEvangeline E. Lewis, .'\\.B., '94, Ind. Univ.\n189s, Teacher of Mathematics, High School, 168 N. Jefferson St., Huntington.\nC. McHenry Marble, Ph.B., '85, B.Pd., '00.\n1904,\n\nSuperintendent of Public Schools, 414 E. Chestnut St., Jeffersonville.\n\nMary S. Mulligan.\n1901, Supervisor of Instruction, 304 W. 13th St., Anderson\nAlva Otis Neal, B.Sc, '92, M.Sc. '95, Franklin Coll.\n1905,\n\nSuperintendent of City Schools, 611 E. 2d St., Madison.\n\nMrs. James M. Noel.\n1895, Teacher in Public Schools, 313 E. St. Clair St., Indianapolis.\nEiTEL RusKiN Ray, A.B.. '01, A.M.. '02, Ind. Univ.\nSupervising Principal of Public Schools, 2419 Talbott Ave., Indianapolis.\n\nWilliam H. Sanders, A.B., '95. A.M., '96. Ind. Univ.\n1905, Superintendent of City Schools, 323 S. Grant St., Bloomington.\nJoseph Hiram Scholl, Grad., '03, Ind. St. Nor. Sch.; A.B.. '98, Ind. Univ.\n\n1906\n\n1904, Superintendent of Schools, 635 N. Jackson St., Rushville.\nFrancis E. Andrews, A.B., '74. A.M., '84, Marietta Coll.; Grad. '94. Ind. St. Nor. Sch.\n1904, Principal of High School; res., 421 Mechanic St., Jeffersonville.\n\nMary L. Clark.\n1896,\n\nSupervisor of Primary Instruction, Public Schools, 26 Matilda St., Huntington.\n\nCharles Clifford Coleman, Ph.B., '04. A.M., '05, DePauw Univ.\n1906,\n\nSuperintendent of City Schools, 622 S. 3d St., Clinton.\n\nWiLBER R. Curtis, B.Sc, '95, Valparaiso Univ.\n1905,\n\nEllis\n\nSuptrintendent of Lake County Schools, Crown Point.\n\nBurke Gibbs, A.B., Ind. Univ.\n1905,\n\nSuperintendent of Schools, North Manchester.\n\nRobert F. Hight. A.B., '88. Ind. Univ.\nSuperintendent of Schools. Columbia Flats, Lafayette.\nLouis W. Keeler. Ph.B.. '00, Univ. of Mich.\nSuperintendent of Public Schools, 211 E. 6th St., Michigan City.\nMary A. Kerr, A.B.. '05, Ind. Univ.\n1901.\n\nI'rincipal of Central School;\n\nres.,\n\n416 E. 2d St., Bloomington.\n\nW. P. Mokgan. A.B., '00. Ind. Univ.\nJ906,\n\nSuperintendent of City Schools. 1633 S. 5th St., Terre Haute.\n\n"}
{"page": 791, "printed_page": null, "text": "LIFE, ACTIVE, AND\n\nIowa]\n\nCORRESPOXDINC, MEMBERS\n\n--jg\n\nISm.WA—Continued\n1906\n\nJ.\n\nEdward Xewell, A.B.. '07. A.M.. 04. Oiicrln-in Tniv.\n\nJ.\n\nF.\n\nPrincipal of High Sthool, East ChitaKo.\n\n1905,\n\nXlNER.\nSuperintendent of City Schools. Mishawaka.\n\nCAia B. Sputh.\nPhysical Director. Butler College;\n\n1906,\nJ.\n\nres..\n\nGerman Ilnuv. Initi.ma|«ilis.\n\nW. Stott. A.B.. 'o.v Intl. I'niv.\nSuperintendent of Schools. Brookvillc.\n\n1905,\n\nINSTITUTIONS\n189s\n\nWabash College\nPresident, William P.\n\n1897\n\nKane; Librarian, H. S Wedding, Crawfordsville.\n\nIndiana State Library.\nState Librarian. Dcmarchus C.\n\nBrown, State House. Indianapolis.\n\nIndiana State Normal School\n\nW. Parsons, Terre Haute.\n\nPresident, William\n\nValparaiso University.\nBrown; Librarian, O. P. Rin.sey Valparaiso.\n\nPresident, H. B.\n\n1899\n\nIndiana University, Library.\n\n1900\n\nPresident, William Lowe Bryan: Librarian, W. E. Jenkins, Bloomington.\nButler College, Library (Bona Thompson Memorial).\n\n1904\n\nElkhart Carnegie Library.\n\nLibrarian. Margaret Carlisle. InJian.ip >lis.\n\nPresident, Scot Butler;\n\nLibrarian. Ella F. Corwin, Elkhart.\n\nHigh School, Anderson.\nSuperintendent, James B. Pcarcy, 412\n\n1906\n\nW. 12th St., Anderson.\n\nEmeline Fairbanks Memorial Library.\nLibrarian, Mrs. Sallic C. Hughes, Terre Haute.\n\nIN'DIAN TERRITORY\nlife\n\n1884\n\nGeorge Beck, M.Sc., '63\n\n1886\n\nG. I. Harvev.\n\nmembers\n\nUniv. of Mich.\nU. S. School Sup)crvisor, Chickasaw Nation, Tishomingo.\n\n1901,\n\nWagoner.\nactive members\n1900\n\nElihu B. Hinshaw, A.B., '86, A.M., '90, Hivassee Coll.\n1897,\n\nSuperintendent of Blofimlicid Seminary, and (1001) Chickasatv National\niJircctor and I'rc^idcnt of Examining Board, Colbert.\n\n1901\n\nEdgau A. Allen. B .Sc.. '87. Kans. .Xgri\n\n1903\n\nJohn Downing BENEOirr.\n\nNormal\n\nColl.\n\nU. S. Indian Service, Wyandotte.\n1H99.\n\n1903\n\nA.\n\nSuperintendent of Schools for Indian Territory, Mu-^kogec.\n\nGrant Evans.\n1898,\n\nPresident of Henry Kendall College. Muskogee.\n\nCharles Evans, B 5>c., I^banon.\nSuperintendent of City Schools, Ardmore.\n\n1904\n\nMary F. Russell.\n\n1906\n\nCalvin Ballard.\n\nMonitreM in Public School, Salliuw.\n\n1906,\n\n1899,\n\nUnited States Schof)l Supervivir, Chott.iw\nMcAlcstcr.\n\n.Nation\n\nin\n\nTerritory.\n\nIndi.in\n\nSiiulh\n\nIOWA\nLirK uruiiKu.s\n\n1884\n\nAM V,,, Brloit Coll.\nCity Academy, 308 Churih\nKrAsr, D.D.. I-ival; LI. D Harvard Univ.\n\nWilliam A. Willis, A B\n\n,\n\n'ftj,\n\n.\n\nProprietor and Principal of\n\n1880\n\nRt. Rr.v. John J.\niijTKi,\n\nl'>w.i\n\nSt.,\n\nIowa City.\n\n,\n\nArchliLtliop uf\n\nDubuque, Dubui|ue.\nA<TIVC MKMDCBS\n\n1884\n\nHammnf. H. Ftr.r.n, B.Sc.. '69. M Sc\n1H70,\n\n1863,\n\nAM.\nWm Univ.; ».I),. '70.\n\n'R.», C.«t>cII Coll.\n'78, A B , 'Ho.\nProfciuvir o( Etonomicit and S.« i..li.«y. ('•imrll Collriir; rc»., (<o\\.\n\nWilliam pLrrairR Kino. A.B\n\n.\n\n'^7.\n\n.\n\nA .M\n\n.\n\nV«. Ohio\n\nIII.\n\nMh St.. Ml. Wmon\nWc«. Univ.; LL.I».\n\n'H7. Slair I'niv of Iowa and Ohio Wc« Unlv,\nPre»ident o( Cornell Collrnr, Ml. Vernon.\n\nLI. I) .'g,. I)r.ikr ftiiv '04. Cornell Coll 'o^. Stale Unit. o( Iowa.\nKi Sl.ilc Sui<rrmtrndcnt ol Public Inilruitton. jio Manhattan Bl»Kk. I)e« Moinr*.\nHomri H. SrRRLr.v. Ph B.. '73, B.D.. '7^. A.M.. '76. LI. I) '01 State Univ. ol Iowa; 'v\". Penn Coll.\nitWi, Prr^idmt <4 St. .Nor. Sch,. >3o4 .Normal Si., CctUr Filli.\n\n1889\n\nHrNRvSaBIN. A M., AmhrrM Coll\n\n1890\n\nOzRO PArrr.«s'»N FkwTWirK, A B., '7H, ly»mbard Coll\n\n;\n\n;\n\n;\n\n.\n\n1889,\n\nSuperintcn/lcnt ol .SchciuU, 313, 8lh\n\nAve\n\n.\n\nClinton.\n\n"}
{"page": 792, "printed_page": null, "text": "—\n\nNATIONAL EDUCATIONAL ASSOCIATION\n\n78o\n\nIOWA\n\n[Iowa\n\nContinued\n\n1894\n\nAshley Van Storm, Ph.B., '98, Hi. Wes. Univ.\n\n1895\n\nJames Johnson Billingsley, B.Sc, '92, Valparaiso Coll.\n\nSuperintendent of City Schools, 1033 Woodlawn St., Iowa City.\n\n1906,\n\nSuperintendent of Schools, PauUina.\n\nCuLBERTSON, B.D., '80, St. Nor. Sch., Cedar Falls, la.\nR. F. D. s, Fairfield.\nO. E. French.\n189s, Superintendent of City Schools, 602 N. Maple St., Creston.\n\nE. D. Y.\n\nPhilip\n\nCady Hayden.\n\n1892, Director of Music, Public Schools, 729 Frankhn St., Keokuk.\nJoseph Jasper McConnell, A.B.,'76, B.Didac.,'78, A.M. ,'80, St. Univ. of Iowa; LL.D.,'04, Coe Coll.\nigoi, Superintendent of Public Schools, 1724 B Ave., Cedar Rapids.\nJ. J. Nagel, Ph.B., '98, 111. Wes. Univ.\n1870,\n\nPrincipal of Grammar School No. 4, 906 W. Locust St., Davenport.\n\nFranklin T. Oldt, A.M., Lafayette Coll.\n1895,\n\nSuperintendent of City Schools, 1240 Locust\n\nSt.,\n\nDubuque.\n\nEtta Suplee.\nSupervisor of Primary Training, Stale Normal School, Cedar Falls.\n\n1896\n\nAmplias Hale Avery.\nSuperintendent of City Schools, Spencer.\n\n1902,\n\nRichaRD C. Barrett, A.M., '04, Cornell Coll.; LL.B., '04, Drake Univ.\nProfessor of Civics, State College of Agriculture and Mechanic Arts;\n\n1904,\n\nres.,\n\n912 Story\n\nSt., Ames.\n\nAustin Norman Palmer.\nPresident of Cedar Rapids Business College and Editor of\nCedar Rapids.\n\n\"American Penman,\"\n\nHattie Adelia Phillips.\nSupervisor of Kindergartens, 1159, 26th St., Des Moines.\n\n1894,\nJ. B.\n\nYoung, A.B., '61, A.M., '64, Middlebury Coll.\nSuperintendent of Schools, 422 E. 14th St., Davenport.\n\n1878,\n\n1897\n\nHorace T. Bushnell.\nPrincipal of Grammar School No. 8, 330 South Ave., Davenport.\n\n1S73,\n\nIrene Garrette.\n1897,\n\nB. J.\n\n1898,\nF. E.\n\nPrincipal of Jefferson School, 708, 3d Ave., Cedar Rapids.\n\nHORCHEM.\nPrincipal of Audubon School, 315 Bluff St., Dubuque.\n\nLark.\n\n1896, Superintendent of Schools of Monona County Onawa.\nGeorge Edwin MacLean, Ph.D., '83, Univ. of Leipzig; LL.D., '95, Williams Coll.\n1899,\n\nPresident of the State University of Iowa, Iowa City.\n\nV. L. Wilson.\n\nGeneral Agent for American Book Co., Ottumwa.\n\nFiNLEY M. Witter, B.Sc, A.M.\n1901\n\n1899\n\n'76, Univ. of Iowa.\nSuperintendent of Schools of Muscatine County, 4th and Cherry Sts., Muscatine.\n\nEdwin Diller Starbuck, A.B., Ind. Univ.; A.M., Harvard Univ.;\n1906,\n\nProfessor of Philosophy, State University of Iowa;\n\nPh.D., Clark Univ.\nE. Bloomington St., Iowa\n\nres., 7\n\nCity.\n\n1900\n\nFrederick E. Bolton, B.Sc, '93, M.Sc, '96, Univ. of Wis.; Ph.D., '98, Clark Univ.\n1900, Professor of Science and Art of Education, State University of Iowa, 1019 College St.,\nIowa City.\nWilliam F. Cramer, A.M. and M.Sc, Cornell Coll.\nSuperintendent of Public Schools, 601 Corning St., Red Oak.\n\nL C. HiSE.\n1898,\n\nSuperintendent of Plymouth County Schools, Le Mars.\n\nThomas B. Hutton, B. Sc, '91, Iowa St. Coll.\n1904,\n\nC. H.\n\nSuperintendent of City Schools, 1312 Court St., Le Mars.\n\nMaxson, B.Sc, '91, B.D., '99, St. Univ. of Iowa.\n1906,\n\nSujjerintendent of City Schools, Ackley.\n\nCharles Eldred Shelton, A.M., '82, LL.D., '02, Iowa Wes. Univ.\n1901\n\n1899, President of Simpson College, Indianola.\nHill McClelland Bell, A.B., '90, A.M., '91, Drake Univ.; LL.D., '05, Simp.son Coll.\n1903, President of Drake University, 1091, 26th St., Des Moines.\nFrancis M. Fultz, Ph.B., '86, A.M., '89, St. Univ. of Iowa.\n1899,\n\nSuperintendent of City Schools, 1018 Jefferson\n\nSt.,\n\nBurlington.\n\nJ. M. Hussey, M.Sc, Chillicothe Nor. Sch.; Pd.B., Western Nor. Coll.\n\n1893,\n\nPresident of the Western Normal College, Shenandoah, and of Southern Iowa Normal\nSchool, Bloomfield; res., Shenandoah.\n\nKatharine Irwin Hiitchison, A.B., '81, A.M., '84, Monmouth Coll.\n1905, Dean of Women and Professor of Pedagogy and Hi.story, Parsons College, Ballard\nHall, Fairfield.\nJ.\n\nC. King.\n\nSuperintendent of City Schools, 120 Story St., Boone.\n\nO. J. McManus, B.Didac, '94, M.Didac, '96.\n1900, County Superintendent of Schools, and (1902) Memlicr of State Board of Educational Examiners, iiio E. Pierce St., Council Bluffs.\n\n"}
{"page": 793, "printed_page": null, "text": "1901\n\nAND CORRESPOXDING MEMBERS\n\nLIFE, ACTIVE,\n\nIowa]\n\n7S1\n\nlow.K—Coit'inued\nAdnah Clifton Kewell, B.S:. in E.E., '02, Univ. of Mich.\niSg4,\n\nSupcrvisjir of Manual\nSt., I)es Moines.\n\nTraining, Public Schools, West\n\nDcs Moines;\n\nres.,\n\nloii,\n\ni,Sih\n\nAnnie E. Packer, M.Sc., '74, Whitticr Coll.\nSuperintendent of Schools of Henry County. E. Washington St.. Mt. I'leasant.\n\n1900.\n\nZ. C. Thornbvrc, B. Did.-ic., 'o.l. M. Oi<lac., 'ot>.\nigoi. Superintendent of Schtxjis of Polk\n\nI0O3\n\nCounty. 1211 E. 12th St., Des Moines.\n\nClarence Dwight Bakkr. .X.H., Macalesti-r Coll.\nRepresentative of D. Appleton\nMoines.\n\n& Co. in the West, 2923 Brattlcboru Ave, Dcs\n\nWilliam Bell.\nPrincipal of High School, 304 X. Lincoln St., Crcston.\n\nClarmae Budde, Orad.. '05. St. Nor. Sch., Winona, Minn.\nTeacher in Public Schools, Marcus.\n\nWilliam pRANKLrN CHEVALreR, A.M., Marietta Coll.\nnwi. Superintendent of Schools, 217, 4lh St., Muscatine.\nJ. W. DiCKMAN, Ph.B., '88, Ph.M., '91, Upper Iowa Univ.; A.M., '04, Cornell Coll.\n1898, Professor of Economics and Sociology and Vice-President, Upper Iowa University,\nFayette.\n\nF. W. El^E, A.B.. '06, Penn Coll.; A.M., '97, Haverford Coll.; M.Didac, '01,\n1905, Su|x?rintendent of City Schools, 301 N. A St., Oskalcwsa.\n\nIowa\n\nSt.\n\nNor. Sch.\n\nClementi.ve Jacobs.\nTeacher in Primary Grade, Public Schools, Guttcnbcrg.\nW. H. McCauley.\nPresident of Capital City Commercial College, 4th St. and Grand .Ave., I>es Moines.\nCap E. Miller, M.Didac, Iowa St. Nor. Sch.\n1902, Superintendent of Schools of Keokuk County, Sigoumey.\nW. M. Stevens.\nSuperintendent of City Schools, 191 1 Pierce St., Sioux City.\n\nWiLLLAM H. StONER.\nGeneral .Agent for American Bcx>k Co. in Iowa, 692, 17th Si.. Des .Moines.\n1903\n\nEthelda Bcrc.e, Ph.B., '89, Cornell Coll.\n1906,\n\nTeacher in Public Schools. Palouse, Wash.; home address. Mt. \\'ernon.\n\nC. A. FuLLERTO.N, M.Didac, la. St. Nor. Sch.\n1897, Profc-ssor of Vocal .Music, Iowa State Normal School, 3:16 Normal St., Cedar Falls.\n\nJakes E. Moore. BE.. '98. Lincoln Nor. Univ.;\n1903,\n\nB..Sc., '06,\n\nUpjier Iowa I'niv.\n\nSuperintendent of City Schools, Fayette.\n\nGeorge He'nbv Mullin.\n1902,\n\nSufx-rintendcnl of City Schools, 1029 Central .Xve., Fort Doilge.\n\nA. W. Stiart, A.B., '63. A.M., '66. Bowdoin Coll.\nSuperintendent of Schools, 217 W. Wcxxlland .\\ve., Ollumw.i.\n\nKmua Flint Wilkins.\n1891,\n\n1904\n\nTeacher in Public Schools, 611, 4th Ave., Clinton.\n\nEdwin F. .\\uams. .\\.B., '87, Ohio Wes. Univ.\nGeneral Agent for (iinn & Co., 418 S. 6th St., Cedar Ra|>iils.\n\nWilliam Alubicii.\n1904,\n\nSuperintendent of City Schools, Board of E<Iucntion OflTice, Keokuk.\n\nChari.ks H. Bailkv. B.Sc, '03. Columbia Univ.\n1905,\n\nDirector of Manual Training, State Normal School;\n\nres.,\n\n709 TremonI St., Cedar\n\nFalls.\n\nR. B. Cbonk, Ph.B., '97, St. Univ. of Iowa.\n1903, Su|iiriiii<ndcnt of City ScIkkiIs, 318 E. 7th St., Wuhinglon.\n\nW. P. Johnson, B.Sc., Nor. Iml. Nor. 5>ch.\n1900,\n\nSuperintendent of Cily SchwiN, Carroll.\n\nMbs. Eliza G. Kleinso>i(;k. IM.M., '04. St. Nor. Sch.. Greeley, Cob.\nDes .Moincn.\nTiiouA-s B. MARKKniRV.\n1903, Su|<erinlendent of SthooU, .Mor.nia.\n\nM/.av Jkan .MiLLKR.\n1904.\n\nIlend of Kinflcrgarlen Dr|Mrtnipnl. RiMhroler .N'ormal TrnininK School. JoM VjlM\nhome addrriM. Bluff View,\" South wlh A»T., ManhallAve K'Khnler. .N V\ntown.\n\"\n\n,\n\n.\n\nHoWARK T. Pr>IIT«.\n1906,\n\n.Superintendent of SchouU. I'raine City.\n\nCiiARi.KH K. Pvr.\n\nB Sc.. '01. Cornell Coll.\nSuiirrinlrndrnl of S>hnol«, GultenlierS.\n\n190J,\n\nJohn F\n\nRi'if.s,\n\nM S<\n\ni<x>4,\n\nJohn p. Rvan, A B\n1902,\n\n.,\n\n.Stale\n,\n\nIowa Wr. Univ.\nSujicrinicndcni of Public Inttrutticm, 1001. »oth St.. I)e« Moinea.\n\n'H7,\n\nCornell Univ.\n\nl'rufe«<ur uf Public Spcakinic, 1110 Vt'ett St.. Grinnell.\n\nC. R. Sriioooir, B.Sf., '91, I-rnoi Coll.\nIvlilor of Drjiarlment of Home Study. \"MIdUmI ScmwiU,\" Dr» Mnine*\n\nALniBT BovvTr>N Stmumi. a M\n1903.\n\n.\n\n'03.\n\nUnlv\n\nof\n\nI>r.ikr I'niv\nPrc^dent of Iowa State College,\n\nMich\n\n;\n\nAme».\n\nD D., 'oo, Lawrence Unlv\n\n;\n\nLL.I).,\n\n'oj.\n\n"}
{"page": 794, "printed_page": null, "text": "[Kansas\n\n,po5\n\nW.S..V N.\n\nC.^r^^:^^^^£:l.,\n\n5th Ave. Counci, Bluffs.\n\nMAV GENEVIEVE Lo^-G..^^^ ^^ ^^^.^^^ ^,^^^^i„„, p,,Uc Schools, .04 W. Mi^er\nW. F. Barr, Ph.B.^;o3. ^^ ^^^^^, g^.^^j, j^rake University. .5x4 Kingman\nW. A. B.ANnEN.URO,Jl.B_.,\n\nMason Cuy.\n\nGood Block, Des Moines.\n\nWX.UAM 0;£^I^'--^,etd'fn^\n,po6\n\nSt.,\n\np^ake Ig^^^^^\n\nAve.. Des Mo.nes.\n\nM..son City.\n^^^ ^ ^^.^^^ g,,\n\nHt:oHS.B.EE.M.^^B^;o.A^.WB^c^^^^\nA. L. Ct..K, B.Sc^in\n\nM^E. Univ.^o^f Mich^^^ ^^^^ ^^^p^^^, ^es Moines.\n\nO.XVEK MORTON f--Ue'nVoYlffls^8;V 6th St., Sheldon.\n-•\n\n- -— ^^:^--^--^tiv To V. Simpson\nE.^mM,.^TON,^A^M^ ^^^^^to^,.,\n\nW—\n\n^:\n\nColl.\n\n.\n\nI^ndianola.\n\nJOSEPH S.\n\nMcCowAN^Ph^B.;g5.pA^M^.;o°-^I^^^^^^^\n\n^-^ - ^^\"s;:p^in;S£-^-S^o^t ^H^J (^t).\nAaron Palmer, g^p^^j^j^^^ent of City Schools, Marshalltown.\n\nMA.KICE R--«p^4i;,^-or(£. nth School, .833 Brattleboro Ave., Des Moines.\nE. L.\n\nR---- ^sVTme^niVof atTl^^^^^ Maquoketa.\nres., 6.5 E.\n\nF.ANK L. SM^--^t^.;:fs«e^re1.1^^^^^^^\n\nMth St., Daven-\n\nport.\n\nC. C. Wtt-LAR. Ph^B^.^03.\n\nDr^ke Univ^^^^\n\nJOHN E. WtNTER.^A^B.^^^;.\n\n^^^\n\n^^^^^^\n\nHo^pe Coll., A^B.,;o6^Un,. ^.^^\n\nM ^^.^^ ^^^^^^^ 3^^ ,^,, Orange\n\nCity.\n\nINSTITUTIONS\nX897\n\nSTATE NORMAL SCHOm^CEOAR\n\nFaLLS.^^^^_\n\n^^^^^ ^^^^^^\n\nSTATE UNivERSiTVpOFjowA.^^^^^^\n\n^^^.^ MacLean;\n\nLibrarian, M. G. Wyer\n\n1900\nipoi\n\nIowa State Colleoe,.L.bra^v^ ^^^^^^^ Librarian, Vina E. Clark, Ames.\n\nX003\n\nCoE College, Lib^rarv-^^^^ ^^\n\n^^^^.^^^^\n\nIowa State Library\nx9o6\n\nj\n\n^\n\nIowa City.\n\nMcCowan, Grinnell.\nt. Main; Secretary, J. S.\n\nlowA College.\n\nMary 1. Amidon,\nwilberforce Smith, Librarian,\n\n^ Librarian, Johnson\n\nCedar Rapids.\n\nBrigham, Des Moines.\n\nDAVENPORT P\"B\"£i ElBR^.^RV^^^^^ ^ ^^^^ Davenport.\n\nKANSAS\nLIFE DIRECTOR\nx886\n\nA.V\n\nMiddlebury Coll.\nJJ^-WETT, A.Br57,\nlife\n\nmembers\n\nAnderson Griffith Campbell.\n\nCouncil Grove.\n\nNATHANIEL COOVE^R.^^^^^^\n\n^^ ^^^_\n\n^..,^^^\n\nEdward T. Fairchild^ superintendent of Public Instruction Topeka.\n,\n\nHENRV G. L---.\nA. H. LIMERICK,\n\n^S;;«i' j::S;^k^n- Avc Topeka.\n\ng^^^^^^y ^j Chautauqua Assembly, .303\n\nE.\n\n.\n\nuh Ave., Winfield.\n\nJohn MacDonald^^.^^^ ^^ \"Western School Journal,\" 734 Kansas Ave., Topeka.\n\n"}
{"page": 795, "printed_page": null, "text": "LI FE, ACTI VE,\n\nKansas]\n\nAX D CORRESPONDI XG MEM BERS\n\n78^\n\nILKSSAS—ton in uc J\nI\n\n1886\n\nJ.\n\nH. Miller.\nSocrctar>' of Extension Work, Kans,i« Agricullural College,\n\nManhattan.\n\nThomas Watson Roach, .\\.B., '70, M.Sc., '00, Mi. I'nion Coll..\n1903,\n\nPresident of Kansas Wesleyan University, Salina.\n\nGeorge E. Rose, B.D.. '83, Univ. of Kans.; M.Sc, '08, Kans. St. Agri. Coll.\n1903,\n\nSuperintendent of Schools, Roscdalc.\n\nThomas A. Sawhill, AM., '74. .Amherst Coll.\nPostmaster Concordia.\n\nAaro.s Schuyler, A.M.. '60. O. Wcs. Univ.;LI..D., '73, (lllerbein; Ph D., 'q8, Kans. Wcs. Univ.\nProfesst)r of Philosophy and Higher Mathematics, Kansas \\\\'esleyan University, 1316\nS. Santa I\"c St., Salina.\nEIdmu.vd Stanley, A.M., '91, Penn CoU.\n1898,\n\nPresident of Friends' University, 1813 University .\\ve., Wichita.\n\nD. C. TaLOTsoN.\n621 Filmorc St., Topcka.\n\nactive members\n\n1884\n\nJasper N. Wilklvson.\nEx- President of State Normal School, 1127 Rural St.. Emporia.\n\n1886\n\nArvin S. Olin, A.B., '92, Ottawa Univ.; A.M., '94, Univ. of Kans.\n\n1891\n\nFrank Russell Dyer, A.M., '88, M.Pd., '93, Ohio Nor. Univ., A.M., '93, Ohio Wes. Univ.\n\n1899,\n\nProfessor of Education, University of Kansas, 1134 Louisiana St., Lawrence.\n\niQOiJ-^ssistant State Superintendent of Public Instruction, 609 N. Topeka Ave.. Wichita.\n\n1893\n\nFrancis Hi'ntincton Snow, .A.B.,'62, .A.M., '65, Ph.D. '81, Williams Coll.; LL.D.,'90, Princeton Univ.\n1866, Professor of Organic Evolution, Systematic Entomology, and Meteorology, Univer-\n\n1894\n\nElva Enola Clarke.\n\nsity of Kansas,\n\n1893,\n\n1345 Louisiana St., Lawrence.\n\nLibrarian of State Normal School, 1025 Constitution St., Emporia.\n\nO. P. M. McClintock.\n1897,\n\n189s\n\nPrincipal of Clay School, 1311 Buchanan St., Topeka.\n\nFenella Dana.\n1889,\n\nL. H.\n\nPrincipal of Ward School, 913 Tyler St., Topeka.\n\nMlrlln, A.B.. '91, S.T.B., '92, De Pauw Univ.; D.D., '97. Cornell Coll.; S.T.D., '97, Denver\n1894,\n\nUniv.; B.D., '99, Garrett Biblical Inst.\nPresident of Baker University, Baldwin.\n\nMiss C. S. Newell.\n1890,\n\n,\n\nTeacher in Public Schools, 917 W. 14th St., Topeka.\n\nWalter Garver Riste.\nPrincipal of Decatur County High Schcjol, Otx'rlin.\n\nDavid F. Shirk, .X.H., '01;. rricn^ls' Univ.. Wiihiia. Kans.\n1902,\n\nSuperintendent of City Schools, 330 E. loth St., Newton.\n\nNathan T. Veatch, (Jrad., '81. St. Nor. Univ., III.\n1901,\n\nSuperintendent of City Schools, $2$ Mound St., Atchison.\n\nJohn William Wii„s<^)N. A.B.. '90. Drake Univ.\n1H96,\n\n1897\n\nPrincipal of Atchinson County High Schtxil, EfTingham.\n\n.Mrs. Gaston Boyd.\n\nTeacher of Voice and Physical Culture, 408 W. Broadway, Newton.\n\nCharles A. Boyle.\n1893,\n\nDirector of Dei>artment of Mu.sic, State Normal School, 831 Constitution St.,Empori«.\n\nL. A. IjOWTHER, A.U., '94, State Univ.\n1896, Sujjerintendcnt of City School.^, 617 Exchange St., Emporia.\n\nH. B. Peairs.\nSupcrinicndent of Haskell Institute, Indian Indu.slrial Training School, I.awrrDce.\n\nFra.vk p. Smith, A. B., '78, Ind. Univ.; A.M., 'go. Buker Univ.\n1894, Su[>crinlcndent of City Schools, 102O Ohio St., Ijwrence.\ni8<>8\n\n(;koR(,k E. Knkj-i-kk, A.m.\nPresident of ilighlaml Univrmity, Highland.\n\niHtjtj\n\nI-'kederkk B. .Abbott, Ph D.. '•>«, .Marlyn C>i\\\\.\ntfiijH.\nTraihcr of .Manual Training, Stale Normal School, 101$ Constitution St., EmparU\nJoiis\n\nHamlin Gi/itfki.tkb.\nVice-President of Kaniuui State .Normal S<.h<M>l;\n\nrr«..\n\nio»$ Stale St.. Rm|«tria.\n\nT. S. JoHSHON.\n1906. Field .Manager. Scientific American Gimpiling l)e|j»nmcnt, los S Julinte A»t..\n.Manhattan.\nB I. 'H>, Cincinnati Ijw Sch.\n'9^, Ohio We». Univ\nJohn W. SpiNDLr-B. A B '^f>.\n1891, Su|irrinicnilcni >i( City .SchooU, uij Menor St.. Winlield.\n\nAM\n\n,\n\n1900\nIQOI\n\n;\n\n.\n\nThoma.h B. Hknbv, am,\n315 N.gtb St., Independence.\nCamrik Godi>ari>.\n'oH. ''niv\n\nnjoi.\n\nI'rinii|jal of (;nrrirld\n\nHorace Z. Wii.nr». tJrad\n1902.\n\nof\n\nHr.ifl of\n\n.\n\n,\n\nKant\n\nSchool. 420\n\nW\n\ni.lli Si\n\n.\n\nloirka.\n\nMi<h N<ir. Coll\nDrinrtmrni of School Admini»traii<.n. Kanta* S<il» Normal Scbi«>l, 1127\n'02.\n\n.Market St.. Empiiria.\n\n1902\n\nInslev Le Yantis DAViiorr.\n\nLzSlalc Su|irriotcndeni of Public Intiruiiion. Topeka.\n\n"}
{"page": 796, "printed_page": null, "text": "NATIONAL EDUCATIONAL\n\n784\n\n[Kansas\n\nASSOCIATION^\n\nKANSAS—Con/iMwed\nROBKKX F.\n\n,,0.\n\n.,03\n\nHall, Wichita.\n\nf^--l,^^2^^':^f^%'^^'^^^ City\n\nYa^\n\nFRANK SXKONO, A-M.^P^.D.\n\n^^ ^^^^^^_ Lawrence.\n\nCor. pth and Minro Ave..\n\nE.UABKTH GJ---,t^-- ;iiSL^^^^^^^^\n\nKansas City\n\nGEORGE W. I^'^^l'l^^p^v^^endent of Schools, 235, 5th Ave., Leavenworth.\nSt- Agr^^^^^^^^^\n\nMargaret J. Minis B.Sc'oT,Kans^\nKansas State\n,,03,\n\nLibrarian of\n\nAg^^^^\n\n_\n\n^^^ Moro St., Manhattan\n\n^^^^^^\n\n°°'\n\n53, i^-^-.\n\n^^\n\n,^^\n\n^^^^^^^ Coll.; LL.D.,\n\nNathan Jackson Morrison AH.,\nAve..\nPhilosophy, ,547 Fa.r.ount\nCollege, and Professor of\n:884 Pr^ttde'Jt o^Tairll^t\nWichita.\n\nAUCE B.\n\nP— -• B,f\n\nC. S..KER\n\ni^Eati^-fnd ^eratnigh\n\nSchool 6,3 W. 8th St., TopeWa.\n,\n\nR-- p,,.,,,dent\n\nW^\nof City Schools, 71.\n^^-'-'j^tardTv'\"\"'\nA.g.,^\n^-^^\nS.T^^^^^^^^^\nTcnnysoo Heights.\nWHENS,\n^^'^fS^\nHERBERT T.:v.0R\n\nJOSEPH T. ALB.N, A.M., '.75,\n\n,,04\n\nEnwiN\n\nV\n\nDe Pauw Umv.\n\n^--^l-^i^^^i:°^A CU^Schools, HoUon.\n\n^•^•^--'?.^^S:;^r4i^;nt'.JSh^SeUa.\nPittsburg.\nMrs. Nannie^E. P^a™^,^\ng^j^^^l^_ ^^8 S. £!„, St..\n^^^^.^\n\nM. E. PEARSON,\n\ni4th St., Kansas City.\ng^^p^^j^^^^d^^, „f Schools, 193^ N.\n\nWilliam S- PJ^cken.^^.^^^\n,905\n\nSANDERS W. BLACK^^^^^\n^- ^-\n\n^^ ^^^^^^^ ^^,^^^^ S^^^,\n\n^^ ^^^.^^^^^^ ^^^\n\nHorticulture, Cherokee County\n\n\"\"\"\"[Igs,\n\nSuperintendent of City Schools,\n\n\"\"\"'\"go\"\n\nSuperintendent of Schools, 114\n\n^- \"•\n\nWILLIAM S. Hjt;sN^E^R,^A3^, ;o^3, O\n\nHigh School, Columbu..\n\nFort Scott.\n\nW. 8th St., Pittsburg.\n\nU-Jefferson St., Junction City.\n\nM. LomsE Jo--jAM/8^i^Umv.^of\nGeorge S.^Murr^v.^\n\nNormal School, Hays.\n\n^^cK\n^^\n\nMechanic St..\n^^^^^ ^^^^^, 3^,^„,_ ^,^\n\nEmporia.\n\nSchool, Emporia.\n\n^^ Department of\n\nCommerce, Kansas State Normal\n^Mich^^^\nNormal School;\n^.^^^^^ ^^^ Law, Kansas State\n\nUmv.^of\nMARV ALICE WHITN^.^, A-B^- ;°3,\nres. 827 Market St.,\n\n,,06\n\nFELIX E.\n\nEmporia.\n\n^^^^^^l^lV^fcl^rr^^r-^ ---^^.^\"\"Tr-o'^Stniv.\n\nJ— Hi,^^i^^o?^^s^sS^er:^rSriy.f&M:^d^e,\n\nEmporia.\n\nANDREW J- Lo;^^-p,,i,tendent of City Schools, 629 E. 5th St., Cherryvale^\nw- s. ---^-^..^-^^Ph^^s °{:^^^^Sg?\"i^^^^^\nJ.\n\nM. RHODES,\n\nA^^..Ind.S.^U;nv^^^M.\n\n^v^^^\n\n^^^\n\n_\n\n^^^^ ^^^^,^^^,^„\n\nSt..\n\nres.,\n\n833\n\n-™-^ - -^i3ilS.^^-y'sch^^:6S^e^^:^^^\nROWLAND HKNRVpRiT....E,^Phil^^oo.Um\nMerchant\n\nSt.,\n\n^^^^^^ 3^^,, formal School;\n\nEmporia.\n\nE-- ' ^;;^rliSrin^i^t-.^1chK-Harper.\nINSTITUTIONS\nI.lFE\n\n,886\n\nBoard oe Educatwn,.\n\nAb™^ ^^^^^^\n\nMEMBERS\n\n^^^^^^^^^^ ^^\n\n^ ^^j^^^^^ ^^ilene.\n\nBOARD OF E°\"'^*™^^S°L.? mtiiohn; Clerk, W. T. Coolidge, Dodge City.\n\n"}
{"page": 797, "printed_page": null, "text": "Kentucky]\n\nLIFE, ACTIVE, A\\D CORRESPONDING MEMBERS\n\n7S5\n\n^.KSS.KS—Continued\n1886\n\nBoard or Edccation. City of Ottawa.\nPresident, J. E. Bycrs; Clerk, F. .\\. W.i.i.ile. (Jtl.iwa.\n\nBoard of Education*, SKDr.wir»:.\nSuperintendent, Robert N. Halbert; Clerk. G. P. .Schoulen, Soilgwick\n\nRiley County Educational .Vssociation.\nPresident, L. G. Folsom. Manhattan:\n\nSecretary,\n\nMary .M;ixwcll, Lconardvillc.\n\nTeachers' Association of Cowley County.\nPresident, Henrietta V. Race; Secretary, N'cllic Chase, Winficld.\n\nactive uf.ubers\n1807\n\nKansas State Acricitltural Collec.e.\nPresident, Ernest R. Nichols; Librarian. MarRarct J. Minis, Manhattan.\n\n1899\n\nMidland College.\n\n1000\n\nPresident, Rev. M. F. Troxcll; Librarian, Robert J. Peters, .\\tchison.\nFree Public Library, Topeka.\nPresident, Edward Wilder; Librarian, Mrs. E. S. Lewis, Topeka.\n\niQOj\n\nIQ03\n1905\n\nUniversity of Kansas, Library.\nChancellor, Frank Slroni?; Librarian. Carrie M. Watson, I-awrence.\nBaker U.s-iversitv, Library.\nPresident, L. H. Murlin; Librarian, Mrs. E. M. Wood, Baldwin.\nKansas State Library.\nLibrarian, J. L. King, Topeka.\nState Normal School of Kansas. Library.\nPresident, Joseph Henry Hill, Emporia.\nWestern Branch Kansas State Normal School, Library.\nPrincipal, W. S. Pitkcn. Hays.\n\nKENTL'CKY\nuember\n\nlife\n1877\n\nWilliam Henry Bartholomew, LL.D., '01, Ky. St. Coll.\n1881, Principal of (iirls' High School, 426 E. Gray St., Louisville,\n\ni88g\n\nGeoroe J. Ramsey. A.M.. \"So. Hampden Sidney CdII.;\n\nactive members\nLL.I).. \"08. S. W. Prcsliy. I'niv,\n\nChairman of the State Camiwign Commiltee for I'opular Lducalion, Elsmorr P.irk\nLexington.\n1891\n\nMcHesry Rhoads. A.M., West Ky. Coll.; Ph.M., Hartford Coll.\n\n1803\n\nEdgar H. Mark.\n\n1804\n\n1894. Su|jcrintendi-nl of Schi>ols. 420 W. Walnut St.. I^misville.\nArthur Cary Fli-,shman. A.M.. Columbian I'niv.\n\n1900,\n\n189s\n\n1896\n\nSuperintendent of City Schools, 525 GrifTith Ave., Owensl>oro.\n\n1907. Deiwrtment of Pedagogy. Kentucky State College, Lexington.\nLrviNCSTONE McCartney.\n1903, Suijcrintcndcnt of Schools, cor. Center and Green St.'*., HenderMin.\n\nJohn Morris. A.M.. 'oi, f>hio t'niv.\n1895,\n\nSuperintendent of Public Schools, 839 Scott St., Cuvington.\n\nIda RLTX)Lr.\n1895,\n\n1897\n\nPrincipal of the Monsarral School. 2417 W. Chestnut St., I.nuisville.\n\nAM., <)hi<i We*. Univ M.Pd., Ohio Univ.\nSuijcrintcndcnt of City Sthools, jio h. Winihexter Ave., Aohland.\n\nJohn Grant Crabbk, A.B\n1890,\n\n;\n\n.\n\nCrni. Nor. Coll A.M.. '98.\nTeacher in .S<iUlhcrn .Normal .Schtiol, f>jo, nth .St\n\nJohn Milton Gimm.iams, A.H\nIU04.\n\n,\n\nReubkn Post Hailk'k. AH, 'Hi, A M\nI'rintipal of Boys'\n\n,\n\n'./.,\n\nKuwling (Wren.\n\n,\n\nValr Univ\n\nHigh School, 1140, jd Ave\n\n,\n\nI.oui.tvillc.\n\nAnna C. Roth.\n\nI>iuii>\\illr.\nit/35. Trathcr of Englinh. Commerdal Sch'ml. 1441 W. Chnanul Si\nJohn Wibt I)insm<>rf, A.M '01. Itrrrn Coll.\nOtan ol .Normal l>r|i.iiliiirnt and I'roltMw.r of Prdagogy, Brrra {'ollrgr, Hrtrj.\nI'/x,,\nMilkh El-crni: Marsh, A B 'oi. f)brrlin Coll\nUcan of Academy of Berea College, Berra.\nWilliam » Pirrv. A M '91. Kv Si Univ\n.\n\n1898\n\n.\n\n.\n\n,\n\nPnniltMl ul l'ul»h>\n1H99 Isaac MitoIILL. B S<\n\n'Ko\n\nA B V-\n\nI'rimilnl ol S\n\n1900\n\nS. L. Frocok.\n\n1901\n\nJamf*\n\n\\\\\n\n'\n\n'\n\nW Walnul Si\n\n'\n\nh\n\ni\n\n.\n\nA M\n\n,\n\ny?\n\nilrgialr InMilulr.\n\ni\n\nI./nil»vllle\n\nHauoNrr (nil\n(\n\namplielUvllle.\n\nam, 'Mo, Brthcl Coll\n.Su|irrinicodcni \"I SthooU. Grrenvillr.\n\nW Rrai.sir. B S<\ni8.y4,\n\nErniat P CiiAriN\n\\,r,\\,\n\n*\n\n'.,!\n\nM\n\nI\n\n\"\n\n'\n\n'\n\nTri Stale N«if Coll\n-18, i7ih Si, AiJilamI,\n•\n\n-..\n\nPrm<i|Mlol\n\nGtoRor, Aiirv Hrii»»i\n190ft.\n\n.\n\nPrin<i|Mlo(l\n\n1\n\n.\n\n.Sl.Uiu.l\n\nB S\n\nI'rriudeni of\n\n.\n\n'.yi.\n\nA M\n\n,\n\n'.>i.\n\nHighland Collrgr\n\n..,j<\n\nI'h\n\nv\n'.'\n\nW.T.St. Clair. A.B. '80. AM .'07. rrntrr Coll. Ky\ni8«7.\n\n..\n\nIroning II\n\n.\n\n^\n\nBrmik St\n\nH\n\n,\n\n.\n,\n\n,..\n\n,\n\nI.nui»v(l1f,\n\n'o». ( olumbia I'nlv.\n\n-^\n\n.,...,„,\n\nHead of Uiin l>e|iBrlmrnt. Male High S<h\"'.l. i4»M (.arvin PI\n\n.\n\nI\n\nnui>v<llc.\n\n"}
{"page": 798, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n^86\n\n[Kentucky\n\nKENTUCKY— Cowimw^d\n1901\n\n1002\n\nFrederick Floyd Thwing, A.B., '89, Oberlin Coll.\n^\nr.\nct\n-n\n1902, Instructor in Mathematics, Manual Training High School, 2214 Brook St., Louisville,\n.\n\nFaustin\n\nS.\n\nDelany, A.B., '78, A.M.,\n\n'96,\n\n,\n\n,\n\n•\n\n,\n\n,\n\nWilberforce Univ.\n\nDirector of Colored Department, Kentucky Institution for Education of the Blind\ncor. Haldeman and Letterle Aves., Louisville.\n\n1906,\n\n,\n\nLouisville Nat. Med. Coll.\nClarkson W. Houser, M.D.,\n1882, Teacher of Mathematics, High School, 1200 W. Chestnut St., Louisville.\n'00,\n\n1903\n\nAlfred Livingston, B.Sc, '87, Southern Nor. Sch.\n1906, Principal of High and Manual Training School, Henderson.\nJames H. Fuqua, Sr., A.M., '59, Bethel Coll., LL.D.\n1904,\nJ.\n\nState Superintendent of Public Instruction, Frankfort.\n\nByron LaRue.\nPresident of Owensboro College, 1503 Frederica St., Owen.sboro.\n\n1901,\n\nEdwin E. MacCready.\nSupervisor of\n\n1904,\n\nManual Training, Male High School;\n\n1315\n\nres.,\n\nEdenside Ave.,\n\nLouis\\ille.\n\nEnos Spencer.\nPresident of Spencerian Commercial School, 6th and Main Sts.. Louisville.\n\n1892,\n\n1904\n\nFrederick J. Corl.\n1892,\n\n,\n\nc- ^.\nIn charge of Drawing Department, Du Pont Manual Training High School, cor.\n,\n\nBrook and Oak Sts., Louisville.\nC. M. LiEB, A.B., Univ. of Mo.\n1904,\n\nSuperintendent of Schools, High School, Paducah.\n\nJohn Maddox.\n1903,\n\nSuperintendent of City Schools, 304 Taylor Ave., Bellevue.\n\nAlexander Reed Milligan, A.B., '61, A.M., '64, LL.D., '02, Ky. Univ.\n1S70, Professor of Latin, Kentucky University, 376 S. Broadway, Lexington.\nIrene T. Myers, Ph.D., '00, Yale Univ.\n1903, Dean of Women's Department, Kentucky University, Lexington.\nSarah Logan Rogers, Grad., Teachers Coll., New York.\n1904, Primary Supervisor, PubUc Schools, iig \\V. St. Catherine St., Louisville.\nElizabeth Graeme Barbour, A.B., '96, Bryn Mawr Coll.\nHead of English Department, Girls' High School; res., 1223, 4th Ave., Louisville.\nJ. P. W. Brouse.\n1904,\n\n1905\n\nSuperintendent of City Schools, Somerset.\n\nThomas Crittenden Cherry, A.B., '90. Southern \\or. Sch.\n1905,\n\nD.\n\nS.\n\nSuix:rintendent of City Schools, College St., Bowling Green.\n\nClinger, B.Sc, '03, Nor. Normal Univ.\nSuperintendent of Public Schools, 1035 E. 2d St., Maysville.\n\nGeorge Burbridge Frazee, Jr., B.M.E., '02, Ky. State Coll.\nTeacher in Manual Training High School, 108 E. Jacob St., Louisville.\nJoseph William Ireland, A.B., '02, A.M., '03. Centre Coll.\n1905, Superintendent of City Schools, Logan Ave., Stanford.\nMary K. Keating.\n1903,\n\n1903, Principal of California School, 414 W. Chestnut St., Louisville.\nA. J. Kinnaman, A.B., '99, A.M.. '00, Indiana Univ.; Ph.D.. '02. Clark Univ.\n1906, Dean of Pedagogy, Western State Normal School, Bowling Green.\n\nR. G. Lowrey. A.B., Central Univ\n\nKy.\n1890, Principal of High School, Nicholasville.\nJames K. Patterson, M.Sc, Ph.D., Hanover Coll.; LL.D., Lafayette Coll.; F. R. H. S.\n1869, President of State CoUcge of Kentucky, College Campus, Le.xington.\nS. S. Robinson, A.B.. '03, Central Univ.\n.\n\nPrincipal of Schools, Ovventon.\n\nHomer Oscar Sluss, A.B., '95, Western Reserve Univ.\nPrincipal of High School, 1444 Madison Ave., Covington.\n\nJessie Stewart.\n\nHead of the Department of Mathematics, Girls' High School, 1331 Brook\nWilliam H. Tharp, A.M., '72, M.M. Coll.\n\nSt., Louisville,\n\nPrincipal of University-Flexner School, 1047 Second St., Louisville.\n\n1906\n\nH. H. Cherry.\nPresident of the Western Kentucky State Normal School, Bowling Green.\nH. L. Eby, A.B., '06, N.at. Nor. Univ.\n1906, Superintendent of Public Schools, 302 Taylor Ave., Bellevue.\nBurris a. Jenkins, A.M., S.T.D., Harvard Univ.; D.D., Ky. Wes. Univ.\n1901, President of Kentucky University, Lexington.\n\nCarolina Kopmeier.\nA.\n\nS.\n\nJ.\n\nE.\n\n1882, Principal of Portland School; res., 1408 Washington St., Louisville.\nMackenzie, A.M., '02, Univ. of Glasgow, Scotland.\n1899, Professor of English and Logic, State College of Kentucky, Box 208. Lexington.\nMannix, B.Sc, '81, Cent. Nor. Coll.\n\n1902,\n\nSuperintendent of Schools. Lancaster.\n\nThomas B. McCartney, Jr., A.B., '95, Milligan Coll.; A.M.. '02\n1902,\n\nProfessor of Greek, and (1906)\n\nPh.D..\n\n'02,\n\nUniv. of Va.\n\nDean of Faculty. Kentucky University, Lexington.\n\nEllsworth Regenstein\nSuperintendent of Schools, 522 E 4th St., Newport.\n\n"}
{"page": 799, "printed_page": null, "text": "AND CORRESPONDING MEMBERS\n\nLIFE, ACTIVE,\n\nLouisiana)\n\nygy\n\nKEXTUCKV—C'onii»ii«-</\n1006\n\nBkttie M. Robinson, A.R., GcorRciown Coll.\n1905. Principiil of High Sthool. Lancaster; home address, Campbclls\\ille.\nChristian Kkrdinand Ri-uoi.n. LL.B \"qo. A.K., 'oi. Cniv. of Kans.\n1005. Acting Professor of Chemistry and Physics, Clark Lecturer on Stimulants and\nNarcotics, and (lyoo) Acting Dean, Uerea College, lierca.\nRoscoE T. Whittinohill. Pd.B.. '03. Ky. Si. Coll.\n1900. Assistant Principal of High School; res., 323 \\V, sth St.. Owensboro.\n.\n\n1907\n\nCaroline\n\nB. Bovrcard.\niSgi, Supervisor of Music. City Schools, 1024\n\nHepburn .-\\ve.. Louisville.\n\ninstitutions\n1903\n\nBerea College, Library.\n\nMJO4\n\nI^)LMSVILLE FREF. PlBl 10 LiHRARV.\nlibrarian, William\n\n1906\n\nLexinc.ton\n\nPresident, William G. Krost; Librarian, Kupheniia K. Corwiu, Berea.\n!•\".\n\nYust, Louisville,\n\nLibrary.\n\nPi-Bi.ir\n\nLibrarian, M. K. Bullitt, Lexington.\n\nLOUISIANA\nACTIVE MEMBERS\n1889\n\nMiss Marion Brown, Grad., '77. Peabody Nor. Sem.. .and '88, St. Nor. Sch.. Oswego. N. Y.\n1902, Vice-Principal of McDonogh High School No. 3, 740 Esplanade .Ave., .New Orleans.\n\n1892\n\nGeorge Soul£.\n\n1894\n\n.Miss H.\n\n1895\n\nWarren JIaston. .\\ B.. '71. B.Sc.. St. Univ. of La.\n\n1896\n\nB. C.\n\nPresident of Sould Commercial College and Literary\nNew Orleans.\n.\\.\n\nIn.slitute,\n\n603 St. Charles St.,\n\nSuter.\n\n1878,\n1888,\n\nPrincipal of\n\n.McDonogh High School No. 2, 636 Jackson .\\\\e., New Orlearu.\n\nSuperintendent of Schools, 1O28 State St., New Orleans.\n\nCaldwell.\n1896,\n\nPresident of Slate Normal School, Natchitoches.\n\nEveline A. Waldo.\n1885,\n\n1897\n\nKindergarten Training Teacher, 1337 State\n\nSt.,\n\nNew Orleans.\n\nClara G. Baer, Grad., '91, Pos.se Gymnasium, Boston.\nProfessor of Physical\n\n1891,\n\nNewcomb G»llege. 't'ulane UniN-ersily. 2722 St.\n\nI.duiation.\n\nCharles .\\ve.. New Orleans.\n\nBranut V. B. Dpcon, A.B., '70. A.M.. '73, Cornell Univ.; LL.D., '90. S. W. Univ.,Tenn.\n\nNewcomb Memorial College, 1220 Washington .\\ve.. New\n\nPresident of H. Sophie\nOrleans.\n\n1886,\n\nEowin .•\\nniroTT. B.Sc, '04. .\\,M 'o<;. Columbia I'niv.\nPrincilKil of .Newman .Manual Training School. 1831 Peters .\\ve., N'l-w Orleans.\n11/34,\n\n1899\n\nJames\n\n1906\n\nC. H. Carson, Jr.. A.B., '83, Emory Coll.\n\n,\n\nand Physics, I>oui.siana Indu^t^i.ll Institute, KuMon.\n'<w, Tulanc I'niv.\n1901, .Vssistant Suiierinli-ndrni of Public Schools, 3425 Canal .St., .New Orleans.\nJohn Robinson Connifp. .\\ B '04. Tul.mc I'niv.\n1898,\n\n1901\n\nProfcs.sor of Chenii.>try\n\nNicholas L. .\\. Bai'kr, B.Sc., '97, .\\\n\nM\n\n,\n\n1901, yVisistant SuixTintcndent of Public Sthools. 4013 Prytania St.. New Orleans.\nK. W. Perkins, A B.. '72, A.M., '7';. Ph t) '9,1, Bucknrll Univ\n1931, President of Leiand University, 7o\"J St. Charles Ave., New Orleans.\n.\n\nifXJ2\n\n\"98. Univ of Mo.\nKi.wiN BooNK Craigiieaij. a B '81. AM.. \"««. Central rolli-gr; LI.\nPresident of Tulanc Univcriiiy of Louisiana, .New Orlcar>».\n1903,\n.\n\n.\n\n.Catiierink Kelly.\nPriniipal of\n\nMcDonogh School .No, i, 2346 l-aurcl .Si., .New Orlcan.«.\n\nLizziK Kkllv.\nPrinciixil of .McDonogh School .No. 4,\n\n1903\n\n2225 Conjaance St., New Orlcan*.\n\n.Morto.v A. ALDBini. A.B., 'os. Harvard Univ.; Ph D '97. Halle\n1901, ProfcMor of Eioiiomiiii, Tulanc Univcrialy o( I.ouiKtalu, .New Orleatu.\n.\n\nM\n\n•!>«, Univ of NaJivllle,\nJamks B. .Vswell, a B.. '93, IValH.ly Coll A\n1904, Slate Supcrinlrndrnl of Public Education Stale llouir, B.ii.ni\n,\n\n,\n\nJuiSIK SpKARISG, .\\ B \"o^. Nrwiomb Coll\nTeacher in High .School, 87 1 Cotton St\n190s,\n\nl<..ugc.\n\n.\n\ni.>34\n\nEowiM LrwiH STrPiir.ss, A B\n1900.\n\n'92.\n\nLa\n\nStair\n\nUniv\n\n;\n\nSlirrvrl»»rt.\n\nPd M\n\n'.j;\n\nTlloM*s A B\n\n1901,\n\nTmomah I>.\n\nPd D\n\n.\n\nW New\n\nS<«ilhwr«rm lymiMan.i hvluMrul ln«liiulr. and\nSchool Review.\" I^fayrltr\n.\n\n\"\n\nNal\n\nPari«h .Sui«-rinirni|rnl of I'ublu S<hiioU\n\nA M\n\nS'urk Univ.\nIxuiiUiU\nof\n\nl-Ulilor\n\nPrr«i<lrnl of\n\nNor t'niv\n19/ 1, Print i|mI of High S<li.»il. .\\r<.idia.\n'<)j\n>h ChriMitn Briw\nA \\I\nI.Ksfssr. Jirsirii AiirM^s A B\n\nSTKrHKS S\n190s\n\n,\n\n,\n\n(!oll\n\n,\n\nTcni.\n\nl.dfa)-rtlr\n\nLI, D '97\nrrrsidcnt of Louiiuana Stale Univrrwly, Baton Kougr.\n\nIlovo\n\n'72\n\nCvRi's J. Brown.\n.Suprrinlrndcnl of Sch<ioU of llirrvillc\n\nP«n«h\n\nl'l.i<|Urminf\n\niVaU-ly Nor Coll.\nHanh^in. L of I\n1901, Primi(ml of .New (.)rlran* N<irmal School. ii4» < on»lamc Si\n\nMarcarkt C.\n\n.\n\n,.„.,>,\nNrw Orl«an».\n,\n\n"}
{"page": 800, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n^88\n\n[Maine\n\nLOUISIANA— Cow/tnitet/\n1905\n\nRobert Emmet Hingle.\n1904. County Superintendent of Schools, Pt. de la Hache.\nVictor Leander Roy. B.Sc, '9°-\n\n1904,\n\nSuperintendent of Aroyelles Parish Schools, Marksville.\n\nD. B. Showalter. '88, Juanita Coll.\nSuperintendent of Schools, Ascension Parish, Donaldson viUe.\n\n1906\n\nS.\n\nH.\n\nA. Alleman, A.B., '98, La. St. Univ.\n1905, Parish Superintendent of Public Schools, Napoleonville.\nJ.\n\nBeadle, A.B.,\n1893,\n\n'93,\n\nA.M., '97, B.Sc, '01, Jefferson Coll.,\nEnglish; 1903, Head of Bookkeeping Department, Jefferson College,\nConvent.\n\nProfessor of\n\nSt. James College,\n\nTimothy Oscar Brown, B.Sc, '80, Nor. Sch., Dickson, Tenn.\nSuperintendent of Public Education of Onachita Parish, 207 Miro St., Monroe.\n\nD.\n\nF.\n\nDudley, B.Sc, '88.\n1906,\n\nSuperintendent of City Schools, 1505 Hodges St., Lake Charles.\n\nW. G. Evans.\n1905,\n\nParish Superintendent of Schools, 235, 23d Ave., Covington.\n\nClarence Cherrington Henson, A.M., '03, Columbia Univ.\nVice-Principal of Isidore Newman Manual Training School, 1628\n\nState St.,\n\nNew\n\nOrleans.\n\nChristopher Edwin Ives, A.B., '90, La. St. Univ.\nPrincipal of East Carroll High School, and Parish Superintendent of Education,\n1 90s,\nLake Providence.\nJohn E. Keeny.\nState Institute Conductor and Assistant State Superintendent of\n\nEducation, 408\n\nN. Boulevard, Baton Rouge.\n\nJohn McNeese.\n\nParish Superintendent of Schools, 1105 Reid St., Lake Charles.\n\n1888,\n\nGeorge W. Reid.\n1904,\n\nSuperintendent of City Schools, 701 Jackson St., Monroe.\n\nCharles F. Trudeau.\n1905,\n\nParish Superintendent of Schools, New Roads.\n\ninstitutions\n1901\n\nNew Orleans Normal School.\nPrincipal, Miss\n\nMargaret C. Hanson; Librarian, Grace Seeds, 1142 Constance St.,\n\nNew Orleans.\n1906\n\nAssumption Parish Teachers' Association.\nPresident, Charles J. O'Farrell; Secretary, Miss Anna K. Fey, Napoleonville.\n\nState Normal School, Natchitoches.\nPresident, B. C. Caldwell, Natchitoches.\n\nLIFE\n\n1889\n\nmember\n\nEdmund Wentworth Wright, A.B., '66, A.M., '69, Harvard Coll.\n1901,\n\nPrincipal of High School,\n\nOld Orchard.\n\nactive members\n\n1892\n\nMerritt Caldwell Fernald, A.B., '61, A.M., '64, Ph.D., '81, LL.D., '02, Bowdoin Coll.\nProfessor of Philosophy, Emeritus, University of Maine, 54 Main St., Orono,\nW. J. Corthell, A.B., 's7, A.M., '60, Waterville Coll., LL.D., '88, Colby Univ.\n\n189s\n\nJohn S. Locke.\n\n1890\n\nCalais.\n\n1894,\n\nSuperintendent of Schools and President of York Institute, 42 Middle St., Saco.\n\nWilliam Wallace Stetson, LL.D.\n189s,\n\n1901\n\nState Superintendent of Public Schools, Augusta.\n\nMyron E. Bennett.\nEx-Superintendent of Schools, Sanford.\nWalter Earle Russell, A.B., '93, Wesleyan Univ.\n190S, Principal of State Normal School, Gorham.\nWilliam Henry Snyder, A.B., '85, A.M., '88, Harvard Univ.; D.Sc, Colby Coll.\nWayne.\nCharles Lincoln White, A.B., '87, A.M., '90, Brown Univ.; D.D., '02, Bowdoin Coll.\n\n1901,\n\n1903\n\nPresident of Colby College, 33 College Ave., Waterville.\n\nViola Marie White.\nInstructor in Geography, Botany, and Drawing, State Normal School, Gorham.\nAlfred Williams Anthony, A.B., '83, A.M., '86, Brown Univ.; D.D., '02, Bates Coll.\n1887, Professor in Cobb Divinity School, Bates College, 336 College St., Lewiston.\nMrs. Bertha M. Babb.\n1888,\n\n1903\n\nPrincipal of School of Domestic Science, 43 Casco St., Portland.\n\nGeorge H. Babb, M.E., '90, Univ. of Maine.\n1894,\n\nPrincipal of Walker Manual Training School, 43 Casco St., Portland.\n\nM. Grace Fickett, A.B., '96, Tufts Coll.\n1897,\n\nInstructor in\n\nDepartment of English, Gorham Normal School, Gorham.\n\n"}
{"page": 801, "printed_page": null, "text": "LIFE, ACTIVE, A\\D\n\nMarylanJ]\n\nCORRESPONDING MEMBERS\n\n789\n\nMAINE—Co/i/ifiuerf\n1903\n\nDrew T. Harthorn-, A.B., '04, A.M., 'q7, Colby Coll.\nPrincipal of\n\nHigh School, Rumford Kails.\n\nWiLLi.\\M Dkwitt Hyde, A.R., '70, Harvard Coll.; D.D., Harvard\nSyracuse l'niv\nPresident of Bowdoin College, Brunswick.\n\nL'niv.,\n\nand Bowdoin\n\nColl.; LL.D.i\n\nEdgar .\\lonzo Kaiiari., AM., 'qo, Bowdoin Coll.\n1005. I'rincipal of High School, 167 Main St.. Brunswick.\nGeorc.e H.\n\nI).\n\nI.'.VMorRKi X.\n\n1005,\n\n.X.B..\n\n'97.\n\nTraip .\\cademy, Kittery.\n\nl'rinii|xd of\n\nEdward H. McLaciims, A.B., 'S3, A.M., '86, Dartmouth Coll.\nii>oi,\n\nWii.\n\nII.\n\nSuperintendent uf Schools, 60 Pearl St., Bath.\n\nMorton.\n\nTeacher of Manual Training, 43 Casco St., Portland.\n'78, AM.. 'Hi, Bowdoin Coll.\n1883, Principkd of Slate .Normal School, 58 High St.. I'armington.\nB. P. S.sow, A.B., '55, A.M., '58, Bowdoin Coll.\nLit)rarian of Parsons Memorial Library, and Superintendent\n1898,\n\n.\\ssistant\n\nGeorge Colby Plrington. .\\ B\n\n.\n\nPublic Schools,\n\nof\n\nAlfred.\n\nMary .\\bigaii- Stevf.ns.\n189s,\n\nHead of Engli.sh Dejjartment, High School, 374 Main St., Lcwiston,\n\nRt. Rev. Louis S. Walsh. S.T.L.. J.C.L.. '83. D.D.\nRoman Catholic Bishop of Portland, 307 Congress St., Portland.\n1004\n\n1905\n\n1906\n\nLucy Hale Tapley.\nSuperintendent of Teachers' Profes.sional Department, Spelman Seminary, Atlanta,\nGa.; home address, West Brooksville.\nGeorge Emory Fellows, Ph.D., 'go, Heme; L.H.D.. '02, I^iwrence Univ.; LL.D., 'oj, Bowdoin Coll.\nPresident of The L'nivcrsiiy of .Maine, Orono.\n19C'2,\n\nWilliam H. Brownson. A.B\n1905,\n\n'77. A..\\I.. '06.\n\n.\n\nColby L'niv.\n\nSuperintendent of Schools. Portland.\n\nPayson Smith, A.M.. '03. Tufts Coll.\n1903.\n\nSuperintendent of Schools, 185 Main St., Auburn.\n\ninstitutions\n1903\n\nBates College, Library.\nPresident, George C. Chase; Librarian, Caroline A. Woodman, Lew.ston.\n\nU.siVERSiTY OP Maine, Library.\nPresident, Gwjrgc Emory Fellows; Librarian, Ralph K. Jones, Orono.\n\n1906\n\nPORTLA.S'U PfBLIC LiBRAKV.\nLibrarian, Alice C. Furbush, Portland.\n\nMAkVI.A.M)\nlife\n\n1876\n\nmember\n\nSarah E. Richmond.\n187s,\n\n,\n\n,\n\n.,\n\n,\n\n....\n\n.\n\n,.\n\nVice- Principal of State Normal ScIkkjI, jjoS Ma<lis<>n Ave., Bultimore.\n\naitive members\n1885\n\nHenry Alexander Wise. Grad. of V. Mil. Inst.\n\n1891\n\nJohn E. .McCahan, A.M., V)9. Di'kins-.n Coll.\n\n1892\n\nJames H. Van Sickle. A. B.. V), A.M., '98, l'niv. of Colo\n\nKXX),\n\n1884,\nK^oo,\n\nA.ssi.stant\n\n,,..,11\ni.\n.Mulberry c\nSt., Baltimore.\n\\\\\n1\n\nFirst .Vs-sistant SuiJcrmlciidrnt of Schools,\n\n1\n\n1\n\n•\n\n.\n\nSuperinundent .if Public StiKN.U. 507 N. Carrolllon Ave., Baltimore.\n\n,...,,\n\nSujirrintcnilent of In.struition, Sihoi>l .\\ilniiniMrati»ii Buildiim.\n\nmy\n\n,\n\n.\n\nl.iiulrii\n\n*\nAtc.\n\nBaltimore.\n\n1894\n\n-'I-\n\nlH,/.\n\nDanielC. (iMMAS, A.B, AM LLl)., ValeCnll. and Iliirvard Coll.\nPrntidrnI Kmmlujt of J.ihim Mo|jkin» lnivTr»ily. and K» Prc»i<lcMl of\n\n^'JJJ,,^\n\nA.v-KiatePrinci|ulnf Friends' School, I43J MtCulloh St.. Hahimore.\n,\n\nInMiiuiion «( Wa>liini{lnir.\nII ARkv\n\n1807\n\nI\n\nlie (\n\n.iriKgie.\n\n614 Park .\\vc., Uallimorc.\n\nMarc RowK, PhlJ.,'9J. Waynn.burtt Coll.\n\n'/a( HAHIAII\n\nSrcrrlury and Irrasurcr of the SailU-r Rowc ( o., it vt. l-ayrllc SI\n\n,\n\nlUltlmure,\n\nC Kb^igii.\n1900,\n\nPrinii|xil of\n\nFranklin lliRh School, Rrl»ter«town.\n\nAM 'o< Columbia L'niv.\nDcin of .National Park .Seminary,\nI.LI)\nThomah FrLL. AM Ph\nollnje, Anna|i<>ll*.\nI/oBA S<i»rr.\n\nI90<J,\n\nI8.P4\n\nren.,\n\n.\n\n.\n\n.\n\n188A.\n\n,\n\nA»»i»l.iiil\n\nl>\n\nPrcnidcnt o( Si\nL)irert>rt^\n\n,.\n\n.,\n\nl<irr»t iiirn.\n\n,\n\nJohn » (\n\nUlKiralory of\n\nol\n\nl'>yihi>l<i«y\n\nand INyihurgy. Chevy Ch».* Cinle, Chevy\n\ni'.ha.»c.\n\nAlbert J. (JMisDr.R.\n1806\n\n.\n\n...\n\n.\n\n,\n\n,.\n\n.\n\nDrnlon.\n\ni\n\n1.\n\nVlccPriniiiMl of StIuKil No. 6>. and In.iruii..r \"( Uiin and (.crman in Pirt«raiory\nSthiwl Deinrtmeni; jo»8 W. .N.Jrth Ave Uallimorc.\n.\n\nPrimiiMl\n\n•\n\n'\n\n\"\n\n-nil\n\nM. Bauh SrrPHESH, A M\nStale Su|-\n\n•\n\n1\n\nSthool No. ». t-roMburc\nPh I) 'oi. \\V».h Coll.\n\nC..1I\n\n.\n\n.\n\nPublic l-lilinalton, Anna|»>ll»;\n\nrr»\n\n"}
{"page": 802, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\nygo\n\n[Maryland\n\nUK&Y'Lk'HT)—Continued\n1898\n\nJohn Thomas White, Grad., '78, Mercersburg Coll.; A.B\n\n'78, A.M., '84, Franklin and Marshall Coll.\nCounty Superintendent; Secretary and Treasurer of Board of School Commissioners,\n24 S. George St., Cumberland\nA. Marsh.\\ll Elliott, A.B. '66, A.M. '78, Haverford Coll.; A.B., '68, Harvard Coll.; Ph.D., '77,\nPrinceton Univ.; LL.D., '91.\n1876, Professor in Johns Hopkins University, 18 E. Eager St., North Baltimore.\nEdward H. Griffin, D.D., Amherst Coll.; J,I,.D., Princeton Univ.; '05, Williams Coll.\n1889, Professor of the History of Philosophy and Dean of the College Faculty, Johns Hop,\n\n1900,\n\n,\n\n1899\n\nkins University, Baltimore.\n\nlyoo\n\nF.DWiN Hebden, a.m., '01, Dickinson Coll.\nPrincipal of Group \"A\" Public Schools; res.. Tuxedo Park, Station L, Baltimore.\n\nMrs. Elizabeth E. Pippin.\n1894,\n\nVice-Principal of High School, Denton.\n\n1931\n\nVirgil Mores Hillyer, A.B., '97, Harvard Univ.\nHead Master of Calvert School, 10 W. Chase St., Baltimore.\n\n1902\n\nJacob Grape, A.B., '86, A.M., '89, St. John's Coll., Md.\n1902, Group Principal of Schools, 2430 N. Calvert St., Baltimore.\nAlbert S. Cook, A.B., '95, Princeton Univ.; A.M., '06.\nSuperintendent of Baltimore County Schools, Towson, Sta. A, Baltimore.\nWillard C. Aldrich.\n1896, Instructor in Manual Training, Jacob Tome Institute, Port Deposit.\n\nino,5\n\nHerbert Ernest Austin, B.Sc, '90, Worcester Poly. Inst.\n1892, Professor of Sciences, State Normal School, 324 E. 22d St., Baltimore.\nJohn Shaw French, A.B., Bowdoin Coll.; Ph.D., Clark Univ.\n1898\n\nProfessor of Mathematics, Jacob Tome Institute, Port Deposit.\n\nJames Frederick Hopkins.\n1906,\n\nDirector of Maryland Institute, Howard St., Baltimore.\n\nSarah Pielert.\n1891, Principal of School 6, District 15, Baltimore County, Bengies.\nIra Remsen, A.B., '65, Coll. of City of N. Y.; M.D., '67, Coll. Phys. & Surg., N. Y.; Ph.D., '70, G6ttingen; LL.D., Columbia, Princeton, Yale, Toronto.\n1901, President of Johns Hopkins University, Baltimore.\nEleanora Robe.\n1901, Vice-Principal of School No. 38, 1037 N. Eutaw St., Baltimore.\nArthur Francis Smith, A.B., '92, A.M., '97, West. Md. Coll.\n1900, Principal of Central High School, Box 12, Lonaconing.\nHenry Zoller, Jr.\nPrincipal of Group 2. Public Schools, 1323 W. Lanvale St., Baltimore.\n\n1904\n\nCaroline A. Drought.\n1901,\nJ.\n\nPrincipal of School 29; res., 901 Cold Spring Lane, Baltimore.\n\nMontgomery Gambrill.\nHead of the Department of History and Civics. Baltimore Polytechnic Institute,\nand Editor of the \"Maryland Educational Journal;\" 2102 Chelsea Terrace, Baltimore.\n\nShadrach Simpson, Ph.D.\nCounty Superintendent of Schools, Westminster.\n.\\nne Belle Townsend.\nTraining School for Nurses, Johns Hopkins Hospital, Baltimore.\n\nHoward E. Young.\n1901,\n\n1905\n\nVice-Principal of School No. 115, 1832 Druid Hill Ave., Baltimore.\n\nMary E. Ford.\n1904,\n\nTeacher of English, State Normal School No. 2, Frostburg.\n\nWilliam J. Holloway.\n1903,\n\nTeacher of Physics, and Manual Training, State Normal School, Baltimore.\n\nCora B. Jackson. A.B.\nTeacher of English, Hi'^h School, 513 Mosher St., Baltimore.\nEdward Martin Noble, A.B., and A.M., Washington Coll.; A.B., Swarthmore Coll.\nCounty Suiierintendent of Schools, Denton,\nn. T. Pratt.\nSupervisor of Practice, 1934 Druid Hill Ave., Baltimore.\nOlin R. Rice, A.B., '99, Dickinson Coll.\nPrincipal of Beall High School, Frostburg.\nMargaret M. Robinson.\n1889, Principal of Girls' High School, Frederick.\nGeorge Washington Ward, Ph.D., '97, Johns Hopkins Univ.\nigos, Principal of State Normal School, Lafayette and Carrollton Aves., Baltimore.\nHenry Skinner West, A.B., '93, Ph.D., '99, Johns Hopkins Univ.\n1906,\n\nA.ssistant to\n\nSuperintendent of Public Instruction, School Administration Building,\n\nBaltimore.\n\n1906\n\nArchibald C. Willison, A.B., '85, West. Md. Coll.\n1905. Superintendent of Allegany County Schools, 57 Union St., Cumberland.\nOscar B. Coblentz. A.B.. '01. St. John's Coll., Md.\nSuperintendent of Schools of Frederick County, Frederick.\n\nThomas L. Gibson.\n1905,\n\nProfessor of English. Maryland State\nBaltimore.\n\nNormal School;\n\nres.,\n\n841 N. Fremont Ave.,\n\n"}
{"page": 803, "printed_page": null, "text": "Massachuscu>]\n\nLIFE, ACTIVE, AXD\n\nCORRESPONDIXG MEMBERS\n\n791\n\nMARY LASH—Continued\nEdward \\V. Havilant).\n\n1906\n\nInstructor in Mathematics, History and Science in Forms II and 1\nInstitute. Port Deposit.\n\ni8go.\n\n.\n\nThe Jacob Tome\n\nRobert H. Wright. B.Sc. '07. L'niv. of N'. C.\nPrincipal of Kastern High Schixil,\n\niQoft.\n\nBroadway ami Mnrlh .Vvc IJ.ihimorc.\n\ninstitutions\n\nJohns Hopkins L'nivkrsity.\n\n1890\n\nPresident, Ira Remsen; Librarian, N. Murray, Kallimure.\n\nWoman's Collegk of Frkdfrick. Thf.\nPresident, J. H. .\\ppli-; Librarian, Susan Garrett, Fredcritk.\n\nlooa\n\nWashington Coi'nty Free Library, Hagerstown.\nPresident of Hoard of Trustees, Edward W. Mcalcy. Librarian, Mary L. Tilcomb,\n\n1903\n\nWoman's College of Baltimore, The.\n\nHagerstown.\nPre.sident, John F.\n\nGonchrr; Registrar. W. II\n\nMallbic. St. I'aul and ijd Sis., Balti-\n\nmore.\n\nBaltimore City College. Library.\n\n1005\n\nLibrarian. Ahcc\n\nPrincipal. Francis A. Soper;\n\nW. Reins, Howard and Center Sis.,\n\nBaltimore.\n\nPiBLic School Library. .Xdministration Btilding.\nClerk to Suiwrintendcnt. Flora M. Pfoulz, Madison and L;ifayelle .Aves., Billimorc,\n\n1006\n\nEnoch Pratt Free Library.\nLibrarian. Bernard C. Steiner, Baltimore.\n\nJacob Tome Institute.\nDireaor, Francis Ransom; Librarian, Mary K. C.ililwcll\n\nI'nrt Dcixisit.\n\nMASSACHUSETTS\nlife director\n\n1892\n\nCharles W. Eliot, .A. B., 'sj. Harvard\n\n.\n\nLL,D., '69, Williams\n\nColl,;\n\nColl., Princeton\n\nl'niv., '70, Yale\n\nColl.\n\nPresident of Harvard University, 17 Quincy St., Cambridge.\n\n1869,\n\nmembers\n\nlife\n\n1884\n\nJohn Bascom, LL.D., '73, .\\mherst Coll., and '05, Univ. of Wis.; I). P., '7?, Iowa Coll.; LL.D. '97,\nWilliams Coll,\nEx-Proft.s,v)r of Political Siience, Williams CollrRc, P.irk Si,, Willianislown.\n\n1886\n\nWilliam .\\uGVSTfs Mowrv. .\\M., Brown Univ.; Ph O,, Bales Coll,\nWriter and Ix'cturer, 17 Riverside ik\\.. Hyde Park.\n• Philo Jesse Williams, .A.M.. '57, .Madison Univ.; D.D.,'76, Univ. of Kans.\n516 Broadway, Everett.\n\n1888\n\nactive members\nFrank .\\. Fitzpatrick,\n.St.,\nBoston,\nSummer\n93\nWill S. Monroe. A B.. '94. LeIamI .Slanford Jr, Univ,\n\n1890\n\nAi.BF.rt Gardner\n\n1884\n\nDel«artment o( Pedagogy and Psychology, Stale N'ormal School, Wcslfield.\n\niH</>,\n\nBmvues, .\\.M\n\n'c.i.\n\n.\n\n.-Xmher-d Coll.\n\nPrin(i|ul I%mrritus of State .\\ormal Sthool, Bridgewaler.\n\nJohn E. Bradley. Ph.D.. '70. Univ. ..f \\. Y\n1901,\n\n1891\n\nI)islriit\n\n;\n\nA B.. Vn. AM\n\n.\n\n68.\n\nLL.D., '93. William* Coll.\n\nSu|jrrinlendcnl ul SchooLs, Ranilolph.\n\nGranville Stanley Hail, A B. \"67,\n\nAM\n\n.\n\n'70,\n\nLLI).. 'K.,. William* Coll; Ph.D.. '78. Harvard Univ.;\n\nLI, D,, 'HH. Univ. of .Mich, and '01. John» Hopkin* Univ.\nPresident of Clark University, 04 WiKKllamI St., WorccMcf.\n\n1888,\n\nDaniel C. Hfath. A B., 'tiH A M.. '71. Amher-u Coll.\n\nwo BoyUliin St., Boklon.\n\nivlucaliunal Publuilirr,\n\n1M7O,\n\nAmy .Morris Homans.\nDirector of Boston .Normal S<ho<)l of GymnaMim, 97 Hunlinglon .\\vr Bo*lon.\n'94. Brown Univ\nA .M '9?. H.irvard Univ.\nHead .Muter uf EnKliAh High School, 17 Hurlburt St., (jinbridgr.\nALBttT Leonard, AH 'km, A M \"gi. ohif. Univ Ph I) '94. Hamilum Coll\niHXy,\n\n,\n\nRavGrkcne HfLls«i. A.B .'/>9. AM, '7). D S<\n\n;\n\n,\n\n,\n\ni8q).\n\n;\n\n,\n\n,\n\n,\n\nlournal of Pnl.igiigy anil (lvo>) in (-xlutatiniul De|iannirni, Houfhloo,\nll./»ion,\n4 Park Si\n'70. Vale Univ.\nA. Kvr.tsr. SiiLts. A B,. '67, A\n1HM7.\n\nF>lilor\n\n••!\n\n.Mirtlin\n\nL Co\n\n.\n\n,\n\nM\n\n3\n\n.\n\nWijod PI., hitihburi\n\nBrown l'niv\nAlvis F. Pr.AHF, AH. '-is. AM.\niH<>H,\nWith N. fc. Publulunc Oi. and Wiiuhip'a Trathen' .Kgrncy. »oA Hracoa St., Roiinn.\nEi.izARr.TH HriFN Prtav\n'7K,\n\nIcathrrof I'\n\niH-ji,\n\n•\n\n•\n\n^\n\nrmal S< html. TlllinflhaM Hill, llrldgrwalrr.\n\nJohn Tiirirv Pri.hi r. Ph l>\n.Agent for\n\niKH),\n\n189J\n\nn.\n\nM\n\nI\n\nof luluialion,\n\nM Trtniilr S(., WrM .Newtoo.\n\nOii.ANixi .Mfrriam ItAKrt\nPublinhrr, 499 .Alain\n\n.Si\n\n,\n\nSprlngfirl'l.\n\nMiLToM Bradlfy\nTreawrrr. Milum Bradley Co., siS Suie St., Springfield.\n• Died M.r.l,\n\n,1\n\ni.^,-\n\n"}
{"page": 804, "printed_page": null, "text": "792\n\nNATIONAL EDUCATIONAL ASSOCIATION\n\n[Massachusetts\n\nMASSACHUSETTS—Con/i«Mci\n1892\n\nRobert Comfort Metcalf, Litt.D., '05, Tufts Coll.\n1902, Superintendent of Schools, 2 Wildwood Terrace, Winchester.\nWilliam Wells Tapley.\nAssistant Treasurer and Manager, Milton Bradley Co., Springfield.\n\nGeorge Augustus Walton, A.M., Williams Coll.\nEx-Agent, State Board of Education from 1869-95, 68 Chestnut St., West Newton.\n\nArthur K. Whitcomb, A.B., '73, Dartmouth Coll.\n1891,\n\nSuperintendent of Schools, City Hall, Lowell.\n\nAlbert Edward Winship, Litt.D., '98.\nEditor of \"Journal of Education,\" 29A Beacon St., Boston.\n\n1893\n\nFrank Irving Cooper.\nWayland.\nGeorge H. Martin, A.M., '79, Amherst Coll.; Litt.D., '05, Tufts Coll.\n1904, Secretary of Massachusetts Board of Education, 388 Summer St.. West Lynn.\nEdwin P. Seaver, A.M., LL.B., Harvard Univ.\nEx-Superintendent of Schools, Boston; res., Waban.\nCharles Herbert Thurber, Ph.B., '86, Cornell Univ.; A.M., '90, Haverford Coll.; Ph.D., '00, Clark\nUniv.\n1903,\n\nMember of firm of Ginn & Co., Publishers, 29 Beacon St., Boston.\n\n1894\n\nFrederick Elmer Chapman.\n\n189s\n\n1890, Director of Music, Cambridge Public Schools, 126 Oxford St., North Cambridge.\nBenjamin C. Gregory, A.B., CoU. of City of N. Y.; L.H.D., Rutgers Coll.\n1902, Superintendent of Schools, 98 BeUingham St., Chelsea.\nSarah Louise Arnold, A.M. (honorary), '02, Tufts Coll.\n1902, Dean of Simmons College, Boston; res., 9 Crescent Ave., Newton Centre.\nClarence C. Birchard.\n1901, Educational Pubhsher, 221 Columbus Ave., Boston.\nJ. E. Burke, A.B., '90, A.M., '93, Colby Univ.\n\n1904,\n\nAssistant Superintendent of Schools, Boston; res., 66 Alban St., Dorchester Centre.\n\nRoland W. Guss, Grad., '81, State Nor. Sch., Pa.; A.B., '88, A.M., '91, Wes. Univ., Conn.\n1897,\n\nInstructor\n\nin\n\nNatural Science,\n\nState\n\nNormal\n\nSchool,\n\n405\n\nChurch\n\nSt.,\n\nNorth\n\nAdams.\nIsaac Freeman Hall, A.M., '04, Dartmouth Coll.\n189s, Superintendent of Pubhc Schools, City Hall, North Adams.\nPaul Henry Hanus, B.Sc, '78, Univ. of Mich.: LL.D., '06, Univ. of Colo.\n1901,\n\nProfessor of the Theory and Practice of Education, Harvard University, 15 Phillips\nPI.,\n\nCambridge.\n\nAlbert Bushnell Hart, A.B., '80, Harvard Univ.; Ph.D.,\nRichmond Coll. and '05, Tufts Coll.\n1897,\n\n'83,\n\nFreiburg, Baden;\n\nLL.D.,\n\n'02,\n\nProfessor of History, Harvard University, 19 Craigie St., Cambridge.\n\nAlonzo Meserve.\n1886, Principal of Bowdoin School, 87 Linden St., Allston Station, Boston.\nCharles H. Morss, A.B., '80, A.M., '82, Harvard Univ.\n1895, Superintendent of Schools, Summit Road, Medford.\nJames Phinney Monroe, B.Sc, '82, Mass. Inst, of Tech.\n\nAuthor, 79 Summer\n\nSt.,\n\nBoston.\n\nCharles W. Parmenter, A.B., '77, A.M., '86, Ph.D., '95, Tufts Coll.\n1894, Head Master of Mechanic Arts High School, Boston; res., 80 Upland Road, North\nCambridge.\n\nBaroness Rose Posse.\n1892,\n\nEditor of \"Posse Gymnasium Journal\" and (1896) Director of Posse Gymnasium,\n206 Massachusetts Ave., Boston.\n\nCharles Arthur Sibley, A.B., '87, Amherst Coll.\n\nMember of Firm of C. A. Sibley & Co., 120 Boylston St., Boston.\nSidney Fuller Smith, Grad., '84, U. S. Naval .Acad.; M.Sc, '01, M.P.L., '04, George W'ashington\nUniv.; LL.B., '02, LL.M., '03, Nat. Univ.\n7 Hampden St., Swampscott.\nJohn Gilbert Thompson, A.B., '86, A.M., '94, Dartmouth Coll.\n189s, Principal of State Normal School, 11 Weymouth St., Fitchburg.\nHenry Whittemore, A.B., '66, Dartmouth Coll.\n\n1896\n\n1898, Principal of State Normal School, State St., Framingham.\nCharles H. Ames, A.B., '70, A.M., '73, Amherst Coll.\n\nEducational Publisher with D. C. Heath & Co., 120 Boylston St., Boston; res., 300\nHighland St., West Newton.\nArmstrong,\nB.Sc, '03, Harvard Univ.\nPeters\nGeorge\n1896,\n\nSuperintendent of Schools of Belmont and (1906) Lexington, 27 Orchard St., Belmont.\n\nWilliam Clinton Bates, A.B., '77, Harvard Coll.\n1903,\n\nSuperintendent of Schools, 13 Forest St., Cambridge.\n\nWallace C. Boyden, A.B., '83, A.M., '86, Amherst Coll.\n1900, Head Master of Boston Normal School; res., 221 Walnut St., Newtonville.\nGeorge W. Brown.\n1886,\n\nPrincipal of Jackman School, 38 High St., Newburyport.\n\nJoseph G. Edgerly.\n187S1\n\nSuperintendent of City Schools, 37 .\\tlantic Ave., Fitchburg.\n\n"}
{"page": 805, "printed_page": null, "text": "LIFE, ACTIVE, AND CORRESPONDING\n\nMassachusetts]\n\nMEMBERS\n\n793\n\nMASSACHUSETTS—rofi/i«i/«/\n1806\n\nHenry Dwh-.ht Hf.rvev. A.B.. 'So. A.M., 'q6, Deni.-wn Univ.\n1S9S,\n\nSuperintendent uf Schools, Maiden.\n\nHerbert J. Jones, Ph.R., '04, Cornell Univ.\nipoo,\n\nSuperintendent of Schools, Central Worcester Union, Holden.\n\nLincoln Owen. .\\.H., '80, .A.M., '02. Colby Univ.\ni8<)3.\n\nMaster of Rice Training School, 53 Montvicw St., \\\\'e.sl Roxbury.\n\nWalter Scott P.arker. B.Sc, Dartmouth Coll.\n1S04,\n\n.Vssistant\n\nSuperintendent of Public Schcxils. School Commitlcc R<xims.\n\nMason St.,\n\nBoston.\n\nMyron T. Pritchard. .\\.B., '78. Boston Univ.\nMaster of Everett School, Boston; res., 125 School St., Roxbury.\nDtJDLEY A. Sargent, A.B., '7<;. A.Nf., '78, S.D.. '04, Bowddin Coll.; M.D., '78, Yale Univ.\n1880, Director of Hemenway Gymnasium, Harvard University, 27 Everett St., Cambridge.\nF. E. Spacldinc, .\\.B., '80, .Amherst; Ph.D., '04, Univ. of Leipzig.\n1904,\n\nSuperintendent of Schools, Ncwtonville.\n\nKirk X. Washburn.\n\nOne of the Publishers of Webster's International Dictionary, 409 Main St., Springfield.\nRichard Waterman. B.Sc.. '92. Ma.ss. Inst, of Tech.\nSecretary to Edward A. Kilcne. of William Kilene's Sons Co., 453 Washington St.,\nBoston.\n\n1897\n\n.Vrthir C. Boyden, .\\.B., '76. A.M., '81, .\\mhcrst Coll.\n1906, Principal of State Normal School, Bridgcwater.\nJacob H. Carfrey. Ph.B., '02, Ph.M., '95, Syracuse Univ.\n\n1905, Superintendent of Schools, 126 W. Chestnut St., Wakefield.\nGertrude Edmund, Ph.D., 'g.i, B.Sc, 'q6, N'cw York Univ.\n1898,\n\nPrincipal of Training School for Teachers, Lowell.\n\nWilliam Edwin Hatch, A.li., '75, .A.M., '78, Bowdoin Coll.\n18S8,\n\nNew Bedford.\n\nSuperintendent of Schools, 166 William St.,\n\nEdwin .\\. Kirkpatrick. B.Sc, '87, Ph.M., '89, Iowa St. Coll.,\n1897,\n\nDepartment of Psychology and Child Study, State .Normal School, Fitchburg.\n\nThomas E. Thompson.\n1895,\n\n1898\n\nSuperintendent of Schools, 109 Walnut St., I.cominster.\n\nEdwakd O. Clark.\n1902,\n\n.\\gent for Milton Bradley Co., 120 Boylston .St., Boston.\n\nGeorge Wells Fitz, M.D., '91.\n483 Beacon St., Boston.\n\nWilbur Fisk Gordy, .\\.Sl., '02, Wcsleyan Univ., and '03, Marietta Coll.\n1904,\n\nSuperintendent of Schools, 37 .Avon Place, Springfield.\n\nLeo.nakd Worcester Wii.li\\ms.\n'01.\n\n1907.\n\n.A.B.,\n\nHanover\n\n'95,\n\nColl.;\n\n.A\n\nM\n\n,\n\n'99.\n\nPrinceton Univ.;\n\nPh.D.,\n\nBrown Univ.\n\nInstructor in Harvard Medical School, Boston.\n\nFra.nk Fuller Mur!>o<:k, .A.M., '00, Williams Coll.\n1896, Principal of State Normal School, 375 Church St., North .Adams.\nMrs. Ellen H. Richards, A.B., '70, AM.. '73. Vassar Oill.; SB., \"7?. MaNS. Inst, of Tech.\n1884,\n\n1890\n\nInstructor in .S;inilary Chemistry\n\n.Ma.ssachusctt» Institute of\n\nTrchnology, Boston.\n\nLyman Richards .Ai.len, B.Sc, '<>H, llarvanl Univ.\niH<>«,\n\nIn'.irudor in History and Geograiihy, State\n\nNormal School, Liwrence .Ave, North\n\nAdam-s.\n\nWilliam .A. Baldwin, B.Sc., '97. Harvard Univ.\n1897, Principal of Stale .Normal School, ily.innis.\n\nFrank F. Cohirn. All.. '70, Amherst Coll.\nNormal Sihool, I»well.\nM K., '70. Harvard Coll.\nili<;9,\n.SturgisHooper l'rofcv.i»r of (JeoUjuy, Harvard Universilv. 17 Frantit A\\t., I ambridgr.\nEdwin H. Hail, Ph D., 'Ho. Johns HonVini I'niv I.I I)., \"os, It.mdi.in (nil\nl'riiui|ul of Slate\n\nWilliam .Moruls Davis. B S<\n\n'(»).\n\n.\n\n;\n\n1H95,\n\n1902,\n\nllarvard University, 30 I.angdiin .St., Cambriilge.\n\nI'rofcjisor of |•hy^ils,\n\nClIARLtH H. Haskink. A.B.. '87. Ph I)\n\n,\n\n'90, J.>hn->\n\nHopkin* Univ.\n\nI'rofcssor of History, Harvard University, is Prcucolt Hall, Camlirid|e,\n\nMay E. .Mlrkav.\ni<^4.\n\n\"Kin<ler({iirtcn\n\nKrvirw.\"\n\nArunhnrt .Ave.. S|iringfirld.\n\n$1\n\nIy)UM PlIILIP Namii, A..M., Amher»t Coll.\n100$, Submn»:rr in Wanhington AlUlon School,\nJ.\n\n.Maniifirld St.. AlUliin.\n\nA»BtRV PiTUAV\n\n..\n\n2W. I.afayrtlr St\n\n;\n,\n\nWilliam\n\niiiutr\nIl.t I...A1\n\nMaurk\n\nr.\n\ne\nSalrm.\n1\n\n,\n\nI\n\nll..)lt'j|l\n\n:\n\n-St\n\n.\n\nii(\n\nTrthiuiloKy, and (1A07) Curalor o(\n\nIluoton.\n\nAH\n\n^\nB. SMmi,\n, 'y^,\n1904, Tcaihrr in llir.\"\n\n'\n\nCharlih F. WAMsrR, AH ,'79. AM\ntH>jH.\n\nPrtntjinl ol\n\nI\n\nhr\n\nI\n\n'\"\n'\n\n•\n\n'11.\n\n„„,,,,\n\nsthorj, 8,7 Male St.. Springfield,\n\nELUABrrM J'«r.niiNr. W'kii.wa»i>.\nPriniiiMl 'if Private .School. 319 .MarlUirfiugh Si\n\nCharlkh F, A.CiRRiiii. A ». 'M7. A .M .'KM. Harvard Univ\n1891,\n\nProle»iif»r ol\n\nIbwifin,\n\nHiM«jfy, Ma»Mrhuiietl» InMiiutr i.f lr<hnol<i«y. ilminn.\n\n"}
{"page": 806, "printed_page": null, "text": "7P4\n\nNATIONAL EDUCATIONAL ASSOCIATION\n\n[Massachusetts\n\nMASSACHUSETTS— Co«/wiMf(i\n1890\n\nSarah Fuller.\n1S69,\n\nPrincipal of the Horace Mann School for the Deaf, 122 Concord St., Newton Lower\nFalLs.\n\nMrs. Ellor Carlisle Ripley.\n1902,\n\nAssistant Superintendent of Schools, 1247\n\nCommonwealth Ave., Bostnr.\n\nElmer I. Shepard. .\\.B., '00, A.M., '04, Williams Coll.\n1906,\n\n1901\n\nInstructor in Mathematics, Harvard University;\n\nres.,\n\n473 Broadway, Cambric'ge.\n\nF. A. Bagnall, A.B., '00, Wesleyan Univ.\n1901, Superintendent of Schools, 47 Summer St., Adams.\n\nAM\n\n'04,\nStratton D. Brooks, A.B., '96, Univ. of Mich.; Pd.B., '90, Pd.M., '09, Mich. St Nor. Coll.;\nHarvard Univ.\n1906, Superintendent of City Schools, School Committee Building. 17 Ranclegh Road,\n,\n\nBoston.\n\nFrank P. Davison.\nSuperintendent of Schools, Montague; res.. Prospect St., Turner's Falls.\n\nEdward R. Goodwin, A.B., '76 A.M., D.C.U., Bates Coll.\n1894,\n\nPrincipal of Classical High School, 15 Germain St., Worcester.\n\nGeorge W. Holden.\nPresident of the Holden Patent Book Cover Co.. 231\n\nMain St., Springfield.\n\nMiles Carter Holden.\nSecretary of the Holden Patent Book Cover Co., 67 St. James Ave., Springfield.\n\nHenry Lefavoor. A.B., '83, Ph.D., '86, LL.D., '02, Williams Coll., and '05, Tufts Coll.\n1901,\n\nPresident of Simmons College, Boston.\n\nFrank Herbert Palmer, A.B., '75, A.M., '78, Amher.st Coll.\n1900,\n\nManaging Editor of \"Education,\" Room 21, 50 Bromfield St., Boston.\n\nFrank Edson Parlin, A.M., '89, Bates Coll.\n1900,\n\nSuperintendent of Schools, Quincy; res., 19 Winthrop Ave., Wollaston.\n\nBertram C. Richardson, A.B., '98, Colby Coll.\n1903,\n\nSub-master of Rice Training School, 3 Gaylord St., New Dorchester.\n\nAlfred L. Saben, A.B., '93, A.M., '96, Dartmouth Coll.\n1899,\n\n1902\n\nPrincipal of High School, 25 School St., Manchester.\n\nRichard Cobb, A.B., '92, Harvard Univ.\n1904, Head Master of Milton Academy, Milton.\nH. F. Cutler, A.B., '86, Amherst Coll., A.M., '04.\n1890, Principal of Mt. Hermon Boys' School, Mt. Hermon.\nIrving H. Gamwell, A.B., '96, Brown Univ.\n1901, Superintendent of Schools and Principal of High School, cor. Main and High Sts.,\nFranklin.\nE. E. Gaylord.\n1899,\n\nDirector of Commercial Department, High School, 11 Baker Ave., Beverly.\n\nFrank M. Gilley, A.B., '80, Harvard Univ.\n1882,\n\nInstructor in Physics and Chemistry, High School, 21 John St., Chelsea.\n\nTheodore Hough, A.B., '86, Ph.D. '93, Johns Hopkins Univ.\nProfessor of Biology, Simmons College, Boston.\nAugustus H. Kelley, A.M., '75. Colby Univ.\n1888, Principal of Lyman School, 57 Montview St., W. Roxbury District, Boston.\nArthur Orlo Norton, A.M., '90, Harvard LTniv.\nIQ03,\n\n1899,\n\nInstructor in Harvard L'niversity, 61 Sparks St., Cambridge.\n\nMary E. Parker. A. B., '88. Wellesley Coll.; A.M.. '98. Univ. of Pa., and '99 Radcliffe Coll.\n1905, Department of Education, Simmons College;\nCharles L. Simmons, Ph.B., Taylor Univ.; A.M., Gale Coll.\n1900,\n\nres.,\n\n164 Newbury St., Boston.\n\nSuperintendent of Schools, 66 Western .\\\\e., Westfield.\n\nCharles E. Stevens, A.B., '86, A.M., '89, Bates Coll.\n1003\n\n1894, Superintendent of Schools, Stoneham and Saugus, 9 Cedar Ave., Stoneham.\nOtis Hervey Adams. A.M., '83, Williams Coll.\n\n1906,\n\nSuperintendent of Schools, Leicester.\n\nJohn Charles States Andrew, A.B., '96, A.M., '98, Harvard Univ.; S. T. B.,'02, AndoverTheol. Sem.\nInstructor in History and Commercial Geography, High School, Lynn; res.. Crest\nAve., Beachnont.\n\nMrs. Fannie Fern Andrews, A.B., '02, Radcliffe Coll.\nLecturer and Writer on Educational Subjects. 378 Newbury St., Boston.\nMelville A. Arnold.\n1894,\n\nPrincipal of the Renfrew School, 29 Summer St., .Adams.\n\nF. G. Atwell, B.Sc, '88, Dartmouth Coll.\n1931, Superintendent of Schools of Templeton, Hubbard.son, Phillipston,\nres., 4 Prospect St., Baldwinsville.\n\nand Royalston;\n\nAsa George Baker. A.B., '88, Amherst Coll.\nOf the G. & C. Mcrriam Company, 6 Cornell St., Springfield.\nFred C. Baldwin, B.Sc, '81, Dartmouth Coll.\n1893,\n\nMaster of Forster School, 63 Sycamore St., Winter Hill, Somerville.\n\nMrs. Lucia Gale Barber.\nPrivate Studio, Mental-Physical Education, The Ludlow, Copley Sq., Boston.\n\nThomas H. Barnes. '.A.M.. 'o^ (honorary). Tufts Coll.\n1869,\n\nMaster of Gaston School, Boston; res., 773 Broadway, South Boston.\n\n"}
{"page": 807, "printed_page": null, "text": ",\n\n\\\nLIFE, ACTIVE, AND\n\nMassachusetts]\n\nCORRESPONDING MEMBERS\n\n795\n\nMASSACHfSETTS— Con/iniW\n1003\n\nARrm K J. Bean, B.Sc., '80. Woncsior Poly. Inst.\nManual Training, 64 Oread St.. Worcester.\n\nCity Director of\n\nIQ04,\n\nHector L. Belisi.e, A.B.. 'q6, HarvanI Iniv.\nPrincipal of John K. Rollins School, 6 Sheridan St., Ijwrence.\n\nHKxj,\n\nFrask Howe Benedut.\nSuperintendent of Schools, AuburnSulIon I)istria. Sutlon.\nClarence John Blake, M.D., '65, H.irvard I'niv.\nOtology, Medical Depiirtnicnl, Harvaril Iniversilv, res.. 236 Marlbor-\n\nProfe-sstir of\n\nough St., Boston.\nClifford S. BRAGr>ON. .\\.B.. '00. Bowdoin Coll.\n\nHead of Ucpiirtment of Mathematics, Technical High Sthool;\n\n1006,\n\niq Harvard\n\nres.,\n\nSt., Springfield.\n\nPercy Shields Bra\\ton, .V.B., 'qo, Harvanl I'niv.\nii>o3.\nHead of Dcixirtmcnt of Mathematics, High School, Medford-\n\nres, 136 Allston St\n\nWest Medford.\nJames W. Brehaut, A.B.. '02. Harvard Univ.\n1898. Superintendent of Schools, 37 Grcvc St., North .\\ttlelxirough.\nFr.\\nk E. Briggs. .\\.B.. '04. Bowdoin Coll.\n\nPrincipal of High Sthool, Lancaster.\n\n1006.\n\nJaues H. Burdett.\nSub-master in Bennett School, Boston; res., 12 Chestnut St., Dedham.\n\nAlfred Kdcar Birton. SB., '78. .ind C.E.. '81. Bowdoin Coll.\n1H84.\n\nI'rofcssor of Topographical Engineering, and (1Q02) Dean of\ntute of Technology; res.. 0$ Bowers St., .Vewtonville.\n\nKenyon I,. BiTTERFiKLD. B.Sc, 'oi. Mich. .Xgri. Coll.;\n\nMassachusells\n\nInsti-\n\nA.M.. 'oi. I'niv. of Mich.\n\nPresident of Massachusetts .Vgricullural College, .\\mhersl.\n\n1006.\n\nStephen Perkins Cabot, .V.B., '02, Harvard I'niv.\n100 1, Teacher of Modern L;jnguages. St. George's Schixil, N'ew|K)rl. R. I\n\n;\n\nres.. 71 Chestnut\n\nBoston.\n\nSt.,\n\nMrs. Ella Lyman Cabot.\n\nMember of Mass;ichu.setts Board of Education an<l Memlter of RadclitTe Council,\n\n1905.\n\n190 Marllxjrough\n\nSeth Howard Ch.\\ce, AM\nJ.\n\nSt.,\n\nBoston.\n\n'03, .\\.M., V>, Brown Univ.\nSuperintendent of Schools, Tcwksbury-Dracut District, 97. 18th Si., Lowell.\n\n1906,\n\n,\n\nHenry Ci.Ar.o.\n190.';.\n\nHosmer Grammar School, Walertown.\n\nPrinci[jal of\n\nEliza L. Clark.\nPrincipal of the Sar.ih Fuller\n\nHome, 03 Woburn St., West .Ml^lford.\n\nGeorge L Clapp, .V.B., '95, Harvanl Univ.\n1903,\n\nSuperintendent of Schools, 47 .Montvale .\\ve., Woburn.\n\nBubton M. Clough, A.U., '00, Bowdoin Coll.\nHigh School,; res., 21 Summer St., E;Lsihani|i(on.\nHarvard Univ.\nInstructor in .Vnaiomy and Gymnastics, Boston Normal ScIukjI of GymnaMics, 97\nHuntington Ave., Boston.\nFxANCis Joseph Coni in, .A.B.. '01. Harvard Univ.\niiX>i, Teacher in High ScIkkjI, 16 Bayswater Si., East BoHlon.\nJohn M. Consumv, A I«., '.>o, AM, '92, Holy Cross Coll M D 'oo. Harvard Univ.\nTraihrr in Harvanl I'nivrrsiiy Mrdiial SiIiihiI, mid Mrdiial Ins|irclor, Boston\nPublic ScluMils; res., 183 Harvard St., Dorchester Centre.\n'«\";. Colby Coll.\nWiiLiAM C. CR\\wroRi.. A B., 'Hi.\n1903. Master in Washington .MUlon Diitlrict, Boslun; re*., 59(1 Cambridge St., .MUion\nGbafton Dulanv Ci'siiiso, A.H., A.M., LL.B., Harvard Univ.\n16H Beacon St., iloMon.\n1906,\n\nPrincijjal of\n\nC. O. L0UI.S Collin,\n\nM D..\n\n'i>8.\n\n;\n\nAM\n\n,\n\n.\n\nThomas W. Davis, A B., 'W.. William* Coll.\n1H81.\n\n.Master of\n\nHarvard School, Cambridge;\n\nWawrley.\n\nre».,\n\nMary K. I'.Qus Dekn.\nI'raihrr of Malhemalic* and lliilory of .\\rl. PunchanI\nAiulovcr.\n\nGEoacE Ellsworth Dawhon. A B.. '87, Univ. of Mich\n1903.\n\nFrrr Srhnut, 173 .Main Si\n\n,\n\nPh D.. '97. Clark Univ\n\n;\n\nI'mfrMor u( Kducalion, Ml. Ilolyokr College;\n\nrr«.,\n\n114 llelmoni .Ave\n\nS|irini|firld\n\n.\n\nQuiNcv K. Dm tcmuAs.\nHs <'cniral Si.. .Somerwlle.\n\nOrlrmiio\n\nWalm Dimii'k.\niHMi,\n\nPrimi|ul of\n\nWc!U Sthool, liiHlon; rr« m Ku»vII .\\vr\n'ijj, .\\M\n'9^. Colby Coll.\n,\n\nWiNrRKU XlfMOM Donovan-, ah\n1901,\n\n,\n\nWalertown.\n\n,\n\n,\n\nAoAiManl Profrwuir of Biblical\n..\ns...\nKt|>lry Terr I-\n\nlnirr|irrlali(in,\n\nNrwton Throlucital\n\nln<liluli>in,\n\n17\n\n<\n\n.\n\nMAar.ARirr L. Dovtr, Grnd\n1H93, Tra'hrr in\n\nWm\n\nP\n\nHjrjii.\n\nI'\n\n.\n\n'\n\n.\n\nI\n\nDivirvv. A H\n\n.\n\ntr»\n\n,\n\nj\n\ni\n\nllarTiwwi Si , Naiiik.\n\nPh D '9t. Clark Univ\nluliaiu I na\n.iY anil Sthool llyfirnr, Slair N'<irmal SiHotI, 4/\n\nFrank Diir.w. A it\n1H96,\n\nM«%«\n\n114m,\n\n'\n,\n\n,\n\n.\n\n97 <»t\"-riin Coll,\n(irndualr .Siiidrni Dr|iar1mml of l-^luialion. lUrtjnl\nHall. Camtirldtr.\n\nCh^nnint\n\n.\n\nUiiivrrtti;',\n\nrr*\n\n.\n\ni> Coti.inl\n\n"}
{"page": 808, "printed_page": null, "text": "national educational association\n\n7q6\n\n[Massachusetts\n\nMASSACHUSETTS— Con/w«e(f\n1903\n\nFlora T. Edgecomb, Grad., '95, St. Nor. Sch., Worcester, Mass.\nTeacher in Public Schools, 32 Chatham St., Worcester;\n\npermanent address, 62\nMechanic St., Fitchburg.\nJoseph Burke Egan, A.B., '99, A.M., '02, Creighton Univ.; .\\.B., '04, Harvard Univ.\nSub-master in Washington Grammar School, Boston; res., 72 G St., South\nBoston.\n\nLuther F. Elliott.\nIQ05, Superintendent of Civil Service Department, Boston, Y. M. C. A. Private Laboratories;\nres., 23 FrankHn St.. Watertown.\nS.\n\nMaria Elliott.\n1902,\n\nInstructor in Household Economics,\n\nSimmons College, 118 Charles St., Boston.\n\nAmoritta E. Esilman.\n1882,\n\nAssistant Teacher in George Putnam District, Ellis Mendell School, 66 School\n\nSt.,\n\nRoxbury.\n\nGeorge William Evans, A.B., '83, Harvard Univ.\n1905, Head Master of High School, Charlestown.\nWalter Elmore Fernald. M.D., '81, Bowdoin Med. Coll.\n1S87,\n\nSuperintendent of Massachusetts School for the Feeble Minded, Waverley.\n70, A.M., '78, Brown Univ.\nProprietor of Fisher Teachers' Agency, 120 Tremont St., Boston.\n\nAlbert Gardiner Fisher, .\\.B.,\n\nLaura Fisher.\n1895,\n\nDirector of Public Kindergartens, 292 Marlborough St., Boston.\n\nLester A. Freeman.\n1903,\n\nSuperintendent of Schools of Fo.xborough and (1905) Seekonk;\n\nres.,\n\nFoxborough.\n\nGeorge E. Gay, A.M., '75, Bates Coll.\n1906,\n\nSuperintendent of Schools, 21\n\nNewcomb St., Haverhill.\n\nMary Anna Gove.\n1896,\n\nTeacher in George Putnam School, Boston; res., 19 Dixwell St., Roxbury.\n\nEmma Beede Gulliver.\n1902, Master's Assistant, Hyde School, 53 Ashford St., Boston.\nMrs. Hiram Hall, Grad., '82, N. E. Cons, of Music.\n\nPrivate Teacher, 118 Charles St., Boston.\n\nNathan C. Hamblin.\n1901,\n\nPrincipal of Tabor Academy, Marion.\n\nWalter Irving Hamilton.\n1905, Principal of Thomas Donaghy School, 27 Buttonwood St., New? Bedford.\nGeorge Harris, D.D., '83, Amherst Coll., '99, Harvard Univ., '01, Yale Univ.; LL.D., '99, Dart-\n\nmouth Coll.\n1899,\n\nPresident of Amherst College, Amherst.\n\nWilliam Walter Hastings, A. B., '86, A.M. ,'93, Maryville Coll.; A.M.,'94, Ph.D.,'96, Haverford Coll.\nInstructor in International Y. M. C. A. Training School, 1086 State St., Springfield.\nWilliam Moore H.\\tch, A.B., '86, Dartmouth Coll.; LL.B., '89, LL.M., '00, Columbian Univ.\nNenr England Manager for Silver, Burdett & Co., 221 Columbus Ave., Boston.\nErnest L. Hayward, A.B., '90, Amherst Coll.\n1895, Teacher of German and History, High School, 148 High St., Taunton,\nHarriet S. Hayward.\n1899,\n\nSupervisor of Primary Schools, 37 Wyman St., Brockton.\n\nCaroline Hazard, A.M., '99 (honorary), Univ. of Mich.;\n\nLitt.D., '99.\n\nBrown Univ.; LL.D., '05,\n\nTufts Coll.\n1899,\n\nLillie\n\nPresident of WeUesley College, The President's House, Wellesley.\n\nAnderson Hicks.\n1899,\n\nSupervisor of Practice Teaching, State Normal School, Bridgewater.\n\nLula a. L. Hill.\n1883,\n\nAssistant in Wells School, 37 Pinckney\n\nSt.,\n\nBoston.\n\nGeorge Preston Hitchcock, A.B., '92, Amherst Coll.\n1905,\n\nHeadmaster of High School, 64 Brington Road, Brookline.\n\nCharles A. Hobbs, A.B., '80, A.M., '84, Harvard Univ.\nPrivate Tutor, 6 Sidney St., Watertown.\n\nFranklin W. Hobbs, S.B., Mass. Inst, of Tech.\n1902, Chairman of School Committee, 78 Upland Road, BrookHne.\nStanley H. Holmes, A.B., '87, A.M., '90, Colby Coll.\n1902, Superintendent of Schools, 61 Columbus Ave., Haverhill.\nIrving Williams Horne, A.B., '86, A.M., '90. Bowdoin Coll.\n190S, Assistant in EngUsh High School, 17 CUnton St., Lynn.\nGeorge S. Houghton.\n1889, Sub -master of Lawrence School, Bo.ston; res., 25 Howard St., Reading.\nMary Alice Houghton.\n1900,\n\nPrivate Secretary and Recorder, 226 Marlborough St.;\nWestland Ave., Boston.\n\nres.,\n\nHemenway Chambers\n\nWilliam W. Howe, A.B., '95, Harvard Univ.\n1901,\n\nSub-master of Martin School, 37 Kingsdale St., Dorchester.\n\nAlfred F. Howes, A.B.. '87. A.M., '92. Amherst Coll.\nSuperintendent of Schools, Southern Berkshire District, Sheffield.\n\nMrs. Mary Bates Hunt.\nipoi.\n\nPrincipal of Hancock Grammar School, 61 Winifred Road, Brockton.\n\n"}
{"page": 809, "printed_page": null, "text": "LIFE, ACTIVE, AND CORRESPONDING MEMBERS\n\nMassachusetts)\n\n797\n\nMASSACHUSETTS—Con/i«tt*<i\n1903\n\nS.\n\nC. HcTTHiNSON. A.B.. '02, A.M., '05. Syracuse I'niv.\n1900, Superintendent of Schools of Wayland, Dover, and Sudbury;\n\nres.,\n\nCochituate.\n\nAgnes Irwin. LL.D., '05. Iniv. of West. Pa\nLiii D., '90, I'niv. fof Pa.; LL.D., '06,\n1S94, Dean of RadclitTe College, Cambridge.\nAsHER Johnson Jacobv, Pd.M., 'oS. New York I'niv.\n:\n\nSt.\n\nAndrews-\n\nSuperintendent of Schools, .Milton; res,, cor. Belcher Circle and Church\nMilton.\n\n1901,\n\nPI.,\n\nEast\n\nGeorge Ellsworth Johnson, .A.B., '87, A.M., '00, Dartmouth Coll.\nSuperintendent of Schools, 230 Fairmount Ave., Hyde Park.\n\n1906,\n\nWilliam .-X. Johnston, B.Sc., '92, Nfa.ss. Inst, of Tech.\nAs-sociate Professor of Mechanical Engineering, Ma-ssachusetts Institute of Technology\n\n1906,\n\nBoston.\n\nFrederick Lincoln Ken-dall, A.B.. '90, A.M., '93, Carleton Coll.; and .\\.B., '91, Harvard Univ.\n1899, Superintendent of Schools, Chelmsford, Carlisle, and Dunstable; res,, Chelmsford.\nFrederic W. Kini^mav.\nSuperintendent of Schools, Walpole and .Medlield; res., Common St., Walpole.\n\n1905,\n\nThos. H. H. Knight.\nJunior Master of Girls' High School,' Boston; res., 386 Fraaldin St., Melrose Highlands,\n\n1897,\n\nGaetano Lanza, B.Sc., C. and M.E., Univ. of Va.\nProffs.sor of .\\pplicd .Mechanics in Charge of the Department of Mechanical Engineering, Massachusetts Institute of Technology, 22 W. Cedar St., Boston.\n\nGUSTAF LaRSSON.\nPrincipal of Sloyd Training School, 39 N. Bcnnet St\n\n,\n\nBoston.\n\nWatson Clark I.ea, Ph.B., '93, Ohorlin Coll.; .\\.M., '02, Harvard Univ.\nSuperintendent of Schools, Millbury-Oxford District;\n\n1902,\n\nres.,\n\nMillbury.\n\nFlorence Eugenie Leadbetter.\n.\\ssistant in Roxbury High School, Boston; res., 867 South St., Roslindale.\nMaud Gertrude Leadbetter.\nAssistant in Roxbury High School, Boston; res., 867 South St., Roslindale.\nFrank M. Leavitt.\n1893, Assistant Director of Drawing and Manual Training, Dudley ScIuxjI, Boston;\n\nres.,\n\n32 Akron St., Roxbury,\n\nHouER Pierce Lewis, !\\.\\\\.. '74. Dartmouth Coll.\n1903, Sujx-rinti-ndent of City Schools, 3 Monadnnck Roail, Worcrstir.\nLeo Rich Lewis, .\\.B., Tufts Coll.; \\.\\\\. and .A.M., Harvard Univ.\n\nProfessor of Hi.story and Theory of .Music, Tufts College; P. ( )., Tufts College.\n\n189s,\n\nArthur .\\. Lincoln.\n1897,\n\nSub-master of Mather School, 29 Percival St., Dorchester.\n\nJohn MacDuffie, .\\.B., '84, Harvard Univ.; A.M., Ph.D., '95, Lombard Coll.\n1890,\n\nPrincipal of the .MacDufTie SchcK>l for Girls, 182 Central St., Springfield.\n\nJames Mahoney, A.B., '84, .Amherst Coll.\n1888,\n\n.Master of I'.nnlisli Hiith .School. 270 Beacon St.. Back Bay, Boston,\n\nFrank M. Marsh, \\M., '99, Harvard Univ.; .\\.NL, '99, Boston Univ.\n1901,\n\nSuperintendent of Schools, 65 Green St., Fairhavrn.\n\nBertha M. McConkey.\nPrimary Schools and Kindergartens, 10 .Monmouth St., Springfield,\n\nSupcrvi.sfir of\n\n1902.\n\nJames H. McCihdv, M D\n\n,\n\n'05.\n\nInternational Training Schrxil of\nchuselts Ave.. Springfield.\n\nJames R. McDonald. A.B.,\n1904, Manager of\n\n'81,,\n\nSt.,\n\nYoung Men's\n\nMuiuu-\n\nChristian .Xviociation, 4\n\nWilliams ('.ill.\n\nBmwn A: Co.. Boitlon;\n\nE<lu(alional Dejwrtment, Liillr,\n\nBrouki\n\nH^\n\nWest Medfor.l.\n\nW. V. McDuffef., A.B., '<i2. Dartm<nith Coll.; A.M., 'ah. Harvard Univ.\ni8c/),\n\nHead of Clavsical DeiKirtmcnl, High School, 37 Spring .St., S|iringlield.\n\nHenry C. .Met< alk, A B\n\n'94,\n\n.\n\nHarvard Univ\n\nI'h D., •(;7, Berlin.\n\n;\n\nProfevsor of Political Scicnic, Tuft* C4.lle«c; P. O.\n\nTuft* College.\n\nCharles Stubtf.vavt .M<»obk A.H., '73. A.NL, '00, Hnrvnnl Univ.\n1902,\n\nAMiinlam Recorder of Harvard College. 10 1 rout St., Caml>ridge.\n'06, lUwiun Univ,\n.Mihikk, A B.. '99. A .M\n(iraduule Sludrnl, Harvard Univrmity; ren j6 Whillier St., Sla, B., Cambridge.\n\nJoseph Roswf.ll H.xwi.kv\n\n,\n\n,\n\nHoRAc r. Henry .Morsj, A B., '00, A.M.. '01, Harvard I'niv.\nHeiid of Drikirtiiirnt «f Hi»tory,\n\nu/yj,\n\n.Mt.\n\nHermon U«iy»' .School, Ml Hrrmnti.\n\nCora A. .N'rwToN.\ni8<>9,\n\nFrei. H\n\n.\n\nPrinci|wlof Harrington .Normal and Training Scbnol, Court\n\n.\\'l(KF»viN, A B\ni.S<>8,\n\n,\n\n'H/i,\n\nA M\n\n.\n\n'Kg.\n\nSt.,\n\n^.\n\n,\n,.\nNew liedfurd.\n,\n\nBale* Coll.\n\n.Suijrrintendenl of .SchorjU. 77\n\nU|jlum St.. .Melni»r.\n\nC. Maud Norrih. A,B., 'oi. Smith Coll.. A.M.. 'oj. Motion Univ.\n.Ma%»achu»cti» Ave\n190J. Traiher in hngli<ih. High School, Newbury|«>rt re».. 760\n;\n\nbridge.\n\nCaleb A. Page.\nHigh School. Melhuen.\nHarvard Univ.\n\nPrint i|ml of\n\nFra,<<k R.\n\nPage. A B\n\\<yxt.\n\n.\n\n'</>,\n\nSujierinlendenl <»( ,S<h4ii>U, <6 Main S«.. Walerlown,\n\n1901.\n\nAM\n\n(honorary), MuOiingum Coll.\n'•,}. Harvard Univ\nSuiierinlemfenl <i( Clly Schcjol*. 112 .Main St.. Andover.\n\nCoiwiN F. PAH'm, A B\n\n.\n\n;\n\n,\n\nCam-\n\n"}
{"page": 810, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n798\n\n[Massachusetts\n\nMASSACHUSETTS— Co«//«Mf(i\nIQ03\n\nCharles Francis Park, S.B., '92, Mass. Inst, of Tech.\n1906,\n\nAssistant Professor of Mechanical Engineering, Massachusetts Institute of Technology,\n\nBoston.\n\nWilliam Dwight Parkinson, A.B., '78. Dartmouth Coll.; LL.B., '81, National Univ.\niSgS,\n\nSuperintendent of Schools, W'altham.\n'\n\nFrank J. Peaslee A.M., '88. Colby Univ.. Ph.D.. '02, American Univ.\nIQ3I,\n\nSuperintendent of Schools, 68 Baker St., Lynn.\n\nMarshall Livingston Perrin, A.B., '74, AM., '76, Harvard Univ.; Ph.D., '8g, Gottingen.\n1891,\n\nProfessor of Germanic Languages, Boston University, and (1893) Superintendent of\nSchools, Wellesley; res., VVashington St., Wellesley Hills.\n\nMrs. Annie Moseley Perry.\n1898, Principal of Perry Kindergarten Normal School, 18 Huntington Ave., Boston.\nJohn Henry Pillsbury, A.B., '74, A.M., '77, Wesleyan Univ.\n1899, Principal and Proprietor of Waban School, 1690 Beacon St., Waban.\n\nWilliam E. C. Rich, A.B., '70, A.M., '73, Bates Coll.\ni8gi.\n\nMaster of Christopher Gibson Grammar School. Bostcjn;\nRoxbury.\n\nres.,\n\n99 Moreland St.,\n\nFrederic H. Ripley.\n1898,\n\nPrincipal of Longfellow School, 1247 Commonwealth Ave., Boston.\n\nAlbert Robinson, A.B., '93, Colby Coll.\n1903,\n\nSuperintendent of Schools, it Warren\n\nSt., Peabody.\n\nJennie E. Rogers.\n1903,\n\nTeacher in Highland Grammar School, Lowell;\n\nres., Byfield.\n\nPeter Roos.\n1896,\n\nDirector of Drawing, Public Schools, 24 Sacramento St., Cambridge.\n\nGeorge Rugg, A.B., '83, Amherst Coll.; A.M., '03, Harvard Univ.\n1903,\n\nSuperintendent of Schools of Princeton, Sterling, and Westminster;\n\naddress, P. O.\n\nBox 125, Princeton.\nAnnie Coolidge Rust.\nPrincipal of Froebel School of Kindergarten Normal Classes, 99 Newbury St., Boston.\nJoseph F. Ryan, A.B., '97, Dartmouth Coll.\nNew England Manager for D. Appleton & Co., 120 Boylston St., Boston\nEunice J. Simpson.\n18 Hovey St., Newton.\nRobert Orange Small, A.B., '96, Bowdoin Coll.\n1903, Superintendent of Schools of Grafton and Upton; res., Grafton,\nJ. Angelina Smith.\n1900,\n\nPrincipal of Dutcher Street School, Hopedale.\n\nEdward Southworth.\n1878,\n\nMaster of Mather School, Boston; res., 94 Greenleaf St., Quincy.\n\nGordon A. Southworth.\nSuperintendent of Schools, 40 Greenville St., Somerville.\n\nHomer B. Sprague, A.B., '52, A.M., '55, Yale Coll.; Ph.D., '73, Univ. of N. Y.\nLecturer, The Evans, Newton.\n\nMrs. Margaret J. Stannard.\nPrincipal of The Garland Kindergarten Training School, 19 Chestnut St., Boston.\n\nLucy Harris Symonds.\nPrincipal of Kindergarten Training School, 82\n\nSt.\n\nStephen St., Boston.\n\nHenry P. Talbot, S.B., '85, Mass. Inst, of Tech.; Ph.D., '90, Leipzig.\niSgg,\n\nProfessor of Inorganic and Analytical Chemistry, Massachusetts Institute of Technology, Boston.\n\nHarriet Caroline Taylor. A.B., '99, Radcliffe Coll.\n1906,\n\nSubstitute Teacher in Boston High Schools, 7 Park Ave., Winche.ster.\n\nEdgar E. Thompson, B.Sc, '71, Mass. Agri. Coll.\n189 1,\n\nSupervising Principal, Public Schools,\n\n5\n\nJaques Ave., Worcester.\n\nMary Kingsley Tibbits, A.B., '89, Univ. of New Brunswick, Canada.\n1904,\n\nAssistant in West\n\nRoxbury High School, Boston;\n\nres.,\n\n14 Greenough Ave., Jamaica\n\nI'lain.\n\nWalter Bradley Tripp.\n189 1,\n\nTeacher of Dramatic Expression, Emerson College of Oratory, and (1899) Professor\nof Oratory, Boston College; 239 Huntington Ave., Boston.\n\nFrederic Allison Tupper, A.B., '80, Harvard Univ.\n1899, Head Master of Brighton High School, 7 Menlo St., Brighton District, Boston.\nH. W. Tyler, S.B., '84, Mass. Inst, of Tech.; Ph.D., '89, Erlangen.\n1893\n\nProfessor of Mathematics, Massachusetts Institute of Technology, 491\nSt., Boston.\n\nBoylston\n\nFrank Vogel, A.B., A.M., Harvard Univ.\nProfessor, Massachusetts Instttute of Technology; res., 95\nPlain.\n\nRobinwood Ave., Jamaica\n\nMrs. Lue Stuart Wadsworth.\nPast .National Patriotic Instructor of National Woman's Relief Corps, 19 Greenwich\n\nPark, Boston.\n\nArthur B. Webber, A.B., '92 Harvard Univ\n1906,\n\nSuperintendent of Schools, Littleton.\n\nSarah Southworth Webber.\nPrivate Teacher of Gymnastics, 279 Highland St., West Newton.\n\n"}
{"page": 811, "printed_page": null, "text": "Massachusetts!\n\nLIFE, ACTIVE, AXD CORRF.SPOyDI>lC MEMBERS\n\n799\n\nMASSACHUSETTS—ToM/iniW\n1003\n\nCharles H. Westcott.\n1S97,\nF. A.\n\nSul>-mastcr of High School, 135\n\nHawthorne St., Maiden.\n\nWheeler, A'.H.. 'q3, Univ. of Vt.\nSuperintendent of Schools, Monson.\n\nCharles T. C. Whitcojtb. A.B., '83, A.M., '86, Amherst Coll.\niSgs, Head Master of High School, 81 Ash St.. Brotkton.\nMairice p. WHn-E. A.B., LL.B.\n190J. .Assistant Su|)erintendcnt of Public Schools, Mason .St.. Boston;\n\nres.,\n\niq W.^llin^-\n\nford Koad, Brighton.\n\nFrank \\V. Whitney. .\\.B., 'tq, Boston I'niv.\n1S97,\n\nPrincipal of High School, 3 Marion Koad. Wati-rlown.\n\nFrank Branthsn Wight. A.U.. 'q6. Boston Univ.\nPrincipal of Grammar School, Wanvick. R. I.;\n\nFederal St.. Kc.iding.\n\nri-s..\n\nCharles .\\. Williams, .\\.B., '.S-t, Williams Cull.: .A.M.. '05, Harvard Univ.\nPrincipal of High School. 51 Feltim St., Hudson.\n\n1897,\n\nCharles Talbot WrMinnrRV, .X.B.. '05. Dartmouth Coll.\nPrincipal of High School, 47 Blossom St., Fitchliurg.\n\n1903,\n\nEdward M. Woodward. .\\.B.. '85. .Amherst Coll.\nPrincipal of South High School, 736 Pleasant St., Worcester.\nFrederick R. Woodward, .\\.B.. '92, Williams Coll.\n\nDepartment of .Mathematics, High School, 168, 6th St.. I-owell.\n73, T.f.D.. '01. Dartmouth Coll.; I,I,.D., '01, We-^tem Rexrve Univ.\nProfessor of CI reck and Dean of The draduatc School of .\\rts and Sciences, Harvard\nUniversity, 38 Quincy St., Cambridge.\n-Mrs. (.). M. Baker.\n7 Dartmouth Terrace, Springfield.\nWilliam H. BrRSiiAM, A.B., '81, Harvard Univ.; Ph.D., '88, Johns Hopkins Univ.\n189s,\n\nJohn Henry Wright, .\\ B.,\n\n1904\n\nProfessor of Pedagngy. Clark University, Worcester.\n\n1896,\n\nEdward H. Eldripoe, .•^.^f., '95, Temple Coll.\nDirector of 5>ccretarial School, Simmons College, Boston.\n\n1902,\n\nGertrude E. Gaylord, A.B., '00, Mt. Holyokc Coll.\n8s College St., South Hadley.\n\nEugene F. Lohr, A.B., '84. Univ. of .Mich.\n\nEastern Manager for .-Xtkinson, Mentzer & (\".rover, 110 Boylston St., Boston.\n\n.\\nsa Jane McKeac. Ph.D.. '00, Univ. of Pa.\n1903, Associate Profess<jr of Pedagogy, Wellesley College, 55 .Stone Hall. Wellesley.\n\nJoRCEN Conrad Peterson, .\\.B.\n\n'04, Har\\'ard I'niv.\n\nPrincijxil of High Sthixil, Norfolk.\nAucrsTlNE I.. Raftkr. A/Sf., 'oJ. Boston Coll.\n\n190O,\n\n.\\ssibtant Suix'rintendcnt of Public Si liixiN, Host. >n;\n\n1905,\n\nres., 41\n\nHr.nllriM. Dunhesler.\n\nLe Roy K. Sawyer. A.B., \"oo. Dartmouth Coll.\nMontague.\nMiss Theodate L. Smith. A.B.. 'Kj, A.M., '84, Smith Coll.; Ph.D.. 'lA Yale Univ.\nResearch A.s-si.stant tf> ti. Stanley Hall, Clark University, Worcester.\n\n1891,\n\n1905\n\nHenrv Turner Bah.fy.\nEditor of \"The School Art» Book,\" North ScituAte.\n11/D3,\nClarkn< t Edward Brotkway. A.B., '78. Bnie» Coll.\n1899. Sui«rintendcnt of S<liool<. 47 Hnnovrr St., West SiirinRfield.\nJohn Smith Burlev, Ph.B 'i.k>. M Sc. '05. Wrslrynn Univ Cnnn.\nInstructor in English. B. -M C. Durfer High .School, njt High .St.. Fall River.\nii>os,\n,\n\n.\n\nPaul W. Cabiiabt. Ph B.. '94. Yale Univ.\nWith G. a: C. .Merriam Co.. 499 .Main St.. Siiringfirld.\n\nW H H Bryant. A M\nJohn A.\n\nDr.\n\n•\n\n'00. Bair^ Coll.\nSenior Agent for (Jinn 4: Co., »9 Beamn .St., BoMon.\n\n1K90,\n\nCamp. A R\n\n.\n\n.\n\n'00.\n\nAM\n\n.\n\n'of,.\n\nWilliam* Coll.\n\nHigh S»h<H.I. .Southworth Ave.. WillUmMiiwii.\nChailkh H Howk, a B Dartmouth Coll.\nPrinii|ul of High S«h<jr)l, 97 Chmlnul St Walefield.\ntH)j%.\nPriniiiMl ol\n\nI1/X3.\n\n.\n\n,\n\nAiLrs P. Kmth.\nPrin(i|j(U of John\n\n1H97,\n\nH Cliflord .S«ho<il, 1: Ri.l«T-.n\n\nAM.\n\nIrving O. PAi.Mr.R. A B.. 'Ht.\n\n\".^o,\n\n.St\n\n.\n\nNr«\n\nllrdl.ird.\n\nColby Coll.\n\nScirnic .Master, .Scwton High S<hf>ol, 4ft «Ml» .St.. .Nrwumvillr,\n\nJamm Duncan Pmiiiip«. A B\n\n'y:\n\nHarvard Unlv\n\nManager of i.<luialional |)r|urlmrnl HouKhlon. Mifllin K Co., 4 Park St.. ll<«lon.\nJamex Sn«Gi<« pRAV. A B.. '<J^. Harvard I'niv,\niijo%,\n\nAiiMttaiit Pro(rMv>r\n\niil\n\nl.andMa|r An hltrdurr, Harvai)) UnhrrWijr, Cambridcr.\n\nCiiARLEA Irving Ri'T\n,H,j,j\n\n\\ >.,.,,..,\n\n,.(\n\n\\f„.„\n\nBriNAin MS'\n\n'\n\n.\n\nWiII.INGTOnF\n\n.\n\n...\n\n..\n\nUorir»(rf\n\n.\n\n.\n\nSthoi»b. I,»wrrnrr.\n\nttjo4\n\nt90/S\n\n.,.,..\n\n.SchinU. 6 .Mrlvillr Si\n\nli.l.lu\n\nA..I-.\n\nHI!\n\n.\n\n\\M\n\n'<\"'\"'*..\"' ^'\n\nc-L\n\n.\n\n..\n\n..\n\nHead o( l,ngli»h Dr|nrtincnl. .Ml. Mrrmoo .Schtnil. Ml. Hrrnvin.\nHabrw W. Baker. Ph.n.. 'pi. Y.iU- Univ\nWith (;. 4 ('. Mrrriam ( o.. loM Harvard M Stirin«rM>ld.\nlyofi.\n\n.\n\n"}
{"page": 812, "printed_page": null, "text": "8oO\n\nNATIONAL EDUCATIONAL ASSOCIATION\n\n[Massachusetts\n\nMASSACHUSETTS—Cowriwwerf\n1906\n\nAlfred G. Bookwalter, A.B.. '97, A.M., '01, Yale Univ.\nState Educational Secretary, Y. M. C. A., for Massachusetts and Rhode Island,\n167 Tremont St., Boston.\nRobert E. Burke, B.Sc, '99, Harvard Univ.\nSuperintendent of Boston Public Schools; res., 156 M. St., South Boston\nAssistant\n1907,\nFayette K. Congdon, A.B., '94, A.M., '97, Syracuse Univ.\n1905, Superintendent of Schools, 20 Pomeroy Terrace, Northampton.\nClarence M. Hall, B.Sc, '98, M.Sc, '99. Worcester Poly. Inst.\n1906, Teacher of Science, Central High School, 69 Sherman St., Springfield.\nC. F. Hodge, A.B., '82, Ripon Coll.; Ph.D., '80. Johns Hopkins Univ.\n1906,\n\nProfessor of Biology, Clark University, Worcester.\n\nJames P. Porter, A.B., '98, A.M., '01, Ind. Univ.; Ph.D., '05, Clark Univ.\n1904,\n\nInstructor in Psychology, Collegiate Department, Clark University, Worcester.\n\nINSTITUTIONS\n189s\n\nHarvard College, Library.\nPresident, Charles W. Eliot; Librarian, William C. Lane, Cambridge.\n\n1897\n\nAmherst College.\nPresident, George Harris; Librarian, W. I. Fletcher, Amherst.\n\nBoston College.\nPresident, Rev. Wm. F. Gannon; Librarian, Thomas T. Gasson, Boston.\nPerkins Institution and Massachusetts School for the Blind.\nActing Director. Almorin O. Caswell, East Broadway, South Boston.\nWestfield State Normal School.\nPrincipal, Clarence A. Brodeur, Westfield,\n\n1898\n\n1900\n\nWilliams College, Library.\nPresident. Henry Hopkins; Librarian, Charles H. Burr, Williamstown.\nCity Library Associ.\\tion of Springfield.\nPresident, Nathan D. Bill; Librarian, Hiller C. Wellman, Springfield.\nFree Public Library of the City of Worcester.\nLibrarian, Samuel Swett Green, Worcester.\nSmith College.\nPresident, L. Clark Seelye; Librarian, Miss L. W. Lyon, Northampton.\nState Library of Massachusetts.\nState Librarian, C. B. Tillinghast, State House, Boston.\nState Normal School, Fitchburg.\nPrincipal, John G. Thompson, Fitchburg.\nMassachusetts Institute of Technology.\nSecretary, D. P. Bartlett, 491 Boylston St., Boston.\n\nPublic Library of the City of Boston.\nLibrarian, Horace G. Wadlin, Copley Sq., Boston.\nPublic Library, Malden.\nLibrarian, Miss L. A. Williams, Maiden.\nSalem Public Library.\nLibrarian, Gardner M. Jones, Salem.\nSomerville Public Library.\nLibrarian, S. W. Foss, Somerville.\n\nState Normal School, Salem.\nPrincipal, J. A. Pitman;\n\nSecretary, Fannie B. Deane, Salem.\n\nWellesley College, Library.\nPresident, Miss Caroline Hazard; Librarian, Caroline F. Pierce, Wellesley.\n\n1901\n\nAdams Public Library.\nlibrarian, Lucy C. Richmond, Adams.\nCollege of the Holy Cross.\nPresident, Rev. Thom.as E. Murphy, S. J.;\n\nPrefect of\n\nStudies, Rev. William F.\n\nClark, S.J., Worcester.\n\nForbes Library.\nLibrarian, W. P. Cutter, Northampton.\nFree Public Library, New Bedford.\nLibrarian, George H. Tripp, New Bedford.\n\nNorth Adams Public Library.\n\n1902\n\nLibrarian, Mabel Temple, North Adams.\nPublic Library of Fitchburg.\nLibrarian, George E. Nutting, Fitchburg.\nPublic Library, Lynn.\nPre.sident, Walter O. Faulkner; Librarian, Harriet Louise Matthews, Lynn.\nAndover Theological Seminary, Library.\nLibrarian, Owen H. Gates, Andover.\nBoston University.\nPresident, W. E. Huntington; Librarian, T. B. Lindsay, 12 Somerset St., Boston,\nCambridge Public Library.\nLibrarian, Clarence W. Ayer, Cambridge.\nMt. Holyoke College.\nPresident, Miss Mary Emma WooUcy; Librarian, Miss 6. E. Blakely, South Hadley.\n\n"}
{"page": 813, "printed_page": null, "text": "Michigan]\n\nLIFE, ACTIVE, AXD\n\nCORRESPONDING MEMBERS\n\nSoi\n\nM ASSACHUSETTS—Co»i/i«tt<if\nIQ02\n\nSiMiioss College.\nPresidcnl, Hcnrjr I-cf.ivour; Secretary, Hester Cunningham, Boston.\n\nTau.stos Public Library.\nLibrarian, Joshua E. Crane, Taunton.\n\n1033\n\n1934\n1905\n\nFiTZ Public Libr.-vry. Chelsea.\nLibrarian, .\\ledora Jennctt Simpson, Chelsea.\nHills Library of thk N'ewton Theoloc.ical Institution.\nPresident. .Nath;in E. Wood; Librarian. Geo. E. Horr. Newton Center.\nManchester Public Library.\nLibrarian, 1). L. Uingham, Manchester.\nNewburyport Public Library.\nLibrarian, J. U. Parsons, Newburyport.\nPublic Library of Hrookline.\nLibrarian, Louisa M. Hooper, Hrookline.\nPublic Library, Lawrenxe.\nLibrarian, Wra. .\\. Walsh, Lawrence.\nBrockton Public Library.\nijt)rarian. I'rank H. Whitmorr, Brockton.\nClark University, Library.\n\nLibrarian. Louis N. Wilson. Worcester.\n\nRawliffe Colle<;e. Library.\nIJbrarian, CaroUne Farley, Cambridge.\n\nipo6\n\nGreenfield Public Library.\nLibrarian. Mary Ashley, Grecntield.\nHaverhill Public Library.\nLibrarian, John G. Moulton, Haverhill.\nJ. V. Fletcher Library.\nLibrarian. M;iry P. Bunce, West ford.\n\nMedford Public Library.\nLibrarian, Mary K. Sarjjent, Mnlford.\n\n.MICHIGAN\nLIFE I)IRE<rTORS\n\n189s\n\nHugh A. Graham, A.B., '87, A.M.. '<>2, .\\lbi.m Coll.; A.B., 'go, Univ. of Mich.\ni(>oi,\n\nCommis-sioncr of SchiK)ls of Isabella County, .\\lt. Pleasant.\n\nCharles G. White, A.B.. 'Ho, A.M., '«!, Ph.D.,\n1.SS4,\n\nV\n\nSuix-riniendent of Scli<x)ls, l^ke Linden.\n\nactive ukmiiers\n1S84\n\nJohn A. Stewart, A. H., 'ts, I'niv, of .Mich,\n\nitWs\n\nEdwin .\\. Stro.sc, .A.B., '58, A.M., '65, Cnion Coll.\n\n1*87\n\nWilliam Austin Elms, I.L.B., '.>;, Detroit Cill, of I-iw; (;r«.l ',H». .Miih. Stale Nor. Coll.\ni88s, PriniiiKil <jf iJullield Grammar SiIkj-jI, 45 Bigg St., Detroit.\n\n1889\n\nLewis Hknkv Jones.\n\ni8<;4,\n\n1885.\n\ni(/3i,\n\ni«v^\n\nProfes.sor of Physical Stieiues, State Normal College, 117\n\nNormal St., Yinilanti.\n\n,\n\nJ.\n\n1890\n\nSuiierinlendent of Stluxil.-!, 908 Van Buren St., Bay City.\n\nPrcMclent of State Normal College, 730 ForeiH .\\vr., YikUUnti.\n\nL. SsvDKR, A.B., 'nil. I'h D., 'yi, Wi-MiniiiMer Coll.\ntUt/), Pri-sideiit of .Miihigan Stale Agricultural College, .\\gricullural College P. O.\n\nHr.NHV Elton Kratz, .\\..\\L, '77, Ph.D., '90, Univ. of WooMer,\nI90i, Suixrinu-ndcnl of S«hix)l.s, 33 Church St. Calumet.\n\nM\n\n'8/.. Colby Univ.\nGiLJiAN C. FisHKR, A.n. '69. A\nSiinford St., Mu.skrgon Hiighl.s.\n\nJohn B. Nvkirk, A B., 'H<;. AM., 'KM. l|..ix- (-..U\n189c;,\n\nProlcHVjr <if English l-uiKu.iur ami I.ilcralure, Hojie College, Hollaml.\n\nHunrv K. pArrr-NGiLL, 1I.S<,, '74. Univ. <if Mith.\n1896,\n\nEditor ol •'.Mixlerntor Toiiits,\" 430 I'.iwniicml St., l.an«inc.\n.Mich.; Ph I)., 'Ho. Univ. of Naahville; Liu D., 'gA,\nWrM Univ. of Pa\nProrri«.r of S<irncr ami Art <>f Teaihing, Univernity of .Mlthigan, W7 N. Male St.,\n\nWiiiiAM Harold Payne. LI. D., 'HH. Univ. of\nfix>i.\n\n.\\nn Arlxir.\n\nWiiiiam Kobish Wm'.iiT, A B., 'o\\, AM, '04, Uiilv. of Mlih.\n1905. Su|«-tinlrnilrnl of PubUc S«h<»ilH. lo/j jnioln St.. Benton HarUir.\nA M '9H. Harvar.l Univ\n\\.tr Eaull Amikov, A B .'9'. Mi«h. Univ\nIron Minjnlain.\n189K, .SujicTinlciidcliI of Sihix.U, 4\"<' W. I IcOiniii Si\nM,\nA\n'97. Univ of Miih\nI.AWiiKNiK CAMraos- HiiL, A B '77\n1903, Prrwdrnt an-l Su|>rnnlrmJem of .Michigan Military Academy. On hard I^ke,\nI\n\n1891\n\n.\n\n;\n\n,\n\n....\n\n,\n\ni8<j.i\n\nI\n\nkiMSFN BlHiKip. A B\n\n,\n\n'H>. Il»rv,ir.|. I'h I»\n\nPfiniipal\n\nK D. I'almiii, a B\n1905.\n\n,\n\n'H-j.\n\ni.f\n\nA M\n\n.\n\nI.aM.\n'.,i.\n\nI\n\n.\n\nUniv\n\nrt(\n\nCiniinnali\n\ni\n\n'\n.\n\nVan D)ke Plate. iMrtiil\n'97. Univ of Miih\n\n.Suiarintrndrnt il\n\nIDaiuiiT M. Si.AiM.N. I'h B ,'77. Cniv, of .Mich\n1898, .Suprrintendcnt ol Siboola 4 )i S jih Ave., Ann ArU*.\n\n"}
{"page": 814, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n8o2\n\n[Michigan\n\nMICHIGAN— Con/mMe(i\nX894\n^^\n\nP A. '06.\nDuRAND William Springer, B.Sc, '86, Albion Coll.; CSchool,\nHigh\n857 Tappan St., .'Vnn Arbor.\n1893, Director of Business Department,\nA.B., '85, Univ. of Mich.\nProfessor of Pedagogy, University of Michigan, 724 Monroe St., Ann Arbor.\n\nAllen S Whitney\n1899,\nTfi^r\n1895\n\nW\n\nVBTrnirnTrK\nFrederick W. Arbury A.B., '8%, Univ. of Mich.\n^^^f^^^ig^^R-gp^^'g^^j^tive of Silver, Burdett\n\n,\n\n„\n\n& Co.. 102 N. Grand Boulevard, East,\n\nDetroit.\nof Mich.\n\nFrederick Leroy Bliss, A.B., '77, A.M., '01 (honorary), Univ\n1899,\n\nPrincipal of Detroit University School, 69 trederick Ave., Detroit.\n\nWilliam Gibson Coburn, A.B., '90, Univ. of Mich\n1895,\n\n1896\n\n^\n\n„\n\n_\n\n„\n\n,\n\nSuperintendent of Schools, 92 N. McCamly St., Battle Creek.\n\nW.^rren E. CoNKLiNG. Grad. Mich. St. Nor. Coll\n1896,\n\n,\n\n^\n\n,\n\n„\n\n,\n\n.^\n\nSuperintendent of Schools, 404 Orchard St., Dowagiac.\n\nAugustus E. Curtis, A.B., '66, A.M., '70, Union Coll.\nInstructor in Latin, 113 W. Mauraee St., Adrian.\nEdgarE. Ferguson, B.Pd., '96, M.Pd., '99, Mich. St. Nor Coll\nSchools, 526 Bingham Ave., Sault Ste. Marie.\n189s, Superintendent of City\nNor. Coll.; A.M. Univ of Mich.\nS.^MUEL B. Laird, M.Sc, '96, McKendree Coll.-, B.Pd., '95 Mi h St\nNormal College, 318 lorest Ave., Ypsi1902, Professor of Psychology, Michigan State\nlanti.\n\nWiLLiAMLiGiiTBODY,B.Sc.,Mich.Agri. Coll.; B.Pd., Mich. St. Nor\n\nColl.\n\nPrincipal of Higgins School, Woodmere; res., 496 Dragoon\n\nDavid Mackenzie, A.M., Univ. of Mich.\n1904,\n\n,\n\nAve., Detroit.\n\n.^\n\n,\n\nPrincipal of Central High School, Detroit.\n\nJohn Dowling Schiller, A.M., '87, Hillsdale Coll.\n\nSuperintendent of Schools, 306 S. 4th St., Niles.\n\nOmar D. Thompson.\n\n-,,\n\n^\n\nt>\n\nCommissioner of Schools of Macomb County, Romeo.\n,\n\nr\n\n,\n\n,\n\nLuther L Wright, A.B., '77, Ripon Coll.\n\n.\n\n^\n\n.\n\n.\n\nState Superintendent of Public Instruction. Lansing.\n\n1807\n\nFrancis D. Clarke, C.E., Univ. of Mich.\n\nSuperintendent of State School for the Deaf, I'lint.\n\nDelos Pall, B.Sc, '75, M.Sc, '82, Univ. of Mich.; DSc, '98, Albion\n\nColl\n_\nProfessor of Chemistry, Albion College, iioi Michigan Ave., Albion.\n\nlosEPH M. Frost, A.^L, Hobart Coll.\n\n, r\n\n1\n\nSuperintendent of Schools, Hackley School, Muskegon.\n,\n\nNathan Albert Harvey, Ph.D., '00, 111. Wes. Univ.\n1904,\n\nDepartment\n\nof\n\n... ,.\n\nc-.\nivt\nh „\nPedagogy and Psychology, Michigan State Normal College, 223\n.\n\n1\n\n/-\n\nSummit St., Ypsilaiiti.\nCharles O. Hoyt, A.M., Albion Coll.; Ph.D., '03, Jena.\n1899,\n\n,.\n\n.\n\nProfessor of Science and History of Education, State\nAve., Ypsilanti.\n\n„ „\n.\ntNormal College,\n417 lorest\n^,\n\n,\n\nWales C. Martindale, LL.B., Detroit Coll. of Law.\n1894,\n\nSuperintendent of Schools, 1452 Grand River Ave, Detroit.\n\nFred Newton Scott, Ph.D., '89, Univ. of Mich.\n\n,,.\n\n*^\n\nProfessor\n\nRhetoric,\n\nof\n\nUniversity\n\nof Michigan,\n\n1351\n\n,\n\nWashtenaw\n,\n\n*\nAnn\n\n«\n\nAve.,\n\nArbor.\n\nArthur L. Shaw, B.Sc, '94, Olivet Coll.\nR. F. D. 2, Decatur.\n\n^\n\n1808\n\nCharles H. Cole, A.B., '82, A.M., '97, Univ. of Mifh.\nSaginaw.\nPrincipal of Hoyt School, 229 N. Warren Ave.,\n.\n\n^'-''\"''^V8X'p'^o?ekor''oYMattmltics, State Normal\n\nCollege,\n\n126 N. Washington\n\nSt..\n\n^nu\n\nw\n\nYpsi-\n\nlanti.\n\nn Roberts, A.B., '92, A.M., '9';, Amherst Coll.\nDiMON\nUiMON H.\n^^^^^\n\ncxr ^\nCollege, 307 W. ConSuperintendent of Training School, Michigan State Normal\n.\n\ngress St., Y'psilanti.\n\n1809\n^^\n\nWOODBRIDGE N. FeRRIS.\n1884,\n\nLL.D.,\n1904,\n\n^\n\n.\n\nt-i\n\nc.\n\nT7-\n\nD\n\n•\n\nI.\n\nPresident of Ferris Institute, s S Elm St., Big Rapids.\n.\n\n'8s, A.M., '88,\n'05. Colorado Coll.\n\nFilsworth Gage Lancaster,\n\nA.B.,\n\nAmherst\n\nColl.;\n\n'97.\n\nClark\n\nUniv.;\n\nPresident of Olivet College, OUvet.\n\nFrederick Edwards Searle,.A.B., '93, Williams Coll.\n1 90 1,\n\nPh.D.,\n\nDirector of\n\nHome Department, Detroit I niversity School.\n\nn^tmif\nDetroit.\n\nJames W. Simmons, B.Sc, '74. M.Sc, '79, Hillsdale Coll.\nSuperintendent of City Schools, 615 Saginaw St., Owosso.\nEugene Clarence Warriner, A.B., '91, Univ. of Mich.\nSuperintendent of Schools, 413 Sheridan Ave., Saginaw.\nTnoo\n,900\n\nAVorcester Poly. In»t\n\nB.Sc. El. Eng.. '94. B.Sc, Mech. Eng.. '95.\n^^BBo\nK. Abbott.\nL\nL. R\nPubhc Schools, 117 Barclay St., Orand Rapids.\n^^^\n\nLewis\nlewis\n\nDirector of Manual Training,\n\nAnderson, A.B, '03, A.M., '02, Univ. of Toronto.\nFlint\nrLiM/^\n\n,\nc i,\nPsychology and Education, Northern State Normal School, 347\nHewitt Ave., Marquette.\nA.B., Univ. of Mich.\n•.\nrKt^\nOliver\no. Frederick,\nULIVER G.\n„\nt^ .\nDetroit.\nA35is'tan, Superintendent of Schools, 50 Broadway,\n\ni„j.,ructor in\n\n,\n\n,\n\n1\n\nE\nir\n\n"}
{"page": 815, "printed_page": null, "text": "Michigan]\n\nLIFE, ACTIVE, AXD\n\nCORRESPOXDIXG MEMBtRS\n\nS03\n\nM CH IG A S—Conlin ued\nI\n\niprx)\n\nCharles \\V. Mickess, B.L., 'pg, AAf.. '03, Univ. of Mich.\n1004, Suix'rintcndcnt ot Public Schools, 80J S. Main St., Adrian.\nClara Wodd Minoins.\ni^>04. Head of Kindergarten Training Department, Alma College. Alm.i.\nJennie Louise Thomas.\nDirector of Thomas Normal Training School, 550 Woodward .\\ve. Detroit.\n'06, H.-vrv.ird Univ.\nJ. H. Trybom, A.B..\nDirector of Manual Training, City Schools, 50 Miami .Ave., Detroit.\nGeorge Stockton Waite.\n1904, Superintendent of Manual Training. Stale Normal S<.h<xil, ij<) W. Cedar St., Kala«\n.\n\nmazoo.\n1001\n\nMargaretha Marie .\\<;rnF.R. .A.B., '00, Univ. of Mich.\nipoj.\n\nTeacher of German, High School, 1001 N. Fayette St., Sagin.iw, \\V. S.\n\nGeorge R. Berkaw, Ph.B., '01. Albion Coll.\nPrinc;p;il of Harris School,\n\n310 VinewcxHl .Ave. Detroit.\n\nJames Irven Brickf.r, .\\.B., '04, Pd.B.. '05. .A.M., '07. Hilliwlale Coll.\n1905. Principal of .\\rthur Hill High Sch<Kj|, in) S. Bond St., Saginaw, \\V. S.\nErnest Burnham, Ph.B., '96, .A.M., '02, .Albion Coll.\n1904, Director of Rural School Dep;irtment, Western State Normal School. 509 S. Rose St.,\nKalamazoo.\n\nErnest P. Clarke, B.Sc. Mich. .Agri. Coll.\n1899,\n\nSuperintendent of City Schools, 1108 State St., St. Joseph.\n\n.Albert P. Cook, .A.M., '99.\n1902, Secretary of Alma College, .Alma.\nWebster Cook, A.M., '.S6, Ph.D., '87, Univ. of Mich.\n1899, Principal of High School, 516 Thompson St., Saginaw.\n\nEdward Page Cl'mmings. Ph.B.. '93. Ur.iv. of Mith.\n1901.\n\nSuperintendent of City Schools. 413 Howard St., Grand Hawn.\n\nJohn P. Everett, .A.B.. '01, Univ. of Mich.\n1905,\n\nSuixrintendcnt of Schtnjl.s, 14 Lincoln .Ave., Mt. Clemens.\n\nEdward Everett Oallit. .A.B.. Univ. of .\\Iiih.\n1906,\n\nSuperintendent of Scho«j|s, Chelsea.\n\nRalph Stillman Garwood, .A.B., '92, Univ. of .Mich.\n1901,\n\nSuperintendent of Public Schtxils, 512 E. Mansion St., Marshall.\n\nCharles T. Grawn. Pd.M.. '97, Mich. St. Nor. Coll., A.M., '04, Columbia Univ.\nPrincipal of Central State Normal School, Mt. Pleasant.\n\nW. E. Hanson, Ph B.. '97, Albion Coll.\nJ903,\n\nSuix-rinttndent of .Schfxils, 430 Oak St., Manistique.\nA.B., '88, Amherst Coll.\n\nShattuck O. Hartwei.l\n1901,\n\nSuperintendent of Schools, 809 W. Walnut St., Kalamazoo.\n\nRegenia R. Hellf.r.\n1906,\n\nSupervisor of Kindergartens. Public Schools, Detroit.\n\nArthur Scott Hudson, .A.U., '90, Univ. of Mirh.\nn^oft,\n\nSujierintenilent of Schools. Big Kapids.\n\nMi.h\nO.ll\nSu|)crintcndcnt of Schixjls, .Atlantic .Mine,\n\nFred A. jErrKRS. Pd.M.. St. Nor\n\n.\n\nWilliam M. Jollikfk, B.Sc, '96, Ijiwrencc Univ.\nCrystal Ealls.\n\nRichmond H. Kirtland, .A.B., '00, Univ. of Mi.\n1904.\n\nSui>crinlendent of Sili'xiN,\n\n.\\lrnominee.\n\n\"oS. Univ .,i Mi.h\nSuperintendent of SchooK, B->x H, ILmcock.\n\nEoGENF. La Rowf. a B\n1932,\n\nA M\n\nIi\n\n701; Cr.in.l .\\ve ,\n\n.\n\n'1/1.\n\n.\n\nWalter F. Lewis, B.Sc., '9^, Univ. of Mich.\ntHi)<),\n\nSuiirrintcndent of .SchooU, Hij Pr<»|iecl St., Port llur.m.\n\nEdward C. M.Carthv.\nK/jrj,\n\nDirr.lor\n\nrommcfcial\n\nof\n\n..\n\nUrMrrn\n\nl*r|«rlmrnt,\n\n^.\n\n.\n\n.\n\n.\n\nSchmil.\n\nlilgh\n\n.-\n\n90\n\n^p^Jr^\n\nS>l .\n\nDetroit.\n\nGeorge J. Miller.\n190,.\n\nW. A. MoRsr. A n\n190 J,\n\n...\n\n...,..,,\n\na\n\n-.\n\nPrincipal of WofKlward Avenue High School, 70^ H«wlcy St.. K«Um»ioo.\n.\n\nV. Univ\n\nI'rinciiwl of\n\n...\nWeMrrn High\nof\n\nMich.\n\n,„\n.\n.\nSchool, 37^ \\ incwcxwl Ave\n\nE. C. Nardin, Ph B., 'Hi. Univ. of Mi.h., Pd.H., '90. Si. .Vof. Coll..\n\n,^\n.\n\n,\n\n,\n\nPrtroii.\n\nMi<h.\n\n.MiKprrnl.mii.\n\nRifMARii K PiTSAW, M S« .'.j<. Univ of Mi.h.\nt.\n1,\n1.\n1\nll\n1\n|-.««lern Hith School. )}i Shrn.lan\ni8«^. I*riMrtmrni of Phy»ical Science ami Mathemallc*,\n\nW\n\nAve.. iJelroil.\n\n(HARLM r\n\nMich Si, Nor Coll P«« B.\nRfK.T. (WmI\n1904, Sufirrmlrn.lent of SchixiU. Ho» bbb. .Shcllijr.\n,\n\nELirHAirr LiiM\n\nT\n\nS«\n\nRtnsFR\n\n.SutirriMirnilrnt\n\n1904\n\nIjbrorian o|\n\nW. S.\n\n^. „\n\n<.f\n\n,.\n\n.\n\n.SchooU. »oi Oak St., lUitwinini.\n\nKmp^iymcnt InMiiuti.m\n\nfor\n\nthe\n\nBliml,\n\nHnughlon\n\nAvt..\n\nSaginaw,\n\n"}
{"page": 816, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n8o4\n\n[MicUgan\n\nMlCBlGh^—Continued\nigoi\n\nLaura J. Soper.\n1902,\n\nTeacher\n\nof\nDetroit.\n\nMusic\n\nin\n\nThomas ^Normal Training\n,\n\n.\n\n,\n\nSchool, 550\n\nWoodward Ave.,\n\nCharles Lyle Spain, A.B., '93, Univ. of Mich.\nPrincipal of Detroit Normal Training School, and Super\\'isor of First, Second, and\nThird Grades, 209 Melbourne Ave., Detroit.\n\nGeorge Robert Swatn, A.B., '97, Univ. of Mich.\n1900,\n\nPrincipal of East Side High School, 309 N. Lincoln Ave., Bay City.-\n\nTempleton p. Twiggs, LL.B., '96, Detroit Coll. of Law.\nPrincipal of Bishop School, 517 Lincoln Ave., Detroit.\n\nMrs. Mary L. Veenfliet.\nProprietor and Principal of Alpena Business College, Alpena.\n\n1902\n\nR. A. Cochran.\nSujaerintendent of Indian School, Mt. Pleasant.\nF. G. Heumann.\n\nMember of Board of Education, 121 Cass St., Traverse City.\nClara Wheeler, Grad., Grand Rapids Kg. Tr. Sch.\n1905,\n\n1903\n\nPrincipal of Kindergarten Training School, 23 Fountain St., Grand Rapids.\n\nWm. B. Arbaugh, A.B., '98. Univ. of Mich.\n1 903,\n\nSuperintendent of Public Schools, 607 Ellis St., Ypsilanti.\n\nNellie Austin.\n1905,\n\nSecretary of\n\nthe Kindergarten Association\n\nand Training School, 185 Barclay St.,\n\nGrand Rapids.\nEliza Jane Austin, A.B., '99, Univ. of Mich.\n1899, Teacher of History and English, Central\n\nHigh School, 1012 Trumbull Ave.,\n\nDetroit.\n\nHelene C. Christ.\n1889, Teacher of German, Central High School, 104 Washington St., Grand Rapids.\nLelia B. Crabbe.\nTeacher of Manual Training, Pubhc Schools, Saginaw, E. S.; res., 709 Sheridan\nAve., Saginaw.\n\nCarrie B. jEVifETT.\nTeacher in Pul^lic Schools, 113 Fountain St., Grand Rapids.\n\nMary Editha O'Brien.\n\n1904\n\n1902, Teacher in Everett School, res., 371 E. Fort St., Detroit.\nMaude Elliott Scollen.\n1902, Instructor in Domestic Art, Public Schools, 333 Howard St., Saginaw.\nAlvin N, Cody, B.Sc, '01, M.Sc, '02, Univ. of Mich.\n\n1904,\n\nSuperintendent of Schools, 207 W. 8th St., Flint.\n\nChas. E. Cullen, A.M., Univ. of Mich.\n1904,\nF.\n\nSuperintendent of Schools, 442 Norway St., Norway.\n\nDayton Davis, Ph.B., Ph.M.\nSuperintendent of Schools, 1418, sth St., Escanaba.\n\nR. R. N. Gould, A.B., Univ. of Mich.\n1901,\n\nPrincipal of Central High School, 416 W. Walnut St., Kalamazoo.\n\nPhilipp Huber.\nSuperintendent of Schools, 223 N. Oakley St., Saginaw, W. S.\nJames H. McDonald, A.M., '90, Univ. of Wooster.\n1895,\n\nSuperintendent of Schools, Rapid River.\n\nGuy D. Smith, A.B., '98, Kalamazoo Coll., and '00, Univ. of Chicago.\n1903,\n\nSuperintendent of Schools, 207 N. Harrison St., Ludington.\n\nEdith May Stone.\nSupervisor of Music, Public Schools, 401 Main St., Jackson.\n\n1905\n\nWilson R. Andress.\n1894,\n\nMichigan\n\nRepresentative\n\nof\n\nGinn\n\n&\n\nCo.,\n\n738\n\nWealthy\n\nAve.,\n\nGrand\n\nRapids.\n\nJames, F. Barker, M.E,, '93. Cornell Univ.\n1906, Director of Hackley Manual Training School, Muskegon.\nGeorge William Bell, A.B., '97, A.M., '00, Boston Univ.; .'V.M., '02, Harvard Univ.\n1903, Head of Department of History, Olivet College, Box 256, Olivet.\nWillis T. Bishop, M.Sc, Olivet Coll.\n1905,\n\nSuperintendent of Schools, 303 College Ave., Holland.\n\nThomas C. Blaisdell. A.B., '88, A.M.. '90, Syracuse Univ.;\n1906,\n\nProfessor of English\nCollege P. O.\n\nLiterature,\n\nPh.D.. '04. Univ. of Pa.\n\nMichigan State Agricultural College Agricultural\n\nKendall P. Brooks, A.B., '97, Alma Coll.; A.M., '00, Univ. of Mich.\n1904,\n\nSuperintendent of Schools, 517 Spruce St,, Marquette.\n\nGeorge H. Curtis, A.B., '04, Univ. of Mich.\nSuperintendent of Schools, Gaylord.\n\nIrene Louise Getty.\nCounty Commissioner of Schools, Kalkaska.\nIsaac B. Gilbert, B.Sc, Olivet Coll.\niQoi,\n\nSuperintendent of Schools, 440, 6th St., Traverse City.\n\nWiLLlA David Hill. Grad., Mich. St. Nor. Coll.\nSuperintendent of Schools, Crystal Falls.\n\n"}
{"page": 817, "printed_page": null, "text": "Minnesota)\n\nLIFE, ACTIVE, AXD\n\nCORRESPONDING MEMBERS\n\n805\n\nMlCHlGAS—CotUinued\n100s\n\n•\n\nJames Hamilton Barcroft Kantt, A.B., '03, Univ. of Mich.; A.M., '01. Albion Coll.\n1Q04, Principal of Xorlhcrn Slate Normal School, Marquette.\nGf.orc.e .\\. McGee.\n1904, Superintendent of Schools, 430 Stimson St., Cadillac.\n\nJohn T. McManis. Ph.D.. Univ. of Chicago.\nProfcsair of PsycholofO' and Education. State Xortnal\nKalamaziK).\n\nSchool, 8ii S. West St..\n\nGeorge Edward Parker. .\\.M.. '00. Detroit Coll.; LL.B., '99. Detroit Coll. of Law.\n1058 Trumbull Ave., Detroit.\n\nPrincijxil of Russell School,\n\nOrr Schtrtz, A.B., '78, Univ. of Mich.\nSupcrintcndrnl of Cily Schixils, Ncgaunee.\n\nlooi.\n\nRutherford Birchard Seichman.\nPrincipal of Schools. Gay P. O.; res., 63 N'. Tam.ir.-ick St., Calumet.\n\nWilliam H. We.vtwortii.\nStudent at University of Michigan. 802 Monroe St., .\\nn Arbor.\n\n1906,\n\nloo6\n\nC. H. Carrick. AM.. '02. Univ. <if Mich.\n1906. SuiJcrintendent of Schools, J2j N.\n\nT.\n\nMain St., Charlotte.\n\nW. Clemo. A.B.. Albion Coll.\nSuperintendent of Schools, Republic.\n\n1904,\n\nTheodore de Lacuna, A.B., '96, Univ. of Cal.;\nAs-sistant Professor of\n\n1905,\n\nPh.D., '01, Cornell Univ.\nEducation, Uni^•ersity of Michigan;\n\nres.,\n\nAnn Arbor.\n\n439 HaroiltOD PL,\n\nWn.LiAM Albert Gree.son. A.M., '79, Univ. of Mich.\nSuperintendent of Schools, 37 S. College Ave., Grand Rapias.\n\n1906,\n\nCLARION W. Longman.\nSuperintendent of Schools, Otsego.\n\n1905,\n\nEdward M. McElroy. B.Sc. '93. Mich. Agri. Coll.. and '97. Univ of Mich..\nSuperintendent of Schools, Three Rivers.\n\n1901,\n\nH. D. NvTT.\nRepresentative of .American Book Company, 530 East St., Flint.\n\nDwiGHT Brya.nt Waldo, A.M\n\n'90, .Mbion Coll.\nPrindpal of Western State Normal School;\n\n1904.\n\nAaron\n\n,\n\nres., 410 Locust St.,\n\nKalamazoo.\n\nWood. A.B.. '04.\n\nFrankli.n\n\nSu|XTintcndcnt of City .Schcxjis. 70s S. Franklin St., Mt. Pleasant.\n\ni90^j.\n\nWilliam H. Woodlev, .V.B.. Pd..\\l.. Univ. of .Mich.\nSuperintendent of Schools, Charlevoix.\n\nINSTITUTIONS\n1807\n\n1898\n1899\niQoo\n\nPfBLic Library of Detroit.\nLibrarian, Henry M. Utlcy, Detroit.\nGeneral Library, University of Michigan.\nPresident, James B. /\\ngcll; Librarian, Theodore W. Kr)ch, .\\nn Arbor.\nNorthern State Normal School.\nPrinciixil, James H. B. Kaye, .Marquette.\nHillsdale College.\nPresident, Joseph W. .Mauck; Librarian, Jr.in M.iriiii, Hillsdale.\nMichigan Statf. N<>«mai. C<ii.ikc;f I.inRAxv. Yi'siianti.\nPresident, I.cwis IL Jones; Librarian, .Miss G. .M. Walton, Ypsilanli.\n\n1901\n\nKalamaz<k> Public Library.\nLibrarian, .Mi<u L C. Rol>crts, Kalamazoo.\n\nMichigan State Library.\nStale Librarian, Mrs. .Mary C. Spencer, Ijinning.\nii>o»\n\nCentral Statf. Normal S<iioiii., Lihhahv.\nPrintipil, C V. Orawn, Librarian, Miss M. L. Convert, Ml. Ple.tsant.\nDepartment or Public Instruction, Stat*- of Mhmigan.\nSu|jrrintcnflrnt, L. L. Wrinht. I.ansini(.\n\nMichigan Aoricultuhai. Coi.LEGr., Liiirakv.\nPrcsiitrni, J.\n\nL. .Snyilrr;\n\nUbrarian, .Mrs. iJnda K. l^ndon\n\n.\\;;iKullural Collete.\n\nPublic Library <>f Tiir Cai.umkt and Hf.cla Mining Cij.\nLibrarian, .Mrs. K. S. (Jriervm, ('alumet,\n\n1903\n\nHoYT Public Libraiv.\n\n190s\n\nWniTr.RK Statf. V'fv^t\n\n1906\n\nCarnf-gif. Pibi\n\nUbrarian, Harriet H. Amen, Sa«inaw.\nicmi\n*^..\n\nIJbr.irian. F.»lh<-r Hraillry. K.il.iiii.i/'\">.\n\nI\n\n1\n\nI-\n\nI\n\nGrand Rapids Pibi.m LiniAnv\nUbrarian, Samuel H\n\n•«\n\n.Mountain,\n\nKamk. Kymon PuUic Ubrary Building. Grjn\n\nMINNESOTA\nLirr.\n\n1870\n\nt>iRrxioB\n\nWilliam F. Piiflph, A.M.. '<». Union Coll., N. Y.\nEx iJlreclof. Stale .Narmal SrhooU tog Summit Ave\n\nM, Paul.\n\nI\n\nKapkU\n\n"}
{"page": 818, "printed_page": null, "text": "8o6\n\nNATIONAL EDUCATIONAL ASSOCIATION\n\n[Minnesota\n\nMINNESOTA— Con/wweii\nACTIVE MEMBERS\n1883\n\nIrwin Shepard, A.B., '71, A.M., '74, Ph D., '93, Olivet Coll.\n\n1800\n\nRobert Eduard Denfeld, A.B., '76, A.M.,\n\n1893,\n1885,\n\n1893\n\nSecretary of National Educational Association, 118 W. Wabasha St., Winona,\n78, Amherst Coll.\n\nSuperintendent of Schools, Central High School, Duluth.\n\nAlbert Worthington Clancy, Grad., '71, Nat. Nor. Sch.\n1880, Publisher, American Book Co., 2516 Humboldt Ave., South Minneapolis.\nCharles Morison Jordan, Ph.D., '92, Tufts Coll.\n1892,\n\nSuperintendent of Schools, 615 E. i8th St., Minneapolis.\n\nA. W. Rankin, A.B.,\n\n'90, Univ. of Minn.\n\nProfessor of Education, College of Education, University of Minnesota, 915, 6th\nSt., S. E.,\n\n1894\n\nMinneapolis.\n\nGeorge B. Aiton, A.B., '81, A.M.,\n1893,\n\n87, Univ. of Minn.\nState Inspector of High Schools, 1601 University Ave., S. E., Minneapolis.\n\nIsabel Lawrence.\n1879,\n\nSuperintendent of Training Department, Normal School, 417, 2d Ave., S., St. Cloud.\n\nMary L. Olds.\n1889,\n\nPrincipal of Washington School, Central High School, Duluth.\n\nMrs. Louise Preece.\n\n1895\n\nAuthor of the Preece System of Physical Training and Supervisor of Physical Training, PubUc Schools, 3217, 14th Ave., S., Minneapohs.\nJohn A. Hancock, M.L., '90, Univ. of Wis.; A.M., '93. Leland Stanford Jr. Univ.\n1901, Director of Training Department, State Normal School, Box 563, Mankato.\nIrwen Leviston, A.B., '82, A.M., '88, Dartmouth Coll.\n1900, Ex-Superintendent of City Schools, 480 Grand Ave., St. Paul.\nWaite a. Shoemaker, Pd.D., '98, N. Y. Univ.\n1902, President of State Normal School, 713, ist Ave., S., St. Cloud.\nJames W. Strong, A.B., '58, A.M., '61, D.D., '72, Beloit CoU.; LL.D., '96, 111. Coll.\n1903,\n\nPresident Emeritus of Carleton College, 108 College Ave., Northfield.\n\nAdolph C. Tibbetts.\n1900,\n\nSuperintendent of Schools, Blue Earth City.\n\nFrank A. Weld, A.M.\n1899,\n\n1896\n\nPresident of State Normal School, Moorhead.\n\nC. A. Ballard, B.Sc, '94, Univ. of Minn.\n1899,\n\nDepartment of Biological Science, State Normal School, Moorhead.\n\nR. W. Cranston.\n1903, Agent for American Book Co., 404 E. 26th St., Minneapolis.\nJames J. Dow, A.B., '74, A.M., '78, L.H.D., '99, Carleton Coll.\n\n:87s.\n\nSuperintendent of School for the Blind, Faribault.\n\nM. Adelaide Holton.\n1901,\n\nSupervisor of Primary Schools, Hampshire Arms, Minneapolis.\n\nHelen Ford Staples.\nCritic Teacher, State Normal School, 77 E. Wabasha St., Winona.\nJohn A. Vandyke, '87, Ph.B., '80, Pd.B, '90. A.M., Univ. of Iowa.\n\n1902,\n\n1906,\n\n1897\n\nSuperintendent of Schools, Coleraine.\n\nWilliam Franklin Webster, A.B., '86, Univ. of Minn.\n1893, Principal of High School, 1025, 5th St., S. E., Minneapolis.\nWilliam A. Bartlett, B.Sc, '87, A.M., '90, Iowa Coll.\n1896, Principal of High School, 227 W. Sanborn St., Winona.\nHerbert R. Edwards, Ph.B., '91, Alfred Univ.\nSuperintendent of Public Schools, Worthington.\n\nGeo. a. Franklin, Grad., '77, So. 111. Nor. Univ.,\n1906,\n\nSuperintendent of Schools. 406 Mankato St., Atfstin.\n\nP. P. Kennedy, B.Sc, '90, Univ. of Minn.\n189s, Superintendent of Schools, Fairmont.\n\nCharles L. Sawyer, A.B., '88, A.M., '91, Dartmouth Coll; LL.B., '97, Univ. of Minn.\nEx-Principal of South High School, 1916 Columbus Ave., Minneapolis.\nHiram Worcester Slack.\n1876,\n\n1898\n\nPrincipal of Teacher's Training School, 735 Olive St., Si. Paul.\n\nE. T. Critchett, A.B., '85, A.M., '88, Dartmouth Coll.\n1894, Superintendent of Public Schools, loi S. Broadway, New Ulni.\n\nDiedrich a. Grussendorf, B.Sc, '97, Univ. of Minn.\n1904,\n\nSuperintendent of Schools, Fairfax.\n\nJames H. Harris, A.B., '91, Univ. of Mich.\n1906, Supervisor of Grammar and Intermediate Grades, 525\nI. A. Thorson, '99, Johns Hopkins Univ.\n\nS.\n\n5th\n\nSt.,\n\nMinneapolis.\n\nPresident and General Manager, Northwestern School Supply Co., and Manager\nof Minneapolis Teachers' Agency, 327-331, 14th Ave., S. E., Minneapolis.\n\nG. O. Virtue, A.M., '93, Ph.D.. '97, Harvard Univ.\n1897,\n\nInstructor in History\n\nand Civics, State Normal School-\n\nWinona.\n1899\n\nFannie P. Farnsworth, B.L., '88, Univ. of Wis.\n1899, Principal of High School, 821 W. 5th St., Red Wing.\n\nres.,\n\n758\n\nW. Broadway,\n\n"}
{"page": 819, "printed_page": null, "text": "Mianwota]\n\nLIFE,'ACTIVE, AND CORRESPOXDIXG MEM BERS\n\nS07\n\nMINNESOTA—Co«;ifi«<d\n1899\n\nD- Lance.\nPrincipal of Humboldt High School, ^375 Carter Ave, St. Paul.\nEdward M. Leh.s-krts, B.Sc., '01, Univ. of Pa.\n1S96, Dopartmcnt of Geography. Stale Normal School, and Director of American Bureau\nof Geography, 450 E. Sanborn St., Winona.\n\n1906,\n\n.\\rthi.r C. Rogers. B.Sc., '77. Earlham Coll.; M.D.. '8j, Univ. of Iowa; LL.D., '05, Earlham Coll.\n1885, Superintendent of Minnesota School for Fecble-Minded and Colony for Epileptics,\nFaribault.\n\n1900\n\nJoseph S. Gayi.ord, .\\.M., '06, Harvard Univ.\ni,Sy8, Profcs-sor of Psychology and Pedagogy, Slate Normal Schof)!, Winona.\nGuy E. Maxwell, .A.M., 'gq. Columbia Univ.\n1904, President of State Normal School, Winona.\nJohn W. Olsen, B.Sc., '07. Valparaiso Coll.\nSlate Superintendent of Public Instruction, 70O Robert St., St. Paul.\n\n1901,\n\n1901\n\nDarivs Steward, A.B., '75, Dartmouth Coll.\n1890, Su|)crinlendent of Schiwls, High School, 519 S. 3d St., Stillwater.\nJoH.s B. Brown, M.Sc., '93, Kans. Agri. ColL\nSuperintendent of Indian Training School, Morris.\n\n1900,\n\nMrs. Nellie .\\I. Budd.\n1887. Teacher of Piano. Voice, and Harmony, Windom Institute, Montevideo.\nEltinc H. Comstock, B.Sc. '97, Univ. of Wis.\n1906.\n\nInstructor in .Mathematics. School of Mines. University of Minnesota, Minneapolis.\n\nCharles R. Frazikr. H.L., 'g^, Univ. of Wis.\nSui^erintcndent of City Schools, 315 W. Wabasha St., Winona.\n\n1903,\n\nMrs. Hattie Smith Fuller.\n1890.\n\n/\n\nSuiKTvisor of Music, 406 Mariners Lane, Albert I^a.\n\nFanny G. Gies.\n1900, Superintendent of Schools of Mower County, 207 S. Chatham St., .Austin.\nGeoece F. James, A.B., '86, A.M., '87, Univ. of Mich.; Ph.D., '94, Halle.\n\n1902,\n\nDean of the College of Education, Uniwrsity of Minnesota, 308, i8th .•\\ve., S. E.,\nMinneapolis.\n\n190;\n\nLafayette Bliss, .^.R., Carleton Coll.\nSuix;rintendcnt of City Schools, \\'irginia.\n\n1904,\n\nE. W. BoHANNoN, .\\.M., 'q2, Univ. of Ind.\n1901, President of Stale Normal School, 2323 E. sth St., Duluth.\n\nE. N. Bonnell, B.Sc., '</), Iowa S(, Coll.\n1900. Instructor in Central High School. 1989 Sclby .\\ve., St. Paul.\nChallman, A.B., '88. A.M., '98, Augustana Coll.\n1906, State Inspector of Graded .Schools. 315 Walnut St.. S. E.. Minneapolis.\n\nS. \\.\n\nM\n\nLucien West Chankv, A B., '78, B Sc.\n\nSc. 'Sj, Carleton Coll.\n79,\nProfess<jr of Biology, Carleton College, 717, 2d St., E., Northlield.\n\n1882,\n\nSmoN Ward Gilpin, .\\.M.. B..Sc., Ilucknell Univ.\nSufMrrintendcnt of Schools of St. Louis County, Virginia.\n\n1900,\n\nSarah B. G(k)DMan.\nPrincijwl of School De|jartmcnt and ICindrrgarten. State School. Owalonna.\n\n1905,\n\nChristopher W. Hail, AM.\nPrAfes.vir of Gr<>;(>gy and Mineralogy, University of\nS. E., .Minneai«>lis.\n\n1880,\n\nMinneM>la, 803 University Ave.,\n\nH S. lliLLEBOE, A.B., 'Si. am, '«<;. I.ullu-r C..II.\nPrincipal of Willmar Seminary, Willm.ir.\n\n1904,\nJ.\n\nCoRBiN Hutchinson, A.B. ,'76, Univ. of Minn.\n1894, Profcvsor (if Greek l.anguagc and Literature, University of Minneiota, 3806 UlaiMleli\nAve., .MinneapolLi.\n\nLouis N. Isaacs.\nSuperintendent of City SchixiU. South St. Paul.\nJ.\n\nW. Klinkkr, A.B\n\n,\n\n'87,\n\nOhio Nor. Univ.\n\nI.ake City.\n\nWilliam Frkderu-ic Ki;nzk, B.Sc., '97. Univ. of .Minn.\n1907,\n\nPrincii»al of\n\nClcvclaml High .Sthool. St. Paul.\n\nMae Leihman'n, Grad., '(>8, St. .Nor. S<\n1902,\n\nTeacher of\n\nli\n\n.\n\nMankalo. .Minn.\n\n.Mathcmaliiit.\n\n(iruinmar\n\n(>radri.\n\nPulilic\n\nStluml*.\n\nii<>(\n\nto6. Atlirrl\n\nLea.\nKr.v.\n\nFuWARii ALrxirs I.inix.kin. A II\n\n,\n\n'01. Guniavuii .\\dol|<hu<. Cull\n\n;\n\nU.D.,\n\n'06,\n\nAucuilana Hicul.\n\nSrm\nWhcalon.\n</. Carleton C.ill.\nA.vna Di.lia LtwiH, A B '8v. Ph D\n808 EjuI Ave.. Red Wing.\nJamm M. .MrCoNNr.LL.\n<'- ^ ' '- qi8 S. Front S«., .Mankalo.\n1904. Suprrinicn'lcni of\n.\n\nE/ba i: M. Isti«». A It\n\n'84.\n\nA M\n\nSuiicf'\"'\"\"!\"^' \"•\n\n190 J,\n\nSn.AH Wrk.iit\n\n.\n\n.\n\nMiv.\n'\n\n'ii Uncoln Ave.. CniokMun.\n\nM(mvt/\n\n1906,\n\nl>r|iarlnirnl of\nI>irr(t<>r o| the ViMal and Normal Training\n\\\\in<>na\n.Mount/,. .S<hii»l of .Mukii ; rn,. 67 K. <lh St\n\nSupmiHtni,\n\n,\n\n(jiARLCH WArH<is NrwiiALi., A B '01, John* llo|ikin« Univ\nilca<l of Dc(Mrtmenl of .Mathemaiicii, Shalluik School, Faribault.\n,\n\netc..\n\nof\n\n"}
{"page": 820, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n8o8\n\nIMinnesota\n\nMINNESOTA—Con/inwei\n1002\n\nCyrus Northrop, A.B., '57, LL.B., '59, LL.D., '86, Yale Univ., '04, Univ. of Wis., and III. Coll. '05,\n1884,\nJ.\n\nS. Car. CoU.\nPresident of University of Minnesota, 519, lotb Ave., S. E., Minneapolis.\n\nE. Painter.\n\n1893, Supervisor of Manual Training, Public Schools, 613 Franklin Ave., MinneapoKs.\nMrs. Minnie Sweetl.vnd Parry.\n1898, Training Teacher, State Normal School, Mankato.\nCharles W. Porter.\n1906, Superintendent of Schools, High School, Park Rapids.\n\nEdgar L. Porter, A.B., '87, Carleton Coll.\n1903,\n\nSuperintendent of Schools, Hastings.\n\nCarolyn M. Robbins.\n1889,\n\nTraining Teacher, State Normal School, 313 Hickory St., Mankato.\n\nEdward Van Dyke Robinson, A.B., '90, A.M., '91, Univ. of Mich.; Ph.D., '95, Leipzig.\n1899,\n\nPrincipal of Central High School, 563 Laurel Ave., St. Paul.\n\nHans W. Schmidt.\n1894,\n\nInstructor in Chemistry and Electrical Engineering, Central\nhart St., St. Paul.\n\nC. G. ScHULZ, A.M., '08,\n\nHigh School, 634 Igle-\n\nAugustana Coll.\n\nAssistant Superintendent of Public Instruction, 640 Iglehart St., St. Paul.\n\nConrad G. Selvig, A.B., '07, Univ. of Minn.\n527 5th Ave.,\nGlencoe.\n\nS.\n\nE.,\n\nMinneapolis; after Aug.\n\ni.\n\nSuperintendent of\n\nSchools,\n\nCharles Alden Smith, A.B., '74, A.M., '77, .Amherst Coll.\n1899, Principal of Central High School, Hunter's Park, Duluth.\n\nW. C. Smith.\nGeneral Agent for American Book Company, P. O. Box 521, Minneapolis,\nSelden F. Smyser, Ph.B., '92, De Pauw Univ.; A.M., 'oi, Ohio St. Univ.\n1902,\n\nSuperintendent of Schools, Morris.\n\nHelen W. Trask.\n1898,\n\nSupervisor of Music, City Schools, 127 E. 14th St., Minneapolis.\n\nStella L. Wood.\nSuperintendent of Kindergarten Normal School, 307, 9th St., S., Minneapolis.\n\n19C3\n\nS.\n\nLillian Blaisdell.\n1902, Primary Methods Training Teacher, State Normal School; 227 S. Broad St., Mankato.\n\nChapple, B.L., Univ. of Minn.\nHigh School Teacher, School for the Blind, Faribault.\nTheda Gildemeister, A.M., Clarksburg Coll.; B.Sc, Teachers Coll., Columbia Univ.\nTraining Teacher and Special Methods, State Normal School; res., 126 W. Wabasha\nSt., Winona.\nThomas A. Hillyer, Ph.B., '00, Univ. of Chicago; A.M., '01, Harvard Univ.\n1901, Superintendent of Training Department, State Normal School, 618, 8th St.. S., MoorB. P.\n\nhead.\n\nLydia T. Lagerstrom, B.Sc, '95, Univ. of Minn.\n1903, Principal of High School, Alexandria; home address, 2310 South Emerson Ave.,\nMinneapolis.\n\nWilliam J. Marquis.\n1901,\n\nSuperintendent of City Schools, Two Harbors.\n\nMargaret McLean.\nPrincipal of State School for the Fetble-Minded, Faribault.\n\nEugene M. Phillips, Ph.B., '95. Hamlin Univ.\n1902,\n\nSuperintendent of City Schools, Oakwood Park, Albert Lea.\n\nWilliam Henry Sallmon, A.B., '94, A.M., '97, Yale Univ.; D.D., '04, Chicago Theol. Sem.\n1903,\n\nPresident of Carleton College, Northfield.\n\nB. Evelyn Weston.\n1904\n\n1886, Principal of Monroe School, 2516 EUiot Ave., Minneapolis.\nBurton O. Greening. Ph.B.. '00, Univ. of Mich.\n1904,\n\nSuperintendent of Schools, Evcleth.\n\nJohn N. Greer, A.B., B.Sc, '82, A.M., '8s, Iowa Coll.\n1892,\n\nPrincipal of Central High School, 2629 Pleasant Ave., Minneapolis.\n\nHerman E. Hendricks, .^.B., '01, A.M., '03, Northwestern Coll.\n1903,\n\nSuperintendent of Schools, Sleepy Eye.\n\nAnne M. Hughes.\n1904,\nP. J.\n\n1899,\nJ.\n\nSuperintendent of Schools, 216 E. School St., Owatonna.\n\nK. McBroom, B.Sc, '99, Carleton Coll.\n1904,\n\n1905\n\nSupervisor of Music, Sawyer House, Stillwater.\n\nKuntz, Ph.B.\n\nSuperintendent of Public Schools, Excelsior.\n\nMargaret J. Evans, A.B., '69. A.M., '72, L.H.D., '98.\n1874,\n\nProfessor of ICnglish Literature and Dean of Women, Carleton College, Northfield^\n\nRudolph Geiser, B.Sc. '00, Univ. of Minn.\n1004,\n\nSuperintendent of Schools, Frazee.\n\nEdgar George, A.B., Mercersburg Coll.\n1900,\n\nSuperintendent of City Schools, Northfield.\n\n"}
{"page": 821, "printed_page": null, "text": "CORRESPONDING MEMBERS\n\nMississippi]\n\nLIFE, ACTIVE, AND\n\nS. L.\n\nHeeter, Ph.B., I'niv. of Chicago.\n\n809\n\nM IWESOTA—Cofi/i« ued\n1905\n\nSuperintendent of Schools, 6j9 Marshall Ave., St. I aul.\n\\V. R.\n\nHodges.\nPresident of State School Board Association, Sleepy Lye.\n\nA. N. O7.IAS. M.Sc.. Ohio St\n189Q,\n\nUniv.\n\nPrincipiU of South High School, 2516 Colfax Ave., S., Minneapolis.\n\nFlorence M. Weston, B.Sc., I'niv. of Minn.\n\nTeacher in Ea-st High School, a 107 Colfax Ave. S., MinneapoUs.\n\nI0o6\n\nC. H. Barnes, A.M.. \"06. Parker Coll.\n1904, Superintendent of Public Schools, Wells.\n\nH. L. Brown. Pd.B.. '94. Iowa Coll.\n1905, Superintendent of City Schools. St. James.\n\nHarriet Irene Carter. B.Sc.. '06. Columbia L'niv.\nCritic Teacher. State Normal School; res., 116 W. Wabasha St., Winona.\nWerrett Wallace Charters. Ph.D., '04. Lniv. of Chicago.\nWinona.\n1904. Principal of Training Department, State Normal School,\n.\n\nA. N. Farmer. A.B.. 'oo. Carleton Coll.\nc.\nc r^,\n1906, Superintendent of Schools, 603, 4th A\\-e., S., St. Cloud.\nVirgil L. Jones. A.B.. w. Univ. of N. C; A.M., 'oi. Cirson-Newman Coll.\n1906. Suix-rintendcnt of Schools, 117 N. 3d \\\\e.. Faribault.\n,\n\nJohn L. Silvernale. Ph.B.. Hamline Univ.\n\nSuperintendent of Schools, Red Wing.\n\n1907,\n\nINSTrrCTIONS\nLIFE\n\nxSoo\n\nMEMBER\n\nBoAED OP Education, Independent School District No. 3, Northlield\nPresident, John Street; Clerk, W. F. Crary, Northheld.\nactive members\n\n1807\n\nState Normal School at Moorhead.\nPresident, Frank A. Weld, Moorhead.\nState Normal School at St. Cloud.\n....\n«», 11\nc. r\\.«,A\nCloud.\nPresident, Waite A. Shoemaker; Librarian, Gertrude Cambell, St.\nWinona.\nSch(k)L\nat\nState Normal\nWinona.\nGrant,\nPresident, Guy E. Maxwell; Ijbranan, Mary\n/..\n\n1808\n\nMlNNEAI^JLlS .\\THFN»;IM.\n\n.800\n\nState Normal School at Mankato.\n\n..\n\nPresident. J. E. Bell;\n\nicmo\n1900\n1901\n\n„\n\n...\n\ni-\n\n,,\n\n,.r,.,iaent,Cyru.n Northrop; Librarian,\n\n...\n\n,.\n\nJames Thu)Tr Gerould, Minneapohs.\n\nDepartment or Pcblic- Instric-tion, State or .MiNsrsoTA.\nSuixrinicndent, J. W. Olscn, Capitol, St. Paul.\nPaul Public Library.\n\n,\n\nPresident. E. A.\n\nOWATONNA F««,^;;^^---«-„\n\nST.\n\nMorton; Secretary, Carl K.\n\n^^\n\nPriii k\n\ni>,.,i\n\nlirnnr.t,\n\nt.watonna.\n\nUbrarian. Alexiu. Hoffman. Collrgeville.\n\n^^^^^ ^^^^^\n\n^^^\n\nCarleton CoLLEor. LmuARY.^^.^^^\n\nWinona Ihki\n\n«;•\n\nK;i:;.:^.ary S. Maclntyre, St. An.lu.ny Park.\n\nJOHN'S Univermty^^^\n^^\n\nvi /- :„-\n\nVoung; Ijbraruin, .Mrs. Helen J. McCnine, St. I aul.\n\nSCHOOL or Ac..cULTU«c.^lN.^.RS.TY^or^\n\n.903\n\n.\n\nLibrarian. Katharine Patten, Minneapolis.\n\nPresident, C. H. Cooper, Mankato.\nUniversity\ni;NivERSiTY or Minnesota, Oenfral Library.\n\nSt.\n\n,90,\n\n,\n\n1\n\n^^^^^^^\n\n.^^^^^.^^\n\n^\n\n^.^^^^ Huntington, Nor.hfield.\n\nLibhmiy.\n\nljl.rari.in, Jtannclte A. ( larkc, Winona.\n\n...\n\nLibrary or Dn.iTii.\n\ni<>j4\n\nPiblii\n\n1906\n\nStatk Normal S.HOOI. Dululh\n\nlibrarian, Lydia\nPrriidrnt. K. W.\n\n,.\n\n,\n\n,\n\nM. I'l.incr, Dululh.\n.u\n\n,.\nBohannon. Duluth.\n,\n\nMLSSISSH'Pl\nAITIVK MrMBIKH\ni8v9\n\njAMrs RMrA PiriT'.N, A M\n\n.»9,\n\nK. E.\n\n.806\n\nR..MA.I.\n\n.\n\n^-^^i^l:^;;:^^^^,^;^a^y Sch...!.. 709 N I— .Iw.y. (;r.«,v.lle.\nM LrAvri,... A » '.. Unlv M M.;^ L M ;ko. M '-<;;>>„\nI\n\n,\n\nProic«<«r ol\n\niHvD,\n\niSyj\n\nv all ».he*.\n.\nUclhavm Collrgp, N\n\nPrr%idrnl of\n\niH<>H,\n\n^.^\n\n,,.\n1\n\n,^\n\n,,\n\n<\n\n''\n\n(r»iiir of (iiitl.\n\nJohn ( LAVTos\n\nM\n\nf....\nA VI\nFast. A\n\n189/1,\n\n»\n\n.\n\n1\n\nI\n\nAH\n\nJohn C.RKr. Dr.i-iiM.\niHy/i. ppilrwir i<\\\n\n'\n\n'...\n\nI-',,\n91. t'\nSujicrinlciidcnt o(\n\nNew Yolk Univ.\n\n;\n\n.\n\nI\n\n•\n\nMrrwlun.\nz^*' ' ;»irTioi«n.\n\nj\n>\n\n»-\n\n,\n'\n\n,,,^\n\n"}
{"page": 822, "printed_page": null, "text": "NATIONAL EDUCATIO NAL ASSOCIATION\n\ngjQ\n\n[Missoun\n\nMISSISSIPPI— Con/mttci\n,897\n\nW. I. THAMES, Grad,^N^^Nor. Umv. A^^^^^\n\nx8pp\n\nCVRUS HAMUN, D^D-;^;«-TouSfoo^\n\n^^^^^^^_ Hattiesburg.\n\nUniversity for Colored People, Tougaloo.\n\nPhD\n\n'06, Univ. of Chicago\n'83 M.Sc, '86, Miss. Agri. and Mech. Coll.;\nMississippi\n^-^^'^'j-^^^fj^^th.^.tics, and (1002) Director of School of Engmeenng,\nCollege\nP. O.\nAgricultural\nCollege,\nMechanical\nAgricultural and\n\nR\nWalker, B Sc\nM. Walker\nB. M\n\nlooi;\n1905\n\nof Miss.\nu. A.\nD.\nn. Hill, A.M., Univ.\n\n^^^^\n\n„\nPrincipal of Booneville Institute, BooneviUe.\n\nWalter T. Pate^^^^^\n\n.„\n\n.,\n\n.„\n\n.\n\n^^^^^ ^j ^^^ American Book Company, Jackson.\n\nC. E. Saunders, B.Sc.\n,, ^.\no ,\nj\nGreenwood.\n1895, Superintendent of City Schools,\n,\n\nX906\n\nJohn P.nckney Carr..^^^^^^^^\nF. B.\n\nWoodley.\n\n^^ ^.^^ ^^^^^^\n\nVicksburg.\n\n^^^ g^,^^^^ S^\n\ng^p^^.^j^jjjg^j ^f City Schools, 417 Walnut\n\nSt.,\n\nHattiesburg.\n\nINSTITUTIONS\nTr.02\n1902\n\n^\n\n100^\n-^\n\nMechanical College of Mississippi.\n<- 11 „. p\nA\n,,\nAgricultural\nAGRICULTURAL and\nr>\nDavis, Agricultural College P. O.\np^^^.^^^^ J\n\n^^\n\nUniversity of Mississippi.\n\n,,,\n\n,\n\nVice-Chancellor, Alfred\n\n.\n\n_\n\nRs^Tdy, Librarian, T. W.\n\n.\n\n1\n\nd n\nO.\nUniversity P.\nHume, tt\ntt\n\n•.\n\n•\n\nMISSOURI\nLIFE DIRECTORS\n\n,8„\n\nF.\n\nLOUIS S--N,^LJ^..^;8^J<xjth^Carolm^\n\n1SS6\n\nJ.\n\nM. GKHENVV.OD, A^.. ;73^LI.D. Uni^^\n\nX886\n\nCharles I^ry |v-^;„AM.^;78, WUH^^^^^^\n\nLIFE\n\n^^^^^^^^_\n\n^^^^ ^^^^ ^^^\n\n^^\n\n_\n\n^^^•\n\n^^^ ^^^ ^^^^^^ ^.^^\n\nMEMBER\n^^^^^^, ^.^^^^^^^„ ^^^ ^^^^^^ ^^ ^ ^^\n\n^ouis.\n\nACTIVE MEMBERS\n1887\n\nJAMES U. Wh;te.^^^^^.^^^^^^^^\n\n^^ ^.^^ g^j^^^,^_ g^^ ^j^.^ gj\n\n_\n\nBrookfield.\n\n'05. Washington Uniy.\nA.B., '6o, Harvard Univ.; Ph.D., '84. LL.D\nr^Lviv\nC.LviN Milton\n'^1'^™^ Woodward,\n^^p°o™\"of MathematicsandApplied Mechanics; (1871) Dean of School ol EngiManual Training School, Washneering and Architecture, and (1879) Director of\nington University; 3013 Hawthorne Boul., St. Louis.\n\nX890\n\nMrs. M-^^-g^'g^^\n\n1891\n\nJohn R. Kirk^\nD. Tharpe^\n\nF.\n\n1802\n^°^\n\nE^;;;,^j„^/^„fDrawing, Public Schools. 523 Pendleton Ave., St. Louis.\npresident of State Normal School, 315 E. Pierce St.,\n\nBuilding, 9th\nAssistant Suprintendent of Schools, Public Library\nKansas City.\n\nRichard Henry Jesse, LL.D., '91, Tulane Univ.\n1891,\n\ni8q^\n1593\n\n.\n\n^.^^\n\ng^l^^^^l Principal,\n\n,\n\nr.\n\n•\n\n/—.\n\n-v\n\n32\" E..i2th St., Kansas City.\n\nVict.jr Buch\\n.\\n, A.M., '94, McKendree Coll\nGeorge\n«-\"7th St., Sedalia.\n^g^^^ Superintendent of Schools, 614 W.\n\nJoseph\n\n..\n\njg^|\"^gp^pj,g^j^ji^.g ^f Qinn & Co., Densmore Hotel, Kansas City.\n\nEdwiv D, Luckey, *B,S.D., '87, St. Nor. Sch\n1892,\n\nArthur\niSg,\n\n„\n\n,\nc. t\nLouis.\nSupervisor of Public Kindergartens, 5889 Cates Ave., St.\n\n„\n\nMrs. Florence McNkal Porter.\n1007 Oak St., Kansas City.\nTames Underwood Barnard.\nJAMf\n^\n^^^^^\n\n1804\n,594\n\nand Locust Sts.,\n\nPresident of University of Missouri, Columbia.\n\nMcCulloch.\nLL\nMary Clifton\njviARY\n^^^^^\n\nKirksville.\n\nKirksville,\n\nMo\n\n=\n\n<,.\nt\nLouis.\nPrincipal of John Marshall School, 4649 Cook Ave., St.\n\nB.^ Warni:r.^\n\nKirksville.\n^^ ^^^^_^^ Department, State Normal School,\nColl.; D.D., '88, Cumberland Univ.;\n\nWilliam Henry Black, A.M., '76, Waynesburg\n1889,\n\nIra I. Cammack, B.Sc, '84, Earlham\n1901,\n\nT\n\nA\nA.\n\nColl.\n\nPrincipal of Central High School,\n\nSarah K\"^^«^-J\" C^so\"\nJ.\n\nLL.D.. '03,\n\nWestminster Coll.\n^^\n^ „\ncu ,,\nMarshall.\nPresident of Missouri Valley College, 40.S College St.,\n\no\"!' Mathc^^S^and^^^\n\nKansas City.\n\nLa Grange College, La Grange.\n\nV6, St. Nor. Sch.. Kirksville. Mo,; A.B.. '01, Leland Stanford Jr. Univ.\n^°°';^^j*ls^-^rin?endent of City Schools, 242 N. Folger St.. Carrollton.\n\nKnoNTzMSD\n\n"}
{"page": 823, "printed_page": null, "text": "LIFE, ACTIVE, AND CORRESPONDING MEMBERS\n\nMissouri]\n\n1895\n\n8li\n\nM I SSO U RI—Con/in ««/\nWiLLUM Henry Lynch, A.B., '68. A.M.. '71, Univ. of Mo.\nPrincipal of Schools, Cabool.\n\nLouB Theilvaxn. B.Sc., '85, M.Sc., 'qo, I'niv. of Mo.\nIQ03,\n\nJohn\n\n.-V.\n\nSupcrinicnilcnt of Public Schools,\n\nSuperintendent of City Schools, lolh and Felix Sis.. St. Joseph.\n\n1904.\n\n1896\n\nUonnc Tcrre.\n\nWhiteford.\nFruchte.\n\n.\\llELIA C.\n\nHigh School, St. Louis.\nMrs. Josephi.se \\V. Heermans. A.R.. '05. Park Coll.\nFirst Assistant, Central\n\nPrintiixil of Whillicr School. Ix>rrainc .\\p;irtmcnts. Kan.sas City.\n\n1891.\n\nAnna Isabel Milford. A.B., A.M., '86, Vassar Coll.; Ph.D., '95. Wa.shinKlon Cniv.\nTeacher of Botany, McXinlcy High School, 4i58<i Westminster PI., St. Louis.\nRobert L. Barton.\n1899, Principal of Ralph Waldo Emerson School, 5595 Cabanne .Ave., St. Louis.\n189S,\n\n1897\n\nBen Blewett. A.B.. '76, .\\.M., '70, W.i.shinRton Univ.\nAssistant Superintendent of Instruction, Public Schools, 9th and Locust Sts, St. Louis.\n\n1897,\n\nJohn S. Collins, A.B., '72, Univ. of Miss.\nAssistant Superintendent of Instruction. Public Schools, jioj ICads .\\\\t.. St. Louis.\n\n1903,\n\nPeter Herzog.\ni88j.\n\nPrincipal of Blair School, 3219 Bailey .\\ve., St. Louis.\n\nG. B. LONCAN.\nSuperintendent of Instruction, Public Schools, ii;i7 Michifian .Vve., Kan-\n\n.-Vssistant\n\n1899,\n\nsas City.\n.\\lex. H. N'oel.\n1880,\n\nPrincipal of Grant Sihool. 1323 Geyer Ave.. St. Louis.\n\nJohn Richeson. M,Sc.. \"80, .A.M. (honor.iry). '84. EwinR Coll.\nPrincipal of St. Louis Industrial School. 2805 S. King's Highway. St. Louis.\nG. \\V. Armstrong. B..Sc., '71, Eureka Cnll.\n1889. PrincifKiJ of Chace School, i4lh St. and Pasco; res., 3520 Park A\\t., Kansas City\n1903,\n\n1898\n\nJoseph Doliver Elliff, .V.H., '03, Univ. of Mo.\n1904, High School Inspector for the University of the State of Mi.s50urt, Columbia.\nWilliam Prentice Evans, .V.B.. '84, Washington Univ.\n1893, Principal of Chouteau School, O618 N'crmont .Ave., St. Louis.\nThomas P. Jaudon, Jr.\nPrincipal of Webster Sch(K)l, 710 W. i4lh St., Kansas City.\nE. E. McCaslis, A.B '02, AM., '95, Anti.Kh Coll.\n1904, Principal of Lyon Sclxxjl. 4152 Washington lioul.. St. Louis.\nOliver Stioall, B.S.I)., \"91. .M.S.D., .St.ite Nor. Sih Kirksville. .Mo.\n.\n\n.\n\nRepresentative of Silver, Burdett & Co., 310 S. islh St., St. Joseph.\n\n1899,\n\nM\n\nC. C. Thudil-m. A.m..\n.Sc\nOhio Nor. Univ.\n1902, Superintendent of Schools, Washington.\n\n1800\n\n,\n\nWilliam J. S. Bryan. .A.B.. '73. A.M.. '05. Wa.shington Univ.\n189s, Principal of Central High School, 3746 Windsor PI., St. LouLs.\n\nW. T. Carrington.\n\nin Mudi^m St.. Jclfrr-viti\n\nEx-State Superintendent of Public Scluxils.\n\ni\n\niiv.\n\n'K^, A.M\n'Ki,, .\\!o Si.ilr Univ.\nPresident of Stair .Nnrnial Sdiixil. 903 CoIIckc Hill Place. Cajir (iirardr.iu.\nAlbert Ross Hill, .AH., '92, I)alhou-ic (>ll.; I'h I) '9^. Comrll Iniv.\n1903, Dean of Tcachrr!i' College, University of .Missouri, 509 Rollii.» St., I'olumbia.\n\nWashi.ngtos S. Dkarmont, 1M B and .\\ B\n\n.\n\n.\n\n1899.\n\n.\n\nGilbert Burnet .Morrison, A.M.. '03, Wasliinginn Univ\nPrinci|ul of .McKiiiley High Saliool. Kus-srll and .MiMouri .\\\\t«.. Si\n\n1890,\n\nityn\n\nGabriel Nelson Grisham, .A.M.. '7H, Bmwn Univ\n18M9.\n\nPrinti|«al of Lincoln\n\n,\n\n\\\\\\\n\n.\n\n'.Vi.\n\nI.<>uiv\n\nKogrr William* Univ.\n\nHigh Schoitl. 14J4 Howard St., KaiUkii Uily.\n\nGertbl'dk I»n<;enf.i kkr.\n1905,\n\nTraining 13cpartment, Stale .Normal\n\n.Suijrrviwir of\n\nS.lii«il\n\n411\n\nS.\n\nIrjiillni St.,\n\nkirksville.\n\nR. B. D. SiMONH'.M, A.B\n1892,\ni9-»i\n\n.Mrs.\n\n,\n\n'Tf.. A.M., 'jH. Hopr Coll.\n\n.Su|irrintrn<lrnt of City SthooU, 1012 Hill St\n\n,\n\nHannibal\n\nMary Kii» auks Gmiriv\niH<.)i.\n\nI'riiui|ul o|\n\nCarum Ira Ni.rRviv\n1H93,\n\nEdward F. ]s'%ws. A H\niH9t.\n\n•\n\nIxwell .Sth'iol, CtoH K. olh St.. Kan>a» City.\n\nWilpirnivi Nur S< h Ind\n\"Ho (Vnl. Ijiw Sch of Ind.\n1.1. II\nInAtrutt'if in l'h)Mi«, Central High S<h<>i>l, 49iy> l-ouniatn Ave., St. I.iiui*.\n\nBS<.\n\n'7^\n\n'Hi,\n\n.\n\n,\n\nM K\n\n.\n\n'Hj.\n\nA M., '00. WanhiniKm Univ.\n\nLatin .MaMrr, .Smith Ai«dcmy. 4400 .Morgan St., St.\n\nT. A Joii^sToy, A s\\\n\n.\n\n':v Univ\n\niH«i,\n\nI.4nii».\n\nMn\n\n<.i\n\n.:\n\n,\n\nMilitary St hool. iloonvillr.\n\nInAAC Nimoi.H J'\niHHo,\n\nii\n\nI\n\nHigh Scboil, 4040 oli\\T S(\n\n.\n\nM\n\nl/.ui>.\n\nEdward G. Lvlb.\nKcprcienuiive of D. C. Hcalh Ac Co., jXiR ClrvrUmi Ave\n\nM\n\n'Ho. Park Coll\nLf.wr.LL M. McArrr. A\n1. 1. I)\n'o,. Knot Coll.\nitjni.\nPrrxidrnl of Park ('ollrgr, Parkvillr\n\nJohn W 11 .v>v\n\n.\n\nMm mv. A B\n\n1H97,\n\n,\n\nM\n\n.\n\n'01. W ilium Jewell Coll.\n'H.,. A\nPresident »\\ Hardin (!ollrgr, .Mrxito.\n.\n\n,\n\n.\n\nM. l.oui».\n\n"}
{"page": 824, "printed_page": null, "text": "8i2\n\nNATIONAL EDUCATIONAL ASSOCIATION\n\n[Missouri\n\nl.ilSSOVKl—Continued\n1901\n\nv\n\nOphelia A. Parrish.\n1903,\n\n, o\n^\n.\n^ r- t a\nc.\n1\nn\nLibrarian of State Normal School, 116 E.Jefferson St., Kirksville.\n\nCarl G. Rathmann.\nAssistant Superintendent of Public Instruction, gth and Locust Sts., St. Louis.\n\nLaura L. Rdnyon, Ph.B., '98, Ph.M., '06. Univ. of Chicago.\n\nAssistant Professor of History, State Normal School, Warrensburg.\n\nWilliam Schuyler, A.B., '74, A.M., '77, Washington Univ.\n1904, Assistant Principal of McKinley High School, 3843a Botanical Ave., St. Louis.\nS. A. Underwood.\n\nPrincipal of Westport High School, 3632 McGee St., Kansas City.\nWilliam Wade Walters, B.S.D., '89, St. Nor. Sch., Kirksville, Mo.\n\n1899,\n\nPrincipal of Eliot School, 1121 Etzel Terrace, St. Louis.\n\nJohn V. Wettle.\n1899,\n\n190J\n\nPrincipal of Clay School, 3222 Harper St., St. Louis.\n\nB. F. Allen, A.B., A.M., Atlanta Univ.; A.M., Ph.D., Morris Brown Coll.; LL.D., Wilberforce Univ.\n1902, President of Lincoln Institute, Jefferson City.\n\nFrancis E. Cook, A.M., Williams Coll.\nPrincipal of Wayman Crow School, 3903 W. Belle PI., St. Louis.\n\nR. H. Emberson.\n\n„.\n„\n, _\nAssistant to State Superintendent of Public Instruction, 511 High St., Jefferson City.\n.\n\nHOWAKD A. Gass.\n\n,\n\nState Superintendent of Public Instruction, and\nnal,\" 319 E. High St., Jefferson City.\n\n^\n,\nEditor of\n,.\n\n,\n\n,\n\n,,.\n\n.\n\n^\n\n,\n\n^\n\n,\n\nMissouri School Jour-\n\nW. D. Grove, M.S.D., '92, St. Nor. Sch., Kirksville, Mo.\n1902,\n\nSuperintendent of City Public Schools, 174 Plant Ave., Webster Groves.\n\nMrs. Mary Hogan Ludlum.\n1890,\n\n^ t\nr t, „\nrInstructor in Physical Culture, Central High School, 4452 N. Belle St., St. Louis.\n•\n\nHelen Moore Phillips, Ph.B., '91, Washington Univ.\n1899,\n\nPrincipal of Phillips School, 3643 Washington Boul., St. Louis.\n\nCharles E. Witter, A.B., '97, Northwestern Univ.; A.M., '04, Washington Univ.\n1903, Principal of Fremont School, 5262 McPherson Ave., St. Louis.\n1903\n\nA.B., '01, A.M., '02, Ph.D., '04, Harvard Uni\".\nAssistant Professor of Mathematics, University of Missouri, 808 Hitt St., Columbia,\n\nLewis D.\\rwin Ames, Litt. B., '90, Univ. of Mo.;\n1903,\n\nAlbertine Barron.\n618 Lee Ave., Webster Sta., St. Louis.\n\nHenrietta D. Barron.\n1890,\n\nTeacher in Public Schools, Maplewood; home address, Webster Groves.\n\nJoseph Marr Gwinn, .\\.B., '02, Univ. of Mo.; Pd.B., '93, St. Nor. Sch., Warrensburg, Mo.\n1903, Professor of Psychology and Pedagogy, State Norra.-il School, 521 S. Holden\n\nSt.,\n\nWarrensburg.\n\nAnna Vandalaine Henkel.\n1905,\n\nTeacher of Drawing, Teachers' College, 2614a St. Vincent Ave., St. Louis.\n\nThomas M. Johnson, A.B., '71, A.M., '75, Univ. of Notre Dame.\nPresident of Board of Education, Osceola.\n\nMadeline Lasar.\nHead Assistant in Grammar School, 3454 CaUfornia Ave., St. Louis.\nWilliam H. Martin, .\\.B., Mo. Valley Coll.\nPrincipal of Morse School, 2442 Forest Ave., Kansas City.\nGeorge Melcher, A. B, '98, Drury Coll.\n1902,\n\nSuperintendent of Schools, Greenfield.\n\nWalter McNab Miller, B.Sc, '85, Ohio St. Univ.; M.D., Cooper Med. Coll.\n1902,\n\nProfessor of Pathology and Bacteriology, University of Missouri, Columbia.\n\nStanley H. Moore.\n1904,\n\nHead Assistant in McKinley High School, St. Louis.\n\nMrs. Fannie Ball Perrin.\nAssociate Principal and Teacher of English in the Principia, 15 Priucipia Park, St.\nLouis.\n\nPh.D., '02, Arkansas Coll.\nSuperintendent of City Schools, Le.xington.\n\nClaude A. Phillips, M.Sc, '93, Odessa Coll.;\nHorace C. Small, A.B., '01, Harvard Univ.\n1901,\n\nTeacher of Mathematics, Manual Training High School, 3612 Garner \\\\t., Kansas\nCity.\n\nWilhelm Rees Vickroy, Ph.B., Washington Univ.\n1904,\n\nPrincipal of Manual Training School of\nbach Ave., St. Louis.\n\nWashington University, 2901 Rauschen-\n\nMary L. Williams.\n\n*\n\nPrincipal of Gratiot School, 5500 Cates Ave., St. Louis.\n\n1904\n\nMrs. Emma A. Abbott.\n1877, Head Assistant in Stoddard School, 3836 Botanical Ave., St. I-ouis.\nJohn H. Andrews.\n\nSuperintendent of Schools, Norborne.\n\nGeorge Frederic Ayres, Ph.D., '97, Westminster Coll.\nPresident of I.indenwood College for Women, 12 College St. St. Charles.\nSarah E. Bell.\n1906,\n\nHead Assistant in Cote Brilliante School, 1151 Walton Ave., St. Louis\n\n"}
{"page": 825, "printed_page": null, "text": "LIFE, ACTIVE, AND\n\nMissouri]\n\nCORRESPONDING MEMBERS\n\n813\n\nMISSOURI—<:>»i/i>iiif(f\n1904\n\nMary J. Brady.\nPrimary Supenisor, Public Schools, 3312 Caroline St., St. Louis.\n\n1898,\n\nIsabel G. Brisli.v.\ni8q9, Second .\\ssistant\n\nin\n\nCrow School, 2935 Dixon St., St. Ixiuis.\n\nMrs. Elu\\ M. Rrockman.\nPrincipal of Howard School, 7139\n\nLanham Ave., St. Ix)uis.\n\nBErLAU Bri-nnfr.\nPrincipal of Public School, Jennings.\n\n1900.\n\nM. Buck, Jr., AH., '97, A.M., '98, Ohio Wes. Univ.; .\\.M., '00. Harvard Univ.\n1900, Head of Depanmcnt of English, McKinley High School, St. Louis.\nHelen M. Hurrell.\n1899, Teacher of Domestic Science, Summer High School, 2713 S. Compton \\\\-e.. St. Louis.\nWilliam M. Butler. .A.B., Coll. of N. J.\nP.\n\nAssistant Principal of Veatman High School, 2636 Osage St., St. Louis.\n\n1904,\n\nJessie A. Cable.\n1905,\n\nFirst .Assistant in Cote Brilliante School, 2807 Euclid .\\ve., St. Louis.\n\nMrs. A.vna S!«;ed Cairns.\nPresident of Forest Park University, St. Louis.\n\nMary E. Carr.\n189s,\n\nFirst\n\nPrimary .\\ssistant\n\nin Washington School, 5044\n\nRaymond Ave., St. Ix>uis.\n\nAntoinette Coleman.\n1900,\n\nSecond Assistant\n\nAlice M. Connors.\n1900, Second Assistant\n\nin John\n\nMarshall School, 5960 Clemens .\\ve., St. Louis.\n\nin Gratiot School,\n\n6240 Famous .\\ve., St. Ixmis.\n\nKate E. Crowley.\n1900,\n\nSecond Assistant\n\nin\n\nShi-rman Schix)l, 2912 Sheridan .Vve.,\n\nSt.\n\nLoui.s.\n\nAnnie E. Cuno.\n\nHead .\\ssistant in Fremont School, 231S Lafayette .\\ve., St. I^uis.\nChester Bickford Curtis, R.l... '89. M.I.., '91, Dartmouth Coll.\n190S, .'Vssislant Principal of Central High School, Grand .Ave. and Wind.sor PI., St. Louis\nFannie E. Diekenga.\n1900,\n\nFirst Assistant in\n\nDozier School, 3116 Clifton PI., St. Louis.\n\nMrs. Sarah E. Dillon.\n1893,\n\nPrincipal of Benton School, 3867 Page Boul., St. I>ouis.\n\nStephen .Arnold Douglass. 'B.Sc.. 99. Univ. of Mich.\n1904, Head .Assistant in Central High School, 5535 Von X'crscn .Ave., St. LouU.\nR. C. F. Dunhaupt, A.m., Williams Coll.\n1892, Head .Assistant in Central High School, 4022 Peck St., St. I>ouis.\nWilliam C. Dvkr.\n1884,\n\nPrincipal of Fran/. Sigel School, .Allen and .\\Ic\\air .Aves., St. I>ouis.\n\nJk.wnie a. Farley.\n1899,\n\nFirst Assistant in Clay Sch<x>l,\n\n4406 N. 19th St., St. I^uis.\n\nMrs. Gertrudf. Edmondson.\n1895, Princijul of .'\\shland School, 3717 Warwick Boul., Kansa.i City.\nWilliam Lewis Eikenberry, B.L., '92, Mt. Morri.s Coll.; B.Sc., '94, Univ. of Vfich.\n1904. First .Assistant in Mckinley High School; res., 4233 Russell Avt., St. Louis.\n'd2. Wa^h. Univ\nSecond .As.sislant in Central High SrhrMil, 3^13 Halliday St., Si. Louis.\nAllen Geiiman Kwhbacii, A.B., '02, Harvard Univ.\n1904, Instructor in the Classics, .McKinley High School, St. I>ouis.\n\nLll.LiF.\n\nR. Frnst. Ph.B\n\n.\n\n1893,\n\nAmalia Fett.\n189s,\n\nFirst\n\nAsKUtant in Shei^ird Sclinol, 441ft S. Broadway, St.\n\nI.4iui!«.\n\nMathilde Feussnfr.\n1901, Head AxiLilant in She|Kiril .School, 3001a McNnIr Ave., St. I>ouis.\nLL.B '67, Harvard Cull.\nCharlf-S M. Foster. A B., '(h. Hamilton Coll\n;\n\n1881.\nJ.\n\nAv-d.-ilanl Su|icrinlrn>lrnl nl\n\n,\n\nInMrutlitm, Public .Schools, %ii\n\nDmrr PI., M. l><iuls.\n\nArthur Frffman.\n1898,\n\nI'rinci|xil of\n\nWhcatley Sthool, 4002 Finney Ave., St.\n\nl.oui*.\n\nHkniiftta Froiiard.\n1899,\n\n.Srconil Aik'vitl.inl in Stcxldard School,\n\n204 S. l^fTingwrll .Ave\n\n,\n\nSt.\n\nI^miii.\n\nJfmr.PHiSK GARRi'.ur-H.\n189^.\n\nHfnrv J\n\nPrin<i|nl of I roelirl Sctuxil, Si\n\nLL B L .M Univ of Mo.\nPrin(i|nl of Hodgrn .Sfhortl, 5172 Vernon Ave., Si. I^uul*.\n\nGrRLiNfj.\niHgr^,\n\nUmiii.\n\n.\n\n.\n\nr)r.MA GlIIB't.\n1H7H,\n\nPriniiinl «( Coir Brillianir School, 2SJ7 Ta)lor Ave., St. Ixiuls.\n\nEmma Ciiari.ottf fiorsri..\n1901.\n\nSeciind AjMiJilanl in Rue School, C604 Miuhrll Ave., S<. IjouIs.\n\nDavii) E. (I'tutyiH.\n899, Principal of l.'Ouvrrlurc School, 271$ S. Com|ilaa Ave., S(.\n\nIaniIs.\n\nANDRF.W J. OOHHLN.\n1900,\n\nSecond AsuiManl in Sumner High\n\nSciujol,\n\n3HJ0 Texas Avr., St. Louia.\n\nRobert A. ^•»^t^^, B C S Tri-Siair Nor Univ .if Muh\n1904. Commrrcwl Drpu\"\">rnl. Vrjimuii HirIi S< IhioI, .jHi« Sulli».in Ave., S^. Ijoula.\n,\n\n,\n\n"}
{"page": 826, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n8i4\n\n[Missouri\n\nMISSOURI— CoM/mM«</\n1904\n\nCarrie E. Griffith.\n1900,\n\nSecond Assistant in Central High School, 5089 Cabanne Ave., St. Louis.\n\nFannie B. Griffith.\n1898,\n\nPrimary Supervisor, Public Schools, 3089 Cabanne Ave., St. Louis.\n\nSallie W. Griffith.\n1889,\n\nPrincipal of Dozier School, 5089\n\nCabanne Ave., St. Louis.\n\nW. W. Griffith, M.Sc, '00, Univ. of Mo.\n1906,\n\nSuperintendent of Public Schools, Ferguson.\n\nFrances J. Guerdan.\n1903,\n\nFirst Assistant in Chouteau School,\n\n3454 Pestalozzi St., St. Louis.\n\nMontana Hastings.\nJoplin.\n\nWilliam J. Hawkins, Ph.B., '00, Mo. Valley Coll.\n1906, President of State Normal School, Warrensburg.\nMrs. Atlanta E. Hecker.\n1905,\n\nAssistant in Industrial School, 3415 Osage St., St. Louis.\n\nEarle Raymond Hedrick, A.B., '96, Univ. of Mich.; A.M. ,'98, Harvard Univ.; Ph.D., '01, Gottingen.\nGermany.\n1903,\n\nProfessor of Mathematics, University of Missouri, 302 S. 9th St., Columbia.\n\nEmily Mai Helbio.\n1906,\n\nFirst Assistant in Cote Brilliante School, 1816\n\nCora Ave., St. Louis.\n\nMrs. Caroline C. Helms.\n1890,\n\nFirst Assistant, Public Schools,\n\n2844 St. Louis Ave., St. Louis.\n\nOttilie Herzoc.\n1906,\n\nSupervisor of Music, Public Schools, 3219 Bailey Ave., St. Louis.\n\nCatherine E. Histed.\n1900, Head Assistant in Humboldt School, 3635 Cleveland Ave., St. Louis.\nErnest Godfrey Hoffsten, B.Sc, '01, Ph.D., '05, Univ. of Pa.\n1904, Teacher of English, McKinley High School, St. Louis.\n\nGertrude M. Hog an.\n1894,\n\nPrincipal of Douglas School, 3837 Page Ave., St. Louis.\n\nH. H. Holmes, B.Sc, '85. So. Ind. Nor. Coll.\n1906, Vice-Principal of Central High School, 931 Norton Ave., Kansas City.\nLydia Hospes.\nOld Orchard Park, Webster Groves, St. Louis.\nJessie B.\n\nHough.\n1903,\n\nFirst Assistant in Dozier School,\n\n109 E. Essex Ave., Kirkwood.\n\nWilliam Henry Huffman, A.B., '95, Denison Univ.\n1902, Teacher in Sumner High School, 222 Elwood St., St. Louis.\nMary A. Hughes.\n1887, First Assistant in Patrick Henry School, 4031 Cleveland Ave., St. Louis.\nAlice C. Huth.\n1898, Head Assistant in Chouteau School, 1613 S. 12th St.. St. Louis.\nWalter Edgar Johnson, A.B., '94, Drake Univ..\nHead of German Department, High School, 208 S. 20th St., St. Joseph.\nAnna J. Kelley.\n1899, Principal of O'Fallon School, 3717 Cook Ave., St. Louis.\nRobert Grant Kinkead. A.B., '82, A.M., '85, Marietta Coll.; LL.B., '84, Univ. of Cincinnati.\nSuperintendent of Schools, 214 E. Jefferson St., Kirkwood.\nB. F. KiZER, A.B., A.M., Wittenberg Coll.\n1903, Director of Department of English, Manual Training High School, 1221 Wabash Ave,\n\nKansas City.\n\nGideon D. Knopp, A.B., '91, Ind. Univ.\n1903,\n\nPrincipal of Carroll .School, 3941\n\nWashington Boul., St. Louis.\n\nGeorge Platt Knox, B.Sc, '94, Cornell Univ.\n1905,\n\nPrincipal of Yeatman High School, Garrison and Palm .\\vcs., St. Louis.\n\nMrs. Fannie L. Lachmund, Ph.B., '84, Washington Univ.\n1904,\n\nAssistant in Teachers' College, 3862 Russell Ave., St. Louis.\n\nArthur D. Langston, A.B., '77, A.M., '85. Oberlin Coll.\n1894, Principal of Dumas School, 3540 S. Jefferson Ave., St. Louis.\nAnnie Latham.\n1899,\n\nSecond Assistant in Lowell School, 1901a N. loth St., St. Louis.\n\nAlbert B. Lawyer, A.B., Wa.shington Univ.\nPrincipal of Mt. Pleasant School, 5715 Clemens Ave, St. Louis.\nCharles Leckrone, A.B., '00, A.M., '03, Indiana Univ.\nAssistant Principal of Manual Training School, Washington University, St. Louis.\nWilliam A. Lewis, B.Sc, '96, A.M., '97, Univ. of Mich.\n1901,\n\n1902,\n\nDepartment of History, Central High School, Kansas City.\n\nElla M. Logue.\n1899,\n\nSecond Assistant in Shields School, 3823 Flad .\\ve., St. Louis.\n\nCharlotte A. Lynch.\n1895,\n\nSecond Assistant in Chouteau School, 3552 Olive St., St. Louis.\n\nJoseph H. Markley.\n1900,\n\nPrincipal of Switzer School, 214 E. 35th St., Kansas City.\n\n"}
{"page": 827, "printed_page": null, "text": "Missouri]\n\nLIFE, ACTIVE, AND CORRESPONDING MEMBERS\n\n815\n\nMISSOURI—<7on/i»iM<'</\n1904\n\nGeorge N. Martin.\nigoo. Principal of Farragut School, SS84 Maple Aw., St. Louis.\nJlNivs L. MtRUii, .\\.H.. '05, Ol)crlin Coll.; .\\.M.. 'oi. Harvard Univ.; Ph.D., 'os. Columbia Univ.\n1905, Professor of Ihcory and Practice of Teaching, Teachers' College, University of\nMissouri, Columbia.\n\nCatherine T. Moosev.\nIQC4, First Assistant in Shaw School. 3635 St. Vincent Ave., St. Ix>uis.\nA. R. Morgan-. B.S.D.. 'oj. St. Nor. Sch.. Rirksnile. Mo.\niSoo. Principal of Sherman School, 3490 Flad Ave., St. LouLs.\n\nNeu. G. Nicholson.\n1809.\n\n3036 Cabanne .\\\\-c., St. Louis.\n\nFirst Assistant in Field School,\n\nMary Nolan.\n1800,\n\nHead .\\ssistant in Shields School, 3835 Cook .\\ve., St. Ixiuis.\n\nRose O' Boyle.\n1894.\n\nSecond .\\ssistant in Shields School, 383s Cook .\\\\e., St. Louis.\n\nOCTAVIA O'Brien, Grad., St. Louis Nor. Sch.\n1894.\n\nSecond .Assistant in Irving School, 1827 Dickson St., St. Louis.\n\nHenrietta S. Ordes.\n1887,\n\nPrincipal of\n\nRoe Scho*)!, 810 N. Compton Ave., St. Louis.\n\nMrs. Mary Drown Parks.\nTeacher of Elm Springs Public School; res., Bagncll.\nEdward P. Perry.\nPrincipal of Perry School of Oratory and Dramatic .\\rt, Y. M. C. .\\. Bldg., Grand\nand Franklin .Xves., St. Louis.\n\nGenevieve Phelan.\n1900,\n\nSecond .\\ssistant in Fremont School, 30210 St. N'incent St., St. Louis.\n\nAda E. Pl.a-ss.\n1892,\n\nSecond .\\ssistant in Grant School, 3248 Copelin .\\ve., St. I^uis.\n\nF. W. POTTHOFF, \\M., Washington Univ.\n1904, Principal of Shcpard School, 3922 Ca.stleman .\\ve., St. Louis.\n\nJohn B. Quinn, A.M., '85, Christian Bros. Coll.\n1892,\n\nHigh School and (1905) Chief of Attendance Office, Board\n4595 Cote Brilli^mtc Ave., St. I>ouis.\n\nFirst .\\ssisl.-int in Central\n\nof Education;\n\nres.,\n\nJohn H. Rabe.\n1900,\n\nPrincipal of .-Vrlington School, 1615\n\nBurd Ave., St. Louis.\n\nIra Richardson, Ph.B., '97, Central Coll.\n1901,\n\nSuperintendent of Public Schools, Shelbina.\n\nMrs. Mary E. Robinson.\n1878,\n\nPrincipal of Baden School, 8147 Church St., St. I>nuis.\n\nWali.is Gib.son Rowe,'.\\.H., '97, Yale Univ.\n189H, Head of Department of Mathematict, Smith .\\cademy, St. I>ouIs.\nJessif. Sanderson.\n1899. Principal of Longfellow School. 1915 Camplx-ll\n\n.St..\n\nKaasa.H Ciiy.\n\nJohanna S<'imriJT.\n1899,\n\nDirector of Kindergarten, Shepard .Sch<xj|, 3347 Wisconsin .\\ve., St. Loui*.\n\nKate Schneider, (irad.. St. Louis Nor. Sth.\n1904,\n\nFirst Assi.stant in Public Schrwl,\n\n1018 S. 4lh St., St. Liuis.\n\nHelen S< hwaner.\n19:13,\n\nFirst ,\\ssistant in Irving School,\n\n352 1 Floriiiunl .\\ve., St. Ixiuis.\n\nM. ISABELLE SlIINNKK.\n1901.\n\nPrincipal of Hamilton School, 4186 Morgan St., St. I>ouis.\n\nCharles H. Slater. Ph.B., '00, Univ. of Mlih.\n1904, Head of Dr|urtnicnl ol Physiiit, Win. .MiK.iiilry High School, 1139 Califoml* Arc,\nSt. I^uiit.\n\nMari.aret K. .Slater. Grad.. '70, St. Louis Nor. Sch.\n1H94, Priniiixil of Rixk S|jringt Sih(x>l, 4128 Page Ave., Si. I>ouia.\n\nL J. Smith.\n1K93,\n\nPrin<i|ial of Atlam* Sthool,\n\nMaRKHAM. S, Snow, A.H., 'by AM\n1870,\n\n\"fJ*.\n\n3189 Mnple Ave., St. Iujuui.\nUniv\nLI. D 'o\\, Wa»hington Univ.\n\nH.irv.ir(l\n\n;\n\n.\n\nProfe«iiur of Hitlory anci l>ran of Collrgr, Wastiingluii Uiutrr«ily,\n\nThouaa Edwin Sffw r«.\n\nmm Aulirri Ave\n\nPrinii|x.l of Irving .Sth<«>l.\nSf<.iiii»»\n1904, Princi|ial of Schoolii, Hermann.\niifoi.\n\nFrank <^>.\n\n.\n\n.\n\nSl.\n\nIxuii\n\nEliza A. Stark.\n1901,\n\nHead AMivliinl\n\nWvA.NixiTrr. jAurn SrrvrNn, A\n\nM\n\nin Clinton Sthool, 30.12\n\nKuurll .^vr\n\n.\n\nSl.\n\nIxult.\n\n'Hi. Nor N<irmat Univ.\nPrinotnl ol Kugrne iirUI Sthiiol, 4043 Juanila St., Si. |j<uii.\npHIin S. STRvrNMiN. KM.. 'o4. Wa»hingl<in Univ,\nPrincipal ol HumlKtIdi Sthool, 3117 Shrridan Ave., S( I.uuU.\n.\n\n1901,\n\nMaRIR E. STcK-KfR\n1H93.\n\nFint AMistanI in Fninx Sigei .School, 2817 Eadi Avr., St. l>NiU.\n\nL. W. TruTmrRo.\ni8<27.\n\nPrinrir'\"! \"'\n\nSfxldard Sihool,\n\n\\IM^o Klirl Ave., St. IxMiit.\n\n.St.\n\nl.uui*.\n\n"}
{"page": 828, "printed_page": null, "text": "NATIONAL EDUCATIONAL^SSOCI\nUlSSOVKl—Continued\nAUG. O. THORNTONj^^^^^^\n\nX0O4\n\n^^ ^^^^^^ ^^^^^^^\n\nSt., St. Louis.\n\nS„^^„ High School, 90s W. Kansas\n\nLauka J. TicHENOpR.^^.^^^ ^j Canterbury School; res., 3906 Botanical Ave., St. I^uis\nSTELLA Trueblooo^.^^\n\n^^'-\n\n.Assistant\n\nMaple Ave., St. Louis.\n\nSchool. S943\n(Drawing) in Yeatman High\n\n^°'\"x^88r'second Assistant in Blair\n\nSchool. .7°8i N. .ist St., St.\n\nLouis.\n\nUniv. of Mo\n\nA.B.-; '02,\nivi.^^Underwood,\ntRANKLiN M.\nFranklin\nSt. Louis.\nPrincipal of Meramac School,\n\nJ.M.S L. USHEK, ^^l^:^^^SDZi^S^ool a..3 Cahfornia Ave.. St. Louis.\n\nMary C. Webb.\n\n^^^^^^ ^^^.^^^^^ .^ ^^^^ S^l^^^l,\n\n3533 olive St.. St. Louis.\n\nElma J. WEBSTER^^^.p^j ^^ ^^^^^^^ g^j^^^,^ ^,,3 £. 3,,t St., Kansas City.\nM:ch.^^^^^^\n\nJOSEPH M. W„.E.^A^.;8r,^^^^^^^\n\nWalter H. W.lcox^.^^.^^^\n\n^^^\n\nHenry School, ri..a Ailanthus\n\nMARGARET L^Y;RH,^A.B^,V^i^^^^\nSt.\n\n,,05\n\n^^^^^^^\n\nFoote Ave., Webster Groves.\n^^ ^^^^^^^ g^^^,_ ^^^\nSt..\n\nLouis.\n\nL. KATE BiGOS^, ^^^^^^l^^^Jtufr^fu^nn School, 36:8 Forest Ave., Kansas City.\n,.\n\nA.\n\n^^— ^--\n\nDrushel: A^B^,;o-,tt^rNiIurTscSn^^\n\nSAMUEL McKn^h; GREE.^^^\n\nSt., St.\n\n^-'^•\n\n^^-\n\nLouis.\n\nKatharine Hacsperger. .^ ^^^^^^^ ^^^^^^ ^^^3 g^^^^,, ^ve., St. Louis.\n\nNelson Kerr.^^\nR. A. KissACK.^^\n\nsuperintendent of PubUc Schools,\n\nBreckenridge.\n\n^^^^ ^^^.^^^^^ .^ Y^^^^^^ High School,\n\nT. Wilson LEWis^^^^^^^\n\n^^ Draughon's Business\n\n291a Palm St., St. Louis.\n\nColleges, 9.2-4 Grand Ave.,\n\nKansas City.\n\nEmma J. Lockett^^^^.^^^ ^^ ^.^^^^^ ^^^^^ ^,^8 Purest Ave., Kansas City.\n\n^ ^- ^'''\"\",889, Teacher of English, Central High School, 33:2 Olive St., Kansas City.\nRomeo A. West.\nJohn D. Wilson.\n\n^^^^^^^^^ ^^^ Librarian, Lincoln\n\nInstitute, Jefferson City.\n\n^^^ Department of Theory and\n\n^^ ^\n\nSchool, 1401 E. Filmore St.,\n\nJohn W. W.thers^^A.M.^;o2,,P^^^^^^^^^^^\nMRS. Josephine S-onh.Yate|,^A^^^^^\n,go6\n\nAlmina Gkoroe.^^^^.^^^^^^^^\n\nPractice of Education, State\n\nNormal\n\nKirksviUe.\n,\n\nLouis.\n\n,,., gt.\n\n^.^^^,^ ^^^.^^^^^ j.^.^son City.\n\n^^ ^^^.^.^^ S^j^^^l\n\ns^,^.\n\nNormal School, Warrensburg.\n\nJohn Storms, B|^p^^i„^^^d^^t „f schools, Nevada.\n\nFRANK C.\n\n7;-°- Sh;°^,S:il?s,^cttral High School,\n\nKansas City\n\ninstitutions\nx89S\n\nUNIVERSITY OF Mi^ssouRL\n\n,goo\n\nFREE PUBLIC L>B«pARVj^ST. .TosEPH^^^.^^^ ^.^^^^.^^_ p^^^ 3\n\n^^\n\n^ ^\n\nST. LOUIS PUB\"<^ LjBRJfJ^.^^d\n\nST. Louis\n\n,902\n\nPark College.\n\n^ p^j,^^ Columbia.\n^^^.^^^^ St. Joseph.\n\nSecretary, F. M. Crunden, 9th\n\nUniver^s.ty^Library^^^^^\n\nX90I\n\n,po4\n\n^^^^^. ^^^^^^^^^^ j\n\nand Locust Sts.. St. Louis.\n\nLouis.\n^^^^^^. ^^^^^.^^^ j C. Burke, St.\n\n^^^^.^^^^^ Lowell M. McAfee; Secretary\n\nand Librarian, Austin D.\n\nCarroll School Associa;^>on^^^^^^^ ^^^^^^^ ^^^^ ^ ^^^p^„„ ^^^\nMERCANmE library A^socia^n.^^\nST. LOUIS\n\nST. Stanislaus Seminary^^\n\n^^\n\n,\n\nSt.\n\nWolfe, Parkvillc.\n\nI-uis.\n\n^^.^\n\n^^^ ^^^^^^ Grimmelsman;\n\nLibrarian, Charles B. Moulinier,\n\nFlorissant\n\n"}
{"page": 829, "printed_page": null, "text": "LIFE, ACTIVE, AND CORRESPONDING MEMBERS\n\nNebraska]\n\n817\n\nMISSOURI—Con/i««<-<f\n1905\n\n1906\n\nKansas City Pcblic Library.\nLibrarian, Mrs. Carrie WeslLoke Whitney, gth and LiKust Sts., Kans.ui City.\nState Normal School. \\V.\\rrk\\sburc..\nPresident. William J. Hawkins; Librarian. Flora B. Huberts. Warrensburg\nMissoiRi State Normal S< hool. Third Distkict.\nPresident, W. S. Dcarmonf, Librarian. R. S. Douglass, Cape (Jirardeau.\nSedalia Public Library.\n\nLibrarian, Faith E. Smith, Sedalia.\n\nMONTANA\nArm's MEMBERS\n1880\n\nRobert Guy Young, M.Sc., '77, Upper Iowa Univ.; Ph.M., \"RS, Cornell Coll.; Pd.D., 'oj. Moot.\n\n180J\n\nWes. Univ.\nSuperintendent of City SchooLs, High Sch<x>l Building, Bullc.\nOscar J. Craig, .V.M.. De Pauw Univ.; Ph.D.. Woostcr Univ.\n\n189s\n\nCynthia Elizabeth Reilev.\n\nipcx).\n\nPresident of University of Montana. University .^w., Mis.soula.\ni8<5S.\n\nB..Sc.\n\nProfessor of Mathematics, Uni\\-crsity of Montana, lio S. sih .St.. West. .Mi.^viula.\n\nD. Laroent.\n\n1890\n\nS.\n\n1901\n\nRandall J. Condon, A.B., '86, A.M., '02, Colby Coll.\n\n1898,\n1902,\n\nSuperintendent of Schools, Bach-Cory Block. Great Falls.\nSuperintendent of Schools, 506 N. Rodney St., Helena.\n\nKate Shelley.\n1905,\n\nI9D3\n\nTeacher in Public Schools, in care of General Delivery, Butte\n\nWilliam I. Fraser, Pd.B., B.F., I.imoln Nor. Univ.\nS03 S. 2d St., Missoula.\n\nW. C. Ryan, A.B., '95, M.Sc, '98, N.I. Nor. Sch.\n1903,\n\nPrincipal of Sweet Grass High Sch(X)l. Big Timber.\n\n1903\n\nWilliam M. Aber, .\\.\\i., '78, Yale Univ.\n\n1904\n\nLucy Hamilton Carson. Ph.B., '98, Univ. of Chicago; .\\.M., \"og, Univ. of III.\n1901, Professor of English, Montaina State Normal College, Dillon.\nRi-sdon J. Cunningham.\n\nProfessor of Latin, University of Montana, Missoula.\n\n190s,\n\nSuperintendent of Public Schools, 720 Babcock St., W.. Bozeman.\n\nEloise Knowles, Ph.B.,\n1898,\n\n'98, Univ. of .Mont.\nInstructor of Drawing. University of Montana, Box 34, MissouU.\n\nHenry H. Swain, A.B., '84, Bcloit Coll.; Ph D.. '97. Univ. of Wi.s.\n1901,\n\nPresident of .Montana State .Normal College, Dillon.\n\nLewis Terwilligkr.\n190J,\n\n1906\n\nJ.\n\nCounty High Sihool, Livingston.\n\nPrintip;il of I'ark\n\nUlysses Williams.\n1936, .^Ufjcrintendent of .Schools, 310 So. 6th. St., E. .Miswula.\n\ninstptutions\n\n1900\n\n.Montana State OiLi.Ef;E of \\. and .M. Arts.\nPrcsiiicnl, James .M, Hamilton, Bo/.eman.\nFree Public Library, Buttk.\n\n1902\n\nState Board of Education.\n\n19-33\n\nHelena Piblk' I.iiihahy\n\n1899\n\nlibrarian, (iranville Stuart, Butte.\n\nSu[xTintcndcnt, W. E. Harmon, Helena.\nLibrarian. .Marguerite Bowrirn, Helena.\n\nfga6\n\nMissoula Public Library.\nSecretary, Wm. .M.\n\nLibrarian. Grace M. .Stoddard, .MiMouU.\n\n.\\l»cr;\n\nNEBRASKA\nI.IFF.\n\nMFMII*!\n\niWo\n\nMrs. Orack B. Siidb/irouoii.\n1898. Teacher in High School, jio S. 26lh St.. Omaha.\n\niA9->\n\nI.I//IK\n\nactive MEMBrRH\nL.\n\nBankf.r.\n1900,\n\nPrincipal of Ijravrnworth Sch»iol. 2112 iJciugU* St\n\n.\n\nOmaha.\n\nWilliam Mf.iiAin Davidv>n, A,B.. Kanu< Univ.; Pd I).\ni9'34,\n\nSupcrintcndrni of In»trurtlon. 1336 S. 30th Ave.. ()mah.i.\n\n1892\n\nW. K. FOWLFR.\n\n1894\n\nAnna M. TmBF.n, A B\n\nState Rrprcwmlalivc (orlhr New Inlemaiioaal Kmydoprdla, 1521 S. 2td St.. IJnrolo.\n1H92,\n\n189?\n\n,\n\nUniv. of Nebr.\n\n'04. St\n\nPrint i(nl of\n\nCiiARLFJi Edwin Bfshfv. B S<\n\n(irammar School, 1831 (> Si\n.\n\nVw,.\n\n,\n\nLincoln.\n\nM.Sc., '72, MIrh. Agrl, Coll.; Ph.D., '70 Univ. of Iowa;\n\n\\.l. D..\n\nVi. Iowa Coll.\n1H84.\n\nPriifc-*v>r of\n\nK St\nEdwin J. BoDWELt, B Sc\n\nIbHany and IVan of College of Siirnic. I'nivrnily of\n\nUmoln\n\n,\n\n,\n\n'H8,\n\nDartmouth\n\nColl.\n\nSuperintendent of StbooU, 100 S. io(b St.. Norfolk.\n\nNrbraaka.\n\nH07\n\n"}
{"page": 830, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n8l8\n\n[Nebraska\n\nNEBRASKA—Con/i«uf(f\n1895\n\nW. A. Clark, A.B., '72, A.M., '85, Pd.D., '94, Nat. Nor. Univ.; A.M., '99, Harvard Univ.; Ph.D., '00,\nUniv. of Chicago.\nProfessor of Psychology and Pedagogy, State Normal School, 420 W. 21st St., Kearney.\n\nJames W. Crabtree, B.Sc.\n1904,\n\nPresident of State Normal School, Peru.\n\nG. W. A. LucKEY, A.B.. '94, Leland Stanford Jr. Univ.; Ph.D., '00, Columbia Univ.\n189s,\n\nA. L.\n\nProfessor of Education, University of Nebraska, 1439 R St., Lincoln.\n\nMcLaughlin.\n\nRepresentative of D. C. Heath & Co., iS3S C St., Lincoln.\n\nA. A. Reed, A.B., Univ. of Nebr.\n1902, Superintendent of Public Schools, Superior.\n\nCharles W. Weeks.\nDirector of Music, Normal School, Fremont.\n\n1896\n\nHoward Walter Caldwell, Ph.B., '80, A.M., '94, Univ. of Nebr.; Ph.M.\n1892,\n\nProfessor of American History and Politics, University of Nebraska, 511 N. i6th St ,\nSta. A., Lincoln.\n\nWilliam R. Jackson, A.B., '02, A.M., '04, Univ. of Nebr.\n1902, Professor of Education, and Principal of Normal School, Nebraska Wesleyan University. University Place.\n\n•\n\nA. H.\n\nWaterhouse.\n1899,\n\nPrincipal of High School, 3004 Marcy\n\nSt.,\n\nOmaha.\n\nHarry Kirke Wolfe, A.B., '80, Univ. of Nebr.; A.M., Ph.D., '86, I-eipzig.\nProfessor of Educational Psychology, University of Nebraska;\nLincoln.\n\n1897\n\n1727 J\n\nUniv. of Chicago.\nPrincipal of High School, 1547 S. 22d St., Lincoln.\n\nE. Benjamin Andrews, LL.D., '84, Univ. of Nebr.; D.D. '84, Colby Univ.\n1900, Chancellor of University of Nebraska, Station A, Lincoln.\n\nRobert J. Barr.\nSuperintendent of City Schools, 1015 W. Division St., Grand Island.\n\n1882,\n\nJ. A. Beattie, A.M., '76, Bethany Coll.;\n\nLL.D.\n\nDepartment of Economics and Sociology, Cotner University, 1452 Q St., Lincoln.\nJohn D. French.\n1904,\n\nSuperintendent of Schools, 728 Hastings .^vc, Hastings.\n\n1899,\n\nigoo\n\nNathan Bernstein, B.L., '92, M.L., '96, Dartmouth Coll.\nHead of Department of'Physics, High School, 2622 C.npitol Ave., Omaha.\nGeorge L. Towne, A.B., '95, Univ. of Nebr.\nEditor of \"Nebraska Teacher,\" 134 N. nth St., Lincoln.\n1901,\n\n1901\n\nA. L. Caviness, Ph.B., 111. Wes. Univ.\n1900, Superintendent of City Schools, 804\n\nD St., Fairbury.\n\nW. H. Gardner, B.Sc.\n1904, Superintendent of City Schools, 12th and Main Sts., Fremont.\nDavid Bennett Gilbert, B.Sc, '90, A.B., '91, Central Nor. Coll.\n\n835 Union .St., Fremont.\nJ.\n\nArnott McLean, Ph.B., '00, L^niv. of Chicago.\nSuperintendent of City Schools, 2105 J St., South Omaha.\n\nMrs. Lizzie A. Richards.\n1902\n\nIrving S.\n\n842 S. 22d St., Omaha.\nCutter, B.Sc, '98, Univ. of Nebr.\n1900,\n\nStale Agent for Ginn\n\n& Co., 134 N. nth St., Lincoln.\n\nClark A. Fulmer, Ph.B., '98, Nebr. Wes. Univ.\n1903,\n\nSuperintendent of City Schools, iioo Ella St., Beatrice.\n\nHenry H. Hahn, A.M., '95, North West. Univ.\n1900,\n\n1903\n\nSuperintendent of City Schools, Blair.\n\nJames W. Searson, A.M., '99^ Univ. of Nebr.\nProfessor of English and Literature, State Normal .School, Peru.\nClara B. Mason.\nPrincipal of Train School, Millard Hotel. Omaha.\nH. A. Senter, B.Sc, '93, Univ. of Nebr.; Ph.D., '96, Heidelberg.\nHead of Department of Chemistry, and Librarian, High School, Omaha\nS. H. Thompson, A.B., '01, Univ. of Nebr.\n1904,\n\n1904\n\nSt.,\n\nFrederic W. Sanders, A.B., '83, Coll. of City of New York; A.M., '92, Harvard Univ ; Ph.D., '95,\n190.';,\n\n1899\n\nres.,\n\nSuperintendent of City Schools, Holdrege.\n\nE. C. Bishop, B.Pd., '97, Lincoln Normal Univ.\nDeputy State Superintendent of Public Instruction, 1845 Cherry St., Lincoln.\n\nClar-^ F. Cooper.\n1905,\n\nPrincipal of Teachers' Training Class. 508 City Hall, Omaha.\n\nGuy H. Graham.\n1904,\n\nSuperintendent of City Schools, Havelock.\n\nGeorge P. Griffith, A.B., '99, Univ. of Nebr.\nPawnee City.\nJ. M. Pile, A.M., B.Sc.\nPresident of Normal College, Wayne.\nWilliam Logan Stephens, A.B., '89. Univ. of Nebr.\n1903,\n\nSuperintendent of City Schools, Lincoln.\n\n"}
{"page": 831, "printed_page": null, "text": "New Hampshire]\n\nUFE, ACTIVE, AND CORRESPONDING ME.\\fBLRS\n\n819\n\nNEBRASKA— Oii/miK-./\nIQ04\n\nArcrsTis O. Thomas. Ph.D.. '06. Amily Coll.\nPrt-sidcnt of Stale Normal S<hfK>l, oth ami 2jd Sts., Kcampy.\nMarth.\\ Tayior Whittiik. A.n.. '04. l\"niv. of Wis.; A.M., '05. Kwing Coll.\n\n1005\n\nCharlks Arnot.\n\nlooo.\n\n•\n\nDt-an of Women. BcIIcmic College. Bcllevue.\n\n1902. County Superintendent of Schools, Fremont.\nWilliam H. Clemmons. A.M.\nI'rcsiileni of\n\nFremont College, Fremont.\n\nForsyth Crawford, .\\.B.. 'o.';. .V.M., 'g;, rrinccion I'niv.\n1904, Professor of Psychology and Ped.igogy, (irand Island ColleRe. au N. Locu.\"! Aw.,\nGrand Island.\nRoy Wksley Eaton. B.Sc., B.IM.. Fremont Nor. Sth,, Nehr.\n\nJ.\n\n1905,\n\nSui>erinlcndent of City S«h(xi!s. Wilbur.\n\nLfTHKR E. MiMFORi), A.K.. 'oo. I'niv. of NVlir.\n.'\\gcnt for\n\nGinn & Co, for State of Nebraska, 1000 .Market St., Beatrice.\n\nJaspkr L. MiBriev.\nState Superintendent of Public Instruction, 716 S. 18th St,, Lincoln,\nEiiwi.s- L.\n\nRouse,\n1903,\n\nSuperintendent of City Schools, Plattsmoulh,\n\nEiGENE BiRE.v Sherman. A.B..\n1905,\n\nI'niv. of .\\ebr.\n\n\"o.\";\n\nSuperintendent of Cily Schools. Columbus,\n\nWalter Wells Stoner. A.U.. 'oj. ()tterlx-in I'niv,\n1902,\n\n1906\n\nSuperintendent of City Schools, 428 College .\\ve,, York.\n\nGeorue Burc.ert. B..Sc.. '98. Univ, of Nebr.\n1905,\nI.\n\n,\\.\n\nSuperintendent of Schools, 23d St.. l)et. 7lh and .Sth .Avi-s., Kearney.\n\nDowney,\n\nSuperintendent of County Sthools. Cor, 4lh St. and Kerr .\\n\\. Hastings.\nJoseph Richard Fulk. A.B.. '03, L'niv. of Nebr.\n1906,\n\nSuijerintendcnt of City Schools. Hebron.\n\nNathaniel M. Graham. .A.B.. '01. I'niv. of .\\ebr.\nPrincijxil of High School, 1601 .Mi.s54)uri .Ave., South Omaha.\nLeonidas Raymond Hic.c.ins, A.M.. '84, Brown l'niv.; Ph.D.. 'i>8. Cornell l'niv.\n1902, Profess<^)r of Greek and I-atin, Grand Isl.ind College, Grand Island.\n.\\.N!.. '04 l'niv. of Nebr.\nElizabeth Kin<.sbiry. Ph.B.. '87, Buchtel Coll\n1900, 'i'caihcr of Latin and German, .\\ebra.ska .Normal College, Wayne.\n;\n\nGebtbcoe Norton Rowan. A.B., 'os, A.M.. '06, l'niv, of .Nebr,\n1906.\n\nTeacher of History and Mathematics, High School;\n\nres,,\n\n1645 K St,, Lincoln.\n\nW. A, VoKER, A.B., Nebr, Si. L'niv,\nSuperintendent of Douglas County .S«h<»ols. Omaha.\nINST rrUT IONS\n\n1897\n\nBellevuf. College,\n\n1898\n\nOmaha Pl-blic Library.\n\nPresident, Rev. Guy W. Wndsworth;\n\nLibrarian. Raihel Ferguson. Bellcvue\n\nPresident, I.<ewis S. R<-r<l; IJbrarian, F,<lith Tobilt, ( )iiiuha.\n\nL'niversity or Nebraska.\nChancellor. E, Benjamin Andrews;\n\nIjbmrian, Walter K Jewell, Ijnioln\n\n1901\n\nDepartment or PrBLir Instri'ction, State or Niriahka.\n\n1902\n\nCreioiiton University.\n\n.Su|>erinlcndcnt, J. L.\n\nMcBrien, Cajiitol. Ijiicoln,\n\nM. P, Dowling;\n\nPresident. Rev.\n\nIJbrarian. (iilbrrl Garraghan. Omaha,\n\nI>oANe College,\nPreiudent, David B, Perry; Librarian,\n\nK/us\n\nIJbrarian,\n(/-•O\n\nWm. K. JilUm, I rele.\n\nNebraska State Normal ,S<-ii(kii. nt Peru.\nPresiilcnl, James W. Crabtree, Perti\nNebraska W»j.ievas rsivERsirv, Librahv\n\nMay Ingle*. I'nitrrMI) l'l«<c,\n\nLinioinCiiv Liiivahv.\nPresident of IJbrary BoanI, S. L. (;riMliardt; IJbrarian,\n\nK Joanna llaKry. IJmoln.\n\nNEVADA\nAlTIVr\n1K94\n\nJoMPM (\n\nMrMMKH\n\nTrMrtrTuM, All.. '99. Inland Sunlonl Jr\n190/1.\n\nl'niv\n\nN .Neva.U Si,. C»rutn Cily.\n'76. D D\n\"oo. I.I..D.. 'oj Ohl«i Wr». fnl*.\n\nPrin<i|nl of Public Sth.ioU. 1001\n\nA M\n\n189^\n\nJosrrii LowARii Sri iins, A B\n\nl««7\n\nSf, Gran<l Klvrr ln»l\nGr««<.r. BrsAMis HAi.^.rrT. B S.\nS In-lian livlutirlil Training Stmiol, o»»lirr,\nnxjCj, Su|«Tinirrvlrnl o( I\n\n1904\n\nOrvih Rino, A.B.. '(>o. A.M.. Whr4i.m Coll\n\niHv4.\n\n.\n\n'71.\n\n,\n\n,\n\nPre^i.lcnt o( .S'rvaiU Stair t nivrfmily,\n\nKroo,\n\n.\n\n.\n\nStale Suprrintrmlcnl of Publi<\n\nIntinulion Caraon ( ity.\n\nNEW IIA.MPSIIIRE\ntUM,\n\nJ*Mii E. Ki/irit.\niwoo,\n\n..»,..\n\nPrincljail \"( Slate N'omial S«h<»tl, Plyniimlh.\n\n"}
{"page": 832, "printed_page": null, "text": "NATIONAL^DUCAJl^^\nNEW HAMPSHIRE—Con/inueJ\nACTIVE MEMBERS\n\nCH...KS F.^Coo.^A.B. V^^\n\n,S.8\n\nSt.^Law.n^^^^ Uni.\n\n^^^^^ ^^\n\nH\nAUOOS.US B^ow.,^A.B./7<,,\n\n_\n\n^^_,.\n\n^^^^^^,, R„,;„,on Female\n\n,8.p\n\nJOHS\n\n.,00\n\nBox 144, Exeter.\nHK.«v C. M0R.sos.|J,>^.Dan^^^^^^\n\n.,0.\n\nCH.K.ES\n\nSt.,\n\nW Vk.oko,\n\nSeminary. 33\n\nP-\n\nHampshire Coll.\n\nA^^^^^^^^^^\n\nSt..\n\nManchester.\n\nigo2\n\nL-- L.^^ g-S^^'l^^ S?^oE^S'st., Keene.\nW. H. CCMMINGS, A.M. ^^^^^^^^ ^j g^j^^^l^^ Claremont\nNewfields.\nA.B-.'to, A^^.'^^^'\n^^^^N^wmarL „and. Epping, R. F. D.,\nSupermtendent of bchools 01 iNe\nvj .„, Ph.D.. '99, Harvard Umv.\n\nCHANNIKG FOLSOM\n\nHEKMA.HAK.E..H0.^^^^^^^^^^^\n\nC—\n\nE^„^--:^,t\"lo;^NuSh'sa, Milton.\n\nA. H. KEVES. PhD;;^--nEof Schools, Dover.\n\nHAKKV L. MooKE,^A|.^;ox.\n\n^--\n\nJ-\n\nIT^'\n\nBat^^^^\n\nNormal School Plymouth.\n\nii^^^S^S^o^^.^^^^^^\n\nSherman E. ^^'^^^^^^.^^^\n\n^f Kezer Seminary,\n\nA31. |6,\nS. W. I^OBE^K^^/..\n\nCanterbury.\n\nDanmout.\n^^\n\nU-W11.HELM SEGERBLOM,^A^B., >, Ha^-;J\n\n^^^^^^^^^\n\np, Exe^er^ Academy.\n\nExeter.\n\nExeter.\ni!a°tin^ThePhimps'' Exeter Academy,\n\n,go5\n\nJOHN C.\n\nX898\n\nNEW Hampshire State^.L««^arv^^ ^ ^^^^^^ ^^^^^^^_\n\n1902\n\nDartmouth College, UBRARV.^^.^^^^.^g.^^^^^_H^^o^,r.\n\nK'^g^^-^^^Vofessor of\n\nWoodsville.\n\nINSTITUTIONS\n\nNEW HAMPSHIRE\n\ng-- ,^^|^,r rSI.^\n\n\"\n\nU^^^^^^^^^^\n\n|-HOO-\n\n.903\n\nNEW HAMPSHIRE l^-'^pNORMA^L\n\n,906\n\nC.TV Library. Manche^st.en^ ^ ^^^^^ ^.^^^^^j, Manchester.\n\nPUBLIC LiBKARV, Doven._^^_\n\nrico^fTrrha..\n\nWn^OUth.\n\n^ ^ ^^^j^^j p^^^^\nNEW JERSEY\nLIFE DIRECTOR\n\nLIFE\n\n,876\n\nLELiA E. P-.r>oE.^^^^^^\n\n^^^__ ^^^,^^ ^,,Ho -//-;;r^^r\"c5\";eStf S'vorV.\n\nLANGDONSHOC.KTHO^M^ON.A^^^^^^^^\n,884\n\nMEMBERS\n\nALEXANDER Fo«»f^•^^'^^•]J; Instructor and Lecturer, Mount Holly.\n\nSARAHA.STEWAR-^^^^^^^j^^g^^^\n\n"}
{"page": 833, "printed_page": null, "text": "1\n\nLIFE, ACTIVE, A\\D\n\nNew Jersey]\n\nCORRESPONDING MEMBERS\n\n82\n\nNEW JERSEY—Con/in iW\nAmVE UEMBERS\n18S7\n\nEbes'ezer Mackey. A.B., '78, Mcrcersburj? Coll.\n\ni8Sq\n\n\\V.\n\ni8o3\n\nLevi Seelev, A.M.. '83. Williams Coll.; Ph.D., '86. I^eip/iR.\n\n1801\n\nPcilagogy, State .Normal School, 48J W. Stale St., Trenton.\nEarl Barnes, .\\..\\I.. '80. Ind. Univ.; M.Sc, '00, Cornell Univ.\nLecturer for The .\\merican Society for Exten.sion of University Teaching, 77 Gtove\n\n180J\n\nSarah Y. Ely.\n\nig32,\nF.\n\nSupervising Principal of City Schools, 314 Hamilton Ave., Trenton.\n\nPowell.\nS72 Clinton St.. Cimdcn.\ni8y5,\n\nPniic-s,sor of\n\nMontclair.\n\nSt.,\n\n1887,\n\nSupervisor in High and Graminar Uei>artments of State Model School, 5j Carroll\nSt., Trenton.\n\nM. H. Kinsley, B.Sc, '88, St. I jwrence Univ.\nii>oi,\n\nSuperintendent of Schcmls of Hudson County, Manual Training Building, Hoboken.\n\nJane NL Lewis.\n1877,\nS.\n\nPrincipal of Primary School No. 8, og Mercer St., Jersey City.\n\nErvin Mann'ess, .\\.NL. '06, Univ. of Tcnn.\nigot),\n\nPrincip;il of i8lh .\\vcnue School, 615 Mt. Prospect .\\ve., Newark.\n\nHenry M. Maxson, A.M., '80, .\\mhersl Coll.; Pd.D., '04. .Mfred Univ.\n1892, Superintendent of Schools, 661 W. 7th St., Plainlield.\nAddison B. Poland, .X.M., '76, Wcs. Univ., Conn.; Ph.D., '90, Univ. of City of N. Y.\nipoi,\n\nSupcrinlcndcnl of Scho<ils. 915 S. 16th St., Newark.\n\nEuiLY A. Rice, Pd.D., '92, .MUny Nor. Coll.\nTeacher of Private Cla.s,ses. 77 Clark\nChurch St., Charleston, S. C.\n\nOcean Grove; winter residence, n6\n\n.\\vc..\n\nRandall Spaulding, A.B., '70, Yale Coll.\n1874,\n\nSuperintendent of Schools, 276 Clarcniont .\\ve., Montclair.\n\nJoTHAM Walker Wakeman.\n1865,\n\nPrincip;il of School No. 6, sso Summit .\\ve., Jersey City.\n\nH. Brewster Wilms.\n1886,\n\n1893\n\nSuperintendent of Schools of Middlesex Co., 185 Livingston\nwick.\n\n.Ave.,\n\nNew Bruns-\n\nCharles B. Gilbert. A. B.. Williams Coll.\nLecturer on Education, Western Reserve University; address, ji King St.. KngleWCKKJ.\n\nHe.sry E. Harris.\n1879.\n\nPrincipal of Grammar School No.\n\ni,\n\nW. sih St.. Bayonnc.\n\nMiss S. M. Skarle.\n1893,\n\nPrincipal of Primary Department,\nAves., Jersey City.\n\nSchool No. 33, cor. Romaine and PavoDim\n\n!'ul>lic\n\nRutgers Coll.\nLewis C. Wooley,\n1878, Princijjal of Joseph Wood School, 136 E. Front St., Trenton.\nA..M., '03,\n\n1894\n\nRichard Case, .\\.M.. 'Hi, Brown Univ.\n1898,\n\nSui>erinicn<lcnl of Schools, Trenton Ave., Point Pleaiianl.\n\n.Maximilian P. E. (iRoszuANN, Pd.D, 'ot. New York Univ.\n1900, Director of (iros/mann S«h<»il for Nervous and Atypical Children, Walchung Crest,\nJohn.ston's Drive, Plainlield.\nJ. F.\n\nD. Heinkkes.\n1899,\n\nMam\n.\n\nSupcrvi.sing Principol of Pulilic Schools. EjuU Brunswick PowniUup; re*., cor.\nand School Sts., P. O. Box 4 J. Milllown.\n\nGaics HorruAN.\n18H1,\n\nPrincipal of Schools, Bound Brook.\n\nJames WiLMKR Kkssedv. A.M.. '91. New York Univ.\ni8«9,\n\nHksriktta S\n\nPrincipal of .Miller .Street Grammar School, 3 Ernmelt St., Newark.\n\nLksi.ie.\n\n188s,\n\nPrincipal of Pulilic School, Box 26, Blackwcxxl.\n\nN. W. I'EAsr.\n18/17,\n\nJ.\n\nPrincipal of Morrrll Street .School No. j, ji Morrell St.. Kli«l>eth.\n\nALumr Rr.isiiAiiT, Ph D\niHHj,\n\nErwin IL\n\n'Hi, Syracuv Univ.\nPrimiiul of High Sihool, 534 K- »7th S«i Palenton.\n\nA M\n\n|8«4,\n\n,\n\n'9», I'rinirion C'lll.\n...\nv.\nProfe*vir of .Maihrm.iiii<i, Dr Juliu» Sach»' Colle«iale InMilule, 3H W. 59th St.. New\nYork City, ren Maworth.\n\nSciiuvi.r.R,\n\n.\n\n,\n\n1892,\n\n1805\n\n.\n\n'78.\n\nWiLiKjs FARRANn, A B\n1901,\n\n.\n\nM\n\nMvliaon Ave.. Jemry CUjr.\n\n'81. Yale. Ph I)\n'Kj. Syranj«e Unlv,\n'j^. A\n.Su|«rrvi.ing l'nn<i|ul of S<h.».l.. ij Wlntor PI.. Glen RUIge.\n\ni.vatSK BoUTos, A B\n19-J4.\n\nA M\n\n'KM. I.nfaynir Coll,\nSu|icrinicndeni of Pulilic S<h<«il», 42\n\nHrMtV SMYOri, A B\n\n,\n\n.\n\nA M\n\n'Wi.\n\n,\n\n.\n\n.\n\n'H.,.\n\nPrin<ri..ii f.II\n\nMea<l Mauler of .N'rwark A14I\n\n.\n\nW. J. SiirARrR. AB.'H7. A M ,'90. PII».'oi\niHo%,\n\n1806\n\nSuijerinirndenl of Sch«ioU of I .;,\nKliulieth.\n\nCharlk.h J. BAXTrR. A M\ni8</i.\n\n.\n\n'o?.\n\n' Si.,\n\nNewark.\n\nI\n\n,\n\n.\n\n„\n\n\"\n,\n\nih and County of Unkm,\n\n.\n\nit..\nlioo Anna c.\n\nRuigen Coll.\n\nSlate Supcriniewlent <if Pul.tlr InMrurilon. 940 W. Sial* St., Tr«ii<in.\n\n"}
{"page": 834, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n822\n\n[New Jersey\n\nNEW ^Y.VSEY— Continued\n1896\n\nMrs. Lydia A. Bennett.\n1895,\n\nPrincipal of School No. 3, Midland Township, cor.\nBo.x 103, Leonia, Bergen County.\n\nBroad St. and Harold Ave.\n\nH.^RRY B. BoiCE, M.D., '88, New York Univ. Med. Sch.\niSoi, State Normal School, Trenton; address, Titusville.\n\nMrs. Millie Ryan Eakins.\n38 Oakwood Ave., Arlington.\n\nD. H. Farley.\n\nTeacher in State Normal and Model School, 515 E. State St., Trenton.\nE. R. Johnstone.\n1933, Superintendent of New Jersey Training School for Feeble-Minded, V'ineland.\n\nEdwin C. Merrill.\nPublisher, Maynard, Merrill\nSt.,\n\n& Co., 44-60 E. 23d St., New York; res., 33 Washington\n\nEast Orange.\n\nO. I. Woodley, M.Pd., '01. Mich. Nor. Coll.; A.B., '01, Albion Coll.; A.M., '02, Columbia Univ.\n1904,\n\n1597\n\nSuperintendent of Schools, Passaic.\n\nMargaret Bancroft.\nPrincipal of Haddonfield Training School, Main St., Haddonfield.\n\nMiss Jean W. Cox.\n\"Crampton,\" 2 Main St., Haddonfield.\n\nAnna M. Fell, M.E.L., Pennington Sem.\n1893,\n\nPrincipal of Cadvvalader School No. 21, 310 W. State St., Trenton.\n\nE. K. Sexton, Pd.M., '92, New York Univ.\n1894, Principal of Central Avenue Grammar School, 103 S.\n\nnth St., Newark.\n\nIra Winthrop Travell, A.B., '90, Williams Coll.\n1893,\n\n1598\n\nPrincipal of High School, Plainfield.\n\nS. V. Arrowsmith.\n\n1897,\n\nSuperintendent of Schools, 103 Maple Ave., Red Bank.\n\nArthur Grant Balcom.\nPrincipal of Franklin Grammar School, 167 Mt. Prospect Ave., Newark.\nAnna Bodler, M.Sc, '95, State Nor. Sch., Mansfield, Pa.; Ph.B., '01, Univ. of Chicago.\n\n1899\n\n1901, Teacher of Pedagogy, Newark Normal and Training School, Newark.\nMrs. a. W. Dresser, Gr.ad., '90, Kraus Sem. for Kindergartners, New York.\n226 High St., Burlington.\nEdward H. Dutcher, A.B., Univ. of Vt.\n\nJ.\n\n1891, Principal of Eastern School, 87 N. Munn .\\ve.. East Orange.\nHoward Hulsart, A.M., '98, Ph.D., '01, 111. Wes. Univ.\n1891,\n\nSupervising Principal, 57 McFarlan St., Dover.\n\nA. Leroy Jones, A.B., '95, Williams Coll.; Ph.D., '98, Columbia Univ.\n1905, Preceptor in Philosophy, Princeton University, Princeton.\n\nJerohn Joseph Savitz, A.M., '94, Ursinus Coll.; Pd.D., '02, New York Univ.\n1901,\n\nSuperintendent of Public Schools, 43 Ross Place, Westfield.\n\nAlfred Wilson, B.Sc, '97, M.Sc:, '05, Rutgers Coll.\n1906, Principal of Elizabeth Avenue School, Newark,\nVernon L. Davey, A.B., Cornell Univ.\n\nJ.\n\nigoo\n\n1890,\n\nSuperintendent of Schools, 32 Munn Ave., East Orange.\n\nJames L. Hays.\nPresident of New Jersey State Board of Education, 104 Clinton Ave., Newark.\n\n1901\n\nHenry C. Krebs.\n190S,\n\nSuperintendent of Public Schools, North Plainfield; and (1902) Superintendent of\nSchools of Somerset County; res., 23 Fairview Ave., North Plainfield.\n\nJohn C. McLaury, Ph.B., '99, Ph.D., '01, 111. Wcs. Univ.;\n1900,\n\nPd.B., '95, Pd.M., '97, St. Nor. Coll.,\nAlbany, N. Y.; Pd D., '05, N. V, Univ.\nPrincipal of Seventh Avenue School, Newark; res., 42 S. Maple Ave., East Orange.\n\nMrs. Jennie Prentiss Ward.\n113 Prospect Ave., Newark.\n\nGeorge A. West.\n1885,\n\nPrincipal of Public School, Raritan.\n\nW. Spader Willis.\n1898,\n\nPrincipal of Normal and Training School, 459 High St., Newark.\n\nMrs. H. Brewster Willis.\n185 Livingston Ave., New Brunswick.\n\n1902\n\nFrank W. Bowen.\nRepresentative\n\nof\n\nthe\n\nChristopher\n\nSower\n\nCo.,\n\nPublishers,\n\n304\n\nS.\n\nsth\n\nSt.,\n\nCamden.\nJames E. Bryan, A.B. '90, Johns Hopkins Univ.\n1899, Su[xrintcndent of Schools, 412 Linden St., Camden.\nSarah A. Dynes, Ph.B., '94, Cornell Univ.\n1895, Head of Department of History and Civics, State Normal School, 521 E. State St.,\n\nTrenton.\n1903\n\nArthur PiRRrE Butler, .\\.B., '88, Harvard Univ.\n1898,\n\nAssociate Principal of Morrislown School, Morristown.\n\nJohn Enricht.\nSuperintendent of Monmouth County Schools, and Principal of High School, 39\nCourt St., Freehold.\n\n"}
{"page": 835, "printed_page": null, "text": "LIFE, ACTIVE, AND CORRESPONDING MEMBERS\n\nNew Jersey)\n\n823\n\nNEW }E^SE\\ -Continued\n190J\n\nSamuel A. P'arrand, A.M., '60, Princeton. \"70 Williams, \"70, N. Y. Univ.-. Ph.D., '70, Princetoo.\n1S50, Headmaster of Newark Academy, 544 High St., Newark.\nChristopher Grec.ory, .\\.B., '73, Coll. of City of N. Y.\nSuperintendent of Schools. 410 Uroadway, Station\n\n1889,\n\nLon« Branch.\n\n15.\n\nGeorge Morris, B.Sc. '80, Rutgers Coll.;\n1904,\n\n.\\.M.. \"oi. Columbi.i I'niv.\nSuperintendent of Schools 44 Bay Ave., Bloomlield.\n\nPhilo G. N(X).s-, A.B., 'i)5. Harvaril I'niv.\n\\icc Princiixil of Grammar School, 114 S. 12th St., Newark.\nGeorge Riplfv Pinkham. .\\.B.. '87, .\\.M., '00. Brown I'niv.\n1901,\n\n1905,\n\nSupervising Princijulof South St. School, Newark, and GraHu.ile Student in Kduralion. Teachers College, Columbia University; res., Stella .Apartments, ji W.\n\nKinney St.. Newark.\n\nFred S. Shepherd. A.B., '84. A.M.. \"87. Beloit Coll.;\n\nPh.D.. '97. Univ. of Pa.\nSuperintendent of Public Schools, High School Building, .\\sbury Park\n\n1899,\n\nWilliam H. Smith. .X.B.. 'q\";. HarvanI I'niv.\nPrincipal of Stockton Sch<K)l. 173 S. 3d St.. South Orange.\n\n1005.\n\nLouis Fra.skliv Snow. Ph.B.. \"87. Bmwn Univ.; A.B., '89, A.M., '90, Harvard Univ.; Ph.D.. \"03.\nColumbia Univ.\n160 Market St.. Newark.\n\nFrank A. Tibbetts.\nIQ06. Head of Business Department, High School. 31 Park St.. Jersey City.\n\nH H Tucker, A.B., '83, A.M., '86, Hates Coll.\nPrincljxd\n\n1903,\n\nLawrence\n\nof\n\nNewark;\n\nStreet School,\n\n413 Richmond Ave., South\n\nres.,\n\nOrange.\n\nWilliam A. Wetzel, A.H.. 'gi, I-afayelle Coll\n\nPh.D., '95, Johns Hojkins I'niv.\nPrincipal of Public High Sthool, Trenton.\n\niQoo,\n\nIQOS\n\n;\n\nFrancis Call Woodman, A.B., '88, Harvard Univ.\n1898, Head Master of Morrisluwn School, Morristown.\njlLIA \\. ASAY.\nFirst .Assistant in Garfield\n\ni(;oi,\n\nJ.\n\nGrammar School, 115 .\\. 27th St., Camden.\n\nBrognard Betts.\nAssistant State Superintendent of Public Instruction, State House, Trenton.\n\n1876,\n\nWilliam Bishop, B.Sc., '80, Haverford Coll.\nMemtier of Commiiice in Charge\nBroad St., Rahway.\n\n(\n\nWestlown Boarding School, Milton .Ave. and\n\nf\n\nCharles W. Blakeslee. .\\.B., '.S<>. .A.M., '.89, Wesleyan Univ., Conn.\nNice- Principal of Chattle High School, 207 Chelsea Ave., Ix>ng Branch.\n\n1893,\n\nLena R. Bowen.\nKindergarten Teacher, Public Schools, 36 Arlington Ave., East Orange.\n\n1899,\n\nChakles B. Boykr.\nSui)erintendent of Public SchooU, 31 S. Slenlon\n\nR.\n\nJ.\n\nPI., .Atlantic City.\n\nBOVNTON.\n1896,\n\nPrind|Kil of School, ftSo E. 25th\n\nSt.,\n\nPalerson.\n\nEva E. Brings, B .Sc.. '04 Columbia I'niv.\nHead\n\nDe|Mrtment\n\nof\n\nof Mathematics,\n\nHigh School;\n\n201 4ih\n\nres.,\n\nAve\n\n.\n\n.Anbury\n\nPark.\n\nA M.. Di(kin«>n Coll.\n\nJosephine K. Brisvate. .A.B\n1903, Teacher in High School, 30 N. Delaware .Ave., .Atlantic City\n.\n\nClara Stewart BrBROiiiii.\n1900,\n\nPrinii|«l of\n\n1901,\n\nElizabeth\n\n.A.\n\nManual Training and High School, 605 N. 2d St., Camden.\n\nNat. S<h. of Klo»uiion and Oratory.\nSujrrvi.sing I'rinii|Kil of Public Schools, $44 Penn St.,\n\nMary .A. Burbouch. B K\n\n.\n\n'92.\n\nPrinci|al of C.\n\nLi < v\n\nNf.\n\nCamden.\n\nCassadv.\n.A. Bergen School, Camden;\n\nrr»\n\n,\n\nWoodbury Heights.\n\nChake.\n1906,\n\nPrincipal of High School;\n\nMarv E. C'-rriN, B S<\n1K77,\n\n'o^. Adrl|.»ii\n\n.\n\nColl ;\n\nm.. 42 Ki<lge Roail. Ruthrrfonl.\nPd.M., '94, Pd D.. 'oft. New Ywk Univ.\n\nVite Primi|«l ol High School, 504. 7lh Ave., Asbury Park.\n\nThomas Colby. I'h.B\n\n'oj, Taylor I'niv,\nSujicrinlendrnt of Schools, Garfield.\n,\n\nDavid B. Corson.\n\n.\n\n,\n\n^\n\n..\n\nAsMUant Sujierintendent of S<hot)ls ^^^ ijAt St., Newark.\n\nMartin I.uTMrR Cox.\n\nD\n\nI'd\n\nNew York t'niv.\n\n'97,\n\n,\n\nPriniiial of I iih Ave.\nAve., Newark.\n\nHarriett Btrit Crane.\n\n(irammar and English Industrial High Scbool, j*e CUItnn\n\n,\n\nVice Principal o( Schoiil No. 10;\n\nrr*..\n\nAcnes M. C»A»f\"Ri..\n190J.\n\nTeacher in Public School No.\n\nW. James Csist, Ph II\nC.\n\nM\n\n.\n\nA M\n\n'07.\n\n,\n\n20. ltd\n\n..\n. ^ ,.\nlo« Stiles St\n\nIxmlietk\n\n.\nl\nUisalieth.\n\n...,\n,\n\n....Ave\n\n.\n\nJersey ( ily.\n\n.....\n\n'99\n\ni»5<. Sul«-r«i««ng Princilnl of Public Si luiols, Hackellslciwn.\nN'w V'.rV I niv\nH <\"\nDALSVMPir. I'd\n\" ''\n190^. I\"rinci|««l ''\n\nM\n\n.\n\n'\n\n'\n\nEiKiAR Dawsov. A B\ni9<y>,\n\n•«<\n\nPfrfrp«frr\n\nI\n\n1\n\nson St.. I'llli' r|.,|l\n\n'\n\nPh D\n\n.mriiifl\n\n'r..\n\nt\n\n\\x\\t,$it\nnttrrsily, rr%\n\n9\n\nMadt\n\n"}
{"page": 836, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n824\n\n[New Jersey\n\nNEW Z'E.'&SEY—Continued\n1905\n\nW. B. Du RiE, A.B., Nat. Nor. Univ.\nPrincipal of Grammar School, 56 Jaques Ave., Rahvray.\nGeorge M. Ellis, B.Sc, '01, M.Sc, '03, Alfred Univ.\n1904,\n\nPrincipal of High School, 727 Central Ave.,\n\nOcean City.\n\nGriselda Ellis.\nCritic Teacher in\n\nModel School, State Normal School, 209 S. 6th St., Newark.\n\nHelen R. Emery.\ni8g8,\n\nTeacher in Grammar School, 504, 4th .\\ve., Asbury Park.\n\nLaura J. Ennis.\nTeacher in Public School 21, 535 Pavonia Ave., Jersey City.\n\nLydia K. Ennis.\nVice-Principal of Public School No.\n\ni,\n\n535 Pavonia Ave., Jersey City.\n\nPowell G. Fithian.\nCamden.\n1900,\nGilhdly, Ph.B., '93, 111. Coll.; A.M., '94, Lafayette Coll.\nSuperintendent of Public Schools, 27 Addison Ave., Rutherford.\nHenry Herbert Goddaud, A.B., '87, A.M., '89, Haverford Coll.; Ph.D., '99, Clark Univ.\nDirector of Psychological Research, New Jersey Training School for Feeble-Minded\nBoys and Girls, Vineland.\nWlI.LLAM H. GrENELLE.\nSupervising Principal of Hawthorne Schools, North Paterson.\nMatthew Carter Hamilton, A.B., 'oi,Thiel Coll.; A.M., '05, New York Univ.\n1902, Teacher of Mathematics and Science, and Vice-Principal Irvington High School;\nres., 80 Elizabeth Ave., Newark.\nL.\nR.\nHaven,\nA.M., '67.\nW.\n1869, Superintendent of Schools, 7 Maple Ave., Morristown.\nDaniel Tilton Hendrickson, Ph.B., Providence Univ.; A.M., '06, Ewing Col!.\nSuperintendent of Fanwood Township Schools, Lock Box 11, Scotch Plains, Union\nDirector of Music, Public Schools, 405 Linden St.,\n\nS. B.\n\nCounty.\n\nMrs. Lydia Morford Hendrickson.\n188.5,\n\nJessie\n\nPrincipal of School No.\n\n5,\n\nMiddletown.\n\nMay Herring.\n1900,\n\nTeacher in Columbian School, 36 N. Arlington Ave., East Orange.\n\nNewton Clark Holdridge, A.B., 'gi, A.M., '95, Colgate Univ.\n1897,\n\nSupervising Principal of Schools, Hamraonton.\n\nJane V. Horsley.\nHead Assistant in School No. i Asnex, 43 Orient Ave., Jersey City.\nHomer G. House.\n1905, Supervising Principal of Schools, Livingston; res., 292 Main St., Madison.\nHenry Budd Howell, A.B., '86, Lafayette Coll.; A.M., '98, Columbia Univ.\nPrincipal of School No. 21, Jersey City; res., Phillipsburg.\n\nMary Harrison Howell, A.B., '96, Wells Coll.\n123 Broad St., Newark.\n\nCharles A. Hoyt.\n1866,\n\nPrincipal of Grammar School No. 8, 61\n\nSherman Ave., Jersey City.\n\nKatharine k. Hughes.\n1893,\n\nA.\n\nPrincipal of School No. 8, 721 Grove St., Elizabeth.\n\nM. Hulbert.\n1901,\n\nPrincipal of Schools, Park Ridge.\n\nAlexander C. Humphreys, M.E., '81, Stevens Inst.; D.Sc, '03, Univ. of Pa.; LL.D., '03, Columbia\n1902,\n\nUniv.\nPresident of Stevens Institute of Technology, Hoboken.\n\nAnna Marie Keidel.\n1895,\n\nTeacher in Helmetta School, 21 Hartwell St., New Brunswick.\n\nOliver B. ^Cern. A.B., Franklin & Marshall Coll.; A.M.,\n1904,\n\n06, Columbia Ifniv.\nSknx;r\\ising Principal of Schools, 215 N. 4th St., Camden.\n\nMary D. Kirkpatrick.\n1868,\n\nAssistant in Ann St. School, 100 Pacific St.,\n\nNewark.\n\nFrank Howard Lloyd.\n1903,\n\nPrincipal of School No.\n\n6,\n\nPerth Amboy;\n\nres..\n\nMain St., Matawan.\n\nMargaret T. Magee.\nPrincipal of J.\n\nW. Starr Grammar School, Pine St. above 8th St., Camden.\n\nNellie Lucina Mann.\n1903, Teacher in Public Schools, 293 Clifton Ave., Newark\nM. McCallie, A.B., '87, Univ. of Tenn.\nPrincipal of Centennial Grammar School, 55 Model Ave., Trenton.\nRebecca McClure.\nFirst A.s.sistant in Newton St. Grammar School, 34S, 13th Ave., Newark.\nEmma A. McCoy,\n\nJ.\n\n1896, Teacher in High School, Somerset PI., New Brunswick.\nErnest T. McNutt, A.B., '98, West. Md. Coll.\n\n1904,\n\nSupervising Principal of Public Schools, Belvidere.\n\nGeorge E. Megargee.\nSupervising Principal of Chester Township Public Schools, Moorestown.\n\n"}
{"page": 837, "printed_page": null, "text": "LIFE, ACTIVE, AND\n\nNew Jersey]\n\nCORRESPONDING MEMBERS\n\n825\n\nNEW JERSEY—Cort/inMri\n15)05\n\nM. Alice Metcalf.\nKindcrfjartner, 44\n\nMontgomery I'l., Trenton.\n\nJtLIA a. MiNlHAN.\nPrincipiil of School\n\niSSS,\n\nH. J. Nkal. A.m..\n\nNo. 3, 244, 7th St., Jersey City.\n\nnickin.s..n Coll.\n\n'yi,\n\nSupervisor of Schools, 137 Fourth St., I-akewooil.\n\n1902,\n\nMartha F. Nklsos.\nNew Jersey State Normal School, 907 Eilnewood .\\ve., Trentos.\n\nLibrarian of\n\n1896,\n\nWilliam\n\nOverman, A.U., Haverford Coll.\n\nF.\n\nMoorestown Friends' Ac.idcmy, 100 E. (Vnlr.il .\\ve., Moorcslown.\n\nPrincipal of\n\nCora Webb Peet.\nNormal Kindergarten Training\n\nPrinclixil of Private\nEa.st Orange.\n\nJoseph W.\n\nPin<:i\"s. .\\gri.B., '98.\n\nSchool,\n\n16\n\nWashington\n\nSt.,\n\nConn. .\\Kri. Coll.\n\nAgricultural Director, and President of Hoard of Ivlucalion. Woodliine.\nPoMEROY, B.L.. '96, .\\ft. Holvokc Coll.\nTeacher of English and History, Dearlxirn- Morgan School, 44J .M.iin Si., Orange.\nGeori.e Howard Rekd.\nManager of Educational Deixirtment, Joseph Dixon Crucilile Co., Jcr.sey City.\nSusan A. Reilly.\n1895, Instructor in Geography. State Normal Sch<K)l, Tri-ntcm; res.. 5.5 M.iin St., I.,iini.V.SNIE L.\n\nbertvillc.\n\nIda\n\nY..\n\nRobi.nson.\nPrincipal of School, 265 Franklin St., HliM>niheld.\n\n1897,\n\nWalter M. Sage, .'V.M., '02, Dickin.'«)n Coll.;\n\nPh.B., '00.\nPrincipal of North Halcdon Public School, Haledon.\n\n1904,\n\nAndrew Scarlett.\nPrincipal of Oakwood .Ave. School, Orange;\n\n1893,\n\nres.,\n\nsfi\n\nnth St., Newark.\n\nS.\n\nMrs. Elsie M. Seouin.\nPrincipal of Scguin Physiological School for Children of .\\rrestcd Mental Develop-\n\nment, 370 Center\n\nSt.,\n\nOrange.\n\nJohn C. Sharpe.\nPrincipal of Ulair .\\cademy, Rhiirstown.\n\n1898,\n\nPh.D., '9J. New York Lniv.\n1904, Superintendent of City Schools, Englewood.\nFrank H. Sommer. I.E.B., I.L.M., J.D., New York Univ.\nProfessf)r of Uiw, .New York University, an<i MrmU-r of Hoanl of Education, as6,\n6th .\\vc., Newark.\n\nElmer C. .Sherman, A.B.. '83, A.M., '8s, Hiimilton Coll.;\n\nLouisa St^ndincer.\nTeacher in Public School No. 13, 84 Hentley Ave., Jersey City.\nAmos F. Stauffer. A.B.. '91. .\\.M., '94, Lafayette Coll.\n1004, Princi|>al of School No. 33, Romaine and I'avonia .Vvrs Jervy ('ity.\n,\n\nD. T. Steklman.\n1900,\n\n439 S. Broad .St., (jlassljoro.\n\nSupcrvi.-jing Princiixd of Sch<MiU.\n\nErr* H. .Steelman.\n1902.\n\n'I'eacher in F'ublic School.\n\nHammonton.\n\nEoiTH P. Stkikhh. A.B.. '<>•). Harnar.l Coll.; A.M.. \"oo. Columbia Univ.\n1901.\n\nTeacher in Miss Jacobin Scluwl, New York;\n\nre».,\n\n8 S, M«plc Ave., Ea»l Or ou-r.\n\nFranklin .\\. Strvkkb.\nRaritan.\n\nOkorcc Tf.acuk, A.B., 'os. New York Univ.\n\nBrmnrdn Inn. IJcrnard-iviIle.\n\nSupervising Principiil of .S«hf»>N,\n\nHelen J. Thompson.\n|8<;S,\n1**1\n\nii^'K\n\nR Vactob\nfca(hrr..fS<ienir,HiKhS<h<«ol;\n\nWarwk K.\n\nBkssik ».\n\niH<>j,\n\nHoward S.\n\nI.Ai\n\n.\n\nTeacher in Public .VhooU, 6 Main St., .Medlor.1.\nPrincipal of Ornde.1 .Vb<«j|. K.ea«liey; r«..\n\nMrluihrn\nNew m. »•\nv.\n\n.\n\ni\n\n,•\no l\ni,\n11\nl\nl\n.Supcrinlcndent of llergen (ounly .SthonU, C<Kirt Houiie, II 11 ken%.ii k.\ni\n\n....\n\nHA J. Hi..s',»rrr.\n\n,\n\n..\nVlccl'i nfi|ol of Uurnni .St. School, ^s HurnrtI St\n\nWii i.iAM J. Hir.icr.iT.\ni^y.,\n\nClIARLKf E.\n\n,\n\nM\n190$,\n\no\n\nIt\n\n,\n\nL\n\nI.\n\nM St\n\nI,L H\nSupcriniefulcmo(.St»K«U, 71 ». jolh St. n.tyonn«.\n\nM St\n\n.\n\n'*,'^j\"'l[|^''^j„^\n\nArchihald\n\n,\n\n.\nNewark.\n\n.\n\nPrincipal of Public Sthiiol, 86 PmwIc St.. llackrriMck.\n\nCiiRiHTir..\n\n1900,\n\n«\n\n.\n\n„\nRahway.\n\n.\n\nSut>erinlemlent of S<h«».l». H4 hMerbr-wk Ave\n\nBoHII.\n\n1H9H.\n• Jamf.i H.\nVr.\\%\\.\n\n.....\n\n„\n\nW<KWTICR. n Sc. Tea. hert Coll,\nKio^,\n\nii/yi\n\n_\n\n^\n\n.\n\nThe Oilonlal. I'.i I' ilivi Ir Avr.Wra iloUiken.\n\nrr«..\n\n.,\n\nWilson.\n\n1901,\nH. C.\n\n_\n\n.\n\nTeacher of .Mathematic», High School. 44 Ewing St., Trenton.\n\nDick.\n\nAH\n\nSt\n\nUwrrnce Unlv\n\nj„\n\nM^nurti Tr.inin*\n\n'qi.\n\nAM\n\n,\n\n;\n\nThe Rln«w...| S<h.«.l Rln«w.«| Manor.\n\n<\"'»•»' */'\"\nVJ.\nc\niS. hooU. ,M.iinS<,, Keyporl,\n\nSuprrvi*in« Prin.iiMl of\n\n"}
{"page": 838, "printed_page": null, "text": ".\n\nNATIONAL EDUCATIONAL ASSDOIATlOSf\n\n326\n\n[New Jersey\n\nNEW JERSEY—Co«/tnMed\n1906\n\nJohn Jackson.\n\n„\ntt\n1\nNewman School, Hackensack.\n,\n\n,\n\n1\n\nAllton H. Shekman, A.B., '78, Yale Coll.\n1904,\n'\n\n\"\"iSS^p!\n\nr-i\n\nj c.\n\nr.\n\nSuperintendeat of Public Schools, 104 Cleveland St., Orange.\nPrincipal of Mt.\n\n.\n\nHebron School, Montclair;\n\n182\n\nres.,\n\nSumnil .\\ve.. Upper Mant-\n\nclair.\n\n'91, Cornell Univ.\n^\nPrincipal of High School; res., 52 State St., Hackensack.\n\nGeorge J. VoGEL, A.B.\n\n„\n\nJohn R. Wilson.\n\n^\n\n-^\n\nr^\n\n,\n\n,\n\n1\n\n'\n\nSuperintendent of Schools, 727 E. 23d St., Paterson.\n\nINSTITUTIONS\n1897\n\nFree Public Library OF Jersey City.\nPresident, John J. Voorhees;\n\n,,\n\n,.\n\nx>\n\nt\n\nLibrarian, Esther L. Burdick, Jersey City.\n\nNew Jersey State Normal School.\n1931\n\nPrincipal, J. M. Green, Trenton.\nFree Public Library, Trenton.\nr\n^\nPresident. F. W. RoebUng; Librarian, Adam J. btrohra, Irenton.\n..\n\n,\n\n.\n\nState Library of New Jersey.\n\nState Librarian, Henry C. Buchanan, Trenton.\n\n1903\n\nFree Public Library, Montclair.\n\n,.\n^., ,\nu c.\nat\n.\nPresident, R. M. Boyd; Librarian, S. Augusta Smith, Chifrch St., Montclair.\n•\n\n1\n\n,\n\nFree Public Library of Newark.\n\nLibrarian and Secretary, J. C. Dana, Newark.\n\nPassaic Public Library.\n\n„\n\n^t\n\nt.\n\nLibrarian, Miss J. M. Campbell, City Hall, Passaic.\n\n1904\n\nAtlantic City Free Public Library.\n\n.•\n\na.i\n\n<-•»\n\nLibrarian, Alvaretta P. Abbott, cor. Pacific and Illinois Aves., Atlantic City.\n\nEast Orange Free Public Library.\nLibrarian, Frances L. Rathbone, East Orange.\nPlainfield Public Library and Reading Room.\nLibrarian, E. L.\n\nigos\n\nAdams, Plainfield.\n\nBoard of Education, Plainfield.\n\nu\n\n„ ,, ,r\nt,i\nc\nSuperintendent, H. M. Maxson, Plainfield.\n\nPresident, J. B. Probasco;\n\nBroadway School, Camden.\nPrincipal, Elizabeth Anderson;\nSts.,\n\n£^oi.ir.j\n\nj nv^^ Librarian, Laura S. Schrack, Broadway and Chnton\n^ .,\n\n^\n\n.\n\nCamden.\n\nThe Center School, Bi.oomfield\nPrincipal, Lizzie Otis, Bloomtield.\n\nE. A. Stevens Girls Grammar School Camden.\nPrincipal, Florence Hughes, 4th and Washington Sts., Camden.\n\nEast Orange High School, Library.\nPrincipal, Charles\n\nW. Evans, East Orange.\n\nHigh Bridge Public School.\nPrincipal, C. E. A. Walton,\n\nHigh Bridge.\n\nHigh School, Bayonne.\nPrincipal, Preston H. Smith, Bayonne.\n\nHigh School, Newark.\n\n.,,\n\n.\n\nPrincipal, W. E. Stearns;\n\n^ „\n\njj\n\nxt\n\n1\n\nLibranan, K. E. Rudd, Newark.\n\nMadison Public Library.\n\nLibrarian, Bertha Selina Wildman, Madison.\n\nManual Training and High School.\n\nPrincipal, Clara S. Burrough, Haddon and\n\nMatawai* Graded School.\nPrincipal, W. h. Miller;\nNeptune Township High School.\n\n.,\n\n.\n\n.\n\n„\nNewton Aves., Camden.\n,\n\n„r\n\nn-\n\nLibrarian, Joel A. Walling, Matawan.\n,\n\n-ki,\n\n.\n\nPrincipal, L. A. Doren, Ocean Grove.\nPublic High School, Red Bank.\nPrincipal, S. V. Arrowsmith, Red Bank.\n\nPublic .School Library, Camden.\n/r.\nj\nLibrarian, Laura S. Schrack, Broadway and Clinton Sts., Camden.\n\nPublic School Library, Egg Harbor City.\nPrincipal and Librarian, H. M. Cressman, Egg Harbor City.\n\nSchool No. 2, Jersey City.\n\n.\n\n^\n\n^\n\nPrincipal, Julia A. Minihan, Erie St., Jersey City.\n\nSouth Orange .Public School.\nSuperintendent, H.\n\nW. Foster, South Orange.\n\nStevens Institute of Technology.\n,t t- t,\n.\nu u\nHumphreys; Librarian, H. F. Raetz, Hot)oken.\n,\nPresident, Alex.\nEACHERS\nChestnut Sts., Trenton\nand\nHamilton\n\"^^'^g^p^^yj^i'jjg Principal, E. Mackey, High School,\nWest Hoboken Public School Library.\n„, . tt u\nLibrarian, Robert Waters, School No. 4, Malone St., West Hoboken.\nFree Public Library, Hoboken. ,, „ ^\n„\nLibrarian, Thomas I'. Hatfield, Hoboken.\n\nC\n\n1\n\ni\n\n1006\n\n,\n\n,\n\n,\n\n,\n\n"}
{"page": 839, "printed_page": null, "text": "LIFE, ACTIVE, AX D\n\nXew York]\n\nCORRESPOXDIXC MEMBERS\n\n827\n\nNEW MKXICO\nACTIVK MKKIII RS\n1801\n\nHiRAM Hadlev, A.m.. '85. Earlham Coll.\n\n180S\n\nClarence T. Hackrty, 11. Sc, '00, M.Sc., 'g5. Noire l)anic I'niv.\n\nEx-Tcrritorial Suix-rinti-ndcnt of Public Instruction. I.ns Cruces.\ni8g>,\n\nof\n\nl'ro(r.-;.-^)r\n\nMathematics, College of Agriculture and Mechanic Arts, 1 as Cruces\n\nCharles E. Hodi.i.s-, tlrad., '8i, Iml. St. Nor. Sih.; IM.H., '93, Iniv. of \\. Mex.\niSv7,\n\nPrincipal of\n\nNormal Departnunl. I'niver.sily of New Mexico, Alluqucrqur.\n\nCharles M. Light, Ph.D., I'niv. of City of New York and Nor. Sch. cf Kans.\nNormal School of New Mexico, Silver City.\n1806,\nEoMiNi) J. Vkrt. Pd.n., '94. Ph. It., 'of. Ph.D., \\B.\n1903, President of New Mexico Normal University, Las Vegas.\nPrincip;il of\n\niSor\n\nHioH A. OwE.v. B.Sc.\n1900, Head of Science Department, Normal Sch<Kil of Ni w Mexico, Silver City.\nJames Alphels Wood, A.B., '77, A.NL, '80.\n1899,\n\nSu])erintcndent of City Schcxils, 303 E. I'alace Avenue. Santa Vf.\n\n1902\n\nWellington D. Sterling, B.L., '99. I'niv. of Mich.\n\n1903\n\nRCPERT V. .\\SPLI-NI>, .V.U\n\nSuperintendent of City Schools, .Mhuqucrque.\nlyoi.\n\n,\n\n'96,\n\n111.\n\nColl.\n\nProfessor of Latin and Greek, University of New Mexico, 413 s. 7lh St.. .Ml uquerque\n\nJames Elton Clark, Pd.M.\nTerritorial Superintendent of Public Instruction. 391; Palace Ave., Santa\n\n1904\n\nA. B. Stroup.\n\n1906\n\nWii.\n\n1907\n\nk. R. Larkin, B.Sc. N. Mex. A. and .M. Coll.\nSuperintendent of .Schools, Las Vegas;\n\n1905,\n\n\\'v.\n\nSuperintendent of Bernadillo County Schools. 400 S. Walter St., .\\lbuquerque.\n\nM. Heiney. B.Sc.. \"85. M.Sc, \"90.\n1905.\n\nSu])erintcndent of Cily Schools, Carlslxid.\nres., 624,\n\nuth .St., Lxsi I_is Negas.\n\ninstitution\n1901\n\nNew Mexico College of .Vgriciltire ani> Mechanic .Vris.\nLibrarian. Charloltc A. Baker.\n\nI'resident. Luther Poster;\n.Agricultural College.\n\n.Mi-silla\n\nI'ark;\n\nP.\n\nO..\n\nNEW YORK\nLIFE directors\n\n1884\n\nJamf-S H. Canfield. .\\.B.. '08. .\\..M.. '77. LL.D., 'm. Williams Coll.; IJtt.D.. 'oj, Oxford, England.\n1899, Librarian of Columbia University, New York.\n\n188s\n\nNicholas .Mlrrav Bctler, A.B., 'Hj, I'h I)., '84, Columbia Coll.\n\n1800\n\nCharles Rlfus Skinner. A.M.. '90. Hamilton Coll.; LL.D.. '95. Colgate Univ.;\n\n1889,\n\nPresident of ('olumbia University, 119 E. 30th\n\nSt.,\n\nNew York.\niJtI.D., 'ot. Tufts\n\nColl.\n\nEx-Stale Superintendent of Public Instruction, Watertown.\n\nWuLiAM H. Maxwell, A.B., '7». A.M.. '74, Queen's Univ.. Ireland; LL.D. 'ot. Columbia Univ.\ni8i>8. Suijerintendent of Schcjols, The City of New York, 500 Park Ave.. New York.\nI.I>E\n\n1857\n\n1870\n\nUEUUfRS\n\nJames Cruikshank, LL.D., '61.\n\n...\nKclireil Princi|«al of (Irammar School No. u. and Sccrel.iry ol t ..uii. il\nlyn InMilule of .\\rt» ami .Scienctn. loli S. Oxford St.. Bruuklyn.\n,\n\n.\n\n...\n\n.\n\n,\n\nOliver Cromwell Arjv, .\\.M., 'ds. Union Coll.\n1076 Bergen\n\nSi..\n\nWilliam Edward Cb«s»v.\n\nBrooklyn.\n\n•\n\nUtcrary an-l Ivlucalional Writer. 544 \\\\ I47lh .St New \\ ork.\n'91, Univ of Cily of New York.\nJ.iSEPHINF. E. HoiH.iK.s. I'd M\nEx PrimilMl of lniernir<lialc .S»h<..l No. no, 29 E. »«lh M., New ^i»k.\n.\n\n.\n\n1882\n\n.\n\nHn.ik-\n\n..|\n\n.\n\nMe.sco Stfrn.\n1879,\n\n•\n.\n,\nc\nc u\n1\nI\n1\n„ V\nProfewKir of (;rrman Ijtnguuge and l.ileralurr, Sicrn » iHhuul ol {.anguage*. j8 K.\n,\n\n6oih St.. .New York.\n1884*\n\ni88<\n\nMrs. OroRGiANA Van Aken.\n,\n...\n«\nv>\nv\nl\n\\.irk.\niKjK. Princi|«l ol Doy S«h.ir.l. Five PcMntV .M1»M.*>, 6.» Park St.. New\nThomas IIi.htfr. A .VL. 'w.. Columbia Coll PhD '77. William. Coll III'., N Y. UnW.\nNew Vi*k.\niH*^. President Emrrilun ol Normal Collrgr. »o79. Jth Ave.\n,\n\n;\n\n.\n\n.-\n\nt.\n\n;\n\n.\n\nA<Tivr. Mr.MartH\n\n,882\n\nWalter S.^GooDNot^;...^\n^\n\nIxwU Ave\n.884\n\n^^\n,\n\n^^^^.^\n\n^^^,^\n\n„^^,^^,^\n\nH.cHA...<;.^.r.VM..|e^P^wj;^^^\nE..WA..,\n\nN.j-.;:.•;,•\n\n„^,,,^,^„\n\n,,,\n\n.^.\n\n;«^^;'v.;:t/:'ii;'^i'!\n\n^,\n\n,.\n\n..\n\nre.\n\nPlain.\n\n,880\n\nCharles L\n\n••*\",';_';;;,^^j,^\n\n^.^^\n\ny,^^\n\n,,,^^\n\nBrouklyn.\n\nPubl.Jun^ C...\n\nn\n\n,<,\n\nW. , ul S.\n\n.\n\nNew S.nk.\n\n,\n\n.\n\n,,,\n.\n\n.-..nker,.\n\nMidia„,f av,\n\n.\n\nwi,.„\n\n"}
{"page": 840, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n828\n\n[Xew York\n\nNEW YORK— Con/«M«ei\n1887\n\nGussiE Power.\n\n1888\n\nAndrew S. Draper, LL.B., '71, Union Univ.; LL.D., '89, Colgate Univ., '03, Columbia Univ.\n,1904, Commissioner of Education for the State of New York, Albany.\nCharles De Garmo, Ph.D., '86, Halle, Germany.\n\nTeacher, 535 Warren\n\n1880,\n\n1889\n\nProfessor of Science\nIthaca.\n\n1898,\n\nSt.,\n\nHudson.\n\nand Art of Education, Cornell\n\nUniversity, 809 E. State St.,\n\nThomas Francis Kane, A.B., '92, Cornell Univ.\nTeacher of Mathematics, George Wm. Curtis High School, Richmond Borough, s\nWall St., New Brighton, S. 1.\n\n1899,\n\nGratia L. Rice.\nState Director of Teachers' Institutes, Education Department, State of\nhome address, Cassville.\n\n1892,\n\n1890\n\nC.\n\nNew York;\n\nW. Bardeen, A.B., '69, Yale Coll.\nEditor of \"School Bulletin,\" 406 S. Franklin\n\n1874,\n\nSt.,\n\nSyracuse.\n\nAndrew Burr Blodgett, Pd.D., '02, Syracuse Univ.\nSuperintendent of Schools, 127 Burnet Ave., Syracuse.\n\n1889,\n\nJohn T. Buchanan, A.M., Central Coll.\n1897, Princip.1l of De Witt Clinton High School; res., 37 Hamilton Terrace, New York.\nJohn W. Chandler, Ph.D., '77, Univ. of State of New York.\nJordan.\n\nEdward D. Farrell, .\\.M., '67, Coll. of the City of New York.\n\nNew York.\n\nDistrict Superintendent of Schools, 163 E. 124th St.,\n\n1889,\n\n1891\n\nVincent Aldridge, A.M., '81, Syracuse Univ., M.D.\n1889, Teacher in Manual Training High School, 32 Clarkson St., Brooklyn.\nFrancis John Cheney, A.B., '72, A.M., '75, Ph.D., '89, Syracu.se Univ.\n1891, Principal of State Normal and Training School, 45 Church St., Cortland.\nAugustus S. Downing, A.M., Pennsylvania Coll.; Pd.D.; LL.D., '06, Syracuse Univ.\nThird Assistant Commissioner of Education, 141 S. Allen St., Albany.\n\n1904,\n\nMatthew J. Elgas, A.B., '62, A.M., '63, Montreal Coll.; Ph.D., '69, St. John's Coll.\n1896, District Superintendent of Public Schools, 121 W. 87th St., New York.\nHarlan P. French, A.B., '68, A.M., '71, Amherst Coll.\nProprietor of Albany Teachers' Agency, and Publisher of\n81 Chapel St., Albany.\n\n1895,\n\n\"American Education,\"\n\nGeorge David Hale, A.B., '70, A.M., '73, Univ. of Rochester.\nIOS9 Lake Ave., Rochester.\n\nOssiAN H. Lang.\n189s, Editor of \"The School Journal,\" \"Educational Foundations,\" and \"Teachers Magazine\" 11-15 E. 24th St., New York.\nHenry M. Leipziger, A.M., Coll. of City of N. Y.; Ph.D., '88, Columbia Coll.\n1896, Supervisor of Lectures, Board of Education, New York city, 500 Park Ave., New York.\n\nEllen G. Reveley, Pd.D., '94, N. Y. State Nor. Coll.\n1904, Institute Worker and Educational Writer, 349 Westcott St., Syracuse.\n\nThomas B. Stowell, A.B., '6s, Genesee Coll.; A.M., '68, Ph.D., '81, Syracuse Univ.\n1889,\n\n1892\n\nPrincipal of State Normal and Training School, 6 Le Roy St., Potsdam.\n\nMrs. Ella N. Allen.\n34i Eagle St., Utica.\n\nThomas O. Baker, A.B., '86, A.M., '92, Ph.D., '96, Nor. Univ., Ohio; Pd.D., '96, N. Y. Univ.\n1901,\n\nPrincipal of School No. 128, 1941, 83d\n\nSt.,\n\nBrooklyn.\n\nEmmet Belknap, A.B., '80, A.M., '83, Marietta Coll.\n1899,\n\nSuperintendent of Schools, 247 East Ave., Lockport.\n\nW. H. Benedict, A.B., '75, A.M., '78, Hamilton Coll.\n1889, Principal of School No. 8, 521 W. 3d St., Elmira.\nA. Hall Burdick.\n1890,\n\nPrincipal of Public School No. 14, 4 Harrison St., Stapleton.\n\nCharles W. Cole, A.B., A.M., Ph.D., Hamilton Coll.\n1878, Superintendent of Schools, 354 Hudson Ave., Albany.\nMelvil Dewey, A.B., '74, A.M., '77, Amherst Coll.; LL.D., '02, Syracuse Univ. and Alfred Univ.\n1888, Director of New York State Library, Home Education Department and Library\nSchool, and (1904) State Director of Libraries, Albany;\n\nres..\n\nLake Placid Club,\n\nEssex Co.\n\nGeorge Fenton.\n1890,\n\nAgent\n\nfor\n\nAmerican Book Co., 40 Olbiston St., Utica.\n\nMary F. Hyde.\nAuthor of \"Practical Lessons in the Use of English,\" \"Practical English Grammar,\"\n\"Two-Book Course in English,\" etc., 208 Main St., Binghamton.\n\nJames Lee, M.D., '86, Bellevue Hospital Med. Coll.\n1892,\n\nDistrict Superintendent of Schools, 456\n\nW. 141 St., New York.\n\nWilliam J. Milne, A.B., '68, A.M., '71, Ph.D., '77, Rochester Univ.; LL.D., '78, De Pauw Univ.\nPresident of New York State Normal College, Albany.\nOscar D. Robinson, Ph.D., '87, Dartmouth Coll.\n1886, Principal of High School, 501 State St., Albany.\nN. CoE Stewart, F.C.M.\nAuthor of Stewart's School Book Music Series, Instructor\nInstitutes, Ft. Washington Park, New York.\n\nin\n\nMusic, Teachers\n\n"}
{"page": 841, "printed_page": null, "text": "LIFE, ACTIVE, AND CORRESPONDING MEMBERS\n\nNew Yorkl\n\n829\n\nNEW YORK—tVfi/iniW\niSgj\n\nJames Winne, A.Fi., 77, A.M., 70. Hamiltnn Coll.\n\n1893\n\nAndrew W. Ei»s<jn, .\\.H., '7S, A.M., '81, Dartmoulh Coll.\n\n1905.\n\ni8q7,\n\nSupcrinlcniient of I'nion ScaiHjI. CananJait^u.t.\nAs.s(K-iatc City Su|KTinicnilcnt of SchiKil.s\n\nPark Ave. and sglh St., New York.\n\nHknry p. Emkr.skn, .\\.B., '71, .\\..M., '7.1. I'niv. of R<Khe>lcr.\n1S93,\n\nSuix'rintcndcnt of Education, 132 College St., HufTalo.\n\nJoii.N Arthur Grkesk, .V.M., '00, Colby Cniv .\ni8g6, Manager of American liook Co., 100 Washington Sq.,\n\nNew York.\n\nJenny Bigi;s .Mkrrill, Pd.U.. '02. New York Cniv.\ni8yO,\n\nSuperviMir of kindergartens, Boroughs of .Manhattan and the Bronx, 112 E. 8ist St.,\nNew York.\n\nJosephine E. Rogers.\nPrincipal of Public School \\o. 126; res.. 541 Ixxington .\\ve.,\n\n1894\n\nNrw York.\n\nFred Washington Atkinson, .\\.B., '90, Harvard Cniv.; Ph.D., '93, l^-ip/ig.\n1904.\n\nPresident of Polytechnic Institute of Brooklyn, s$ Pineapple St., Brooklyn.\n\nJohn H. Badkr, A.B.. '85. Washington and Ix-e Cniv.\nRepresentative of U. C. Heulh\n\niyo2.\n\n& Co., 225. 4th Ave., New York.\n\nFrank D. Bkattvs, A.B., '85, A.M., '88, Weskyan Cniv.\nNIanagcr of\n\nBurdett & Co., 85. sih Ave., New Y'ork.\n\nSilver,\n\nFrancis R. Clair.\n1904,\n\nAuditor of Accounts. Department of Finance, City of\n\nNew York; res.\n\nNorth Boule-\n\n.\n\nvard, College Point.\n\nCharles Newell Cobb, A.B., '77, and .\\.M., '80, Syracuse I'niv.\n1893,\n\nInspector of Education Department, Cniversity of State of\n.\\\\c.,\n\nNew York, 20 N. Pine\n\nAlbany.\n\nLcjcAN D. Howell, A.B., '80, Cniv. of N. C.\nTeacher in .Morris High Scho<jl, 160th St. and Boston Road, New York.\n\nCynthia Lagomarsino.\n1884,\n\nTeacher in Five Points Ladies' Home Mission Day School, 63 Park St., New York.\n\nWilliam A. Mackey.\n1899,\n\nPrincipal of Grammar School No. 53, 59 Huntint(ton Ave., Buffalo.\n\nCharles E. Merrill.\n\nPresident of Maynard, Merrill & Co., FIducational Publishers, 40-60 E. asd St., New\n\nYork.\nL. Frederick Mosteser, Ph.D., '8.\";, Cniv. of Vienna, .\\ustria; Pd.D., '93, N. Y. Cniv.\n1897, First Assistant in be Wilt Clinton High S«hool, SQlh Si. and loth A\\-e., New York\n\nW. F. 0'Calla(;han, A.B., Harvard Cniv.\n\nPrinciiwl of Public School No. 58. and (1902) Lecturer in Catholic Summer Sihool of\n\nAmerica, 317 W. sad St., New York.\n\nGeorge \\. Plimiton.\n\nEducational Publisher, 70, slh Ave., New York.\n\nHester A. Roberts.\n188A,\n\nElementary School No. 10, 2 W\n\nPrincipiil of\n\nAM\n\n.\n\n129th St., New \\ ork.\n\n'80, Brown Cniv.\n'8t,\nPublisher, I'resiilcnt of the Corporation Silver, Burdett\n\nEix;ar O. Silver, A.B\n\n,\n\n,\n\n& Com|uny, 85, 5th Ave..\n\nNew York.\nJoseph S. Taylor, Pd.D, '92, New York Cniv.\n1902,\n\nSchools, 227s\n\nDistrict Sujferintendent of\n\nU'ring\n\nI'Uce.\n\nL niversity\n\nNew\n\nHcigbti,\n\nYork.\n1895\n\nSami EL HoosTo.s Albro, Ph.D.. Colgate L'niv.\nWood-side, (\"cntral Ave., Fretionia.\nII\n\n1'\n\n\\UBROSF\n\nPresident of American Book Co., Publinhrrs. too Wanhington Sq., New York.\n\nMluuLtsEX A. Baiii.v,\n1899.\n\nAM ,'77. WeOeyan Cniv. Conn. ,„,,„,,,.,..\nrraining Sthuul for Irachen; rei I^-wit\n\nDejMrlnirnt\n\n,\n\n.M.ilhematu*, .Sew \\ork\n\n<if\n\n.\n\n,\n\nParkway, Vonkem.\n\nThoma-s M. Bai Lirr.\n1904.\n\n„,\n\n,\n\n.,\n\n^.\n\n.,\n\n,.\n\n.\n\nDean of Scho«il of J'e«la«o«y. New York I'nivcnuty, Wakhmclun Sq.. New \\ofk.\n\nCniv of BufTalo. Me<l. Deix\n1H9J. Su|>rrviMir of Primary Grade., 711 Mlnolt Si\nA B 'Ki, Yale Cniv.\nClarkso: Franklin Carmoi\nIi>A C. \\\\ys\\>\\ «. .M D., '120,\n\ni\n\n1903,\n\n,\n\nBufTalo.\n\n.\n\n.\n\nSuperintendent of Siho<il». H Girton PI\n\n.\n\nKcK.he»lef.\n\niKgr AMUlani Priniitwl of (;ranimar Sthool No. 77. iH.». Mih Ave\nJiiiA\n\n..\n\nRAsr.\n.j.^^^j^^^\n\n^ I\n\ny^_^^| y^,^^ j^,,, j,;„^,l\nPotwiam.\n91 .Main St\n\nlute of .\\lu»i<\n\nHrNRv Thomas Dawv.m, A B\n\n.\n\nPublisher, 424\n\n^Ij^l^nj l^jj^t^ „( C„o« Normal In-ii\n\n.\n\n,\n\n'Kj,\n\nIII\n\nWr» Inlv\n\nW i44ih St\n\n.\n\n.New %.*k.\n\n^*''\"*'•'^•|S^''pro'?elL;^.^s?'hi'/Admini..^..l.-., Teacher. College,\nijolh St.. .New York.\n1K97.\n\nBriMjklyn.\n\nColumbU miver^.y.\n\nA»M»iant .Suiirrintendenl of Stb.«.U. an«l .Sui»fvi»oc of Kimirrgartm., »o7\n\nAve\n\n,\n\nKocheater.\n\nW\n\nKa»l\n\n"}
{"page": 842, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n[New York\n\nNEW YOViY.—Continued\n1895\n\nEdward Hayward, A.M., Ph.D., '92, Union Coll.\n\n1901, Superintendent of Schools, 103 Mohawk St., Cohoes.\nWelland Hendrick, A.B., '80, A.M., '83, Colgate Univ.\n1898. First Assistant in New York Training School for Teachers, 680 St. Nicholas Ave., New\n\nYork.\n\nWalter L. Hervey, A.B., A.M., Ph.D., '93, Princeton Coll.\n1898,\n\nExaminer of Board of Education, 500 Park Ave., New York.\n\nWilber W. Howe.\n1891,\n\nSuperintendent of Schools, Whitehall.\n\nThomas R. Knf.il, A.B., '75, A.M., '78, Wesleyan Univ., Conn.\n1S02,\n\nSuperintendent of Schools, High School Building, Saratoga Springs.\n\nKate Macdona Kohler.\n1899,\n\nPrincipal of Elementary Schools, 303\n\nW. 80th St., New York.\n\nLouise M. Lapey.\n1902,\n\nAssistant Principal of Delaware Avenue School No. i6, 731 Ellicott St.. Buffalo.\n\nCh.ari.es D. I.ARKiNS, Ph.B., '8i, Pd.D., '04, .\\lfred Univ.\n1893, Principal of Manual Training High School, 225 .^rgyle Road, Brooklyn.\n\nSeth Low, LL.D., '89, Amherst Coll.; '90, Univ. of State\n\nof\n\nN. Y., Univ. of Pa., Harvard Univ.;\n\nTrinity; '96. Princeton Univ.; '05, Yale Lniv.\n\nEx-Mayor of Greater New York, 30 E. 64th St., New York.\nJ.\n\nMiLFORD McKee, A.m., Ph.D., '01, 111. Wes. Univ.\n1898,\n\nPrincipal of West Side School, 121 Valentine St., Mt. Vernon.\n\nFrank Morton McMurry, Ph.D., Jena.\n1898,\n\nProfessor of Theory and Practice of Teaching, Teachers College, Columbia University, New Y'ork; res., 9 Hillside Drive, Park Hill, Yonkers.\n\nHenry Dorsey Newson, A.B., '72, West. Md. Coll.\nPresident of Newson\n\n& Co., Publishers, 18 E. 17th St.; res., 160 W. 106th St., New\n\nYork.\n\nAndrew V. V. Raymond, A.B. '75, D.D., '87, Union Coll.; LL.D., '94, Williams Coll.\n1894,\nJ.\n\nPresident of Union College, College Hill, Schenectady.\n\nM. Rice, M.D., '81, Coll. of Phys. and Sur., N. Y.\nEditor of \"The Forum,\" 45 E. 42d St., New York.\n\nRoviLLUs R. Rogers, A.B., Oberlin Coll.\n1890,\n\nSuperintendent of Schools, 627 E. 6th St., Jamestown.\n\nJames Earl Russell, A.B., '87, Cornell Univ.; Ph.D.. '94, Leipzig; LL.D., '03, Dickinson Coll. and\n'05.\n\nUniv. of Colo.\n\n1898, Dean of Teachers College, Columbia University, 500 W. 121st St., New York.\nHenry R. Sanford, A.B,, '61, A.M., '64. Genesee Coll.; A.M., '73, Syracuse Univ.; Ph.D., '94,\n\nUnion Univ.\n1885,\n\nState Institute Conductor, and Chairman of State\n\nBoard of Examiners for Teachers'\n\nLicenses of New York, 135 Elm St., Penn \\'an.\n\nAlfred T. Schauffler,\n\nA.B., '65, A.M., '68,\n\nWilhams Coll.\n\nSuperintendent of Schools, the City of New York; res., 2862 Marion Ave.,\nBedford Park.\nHenry G. Schneider, B.Sc, '87, Coll. City of New York.\n1888, Second Assistant in Public School No. 10, Bronx; res., 610 W. 47th St., New\nYork.\nMyron Tracy Scudder, A.B., '82, A.M., '86, Rutgers Coll.\n1902,\n\nDi.strict\n\n1899,\n\nPrincipal of State Normal School, New Paltz.\n\nSylvester R. Shear.\n1902,\n\nSuperintendent of Schools, 74 Fair St., Kingston.\n\nHerbert J. Smith, A.B., '88, A.M., '91, Colgate Univ.\n1899,\n\nProfessor of Greek, Latin, and Logic, State Normal School, Oswego.\n\nPlowdon Stevens, Jr., B.Sc, '88, Coll. City of New York.\n\nPrincipal of Public School No. 6, Bronx; res., 2126 Washington Ave., New York.\n\nJohn H. Walsh, .^.B., '73, A.M., '89, Georgetown Coll.; LL.B., '80, Columbia Coll.\n1932, Associate City Superintendent of Schools, The City of New York; res., 8502 Fort\nHamilton Ave., Brooklyn.\n\nCharles F. Wheelock, B.Sc, '73, Cornell Univ.; LL.D., 'c;, St. Lawrence Univ.\nChief of Division of Examinations, Department of Education, State of\nCanajoharie.\n\niSq6\n\nNew Y'ork,\n\nMi«s. Amelia D. Alden, Grad., State Nor. Sch., Albany, N. Y.\n1895,\n\nTeacher of English and History, Westerleigh, West New Brighton.\n\nEdward N. Bristol.\nBo )k Publisher, 29 W. 23d St., New Y'ork.\nEugene C. Colby.\n190S,\n\nState Director of\n\nDrawing and Manual Training. State\n\nof\n\nNew York, Education\n\nDepartment, Albany.\n\nLe Roy C. Cooley, A.M., Ph.D.\n1874,\n\nProfessor of Physics, Vassar College, 2 Reservoir Sq., Poughkeepsie.\n\nHenry M. Crist.\nManager of New York Office, Milton Bradley Co., 11 E. i6th St., New York.\n\nBoothe Colwell Davis, A.B., '00, A.M., '93, Alfred Univ.; B.D., '93, Yale Univ.; Ph.D., '96, Nat.\n189s,\n\nNor. Univ.; D.D., '01, Alfred Univ.\nPresident of Alfred University, 8 Terrace St., Alfred.\n\n"}
{"page": 843, "printed_page": null, "text": "New York]\n\nLIFE, ACTIVE, AND\n\nCORRESPONDING MEMBERS\n\n831\n\nNEW YORK.—Coniinued\ni8q7\n\nGeorge Seluar Davis. S.Sc.. Coll. of City of New York.\n1888,\n\nAssociate City Supcrintcnilcnt of Schixils. Park .\\vc. and soth St.;\nSt..\n\nres..\n\nNew York.\n\n342 \\V. Si;th\n\nWilliam Reep E.astman. .^.B.. '54. Yale Coll.;\niSgj.\n\nB.L.S.. '02. M.L.S.. '06, Iniv. of N. Y.\nIn.six-ttor of Public Libraries, and (iqo(>) Chief of Divisinn iif Kilucational Extension. New York State Educational Department, Slate Library, .•Mlxiny.\n\nElla C. Elder.\n1898,\n\nSupervisor of Kindcrgartensi, 86 Delaware .\\\\c., HulTalo.\n\nHenry W. Ellsworth. Grad., Fredonia Acad.\nAuthor and Publisher of Scboolbooks, 127 Duane St., New York.\n\nJames A. Estee, .\\.M.. .Mfrcd Cniv.\nSuix-rintendent of Schools, 17 Marshall .\\vc.. Gloversville.\n\nJohn Histon Finley. A.D.. '87. A.Nf.. '00. Knox Coll.;\n1903,\n\nLL.I).. Princeton Cniv.. Park Coll. Knox\nColl.. Univ. of Wis., and Tulane Cniv.\nPresident of College of The City of .New York; res.. St. Nich<il;is Terrace, New\n\nYork.\n\nRobert Foresman.\nEducational Publisher, Silver, Burdett & Co., 85. slh .Ave., New York.\n\nCharles Evcene Gorton. Ph.B.. '71. Univ. of Mich.; Pd.D.. \"06. .Mfred Univ.\n18S4,\n\nSuperintendent of Schools, 55 Hawthorne Ave., Yonkers.\n\nElbert W. GRirFrrn, Ph.B., Ph.D., 111. Wcs. Univ.; A. M., Wes. Univ., Conn.\n1899,\n\nSuperintendent of Schools, 6 Pearl St., Glens Falls.\n\nWalter B. Gunniso.n, .\\.B., '75, A.M.. '78, Ph.D., '93.\n1896,\n\nPrincipal of Eirasmus Hall High School, 77 Wilson St., Brookly-n.\n\nCaroline T. Haven.\n1884,\n\nPrincipal of KindcrRarten Department, Ethical Culture Sthinil, Central Park, West,\n\nand 6jd Sts., New York.\n\nWilliam C. He.ss, B Sc, '67, M.Sc, '71, Coll. of City of N. Y.\n1885,\n\nPrincipal of Public SchiKil No. 30, ami (1896) Print ipal of Fast Side Evening High\n\nSchcxjl; res., 621 N. Lefferts Ave.. Richmond Hill. -New York.\nAlpheus B. Kenn'on. B.Sc., '74, M.Sc, '77. D..Sc., '05, .Mfred Univ.\n\n1874,\n\nProfcs.sor of Mathematics and Graphics, and (1891) Registrar of .Mfreil Universilv,\n\n33 S. Main St., Alfred.\n\nMrs. Maria KRAVS-BoELTfe.\ni873.\n\nKraus Seminary for Kindergartners, Hotel San Renio, Central Park, W.,\n74th and 7Sth Sis., New York.\n\nPrinii|>;il of\n\nCharles E. Lawton,\n1889, Principal of Central Grammar School, 46 Srward A\\e.. .\\uburn.\nThomas Bailey Lovem., A.B., '62. A.M.. •6<;, Univ. of RmhrMer; I.L.D.. '00, Hohart Coll.\n1892,\n\nPrincipal of High School, 702 Chilton Ave., Niagara Falls.\n\nMary A. Magovers.\n1906.\nJ.\n\nPrincipal of Public School No. 76;\n\nres.,\n\n2051. sth .\\ve., .New York\n\nEdman Ma.ssee, A.n.. '73, A..M., '76, Hamilton Coil.\nEx'Suixrrintendcnt of Schools, 706 Church St., Herkimer.\n\nMark NL MAYCfHTK, M.P., '77, Syracuse Univ.\n1872,\n\nTeacher of Drawing in State Normal School, 220 Jersey St., Buffalo.\n\nClarence E. Meleney, A.B., '76, A.M.. '70. Colbv Univ.; LL D.\n1890,\n\nAs.s<Kiale City Suijcrinlendrnt\n\nol^\n\nSchools, soo Pa^k Ave.,\n\nNew York dly, ret., 4A9\n\nWashington Ave., Brooklyn.\n\nOtis Mo.vTRfWE.\n1895,\n\nPutnam Co.\n\nPrincipal. of Haldane High S<ho«il, Colds|)ring.\n\nHowARO J. Rogers, A.B., '84, Williams Coll.;\n\nLL.D.. Norlhwe«ieni I'niv\n\n,\n\nA.M.,\n\n'04,\n\nCulumltia\n\nUniv.\n\nNew York, .Mbany.\n\nFirst .As-Mstant Commis-doner of Education, State of\n\nCharles M. Rvon.\n1902,\n\nSupervisor of Penni.in tiip,\n\ni\n\nv> I'.lmendorf Si.,\n\nSara .\\. Saunders, Grad., '73, Cof'\n|8«;S,\n\nTeacher\n\nof\n\nSch.iol,\n\nFiAMX A. Sthmidt, Pd D\n1904.\n\n.Mnl;\n\n-\n\nrmlemleni\n\nTraining I)e|>arltnrnl, Stale\n\nof\n\nNormal\n\n.j..rl.\n\n40 Coll.,;\n\n. '91.\n\nKingdon.\n\n'^'h\n\nNew York I niv.\n\nPrincipal of Public ScIkioI .No. 34\n\nManhattan.\n\nrr«\n\n4>o\n\n.\n\nMae E. SrHtriarB\n\nW i4;lh\n.....\n\nSi..\n\nNew York.\n\n...\n\nKjai, InMitutc InMruclrjr in l^ngungr and Literature, Imprrial Hotel, New ^^lfk.\nJacob Gould S< iiurmas, A B .'77. A M.,'7H. Iniv of I>r>ndon; I) St ,'7». Univ of F.<linburgh. I L.D.,\n'oj, Columbia Univ.. 'oi, Vale Univ and 'ot. Univ ol Minburgh\n.\n\n1892,\n\nProUdeni of Cornell Univcraily, llhata.\nF>lilorial\n\nDeportmeni, I'rang E4luraliaiul Company. 11 j UnlvwaJiy PI., New York.\n\nMary V. S<jiiRr\nAitM«tanl in Sthool\n\nEdward WALVsLrv Siirr. M V\nKjoi.\n\nDiMriil Suijenntendrnt\n\nI\n\nM\n.\n\n:\n\nAmelia EARLr Trant. MD. '94. Univ of Buffalo.\n1807,\n\nil\"\n\n'\n\n'Hi. C.\n\n!\n\n,\n\n.\n\n'\n\nNo\n\nD\n\nN\n\n'™.\n'97, Pd\nY Injv\n\\Na»Jiingloo Heighta, New \\oik.\n.\n\n.\n,\n«\n.\n«..\n,\n».\nPrmtilMl of lioyV Detiarlmenl, InalrtJftof fn Ptrrholofy ami rhyiioloty, Ma>len\nP*rk High Stho.ll, •• n»r Markecn.\" Main and Ulica Sl»., BuflaUi.\n,\n\n"}
{"page": 844, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n832\n\n1897\n\n[New York\n\nNEW YO'KK.—Continued\nM. H. Walrath, A.B., '89, A.M., '92, Syracuse Univ.\n1896,\n\nPrincipal of High School, Troy.\n\nJessie H. Bancroft.\n1893,\n\nAssistant\n\nDirector of\n\nPhvsical Training,\n\nPublic Schools,\n\n500 Park Ave.,\n\nNew\n\nYork.\nC. L. Barstow, A.B., Union Coll.\n\nManager of Educational Department, The Century Co., Union Sq., New York.\nEnoch Henry Currier, A.M., '92, Nat. Deaf Mute Coll., D. C.\n1893, Principal of New York Institute for Deaf and Dumb, Station M, New York.\nJohn Dewey, A.B., '79, Univ. of Vt.; Ph.D., '84, Johns Hopkins Univ.; LL.D., '04, Univ. of Wis.\n1904,\n\nAnne J. Farley.\n\nProfessor of Philosophy, Columbia University, New York.\nPrincipal of Public School No. 183; res., 1334 Lexington Ave., New York.\n\nHenry W. Jameson, A.B., '72, Yale Coll.\n1902,\n\nDistrict Superintendent of Schools, 47 W. 119th St., New York.\n\nEdward Lord, A.M., '94, Dartmouth Coll.\n1902,\n\nGeneral Manager of Educational Department, Charles Scribner's Sons, 153, sth\nAve., New York.\n\nAdolih L. Peck.\n1880,\n\nLibrarian of Gloversville Free Library, Gloversville.\n\nHenning Webb Prentis, Grad., '71, Univ. of Va.\n1902,\n\nPrincipal of Public School No. 44, 570 Jefferson .K\\e., Brooklyn.\n\nGustave Straubenmijller, A.B.\n1906,\n\nAssociate City Superintendent\n\nof\n\nSchools,\n\nEdgecombe Road, near 170th St., New\n\nYork.\n\nJohn Henry Thiry.\nSchool Commissioner and Introducer of the School Savings Bank System, 181 Academy St., Long Island City.\n\nHenry Hobart Vail, A.B., '60, LL.D., '97, Middlebury Coll.\nPublisher, 322 W. 7sth St., New York.\nEli W. Weaver, B.E., '86, St. Nor. Sch., Millersville, Pa.; M.Pd., '04, N. Y. Univ.\n1901, Teacher of Mathematics, Boys' High School, 25 Jefferson Ave., Brooklyn.\nZenas Freeman Westervelt, LL.D., '95, Rochester Univ.\n\n1876,\n\n1898\n\nSuperintendent of Rochester School for the Deaf, 945 St. Paul St., Rochester.\n\nE. E. Gates, A.B., '83, A.M., '88, Colby Coll.\n1905, Principal of High School, Lyon Mountain, Clinton Co.\n\nSusan F. Chase, A.B., Wes. Univ.; A.M., Milton Coll.; Ph.D, Teachers Coll.. Buffalo Univ.\nTeacher of Literature and Psychology, State Normal School, 27, 15th St., Buffalo.\nW. E. Cochrane.\nVice-President of Prang Educational Co., 113 University PI., New York;\nRich Ave., Mt. Vernon.\nI.\n\nres.,\n\n137\n\nO. Crissy.\n189s,\n\nInspector of Business Education, University of State of\nSt.,\n\nNew York, 140 S. Swan\n\nAlbany.\n\nRichard Elwood Dodge, A.B., '90, A.M., '94, Harvard Univ.\n1896,\n\nProfessor of Geography, Teachers College, Columbia University, New York.\n\nJohn T. Freeman, B.Sc, '83, M.Sc, '87, Dartmouth Coll.\n1905,\n\nSuperintendent of Schools, High School, Schenectady.\n\nGeorge B. Germann, A.B., '95, Ph.D., '99, Columbia Univ.\n1902, Principal of Public School No. 130, 66 Midwood St., Brooklyn.\nH. Willard Gray.\nPublisher, 21 E. 17th St., New York.\n\nCharles L. Harrington, A.B., '70, A.M., '95, Amherst Coll.\n1905, lecturer, and Supervisor of I^cctures and Concerts for Brooklyn Institute of Arts and\nSciences, 502 Fulton St., Brooklyn.\n\nEdwin S. Harris, A.M., '86, Union Coll.\n1904,\n\nSuperintendent of Schools, 268 Pawling Ave., Troy.\n\nCharles C. Holden, Pd.M.\n1904,\n\nPrincipal of Public School No. 17, Bronx, City Island, New York; res., 15 Beach Ave.,\n\nMamaroneck.\n\nEugene W. Lyttle, A.B., '78, A.M., '81, Ph.D., '95, Hamilton Coll.\n1898,\n\nInspector of University of\n\nthe\n\nState\n\nof\n\nNew York, New York State Education\n\nDepartment, Capitol, Albany.\n\nEdward Beverly Nelson, A.B., '73, A.M. (honorary), '94, Harvard Univ.\nRoom No. 7, \" The Lorraine,\" 35 Oswego St., Utica.\nVinton S. Paessler, A.M., '01, Univ. of Wooster.\n1897,\n\nPrincipal of Barlow School of Industrial Arts, 6 Gary St., Binghamton.\n\nC. R. Richards, B.Sc, Mass. Tnst. of Tech.\n1898, Director of Manual Training Department, Teachers College, Columbia University,\n\nNew York.\nStuart H. Rowe, A.B., '90, Yale Univ.; Ph.D., '95, Jena Univ., Germany.\n1904, Head of Department of Psychology and Pedagogy, Brooklyn Training School for\nTeachers; res., 1060 A Sterling PI., Brooklyn.\nMary S. Snow, Ph.M., '96, Univ. of Maine.\n1901,\n\nInstructor in Normal Methods and Supervisor of Practice Teaching,\nDomestic Science, Pratt Institute, Brooklyn.\n\nDepartment of\n\n"}
{"page": 845, "printed_page": null, "text": "New Yorkl\n\nLIFE ACTIVE, AND CORRESPONDING MEMBERS\n\n833\n\nNF.W YORK—Coniinufd\n1898\n\nEdward Lee 1 horndike, A.B., '05. Wcs. Univ.. 'g6, Harvanl I'niv.; A.M., 'q7, Harvard L'niv.; Ph.D..\nColumbia l\"niv.\n\n'qS,\n\n1904,\n\nProfessor of Educational Psychology, Tc-achcrs College, Columbia Univcrsiiy; res.,\n\n533 \\V. iJ3d St., New York.\nSherman Williams, Pd.D., '04. Albany Nor. Coll.\n\n1899\n\ni8q8, Institute Instructor (or State of New York, 10 Grove Ave., Glens Falls.\nDarwin L. IUrdwfll, .\\.B., '83. A.M., '88, Amherst Coll.\nH)02,\n\nDi.strict\n\nSuperintendent of City Schools, 61 St. Marks PI., New Itrighton.\n\nJesse D. Btrks, Ph.B., '03. Univ. of Chicago-, M.I,., 'o.t, Univ. of Cal.; Ph.D.. \"05, Columbia Univ.\n1905, Principal of Teachers Training Schix)!, 107 Lake .\\ve., .\\lbany.\nHerbert Griggs.\n\\Vith Silver, Burdctt 8i Co.. 85, sth Ave., New York; res. 881 Flatbus!i Ave., Bnx.klyn.\n\nPhili? M. Hull, A B. 'ye. A.M., '79, Hamilton Coll., N. Y.\n1800, Institute Conductor, Clinton.\n\nHenry Johnson. B.L., '80. Univ. of Minn.; .\\.M.\n1900.\n\n'02. Columbia Univ.\nProfessor of History, Teachers G)llege. Columbia Uniwrsity;\n\nBroadway,\n\nres.. j.HSi\n\nNew York.\nGrant Karr, Ph.D., Jena.\nEducation and\n\nTeacher of General Principles of\nfor Teachers;\n\nres.\n\nObservation, Training School\n\nW. iisth St., New York.\n\n411\n\nJohn Kennedy.\n1890,\n\nSuperintendent of Schools, Batavia.\n\nNeCollins, B.I.., '02. Univ. of Wis.\n1901, With .American Book Co., 100 Washington Sq., New York.\nCharles E. Nichols.\n\nJ. E.\n\n1894,\n\nSuperintendent of City Schools, 153 Stevens .\\ve., Mt. Vernon.\n\nEdward .\\. Page, LL.B., '73, Columbia Univ.\n1884, Principal of Public Schi^jl .\\'o. 77, Boys. Manhattan, 400 K. 86th St., New York.\nHenry Carr Pearson, .\\.B., '92, Harvard Univ.\n1903, Principal of Horace Mann Elementary School, Columbia University; res., 501 W.\niiothSt., New York.\n\nJCLiET Pearson.\ni860.\n\nPrincipal of Public School No. 68, 114 W. iJ3d St.. .New York.\n\nWilliam E. Pui.sifer.\n\n& Co., 215, 4th .\\ve.. New York.\n\nEd'icationa) Publisher, of D. C. Heath\n\nEdward B. Rawsos, B.Sc., '81, Mass. .Vgri. Coll.\n1897,\n\nPrincipal of Friends' Seminary, aj6 E. 16th St., New York.\n\nJohn Franklin Reigart, .\\.B.. Dickinson Coll.\n\\o. 2, New York;\n\nPrin(i|>al of Public Scho<jl\n\nres.,\n\n31 Euclid .\\vc., Yonken.\n\nM. ,\\UG0STA Reqoa, M.D., '93. Women's Coll.. N. Y. Infirmary; Pd.M., '96. N. Y. Univ.; Gr»d., '88.\n1896,\n\n.\\ndcrson's Nor. Sih of Gymnastics\nSupervisor of Physical Education. Public Schools,\n\nW. 521! St., .New York.\n\ns.\"!\n\nEdith A. Scott.\n1904,\n\nPrincipal of Normal Training School. Scio St., Rochester.\n\nDavid Samuel Snf.dden, A.B.. '97. Leiand Sianfonl Jr Univ\n\n;\n\nAM\n\n,\n\nF:dwarii L. Stevens\ni8.>H,\n\nH.-imilton Coll.; L.H D.. \"06, St. I,iwrrnce Univ.\nSuperinlentlent of City Schools, 500 Park Ave., New York.\n\niHH«,\n\nUniv.\n\nProftrwior of Physical Gcograiihy.\n\nJohn F. W-xiDliOM, A B, 'Ho, Yale Univ\nI9>D\n\nUniv^\nColumbia\n\nC<illege,\n\nA B.. '90. AM.. '01\n\n.\\ss4>cialc\n\nRalph St(x:kman Tarh, B.St.. 'oi. Harvard\niH</>,\n\n'01. Colu-nbi.i\n\nTeachem'\n\nAdjunct Profc-Mor of Kducatioiuil Administration\nUniversity, New York.\n\nCifM\n\nPh 1), 'w.\n\n;\n\nPr.ifci.wr of Physical Science,\n\nv\n\n1\n\nFUst .\\\\t.. Illuca\n\nv\n\n<\n\nI'eaihei\n\n..-\n\n'\n\nlunibla tniverwiy.\n\nNew ^ock.\n\nWooDfoRD D. AvDFRsov. A U, A.M., Ph I).\n1903,\n\nTea<her of\n\n..,...,\nCommercial Bramhrs, WoshinKlon Irvinji Mign .Vhool, i»4\n\nI:\n\niMh\n\n.Vew York.\n\nSt..\n\nCuABLrji W. D. CorriN\nWith American Book Comi>ony, 100 Wa«hmgton S<| New ^.rt^k.\nJames ». T. DrMARKsT. \"M M, '98. New York Univ.\n1933, Princi|Ml of Public S«Im«I No. 19, 344 E 14!\" St.. New N ..rk\n.\n\n^\n\nClyde Furst, A M\n1902,\n\n'm, Dirkinwm Coll\n.\n.,\n».\nSecretary of I'raihrr* College, Gilumbia UnivcrJiy. New Vwk.\n,\n\nElbert A. G«uvrR, A B\n1899,\n\n.\n\nGWiROr. K MAWKISH. A M '...\n189H. Primi|»l o(\n,\n\nBertram A. LENrriT\n190?.\n\n.....\n\n'gj. Gnty^lmm Coll\n\nand Prin.i|Ml ..f\nDeal Mu(r«, 904 l^iinnion Ave\n\nln'>iilulion\n\nSuiK-rinlrndrnt\n\n•..•,<\n\n1\n\nI'\n\n.11\n\n.\n\n'<\n\nI\n\n457\n\nt-\n\n>9«h\n\nM\n\nK\n.\n\n•\n\n,.j.jj.\n\nI'rin<i|Ml..((;irl.'\n\n1898.\n\n.\n\n\"04. I'h\n\nI\n\nSuperintendent of\n\nI\n\n.\n\n1\n\n,\n\nol\n\nw.\n\n,\n\n._\n\n,\n\n,\n\nManual Training\n\n„,\n\n.\n\nHigh\n\nJiri».kiyn\n.\n\n.\n\n-.\n\nv\n\nv\n\n'rldgr Terra. e. New \\ of k,\n.\n\n'\n\n'\"^ l\"'*\n\n>\n\nln«irui ii..n\n\nPlall.burgh.\n\n\"W\n\n'\n\nWiiMAM MrANt.Rrw. A B ,*(V.. l'niv nf Mlrh\nElmer S. Kh-mav. A .M\n\n.\n\n.«-rn,r fniv\n1\n\nDim tor o(\n\n.\n\nIm|*«>vi>l\n\n(he\n\nfor\n\nNew V^rk.\n\n•\n\nH Sc\n\nSchool; rc»\n\n,\n\ni.\n\n"}
{"page": 846, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n834\n\n[New York\n\nNEW YORK—Continued\n1899\n\nJacques W. Redway, F.R.G.S.\nEducational Lecturer and Geographer, 39 E. 4th St., Mt. Vernon.\n\nCharles A. Shaver, A.M. (honorary), '02, St. Lawrence Univ.\n1897, Institute Conductor, State of New York, 102 Lake Ave., ^Albany.\nAlbert Henry Wilcox, A.B., '90, A.M., '96, Univ. of Rochester.\nigoo.\n\n1901\n\nPrincipal of East High School, Alexander St.\n\nRochester.\n\nWilliam Chandler Bagley, B.Sc. '95, Mich. Agri. Coll., M.Sc, '98, Univ. of Wis.; Ph. D., '00, Cor1906,\n\nnell Univ.\nSuperintendent of Training Department, State Normal School. Oswego.\n\nFrank David Boynton. A.B., '91, Middlebury\n1900,\n\nColl.;\n\nA.M., '94, Hamilton\n\nColl.;\n\nPd.D., '03, Syra-\n\ncuse Univ.\nSuperintendent of Public Schools, 114 S. Geneva St., Ithaca.\n\nPercy I. Bugbee, A.M., D.Sc, St. Lawrence Univ.\n1898, Principal of State Normal School, 18 Walnut St., Oneonta.\nEliza A. Caterson.\n1894,\n\nPrincipal of Public School No. 21, Bronx, Wakefield, City of\nliamsbridge.\n\nNew York; res., Wil-\n\nDudley R. Cowles, L.I., '95, William and Mary Coll.,\n1902, New York Agency, Silver, Burdett & Co., 7 W. 92d St., New York.\nMarshall Ware Downing, A.B., '94, Oberlin Coll.\n1903, Head of Department of Latin and Greek, High School, 733 S. Beech St., Syracuse.\nJames M. Edsall.\n1902,\n\nDistrict Superintendent of Schools, 8418 Bay Parkway, Brooklyn.\n\nAmos William Farnham.\nTeacher and Supervisor of Geography, Oswego State Normal School, 141 W. 4th St.,\nOswego.\nCharles Robert Gaston, Ph.B., '96, Ph.D., '04, Cornell Univ.\n1900, Teacher of EngUsh, Richmond Hill High School, Queens; res., 1552 Pacific St.,\n1894,\n\nBrooklyn.\nS.\n\nB.\n\nHeckman, Ph.B., '93, Earlham Coll.;\n1906,\n\nA.B., '04, Harvard Univ.; A.M., '05, Ph.D., '06, Univ.\nof Pa.\nInstructor in German, College of the City of New York, New York.\n\nKathryn I. Hewitt, Grad., St. Nor. Sch., Oswego, N. Y.\n\nAssistant Superintendent of New York State Training School for Girls, Lock Box R,\n\nHudson.\n\nMartha Hyde.\n1906,\n\nStudent at Teachers College, Columbia\nNew York.\n\nUniversity;\n\nres.,\n\n1230 Amsterdam Ave.,\n\nBarron Bennett Jackson, A.B., '90, Beloit Coll.\nPostgraduate Student, Columbia University;\n\nres.,\n\n312\n\nW. 123d St., New York.\n\nF. P. Keppel, A.B., '98, Columbia Univ.\n1902, Secretary of Columbia University, New York.\n\nJohn Henry MacCr.\\cken, A.B., '94, A.M., '97, New York Univ.; Ph.D., '99, Halle- Wittenberg.\n1903,\n\nUniversity Syndic, New York University, Washington Sq., iEast, New York.\n\nJohn Angus MacVannel, A.M., '94, Toronto Univ.; Ph.D., '98, Columbia Univ.\n1904,\n\nProfessor of the Philosophy of Education, Columbia University, 411\n\nW.\n\niisth\n\nSt.,\n\nNew York.\nC. T. McFarlane, Ph.B., Pd.M., Pd.D., '03, St. Nor. Coll., Albany, N. Y.\n1901, Principal of State Normal School, Campus, Brockport.\n\nErnest L. Meritt, A.B., '91, Wesleyan Univ.: A.M., '03, Yale Univ.\n1905, Principal of High School, 82, 2d Ave., Gloversville.\nHarrison T. Morrow, A.M., '88.\n1900, Superintendent of Schools, 258 Guy Park Ave., Amsterdam.\n\nHarvey N. Ott, Ph.B., '89, Albion Coll.; Ph.M., '91, Univ. of Mich.\nSales Manager, Spencer Lens Co., 367-373, 7th St., Buffalo.\n\nAlbertus D. Perkins, A.B.,'86, Cornell Univ.\n1894, Central New York Agent, D. C. Heath & Co., 15 Argyle St., Cortland.\nJames J. Sheppard.\n1902, Principal of New York High School of Commerce, 155 W. 65th St., New York.\nDavid Eugene Smith, Ph.B., '81, Ph.M., '83, Ph. D., '87, LL.D., '05, Syracuse Univ.; Pd.M., '98,\nMich. Nor. Coll.\n1901,\n\nProfessor of Mathematics, Teachers College, Columbia University, New York.\n\nHaviland Stevenson.\n\nWith Silver, Burdett & Co.. 85, 5th Ave., New York.\n\nThomas Whitney Surette.\n1894,\n\nStaff Lecturer for American University Extension Society, Philadelphia; (1899)\ni^octurer for Brooklyn Institute, and (1903) Lecturer on Music, Teachers College,\n\nColumbia University, 40 W. 9th St., New York.\n\nReuben A. Taylor.\n1901,\n\nSuperintendent of Public Schools, 710, 4th St., Niagara Falls.\n\nRichard S. Thomas, A.B., '87, Yale Univ.; LL.B., '89, Columbia Univ.\nMember of the firm of Ginn & Co., 70, sth Ave., New York.\nMargaret E. Tuger.\n1891,\n\n1902\n\nPrincipal of South Side School, cor. Carolina and German Sts., Herkimer.\n\nAlfred Willis Abrams, Ph.B., '91, Cornell Univ.\nState Inspector of Schools, 21, 2nd Ave., Ilion.\n\n"}
{"page": 847, "printed_page": null, "text": "New Yorki\n\nLIFE, ACTIVE, A.\\D CORRESPONDING MEMBERS\n\n^>S\n\nNEW YORK—Continued\n1902\n\nHknry Harold Bai i.ard. A.H.. 'SS. I'h.D.. 'o.v Johns Hopkins I'niv.\n1900.\n\nPrincip>il of .\\orth[x)rt\n\nHigh Sihool. NorlhiKirt. L. 1.. .New York.\n\nEzra Wilkins Hknh>i<t, A.B., 'gi. MidilU-Lury Coll.\n1900, I'riniipal of Hi^h .Si.1uk>I, U arrensburg.\n\nWallace Buttrick. D.D.. 'oS, Univ. o( Rochc<iter.\nSccrolary and K.xc<utive OlTicer of the General Education Board, Memlier of Ornrial\n\nEducation Boanl anii Southern Education Hoard, and General AKeni of ilu- John\nNew York.\n\nF. Slater Eund for ihc Educ.ition of Erccdmcn, 2 Rector St\nJohn Jameson Cuickerinc, .\\.M.. .\\mhors| Co'!.; LE.M.. ColumMan I'niv.\n\n1898.\n\nSuijcrintendcnt of Schools. BorouRh of\n\nDistrict\n\nQueens\n\n,\n\n37 Madison .\\\\c..\n\nri-s..\n\n;\n\nNew York.\nHalsey M. Collins, .\\.B., '9(1. .\\mherst CoU.\n\nRepresentative of Maynard, Merrill & Co., 4 Charli-s St.. Cortland.\n\nHoLLls E. Dann, Mus. D.\n1903.\n\nof Music and Head of Department of Music. Cornell I'nivtrsitv\nMill St.. Itluica.\n\nI'rofi-s.s<ir\n\nLida B. Earhart. A.B.. '01 Univ. of ^fich.; A.M.. '06. Columbia Univ.\n190O. Tutor in Teachers College, Columbia University; res..\n\nuj V.\n\n.\\mstcrdam\n\n1.730\n\nNew York.\n\n.\\vr..\n\nGeorge M. Forbes, .V.B., '78, .A.M., '81, Univ. of Rochester.\n1881.\n\nPhilosophy and Pedagogy, University of R<>ch(sler.\nRochester\n\nI'rofcssor of\nSt.,\n\n.'35\n\nDartmouth\n\nCharles Stearns H\\rtwell, .\\.B., '77, .A.M., '88, Amherst Coll.\n1894,\n\nTeacher of English, Boys' High School, 473 Madison St., Brooklyn.\n\nEuHA A. Johnson.\n1902,\n\nPrincipal of Mo<lel School.\n\nNew York Training School for Teachers;\n\nres.. 2\n\n120th St.. New York:\nLeah E. Lindsey, A.n., '04. Cornell Univ.\n\nW.\n\n1897, Teacher of Latin and Greek, Hish School, 211 Lock St., I^ckport.\nJames Edward Mason, D.D., 'q(>. I.ivinK'^ione Coll.\nProfessor of Political Economy, Livingstone College; home address, 107 Columbia\n\nAve., Rochester.\n\nC. S. McLean.\nState .Vgent (or Silver. Burdett\nS. State St.. Syr.icuse.\n\n& Co.. 85. sth .Ave., New York; home address. 1414\n\nFred Heermance Mkai>, .\\.M., '92, Hamilton Coll.; Pd.NL, '98, N.Y. Univ. 5>ch. of Ped.\n1000,\n\nof Pui)lic S<hools Nos. 12 and 78, Borough of\n331 Lincoln St., Flushing.\n\nPrincii>al\n\nNew York; res.,\n\n(juc-en.s,\n\nColumbus N. Millard.\n•896,\n\nGrammar Grades, 837 Richmond Ave., Buffalo.\n\nSui>ervi.sor of\n\nPAt;L Monroe, A.B., .\\.Sl., Ph.D.. '97, Univ. of Chicago\nProfessor in the History of Education, Teachers College, Columbia University, .\\rw\n\nYork.\n\nPrettvman, .\\.H., '92. .AM., 'o?. Dickinson Coll.; Pd.I>.. 'o<i.\niSg5. Principal of Honce .Mann High School. Broadway and 120th St.. .New York\nHenry Smith Pritchett. Ph.D.. Munich; LL.D., Univ. of Pa.. Harvard, Yale. Johns Hopkins,\n\\'iRr.iL\n\nWilliams.\nPresident of Carnegie Foundation for the .Advancement of Teaching. 542, sih .Ave\n\nNew York.\nArthur W. Kkiiards.\niS<)t),\n\nDirector of Shop Work, The Ethical Culture Schools,\n\na Central Park WrM, .Nrw\n\nYork.\nC. O. RlCIIARtlS.\niH>V),\n\nSuperintendent of Schools, 20I1 Orchard Road. Solvay.\n\nChablottk. Whitney Stoddard.\n181X). Supcrvi«jr of Drawing, Public Schools, 410 E. Willow St., Syracuv.\nLiBDiK Jaynk Swkkti and.\n1906, Teacher in Public School. Dryden.\nColl. of Mtisiiian^ Univ. of the Sinle of N V.\nLecturer. Author, .in. I lv<lil\"ir of \" .Musician.\" 100 Wiuhinjflon .S»|\n\nThomas 'I'api'KR. Fellow Am\n.\n\n'78.\n\nNew Vork\n\n,\n\nOtwe^o .Sor\n\n.ind Tr Sch\nPrincijulof Public School .No 36. Urunx .New Vork,\n\nMoROA.v Wa-shblrn. Grill\n\nrr«\n\nDentin .Avr\n\n.\n\n,\n\nWe»tchr»irr.\n\nSarah R. Watkins, Pd.M., '91. .New York Univ.\n190$. Teacher in Pubhc .Schcxtl .No. 6j. .Manhattan, m? W. 124th St.. New Vork.\nJohn J. Wr.i.LS.\nK204,\n\nAlta Wiccins.\nnxx),\n\nPrincipal of Public School N'o. Hs, $oj ,Monr.ie St., Brooklyn.\n\nDirector ol Phv*ical Training, Public SthooN 4'>9 Flmwood Ave\n\n,\n\nB jITalo.\n\nJoseph F. WiNcitBAni, B..Sc.. 'Ho. Coll. of the City of N. V.\niK.x).\n\n1903\n\nPrinciinl of Public Scluwl No. iiH; rc»\n\nAllan Abbott, .A B\nt<yjj.\n\n,\n\n'</•,\n\n1931,\n\n1762, H4lh St., Brcwklyn.\n\nH.irv»rd Univ.\n\nIe.ichrr ol Innlih. Horace Mann High S«h<«>l, ijyih St\n\nWilliam SLEKPfR Aidrkii. M F\nDirector of\n\n.\n\n'H4,\n\nI'homa*\n\n».\n,\n\n..\n\n,\n\nNew ^ork.\n\nSteven* InM of lech\nS.\n\nCUrkwrn Memorial School\n\n...\n1896, Principal of Public School\n\nClaka American.\n\n,\n\n...\n.No. 127, Manhaiticn\n\n—\n\nof\n\nTechnology. PcHvlam.\n\n..„,.,.\n•\n\n,\n\nI.\n\n..\n.\nk.\n\\cjrk.\nBMb St., New\n\n"}
{"page": 848, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n836\n\n[New York\n\nNEW YORK—Conlinued\n1903\n\nWilliam W. Appleton.\n\nPresident of firm of D. Appleton & Co.. 436, 5th Ave., New York.\n\nTeresa L. ATKI^Jso^J.\n1886, Principal of Primary Department. Public School No. 89, Primary, Manhattan,\nClinton Ave., Huguenot Park. New Rochelle.\nUlysses Fayette Axtei.l, A.H., '98, Colgate Univ.\n19D2, Principal of Tuxedo Union School, Tuxedo Park.\nSaul Bada\\es, A.M., Columbia Univ.; D.Didac, Pd.D., New York Univ.\nPrincipal of Public School No. 84. Boys, Manhattan, Casco St., Woodhaven, L. I.\nAmy L. Baker, Grad. New York Nor. Coll.\nTeacher in Pul)hc School No. 21, Bronx, E. 198th St., New York.\nBurton M. Balch, \\.B., '95, A.M., '98, Hamilton Coll.\n1S96, Teacher of Mathematics, Boys' High School, 31 Madi.son St., Brooklyn.\nElizabeth Beaman, Grad., '78, St. Louis K?. Tr. Sch.; A.B., 'o.>. Teachers Coll.\n1933, Head of Kindergarten Training Department, Foils Mission Institute, Herkimer.\nM\\rtin G. Be:*edict, A.B., '82, A.M., '85, Ph.D., '94.\n\n1933,\n\nSuperintendent of Schools, 119 State St., Utica.\n\nLym.\\n A. Best, B.Sc, '88, Cornell Univ.\n1889,\n\nPrincipal of Grammar School No. 108; Secretary Board of\nof\n\nEducation;\n\nres.,\n\nRetirement, Department\n\n748 Carroll St., Brooklyn.\n\nKatherine D. Blake.\nPrincipal of Girls' Department, Public School No. 6, Manhattan;\n\nres.,\n\n100 Lexington\n\nAve New York.\nAn.\\ah Prentice Blood. B.Sc, '06, Teachers Coll.. Columbia Univ.\nTeacher in Public School No. 17, Manhattan, 403 W. 115th St., New York.\n1 90 1,\nEstella Mae Bogardus.\nLecturer on Art in Education, and Manager of Educational Department, The Thompjson Publishing Company, University Building, Syracuse.\nJames Fincher Boydstun, B.Sc, '90, A.& M. Coll., Miss.; .\\.M., '03, Columbia Univ.\n,\n\nTeacher in Brooklyn Public School, Port Jefferson.\n\nThomas J. Boyle, LL.B., '91, New York Univ.\n1904. Principal of PubUc School\n\nNo. 103, Manhattan; 275 State St., Flushing, New York.\n\nMargaret F. Brangan.\n1899,\n\nPrincipal of Primary Department, Public School No. 172, Manhattan; res., 477 W.\n44lh St., New York.\n\nHomer C. Bristol, A.B., '74, Rochester Univ.; A.M., '96, New York Univ.\n1897,\n\nPrincipal of Public School No. IJ3, 105 Herkimer St., Brooklyn.\n\nEdwin C. Br-jome, .\\.M., Brown Univ.; Ph.D., '02, Columbia Univ.\n1906, Superintendent of Elementary Dt partnicnt, Adelphi Academy and Instratlcr in Education, Adclphi College, Brooklyn.\n\nJessie F. Bross.\n1931, Head of Department, Public School No. 14, Queens; res., 125 Decatur St., Brooklyn.\nSarah F. Buckelew.\n\nPrincipal of Primary Department, Public School No. 49, Primary, Manhattan, res.,\n27 Cranberry St., Broo'.vlyn.\n\nMenzo Burlingame, Ph.B., Syracuse Univ.\n1900,\n\nPrincipal of High School, Cherry Valley.\n\nOlin Howard Burritt, .A.M., Univ. of Rochester.\n1931, Superintendent of New York State School for the Blind, Batavia.\nAretus p. Burroughs, B.Sc, '00, Colgate Univ.\nPrincipal of High School, 14 Division St., Salamanca.\nKatharine R. Callahan.\n1902,\nJ.\n\nPrincipal of Public School No. 115;\n\nres.,\n\n276 E. i6th\n\nSt.,\n\nBrooklyn.\n\nMcK. C.\\ttell, A.B.\n\nLafayette Coll.; Ph.D., Leipzig.\nProfessor of Psychology, Columljia University; res. Garrison.\n\nOsMYN P. Conant, A.B., '79, Dartmouth Coll.\nPublisher, Member of Firm of Ginn & Co., 70, 5th Ave., New York.\nJohn P. Conroy, M.D., '93, New York Univ.\n1897,\n\nPrincipal of Public School No.\n\nAgnes A. Cording.\n1906, Head\n\nof Department, Public\nIsland City.\n\n179, Manhattan;\n\nres..\n\nSchool No. 84, Queens;\n\n167 W. 94th St., New York.\nres.,\n\n9 Skillman Ave.. Long\n\nWilliam A. Cornish, A.B., '87, Yale.\n1893,\n\nInstructor in Mathematics, State Normal School, 2 Stewart PI., Cortland.\n\nC. Ward Crampton, M.D., '00, Columbia Univ.\nAssistant Director of Physical Training. City Schools. 500 Park Ave., New York.\n\nCharles O. Dewey. A. B., '85. Syracuse Univ.; Ph.D., '90, Univ. of N. Y;; LL.B.. '04, St. Lawrence\nUniv.\nPrincipal of Public School No. 136; res., 467 McDonough St., Brooklyn.\nH. N. Dickinson. A.B.. '89. Amherst Coll.\n1906, Teacher of Latin. .Manual Training High School; res. 199 Kingston .Vve., Brooklyn.\nCornelia A. Dike, A.B.\nJ902, English Department, Wadleigh High School, Manhattan; 648 W. 158th St., New\n,\n\nYork.\n\nJulia C. Dixon.\n1895, Teacher in Pubhc School No. 67, 106 Adclphi St., Brooklyn.\n\n"}
{"page": 849, "printed_page": null, "text": "k\n\nLIFE, ACTIVE, A\\D CORRESPOND! XG MEMBERS\n\nNew Vork)\n\nNEW YORK—Con/Iff\n1903\n\nS.?7\n\nu<-(i\n\nJ()HN Doty.\nPrincipal of Public School No. 21, Manhattan, 553 \\V. 141st St., Nfw York.\n\niSoo,\n\nJohn- Dwyer. .\\ M. \"03, St. John's Coll.,; P.I.M., Pd.O., New York Iniv.\nigDj, District Supcrintcmicnt of Sthotil.s 764 W c>l End Ave., New York.\n\nJfLIA L. ElCHE.\nAssistant to Principal. Public School No. 103, Manhall.in;\n\n1904,\n\nres.,\n\nNew York.\n\n446 E. 8?th\n\nSt..\n\nMrs. Kate .\\. Erwis.\n\nNew Salem, Albany Co.\nCharles S. Estes, A.B., '84, Colby Coll.; Ph.D.. '05. Johns Hopkins Iniv.\nLatin Department. Erasmus liall Hi^h School. jOs St. James PI., Brooklyn.\nElla A. Falixjn.\nAssistant Principal of Training Schtxil, State Normal School, New Paltz.\n\nMauie Fay.\nAssistant to Principal. Public Schix)ls Nos. 78 and 11. .New York;\n\n1898,\n\nres.,\n\nHillsidr Ave.,\n\nCorona.\n\nCoR.VELius D. Flemino.\nPrincipal of Grammar Sihofil No.\n\nns.. Concord and .\\dams St., Brooklyn.\n\n1;\n\nEdwi.s W. Foster.\n\nManual TraininR\n\nInstructor in\n\nIliKh School, Brooklyn; res.. Central\n\nPark.\n\nI\n\nchk\n\nIsland.\n\nH. Delmar French, .A.M., '01, Litt.D.'oi, St. John's Coll.\n1906, Instructor in Ethics, and (i(>oo) Secretary of the Department of Philoimphy. Brooklyn Institute of .\\rts and Sticnces; res., 251 Clermont Ave.. Brooklyn.\n\nArthur F. Gardner, .A.M.,\n\nHuckncll L\"niv.\n\nHead of Latin Depirtmcnt, Hi ;h Sch;x)I, Larch .\\ve., Tro,-.\nMaude Gardner.\n1901, Teacher of Drawing, Girls' High School, 117 Herkimer St., Brooklyn.\n1905.\n\nLaura Drake Gii.i.. A.B., •81. A.M.. '85, Smith Coll.\n1931, Dean of Barnard College, New York.\n\nEdward J. Goodwin, A.B..\n\n72. Litt.D.. 'os. Bates Coll; L.H.D.. 01;. Amherst Coll.\nSecond .\\.s.si.stant Conimivsioner of Education, Education l>i|uriii)rni, .Albany.\n\n1904,\n\nJea.nette E. Graham, Ph.B.. '04, Stale .\\'or. Coll., .Albany. N. Y.\n1894, Instructor in State Normal School, New Paltz.\nMagnus Gross, B.Sc., Coll. of the City of .New York.\nFirst As.sistant\n\nin Public School\n\nNo. 6, Boys. .Manhattan;\n\nres., (>}o\n\nW.\n\nI7>)lh Si\n\n,\n\nNew York.\nLi'THKR Hausey Gri.icK, .M.D., '8q, L'niv. of .New York.\nPark \\vr.. .New Yoik\n\nDirccti>r of Physical Training. City Schools, 500\n\nIda Haiin.\nClass Teacher in Public School Nn. 15. it Forrest\n\nSt..\n\nCorona. L. I.\n\nFrank Hankinson. BE., B.Sc., .M.Sc.. State -Vor. .Sch.. Wi-st Chester Pa.; B.Sc. New York fniv.\n11X33. Teaiher of Mathematics, Manual Training High School, 185 Pror|>ect Paik, U.,\nBrooklyn.\n\nFra.nk F. Hahdinc., Ph.B., '84, Columbia l'niv.; Ph.D., '93, l'niv. of \\Vno»ler.\nPrinii|>al of Public Schtxil .No. 144; rc»., 715 Greene Ave., Liooklyo.\ni8<>4,\n\nHarris. Pd .M.. '91. New York l'niv.\n1899, Teacher in Public Schools; res., 44 Patchrn Ave,, Brooklyn.\nElizabeth S. Harris.\n\nEliza\n\n.\\.\n\nPrincipal of Public School .\\o. 144, .Manhattan;\n\n1931,\n\nres..\n\n1622, tnjth St., Brooklyn.\n\nMakv 1°. Harris.\nm.,\n\nAssistant in .Mathematics, Wadleigh High ScIumiI, Manhattan;\nSt., .New York.\n\n1931,\n\nDorotiika C. Hess, AM., '03, .New York l'niv.\n1903, Tutor in .Normal College o( City of .New York,\nHill.\n\nrrs\n\n.\n\n621 .N\n\nI>rfferl<\n\nAve\n\nKuliiiiond\n\njMh\n\nSt.,\n\nNew York.\n\nIda Ikklhkiwkr.\nPrincipal of\n\n1901,\n\nW. io;ih\n\niH\n\nPublic\n\nNo.\n\nSihoiil\n\n68,\n\n.Manhattan;\n\nrc»..\n\n117\n\nE.\n\nNew\n\nYork.\n\nHesry Eiiward Jknkiss, B.Sc.. '7^, Coll of the City of New Yi*k; I.I..B., 'ro. Columbia Coll.\nNew York\nImk.I .No 171. .Manhattan \\ Sheridan S<|\nn/Ji, Prin<i|<al of Publit\nPd M Ph 1) 'n,. Sew Y.^k I'ni*.\nJmr.ru Kahn, B.S< 'oo. Coll •>{ City of New \\'.nk. A M \"o\n.S<\n\n1.\n\n,\n\n,\n\nCoRIIKLIA S. KlLUrR.\nPrinripolof Publir .S<hi*.l S>, 94. .Manhattan;\n\n1895,\n\nVan KvtiE Kilpatruk, A B\n\n.\n\n\"91.\n\nAM\n\n.\n\n'94.\n\n.\n\nn W With St\n\nNew York.\n\nSvraour l'niv.\n\nAiting PrmuiMl ol Public .Vho»l No\n\n1901,\n\nJosrPHINl:\n\n.\n\nTeacher in The High S< lioi>l of Comnieri e. Manhattan and ln%lru( tor in l'hilov>|>iiy,\nNew York Univeriily, rem., 5 E. io6lh St., .Sew York.\n\n1904,\n\njJ.\n\nio6ih St. and Bruadway. Nrw Vork.\n\nI.A.SK.\n\nKinilcrgartner, 21H Erie Si\n\n1902,\n\n,\n\nSyraruM-,\n\nMarios B. B. l.Asr.rr-nr.i..\nInalruitor in reachrrn College;\n\nMary E. Latham\n1H.27.\n\nMrs. Minnii-. Q\ntty-'i\n\ntr%\n\n.\n\n414\n\nW «i*lh Si\n\n„.\n„\nPrimipal of Bryant Grammar S«ho<.l. 14 F.lm SI\n\n..\n\n.\n\n.\n\nNew ^ of\n„\n\n„\n\nM<>mell>ville.\n\nl.ri>wiTH.\n\nPrm. i|mI of Public School No\n\n8. Bffaiklyn. 4^)\n\nMarino Si.. Brooklyn.\n\n"}
{"page": 850, "printed_page": null, "text": "838\n\nNATIONAL EDUCATIONAL ASSOCIATION\n\n[New York\n\nNEW YORK—Continued\n1903\n\nCaroline B. Le Row.\n\nTeacher of Reading, Girls' High School, Brooklyn; 59 W. 89th St., Manhattan, New\nYork.\nFred Volney Lester, A.B., '86, A.M., '96, Colgate Univ.; Ph.D., '04, 111. Wes. Univ.\n1905,\n\nSupervising Principal of Schools, Oyster Bay.\n\nF. Park Lewis, M.D., '76.\n\nPresident of Board of Managers, New York State School for the Blind, 454 Franklin\nSt.,\n\nBuffalo.\n\nAlbert E. Linder, A.B., '90, A.M., '92, Princeton Univ.\nCo-Principal of Mohegan Lake School, Mohegan.\nJames E. Lough, A.B., '91. Miami Univ., A.B., '94, A.M., 'os, Ph.D., '98, Harvard Univ.\n1901, Professor of Experimental Psychology, School of Pedagogy, New York University,\nWashington Sq., East,\n\nNew York.\n\nNathan J. Lowe, Pd.B., '93, St. Nor. Coll., Albany, N. Y.\nPrincipal of Public School No. i, Richmond, Tottenville.\nColl. City of New York; A.M., '06, New York Univ.\nI'eacher in Public School No. 160, Manhattan, 1227 Madison Ave., New Y'ork.\n\nSimon S. Lowenstein. B.Sc, '99\n1900,\n\nHenry Ludwig, Jr., B.Sc, Coll. of City of New York; A.M., New York Univ.\n1902,\n\nPrincipal of Public School No. 145, Brooklyn, 775 Carroll St., Brooklyn.\n\nHannah L. Mattinson.\nPreceptress in High School, Orchard Road, Solvay.\n\nWalter Martin Mohr, B.Sc, '89, Coll. City of New York; A.M., '98, LL.B., *oi. New York Univ.\n1891, Instructor in Manual Arts, Public Schools, 2901 Valentine Ave., New York.\nAugusta D. Moore.\n1898,\n\nMary F. Moran.\n1903,\n\nPrincipal of Public School No. 24, Brooklyn, 209 Lincoln Road, Flatbush, New York.\n\nTeacher in Public School No. 40, Manhattan, 108 W. 9sth St., New York.\n\nJames S. Morey.\nPrincipal of Public School No. 134;\n\nres.,\n\n1633, 42d St., Brooklyn.\n\nMrs. Anna B. Moriarty.\n1901,\n\nJ\n\nPrincipal of Public School No. 86; res., 6oi Halsey St., Brooklyn.\n\nWilliam J. Morrison, B.Sc, '96, Swarthmore Coll.\nInstructor in History and Principles of Education, Training School for Teachers,\n319 Stratford Road, Brooklyn.\n\nArthur Henry Norton. B.Sc, '99, Syracuse Univ.\n1904, Principal of The Cook .Academy, Montour Falls.\nEmily Nosworthy, A.B., '01, Nor. Coll., New York.\n1902, Teacher in Public Schools, 180 W. 82d St., New York.\n\nMary C. O'Brien.\n1892,\n\nPrincipal of Public School No. 96, Primary, Manhattan, 730 E. i42d St., New York_\n\nThomas S. O'Brien, A.M., '70, LL.D., '04, Coll. of St. Francis Xavier; Ph.D., '91, New York Univ.\n1896, Associate City Superintendent of Schools, 65 W. 70th St., New York.\nRobert C. Ogden, A.M., '02, Yale Univ.; LL.D., '03, Tulanc Univ.\nPresident of The General f;ducition Board; The Southern Education Board; the\nBoard of Trustees of Hampton Institute and of Tuskegee Institute; 784 Broadway,\n\nNew York.\nEmma G. Olmstead.\n70 Elm St., Potsdam.\nEleanor Parry, M.D., '94, Woman's Med. Coll. of N. Y. Infirmary.\n\n749 Madison Ave., New York.\nJames E. Peabody, A.B., Williams Coll.; A.M., Harvard Univ.\nHead of Department of Biology, Morris High School, Bronx, 918 E. 170th St., New\n\nYork.\n\nMetta L. Persons, A.B., '99, Univ. of Chicago.\n1902,\n\nTeacher of Methods and Principal of Training School, State Normal School, New\nPaltz;\n\nhome address, 13 Monroe Heights, Cortland.\n\nMyron C. Plough.\n1897,\n\nSuperintendent and Principal of High School, 14 Lake St., Hammondsport.\n\nEmily C. Powers.\n1900,\n\nPrincipal of Public School No. 67, Brooklyn, 56 Macon St., Brooklyn.\n\nJohn F. Quigley.\nPrincipal of Public School No. i. Queens, 16 Ely Ave., Long Island City.\n\nHonor E. Quinn.\n1888,\n\nPrincipal of Public School No. 63;\n\nres.,\n\n209 Hopkinson Ave. Brooklyn.\n\nMary E. Quinn.\nPrincipal of Public School No. 125; res., 209 Hopkinson Ave., Brooklyn.\n\nTimothy L. Roberts.\n1892,\n\nSupervisor of Music, Public Schools, 52 Oneida St., Utica.\n\nJohn C. Rockwell.\n.School\n\nCommissioner,\n\nFirst\n\nDistrict, Westchester\n\nCounty;\n\nres.,\n\n227\n\nWestchester\n\nAve., Port Chester.\n\nJulius Sachs, A.B., '67, Columbia Coll.; Ph.D., '71, Rostock, Germany.\n1902, Professor of Secondary Education, Teachers College, Columbia University, 149 W.\n8ist St., New York.\n_\n\nMargaret Scott.\n1904,\n\nPrincipal of Public School No. 9, Queens, 67 Greenpoint Ave., Long Island City.\n\n"}
{"page": 851, "printed_page": null, "text": "LIFE, ACTIVE, AND CORRESPONDING MEMBERS\n\nNew York)\n\n839\n\nNEW YORK—Coii/i».i«-</\n1003\n\nArtiur M. Scripture, A.M.. '88. Hamilton Coll.\ni8go.\n\nPrincipal of Hinh Sc1uk>1.\n\nNew H;irtford.\n\nEpiiraim Cttler Shkim), am., '03. Marii-tla Gill.; .\\.M.. \"03, Princeton Univ.\nigoi.\n\nInstructor in L;>lin and Cireek. Hi-atlicote Hall. Kvc.\n\n.\\LBKRT Shikl.-;. AH.. \"86, Coll. of City of New York. P.I..M., '06. A.M.. 'og. New York I'niv.\niSijg. SupiTintendcnt of Dislrict.s b and 7. 2 \\V. uoth St.. .Manhattan. .New Y<irk.\nCiiARi.ES F. Simons.\ni88o. Principal of Curtis School. Richmond; res.. ij8 St. Paul's .Vve.. Tompkinsville.\n\nSamuel J. Slawsos.\nPrincipal of High School, Wcllsvillc.\nWilliam .\\lexani>f.r Smith, .\\.H., '00, Williams Coll.\nigji. Superintendent of School.s, 2i Hooker .\\vc., PouKhki-epsic.\nlUsjAUiN Jeffkrson Staston.\n11/33.\n\nTeacher of .Mathematics and Elementary Science. Public School \\\"o. 17. Kiihmond.\n\nNew York; res., n Marion .\\ve.. Tompkinsville.\nWilliam E. Stark. .\\.U., 'g?, .\\..M., '01, Harvard Cniv.\n1933,\n\nPrincipal of High School Department, Ethical Culture School, Central Park We>t and\n\nbid St., New York.\n\nStTH Thayer Stewart, .\\.H., '73, Yale Coll.; LL.B., '75, Columl>ia Coll.\ni8g6.\n\nDi.strict\n\nSuix-rintendent of Public Schools 857 Prospect\n\nPI..\n\nlinxiklyn.\n\nGrace C. Str.xchan.\n1000,\n\nHenry St., Brooklyn.\n\nDistrict Superintendent of City Schools, 203\n\nJames Sulliva.v, A.B., '04, .•V.M., 'o.\";, Ph.D. '<j8. Harvard Cniv.\n1003. Head 'I'eacher of History. Hitjh School of Commerce. 30S W. 07th St.. New York.\nKen.vincton L. Thompson, .\\.H., '00, Cornell I'niv.\n1004.\n\nSuperintendent of Schix>ls and Princiixil of HiRh School, CattarauKU^.\n\nMaurice J. Thompson. .\\.li., '80, Ruttiers Coll.\nMale De|xirliiient\n\nPrincipal of Public School No. 6,\n\n.Manhattan;\n\nreu.\n\n.\n\n41\n\nK 8sth\n\n.New York.\n\nSt..\n\nHarry F. Towle, A.B.. '76, A.M., 'gi, Dartmouth Coll.\nPrincipal of Curtis Hi/h School. Quecn.s; res.,\n\nus Monta:jue St.. Urookl)^!.\n\nJames F. Tithill. .A.B.. '82. Cornell I'niv.\ni8qi, .Superintendent of Schools and Princijial i.f Hij-h .Sthool,\n\n1\n\ns6 Highland Ave., Middle-\n\ntown.\n\nLewis H. rLTHiLL, A.M., '85. Cornell Cniv.\nPrincipal of Public SchiMtl .No. g-\n\nAuASA Walker.\n\nres..\n\n1237 Pacit'ic St., Hr(Kjkl>-n.\n\nManager of Educational Department, Ijingmuns, Green & Co., g3. 5th .\\ve.. New\nYork.\n\nMiriam Elizabcth Wheeler, Pd.D., 'g7, Sch. of Ped., New York Cniv.\ni8g7. Head of Department. Public School No. 63. .Manhattan;\n\nrc»..\n\n117 'E. 3d St.. New\n\nYork.\n\nEuDV R. Whitney. A.B., '89, M.Sc., '02, Hamilton Coll.\niHgo,\n\nHead of Scicnie Deiwrtnient, and (igoi;) Princijul of HiKh School,\n\njo North\n\nSt.,\n\nUinghamton.\n\nEvangeline E. Whitney.\niHijH.\n\nDUtrict Suijerintcndent of SchuoN. 473 Ma.li--in\n\nItrooklyn.\n\nSt..\n\n....\n\nEvelina Williams.\n\nTeacher in Public School No. 21, Musliing, Queen*; Uux 23, MrMbuiy Sla., New\nYork.\nWilliams.\n.Mary\nE.\nMrs.\ni8g6, Director of Dome^lic Science. Public School*, New York; rrn., Snlgwiik Park.\n\nArihi »\n\nI,\n\nFordham HriKlilH.\nSB 'Bg. .Maw Inm\n\nof re.h.\n.\n„.\n^\n,\nDirciti>r of De|iartmcnt of .Vienie and I ethnology,\n\nWiLLlsToN\nl8o8,\n\n.\n\n„\nIVatt\n\n,\n\n.\n\nInMilulr.\n\nKyrrxm St\n\n.\n\nBrooklyn.\n\nThomas D. WrKit>, AM. \"gi, Olwrrlin Coll\n\nM D\n\nCniv\nProfrwKir of Phytiial l-UJu(alion. Culumliia Cnivrmily and\nYork.\n\nigoi\n\n;\n\n'gi. Columbia\n\n,\n\nEli/abeth Ash W<^.l.WAi.li. Crad. Phllodclphia Nor\niijci.\n\niiuA\n\nKinilrfK-irlrn rroihrf, Piiblii\n\nBenjauis Kii iiAmi .\\ni>ii» ws. A B\n\n.\n\n'01.\n\nA M\n\n.\n\nS<h.\nhm.l .So\n\n.S<\n\njft;\n\nrr»\n\n.\n\n440 Waahlnxlon A»T\n\nDriMnmrnm <i( l><>mr»lic Eionomy. Teaclirni Ci»llr«r\nNew \\iifk\n\nMrs. Rita Trvom BAietiiouiMi w.\n'Ihr Bryn Mawr.\n\n,\n\nBnatklyn\n\n'o\\. Cornell Cniv,\n\nSrirrlary of\nvrniily.\n\nNrw\n\nTeachrra Collrgr\n\nAm*tmUm Ave. and\n\nI2itl\n\nCi>lumlit4 fni\n\n....,.,\n4<n n««i»\n\n.SI..\n\nlr«>nl.\n\n,\n\n<arr •!\n\n..\n\nMim\n\n.MiKrnric. New York.\n\nki*»rLL H. BiLUiWH. BS<\nl(^jt,\n\nJl-LIAN A. C.\n\nA M\n\n'\n\n'\n\nI\n\nK\n\nI'b I'\n\n|j„.\n\nH\n\ntniv\n\nt\n\nIh \\*r ,\\\\alrf>llr«\n\nSuiirritilrmlrnl ol\n\nCllAMM\n\n|.;,|j,,.,\n\nKiiANK\n\n'\n\n[^''Y,;,„,.,f of Drawing and\nPurl Chester.\n\n:l.iM»\n\nM\n\nCniv\n\n.\n\n1.1.\n\nD\n\n.\n\n'04.\n\nKiihnviixl\n\n<\"oll\n\n.AM,\n\nand\n\nD(rr«|i* •( the l>c|nr|nM-nt f>(\nUirttofnynflhr Jamr«(o»n Ki|»M4lton N>w V«rk.\n<lh Ave.,\n\nNUtiu.d Trjinin«\n\nPuWk Sthuul*. Srw V.-4 cily;\n\ntr% .\n\n"}
{"page": 852, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n840\n\n[New Y:>rk\n\nNEW YOKK—Continued\n1904\n\nAnna Maria Cooley, B.Sc, '03, Columbia Univ.\nInstructor in\n\n1904,\n\nDomestic Art, Teacliers College, Columbia University\n\n123th St.,\n\nW., New York.\n\nThomas M. Donohue, B.Sc, '94, Coll. of the City of New York.\ni8o5.\n\nTeacher in Public School No. 87, Boys, 1308 Union .\\ve.. New York.\n\nLiBBIE J. F.GINTON.\n1875,\n\nPrincipal of Public School No. 47, Pacific St. near 3d Ave.. Brooklyn.\n\nEdwin W. Fielder.\nEditor, D. Applcton\n\n& Co., 436 Fifth .»\\ve., New York.\n\nAnna E. Harvey.\nProfessor of Froebelian Methods, Adelphi College, Brooklyn.\n\nRussell Hinman.\nWith American Book Company, 100 Washington Square, East, New York.\n\nGeorge B. Hodge, B.Sc, C.E., '87, Pd.M., '01.\nEducational Secretary, International Committee Y. M. C. A.\nYork.\n\n3\n\nW. 29th St., New\n\nMrs. Annie L. Je.ssup.\n1S96,\n\nDirector of Domestic Art, Public Schools, 500 Park Ave., New York.\n\nJoseph French Johnson, A.B., '78. Harvard Coll.\nDean of New York School of Commerce, 32 Waverly PL, New York.\nArchibald C. McLachlan, A.B., '8t, A.M., '89. Ph.D., '97, Hamilton C'oll.\n1896, Principal of Jamaica Normal School, 59 Alsop St., Jamaica.\n\nEllen Murray.\nPrincipal of Public School No. 12, Manhattan, 371 Madison St., New York.\n\n1901,\n\nErnesto Nelson.\nSpecial Argentine Educational Commissioner, .American Institute of Social Science,\n105 E. 22d St., New York.\n\nLuella A. Palmer, B.Sc, '06. Columbia Univ.\nTeacher in Speyer School, Teachers College;\n\n1906,\n\nres.,\n\n235 E. i8th St., New York,\n\nCharles Cardoza Poinde.kter, B.Sc. in Agri.. '03, Ohio St. Univ.\nPrivate Secretary to\nres.,\n\nThomas F. Hunt, Professor of Agronomy, Cornell University;\n\n421 N. Albany St., Ithaca.\n\nFrancis E. Randall.\n9 Ft. Washington Ave., New York.\n\nElla Lee Requa.\nSS W. S2d St., New York.\nEmma M. Requa, B.Sc, Nor. Coll.\n1906,\n\nProfessor of Mathematics, Normal College-,\n\nres.,\n\nS5 W. 52d St., New York.\n\nHubert J. Schmitz, Ph.D., '77, Strassburg, Germany.\n1881,\n\nProfessor of Sciences, State Normal School, Geneseo.\n\nF. Grace Seymour.\n1903, Principal of Alfred Street School, 86 Carroll St.,\n\nBinghamton.\n\nGeorge Arthur Smith, A.B., '96, Yale Univ.\n1905,\n\n1905\n\nPrincipal of Public School No.\n\n2,\n\n87 Buena Vista Ave., Yonkers.\n\nFrances Holmes Abbot. A.B.. '94, Mt. Holyoke Coll.; A.M., '00, Univ. of Chicago.\n1901, Teacher of Enghsh, Curtis High School, New Brighton, S. I.; home address, 431\nWilliam St., East Orange, N. J.\n\nJohn S. Adams.\n\n& Co., 516 Madison Ave., .\\lbany.\nWilliam C. Allen B.Sc, and A.M.\nTeacher in PubUc School No. 33, Bronx, 103 W. 88th St., Manhattan, New York.\nWilliam R. Anderson.\nPrincipal of MiUbrook Memorial School, Millbrook.\nWilliam B. Aspinwall, A.B., '96. Harvard Univ.; Pd.B., '00, Pd.M., '01, St. Nor. Coll., Albany, N. Y.;\nRepresentative of Ginn\n\n1906,\n\nPh.D., '04, Univ. of Paris.\nAssistant to President, and Professor of Mathematics, State\nWillett St., Albany.\n\nNormal College, 100\n\nFrances M. Athy.\n1901,\n\nTeacher in Public School No. 105;\n\nres., 177,\n\n6th Ave., Brooklyn.\n\nLola M. Au.\nTeacher in Public School No. 13, Bronx, E. 235th St., Woodlawn, New York.\nEdgar M. Barber, B.Sc, '90. Valparaiso Coll.; C.P.A., '00, Univ. St. of New York.\n1898, Teacher in Harlem Evening High School for Men, 641 Washington St., Office, U. S.\nAppraiser, New York.\nEdgar S. Barney, A.B., C.E., '84, A.M., '87, D.Sc, '04, Union Coll.\n1893, Principal of Hebrew Technical Institute, 36 Stuyvesant St., Manhattan, New York.\nGuy H. Baskerville, A.B.\n190S, Superintendent of Schools, 93 Orawaupum St., White Plains.\n1889,\n\nEstelle a. Batcheller.\n1886, Teacher in Public School No. 40, Girls;\n\nres.\n\n2055 Bedford\n\nAve., Flatbush,\n\nNew\n\nYork.\n\nMartha B. Bayles.\n1903,\n\nTeacher in Public School No. 15, New York;\n\nres., 21 S. i.sth\n\nAve., Mt. Vernon.\n\nHomer Phelps Beach.\nManager of Eagle Pencil Co., 377-379 Broadway, New York.\n\n"}
{"page": 853, "printed_page": null, "text": "1\n\nLIFE, ACTIVE, AXD CORKKSPOy DING MEMBERS\n\nNew VorkJ\n\n84\n\nNEW YORK—C«m/i»iu«rf\nlOos\n\nStella S. Beard.\ni8qs. Teacher of English, High School. Far Rockaway.\n.\\1\\KTH\\ A. Bkechkr, Ph.H., 04. Syracuse I'niv.: .X.M.. 'o?. Columbia I'niv.\n1903. Ttacher of Malhcmalics. East High Sch<x)l. Rochester; home address.\nLivonia\nCenter.\n\nWiLHELVii.SA C. Bki.i.fr. B .Sc. '04. A.M., '06. Columbia Univ.\ni88g. Teacher in Model School. New York Training School for Teachers.\n51 E.\nNew \\ork.\n\nMrs. Elizabeth\n\nP. Bemi.>:.\nEditor of \"Normal Instructor \" \"Primary Plans.\"\n7th Ave.. New York.\n\n11 id St\n\nand \"Teachers World \" iioj\n\nCharles A. Bevedict. Ph.B.. '00. III. Wcs. Univ.\nPrincipal of High School, 6 Catherine St., Port Jervis.\n\nIQ04.\n\nFU)RE.N'CE BkRMIN'CIIAU.\n\nTeacher in Public School No. iiq. Girls, Manhattan. 202 W. 138th St.. .New York.\n\nTeresa E. Berxholz.\nPrincipal of Public School No. 9. 203 W. 87th St.. Manhattan, New York.\n\nF.KNNiE E. Best.\n\nTeacher in Public School No. 9. Borough of Richmond;\n\n.New Dorp. S. I.\n\nres..\n\nIj^ura Black.\nPrincipal of Public School No. 22;\n\n1900,\n\n761 Westmin.sier Road. Br»<jkl)-n.\nS. Blakelv. .\\.B.. '88. Dartmouth Coll.; .\\.M., '97 Harv.ird Univ.\n1S97. Instructor in Morris High School. 2678 Creston Ave.. New York.\n\nGilbert\n\nres..\n\nCiiari.es Winne Blessing, A.B. 'S-S. A..\\f.. '01. Union Coll.; S.T.B.. '93. Boston Univ.\n1903, Principal of School No. 7, Albany; res Slingerlands.\n,\n\nJosephine E. BLyDENsuROH.\nTeacher in Public School No. 102. 122 Park PI.. Brooklvn.\n\nCora E. Bowen.\nTeacher in Public School No. 14s;\n\n1893,\n\nres.,\n\n80 Willoughby St., Brooklyn.\n\nGrace Bowtell.\n1904.\n\nto\n\n.Vssist.int\n\nPrincipal. Public School No.\n\n147,\n\nManhattan;\n\n115 S. 9lh St\n\nres.,\n\n,\n\nBrooklyn.\n\nHesriette Braker.\nAssistant to Principal, Public School No. 60, 607.\n\n1898.\n\nnth .St., Brooklyn.\n\nEdwin R. Brooks.\nSalesman for F. Devoc il Co., Schcxil Water Colors. 101 Fulton St., New York.\n\nFrances R. Brown.\nPrivate Tutor, 215 E. isth St.,\n\nR. E.\n\nNew York.\n\nBrown. Ph.B.. \"91. Alfred Univ.;\n\nPd.B.. .\\. Y. St. .Nor. Coll.\nSuiJcrintcndent of Schools. 163 E. M.iin St., Granville.\n\nRobert L. Browne, AH., \\n. Coll. of the Ciiv of N. Y.\nInstructor in Public School\n\ni8i>8.\n\n.N'o.\n\n74. .Manhattan. 153\n\nW. 22d St.. .New York.\n\nU. Hhi.bakfr. M.V.. V>. Si. \\<.r. .Sth. .Millrrsville. Pa.; I'd M.. 04. .New Vurk Univ.\n1H9S. Teacher of .Mathematics, I'olytechnic I'rcjxiratory School. Brooklyn, res., Baldwin. L. I.\n\nWilliam\n\nElizabeth H. Bunnell, A.B., '94. Mt. Holyoke Coll.; A.M., 'oj, rolumbin Univ.\nA.s.si.stant Teacher of\nEnglish, Training School for Tcichrn. Prospect Place nrjr\nNosirand Ave.. Brookl)!!.\n\nEkwaru Bl'sh.\nPrin(i|ial of Public .School\n\nJames C. Byrnes. H S<\n\nNo. 18; res, 289 Hcwes St\n\nM\n\n,\n\nKriMiklyn.\n\n.\\rw York Univ\nColl. of ihr City fif .N'cw York; I'h\n.MrinlMT of the Board of Examiner^ Park .\\ve and 59lh St., .New\n\ni8<>H,\n\n..\n\n,\n\nYork.\n\nWilliam A. Campbell.\n189H.\n\nI.Ai-RA\n\nDi.Hirict\n\nSuperintendent of School*, 703 No«lrand ,^ve., Brooklyn.\n\nCharlton.\nPrinii|nl of I'ublic School No. 54, Manhattan. 4\n\nW I29lh St\n\n.\n\nNew York.\n\nGeo«<;k H. CiiAxnn i>\nPrin<i|ial of Public .School\n\nNo.\n\n%i.\n\nManhattan, 519 W. 44th St., New York.\n\nCi^rroll Brent <'hilton.\n\"TTic Muitic I»ver« library.\" ybt, 5th Ave., New York.\n\nK<iitof of\nP».R( IVAI. ClirBII.\n\nDirector of English. Ethical Culture .Scho-J, 33 Central Park, We«l, Nrw York.\n\nJohn Hollky Clark. A.B\n\n'70.\n\n.\n\nAM '73 Union Coll.\n.\n\nPrinciinl of Flushing iligh\n\n1H97.\n\nScIi'kiI.\n\ni\\i Sanford .\\ve.. Flushing.\n\nI.\n\nI\n\nfJiw-AR K. Cobl'kn. M.Si.. '90.\nitM, PrinciiMl ol (;rammar .School No. 8; mi., ijo W, Si<lnry Avr., Ml. Yefn<»n.\n\nIda Cor.\n\nMcvl of Driarlmrni, Public SchorJ No.\n\n1894.\n\n1(14.\n\nManhattan.\n\nrr«\n\n51 W.n^lbine\n\n.\n\n.M.,\n\nBrooklyn\nI>.t,iH B.\n\n<oll of the CilV of Nrw Y.irk.\nTeacher in Public Sch*!\"! No. |o Manhattan; rm.. o»o Home St\n\nCoHN, A H\nmr>4.\n\nJrssik IlLivrN\n\n.\n\n•o\\.\n\n'\nMiliar to Priniiiial. Public .School\nAiwi'lant\n\nlojd St\n\nSarah\n\nE.\n\n.\n\nUnmt. Nrw \\ork.\n\nCoiiurn\n\n190$.\n\n.\n\nNo 0». Intrrmrdiilr\n\nK\n\nW.\n\nMinh.ilt.in;\n\nrr»\n\nW .ml. Si\n\n\\rw Y..ik\n\n.New York\nV<»|'\n\nColky.\nPrincii«l of Public School .No ,?, Primary. Manhattan. 3>t\n\n"}
{"page": 854, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n842\n\n[New York\n\nNEW \\ORYi~Continued\nigos\n\nElizabeth Conrow, A.B., '94, Swarthmore Coll.; Ph.B., '96, A.M., '02, Cornell Univ.\n1905, Teacher of German, Richmond Hill High School, 173 Elm St., Richmond Hill.\n\nGeorgianna Conrow, A.B., '99, A.M., '02, Cornell Univ.\n1905,\n\nInstructor in French, Vassar College, Poughkeepsie.\n\nElla Conway.\nPrincipal of Public School No. 120, Manhattan, 145 E. 21st St.,\n\nNew York.\n\nEVIE CORNEY.\nAssistant Principal of Public School No. 27, Queens, 30 Wilson Ave., Flushing, L. I.\n\nJohn B. Cottrell, A. B., '93, Alfred Univ.; A.M., '00, New York Univ.\n1899,\n\nTeacher of the Graduating Class, Pubhc School No.\nSts.,\n\n19;\n\nres., cor. S.\n\n2d and Keap\n\nBrooklyn.\n\nDora M. Coughlan.\n1894,\n\nPrincipal of Public School No. 38;\n\nres.,\n\n229 Keap St., Brooklyn.\n\nNathan D. Cram.\nWith Silver, Burdett & Co., 85, sth, Ave.; res., 718 St. Nicholas Ave., New York.\nW1LLI.4M Albert Crane, A.B., Adelphi Coll.; A.M., '04, Columbia Univ.\n1898, First Assistant and (1905) Acting Principal of Curtis High School, 18 Prospect\nSt.\n\nStapleton.\n\nRufina A. Cregin.\n\nNew York.\n\nPrincipal of PubUc School No. 42, 35 E. 77th St., Manhattan,\n\nW. X. Crider, Ph.B., '98, 111. Wes. Univ.; Ph.D., '01, Taylor Univ.\nProprietor of Rome Teachers' Agency, iii W. F-mbargo St., Rome.\nBernard Cronson, A.B., Coll. City of N. Y.; Pd. M., Pd.D., N. Y. Univ.\nPrincipal of Public School No. 125, Manhattan, 180 Wooster St., New York.\n\nFrederick F. Crooker. B.Sc, '98, Coll. City of New York.\n1898, Teacher in PubUc School No. 6, Manhattan, 50 W. 126th St., New York.\nFanniebelle Curtis.\nDirector of Kindergartens, Boroughs of\nAve., Brooklyn.\n\nBrooklyn and Queens, 379 Washington\n\nMargaret Davidson.\n1901,\n\nPrincipal of Public School No. 124, 183 Berkeley PI., Brooklyn.\n\nHenry Delamain.\nPrincipal of Public Schools Nos. 27, 28, and 29, Queens, College Point, New York.\nPeter E. Demarest, Pd.D., '91, New York Univ.; Ph.D., '02, American Univ.\nPrincipal of Bryant High School; res., 11 E. 87th St., New York.\nJohn H. Denbigh.\nPrincipal of Morris High School, Bronx, i66th St. and Boston Road, New York.\nLewis H. Denton.\n1891, Principal of Public School No. 26, Richmond; res., 7 Fisk Ave., Westerleigh, West\n\nNew Brighton, New York.\nBernard J. Devlin, A.B., '88, Coll. City of N. Y.; A.M., '93, Coll. of St. Francis Xavier; Pd.M., '98,\n1903,\n\nN. Y. Univ.\nPrincipal of Public School No. 13, Bronx, 938 E. 175th St., New York.\n\nMichael E. Devlin, A.M., Ph.D.\n1902,\n\nPrincipal of Public School No. 8, Manhattan,\n\nNew York; res., Westchester.\n\nAgnes Bartholomew Devoe.\n1906,\n\nCritic\n\nTeacher, Brooklyn Training School for Teachers, 565\n\nW. 148th\n\nSt.,\n\nNew\n\nYork.\n\nMrs. Mary C. Donohde.\n1904,\n\nPrincipal of PubUc School No. 28;\n\nres.,\n\n84 Decatur St., Brooklyn.\n\nTimothy F. Donovan.\nPrincipal of Public School No. 18,\n\nRichmond, Port Richmond, New York.\n\nPhilip Dowei.l, A.B., '85, Ph.D., '00, Augustana Coll.; Ph.B., '95, A.M., '96, Yale Univ.\n1002. Teacher of Biology, Curtis High School; res., 12 Bond St., Port Richmond, New York_\nIrwin W. Driehaus. B.Sc, '00. Univ. of Cincinnati; A.M., '05. Columbia Univ.\n1906, Teacher of Science, New York Training School for Teachers, 322 Livingston Hall,\n1 1 sth St. and Amsterdam Ave., New York.\nFrances M. Driscoll.\n1898, Principal of Public School No. 60; res., 130, 6th Ave., Brooklyn.\nJohn J. Driscoll.\nPrincipal of Public School No. 16, Richmond, Madison Ave., Tompkinsville, S. I.\n\nWilliam F. Dunbar.\nTeacher in PubUc School No. 57, Queens, gi Concord St., Brooklyn.\n\nMargaret Dwyer.\nTeacher in PubUc Schools, 113s, s8th St., Brooklyn.\n\nAnita M. Earl.\nTeacher of Sewing, New York Training School for Teachers, 866 West End Ave.,\nNew York.\nEdwin Lyell Earle, A.B., '98, A.M.. '02, Columliia Univ.; Ph.D., '03. Roman Univ.\n1905, President of New York Froebel Normal Institute, and Special Extension, Department of Pedagogv. Lecturer, Brooklyn Institute of Arts and Sciences\nres., 59\n1902,\n\n;\n\nW., 96th\n\nSt.,\n\nNew York.\n\nEdwin L. Earp, Ph.D., 'or, I.eipsic.\n1904,\n\nHead of Department of Sociology, Syracuse University, 703 University Ave., Syracuse.\n\nHerman L. Ebeling, Ph.D., '91, Johns Hopkins Univ.\n1903,\n\nAssistant Professor of Latin and Greek, Hamilton College, CUnton.\n\n"}
{"page": 855, "printed_page": null, "text": ".\n\nLIFE, ACTIVE, AND CORRESPONDING MEMBERS\n\nXewYork]\n\n843\n\nNEW YORK— rc>i/i\";iiW\n190S\n\nSanford J. Ellsworth.\n189s,\n\nPrincipal of High School,\n\n1906.\n\nInspector of L'ngradwi Classes, Dcp;irtmcnt of Education, ik, K\n\nLc Croft, Oak St., Far Rockaway.\nIsaac N. Failor, A.M.. '7.S. Ohio WVs. Univ.\n1807. Principal of Richmon.l Hill High School, Elm St., Richmond Hill,\nElizabeth E. Farrell. B.Sc.. New York Iniv.\n\nKew York.\n,.,th\n\nNew\n\nSt\n\n\\ork.\n\nEVELYNE A. FeeK.\n1901,\n\nInstructor of Training Class, 2 Grove St., Baldwinsville.\n\nMrs. I-ucinda B. Finn.\nSubstitute Teacher, Public Schools, 591, loth Ave.,\n\nNew York.\n\nCamille Fontaine, B.cS.I.., '75, Ijccnrie en Droit, '78. P.iris.\n1902, Chairman of Romance Language Dep;irlmenl. High School of Commerce m< \\V\n6sth St.,\n\nNew Vork.\n\nClara .\\. Foster.\nTeacher in Public School No 13, E. Houston and F.s.s.x Sis., New Vork.\nCecilia A. Francis.\nPrincip,d of Public School No. 168, 47 \\V. 130th St., New \\<>rk.\nCoRNELR's E. Franklin, A.B '83, A.M., '86, Union Coll., N. Y.\n1901, District Superintendent of Schools, New York; res.. 15,8. 7th St., Klmhumt, L. I.\nJoseph A. Fripp, A. R.. '70, Coll. of Ciiv of New York; A.M., '98, New York Univ.\n1900, Principal of Public School No. 79, Manhattan, 42, isl St., New York.\nIsaac K. Fink, D.D., '00, I.L.D., 'oS. \\Viitenl)erg Coll.\nPresident of the Funk & WagnaJls Company, 44-60 E. 23d St., New York.\n1003,\n\n,\n\nEdwin White Gaii.lard.\nSuper\\-isor of\n\nWork with Schools. New York Public Library, J09 W. 2ul\n\nSt.,\n\nYork\n\nNew\n\nEllen M. Gallagher.\n1904, Teacher in Curtis High School, Richmond;\nPauline I. Geballe, A.B., '04, Smith Coll.\n1905, Teacher in High School, Greene.\n,V.\n\nai W. s6th St., New York.\n\nres.,\n\nGrace Gibson.\nTeacher in Model School, .New York Training School for Teacher*. 3^0 W. 44th St.,\n\nNew York.\n\nA. F.\n\nGiLMORE, A.B., '02. A.M., 'os. Bates Coll.\n1895, With .American Hook Co., 100 W.x«hinglon Sq., New York.\n\nW. Grant Goodwin. M.Sc. '90. A.M.. '97, Cornell I'niv.\nAs.si.stant\n\nAve.,\n\nTeacher of History, Curtis High .School, Richmond;\n\n1464 Islington\n\nres.,\n\nNew York.\n\nRfTH E. Granceb.\nH»o2,\n\nPrincipal of Public School No. 137, Saratoga .\\ve., Brooklyn.\n\nForest Grant.\n1904,\n\nInstructor in Drawing and Design, High School of Commerce, si8 i2lh St., BrooLlvn.\n\nTemperance Gray, A.B.. 'ov .Adrlphi Coll.\n1903,\n\nAAsi-stant Princi|Ml o( I'ublic\n\nSchool No. 141, 516 Noslrand Ave., Brooklyn.\n\nMary Woitott Green, AH., Syracuv Univ.\n1903,\nJriiiN\n\nTeacher of l^wiKuagcs an<l S<irnir, Public S<hool No.\nres., 57 ProsiK-it .St., West .New Brighton.\n\nRichmond. New York;\n\njo,\n\nGRiFrrN.\nDi.striit Su|x:rinlcn<lrnt of\n\nSchools, 13s IJ\\inK.slon St., Brookl>-n,\n\nAdKIAIDE IlAKiHT.\n1804,\n\nPrincipal of Public School No. 157, Primary. Manhattan;\n\nmi.,\n\nmo W. 13MI St,\n\nNew York.\nHarbv Howard Halsted, A.B., '04. Coll\nH;04,\n\n1896,\n\nof the Cily of\n\nTeacher in Public S<h<«i)l .No.\n\nJames P. Havev, B.-Sc\n\n,\n\n'R«, Coll. of\n\nCity of\n\n'.H.\n\nJ14\n\nNVw Vork.\n\nW lo^lh St\nM I)\n\nNVw York;\n\n.\n\nNew York.\n\n,\n\nColumbia Univ.\n\n'9*.\n\nNew Vork.\n\nDirector of Art and Manual Training, Cily Schoiils. $00 Park Ave.,\n\nGeoRc:e I.. Hanlpv.\n1900,\n\nPrin<i|Ml iif I'ublic School .No. 4>), 494 Ashland A\\t\n\n,\n\nBuffalo.\n\nIbNRv v.. Hard.\nPrinci|nl of Public School No, 78, 199 Sterling PI., Brooklyn.\n\n.Marv\n\nT.\n\nHarrinoton.\ni(«4,\n\n('.\n\nAssiManl in Public School No. 3'. Nfanhallan; re»\n\n,\n\niw R'Klney Si\n\nWARRr.N Hawkish\nPrinciinl of I'ublic School No.\n\n11, (»g<lrn ,\\vr. and ifiolh .S«\n\n.\n\n,\n\nBrooklyn,\n\nBmni. New Ycifk.\n\n«\n\nHorace G. HrAirv\nTeacher in High S<hool of Commercr, 777 l'rin|ir<t PI.. Bri»klyn.\n\nHfSBY J. HrinrN.s.\nPriniitKil of Public .School\n\nNo Hi. 1309, i«l Avr\n\n.\n\nManhallan, New Vfifk,\n\n.-»,...\n\nCAROI.ISr HrNDRIC KV)M.\n„ .\n,\n..,\n1904. Teacher of Hialory ami IJleralurr. l)r l^ncrjr Srhool, je< W. I4*d St., New \\ork.\nVrw York; A M. Vi. CnlumliJa Univ.\nSimon Hi«sdashkv B St.. '99, Coll. of the Cily\n:904, PrimifMl of Tlximan DnMd^m .School, 307 Henry Si., .New York.\n\nM\n\nFrederic K C. Hodc.hon. AH.. \"04, Tufi« Coll,\n\n»,\n\n„\n\n.\n\nWith Ginn Ac Company, 70, 510 Ave.. New York.\n\n"}
{"page": 856, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n844\n\n[New York\n\nNEW YOV^—Continued\nloos\n\nMinnie Louise Hutchinson.\n\nDirector of Sewing and Constructive Work, Public Schools^ Boroughs of Brooklyn\nand Queens, 98 Hancock St., Brooklyn.\n\n30N.\nAlice Jackson.\n\n1901,\n\nPrincipal of Public School No. 150, Manhattan, 508 W. 143d St., New York.\n\n1886,\n\nTeacher in Public School No. 54, Kingsbridge, New York.\n\nLucy Jay.\n\nJohn J. Jenkins, Pd.D.. '00, New York Univ.\n\nPrincipal of Public School No. 15, Queens, 162 Clinton St., Corona, L. I.\n\nTheophilus Johnson.\n\nPrincipal of Public School No. 11, Queens, 3d St., Woodside, L. L\n\nEmma L. Johnston, A.B., '09, Adelphi Coll.~\nPrincipal of Brooklyn Training School for Teachers, Prospect PI. near Nostrand Ave.,\n\n1904,\n\nBrooklyn.\n\nLillian I. Jones.\n\nTeacher in Public School No. 26, 228 Van Buren St., Brooklyn.\n\n1892,\n\nMartin Joyce.\nPrincipal of Public School No. 7, Queens, Richmond Hill, L. I.\n\n1900,\n\n,„,,,,\n\nSolomon Kauffman.\n\n«t\n\nr^\n\nTeacher in Curtis High School, Hamilton Ave. and St. Mark s PI., New Brighton,\nS. I.; res., 5-) Mjrningside Ave., New York.\n,\n\n,\n\nCatharine F. Kavanagh.\nAssistant to Principal, Public School No. 188, Boys, 37 N. Portland Ave., Brooklyn.\n\nCarrie Wallace Kearns.\n\nPrincipal of Public School No. 10s, Manhattan, 269 E. 4th St., New York.\n\n1901,\n\nDavid J. Keator. A.M.. '00. Nashville Coll.\n\nPrincipal of School No. 23, Richmond, 40 Central Ave., Mariner's Harbor, S. I.\n\n1898,\n\nWilliam J. Kennard.\n\nPrincipal of Public School No. 5, Bronx, 2436 Webster Ave., New York.\n\nA. K. N. Keyes, A.B.. '04, Adelphi Coll.\nAssistant Teacher of English, Training School for Teachers, Brooklyn;\nist\n\nCecil A. Kidd.\n\nSt.,\n\nres.,\n\n475,\n\nBrooklyn.\n\nPrincipal of Public School No. 184, Manhattan, 31 W. ii6th St., New York.\n\nClarence D. Kingsley, B. Sc, '07. Colgate Univ.; A.M.. '04. Columbia Univ.\n1904, Teacher of Mathematics, Manual Training High School. 499. 4th St., Brooklyn.\nFloyd E. Kinne\n1898,\n\nTeacher of Mathematics, Public School No. 51. 519 W. 44th St., New York.\n\nMilinca L. Klein.\n\nTeacher in Public School No. 75, 419 E. S2d St., New York.\n\nMargaret Knox. Pd.M., '02, N.Y. Univ. Sch. of Ped.\n1\n\n00 1,\n\nPrincipal of Public School No. 15, Manhattan, 478 Mott Ave., New York.\n\nWilliam A. Kottman, B.Sc, '86. Coll. of Citv of New York; A.M., '05, Columbia Univ.\n1904, Principal of Pubhc School No. 7, Boys, Manhattan, 60 Chrystie St., New York.\n\nHugh H. Lansing, A.B.. '93, Williams Coll.\n257 Broadway, Troy.\nE. G. Lantman, A.m.\n1898, Superintendent of Schools, 392 Irving Ave., Port Chester.\n\nJosephine M. Lawlor.\n1897,\n\nPrincipal of Public Schools No. 17 and 18, Queens, 206 Barclay St., Flushing, L. I,\n\nGlenn Ma.x Lee. Ph.B., '04, Hobart Coll.\nVice-Principal of\n\nHigh School, Gouverneur.\n\nEugenie C. Levie.\n1903,\n\nAssistant Principal of Public School No. 124, Manhattan, 29 Horatio St., New York.\n\nFrank W. Lilley.\nWestern Agent, Educational Department, Eagle Pencil Co., Clarence.\n\nIda B. Lindheimer. Pd.M., New York Univ.\n1900, Principal of Public School No. 38, Manhattan, 256 W. 129th St., New York.\nHenry R. Linville, A.\\i., '9^; Univ. of Kans.; A.B., '94, AM., '95. Ph.D.. '97. Harvard Univ.\n1897, Teacher of Biology, De Witt Clinton High School, Manhattan. New York.\nDwight R. Little, A.B., '00, Williams Coll.; A.M., '03, Pd.M.. 'o]. New York Univ.\n1900, Instructor and (1905) Lecturer in Education. Polytechnic Preparatory School,\nBrooklyn; permanent address, Sheffield M;iss.\nMorris Loeb, A.B., '83. Harvard Univ.; Ph.D.. '87, Berlin Univ.\n1894, Professor of Chemistry, New York University, 273 Madison Ave., New York.\n\nJohn .\\. I.oope.\n\n,,\n\nPrincipal of\n\nPublic Schools\n\n,\n\n.\n\nNos. 33, 34. 3S> 36, and 49, Queens, Palatina Ave.,\n\nHollis, New York.\n\nHelen E. Lucas.\n1899,\n\nSuperrisor of Drawing, City Schools, 20 Anson Place, Rochester.\n\nCharles W. Lvon Ph.B.\nDistrict Superintendent of Schools,\n\nWilliam Harrison Mace, Ph.D.. Jena.\n1891, Professor of History and\nSyracuse.\n\n2410 Clarendon Road, Brooklyn.\n\nPolitical Science, Syracuse University,\n\n127 College PI.,\n\n"}
{"page": 857, "printed_page": null, "text": "LIFE, ACTIVE, AND CORRESPONDING MEMBERS\n\nNew York]\n\n845\n\nNKW YORK—Com/ i«M^(/\niQos\n\nMrs. Cora B. Mackey.\nTeacher in Public School No. ijq, Brooklyn; res., 26 Mc.Aulcy PI.. Jam.iiia, L. I.\nDonald C. MacLarf.n. .\\.B.. '70, .\\.M.. '81. Princeton Univ.\niSpg. Instructor in M.ithemalics and Greek, Dc Witt Clinton High Sch0.1l, 8j Wa.shinston\n1S82,\n\nPI.,\n\nNew York.\n\nJohn T. Mannino. .^.B.. 'ojt. Manhattan Coll\n\n.A.M.. '06. Columbia Univ.\n\n;\n\nTeacher in Public School No. 8. Bronx. 2676 Marion A\\-c., Bronx. .New York.\n\n1896.\n\nFrank .\\. Manny. .-X.B.. .\\.M.. Univ. of .Mich.\nSuperintendent of Ethical Culture School,\n\nMary S. Marot.\n\na Central Park, West. -New York.\n\n108 Ca>'uga St.. Syracuse.\n\nAlfred Df. B. Mason.\nTeacher in Public School No. 44. 441 Lafayette .Ave.. Brooklyn.\n\nlocj.\n\nMarion J. Mayo. A.B.. Nat. Nor. Univ.; A.M.. Pd.D., New York Univ.\nTeacher of Mathematics, High School of Commerce. 16-18 \\V. loist St.. New York.\n\n1005,\n\nMary F Mc.\\leer.\nPrincipal of Public School No. i88. Girls. M.inhattan; res., jso W. ii.Sih St.. .New\n\n1900.\n\nYork.\n\nAlec G. McAllister. A.M.. '07. Tufts Coll.\nPrincipal of Public School No. 40. 1254 Bergen St\n\ni8<)5.\n\n,\n\nBrooklyn.\n\nIsabella .\\ McCabe.\nPrincipal of Public School No. 93, Primary, Manhattan, 11 E. 130th St.. New Y.rk.\n\nBellf C. McClellan.\nTeacher in Public School No. s7, 59 E. t24lh St., New York\".\n\n1S85,\n\nHenry G. McDonoi-ch.\nTeacher in Public .School No. 51, Queens, 25 N. Wa.shiniflon St.. Jamaica. I.. I.\n\nJ903,\n\nMary E. McQiirk. Pd.M., '04. New York Univ.\nPrincipal of Public Schfx.l No. 46, .\\queduct. Queens. Hatch .\\ve., cor. Grafton .\\v-.,\n\n1899.\n\nOzone Park, New York.\n\nKati a. .>'. Mf.e.\n1882,\n\nFirst As-slstant and .Acting Princip;\\l of Public School .\\o. 24.\nSt., Manhattan, New Y'ork.\n\nBronx;\n\nres., 73\n\nE. 123d\n\nMAJtY Jerome Mfrritt.\ni88g.\n\nPrincipal of Public School No 29, cor. Columbia an 1 .\\mity St.. Brooklyn.\n\nClara Millinoton.\n1900.\n\nAs.sistant to Principal, Public School\n\nNo. 133, 356, 9th St., Brooklyn.\n\nHabbiette Melissa Mills.\n1906.\n\nHc.vl of Department of Kindergarten Eclucation, Froclicl\ni/jlh St..\n\nNew York.\n\nNormal Srhnol,\n^\n\nS9 \\V.\n\nMrs. .Martha J. Min-;mi'll. Grad.. '04, Nor. Coll.. Now York\n1906, Head of Department, Public School No. 118; res., 65 Morton St.. Brooklyn.\nAoOLPH MlsciiLK-H FJ..Sc.. '79. Coll. ol Citv of New York.\n1899,\n\nFirst .A-ssistant, Public .School\n\nNo. 18. 108 E. 7is( St.. New York.\n\n.\\rtiu'r C. Mitchell. Fd.B.. '90. .Alfrwl Univ.\nPrinci|Kil of Public .School No. 16. Qurrns. 149 Madison A\\'e., Flushing. L. I.\n\nTheodore C. Mitchill. A.B.. '86. .A.M.. '01. Columbia Univ.\n1901.\n\nA.s.sislant in English. Boys' High Sihi«il, Bmoklvn. and (1904) Princiivil of\n.New York Evening High .School for .Men. .Manhattan; re»., 223 W. 44ln St.,\nManhattan, New York.\n\nFirst\n\nFrank K. Montfort.\n1K02.\n\nFrank\n\nR.\n\nPrincipal of Public Sch(K)l No. 57, Queens, BayiUde, L. I.\n\n.MfKjRE\n\n.•\\..M..\n\nColgate Univ.\nComriuTiial High School, 101\n\n'77.\n\nI*rinci|)al ol\n\nHabwy St., Brooklyn.\n\nEucenf. C. Morris.\nTeacher of Music, Public SchfuU, New York; res.. Mi\n\nt\n\nI'ulnam .\\\\r\n\n.\n\nBrink vn.\n\nMary If. Mi;llins.\n1900,\n\nAMislnnt Teacher in Public Schor>l No.\nYork.\n\n»i.\n\nManhalinn,\n\nres.,\n\n311 E. $:lh\n\nSt..\n\nNew\n\nMary A. Nfw.\nTeacher in Public .School No. o- Kichmond. OMJning.\nHi'r.o\n\n'Hv Coll, ..f City of New Y..rk; P.l M\nw, New York Univ\nPrimi|Ml of Public Sch'»il .No. »», Bronx. 4sH U'. Mid St.. ,Vr» York.\n\"no New Yiifk U-ii\\\n\"< <'iiy •«• ^'ew York; M S«\n<''>ll\nInstructor in ChrmiMry, Ccimmrrciol Iligh Scbcwl; rm.. 3.55 E. i24ih Si\nlan. New Yurk.\n\nNewman. B.Sr\nii>o>.\n\n.\n\nJoseph Newman. A.B.. '97\ni8«>8.\n\nMjiiIi.ii-\n\nJohn T. NiriioLV)N.\n\nTeacher in Public School No. iM, ManhalUn, A14 \\V. i4Jllh .Si.. New Y<>tk.\n\nJohn T. Ncjlan.\nPrin<i|Kil of Public\n\nSchool No,\n\n\\<>\n\nUmox. ttOQ K,\n\n1\n\ni4ih S(., New York.\n\nGkor'^k \\V. Norton. B.Sc.. Weslryan Univ., Conn.\nlastruflor in Joinrry. Bryant High Schcml. I>mg Island Cily;\nAstoria, L.\n\nrr».,\n\n471 1_.\n\ni»l\n\nI.\n\nAmhrrsi Coll,\nWilliam Novm.\n1903, Inirtruclor in Teachrrs Collrge, ('olumWa I'niversily;\nA.B., '89, A.M.. 'o<.\n\nNew York.\n\nMabc;arkt F. O'Connfll.\n1901,\n\nPrincipal of Elementary School No, 31. .Manhallan. 77 \\\\\n\n».\n\n.\n\n.,\n\n.\n\n94lh S«.. New York.\n\nA\\*..\n\n"}
{"page": 858, "printed_page": null, "text": "846\n\nNATIONAL EDUCATIONAL ASSOCIATION\n\n[New VorV\n\nNEW YOBX.— Continued\n190s\n\nJames A O'Donnell.\nPrincipal of Public School No. 53; res., 176 Troutman St., Brooklyn.\n\nWilliam O'Flaherty, A.B., A.M.\nPrincipal of Public School No. 40. Bronx, 100 E. 8ist St., Manhattan,\n\nNew York.\n\nMary J. C. O'Neil.\n397, ist St., Brooklyn.\n\nCharles E. O'Neill, A.B., LL.B.\nTeacher in Public School No. 24, Manhattan;\n\nres.,\n\n408 Pleasant Ave., New York\n\nJohn Baker Opdycke, A.M., '99, Franklin and Marshall Coll., '03, New York Univ., and '05. Columbia Univ.\nInstructor in English, High School of Commerce, 155 W. 65th St., New York.\n\n1905,\n\nSusan M. Orr,\n\nA.B., Ursuline Coll.\n\n397\n\nist St.,\n\nBrooklyn.\n\nWilliam J O'Shea, B.Sc, '87, Coll. of City of New Y'ork; M.Sc, '8q, Manhattan Coll.\n1906, District Superintendent of Schools, 104 Keap St., Brooklyn.\nCharles E. Overholser, A.B., A.M., Harvard Univ.\n190S, Teacher of German, Boys' High School, 25 Jefferson Ave., Brooklyn.\n\nMartha H. Patton.\n\n.\n\nTeacher in Public School No. 35, Bronx, i62d St. and Morris Ave., New York.\n\n1901,\n\nAllen Peckham.\nWith Silver, Burdett & Co., 85, 5th Ave., New York.\n\nMrs. Eliza S.\n\nPeli,.\n\nPrincipal of Public School No. 96, Girls, Manhattan, New York.\n\nAnna L. Phillips, A.B., '05, Adelphi Coll.\n190S,\n\nTeacher in charge of Eastern\n\nDistrict\n\nHigh School Annex; res., 253 Steuben St.,\n\nBrooklyn.\n\nEllen M. Phillips, Pd.M., '01, New York Univ.\nPrincipal of Public School No. 131, Manhattan, 615 W. 136th St., New Y'ork.\n\nElizabeth L. Plaisted.\n1900, Teacher in Public School No. 184, Manhattan;\n\nres.,\n\n2038, sth Ave., New York.\n\nLaura Potter.\n1901,\n\nAssistant to Principal, Public School No. 87, 263 Putnam Ave., Brooklyn.\n\nFrancis W. Powers, A.B., '92, Coll. City of New York.\n1894, Teacher in PubHc School No. 82, Manhattan; res., 745 Jefferson Ave., Brooklyn.\nIsabelle L. Pratt.\n1898, Appointment Secretary of Teachers College, Columbia University; res., 221 W.\n104th St., New York.\nMatthew D. Quinn, B.Sc, St. Lawrence Univ.\n1897,\n\nPrincipal of Public School No. 5, Queens;\n\nres.,\n\nloi E. 92d St.,\n\nNew York.\n\nWilliam Louis Rabenort, B.Sc.\n1904,\n\nPrincipal of Public School No. 9, Bronx, 315 W. 97th St., New York.\n\n^\nEsLE F. Randolph, A.B., '03. A.M., '04, Pd.D., '06, Salem Coll.\nPrincipal of Public School No. 8, Richmond, Midland Road, Great Kills.\nLizzie E. Rector, Pd.D., '95, New York Univ.\n1900, Principal of PubUc School No. 4, Manhattan, 203 Rivington St., New York.\nRudolph R. Reeder, Ph.D., Columbia Univ.\nSuperintendent of the New York Orphanage, Hastings-on-Hudson.\nMargaret A. Regan.\n\n1904, Principal of Public School No. 107, Manhattan, 272 W. loth St., New York.\nFrederick J. Reillv, A.B., '91, A.M., '92, Xa\\'ier Coll.; LL.B., '96, New York Univ.\n1901,\n\nTeacher of Graduating Class, Public School No.\nNew York.\n\n10,\n\nBronx, 444 St. Nicholas Ave.,\n\nJulia Richman.\n1903,\n\nDistrict Superintendent of City Schools, 197 E.\n\nBroadway, New York,\n\nAlice E. B. Ritter, A.B., '04, Adelphi Coll.\n190T,\n\nAssistant Principal of Public School No. 84, 466 E. 25th St.. Brooklyn.\n\nCharles C. Roberts.\nPrincipal of\n\nPubUc School No. 25, Manhattan; res., 106 S. loth Ave., Mt. Vernon\n\nJohn S. Roberts, Pd.M., A.M., New York Univ.\nPrincipal of Public School No. 62. Intermediate, Manhattan, Hester and Essex Sts.,\n\nNew York.\nM. Louise Rockwood.\nPrincipal of Public School No. 46, 91 St. Mark's Ave., Brooklyn.\n\nAnna E. Rodney.\nTeacher in Public School No.\nNew York.\n\n10,\n\nGirls,\n\nBronx;\n\nres.,\n\n39 E. 23d\n\nSt.,\n\nManhattan,\n\nFrank Rollins, Ph.D., '02, Columbia Univ.\n1904,\n\nPrincipal of Stuyvesant High School, Manhattan, 225 E. 23d St.,\n\nNew York.\n\nGeorge C. Rowell, Ph.B., '99, Union Coll.\n1903,\n\nEditor of \"American Education,\" Albany;\n\nres.,\n\n157 Barrett St., Schenectady.\n\nAnnie Louise Roy.\n1885,\n\nAssistant to Principal, Public School No. 83, Manhattan, 2 E. izSth St., New York.\n\nRebecca Rusk.\n1889,\n\nTeacher in Public Schools, Marlborough.\n\n"}
{"page": 859, "printed_page": null, "text": ",\n\nLIFE, ACTIVE, AND CORRESPONDING yf EMBERS\n\nNew York]\n\n847\n\nNEW \\OKiL-Continutd\n1905\n\nM. Josephine Ryan.\n180J.\n\nTeacher in Public Schools, 517 Ijfayctte Ave., Brix>klyn.\n\nThomas Joseph Ryan.\nTeacher in Public School No. ip. Queens; res., 13J Franklin Ave., Brooklyn.\n.\\dda Pe.*el Sackett. B.ScPd.M., 'oj, Pd.D., '04, New York Univ.\n1900, Teacher in Public School No. is, New York; res., Sidney.\nEu\\L\\ J. Salberc.\ni88j. Teacher in Elementary School, j66 W. ii6th St., Manhattan, New York.\nC. Augusta Sanger.\n1895, Principal of Public School No. 83, Primary, 479 W. isjd St., New York.\nArthur Schultze, Ph.D., '87. Kiel, Germany.\n190J, Head of the DeiKirtment of Mathematics, High .School of Commerce; res.. 4 W. 91st\nSt., Manhattan, New York.\nMary B. Scott, Grad., '98. Onconta Nor. Sch., N. Y.\n1898, Teacher in Public School No. a?. Queens; res., 314 Lexington .\\ve., Manhattan,\nNew York.\n1901,\n\nSarah E. Scott. A.M.. '98, Adelphi Coll.\n1904,\n\nPrincipal of School No. 140, 60th St., near 4lh \\\\c.. Brooklyn.\n\nRichard \\. Searing. .\\.B.\nSuperintendent of Schools, 226 Bryant St., North Tonawandn.\n\nClara E. Sharp.\n1906.\n\nTeacher in Public School No. 15, Richmond. New York;\nStapleton, L.\n\ni6t\n\nres.,\n\nPaul's\n\n.St.\n\n.\\ve.,\n\nI.\n\nLuLA V. Sheehan.\n1904,\n\nAssistant to Principal, Public School No. 31, Manhattan;\n\n103d\n\nSt.,\n\nThe Kcncsaw, joj \\V.\n\nres.,\n\nNew York.\n\nEdgar Dubs Shimer, A.B., '74, .V.M., '77, Ph.D., '87, Muhlenl>erg Coll.\n1896,\n\nDistrict Superintendent of Public Schools 104 Union Ave., Jamaica, L. I.\n\nMary Shires.\n189s,\n\nPrincipal of Public School .No. 132, .Manhattan;\n\nres.,\n\n479 W.\n\nis^d\n\nSt., Sl«.\n\n.M,\n\nNew York.\n\nAnna A. Short.\n1903,\n\nPrincipal of Public School No. 51. Brooklyn;\n\nres.\n\nwo Washington PI., .Manhattan,\n\nNew York.\nBelisario Silfa.\n151 Henry St., Brooklyn.\nMrs. Martha SMrrn.\n1901,\n\nPrincipal of School, Highland.\n\nMaude Smith.\n190J,\n\nTeacher in Public School No.\n\n38,\n\nNew York;\n\nQueens,\n\nres.,\n\nGrand View\n\n\\\\t.,\n\nSpringfield.\n\nM. Kate Smith.\nTeacher of Drawing, is Overlook Terrace, Yonkers.\n\nSamuel McKee Smith, Ph.H.. '77. Cornell Univ.\n1902.\n\nPrinciijal of Public Sthool .No. 17, Richmond; rn., 1 Hamilton Park.\n\nNew Hrigbtoa,\n\nS. I.\n\nHelen A. Stein.\n1898,\n\nPrincipal of Public School No. 13, Manhattan. i$« K\n\n7»d St., .New York.\n\nEdward Du Bois Strvker, Pd.M., '00, New York Univ.\n\nFirst Assutant Teacher, Public School .No. 34, Brum. ti> K. i74lh St\n\nIsabella Si;llivan.\n1897,\n\nI'riniiijal of\n\nPublic School No. 170, Girlv Mnnhallan;\n\nre».,\n\n37\n\nW\n\n.\n\n.New York.\n\niiilh St.,\n\nNew\n\nYork.\n\nAnna L. Suter.\n1900,\n\nTeacher in Public School No. 40;\n\n„\n\nrc»..\n\n„\n\n„\n\n„\n\n1K8. Boys. .Manhattan, »«?\n\n.No.\n\nPrinciiMl of Pul.lir St h.Kil No\n\nEmma Svlvesti.r, Pd .M\n1903.\n\nMaiiv\n\nIv\n\n'00,\n\n.\n\n,\n\n6.\n\nQuccni, JH7 Kim St\n\nFluihing.\n\nI.\n\nrr» . 6i\n\n.\n\nNo 4}, (;lfU. Manhattan. >t F. 4Mh St\n\nPrimipal of PuWic School\n\n.No,\n\n34.\n\nR(chm<«<l; rrs\n\nQumd •\n\n.\n\nj\n\nWtrnrr\n\n.\n\nPI\n\n.\n\n.Sew \\ork.\nr»m|iklns»lll«.\n\n....„.,\n\nHelen A. Tim niM*<iir»\n\nI>a<her in Public ScbnnI No. 141. iSO MyrxU Aw.. Brooklyn\n\nCharles Frav i« Tmiii.i'vih A li\n\n.\n\n'</•.\n\nColl. of Clir of\n\nm\n\nNew York;\n\n-... -.1\n\nIw.f Nrw Y.»k\n.Nn. 30, .Manhallan,\n\nrrs..\n\nALrRED C. TiioMrviN. A B., \"gj. Yalr Univ.\nSupcriniendeni\n\nof\n\nI.I..M\n\n,\n\nNew Yock Unit.\n\n'00.\n\n>iH ljif*r<\"tle St.. Manhallan. .New York,\n\nTcaiher in I\"\n\njAronTHr.nBAi.1., I». AB, •..\n1M9M Traihrr (n I...\nNew Y«*k.\n1905,\n\nI.\n\nI..\n\nNo iM. .New York Hly.\n\nPublic School\n\n„\n\nPrin.iiml of Public Sthiwl\n\ni8.y.,\n\nNew \\firk,\n\nI.\n\nTate.\n\ni90«,\n\nAstoria.\n\n,\n\n.\n\nNew V>>rk Univ\n\nAwkiMani l-i ihr l'rinii|iol.\n.\\ve\n\nW 4lh St\n...\n\nTeacher in Public .Schfxil\n\nThomas H. Sweeney.\n|8<;7.\n\n.\n\n1595 Pacific St., nrooklyn.\n\nAnnie Sutherlano.\n\nSthooU, »» Schwil .St\n\n,\n\nAuiiurn.\n\n»oj «\n\n.\n\"«'•>\n,\n\n„\n'^i\n\n••\n\n^.\n..\nNlauhallan.\n\n"}
{"page": 860, "printed_page": null, "text": "848\n\nNATIONAL EDUCATIONAL ASSOCIATION\n\n[NTewY^rk\n\nNEW YORIL—Conlinued\n1905\n\nAttoustus a. Thompson.\n1894,\n\nFirst Assistant in Public School\n\nNo. 7, Bronx, New York\n\ncity, res.,\n\n449 Hawthorn\n\nAve., Yonkers.\n\nLawrence A. Toepp.\nTeacher in Public School No. 11, Richmond, New York city,\nWest New Brighton.\n\nLivermore Ave.,\n\nres.,\n\nGertrude M. Traphagen.\nTeacher\n\n1898,\n\nCharge of Public School No.\n\nin\n\n38,\n\nQueens;\n\nres.,\n\n73\n\nHerriman Ave.,.\n\nJamaica.\n\nLouise E. Tucker, A.B., '00, Adelphi Coll.; A.M., 'ot, Columbia Univ.\n1904,\n\nNew Rochelle;\n\nProfessor of Education, College of Saint Angela,\nAve., Brooklyn.\n\nres.,\n\nPutnam\n\n483\n\nLoRA A. Turner. A.B., '04, Oberlin Coll.; Pd. M.\n1906, Head of English Department, High School, 230 Broad St., Towanda.\nJoseph Tynani\nTutor in the College of the City of New York.\n\nMargaretta Uihlein.\n1896,\n\nPrincipal of Public School No. 54,\n\nNew York citv;\n\nres..\n\nSouthern Bout., Bedford\n\nPark.\n\nMay B. Van Arsdale, B.Sc, Columbia Univ.\nInstructor in Physical Science, Teachers College, Columbia University;\n\n123d St.,\n\nres.,\n\n457 W.\n\nNew York.\n\nEdgar Vanderbilt, M.Sc, '69, Coll. City of New York.\nPrincipal of Pubhc School No. 55, Manhattan, 140 W. 20th St.,\n\nNew York.\n\nEldon M. Van Dusen.\n1903,\n\nTeacher in Commercial Department, Far Rockaway High School, Far Rockaway.\n\nEdith L. Verlenden.\nTeacher of Science, Public School No. 27, Queens;\nPoint, L.\n\nres..\n\nGrand View Hotel, College\n\nI.\n\nWilliam T. Vlymen, A.B., '81, A.M., '84, Princeton Univ.; Ph.D., '01, New Y'ork Univ.\nres.\n1900, Principal of Eastern District High School, Brooklyn;\n379 Front\n\nSt.,\n\nHempstead.\n\nWilliam F. Vroom.\n1898,\n\nInstructor in Shop Work, Public School No.\nTerrace, New York.\n\n5,\n\nManhattan;\n\nres.,\n\nlo\n\nSt.\n\nNicholas\n\nAgnes Wallace.\nFirst Assistant Teacher in Public School\n\nNo. 96, G., Manhattan, Ave A and 8ist St.,\n\nNew York.\nAgnes L. W.4i.sh.\n1901,\n\nTeacher in Public School No. 31, Manhattan, 421 W. 44th St., New York.\n\nMary Walsh.\n1870,\n\nTeacher in Public School No. 31, Manhattan, 243 W. 70th St., New York.\n\nAnnie L. Ward.\n1898,\n\nAssistant to Principal, Public School No. 13, Manhattan;\n\nres.,\n\n531\n\nPutnam Ave.,\n\nBrooklyn.\n\nMary A. Ward.\n1897,\n\nPrincipal of Public School No. 89, 276 Decatur St., Brooklyn.\n\nMrs. Ellen E. Kenyon Warner, Pd.D., Univ. of N. Y.\nAuthor of \"The Culture Readers,\" in care of D. Appleton & Co., 436, 5th Ave.,\nNew York.\nHenry Waters, A.M.. Lewisburg Univ.\nCo- Principal of Mohegan Lake School, Mohegan.\nMarcus A. Weed. Grad., '63, St. Nor. Sch., Albany, N.Y.\n1878, Principal of Public School No. 78, 675 Jefferson Ave., Brooklyn\nOrville G. Wheeler, A.B., '00, Univ. of Vt.\nManager of Educational Department, G. P. Putnam's Sons, 27 W. 2?d St., New\nYork.\n\nRachel J. Wilbur.\n1904,\n\nTeacher in Public School No.\nBrooklyn\n\n188,\n\nGirls,\n\nManhattan;\n\nres.,\n\n597\n\nDecatur\n\nSt.,\n\nMary Low Williams.\n1903, Teacher in Public School No. 31, Manhattan; res., 18 Hancock St., Brooklyn.\nJames F. Wilson, A.B., '94, Leland Stanford Jr. Univ.; LL.B., '04, New York Law Sch.\n1904, First Assistant in History, Stuyvesant High School,\n225 E. 23d St., New\n\nYork.\n\nClementine D. Witte.\n1903,\n\nAssistant to Principal, Public School No. 12. Manhattan;\n\nres.,\n\n51\n\nTurner Place,\n\nFlatbush, Brooklyn.\n\nMrs. H. a. Woodward.\n1902,\n\nIn charge of Preparatory Department, Syms School, 265 Circuit Road, New York.\n\nHarriet J. Woollard.\n1903,\n\nTeacher in Charge of School No. 50, Queens, 48 Union Ave., Jamaica, L. I.\n\nMoses Yeaton.\nPrincipal of Public School No. 80;\n\n1906\n\nres.,\n\n11 71,\n\n4Sth St., Brooklyn.\n\nElizabeth M. Ball.\nPrincipal of Public School No. i8, Bronx, 501 Courtlandt Ave.. New York\n\n"}
{"page": 861, "printed_page": null, "text": "New Yorkl\n\nLIFE, ACTIVE, AND CORRESPONDING MEMBERS\n\nS^q\n\nNEW YORK—ConJinutd\n1906\n\nFranklin T. Bakfr. A.B.. Dickinstm Coll\n\nA.M.. Columbia I'niv.\n1893. Professor of English, Teachers College. New York\nres. Park Hill. Vonkcrs.\nJessica E. Beers. Pd.M.. 08. .\\. Y. I'niv.\nPrincipoJ of Elmwood School; res.. 213 Bryant St.. BufTalo.\nA. R. Brubacher. A.B.. '97. Ph.D.. oj. Yale I'niv.\nPrincipal of Inion Classical Institute and Schenectady High School. 1 S. Wendell\nA\\-e., Schenectady.\n;\n\n;\n\nJohn B. Corcoran.\n1907,\n\nStudent in I'niversity of Chicago, 5714 Kimbark\n\nChiiago.\n\n111.;\n\npermanent\n\nStephen Pierce DrccAN, B.Sc.. '90, M.Sc.. 'q6. Coll. City of New York; .\\M..\n\n00.\n\nPh D..\n\n.Ave.,\n\naddress. Millers.\n\nWiLLi.\\M J. Deans. B.Sc.. .St. Lawrence Cniv.\n1906, Superintendent of Schcxils. 520 W. 3d St.. Elmira.\n\nColumbia\n1906,\n\noi.\n\nI'niv.\n\nProfessor of Education, College of the City of New Vi.rk. 11 .Mjrtle St\n\nAs.s<iciatc\n\n.\n\nWhite Plains.\nBi'RT B. Farnsworth. Ph.M.\n1904, Educational Director. 13d St. Y. M. C, .\\.. 215 W. iy\\ St.. .New York.\n\nElizabeth Hale.\n1907,\n\nSuper\\'isor of Primary Work, High School Annex. Schenectady.\n\nPatty SMrra Hill.\n1906,\n\nIn.structor in\n\nTeachers College, Columbia l'ni\\Trsity;\n\nres..\n\nW.\n\n503\n\nijisi .m.. .New\n\nYork.\n\nHelen Loi'ise Johnson. B.Sc.. '04. Teachers Coll.. Columbia I'niv,\n1906, Profcss<ir of Domestic Science. The James Millikin I'niversity, Deialur. 111., home\naddress. 30 Paddock St., Watertown.\n\nJohn Knox, A.B.. '87. A.M.. \"90. Brown L'niv.\nWith D. C. Heath & Co.. Publishers. 21$. 4th Ave.. New York.\nNaomi Norsworthy, B.Sc., '01. Ph.D '04. Columbia Univ.\n.\n\n1904,\n\nInstructor in Psychology, Teachers College, Columbi.^ I'niversity;\n\nres.,\n\nW.\n\n557\n\n124th St., New York.\n\nSl'san S. Osgood.\n\nThird Vice-Principal, and Head of History Depiirtmenl. High School;\nson St., Binghamton.\n\n78 Dickin-\n\nElizapeth Saoe.\nInstructor in Domestic Art, Teachers College, Columbia I'nixrntity; res., J337\nBroadway. New York.\nCharj.es Pavson Gi rlev S<-ott. .\\ B.. '78. A.M. '81. PhD '8t. I^ifayeite Coll.\nPhilologist. Etymologi.st. Lc-xiiograjihrr; Ktymologii.il Ivliior of the Century Dic.\n\nMadison .\\vr.\n\nSew\n\nGrxiRoE D. Straveh. .\\.B., '03. Inhns Hopkins L'niv.; Ph D.. \"o^ Columbi.i L'niv.\nIn.slruitor in Elementary Education. Teachers College, Columbia L'niwrMtv,\n\nNew\n\ntionary; (1883) Secretary of the Simplil'ie<l Sficlling lioord.\n\nYork;\n\nres..\n\n1\n\n150 Woodworth A\\-e.. Vonkrrs.\n\nYork.\nJ.\n\nM. Thompson. Ph II.\n1906,\n\nEi>wiN G\n\nNew York, Dumlee.\n\nInstitute Conductor, State of\n\nWarveb. A.B.. '85. Amher« 0)I1 Ph.D.. \"91. N<\"w York Univ.\ni8«s. Head of I^tin Deixirtment, Polytechnic Preparatory School;\n;\n\nPI.,\n\n5^\n\nMontgomery\n\n.........\n\n, n\n\nrc»..\n\nBrooklyn.\n\nGtoRoK M. Wiley. A B\n\n'w. A.M.. \"03. Union Coll., N. Y.\n\n.\n\nSu()crintcndeni of SchuoU'. jo E. 4(h St.. Dunkirk.\n\ninstitutions\nLirK MRMiira\n\n1803\n\nNew York State F-dlcatios Dn-ARtMrNt. State I.iiirary.\nSerials Section, Albany.\nAi-Tivr.\n\nMr.MBris\n\n1895\n\nOjlumbia L'siveb-hitv.\n\n1896\n\nCf)nsKt.t. Umivermtv, I.hiraiy.\nPrcoident, J li,\n\n1808\n\nBrvs^.n Library. TrArHrRs C-ii.Ln.r. _ .,\n.„\n,...,.\n,^\nUbrartan, Miw K li. BaMwin, M<imin««i'le ilriahl*. i»o«h S»\n\n.\n\nPrrsidrni. Nicholas Murray Builer. librarian. Jame« M, CaaftfU. SfcwiarT. t. P.\nKeplicl, .New Y'>rk.\n\nS<hunnan, Libranan, (.oirge \\\\. Ham*. Itha<a\n.\n\n_\n\nSYRAfUHf. PUBLIi: LiBRABV.\nPrrM'k-nl, J.\n\nWm, Smith.\n\nVamab CoLURor. Library.\n\n^\n\n.\n\nn.\n\\\\\n\n.\n\nv\nNew *,•—•.\n\\ock.\n\n,,.„.».\nIJbrarian. E»rllrl W Mundy. Syfa<ii«r\n.•\n\n.\n\n.„\n\n..\n\n»\n\n%».\n\n_j n\n\ni.i._^i\n\nPresident. Jamea M. TayUir; libranan, irancn A. Womi. p.iu«hk«-t».i»\n\n1899\n\nBtTfAio Public Library.\nIjlifarian,\n\nEW\n»\n\nork\n\n.\n\n.\n\nWaller L. nniwn,\n\n„\nA»M«l«ni librarian\n,\n\n.\n\nn 1 i.i_ « .-<\nMr«, 11. L. Ll-nrn »-if J\n><\n\n1\n\n'^\"|^j^-^\"**j,,^„5„j„i^,^^^ |jl,„,y |,uij,li„, 4,, UU^rtlclM\nor Pri-«M».v\nChanrellor. Henrv M. MatCracken. Secretary. Jamr.\nYork.\nEa*. New\n\nNrw YoBit UKivrRHtTv\n\nS< icxh\n\n,\n\nI\n\n,\n\n,\nI/«irt.\n\nn..it.tn\nnuHaJo.\n\nNrwV.«k\n\nW a.l„..iri..n i_\n«i\n,.\n\n1\n\n.\n\n.\n\n"}
{"page": 862, "printed_page": null, "text": "850\n\nA^-4\n\nTIONA L ED UCA TIONA L A SSOCIA TION\n\n[New York\n\nNEW YOKY.—Continued\n1899\n\nPort Jervis Free LrsRARir.\nLibrarian, Elizabeth G. Thorne, Port Jervis.\n\nState Normal School, New Paltz.\nPrincipal, Myron T. Scudder, New Paltz.\nTeachers College, Department of Manual Training.\n\nDirector, C. R. Richards, New York.\n\n1900\n\nState Normal and Training School, Oswego.\nPrincipal, I. B. Poucher, Oswego.\nState Normal School Library, Brockport.\nPrincipal, Charles T. McFarlane-,\nSeely, Brockport.\n\n1901\n\nChairman\n\nof Library\n\nCommittee, Charles D.\n\nBrooklyn Public Library.\nLibrarian, Frank P. Hill, 26 Brevoort PL, Brooklyn.\n\nCollege of St. Francis Xavier.\nPresident, Rev. David W. Hearn, 30 W. i6th St., New York.\n\nPratt Institute Free Library.\nLibrarian, Isabel Ely Lord, Ryerson St., Brooklyn.\n\nQueens Borough Library.\nPresident, Walter G. Frey; Librarian, Miss J. F. Hume, Office, loi East Ave., Long\nIsland City.\n\nState of New York, Education Department.\nCommissioner, Andrew S. Draper, Albany.\nUniversity of Rochester.\nPresident, Rush Rhees;\n\n1902\n\nAssistant Librarian, H. K. Phlnney, Rochester.\n\nCanisius College.\nPresident, Rev. Augustine Miller;\nSt., Buffalo.\n\nLibrarian, Francis S.\n\nBctten, 651\n\nWashington\n\nColgate University, Library.\nPresident, George E. Merrill; Librarian, D. F. Estes, Hamilton.\n\nGeneral Education Board.\nSecretaries and Executive Officers, Wallace Buttrick and Starr J. Murphy, 54 WilUam\nSt.,\n\nNew York.\n\nState Normal School, Cortland, Library.\nPrincipal, Francis J. Cheney, 45 Church St., Cortland.\n\n1903\n\nState Normal School, Plattsburgh.\nPrincipal, George K. Hawkins, Plattsburgh.\nOneonta Normal School.\n\n1904\n\nNew York Trade School.\n\n1905\n\nAlumni Association, New York Training School for Teachers.\nPresident, Milo F. McDonald; Secretary, Ignus O. Hornstein, 287a Hart St., Brook-\n\nPrincipal, Percy I. Bugbee, Oneonta.\n\nPresident, R. Fulton Cutting; Superintendent, H. V. Brill, 1260, ist Ave., New York.\n\nlyn.\n\nBronx Borough Teachers' Association.\nPresident, John W. Davis; Corresponding Secretary, LilUe Moonev, Public School\nNo. 8, Bedford Park, Bronx, New York.\nClass Teachers' Organization of Brooklyn.\nPresident, John B. Cottrell, Public School No.\n\n19,\n\ncor.\n\nSouth 2d and Keap\n\nSts.,\n\nBrooklyn.\n\nEthical Culture School.\nSuperintendent. Franklin C. Lewis;\nWest, and 63d St., New York.\n\nSecretary, Mafilde Kitzinger, Central Park,\n\nNew York Froebel Normal Institute.\nSuperintendent, E. Lyell Earle; Head of Department of Kindergarten Training,\nHarriette M. Mills, 59 W. 96th St., New York.\n\nMale Teachers' Organization.\nTreasurer, William M. Simmons, 184th St. and Grand Ave., Bronx, New York.\n\nLoyola School.\nPrincipal, Rev. N.\nSt.,\n\n1906\n\nNew York.\n\nN. McKinnon, S.J.; Secretary, F. X. Delany, S.J., 65 E. 83d\n\nAdelphi College.\nPresident, Charles Herbert Levermore; Librarian, Mabel Farr, Brooklyn.\n\nBarnard College.\nDean, Laura Drake Gill, New York.\nCollege of the City of New York, The.\nPresident, John Finley, New York.\n\nFordham University.\nPresident, Daniel J. Quinn; Secretary, W. G. R. Mullan, New York.\nGeneseo State Normal School.\nPrincipal, James V. Sturges; Librarian, Ida M. Mendenhall, Geneseo.\n\nManhattan College.\nPresident, Rev. Brother Edward; Librarian, Rev. Brother Angelus,\n\nMercantile Library Association of New York.\nLibrarian, W. T. Peoples, New York.\nNew Rochelle Public Library.\nLibrarian, Elizabeth C. Stevens, New Rochelle.\n\nNew York.\n\n"}
{"page": 863, "printed_page": null, "text": "1\n\nNew York)\n\nLI FE, ACTI VE, AN D\n\nCORRESPONDIXG MEMBERS\n\n85\n\nNEW YORK—Co«/in««/\nRochester Athesaetm and Mkchanics Institite.\nPresident, Lewis P Ross, Rochester.\nPoLYTEiHSic Prepakatijry Sch(X)L, HroKklvn.\n\nPresident, Fred \\V .•Atkinson, Librarian, Jessie Harris, cjg Livingstone St., Ilrooklyn\n\nSyracuse I'.niversity.\nChancellor, James Roscoe Day. Syracuse.\n\nWells College.\nM. Ward; Lil>rarian. .Mice Sanluirn, .\\urora.\n\nPresident, Rev. Geo.\n\nLIST OF PUBLIC SCHOOLS OF THE CITY OF .NEW VokK\n1903\n\nBoard of Education of the City of New York.\nPresident, Edgcrton L. Winlhrop, Jr.;\n\nSecretary,\n\n.\\.\n\nand 59th St., New York.\n\nBOROUGH or THE BRONX\nPrimary. Cnurtlandt .\\ve., and i$yih St.\nPrincipal, Josephine Hammer.\n\nPublic School No.\n\n3.\n\nPublic School No. 4, 173d St. and Fulton .•\\ve.\nPrincipal, .\\ngclo\n\nI'aii.\n\nPublic School No. 5, 2436 Wehster .\\ve.\nPrincip;il, William J. Kennard.\n\nPublic School No. 18, 501 Courtlandt .\\ve.\nPrincipal, Elizabeth M. Ball.\n\nPublic School No. 21. E. 225th St., Williamsbridge,\nPrincipal, Eliza A. Caterson.\n\nPublic School No. 25, East 140th St. and L'nion .\\ve.\nPriniiixil, Frank .\\. Young.\nPublic School No. 26. Bumside and .Vndrews .\\ves., Morri.s Heights.\nPriniiixil, Jennie Bermingham.\nPiJBLic School No. 27, 510 St. .Ann's .Ave.\nPrincipal, Thomas J. Meighan.\n20. M.Sth St. and Cypress\nPrinciixil, John T. Maguire.\n\nPublic School No.\n\nAve.\n\nPublic School No. 33, Jerome .\\ve., north of 184th St,\nPrincipal, Hugo Newman.\n\nPublic School No. 3s, 163d St., bet. Grant and Morris Aves.\nPrinciiKii, Ellen\n\nIOCS\n\nC. Gilbert.\n\nPublic School No. 36. .Vvenuc C. 8th and oth Sts., Unionport.\nPrinciiul, Morgan Washburn.\nMorrls High Sciioou i66th St. and Boston Road.\nPrincipal, John H. Denbigh.\nPublic School No. 2, Primary, i6<)ih St. ami 3<l .\\ve.\nPrincijul, K.ale Van Wagenen.\nPublic School Nf). 3. 'Wih ^<\nPrinciiial.\n\nPubiic School No.\n\n7,\n\n»\"'! Courtlan.li .\\ve.\n\n•\n\nCharles .M. Ilabtrnk,\n\nKingO, ridge Ave. and 332<l St., Kingsliridge.\n\nPrinciixil,\n\nIsaac B. Siirague.\n\nPublic School No. q. Grammar, 73s E. i3«th St,\nPrinci|»al,\n\nPublic School No\n\n10,\n\nWilliam Rnl)enort.\n\nGrammar. Eagle Ave. and 163d St,\n\nPrincipid, Evander Childs.\nBridge,\nPublic School No. h. Ogdcn Ave anr) 160th St., High\nPrincipal, C. Warren Hawkini.\nSt., WenirhMirr.\nJohn !•. ( omlon.\nPublic School N.. n. Park Ave. Willi.imO.ridgr,\nDrvhii.\nPrimiijsil, Bernard J\nThrog'i .Neck.\nPublic Sciuxjl No. M, Kaxlem Boul\n\nPublic School .No.\n\n12,\n\n2d\n\nPrinii|wl,\n\n,\n\nPrintiinl, Philip < )'Kyan.\n\nPtBiir S<llooL No.\n\n17,\n\nFordham\n\nI'riniiixd,\n\nPublic SiiKxiL No\n\n19.\n\nCity Inland.\nClmrlr* C. Holdcn.\n\njuth Si\n\n.\n\nSi\n\nPrimiiwl, .Marian\n\nPublic Scii'MfL No.\n\nto.\n\nNo\n\n2J,\n\n'\n\n'\n\n'•\n\n•\n\nFo« and I'v\n\nPriniiiKil.\n\nn.L\nPiiil.u- S<ii<x>\n\n,\n\nWi-Ml.iwn\n\nMary A\n\n<99 K.\n\n'\n\numh ^<\n\n.,.„..\nKelly.\n\nActing Principal. KIl/alK-th C\n\nPublic SaiwL No. 30,\n\nmim\n\nPrinci|nl,\n\nSi\n\nM.iry\n\n.\n\nand lir>»>k Ave.\n.\\.\n\nC/mloo.\n'^*''-\n\n,006\n\nPublic Sriif»oL N\". 3\". '\"\"H.'^' »\"'' J''\nPrin(i|nl. Ellen Murray.\n.WenJ-v\" A%t«.\nPublic School No. 4 , W,a«h|n«ion and\n2\n\nPrin(ii«l,\n\nN\\m. I*. .N!<' arthy.\n\nEmnrson Palmer. Park .\\ve.\n\n"}
{"page": 864, "printed_page": null, "text": ".\n\n852\n\n•\n\n,\n\nNATIONAL EDUCATIONAL ASSOCIATION\n\n[New York\n\nNEW YORK.— Continued\nBOROUGH OF BROOKLYN\nBoys' High School, Marcy and Putaam Aves.\nPrincipal,\n\n.\n\nEastern District High School, Driggs Ave. and S. 3d St.\nPrincipal, William T.\n\nVlymen.\n\nErasmus Hall High School, Flatbush Ave.\nPrincipal, W. B. Gunnison.\nManual Training High School, ylh Ave. and 4th St.\n\n•\n\nPrincipal, Charles D. Larkins.\n\nPublic School No. 3, Hancock St.\nPrincipal, LaSalle H. White.\nPublic School Na. 5, Duffield and Johnson Sts.\nPrincipal, William J. O'Leary.\nPublic School No. 7, 141 York St.\nPrincipal, Edith Horton.\n\nPublic School No. 8, Middagh St., near Henry St.\nPrincipal, Mary Walsemann.\nPublic School No. 10, 7th Ave., 17th St. and Prospect Ave.\nPrincipal, Oliver C. Mordorf.\n\nPublic School No. 13, Degraw St.\nPrincipal, Wallace S. S. Newton.\nPublic School No. 14, Navy and Concord Sts.\nPrincipal, Ellen F. Quinn.\nPublic School No. 15, 3d Ave. and State St.\nPrincipal, Andrew J. Sherman.\nPublic School No. 22, Java St.\nPrincipal, Laura Black.\nPublic School No. 23, Conselyea and Humboldt Sts.\n\nPrincipal, Everett Barnes.\n\nPublic School No. 24, Arion Place, cor. Beaver St.\nPrincipal, Augusta D. Moore.\nPublic School No. 25, 787 Lafayette ,\\ve.\nPrincipal, Frederic W. Mar.\nPublic School No. 26, Grammar, Quincy St., near Ralph Ave.\nPrincipal, Frank K. Perkins.\nPublic School No. 2q, Amity and Columbia Sts.\nPrincipal, Mary Jerome Merritt.\nPublic School No. 31, Dupont St. and Manhattan Ave.\nPrincipal, Bryan J. Reilly.\nPublic School No. 47, Pacific and Dean Sts., near 3d Ave.\nPrincipal, Libbie J. Eginton.\n\nPublic School No. 50, S. 4th St., near Havemeyer.\nPrincipal,\n\nEmma L. Fortune.\n\nPublic School No. 51, Meeker Ave. and Humboldt St.\nPrincipal, Anna A. Short.\n\nPublic School No. 52, Ellery St., near Broadway.\nPrincipal, Emily J. Black.\nPublic School No. 57, Primary, Reid Ave. and Van Buren St.\nPrincipal, Elenore E. Elliott.\n\nPublic School No.'sq, Leonard St.\nPrincipal,\n\nMary R. Fitzpatrick.\n\nPublic School No. 63, Hinsdale and Liberty Sts.\nPrincipal, Honor E. Quinn.\nPublic School No. 64, Belmont Ave. and Berriman St.\nPrincipal, Frank A. Willard.\nPublic School No. 68, Bushwick .^ve. and Kosciusko St.\n\n;\n\nPrincipal, Fannie A. Irvine.\n\n3\n\nPublic School No. 60, Ryerson St., near Myrtle .\\ve.\nPrincipal, Margaret J. McCoc«y.\n\nPublic School No. 74, Kosciusko St.\nPrincipal,\n\n'\nJ\n\n.\n\n—\n\n^\n\nc\n\nPublic School No. 7s, Evergreen .\\ve. and Ralph St.\nPrincipal, William S. Mills.\n\n\"\n\n'\n\nPublic School No. 84, Girls, Glenmore Ave cor. Stone Ave.\nPrincipal, Lydia A. Mills.\nPublic School No. 8\"), Trvinn; .\\ve. and Harman St.\n,\n\n',,\n\nPrincipal, Mrs. Anna B. Moriarty.\n\nPublic School No. 88, Thames St. and Vandervoort PI.\nPrincipal, /Egesta Beck.\n\nPublic School No. 01. Albany Ave.\nPrincipal, Georgiana E. Brown.\nPublic School No. 104, sth Ave. and 92d St.\nPrincipal, Arthur D. Stetson.\n\n>\n\n"}
{"page": 865, "printed_page": null, "text": "New York]\n\nLIFE, ACTIVE, AXD\n\nCORRESPOXDI XG MEMBERS\n\nNEW \\OKK.—C<mtiHued\n1003\n\nPublic School No. 106. Putnam and Hamburg Avcs.\nPrincipal, Joseph V. \\\\ iihcrbcc.\n\nPublic School No. iio. Monitor St. and Driugs .\\ve.\nPrincipid, Charles Pcrrinr.\n\nPublic School No. hi. cor. \\'anderhill .\\ve. ami Sterling PI.\nPrincipal, Emily G. Uridgham.\nPublic School No. 113. Evcrgret-n Ave., Moffat and Chauncey Sts.\nPrincipal.\n\nMary C. \\'. Connolly.\n\nPublic School No. 110. .Vvc. K and E. 3.sili St.\nPrincipal, Moses Becter, Jr.\nPublic School No. 122, 66-82 Harrison .Xve.\nPrincipal, James J. Reynolds.\nPublic School No. 12s. Blake, cor. Rockaway Ave.\nPrincipal, Mary E. Quinn.\nPublic School No. 126, Grammar, Mescrole .\\ve. ami Ijjrimer St.\nPrincip;U, Eredcric L. Luqui-er.\n\n1905\n\nPublic School No. 127, 7lh .\\ve. and 70th St.\nPrincipal, John J. Malarkey.\nI'UBLic School No. 133, Hutler St., near 4th .\\ve.\nPrincipal, .Vnna G. Bauer.\nPublic School No. 136, 4th .Vve. and 40th St.\nPrincipal, Charles U. Dewey.\nPublic School No. 137, Saratoga .Ave. and Hainbridge St.\nPrincipal, Ruth E. Granger.\nPublic School No. 140, 60th St., west of 4th Ave.\nPrincipal, Sarah E. Scott.\nBrooklyn Trainino School for Te.mhkrs. Pro.<rx-tt IM. and Nostrand Aft.\nPrincipid,\n\nEmma\n\nI..\n\nJohnston.\n\nGirls' High School, Nostrand .\\ve. and Halsey St.\nPrincipal, \\Vm. L. Eelter; Librarian, .Miss .\\1. J. Uriuk.\nPublic School No. 4. Berkeley PI. and sth Ave.\nPrincipal, T. E. Downey.\n\nPublic School No. 6, Warren, near Smith St.\nPrinciiKd. Clara C. Calkins.\n\nPublic School No. 20, I'nion .\\ve., near North 2d St.\nPrint! [xd, Matilda C. Skene.\n\nPublic School No. 21, McKibbiu St., near Graham .\\ve.\nPrincipal, Beatrice PrcsswofxJ King.\n\nPublic School No. 32. Hoyt, cor. President St.\nPrincipal. Almerin W. Smith.\nPublic School No. jj. Heyward St., ne.ir Broadway.\nPrincipal, Caroline R. Gipner.\n\nPublic School No. 34, Norman .\\ve. and Eckford St.\nPrincipal, James 'I'. Carey.\nPublic School .No. v). ''th .\\ve., cor. Sth St.\nPriociinl, .NLiry Mc.Sw)Tiy;\n\nLibrarian. .\\dtt CillaghiUl.\n\nPublic School No. 42, St. Mark's, near Cla.vson Ave.\nPrincipal. Elizal>cth E. Dohcrty.\n\nPublic School No. 43, Bnt-rum St., near Manhattan .\\ve.\nPrinciiial, James .\\. <J Donnell.\nPublic S<-||<kiL No. 4?, I^ifayelle and Clasvm Avc4.\nPrinii|xil, Purvis J.\n\nBrhan.\n\nPublic .S<h<m>l No. si. 17 Starr St.\nPrincijul, Anna A. McNully.\n\nPublk\n\n.Schjkjl No. .s5. Floyd St., near TomiikinH Ave.\nPrinciinl, Sidney .M. EucrM.\n\nPublic Sch<k»l .N'o. <;«. Drgraw. near Smith .St.\nPrin1ii1.1l, Annie E. Hull.\nPublic S«lirj<iL No. te. 4th Ave. and jolh St.\nPrinii|ul, Eronccs .M. Driwill; Ubr«rt«n,\n\nPuBLU: School No. Ut. 0«!Kim St\nPrinii|>.d,\n\n,\n\n....\n\nNor» A. Ualy.\n\nnear Sutler Ave.\n\nkalhlrrn Cullrn.\n\nPuBLU- SciUMiL No. 71. MiDougall St. and R.Kkaway Ave.\nPrin.iiMl,\n\nW.\n\n1.\n\nB. S. Imlay.\n\nPublk- School No. 77, id St.. near 6ih Ave.\nPrimijial, (banning .Slebbina.\nPublic Stikkjl \\i>. »», 4lh Ave, «<if. 3''lh ^«Principal, Mm. Minnie <^. Udwlih.\nPuHLli S« IHM)L No 8<. Covrrt Si. and Evrrgrcc ii Ave.\n,\n\nPrin<i|jal.\n\nPublic S< H<h)L No\n\nH7.\n\n,\n\nArthur C. Perry. Jr.\n\nHrrlimrr St and kaihlr I'l.\n\nPrinii|Ml. Ella Kelly.\nI'l\n\nBill\n\nSciKKM. No. H«>. Nrwlirk Ave. and E. 31M St.\nPrincipal, .Mary A. Waid.\n\n^\n\n85.?\n\n"}
{"page": 866, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n854\n\nNEW YORK— Co»/WM€(f\nPublic School No. 90, Church Ave., cor. Locust St.\n\n1905\n\nPrincipal, Mary E. O'Donnell.\n'\n\nPublic School No. 100, 2965 W. 3d St.\nPrincipal, Joseph T. Griffin.\nPublic School No. 105, Fort Hamilton Ave. and 59th St.\nPrincipal, Helen M. Curran.\nPublic School No. 107, 13th St. and 8th Ave.\nPrincipal, Sarah B. Van Brunt.\nPublic School No. T15, Ave. M, near E. 04th St.\nPrincipal, Katherine R. Callohan.\n\nPublic School No. 123, Irving Ave., cor. Suydam St.\nPrincipal, Joseph G. Furey.\nPublic School No. 129, Quincy St. and Stuyvesant Ave.\nPrincipal, Ed. P. Crowell.\nPublic School No. 134, i8th -Ave. and Ocean Parkway.\nPrincipal, James S. Morey.\nPublic School No. 141, MrKibVjen, Leonard and Boerum Sts.\nPrincipal, ^\\nna M. Olsson.\n\nPublic School No. 143, Havemeyer and N. 6th Sts.\nPrincipal, Carrie Ikelheimer.\n\n1906\n\nPublic School No. 144, Hovpard and St. Mark's Aves.\nPrincipal, Frank V. Harding.\nPublic School No. 145, Central Ave. and Noll .St.\nPrincipal, Henry Ludvvig, Jr.\nPublic School No. 12. Adelphi St., near Myrtle Ave.\nPrincipal, Willis A. Huntley.\n\nBOROUGH of MANHATTAN\n1903\n\nDe Witt Clinton High School Annex, 60 W. 13th St.\nPrincipal in charge, John T. Buchanan.\n\nNew York Training School for Te.\\chers, 119th St. and 2d Ave.\nPrincipal, Edward N. Jones.\n\nModel School of the New York Training School for Teachers, 241 E. 119th St.\nPrincipal,\n\nEmma A. Johnson.\n\nPublic School No. i. Boys, 8 Henry St.\nPrincipal, Benjamin Veit.\nPublic School No. i, Girls, 8 Henry St.\nPrincipal,\n\nMary R. Davis.\n\nPublic School No. 5, Primary, 124 Edgecombe Ave.\nPrincipal, Ella F. Wlialen.\n\nPublic School No. 5, Boys, 124 Edgecombe Ave.\nPrincipal, Henry Cassidy.\nPublic School No. 6, Girls, 8sth St. and Madison Ave.\nPrincipal, Katherine D. Blake.\nPublic School No. 8, 29 King St.\nPrincipal, Michael E. Devlin.\nPublic School No. 9, West End Ave. and 82d St.\nPrincipal Teresa E. Bemholz.\nPublic School No. to, Primary, St. Nicholas Ave. and 117th St.\nPrincipal, Hester A. Roberts.\n\nPublic School No. 12, 371 Madison St.\nPrincipal, Elise W. Kornmann.\n\nPublic School No. 13, Girls. 239 E. Houston St.\nPrincipal, Helen A. Stein.\nPublic School No. 13, Primary, 239 E. Houston St.\nPrincipal, Sarah A. Robinson.\n\nPublic School No. 15, 72S, sth St.\nPrincipal, Margaret Knox.\nPublic School No. 18. Boys, 121 E. sist St.\nPrincipal, Burtis C. Magie.\nPublic School No. 19, 344 E. 14th St.\nPrincipal, James B. T. Demarest.\nPublic School No. 20, Girls, Rivington and Forsyth Sts.\nPrincipal, Mary Maclay.\nPublic School No. 21, 222 Mott St.\nPrincipal, John Doty.\nPublic School No. 23, Mulberry and Bayard Sts.\nPrincipal, Joseph D. Reardon.\nPublic School No. 25, Boys. 330, sth St.\nPrincipal, Charles C. Roberts.\n\nPublic School No, 29, 16 Albany St.\nPrincipal, James G. Smith.\nPublic Sch.)ol Mo. 30, 230 E. 8Sth St.\nPrincipal, Frank A. Schmidt.\n\n[New York\n\n"}
{"page": 867, "printed_page": null, "text": "New York]\n\nLIFE, ACTIVE, AND\n\nCORRESPONDING MEMBERS\n\nNEW \\OKI/i—ConliHutd\nPuBLir School No. 32. Box-s, 357 \\V. 35th St.\nPrincipal, Samuel .\\>Tes.\nPrBLic School No. 31. Primary. 3^7 W. 3<;th St.\nPrincipal. Eliiabcth C. O'Rourkc\n\nPublic School No. 38. Clarke St.\nPrincipal, Ida U. Lindheimer.\n\nPublic School No. 30. Hoys. 23s E. ijqth St.\nPrincipal, Theodore B. Barringer.\nPublic School No. 40, 310-320 E. joth St.\nPrincipal, Joseph K.. Van Denburg.\nPublic School No. ai. fts Hcstrr St.\nPrincipal, R.\n\n.\\.\n\nCarU.\n\nPublic School No. 43. Primary, ugth St. and Amsterdam Ave.\nPrincipal, Mary C. Mcchan.\nPublic School No. 44, s Hulxrt St.\nPrincipal,\n\nEdward R. Maguire.\n\nPublic School No. 4S, 134 \\V. 28th St.\nPrincipal, Sadia E. Baird.\n\nPublic School No. 40, 237 E. 37th St.\nPrincipal, James R. Petligrew.\nPublic School No. so. Girls. 211 E. 20th St.\nPrincipal, Caroline Emanuel.\nPublic School No. •^i. sio W. 44th St.\nPrincipal, Geo. H. Chatlield.\nPiTBLic School No. $i. Girls, 207 E. 70th St.\nPrincipal, Margaret M. Slattcry.\nPublic School No. 56, Girls. 351-355 W. i8th St.\nPrincipal, .\\lice V. Parle.\n\nPublic School No. 58. 317 W. 52d St.\nPrincipal, William V. O'Callaghan.\n\nPublic School No. 67, 120 W. 46th St.\nPrincipal, Edward J. McNally.\n\nPublic School No. 68. 116 W. 128th St.\nPrincipal, Ida Ikelheimer.\n\nPublic School No. 6q, 125 W. 54ih St.\n\nThomas J. B<iyle.\n\nPrincipal.\n\nPublic School No. 70. Boys. 207 E. 75th St.\nPrincipal, Gojrge White.\nPublic School No. 70. Prim.-iry, 207 E. 75th St.\nPnncipal, George White.\nPublic School No. 73, 200 E. 46ih St.\nPrincipal, Hannah W. De Milt.\n\nPublic School No. 75, 25 Norfolk St.\nPrincipal. Frederick A. Berghone.\n\nPublic School No. 77, Girls, ist Ave., cr)r. Hcih St.\nPrincipal, MatiliLi B. i^mlein.\n\nPublic School No. 82. Hoys. 70th St. and isi .\\\\*.\nPrincipal, Henry J. Heidcni't.\nPublic School No. 85, ii7ih St. and im .Ave\nPrincipal, Mary H. iJonnhuc.\nPublic S<iiool No. 8/1, Primary. Ix-xingion Ave. and g6ll» St.\nPrinci|>al,\n\nAda .\\. Breniian.\n\nPublic Scho<il No. 8«, 100 kivingion St\nPrincijul, Su^ic .\\. (irilTin.\n\nPublic School No. gj. Hrix.mr anil kidijr Si«.\nPrinci{jal, .Mr^. .\\nnic h. lloyne.\n\nPublic Scm«k»L No. (/». Primary. \\vr. A »ni| Hut St.\nPnnciinl, .Mary C. O'Brien.\n\nPublic Scmiiol No. 105, j'><> E 4ih Si.\nPnnnpul. Carrie W. Kearn*.\n\nPublic Schcxjl .No. 106. I-alavriie. near S|irins St.\nPrincipal. .May J.ukvm\n\nPublic School No. 107. »7»\n\nW loih Si\n\nPnaciinl, Margo/n A. Kr«an.\nPublic School No. ijj. ijo, i»i Ave.\nPnnuiMl, .Margaret H MilKiO.\n\nPublic Sctkxjl No\n\nitt; \\\\'> V.\n\nuih Si\n\nPrintipa). Jo»rphint\n\nI.\n\nRo«cr».\n\n127. <m W. t7<h S<\nPrincipal, Clara Amcriian\n\nPublic School No.\nPublic School No\n\ntv>,\n\n141 Haitrr Si\nMary A. fndrrhlll.\n\nPriniijial,\n\nPublic S<-ho'»l No\n\n141. *'<>\n\n\\^'\n\n^'•'*>\n\n\"^i\n\nPrin<i[ul. Kair A. UaJah.\n\nS55\n\n"}
{"page": 868, "printed_page": null, "text": "NA TIONA L ED UCA TIONA L A SSOCIA TION\nNEW YOViYi— Continued\nPublic School No. 147, E. Broadway and Gouverneur St.\nPrincipal, William L. Ettinger.\n\nPublic School No. 150, 308 E. 96th St.\nPrincipal, Alice Jackson.\n157, Primary, St. Nicholas Ave. and 126th St.\nPrincipal, Adelaide Haight.\n\nPublic School No.\n\nPublic School No. 168, Girls, 105th St., near 2d Ave.\nPrincipal, Cecilia A. Francis.\n169, Audubon Ave., i68th\nPrincipal. John T. Nicholson.\n\nPublic School No.\n\nand 169th Sts.\n\nPublic School No. 170, Girls, 37 W. iiith St.\nPrincipal, Isabella Sullivan.\n\nPublic School No. 170, Primary, 37 W. iiith St.\nPrincipal, Mrs. Eloise K. Fisher.\nPublic School No. 171, 11 E. 103d St.\nPrincipal, Henry Edward Jenkins.\nPublic School No. 172, 108th St. East, near 2d Ave.\nPrincipal, Margaret F. Brangan.\nPublic School No. 174, 125 Attorney St.\nPrincipal, Elizabeth J. Hofer.\n\nPublic School No. 177, 66 Market St.\nPrincipal, Mary L. Brady.\n\nPublic School No. 179, 140 W. io2d St.\nPrincipal, John P. Conroy.\nPublic School No. 184, 31 W. ii6th St.\nPrincipal, Cecil A. Kidd.\n\nPublic School No. 192, 137th St. and Amsterdam Ave.\nActing Principal, Samuel Langer.\nPublic School No. 76. 68th St. and Lexington Ave.\nPrincipal, Mary A. McGovern.\nPublic School No. 160. Primary, Rinngton and Suffolk Sts\nPrincipal, Lottie A. Norcott.\n\nPublic School No. 161, 105 Ludlow St.\nPrincipal, Mrs. Lizzie F. Spafford.\n\nHigh School of Commerce. 155 W. 65th St.\nPrincipal, J. J. Sheppard.\n\nStuvvesant High School, 225 E. 23d St.\nPrincipal, Frank Rollins.\n\nWadleigh High School, 114th St., we.st of 7th Ave.\nPrincipal, John G. Wight.\nPublic School No. 6, Boys, 85th St. and Madison Ave.\nPrincipal, Maurice J. Thompson.\nPublic School No. 7, Chrystie and Hester Sts.\nPrincipal, WilUam A. Kottman.\nPublic School No. 10, Boys, 117th St. and St. Nicholas Ave.\nPrincipal, Ernest R. Birkins.\n\nPublic School No. ii. 314 W. 17th St.\nPrincipal John H. Grotecloss.\nPublic School No. 16. 208 W. 13th St.\nPrincipal, Josiah H. Zabri.skie.\nPublic School No. 20, Boys. 45 Rivington St.\nPrincipal, H. WiUiam Smith.\nPublic School No. 26. 124 W. 30th St.\nPrincipal, Rufus A. Vance.\nPublic School No. 27, 206 E. 42d St.\nPrincipal, PhiHp H. Griinenthal.\nPublic School No. 28, 257 W. 40th St.\nPrincipal, Clara H. Knapp; Librarian, Nora F. Coughlan\nPublic School No. 31, 200 Monroe St.\nPrincipal, Margaret F. O'Connell.\nPublic School No. 33, Primary, 418 W. 28th St.\nPrincipal, Alida S. Williams'\n\nPublic School No. 34, 108 Broome St.\nPrincipal, Edwin A. Coldwasser\nPublic School No. 36, 710 E. 9th St.\nPrincipal, Ellen T. O'Brien.\n\nPublic School No. 37, 113 E. 87th St.\nPrincipal, Margaret P. Duggan.\nPublic School No. 41, Girls, 36 Greenwich Ave.\nPrincip.al,\n\nKathcrinc Bcvicr.\n\nPublic School No. 46, 915 St. Nicholas Ave.\nPrincipal, William A. Boylan.\n\nPublic School No. 53. Primary, 207 E. 79th St.\nPrincipal, Wilhelmina M. Bonesteel; Librarian, M. Louise Carbin\n\n[\n\nNew York\n\n"}
{"page": 869, "printed_page": null, "text": "New York]\n\nLIFE, ACTIVE, AND\n\nCORRESPONDING MEMBERS\n\nNEW YORK—CoHlinued\nPublic School Xo. so. uS E. S7th St.\nPrincipal. Mary C. McGuire.\nPcBLic School Nh. 6?. Girls 117-1J7 E. 3d St.\nPrincipal. Helena A. Hulskamp.\nPrBLic School No. 71. 188. 7th St.\nPrincipal. Urania D. Sccord.\n\nPublic School No. 7j. Girls. Lrxinjjion .\\\\t. and io6th St.\nPrincipal. Helen M. Kanning.\n\nPublic School No. 77..Bo>'s. 400 E. S6ih St.\nPrincip:il.\n\nEdwjird A. Page.\n\nPublic School No. 7.S. Girl.s. 362 Plea.'vint .\\vc.\nPrincip;il. Kate M. Kalvcry.\nPublic School No. 83. Boys. Primary. 216 E. iioth St.\nPrincipal. C. .\\uKusta Sanger.\n\nPublic School No. 87. Boys. 77th St. anil .\\m.stcrdain .\\\\t.\nPrincipal, Edward H. Boycr.\n\nPublic School No. 03. Girls. .Vmslcrdam Ave. and 03d St.\nPrincipal. Mis.\n\nEmma S. Landrine.\n\nPublic School No. 04. .\\msicrdam .\\vc. and 6Sth St.\nPrincipal. Cordelia S. Kilmer.\n\nPublic School No. q6. Girls. .\\ve. .\\ and 8ist St.\nPrincipal, Mrs. Eliza S. Pell\n\nPublic School No. 103. iioth St. and Madison Ave.\nPrincipal. M;iry Maslerson.\n\nPublic School No. 104. 413 E. i6th .St.\nPrincipal, Isabella V. Wright.\n\nPublic School No. ioq. 231 K. o<jth St.\nPrincipal. Frank J. Coleman.\nPublic School No. 10. Broome and Cannon Sis.\ni\n\nPrincipal, .Vdclinc E. Simpson.\n\nPublic School No. 11^, 7 Downing .St.\nPrincipal, Mary E. Maguire.\n\nPublic School No. 117. 170 E. 77ih St.\nPrincioal. .Mary S. Cunningham.\nPublic School -No. iq Girls. i33<l St.. 7ih and 8th Ave*.\nPrinci|>al. Emma C. Sihoonmaker.\ni\n\nPiTBLic School No. ui. 127 E. 103d St.\n\nBurke.\n\nPrincii>al. Teres;! C.\n\nPublic School No. 114. 10-3' Horatio St.\nPrincipal. Eugenie C. Levie.\n\nPublic School .\\o. 17%. 180 \\VcK>«ier St.\nI'rincipal, William J. Harwood.\nPublic &:hool No. m. »73 E. jd St.\nPrinciiul. Ellen .M.\n\nI'hilli|r».\n\nPublic School No. 135. int .-Vvc. and ^ml St.\nPrinci|«al. Kate .M. Sirphrns.\nPublic School No. ho. iio Norfolk St.\nPrinciiMl, .\\nnie .M. .Vikinvm.\n\nPublic School No. hi. oi»i St. ami I ir«t Ave.\nPrincipal. Mr*. Agnc» O'Brien.\nPublic School No. 1^7. <lirl''\n\nSt. \\i.h..la» Ave.\n\nand iJ7ih Si.\n\nPriniiiKil. (Jlivia J. Hall.\n\nPublic Scii'k)L .No. i(>% IUiy». 340 W. looih St.\nITinuital I)avid E. (;.ii|ilip>.\nPublic School No. iWj. 1 m W. H«>th St.\nPrinii|ul\n\nriioitiin MiKirr.\n\nPublic S*-Hool .No. iM, Prim.irv. loMh Si., near i<l Ave.\nPriiiupal MiMirni Haum.\nI H«\nPnniii\n\n'-r si.\n\nPublic S«ior)L .No.\n\nr.iwn.\n\nPublic ScMooL No. iHi 4.,i\n\n'•,\n\nprint ipai. AiiiK- J\n\nPuBiir School No ihh r.irW\n\nI\n\n*rWy\n\nI»^t. r.*\n\nITilrd Si.\n\nI-\n\nPublic Sciihol N\n\nqt'rcm\n\niKiaoui.M or\ni<x>i\n\nJawai' a IIi'.m N\" \"\n\nNr.wTowH Hi'.M\n\n'\n\nI.M.. c.\n\n\\y^\n\n'.iif»l.\n\n•\n\n.\n\nI\n\nPublh: School N\n\njamaka.\n\nh»tn\nI\n\noih SI\n\n.\n\nIfmt l*l«ivi Qtr.\n\nSS7\n\n"}
{"page": 870, "printed_page": null, "text": "858\n\nNATIONAL EDUCATIONAL ASSOCIATION\nNEW YOKIL— Continued\n\n1903\n\n190S\n\nPublic School No. 5, Academy St., near Grand Ave., Long Island City.\nPrincipal, Matthew D. Quinn.\nPublic School No. 27, 13th St. and ist Ave., College Point, L. I.\nPrincipal, Henry Delamain.\nPublic School No. 76, Montgomery and Congress Aves., Laurel Hill.\nPrincipal, Kate R. Hickey.\nPublic School No. 78 and 12, Maurice Ave., Winfield.\nPrincipal, Fred H. Mead.\nBrv.jvnt High School, Wilbur Ave., Academy and Radde Sts., Long Island City.\nPrincipal, Peter E. Demarest.\nF.'\\R RocKAWAY High School, Far Rockaway.\nPrincipal, Sanford J. Ellsworth.\n\nFlushing High School, 231 Sanford Ave., Flushing.\nPrincipal, John HoUey Clark; Librarian, Jean Ely.\nPublic School No. 4. Prospect St. and Beebe Ave., Long Island City.\nPrincipal, Robert L. Conant.\nPublic School No. 9, Monson St., Long Island City.\nPrincipal, Margaret Scott.\nPublic School No. it. Second and Third Sts., Woodside, L. I.\n\nPrincipal, Theophilus Johnson.\n\nPublic School No. 17, MvTtle Ave., Corona, L. I.\nPrincipal, Josephine\n\nPublic School No.\n\n20, 231\n\nPrincipal,\n\nM. Lawlor.\n\nSanford Ave., Flushing.\n\nJohn HoUey Clark.\n\nPublic School No. 31, Bell Ave., Bayside.\nPrincipal, Mehin Hix.\n\nPublic School No. 32, Lakeville Road, Little Neck, L. I.\nPrincipal, Anna Brett.\n\nPublic School No. 39. State St. and Ro.-inoke Ave., Far Rockaway.\nPrincipal, Sanford J. Ellsworth.\n\nPublic School No. 44. Boulevard and Academy Ave.. Rockaway Beach.\nPrincipal,\n\nWm. M. Gilmore.\n\nPublic School No. 57, Curtis Ave., Morris Park, L. I.\nPrincipal, Frank K. Montfort.\nPublic School No. 58, Walker Ave Woodhaven.\nPrincipal, Cyrus E. Smith.\nPublic School No. 61, Elm St., Brooklyn Hills (Richmond Hill P. O.).\nTeacher in Charge, Kate M. Weslbay.\nPublic School No. 68, Evergreen, L. I.\nPrincipal, Frank C. Ellis.\nPublic School No. 72. Maspeth Ave.. Maspeth.\n,\n\nPrincipal, Robert Eadie.\n\nPublic School No. 79, 7th Ave., Whitestone.\nPrincipal, Wm. H. Carr.\nPublic School No. 80, Greenpoint Ave. and Pearsall St., Long Island City.\nPrincipal, John J. Dempsey.\n\nborough of RICHMOND\n903\n\nPublic School No. i. Academy Place, Tottenville.\nPrincipal, Nathan J. Lowe.\nPublic School No. ii, Jeffer.son St., Dongan Hills.\nPrincipal, George Hogan.\nPublic School No. 14, Broad and Brook Sts., Stapleton.\nPrincipal, A. Hall Burdick.\n\n•\n\nCurtis School, Public School No. 19, Greenleaf Ave.\nPrincipal, Charles F. Simons.\n\n904\n90s\n\nPublic School No. 23, Andros Ave., Mariner Harbor, S. I.\nPrincipal, David J. Keator.\nPublic School No. 17, Prospect Ave., New Brighton, S. I.\nPrincipal, Samuel McK. Smith.\nCurtis High School, Hamilton Ave. and St. Marks PL, New Brighton, S. I.\nPrincipal, Harry F. Towle.\nPublic School No. 3, School St., Prince Bay.\nPrincipal, Gould J. Jennings.\nPublic School No. 4. Fresh Kill Rd., Kreischerville, L. I.\nTeacher in charge, Henry F. Albro.\nPublic School No. b, Ross\\-ille Ave., Rossnlle. S. I.\nTeacher in charge, Willis L. Rowlands.\nPublic School No. 8, Linwood Ave., Great Kills.\nPrincipal, Esle F. Randolph.\nPublic School No. 13, Pennsylvania .^ve., Rosebank.\nPrincipal, Sheldon J. Pardee.\n\nPublic School No. 18, Broadway, West New Brighton,\nPrincipal, Timothy F. Donovan.\n\n[New York\n\n"}
{"page": 871, "printed_page": null, "text": "North C^olina]\n\nAXD COKRICSPOX PI \\l; MEMBERS\n\nLIFE, ACTIVE,\n\n859\n\nNEW YORK—C<wi/i>iii^</\n1905\n\nPiBLic School No. 10, Hebcrton Ave., Port Richmond.\nPrincipal. EuKcnc G. Putnam.\nPublic School N'o. 21. Richmi)nii Ave. Granilcville (Port Richmonil P. O.).\nTeacher in ch-irgc, Eil^ar W. Robinson.\nPublic School No. j6, Richmond Turnpike. Linolcumville.\nPrincipal. Lewis H. Denton.\nPublic School No. jq. Castleion Comers. West .N'ew Uriithton.\nPrincipal, OiMrxe Hu^an.\n\nNORTH CAROLIN.\\\nLIFE\n\n1884\n\nMEMBER\n\nRobert Bisgham, .\\.M., '60. LL.D.. '90, Univ. of N. C.\n1873,\n\nSuperintendent of liingham School, Asheville.\n\nACTIVE MEMBERS\ni8g8\n\nGeorge H. Crowell, Ph.B.. 'qj, Univ. of N. C. Ph.D., '06\n1897,\n\nCentral Univ., III.\nSuperintendent of Graded Schools, High Point.\n\nJames Yadkin Joyser. Ph.B., '81. Univ. of N. C.\niQOj,\n\nState Superintendent of Public Instruction, J04 E. Jones St.. Raleigh.\n\nD. Matt Thompson, .\\.M.\ni8qi.\n\nSuperintendent of Cily Public Schools, 32s E- Broad St.. StatesWIIc.\n\nLydia \\. Yates.\nigo.t.\n\niqoo\n\nTeacher in Public Schixil, N. 4lh St., Wilmington.\n\nWilliam C. A. H\\mmel.\niSSS,\n\nDirector of Manual .\\rts and Physics, State N'ornial and Industrial College Greensboro.\n\nPaul J. I>ong.\n1897,\n\nCounty Supcrintemlent of Schools, Jackson.\n\nR. W. MrrcHEi.L, .\\.B..\nigos,\n\nNat. .Vor. Univ.\n\n'o';.\n\nPrincipal of City High Sch<x>l. 8 W. Chestnut St.. .Vsheville.\n\nRichard Joseph Tkihe.\n1900.\n\n1932\n\nSuperintendent of City Schools, bi Orange St., .\\shevillc.\n\nGeo. W. Clinton. .\\.M\n\nLivingstone C<ill.,\n\n'94.\n\n.\n\nBishop of .\\.\nnlle,\n\n190J\n\nKy\n\n;\n\nI).I>.\n\n.M. E. /.ion Church, ami President of Alihioson College, Msdiioah<jmc address. 415 N. Myers St.. Cliarlotte.\n\nHenry W. Spray.\nCanton.\n\nFrancis P. Venabi e. Ph.D.. \"81. Gttttingen; LL.D.. 'o.}. Univ. of Pn.; D.Sc., '04, Ufayette Coll.\n1900, President of University of North Corolinii, Chji|]cl Hill.\n1005\n\nJulius Isaac Foust\n\nI'h\n\n....\n\nB\n\n....\n\n„,\n\nProfesv>r of Pe.lag«gy. North ( arolina Slate Normal and Indu»Acting President:\nIiiaI College, 1000 S|>ring G.irden St.. Gri-en-Owro.\n\nIsaac C. GRirriN.\n''••\n1903, Superintendent of City ScbooU, Liljerly am! H'l-\n\ns. i.imrv.\n\nG. H. OSBORN.\n190A.\n\nSui»Tintendent of Schools, Troy.\n\nCharles Alpiionso Smith. Ph.D.. •9?. Johns H..pkin» Univ., LL I>\n1902\n\nV-S\n\n.\n\n'\n\n,..v\n\n..(\n\nMi\"\n\nEnglish and De.in <>l tWaduale De|Mflment. I ni»-enuly t»l North C*rubna.\n\nPr.)f<-<.v,r ..I\n\nChajK-l Hill.\n\n.,^„\n\nCora Strosg, A.B., \"03. C«.mell Univ.\n\n.1^\n\nn\n\n,.\nAMUiUanI in .Mathcmalic*. Stale Normal an<l Imlualnal 0>llrgr, GrtriulMro, atldrrM,\n\nDr\n\nfor 1907. in tare of\nJ.\n\n1906\n\nW. Tma( ksthn.\n\nJ\n\nH\n.\n\nTanner. Ilhata. .S. Y\n.\n\n„\n\n1.\n\n1\n\n•\n\ni.\n\nRcprewrnlalivr of Amcriian Itiok Company. Kalrtgh.\n\nFUGESE C.\n\nBr<iOIW.\nSu|>crinlendent •>!\n\no\n\n.\n\nl\n\no\n\nPuWk SiUntt. jio S John S»\n\nII 1\n(«4.ltl»ifo\ni-\n\n,\n\nIM»TITt;Tlot««\niH<>H\n\nNorth Carolina State Normal anh Imim-kirial CottKOR.\n\n1H99\n\nS<.x>TlA\n\nActing\n\nl'rr»i<lenl, J\n\nSemixarv.\nl're«t<lenl.\n\nhi>u»l. Grrcn«liijOJ\n\nI\n\n...\nRev, D\n\n.'\n^ ,,\nI\nSallerrield, ( .MK-Kd.\n\nJ\n\nor North C*r<ilin«. Library.\nUMiVERatrv\n.....\n.\n,~l\nmn\n^\nIIIU.\nChaprI\nPrCTt-Jcnl. F P. Venablc. UlfarUn. I^mi. K Wd««i.\n,\n\n1933\n\nShaw VstvrusnY\n\n.^..\ni9>4\n\nKi.Mtu\n^*\"'\"\"«* CoiLEiiR or AoRii I'l tt'Rr Aftu MriiiAXk- ARt».\nNorth ('akiiiina\n\n^\n\n.\n\nPreM<lenl. crharlr*\n^';;;|JJ;;^\n\n1906\n*^\n\nDaviimiom CoLLr'sr\n)•\n\nPiRM.\n\nLiB.AMV\n^\n\n,;„^\n\n,•\n\nx^.u\nKalrigh.\nMe^rvr, o\nhranoi »,\n.\n\n^^^^.^, U»»arUn, Mi. K\n\nLirrao\n\nW Slock..! \\\\r„ K^.r.gh\n\n,..\n1.\n_\nl)avt<Uiii\n\"iry lyiuU Smith.\n.\n\n,\n\n.-\n\n.\n\n•\n\n^^ j^ Cklwell, Carnrgir lluil-Ung. t;nxiMl«»o\n\n"}
{"page": 872, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n86o\n\n[North Dakota\n\nNORTH DAKOTA\nACTIVE MEMBERS\n\nFrederick E. Strattom A.B., '71. A.M., '74. Williams Coll.; Ph.D., '91, III. Wes. Univ.\n1906, Dean of Fargo College and Professor of Greek, 609, gtli Ave., S., Fargo.\nWalter L. Stockwell, B.Sc, '8g, Univ. of Minn.\n\n1886\n1894\n\n1933,\n\nState Superintendent of Public Instruction, Bismarck.\n\nMrs. Helen H. Stockwell, B.L., Univ. of Minn.\nBismarck.\n\nGeorge A. McFarland, B.Sc, '83, M.Sc, '86, A.M.. '06, Hiram Coll.\n\n1895\n\n1892,\n\nPrincipal of State\n\nNormal School, Valley City.\n\nWebster Merrifield, A.B., '77, .\\.M., '92, Yale Univ.\n1891,\n\nPresident of State University of North Dakota, University.\n\nLura L. Perrine, A.B., '8o, Albion Coll.\n1S92,\n\n1897\n\nTeacher of Natural Sciences, State Normal School, Valley City.\n\nMrs. Alice W. Cooley.\n\n1896\n\nEducational Author and Lecturer, 104, 4th Ave., S., Grand Forks.\nJoseph Kennedy, B.Sc, '86, A.M., '02, Univ. of Minn.\n1893, Professor of Philosophy and Education and Dean of The Teacher's College, The\nUniversity of North Dakota, 1112 University Ave., Grand Forks.\nG.\nHalland,\nA.B., '84, A.M., '87, Luther Coll.\nJ.\n1933, Professor of History and Political Science, Agricultural College, Agricultural College.\nW. E. Hoover, M.Sc, '87, Ohio Northern Univ.\nSuperintendent of City Schools, no S. 8th St., Fargo.\n\n1906,\n\nJ\n\n1900\n\nGeorge W. Hanna, B.Didac, '94, M.Didac, 'gg. Highland Park Coll.\n\n1901\n\nWilliam W. Ewin\n\n1899,\n\nSuperintendent of City Schools, 620 Normal Ave.. Valley City.\n'..\n\nTeacher in U. S. Indian School, Pierre.\nA. J. Ladd, A.m., '00, Ph.D., '04, Univ. of Mich.\n1905, Professor of Education, University of North Dakota;\nForks.\n1902\n\nres., 879\n\nBelmont Ave., Grand\n\nM. W. Barnes.\niSgg,\n\nSuperintendent of Schools of Barnes County, Valley City.\n\nP. S. Berg, B.Sc, 'g3, Mt. Union Coll.\nSuperintendent of Schools, Dickinson.\n\nEdith E. Brant, Grad. Nor. Tr. Dept.. Conservatory of Music, Detroit, Mich.\n1903, Instructor in Music, State Normal School, Mayville.\nErnest R. Brownson.\n1905,\n\nSuperintendent of Schools of Williams County, Williston.\n\nMrs. Mattie M. Davis.\n1904,\n\nSuperintendent of Schools of Cass County, 388, 7th Ave., S., Fargo.\n\nA. E. DUNPHY.\ni8g9,\n\nDirector of Manual Training, State Manual Training School, EUendale.\n\nAndrew A. Love, A.B., '88, OberUn Coll.\nManager of Love Teachers' Agency, Broadway, Fargo.\n\nGeorge S. Thomas, A.M., '79, Univ. of Va.; Ph.D., '88, Univ. of Leipzig, Germany.\n1893,\n\nProfessor of Greek and Latin, University of North Dakota, University.\n\nClyde R. Travis, Ph.B., '02, 111. Wes. Univ.\n1898, Professor of Mathematics, State Normal School, Mayville.\nDaniel Webster Tucker, A.B., 'gg, A.M., '03, Indiana Univ.\n\nigo4.\n\nSuperintendent of Schools, Bathgate; address for igo7, R. F. D. No. i, Kappa, Ind\n\nLake G. Watson, Ph.B., '00, Earlham Coll.; A.M., '02, Columbia Univ.\n1903,\n\n1903\n\nSupervisor of Training Department, State Normal School, Mayville.\n\nGeorge K. Foster, A.B., '01, Columbia Univ.\n1903,\n\nSuperintendent of Public Schools, Casselton.\n\nNelson Kelly, A.M., Emory and Henry Coll.; LL.B., Lake Forest Univ.\n1903, Superintendent of City Schools, 521 S. 5th St., Grand Forks.\nJosEPHYNE M. Paulsen.\nJ.\n\nSuperintendent of County Schools, Fessenden.\nMrs. K.^trine Belanoer Macdonald. A.B., '02, Univ. of N. Dak.\n1904, Principal of State High School, Lidgerwood.\nWallace Nelson Stearns, A.B., Ohio Wes. Univ., and Harvard Univ\n\nA.M., D.B., 'g6, Harvard\nUniv.; Ph.D., 'gg, Boston Univ.\nProfessor of Biblical Languages and Literature, University of North Dakota; res.,\n409 S. 6th St., Grand Forks.\n\n1904\n\n;\n\nNeil C. Macdonald, A.B., '00, Univ. of N. Dak.\n1903,\n\nSuperintendent of City Schools, Lidgerwood.\n\nIda M. Montgomery, A.B., Univ. of Nebr.\nOriska.\n\nBert E. Groom.\nSuperintendent of County Schools, Langdon.\n1905\n\nMrs. Una Brasfield Herrick.\nigo,S,\n\nDirector of Gymnasium and Dramatic and Oratorical Departments, State Normal\nSchool, in care of Cottage Dormitory, Valley City.\n\nFred V. Hutchinson.\n1904,\n\nSuperintendent of County Schools, Lisbon.\n\n"}
{"page": 873, "printed_page": null, "text": "LIFE, ACTIVE, AXD CORKESPOXDIXG MEMBERS\n\nOhio]\n\nSOi\n\nNORTH DAKOTA—Conlinufd\n1905\n\nWALTER M. Kern. A.B.. '04. Ind. St. Univ.\n1Q05.\n\nManual Training .Sihool. Kllendalc\n\nPresident of State\n\nPitt Gordas* Knowiton. .\\.B.. 'qo. OU-rlin Col!.; A.M., 'qi. H.irvard I'niv.; Ph.D., 'g6. Ix-ipsic.\niS^»7. Professor of Philos<.Hjhy and Kiononiiis. Farno College, 413. 7th Ave., S., Fargu.\nJoseph F. McL.\\in. .\\. B.. 'oq. Univ. of .\\. Dak.\n1900, County Superintendent of Schools, Grand Forks.\nP.\n\nD. N'ORTOV, .\\.B.. 'q7. Univ. of \\. Dak.\niQOS, Superintendent of Schools of Ramsey County, Devils I^ke.\n\nLlX)YD R.\\DER.\n1906\n\nSuperintendent of County SthiK)ls. Dickinson.\nRyl.and M. Black. .\\.B., '01;. tlhio Wes. Univ.\n1905. Suix-rintendent of Sthcxils of Kidiland County. Wahix-lon.\nEdward P. Robertso.v, .V.-M., \"88. D.D.. '00. Ilam'iine I'niv.\nPresident of Wi-sley College of .North Dakota, $14 Belmont\ni8<>g.\n\n.\\vc.,\n\nt^rand Forks.\n\ni.sstiti'tio.vs\n\n1896\n\nEducational .\\ssociation of North Dakota.\nPresident, P. S. Berg. Superintendent of Schools, Dickinson; Secretary. A. P. flollis,\nNormal School, Valley City.\n\n1899\n\nState Univer.sity of .North Dakota.\n\n1900\n\nState Normal School, Mavvii.i.e.\n\n1932\n\nDepartment of Public Instrcctids, Statk ok North Dakota.\nSuperintendent, W. L. Slockwell, Bismarck.\nState Normal School of North Dakota.\n\nPresident. Webster Mcrrificld;\n\nSecretary. J. \\V. Wilkerson, University.\n\nPresident, Joseph Carhart, Mayvillc.\n\nPrincipal, George A.\n\nMcFarland; Librarian,\n\n.\\laU-l\n\nG. West, \\'allcy City.\n\nOHIO\nLIFE DIRECTOR\n\n1887\n\nOscAK Taylor Corson, A.M., '87.\nEditor of \"Ohio Educational\n\n.Monthly,\" and\n\nInstitute\n\nI.ecturer,\n\nS7\n\nE. Main St.,\n\nColumbus.\nLIFE\n\nMEMBERS\n\n1866\n\nUlysses Thomi^on Clrran, .\\ B., '5''. Miami Univ.; B.U, '71, Cincinn.iti l^w Coll.\nMember ol Board of Examiners, City Teachers, On Columbus Ave., Sandusky.\n\n1870\n\nWilliam H. Cole. A.B.. A.M., (Jhio Wes. Univ.\nSabina.\nL. E.\n\nHOLDEN.\n\nLake Shore Boul., N. K. Bratcnahl, Cleveland.\nMrs. Delia Eathrop Williams, Pd.!).. '94. N- Y. State Nor. Univ.\n62 S. I jberty .St., Delaware.\n\n1880\n\nBurns, A.M., '76, Washington and Jefferson C.ill.; Ph.D.. '8*1. Ohi<i State Univ.\nCircle, Oj8 Holg«le.\\ve., Deliance.\n189s, 0>rrcsi).>:iding Secrelaryof tjhio Teachers' Reading\nCharles C. Davids<in, A..M.. '87, Uhio Univ.\n\nJ\n\nJ.\n\n1891,\n\nTrastec of Ohio University, 50 \\N\n\nBettie a. Dltton.\n1H70,\n\n.Mrs.\n\nr-'y ^t-. Alliance.\n\n•\n\n...\n\n,\n\n..,.,11\n\n..\n\nPrinriiKil of Kentuiky Street School. 94 State St., ( Irvclaml.\n\nRklben Nf(Miii an.\n218 Sjjring St.. Youngstown.\n\nJohn Bradley Peaslek, A.B.. '6?, A M. '96. DartmiHith Coll.; LL.B., '66.\n\nCincinnati\n\nI.»w Coll;\n\nPhD, '79. Ohio State Univ.\n\n3218 Warsaw Ave., Cincinnati.\n\nEsther /\\. Widneh.\n1224 N. Main St., Doyinn.\n1882\n\nJames A. Robcrt. A.M.. '67. Yale Coll\n2j63\n\nPh D\n\n;\n\n.\n\n'8.!.\n\nDeninoo Univ.\n\n(.fuy St.. Ciniinnali.\n\ni88»\n\nPh. I) 'W., Princeton Coll.\nE. W. OjV. A.M., 'sH, Brown Univ\nCincinnati.\n1873, Princiiul of Hughes High S.h.«.l, College Hill.\n\n1884\n\nC W Bennkit, A B\n\n,\n\n;\n\n1874\",\n\n,\n\n'Wi.\n\nA M\n\n,\n\n\"'M).\n\nOhio Wr»\n\nSuiierinlpndrMi of S«h...U, 21H\n\nI'niv\n\n;\n\nPhD\n\nW A»h Si\n\n,\n\n,\n\nMoore'* Hill Coll.\n\n'K42,\n\nPi.|ua.\n\nI'h I) (h<io.if»ry), 'w4. Mu»kin«um C..II\n.m,,oIkt1ui\nlACfiB ALBRi'iiir SiiAWAS. A II.'H... A\nS.i|irfiiitrM.lrni ol Ciiy S< h.-.N. 1122 llfylrn R.iad. Culumbu*.\niHH,,,\n\nM\n\n('..11\n\nAf-Tivr nr.MBr**\n\nEdmund A J-si\nKK54.\n\nl88g\n\n\\\n\nH ,'•'..\n\n\\\n\n'^'\n\n.\n\n'^^. Amhermt C<ill ; Ph D.'oi. Ohlii I'niv.\nScluxiU 327 1;. Biowl St.. Colunilnir\nol\n\nState Commiwiwr\n\nComimm\n\nEdwinB. Co<,AB,'74.0hioWr,\ni8Mf.\n\nNathan ''\n18(20\n\n.,\n\n.\\\n\nRs\n\nii\\\n\nIniv.\nSuperintendml of Sch.».U. »o< W. Oiurch b«., Xrnla.\n\n/^^'^^^^^^^^ „, ^,,.,j,\n\n,.„,,|ij Sch...!..\n\n203 K\n\nMi\" St\n\n;jj^;*'\"l^„,ip^| „, Wavefly Sthool, 410.1 Franklin Ave\n\nAkr.Hi.\n\n.\n\n.\n\nCWvrUna.\n\n"}
{"page": 874, "printed_page": null, "text": "—\nNATIONAL EDUCATIONAL ASSOCIATION\n\n862\n\nOHIO\n\n.\n\niSq'j\n\nJ. P.\n\n[Ohio\n\nContinued\n\nSharkey.\n1898,\n\nSuperintendent of Schools; (1893), Member of State Board of Examiners, Van Wert.\n\nWilliam H. \\'ogel.\n1899,\n\nSuperintendent of Drawing, Public Schools, 3535 Fairview Ave.,\n\nHyde Park, Cin-\n\ncinnati.\n\n1891\n\nArthur Owen Jo.ves, B.Sc, '99, Univ. of Cincinnati.\nArt Master, Woodward High School, 2315 Highland Ave., Walnut Hills, Cincinnati.\n1 90 1,\nCharles William Super, A.B., '66, Dickinson Coll.; A.M., '82, Syracuse Univ.; Ph.D., '74, 111. Wes.\nUniv.; LL.D., '94, Dickinson Coll.\n\nEx-President, and (1S79) Professor of Greek, Ohio University, 44 Union St., Athens.\nFrederick Treudley, A.B., '78, Univ. of Ind.; A.M.. '06. Hiram Coll.\n1902, Profes.sor of Philosophy and Sociology, Normal College, Ohio University, 24 Mulberry St.. Athens.\n\n1892\n\nCharles Christian Miller, A.B., '83, Ph.D., '03, Ohio Univ.\nPresident of Lima College, 701 W. North St., Lima.\nMatllda L. Walke.\n\n1893\n\nCharles Haupert, A.B., '8d, A.M., '83, Heidelberg Univ.; Ph.D., '00, Wooster Univ.\n\n1873,\n1893,\n\nTeacher in Public Schools, 471 Riddle Road, Cincinnati.\nSuperintendent of Schools, and (1894) Member of State Board of Examiners, 9 College Ave., Wooster.\n\nM. A. KiMMEL.\n1880,\n\nSuperintendent of Schools, Poland.\n\nH. H. R.\\scHiG.\n1874,\nS.\n\nPrincipal of loth District School, 618 Prospect PI., .\\vondale, Cincinnati.\n\nD. Sanor, A.M., '98, LL.B., '99, Western Reserve Univ.\n\nSuperintendent of Schools, Homeworth.\nWilliam Henry Scott, A.M., '65, Ohio Univ.; LL.D., '84, Ohio Univ. and Ohio Wes. Univ.\n1883, Profes.sor of Philosophy, Ohio State University; address, Clintonville, Franklin Co.\nLucia Stickney, A.M., '95, Oberlin Coll.\n1900, Teacher in East High School, 840 Franklin Ave., Cleveland.\nWilliam W. Boyd, A.B., '84, A.M., '86, Marietta Coll.\n1902, Inspector of High Schools for Ohio State University, 791 Bryden Road, Columbus.\n1904,\n\n1894\n\nEmma C. Davis.\n1893,\n\nGeneral Supervisor of Public Schools, 466 Rockwell Building, Cleveland.\n\nArnold J. Gantvoort.\n1894,\n\nMusical Director, Teacher of Public School Music and Sight Reading, Lecturer\non History and Aesthetics of Music, College of Music, Cincinnati.\n\nEdward L. Harris. .A.B., A.M., Ph.B.. Syracuse Univ.\n1889,\n\nPrincipal of Central High School, 2250 Euclid Ave., Cleveland.\n\nCharles P. Lynch, A.B., '86, A.M., '89, Ph.D., '97, Allegheny Coll.\n1906,\n\nPrincipal of West High School, 7300 Franklin Ave., Cleveland.\n\nWilliam Oxley Thompson, D.D., '91, Muskingum Coll.; LL.D., '97, Western Univ. of Pa.\n1899,\n\nPresident of Ohio State University, Columbus.\n\nGeorge R. Twiss, B.Sc, '85, Ohio State Univ.\n1894,\n\nHead of Department of Science, Central High School, 61 Arlington St., Cleveland.\n\nAnna J. Wright, A.B., '72, Oljerlin Coll.\n1895\n\n1879, Teacher in High School, 1555 W. 29th St., N. W., Cleveland.\nCharles S. Barrett, B.Sc, '85, Hopedale Coll.\n1900, Principal of South High School, 78 W. 9th Ave., Columbus.\nCharles E. Brown.\nWith American Book Co., 1335 Schofield Building, Cleveland.\nWilliam Paxton Burris, Ph.B., 'ox, A.M., '94, De Pauw Univ.; A.M., '01, Harvard Uriiv.\nProfessor of the History and Philosophy of Education, and Dean of College for\n\nTeachers, University of Cincinnati, Cincinnati.\n\nCharles E. Carey, Ph.B., A.M., Wesleyan Univ.\nSuperintendent of Public Schools, 306 Park Ave., Warren.\nWilliam Wallace Chalmers, A.B., '87, Univ. of Mich.; .'V.M., '89, Eureka Coll.; Pd.B., '91, Mich\nState Nor. Coll.; LL.D., '04, Heidelberg Univ.\n1898, President of City Board of Examiners, 2220 Maplewood Ave., Toledo.\nStephen Trimble Dial, A.B., '80, A.M., '84, Ohio Wes. Univ.; Ph.D., '94, Syracuse Univ.\n1893, Superintendent of Schools, 116 Hillside Ave., Lockland.\n1897,\n\nClayton L. Dickey.\nNorth Broadway, Columbus.\n\n—^'William Harris Elson, A.B., Indiana Univ.\n1906,\n\nSuperintendent of Instruction, School Headquarters, Cleveland,\n\nGeorge A. Howard.\nWith American Book Co., 300 Pike St., Cincinnati.\nHerbert Thomas Kincaid, A.B., '83, Dartmouth Coll.\nClassical Department, Steele High School, 39 W. McPherson St., Dayton.\nAnne H. Kino, B.L., '92, Univ. of Cincinnati.\n1904, Teacher of Mathematics, Walnut Hills High School, 922 Nassau St., Cincinnati.\nJulia C. Kolbe.\n1893, Primary Teacher and Teacher of German, Norwood; res., 337 Milton St., Cincinnati.\n\nAnnie Laws.\nPresident of the Cincinnati Kindergarten Association, 818 Dayton St., Cincinnati.\n\n"}
{"page": 875, "printed_page": null, "text": "LIFE, ACTIVE, AND CORRESPONDING MEMBERS\n\nOhio]\n\nS,6j,\n\nOHIO—Conlinued\n1895\n\nS.\n\nHerrick Lavto??, n.Sc.. B.L\n1005,\n\nA.M., Ph.D.\n\n.\n\nSupcrintcndeni of Schools, 365 N. Main St., Fostoria.\n\nWilliam Rase Lazenby,\niSSi,\n\nB..\\gri., Cornell; M..\\gri., Iowa .\\«ri. Coll.\nProfessor of HnrticuUure and Korestry, Ohio St.ate University, and (1804) Secretary\nof Ohio Molical L'nivcrsily, 348 \\V. 8th Ave., Columbus.\n\n0.). .\\.M.. '71, Bcthanv Coll.. W. \\':i.\nPrincipal of Steele High School, 834 S'. Broadway, Dayton.\n\nCharles Louis Loos. Jr., .\\.H..\n1S99.\nS.\n\nH. Maharry, .\\.M., 'oo, .Muskingum Coll.\n\n1905. Superintendent of Scluxjls. 37 \\. Gamble St.. Shelby.\nK. Mardis, Ph.B., Pd.B.. '03, Ohio Univ.; Pd.D.\n1903, Superintendent of Public Schools, sjq Trenton St., Toronto.\nGeorge C. Mairer. Ph.B.. Ph.M., '03, Univ. of Wooster.\n1893, Superintendent of Schimls. 409 \\V. Ray St., New Philadelphia.\n\\V. \\V. McIntire, Ph.B., Ph.M., Univ. of Wooster.\n1903. Principal of Norwood High School. »io6 Grand St., Cincinnati.\nS.\n\nRobert Edoar R.^vman, M.Sc., .-V.M., N. W. Ohio Nor. Coll.\n1897,\n\nSuperintendent of Public Instruction,\n\nPine\n\ni\n\nK.vt Liverpool.\n\nSt.,\n\nWilliam Sherman Robinson, B.Sc. 'qi, M.Sc, '03. Ml. Union Coll.\n1905.\n\nState .•\\gent for the\n\nMacmillan Co.. Rent.\n\nWilli.ui Sherman Rowe, A.B.. '92. De Pauw Univ.\n1905, Superintendent of Schools. 215 E- 5ih St., Greenville.\n\nMargaret W. Sutherland.\n1S89, Principal of Columbus Normal School, 45 N. 17th St.. Columbus.\nCharles F. Thwi.sg. D.D.. '88. Chicago Thcol. Sem.; LL.D.. 94. III. Coll.. M.iriella Coll.. Wa)-ne»burg\n1890,\n\n1896\n\nColl., and Washington and Jefferson Coll.\nPresident of Western Reserve University and Adelbert College, 55 BellQoirer .\\ve.,\nCleveland.\n\nFrank S. Alley, A.M., Moore's Hill Coll.\n1906.\nJ. J. Bliss,\n\nSalesman for Hopper Stationery Co.. Greenfield.\n\nA.B.. '81, A.M., '86, Oberlin Coll.\nSuperintendent of Schools, 51 j Rensselaer St., Buryrui.\n\n1895,\n\nGeorge B. Bolenbaich.\n1901,\n\n„\n\n1892,\n\n^.\n\n.\n\nRobert Fulton School, 565 Delta Terrace. Station C. Cincinnati.\n\nPrincipiil of\n\nGrannille Webster BRiMDAir.H, M.i:.. '89, Juniata Coll.\n1896, Principal of Garfield School. 1601 W. 2d St.. Dayton.\nHoward Champlin.\nSuperintendent of Writing in\n\n,\n\n,\n\nj c\n\n.•\n\n,\n\nPublic Schools, care I nion Helhel. 501 h. jd\n\nSt.,\n\nCincinnati.\n\nFrank B. Dyer, .\\.B.. '70. Ohio Wes. Univ.; LL.D.. '05. Miami Univ.\n1903,\n\nSupcrinlemient of Schools. 3437 Burch Ave.. Cincinnati.\n\nAugust Frederic Foerste, A.M., Ph.D.. '90. Harvard Univ.\n1893,\n\nTeacher of Ph>-sics and Geology, Steele High .School. 1017 (»r4nd A\\t\n\nDa)-lon.\n\n.\n\nWarren L. Fcltos. B.Sc., '95. Ohio Wes. Univ.\n1900.\n\nSuperintendent of Public Schools, Alvordton.\n\nFra.ncis Heif.rmann. S J.\n...\no\n.\n1900, President of St John's College. 807 Superior St.. roldo.\n.\n\n.\n\n....\n\nM. A. Benson.\n\nHigh School, Jacknon.\n\nPrincipal of\n\nJohn W Jones. B.Sc.. N Nor. Univ.; B P.. O. Univ AM.. 'o>. C.allaudet Coll.\nDeaf. Columbua.\n1895. Superintendent of the Ohio Institution for the\nMrs. Fra-npes W. LKrrr.R.\n»•\n.\n«\nnof the Njn.nal W\nDepanment\nWucallon,\n1H90 Superintendent <.f Phyiical\n;\n\n,\n\n(\n\n.\n\n-r\n.\n\ntt\nT. V..\n\nI.\n\n.\n\nof\n\nPrinciiMl\n\n»-\n\n1\n\nW C. T. U. Leiturrr. 220 W Park Avr .M*n':>rl\nF-Lt/ABETH Ijnr.As. AM.. '06. Miami Univ.\nA.VNA\n,,.....\n'^\n,\";\"\nTraining Department, State Normal bthool. Mumi\nand .\\.ilion.il\n\nti.\nI nivef.»ly.\n\nOxford.\nJ.\n\nV. McMillan.\n,.\n..\nSt., Marietta.\n1902. Superintendent of School., jii Waahlnglon\n,\n\nGtntr.r.\n\nM. Pt.vurn\n\n.\n\n„\n\nWard School. 623. 4lh St\n\nPrincipal of\n\n..\n.\n\n,\n\nMarietta.\n\nJohn H. Rowlanh. A .M.\nGeneral Agent\n\nJnncni H. Snyder. B Sc\n«<»4. AwiMant\n\n'H».\n\n,\n\n''^*\n\n'\n'\n\nSlate\n\n\"\n\nt\n\n--\n\n••\n\n\"*\"\" ^njo^lvmcipal of S.M.th Ca-- School. 4,0 Sibley\n\nSt\n\n.\n\n••\n\n, f^\"'\"\"'''\"*f- ,i„m»,>..\n•'•\n\nCUvel-nd\n\nCMARLrU.i«;r.rTTVANCLrvR.A.n.'7o.AM..'«..OhJ..Wr.^l'nW^\n1902.\n\n,897\n\nFrank H. Bm^l.\n\nSupcrinicmJcnl of City SchntO*. 4 J Mart-* Ave., .ManafirW.\n\n^^^^\n\n^^^\n\nEma\n\"'^^\"'Y^\n\nPrincipal of\n\nJohn W. Carr. A B. \"Hj\n190S.\n\n'^\n\n^^^^^^^\n\nV.M\n\n'\n\n^'\n\nSuirriolrndeni\n\n^^^\n\n^^^ ^^^^ .^,^, P^ ^^^^ „^, onclDnail.\n!\n\n1\n\n.;\n\nK\n\n10th DiMfi<l, 31\n\n^,\nt,i\n1. City Vt.-I.\n\nMtOwm St.. Daylon.\n\n,i,.i^Ak^\n»tf,*H Aw\n\n1'.\n\n<\n\nti.vi>M>\nl>ayt.m.\n\n"}
{"page": 876, "printed_page": null, "text": "—\n\nNATIONAL EDUCATIONAL ASSOCIATION\n\n864\n\nOHIO\n1897\n\n[Ohio\n\nContinued\n\nRose Morrison.\nKindergartner and Assistant in City Normal School, 374 Commonwealth Ave., Cleve-\n\n1894,\n\nland.\n\nRev. Sylvester F. Scovel, A.B., '53, A.M., '56, Hanover Coll.\nPresident of University of Wooster; (1883) Professor of Morals and Sociology,\nUniversity of Wooster, 185 N. Beall Ave.. Wooster.\n\n1883-89,\n\nEdward Marlay Van Cleve, A.B., '86, A.M., '89, Ohio Wes. Univ.\nSuperintendent of City Schools, Wells High School Building;\n\n1903,\n\nres.,\n\n319 N. 5th St.,\n\nSteubenville.\n\n1898\n\nT. Howard Winters, A.B., '96, Ohio Wes. Univ.\n1901, Principal of Kingsbury High School, Ironton.\nJames M. Carr, B.Sc, '01, Muskingum Coll.\nSuperintendent of Schools, 509 N. 2d St., Barberton.\n\n1906,\n\nJesse S. Johnson, Ph.B., '92, De Pauw Univ.\n1900,\n\nSuperintendent of Schools, 57 Lincoln Ave., Salem.\n\nEdmund D. Lyon, A.B., '82, Ohio Wes. Univ., A.M.\nPrincipal of Woodvjrard High School, Sta. M., Cincinnati.\nGillespie K. Lyons.\nWith the American Book Co., 2130 Lawrence Ave., Toledo.\nDavid R. Major, B.Sc, '90, Wabash Coll.; Ph.D., '96, Cornell Univ.\n1901, Professor of Education, Ohio State University, Columbus.\n\nJames E. Randall.\n1892,\n\nSuperintendent of Schools, Camden.\n\nW. C. Reeder.\n1893,\n\nTeacher of Mathematics, Steele High School, R. R. 2, Dayton.\n\nWilliam E. Roberts.\nSupervisor of Manual Training in Public Schools, Rockwell Building, Cleveland.\nF. J.\n\nRoller, A.B.. '81, A.M.. '83. Mt. Union Coll.\n\nJ. F.\n\nSmith. A.B.,\n\n1888,\n\n1888,\n\nSuperintendent of Public Schools, 34 Main St., Niles.\n'85,\n\nA.M.,\n\n'90,\n\nKenyon Coll.\n\nPrincipal of High School, 130 Hancock St., P. O. Box 577, Findlay.\n\nMary Walter.\nPrimary Teacher, Public Schools, Pomeroy.\nA.B., '02, Adelbert Coll., Western Reserve Univ.\n665 Oak wood Ave., Columbus.\n'83, Harvard Coll.; Ph.D., '86, Freiburg; LL.D., '99, Mo. State Univ.\nB.Sc,\nHoward Ayers,\nEx-President of University of Cincinnati, 299 Southern Ave., Mt. Auburn, Cincinnati.\nC. L. Cronebaugh, B.Sc, '87, Nat. Nor. Univ.\n^\n1898, Superintendent of Schools, 24 South East St., Massillon.\n\nOliver A. W'RIGHT\n\n1899\n\nCharles William Dabney, A.B., '73, Hampden-Sidney Coll.; Ph.D., '80, Gottingen; LL.D., '01\n1904,\n\nYale Univ., and Johns Hopkins Univ.\nPresident of University of Cincinnati, 3483 Evans PI., Clifton, Cincinnati.\n\nHarrison L. Frank, .\\.M., '79, Otterbein Univ.\n1901,\n\nSuperintendent of City Schools, 314\n\nS.\n\nState St., Marion.\n\nJohn A. Heizer, B.Sc, '90, Nat. Nor. Univ.\n1900,\n\nPrincipal of Guilford School, 2016\n\nHudson Ave., Norwood, Cincinnati.\n\nWilliam D. Lash, A.M., '74, Ohio Univ.\n1878,\n\nSuperintendent of Schools, Zanesville.\n\nE. A. Ferguson Porter.\nRepresentative of American Book Co., 300 Pike St., Cincinnati.\n\nChristian F. Rapp.\nPrincipal of Harrison School, Hotel Princeton, Cincinnati.\n\nWilbur S. Strickland, B.Sc, '87, Nat. Nor. Univ.\n1901,\n\nPrincipal of Sherman School, 2005 Hudson .\\ve., Station H, Cincinnati.\n\nJohn Wesley Swartz, A.B.. '96. Ohio Wes. Univ.\n\n1900\n\nRepresentative of Ginn & Co., 64 Grasmere St., East Cleveland.\nFrances E. Thomson, Ph.B., '05, Oberlin Coll.\nPrincipal\nof High School, Medina.\n1887,\nJohn S. Weaver, A.B., '67, A.M., '70, Wittenberg Coll.\n1905, Teacher in High School, 321 N. Fountain Ave., Springfield\nAlexander D. Beechy, A.B., '80, Mt. Union Coll.; Ph.D., Wooster Univ.\n1891, Superintendent of Schools, 20 Summit St., Norwalk.\nGeorge W. Burns, A.B., Bethany Coll., W. Va.; A.M., Farmers' Coll.\n1879,\n\nPrincipal of District School No. 18, 4402 Hamilton Ave., Cincinnati.\n\nNovETUS H. Chaney, .\\.B., '80, A.M., '84, Wilmington Coll.; A.M. '92, Ph.D., '93, Ohio Wes. Univ.\n1902,\n\nSuperintendent of City Schools, 234 Custer Ave., Youngstown.\n\nF. S. CouLTRAP, A.B., '75, A.M., '78, Ohio Univ.\n1898, Superintendent of Schools, Athens.\nJ. P.\n\nCummins, A.M., Nat. Nor. Univ.\nPrincipal of aad District School, 3453 Evans PI., Cincinnati.\n\nNettie Flllmore.\n1879, Teacher in Woodward High School, 420 Hopkins St., Cincinnati.\nFranklin Paul Geiger, B.C.S., A.B., '94, Mt. Union Coll.\n1902, Superintendent of Schools, 807 Walnut St., Canal Dover.\n\n,\n\n"}
{"page": 877, "printed_page": null, "text": "—\nLIFE, ACTIVE, AXP CORRESPOXDIXC MEMBERS\n\nOhiu]\n\nOHIO\n1900\n\nS65\n\nConJinufd\n\nAlbert B. Graham.\nSuperintcndcnl of .'\\gricultural Kxlcnsion, College of Agriculture. Ohio Slate Uoiver-\n\nColumbus.\n\nsity.\nI.\n\nJ.\n\nC. GciNTHER, B.Sc., '00, A.M., '00. N. W. O. Univ.\nSupcrintcnileal of I'ublic Schools, 323 \\V. Main St., Oalion.\n\nM. H.xuiLTON, .\\.B., 'oj, Nat. Nor. Univ.\niSog,\n\nSuperintendent of Public Schools, 434 £. Main St., Lebanon.\n\nH. V. HoTCHKiss. Ph.D., Allegheny Coll.\niQoo, Superintendent of Schools, 436 E. Buchtel .Ave., Akron.\nSardi.ne Pressley HfUPHREY. B.Sc.. OS. Rio Grande Cull.: .\\..\\I.. '06. Ohio Univ.\n1S97, Superintendent of Public SchooU, 222 Park .\\ve., Inmton.\n\nNorman Edward Hitchisson.\n1900.\n\nSuperintendent of Schools, Kenton.\n'oi. Univ. of Wcxisier.\n\nLira B. K.ean. Ph B.. 'So. Ph.M\niSy:,\n\n.\n\nPrincipal of High School, 153 N. Buckeye St., Wooster.\n\nLee R. Knmcht.\n1889, Principal of Perkins Normal School, 373 Carroll St., .\\kron.\nCharles A. Krout, .\\.B.. 'S7. .\\.M.. '90, Wittenberg Coll.\n1900,\n\nSupcrinlcndtnl of Schools, Tiffin.\n\nHerbert R. McVav. Ph.B.. '90, Ohio Univ.\nSuperintendent of City Schools. 1025 Walnut .\\vc.. Sidney.\nWilliam Hes-ry Mkck. .\\.B.. '04, Ohio Wes. Univ.; .\\.M., 'oH. Mi.imi Univ.\n1902,\n\nfeather of History an.i Civics. Steele Hi«h ScIi.k)!. and (189.S) .Member of State\nBoard of School Examiners, 2 118 E. 3rJ St., Uayton.\nJoHS Evans Morris, B.Sc, '84, M.Sc, '87, Mt. Union Coll.\n1892, Superintendent of Public Schools, 208 E. Oxford St., .Mliance.\n1895,\n\nH. W. Momma.\n\nTeacher of NLithemalics, Steele High School, si Drake .\\ve.. Dayton.\n\nAlfred Tyler Perry. A B., '80, A.M., 'ot, D.D., '01, Williams Coll.\n1900,\n\nPre.sident of .Marietta College, 210. sth St., .Marietta.\nP.i.D.. OhUt N.ir. Univ.\nSuperintendent of .Schools. 6th and Vandevecr St., Middletown.\n\nArthur Powell. A.B.. 'So. A.NL. \"8^. Olierlin Coll.;\n1903,\n\nEdward D. Roberts. .\\.B.. '99, Univ. of Cincinniii.\nPrincipal of McKinley School, lOio Dudley St., Cincinnati.\n\n1904,\n\nElla .\\. Rothe.\n\nTeacher in Third Intcrme<liate School. 2351 W. McMuken Ave.. Cmcmnati.\n\nWilliam McKE>fDREE Van( e, .\\.B.. '83. .\\.M.. '8/), Ohio Wes. Univ.\n190O.\n\nSuperintendent of Public Schools. 45 Oak Hill Ave.. Delaware.\n\nO. Perry Vimjrhes, B Sc, '79, N. Nor. Univ.\nI9DI, Principal of Oylcr Schixjl, Cincinnati.\n.\\rthur H. Wicks. .\\.B 'os. Baldwin Univ.\n1930, Superintendent of Schools, 738 Cherry St., Clyde.\nHomer B. Williams, .\\.B., '91, A.M., '94, Ohio .Northern Univ.\n.\n\n....\n\n...\n\nSuperintendent of Sch<K)ls, anil ( 1904) Member of State Board of School Kz&miain\n1035 Columbus .\\ve., Siindusky.\nWalter H. .Viicev.\n^.\nSuperintendent of .Music, Public Sch«>oU, Station K. Cmcmnati.\n1898,\n\n1931\n\n,.„..,\n\nPeter D. .\\mstutz.\n1898,\n\n.\n\n.\n\n,....,.,\n\n.\n\n,.\n\nSuperintendent of Riley Township SchooU and High School. 1 an<l>ira.\n\nF. E. Assknhkimer. A II '<)^. Capitol Univ.\n.\n,\nAve Uina.\n1932, Princiixil of Normal Department. IJma College. ,wi Jamesi>n\nUniv.\nColumbia\n'oj,\nPh.D.,\nChiiag«r.\nof\nUniv.\nFrask P. Bajhmaw. A B..'c/>,\nAlliens.\nProfe«or of Hustory and Principle* ol Kilucalion. Ohio University.\n.\n\n.\n\nJohn- K.\n\nBwTin\n„r>-i.\n\nT.\n\nAM.\n\not Hiram Coll.\n». ^,\n,\nSu|«-rintendcnt o( Publii Sch.«.U, 1104 N. ClcvrUod\n,\n\nW B'KJKMVKR. U Sc 'Ko.\n\n#• „, „\n.\n(anion.\nAw,\n\n.....\nSamlusky.\nPrincipal of Uusinevi College. 412 Jackinn\nN.1I.\n\n,\n\nNor Univ\n\nSt.,\n\nCharles J. Brooks.\ni9>j.\n\n.,\n„ . .\n^,\n1550 Ruth Ave.. Cincinnati.\n,\n\nPrincipal of Avoiulale Scho<il,\n\nKi.wis N. BRowr*. AM.'«4. LL».'«7. Phn.'oi. Unlv.of Mit^h\n1905,\n\nSujK-rinlrndrnt of (Jhio Sl.Me\n\nVlvml\n\nf\"^ the\n\nWind, c..r.\n\nMum aii.l\n,\n\n,.\nI\n\n_\n\n.\naf^.iis\n\n.,,\nAve.\n\nColumbus.\nFoRRMT Bakkr Bryavt. a B '99. Oitrrlirin I'niv\n19JJ, Su|»eTintcndent of ScbooU, kichwi«i<l.\n,\n\nFranhh K<-^»'<»^ j{V*J^;^|\n_\n\nj\n\n0,|um»4an .Sch..,l. rm. 5643 McO«nUk R.«.l. Hylr Park.\n\nCin.lnna.l.\n\n''^\"•^^\":;;;i:^\"i:;io:Vv:;'.!;.;r.n:MS:h. State N..nn.. s.h«j. o.i«cd.MH-„. .adrc\n( hiugo. III.\nihi'i Wa»hinglon .\\vr\nVhly.'oA Unlv .H C.I.\no, B.iller Unlv\n\"oo M S.\nB, NJAM.M Marhhail Davis B S<\nOslord\nof Natural Hi.t..r). Mwmi Unnxrilty. Hrt.r Hall.\n,\n\n,\n\nigoj.\n\nFR.Dr...CK WiLUAM DrAjivrss.^^\n\nCHA.L«\n\n;\n\nPn>fnuK.r\n\nDu.ri.t S.h...l. ,6,4 Harri.K, Ave . Wc-w...l. Cin.lnna...\n\n> ;^/\\i;^^:;!^,Ssch..J. .4.4 W „.h\n'^.'l;;\"-;\n\nS...\n\nS. W. (>v,l«v..\n\n"}
{"page": 878, "printed_page": null, "text": "—\nNATIONAL EDUCATIONAL A SSOCIATION\n\n866\n\nOHIO\n1901\n\nFrank Rogers Ei^lis.^^_^^^\n\n[Ohio\n\nContinued\n\nManager of American Book Co., 3°° Tike St., Cincinnati.\n\nElizabeth G.^Evans.^A^B.^\n\nChester Ave..\nin EngUsh!'steele High School, Dayton; home address, 4126\n\nPhiladelphia, Pa.\n\nCharles S. Fay,\n\n|^^'^j^^g^j[^'^^j °j Schools, 325 Reiley Ave., Wyoming, Station R, Cincinnati.\n\nM. H. Frederick, A.B., '86, Amherst Coll.\n\nT.\n\n,\nt\na\n.Superintendent of Schools, 15 Wagar Ave, Lakcwood.\n\n1895,\n\n1\n\nPh B., '04, .\\.M., '05, Qberlin Coll.\n\\Vi-ri=\n^K^^^\nWELLS T1.. PTRTtswoLD\nPrincipal of Rayen School, 102 Woodbine Ave., Youngstown.\n\nMiRON Elisha Hard, A.M., Ohio Wes. Univ.\n1902,\n\n^u\n\nrv,nv ti,»\n\nc,\n\nSuperintendent of PubUc Instruction, 194 Church St., Chilhcothe.\n\nBENTAM.N B^^Harl^an,^B.Sc, '^^-^^^^^^^.^^^\n\n1\n\nHigh School;\n\ngtcele\n\n39 Babbitt St., Dayton.\n\nres.,\n\n„^ .,,\nHenry Harrison Helter, A.B., '91, Ohio Wes. Univ.\nAnglaize St., Wapakoneta.\n1899, Superintendent of Schools, 506 W.\n,\n\nHicks, Pd.M., '02, Mich. Nor. Coll.\nr.^^^^\nWarrfn\nWARREN E.\n\n.\n\n,\n\n^ ,\nt^\no j c.\nr-i\na\nSt., Cleveland.\nAssistant Superintendent of City Schools, 1719 E. 82!\n\nN. Keyser,\n\nI\n\nPh.B., '90,\n\n1901,\n\n,\n\n^\n\nBaldwin Univ.\n\nSuperintendent of Public Schools, 314 Lafayette Ave., Lrbana.\n\nWilliam H Kirk, A.B., '87, A.M., '90, Baldwin Univ.\n^\n^\n^,\nGrasmere St., East Cleveland.\n1891, Superintendent of Schools, 28\n.\n\n,\n\nJoseph ^RUG.^^\n\nProfessor of German Language and Literature, Central\n5811 Thackeray Ave., S. E., Cleveland.\n\nAM\n\n'95, O^\"?. ^es. Univ.\n'93,\nSuperintendent of Schools, E. High St., London.\nEdward McGilvrey, A.B., '95. Ind. Univ,\nSchool, 167 Whitman\n1898, Principal of Cleveland Normal\n\nWilliam McClain, Jr., A.B\n\nHigh and Normal Schools,\n\n1901,\n\nJohn\n\nHenry C. ^ckl^ey.^\nJ.\n\nC.\n\nri.„»i,„^\nCleveland.\n\nSt.,\n\nCleveland.\nAssistant Superintendent of Schools, 11435 Ashbury Ave.,\n\nOldt, A.B., '90, A.M,, '93.\n1890,\n\nSuperintendent of Pubhc Schools, Put-in-Bay.\n\nCordelia L. O'Neill.\n190S,\n\n^\nt- o\n. c.\nr-i\n^\nPrincipal of Marion School, 1701 E. 8ist St., Cleveland.\n.\n\n,\n\n,\n\n1\n\nPearson, A.M., '88, Wooster Univ\nr^\nu\nPrincipal of East High School, 125 Wilson Ave., Columbus.\n'95, Univ. of Chicago.\nJohn Wn.LiAM Perrin, A.M., '89, Wabash Coll,; Ph.D,\nLibrary; res., 80 Bell Ave., Cleveland,\n190S, Librarian of Case\nF. B.\n\n,\n\nThomas P. Pierce.\n\n^ o ,.\nrr\nSuperintendent of Schools, Harrison.\n«Ai>T>%.\nT\n'^FvrFR A R '08 \\ M., 'ok. Univ, of Cincinnati.\nHarry L.\n^^'^^'^c^^^^'^^'^^f^\nWoodward High School, 3206 Woodburn Ave,, Walnut HQls, Cincinnati.\n•\n\n,\n\nOscar M, Soule, B.Sc, 92, Nat. Nor Univ.\n1900,\n\nharles\n\n,\nx,\n,\nSuperintendent of Schools, 9 Lake Ave., Franklin.\nPrincipal of Association Institute School of\n85th St., N. E., Cleveland.\n\nCommerce and Finance;\n\nres,,\n\n1677,\n\nClarence Birch Stoner, A.B,, '96, Otterbein Univ.\nSuperintendent of Schools, Mt. Gilead.\nSt. Nor. Univ.\nTOHN L. Trisler, Ph.D., Heidelberg Univ.; Pd.M., Ohio\nExaminer of Hamilton County,\n\n1884,\n\nSuperintendent of Schools and School\n\n737 Sturges\n\nAve., Hartwell.\n\nallie\n\niNG^^^\n\nTeacher in Public Schools, 8 Sunnyside Driveway, Athens.\n\nF D Ward, B.Sc, '79, N. W. Ohio Nor. Univ.\n'\n\n'\n\n1905,\n\nHenrv\n\n„\n\n.\n\n1\n\nc-\n\nt,\n\nPrincipal of Normal Department, Baldwin University, 169 Beech St., Berea.\n\nNormal College, Ohio University, and Editor and Publisher of the\n\"Ohio Teacher,\" Athens.\n\n.\n\n^^^I'^'^'p^^j^ ^j ^j^jg\n\nloHN A Wright, B.Sc, '01, Valparaiso Coll.\nExaminer, Liberty Center.\n1900, Superintendent of Schools and County School\n.\n\nLewis Edwin York, B.Sc, '94, Ph.B., '02, Ph.M., '04, Mt. Union\n1902,\n\nToHN\n\nSuperintendent of Public Schools, Lock Box 79, Barnesville.\n\nA.M.. Ph.D., Findlay\nPh.M., Mt. Union\nW Zeller, Superintendent\nof PubUc Schools, 311 E. Lmcoln\n\nColl.\n\nColl.;\n\nSt.,\n\n1877,\n\nigo2\n\nMillard T. Andrew, B.Sc, \"91, Nat. Nor. Univ\n1902,\n\nColl.\n\nPrincipal of 25th\n\nFindlay.\n\n_\nDistrict School, Sta. L, Cincinnati.\n^\n\n.\n\n.\n\nHoward E. Axline.\n1901,\n\nPrincipal of Hicks School, 45 Robinwood Ave., Lakewood.\n\nUpper Iowa Univ.\nGuy Potter Benton. A.M., D,D., B.ikcr Univ.; LL,D,, ^06\nh. High bt., Uxlord.\nPresident of Miami University;\n\nres,,\n\n312\n\nStarr Cadwallader, A.B., '93, A.M., '96, Hamilton Coll.\n1905,\n\nSecretary of Cleveland School of Art, 1944 E. ii6th St.. Cleveland.\n\n"}
{"page": 879, "printed_page": null, "text": "—\n\nLIFE, ACTIVE, AND\n\nOhio]\n\nCORRESPONDING MEMBERS\n\nOHIO\n1903\n\n867\n\nConJinued\n\nH. H. CiLLY. A.B.. \"87. Mt. Union Coll.\nIQ05, Principal of Glcnnlle High School;\n\nres. Sta.\n\nH.. 318 Doan St., Cleveland.\n\nE. .\\xToi.NErrE Ely, .\\.M., 'qi. Univ. of Cincinnati.\nPrincipal of Uarthulomcw Cliiton School, Evans PI., Evanswood, Clifton, Cincinnati.\n\nLiTTHER E. Everett, .\\.B., '96, .\\.M.,\n\n00, Univ. of Wooster.\nSuperintendent of Schools, 21 E. First St., Uhrichsvillc.\n\n1001,\n\nEliz.vbeth K. F.mrwk.xther.\nTc.uhcr of French and English, Norwood High School, 8 jo I.ocust St., Walnut Hills,\nCincinnati.\n\nCharles S. Howe. Ph.D., '87. Woosier Univ.\nPresident of Case School of .\\pplied Science, Cleveland.\n\n1903,\n\nGeorge \\V. Knight, .\\.B., '78, .V.M., '8j, Ph.D., \"84, Univ. of Mich.\nProfessor of .American History\nJefferson .^ve., Columbus.\n\n1885,\n\nand\n\nOhio\n\nScience,\n\nPolitical\n\nStale University, 85\n\nE. L. Mesdenh.^ll, B.Sc., 'qi, Nat. Nor. Univ.; .\\.B., '03. .\\.M., '04. S. N. Univ.\nIQ05, Superintendent of Old Soldiers' an<l Sailors' Orphans' Home SchooLv Xcnia.\n\nHarvey C. Minnich, M.Sc, '8q, AM., '00, Ohio Nor. Univ.\n1903, Dean of State Normal College of Miami University, Oxford.\nCalvin Thomas .Northrop.\nSuperintendent of Schools, 360 Main St., Conneaut.\nWard Hicley Nye, .\\.B., '01, Obcrlin Coll.\n\nSuperintendent of Schools, Oberlin.\n\n1933,\n\nMargaret .\\. O'Connor.\nPrincipal of Graded Schools, 6 Orch.inl Grove .\\ve., l..ikewood.\n\n1899,\n\nGeorge D. Pettee, .\\.B., '87, .\\.M., '93. Vale Univ.\nPrincipal of University School, Cleveland.\n\n1900,\n\nHerman S. Piatt, .\\.B., .\\.M.. Univ. of III.; Ph.D., Univ. of Siras-sburg.\nSuperintendent of Schools, iij N. 8th St., Coshocton.\n\n1901,\n\n,,<-,-,\nClevel.ind.\n\n.May H. Prentice.\n\nInstructor in City Normal Training School, i j6 Courtland\n\n1895,\n\n.St.,\n\nHomer C. Price, B.Sc. (.Xgri.'), Ohio Si. Univ.; M.Sc. (.Xgri.), Cornell Univ.\n\nDean of College of .Vgriculturc and Domestic Science.Ohio State Univcnuty, Columbus.\n\n1903,\n\nMary A. Vknable.\n\n,-,\n\nj\n\n,\n\nTeacher in Primary Grade, Lakew<KKi Schools, 3603 .\\rchwo.Ml .\\ve., tleveUnd.\n\n1S94,\n\nElmer Ellsworth Wolfe, A.B., '83, A.M., '86, Bucknell Univ.; Ph.D., 'yi. Richmond Coll.\nhi, sih St.. Marietta.\n\nPriniiiul ol .Vcademy t)f .Manilla C4.1I<kc,\n\n1903,\n\nFred Mi-rlin Yocmans, LL.B., Cincinnati I-aw Sch.\n\nChase School; res., ibii Erie Ave., Hyde P.wlt, ( iniinnall.\n\nPrinciiKil of S. P.\n\ni>jo2.\n\n1903\n\n_,....\n\nLucy D. .\\mbrose.\n\nTeacher in Fourth Intermediate School, 9W Daylon St., lincinoati.\n\n1880,\n\nEmily Ball.\n1885, Teacher in High School, 3s E. yi St., P«»rtsm..uih.\nElizabeth Day Bell, Ph.M., \"oo, OitcrUin Univ.\n1900, Principal of High School. Wellington.\nI**f I\n\n4\n\nDtttTF\n1901,\n\nf'\n\nTeat her of Drawing, Art DeiMrtmenI, liughe« High School, iioo Grand St.. Walnut\nHilb. Cincinnati.\n\nD\n\nAM.\n\n'oA. Pniv o( Jeiu.\n'93. Ind Univ ; Ph\n'RS,\nProfcsitor of Pai.lol.^y .»nd I'^vlhr.^.l{>. < )hi.. I nivrrMly, jj\nIL.ir (oil.\nMl,\nInM\nA\nkivrr\nB Sc.. '79. Or.and\nA'l'ial'iiU\nSuiJerinlcndcnt ol Sih.«.N, 1 Pr..-i«-<< ^'\n\nOscar Ciirisman. A B\n\nReed P. Clark,\n\n,\n\n.\n\nM\n\na\nSt.. Allien*.\nW Curpmler c.\n1\n\n.\n\n.\n\n.\n\n•\n\nof Cincinnati\nO-lkgiale Sch...l lor (iirU. 1317\n\nMabii\nlist^.v Coliinh. B.L.. '90. Univ\n.MARIA Clivtov\n^»^'.^^,\n\n^\n\nJ\n\n,\n\n,\n\nM. MilUn St. W.lnul HilU. Cimin\n\nnati.\n\nW. P. Cope, A B\n\n,\n\n'71.\n\nA M\n\n,\n\nPrinci|»l of\n\n188s.\n\nPh D 'oo. Unlv^ of Wontrr.\n'j^. Hiram Coll\nHigh Siliool, vi.t l>ayi'>n Si Hamilttm.\n;\n\n,\n\n.\n\nLottie M. Cohmf.r.\n.\nTeacher in Public Scbook 1339 .M)^lr Ave\n.\n\nT All 1*4\n\nS\n\n.\n\n„\n,,,\n/.anwvlllr.\n\nOURKV\n\n,^5. Teacher in Commrnlal IV,Mrlmrnl. Crniral\nAlameda Ave |jikrwiji»l\nM - ''il '••\n\"\nMoRTos L. Dartt, M K •'.\n\nHii|h\n\nSh-.l\n\n(\n\nlr»rUt..1.\n\nrr.\n\n«•»\n\n.\n\n•\n\n,\n\nPriniiiul\n\n1903,\n\nOKOIlOe C\n\nDllTC!' 11\n\n'•\n\n•\n\n'\n\nVh I'\nIll'\n\nJiitiu\n\"\" O\n\n,,\n\nisU\nEt.MA\n\nH\n\nFicK,\n\nA'\n\n•'vl\n\n.\n\nn<in>« Clly.\n\nl-\"n Walnut HilU High Sch..J. id.*\n\nF.trf»«\n\n'\"«'\n\nMa-llwovilW.\n\nTci\nXyi.\n\n.^l,..!,.^ivluuiy.\n\niiiii.:i\"'i\n\n'\n\nAB\n\n.Martin HRNurL\n\nI\n\n9 Imlrprodm.* M\n\n'«\"\"•\n\nI>«'hii -I\n\n»\n\nln»l\n\n'\ni\n\nIJbrafian of PubUc S.h.«4 Ubr.ry.\nMound SI tolumbtti. •\n.\n\nDr,«rimrni\n\n»«\n\nPubUc\n\nIn««nictJon.\n\niHg K.\n\n"}
{"page": 880, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n[Ohio\n\nOYLIO—Conlinued\nJannette F. Jackson.\n1902,\n\nSupervisor of Primary Grades, Public Schools, 68 Mentor Ave., Cleveland,\n\nJennie B. Johnson.\n1890,\n\nPrincipal of Brownell School, 1819 E. ssth St., Cleveland.\n\nDarrell Joyce, A.B., '03, Miami Univ.\n1903, Superintendent of Schools, 501 Prytania Ave., Hamilton.\nRiCH\\RD J. Kiefer, B.Sc, '93, Ohio Nor. Univ.; A.B., '02, Heidelberg Univ.\n1903, Superintendent of Schools, W. Walker St., Upper Sandusky.\n\n.^NNA Florentine Lillig.\nTeacher in PubHc Schools, 7607 Sagamore Ave., N. E., Cleveland.\nElisha S. Looms, Ph.D., '88, Wooster Univ.\n1895, Head of Department of Mathematics, West High School, Cleveland; home address,\n301 Front St., Berea.\nClara May, A.B.. '94, Oberlin Coll.\n1903, Assistant Principal of Kindergarten Training School, 59 N. Main St., Oberlin\n\nMary McGowan.\nTeacher in Intermediate Department, Hyde Park School, Cincinnati; res., Epworth\nAve., Madisonville.\n\nBertha Emeline Montoomerv, Pd.M., '04, Univ. of City of Neve York.\n1895,\n\nPrincipal of Kindergarten Training School, 96 S. Cedar .\\ve., Oberlin.\n\nGrace E. Mowry.\n1906,\n\nMiss Howe and Miss Marot's School, 513 W.\n\nist St.,\n\nDayton.\n\nOscar E. Olin, A.M., '97, Kans. Agri. Coll.\n1898,\n\nProfessor of Economics and History and Instructor in Philosophy, Buchtel College,\n476 Orchard Court, Akron.\n\nIra Clarence Painter, A.B., '99, Denison Univ.\n1905,\n\nPrincipal of Hign School\n\n222 Thurman St., Zanesville.\n\nIsaac Frane|,in Patterson, A.M.. '98, Richmond Coll.; Pd.D.. '04, Scio Coll.; LL.B.. Baldwin Univ.\n1894, Assistant Principal of South High School, 4106 E. 91st St., Cleveland.\nWilliam Foster Peirce, A.B., '88, A.M., '92, Amherst Coll.; L.H.D., '96, Hobart Coll.\n1896, President of Kenyon College, Gambler.\n\nJasper Newton Pinkerman.\n1901,\n\nSuperintendent of Schools, Jelloway.\n\nThomas L. Simmermon.\n1893,\n\nSuperintendent of Schools, Ridge Ave., Pleasant Ridge.\n\nWilliam Earle Stilwell, A.B., '01, A.M., '03, Harvard Univ.\n1903, Head Master of University School, 842 Ridgeway .Vve., Cincinnati.\nLouise B. Thompson, .\\.B., '97, Univ. of Cincinnati.\ni<):>o, Teacher in WjjJ.varJ Higii School, 5401 Montgomery Road, Sta. H, Cincinnati.\nFred H. Warren, A.B., 96, Ohio Wcs. Univ.\n1903, Superintendent of Schools, E. Walnut St., Hillsboro.\nJiTLiA A. WiLMOT. .A.M.. Oberlin Coll.\n1881,\n\nPrincipal of Orchard School, 8508 Cedar Ave, Cleveland.\n\nCharles A. .\\rmstrong, A.B., '93, Mt. Union Coll.\n1901, Principal of High School, 1409 Lawrence Ave., Canton.\nW. S. Cadman.\n1897,\n\nSuperintendent of Schools, 4229 Grove .\\ve., Norwood, Cincinnati.\n\nH. E. CONARD, B.Sc, Belmont Coll.\n1905, Superintendent of PubUc Schools, Gallipolis.\n\nGeorge A. Davis\n\nA.B.. 99. Olivet Coll.; Ph.B.\nPrincipal of High School, Creslinc.\n\nSusan A. Dillin.\n1892,\n\nPrincipal of Grammar School, 5415 Euclid .\\vc., Cleveland.\n\nFlorence E. Ellis.\n1906,\n\nSupervisor of Drawing, School Headquarters, Cleveland.\n\nHarvey S. Gruver, .\\.B., '02. Otterbein Univ.\nSuperintendent of Public Instruction, Worthington.\n\nFrank H. Kendall, A.B., Ohio Wes. Univ.\n1901,\n\nSuperintendent of Schools, 205 Mentor Ave., Paincsville.\n\nOlla Fern Kieffkr, .\\.B., 'qs, Univ. of Wooster.\n1901,\n\nTeacher of German, High School, Wooster.\n\nMrs. Clara Davi'j-Klemm.\nTeacher of Biology, Walnut Hills Hi^h School, Cincinnati.\nMrs. Marie Burt Parr.\n1901, Supervisor of Music. Public Schools, Room 466, Rockwell Building;\n189J,\n\nres.,\n\n24\n\nF.lsi-\n\nnore St., E., Cleveland.\n\nWilson A. Putt, B.Sc, '95, Burhlcl Coll.\n1903,\n\nSupervisor of Music, Public Schools. School Headquarters. Cleveland.\n\nJoshua Dean Simkins, B.Sc, '80, \\at. Nor. Univ.; LL.B., '81. Iowa St. Univ.; A.M., '04, Ohio Univ.\n1904,\n\nSuperintendent o( Schools,\n\nii.^\n\n\\. 4th St., Newark.\n\nPaul H. Wright, ,\\.B., '01, Wilmington Coll.\n1906,\n\nSuperintendent of Schools, Utica Special District, R. F. D. No.\n\n2,\n\nLebanon.\n\nLaura E. Aldrich.\n1897,\n\nTeacher in Walnut Hills High Sclfool, 2393 Kemjjcr Lane, Walnut Hills, Cincinnati.\n\n"}
{"page": 881, "printed_page": null, "text": "LIFE, ACTIVE, AND\n\nOhio]\n\nCORRESPOX DIXC7 ME.MPI R\\\n\nSftq\n\nOHIO—ConJintud\nlOos\n\nAlbfrt Clin-ton AtLESHOrsF.. A.M.. 'oi. WiiicnlxTK <'oll.\nigo6,\n\nSuiwrintcndrnt o( Public SihixiLs, Huron.\n\nJoseph Ellft Antrau. .\\.H.. '07, Mi I'nion CnW.: A.M.. '01. I'niv. of NUih.\nDciMrtmcnt of Latin. Hiijh Sihool, 510 N. Howard St., .\\kron.\n\nEdgar Ewint. Br.^xdov. A.M.. '07. I'niv. of Mo.; Doctcur d'Uni\\Trsili* 'o\\. r.iris\n1898. Professor of Romanic Languagc:>, Miami L'nivcrsily. Oxfonl.\nCarey Bocgess.\n1894.\n\nI'r.imc.\n\nSuperintendent of City Schools. 185 S. Factory St.. Sj^ingticld.\n\nEmily Cai.n.\n1S99,\n\nI^kcwood.\n\nPrincipal of West School, iii Urocklcy A\\x.,\n\nH. .\\. Cassidy.\nSuix-rinlendcnl of Public School, Lancaster.\n\nEdwin W. Chibb\n1900.\n\nA.H.. 'Hy A.M. 'oo Litt.D.. V> L;ifa>-ctlc Coll.\nProfessor of Kngliiih. Ohio University; res., 51 Mull>crry St.. .Xlhcn*.\n\nT. D. DOL'THETT.\n.\\gent for .Vnieriian Book Company, 220 Bowery St., Ravenna.\n\nHenry J. Eberth. Ph.B.. '80\n1906.\n\nKenyon Coll.\n\n.A.M.. '01\n\nSu|xrintendent of Schools. 2411 Scottwotxl .\\\\t.. Toledo.\n\nM. Jay Flannkrv\n1902,\n\nPh.B.. '01. Heidellx-rg I'niv.\nSu]x-rintendcnl of Scho<jls. Sabina.\n\nJohn William ILm.i. B.Sc. '01 Teachers Coll.; .\\.Sl.. 'oi. Columbia I'niv\n190S,\n\nProfessor of Theory and Practice of Teaching, L'ni\\Trsity of Cincinnati, Cincinitali.\n\nAmy I. Herriff, B.Sc, '04. Bu<htcl Coll.\n1905,\n\nPrincipal of High School, Kent.\n\nJohn C. Heywood, M.D.\n3317 Vine St., Cincinnati.\n\nPrinciixil of idth District and Intermediate .School,\n\nFranklin T. Junes, .\\.B., '07, .VlelU-rt Coll.; A.M., '01, Western Rewr^e Iniv.\n1003, Teacher of Science and .Mathematics, University School, jojs\n\n.Xdrllicrt\n\nK<i.ul,\n\nCleveland.\n\nM. Foster Lewi.s,\n1904.\n\n.\\.B., '98,\n\nWestern Reserve Cniv.\n\nTeacher in Central High School, 1945 E. Mith St., Cleveland.\n\nCHARLF.S Allen Mari-le. B.Sc, '85, Ohio St. Univ.\n..\n1906, Instructor in Mathematics, Central High Sch<Mi|. 2046, fioih St.. S. ¥... Cleveland.\n.\n\n.\n\nClara Mayfr.\nprinciiKil of Grammar School, Clewlaml;\n\n1894,\n\nAM\n\nCharles Wesley McCi.ire. A.B.. \"77\n1900,\n\n.\n\n'So.\n\nre*..\n\n148 Belle A\\t.. LakewmMl.\n\nWalash Coll.\n\nSuperintendent of Schixils. Germantown.\n\nWlLS<jN .\\. McCfRDY.\n1901,\n\nSujierintendenl of .Schools ami County Exaininrr\nBedford.\n\n<>f\n\nSchool*.\n\nloiS\n\n..\n\n•\n\nM.\\in\n\n!•\nc\nSt., \\\\<-l\n\nCharlfs .M<x)RF. Mkrkv Ph H.\nSuiK-rinlendrnt of\n.M. Cincinnati.\nJl LIA\n\n.\\.\n\nn»\n\nSchools, Madi->nville;\n\nMl LROONKY.\n\n4r\">\n\n..\n\n,\n\n,\n\n•\n\nMadi'-mville. Sla.\n\n,\n\nPrincipal of Oulhwnitc School, 41 Belmore R\"ia<L Cle^rlanil.\n\n1889.\n\n.,,,.,.,..•\nInstructor in DrawinK and »rMri|Kivr (;eometry, Caae StU>*>\\ \"f Ap(ilie<l Scienrr.\n\nJohn E. Olivenbaim, B.Sc in M.E., '04. Univ of Maine\n1905.\n\n^1\n\nI**^'!'\n\n^\n\nI\n\n1160 Nlurray Road, S. E., Cleveland.\nS.\n\nStella Ray. A B. '95, ''I'erlin C.,11.\n189s.\n\nPrinciinl of Glcnvillc Hiich Sthi».l, Paine^villr.\n\n..»,..\n\nHenry A. REoriELi).\n1899,\nT\n\n1\n\nSuperintendent of Public Sch<ioU. Noiimgham.\n\nRfMJKHS\n|89»,\n\nDire.torof I)rav.in«. Shaw lliith Sch.«.l »nd E«M Cle^rUnd PulJic Sih-.J.. rrv.\nCle\\Tlanil.\nio<K>« Wilbur \\\\r\n\nGfsTAVE A. RuETrMK. A M\n\n'.)'\n.\n\n'•.:\n\nil C.tl\n\n104 Srunlon\n\nPrimiiHl of s\nAnna B. SHu.ir.v. B S<.. «». .n\n1H94,\n\n1906.\nI'jos,\n\nxlle.\n\nPrimi|ial of lli„\n\nMm. Pauline .STrisfM.\n\n.„\n\n'\n\nPh B\n\nT|i.i.rN\n\n190J,\n\n'\n\n..\n\n.^\no\nSi\nM W. Chur.h\n..,\n\ni-\n\n1\n\nLOrtti.\n\nv.\n\n.\n\nWei-\n\nII\n\n.\n\n-1.\nNewark,\n\nK'-'^ «'n'«\n\n,„ Wel Frmplc S,.. \\\\*^«n«t..n\n\nPrin<i|«l of (•.r..n,mr,r\n\nAntony\n\n»\n\n„)o\"\n\n1,\n\n'•*\"\"\n\n><\n\n•\n\n-\n\n<\n\n11.\n\n......\nL\nI.«Vrwanil.\nS.h.ril. 4\" Mar. Avp\n>\n\n.\n\nlively J\n\n'\n\n'^^l^'^^,^^^^^^,^^„^ ,^ s,h„,,,\n\nFran:; i'. WMtTwrv. A B '98\nloot, Suirfinlrnd.\ni.x/.\n\n.\n\nSuperintewlcnl oj :nlt.-.i* C.TevrUn.l Hei^liU.\n\nB»»THA B. Wa<,.m<\niH.„.\n\n.\n\nMcmljer «if l»«Mird \"i F^lMralloO, »»»« S«ii«lwt«.! .\\vr\n.\n\nJAMW T.\n\n...\n\n.\n\nffiHN Arntrn Tait. A B '94.\n190J, Teai»»rr in II\n\nCharlm A\n\n„,,-,,,\nK-ud Ovt-Und\n\nt\n\nI\n\n.\n\n'\n\n,\n\nc,\n1\n,.11\nBaldwin\nM\n\\\n\n^'\n\n#• jii„.\n,\n\n'°»- 5«\n\nC.4ltnw.-«l1\n\nFr.mi.CJI.\n\n„rr..iv ..( « in.lno.ll Ctminn«i(.\n\n"}
{"page": 882, "printed_page": null, "text": "—\nNATIONAL EDUCATIONAL ASSOCIATION\n\n870\n\nOHIO\n1Q06\n\n[Ohio\n\nContinued\n\nClifton E. Bratten, B.Sc, Nat. Nor. Univ., Lebanon, O.\nSuperintendent of Schools, Waynesville.\n\n1903,\n\nCarrie E. Broadwell.\nPrincipal of Elementary School, Halle School; res., 5503 Frankhn Ave., Cleveland.\n\n1904,\n\nGeorge Buck, A.B.. '98, A.M., '01, Wittenberg Coll.\nPrincipal of East High School; res., 1435 W. 5th St., Dayton.\n\n1906,\n\nMiNA B. COLBURN.\nSuperintendent of Cincinnati Kindergartens and Training\nSt., Linton, Cincinnati.\n\nSchool;\n\nres.,\n\n6 Linton\n\nJohn Edgar Collins, B.Sc, '92, Nat. Nor. Univ.;\n\nA.B., '03, Ohio Wes. Univ.\nSuperintendent of PubUc Schools, 1013 Buckland Ave., Fremont,\n\n1906,\n\nLaura K. Collister.\nPrincipal of Doan School, 2061 E. 96th St., Cleveland.\n\n1904,\n\nBessie M. Corlett.\nPrincipal of Miles School; res., 8706 Tioga Ave., S. E., Cleveland.\n\n1902,\n\nCharles W. Cookson, A.B., Pd.B., Ohio Univ.\nSuperintendent of Public Schools, 116 Rafeo St., Troy.\n\n1906,\n\nIda M. Deighton.\nPrincipal of Willard School, 5813 Franklin Ave., Cleveland.\n\n1896,\n\nArthur L. Gantz, Ph.B., '00, Otterbein Univ.\nSuperintendent of School, Reynoldsburg.\n\n1903,\n\nWilliam Backus Guitteau, Ph.B., '97, Ohio St. Univ.; A.M., '01, Cornell Univ.; Ph.D., '04, Univ.\nof Pa.\nPrincipal of Central High School;\n\n1905,\n\nres.,\n\nHannah Handler.\n\n2039 Putnam St., Toledo.\n\nPrincipal of Elementary School, 2318 Holmden Ave., Cleveland.\n\n1902,\n\nWilliam T.wlor Harris. A.B., Harvard Univ.\nPrincipal of Walnut Hills High School, Cincinnati;\n'\n\nres.,\n\n3810 Spencer Ave., Nor-\n\nwood.\nE. A. Hotchkiss, A.B., '02, Ohio Wes. Univ.\nSuperintendent of City Schools, 312 N. Wayne St., St. Marys.\n\nGeorge B. Landis, A.B., Findlay Coll.; A.M.. Oberlin Coll.\nState Educational Secretary of Ohio Young Men's Christian Association, sn Schultz\nBuilding, Columbus.\n\nPlatt Rockwell Lavvton, A.B., '01, Denison Univ.\n1902, Educational Director, Young Men's Christian Association, 19 Liberty\n\nSt.,\n\nDayton.\n\nH. A. LiND, Ph.B.. '00, Wooster Univ.\nSuperintendent of Schools, Strasburg.\n\n1905,\n\nM. H. Mathews, A.B., '97, Otterbein Univ.\nTeacher in Steele High School, 32 Maple St., Dayton.\n\n1898,\n\nMargaret McCarthy.\nPrincipal of Case School; res., 4517 Clinton Ave., N.W., Cleveland.\n\n1906,\n\nRose L. McCoart.\nPrincipal of North Doan School;\nRoyal L. Melendy, A.B., '03. Univ. of Mich.\n\nProfessor of\nCincinnati.\n\nAssi.stant\n\nres.,\n\n1573 E. 22d St., N. E., Cleveland.\n\nSociology, University of Cincinnati;\n\nres.,\n\n813 Dayton\n\nWilliam Hugh Mitchell, A.B., '98, A.M., '04, Dartmouth Coll.\n1906, Instructor in Mathematics and History, University School, Cleveland.\nFred L. Pauly, B.Sc, '03, Nat. Nor. Univ., Lebanon, Ohio.\n1906, Principal of High School; res., 14 S. Mechanic St., Lebanon.\nFrank Eugene Reynolds.\nSuperintendent of Schools, 664 Clinton St., Defiance.\n\n1905,\n\nPreston W. Search.\nEducational Lecturer, Wyoming.\n\nT.\n\nW. Shimp.\nSuperintendent of Schools, W. 2d St., Delphos.\n\n1903,\n\nEmma L. Shuart.\n1894,\n\nPrincipal of Fahmont School; res., 10301 Wilbur Ave., S. E., Cleveland.\n\nHenry M. Shutt, A.B., '96, Scio Coll.;\n1905,\n\nPh.B., '03. Ohio North. Univ.\nTeacher of English and History, High School; res., 714 E. 2d St.\n\nLouise W. Sterling.\nPrincipal of Sibley School; res., 2022 E. 82d St., Cleveland.\n\nMary G. Strachan.\n1902,\n\nPrincipal of Warner School;\n\nres.,\n\n4268 Warner Road, Cleveland.\n\nW. C. Washburn, M.D., '97, Cincinnati Coll. of Med. and Surg.\n1897, Principal of nth District School; res., 1817 Chase St., Cincinnati.\nJennie R. Wilson.\nPrincipal of Stanard School, 1694 E. 8sth St., Cleveland.\n\ninstitutions\n1895\n\nMiami University.\nLibrarian, Rev. Wm. J. McSurely, Oxford.\n\n1897\n\nCleveland Public Library.\nLibrarian, William H. Brett, Cleveland.\n\nCanton.\n\nSt.,\n\n"}
{"page": 883, "printed_page": null, "text": ".\n\nLIFE. ACTIVE, AND\n\nOregon]\n\nCORRESPONDING MEMBERS\n\n87 I\n\nOmty—ContiHuta\n1897\n\nOhio State U-viyersity.\nPresident, William O. Thompson; Librarian, Olive Jones, Columbus.\n\n1S93\n\nNoRM.\\L School, D.wton.\n\niSoo\n\nThe Westers College for Woices.\n\nIQ30\n\nDesisoh Untn'ersity, Library.\n\nPrincipal, Grace A. Greene, Dayton.\n\nPresident, Lilian W. Johnson;\n\nLibrarian, Lois \\. Reed, Oxford.\n\nLibrarian, Mrs. Kate Shcpard Hincs, Granville.\n\n1Q32\n\nOberlis College, Library.\nPresident, Henry C. K.ing', Librarian, .-Vzariah S. Riwt, Ol>crIin.\n\nOhio State Library.\nState Librarian, C. B. Galbreath, Capitol Uldg., Columbus.\n\nOtterbein U.viversitv.\nLibrarian. Tir/a L. Uarm-s, Westerviile.\n\nPresident, Rev. Lewis Boo'^walter;\n\n1033\n\nDa\\tos Pcblic Library.\nLibrarian, Ijnda M. Clatworthy, Dayton.\n\nKesyos CoLLEr.E, Library.\nPresident, William F. Pierce; Librarian, Mrs. Kllen D. Devol, Gambler.\n11)34\n\nLibrvry of .\\delbert College of Wf.stern Reserve University.\n\nigo5\n\nToledo Public Library.\n\n1006\n\nDepartment of Common S<'hools. State of Ohio.\n\nLibrarian, E. C. Williams, Cleveland.\nLibrarian, Willb F. Sewall, Toledo.\nState Commissioner of Common Schools,\n\nEdmund .\\. Jones. Columbus.\n\nLake Erie College and Seminary.\nPresident, Mary Evans, Painesville.\nPublic Library of Cincinnati.\nLibrarian, .V. D. C. Hodues, Cincinnati.\n\nUNrs'ERsrrv of Cincinnati'\nPresident, Charles W. Dabney;\n\n.MUrl Read, Cinannati.\n\nLibr.irian, Charles\n\nOKL.VHOM.\\\nACTIVE MEMBERS\n\n189s\n\nDavid R. Boyd, \\M., '78, .KM., '81, Ph.D., Vs. L'niv. of Wooster.\n1892, President of University of Oldahoma, Norman.\nH. Edgar Thompson, B.Sc., '88, Sj. N'or. Sch., Bowlmg Green, Ky.\n\n1807\n\nSteven Melvil BARRtrrr, B.Sc, 'o<;, Drury Coll.\n\niSvJ\n\n^lain St., Kalston.\nigo4,\n\niQoi\n\nSuix-rintcndent of City Schools, 614 .\\venuc \\, Box 273, Lawton.\n\nCharles S. Davis, Grad., '97. Kans. St. N'or. Sch.\n\n.\n\nN \\N Washington.\nMitorial Ck-rit, U S. Ge<)I.>i{ii.^l Sur>'cy, 740 Harrard St\nD. C.; home address. Chilocco.\n.\n.^t'snN Elgin Wilber. Grad.. \"oK. Nfiih. St Nor Coll.; A.B.. '03. Univ. of Mich.\nI cmlxri.tl\n1903, Professor of PsvcholnKv ami K<lui .ilion. anil Vict- President, SimlhwcMrrn\nNormal Sth.jol of Oklahoma. Wcathrrford.\nipos,\n\n19^3\n\n,\n\nAM\n\nJohn BLACicsTr)NE Taylor. A B..\n1906,\n\n.\n\n\\)^. Il.irif..rd\n\n('..ll.\n\nTemple St Oklahoma ( ily.\n\"oj. Ivrlaml Slanf.ird Jr Univ\n\nSuijerintcndcnt of Sthools, India\n\nlOo;\n\nErnest Elwell BAL<oMn. A B\n\ni<X)6\n\nThomas W. Conwav\n\n.\n\n,\n\n.\n\n.\n\n,\n\nDeixirtment of .\\Kriiulture .ind Pliy.iour.iphy. Soulhwr^lrrn Stale Normal\nWeatherford.\n\nMrs.\n\n,\n\n,\n\nSihool.\n\nF. S. Sol'tiiwkk.\n\nTeacher in Public Sthtxjis, Anadarko.\n\n....\n\n„\n\n».\n\n,\n\nc\n\nNormal School. 818 Normal Si\n\nPresident of Stale\nJ.\n\n.\n\n.<\nMva\n\nE. Dvciie, A.B., '91. Kansas Univ,\n1907, Stale Su|jcriniriidcni of Public lonruition, Gulhnr\nKIrksvillc. Mo.; A.U., \"oj.\n-ox,. St. Sch\nLiNViLLE. Pd\n\nM\n\nR N\n\n.\n\n,\n\n\\'Tu{r\\v,f\n\n..1\n\nllinlory.\n\nA M «« Ur»lr niv\nCivm, and txoot.mk^, SiulhwrMcm Mule Normal Srbuul,\nI\n\n,\n\n^.\n\n.\n\n.\n\nWeatherford.\n\nWill lAM\n\n/..\n\nSmith, A.B\n1906,\n\n.\n\n'</>.\n\nRiniAm. V. TrMMivri BSe. -Hi\n1904.\n\nUniv\n\nInd\n\nSuijcrinfrndcni ol SdnjoU. 103$ J S».. I'trry.\n\\\n\nv. s.h.In.1\n\n.'\n\nUr,. t rnir.l\n\nProle««ir of Anthii\n\nn.».-^i\nN»h...l, Minoikl.\nMale Norm«l,,.u.\n1\n\nSI\niRuo\n^^\n\nThe Usivrmitv or OKI AHOMA\n\nloo?\n\nNoRTiiwtsTtRM Normal .S( H'i«)L. Limarv.\nPrciUdctil. T. W. C«o»«y, Alv..\n\nPrr»idmi, D.vid K\n\nBoyd, IJlifafUn,\n\n.....\nM Frrguaiio. vN.*m««.\nJ.\n\nOREGON\nLin DIKU.-TOB\n1888\n\nChari-M C*««oll Strattoh, A M D D \"Ho. WilUmrti*\nand '(V-j, Ohu» We« I niv\n,\n\n.\n\nUnW.; D.D.. '79. N.*thwr^rfn Univ.. Ill\n\nKi l're«l<»cnl ..I I'./tlUnd I nivrr.4i). Si John..\n\n"}
{"page": 884, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n8^2\n\n[Pennsylvimia\n\nO'R.'E.GOl^i—Continued\n\nACTIVE MEMBERS\n1892\n\n189s\n\n1899\n1 90 1\n\nEdwin DeVore Ressler, A.B., '91, Otterbein Univ.; A.M., '97, Ohio State Univ.\n1902, President of State Normal School, Monmouth.\nH. AcKERM.AN. Ph.D.. '06, Oregon Agri. Coll.\n1898, State Superintendent of Public Instruction, 144 S. igth St., Salem.\nMoTT H. Arnold, A.B., '86, .\\.M., 'go, Ohio Wes. Univ.\n1904, Superintendent of Schools, 315 Pearl St., Eugene.\n'87, Nor. Ind. Nor. Sch.\nJ. S. Landers, B.Sc,\n1899, Superintendent of Public Schools, The Dalles.\nJ.\n\nClaude C. Covey.\nSuperintendent and Special Disbursing Agent, Indian Service, Wurmspring.\n\nHeman Burr Leon.vrd, B.Sc, '95, Univ. of Mich.;\n1906,\n\nPh.D.. '06, Univ. of Colo.\nInstructor in Mathematics, University of Oregon, Eugene.\n\nHorace G. Wilson.\n1905,\n\n1903\n\nSuperintendent and Special Disbursing Agent, U. S. Indian Service, Klamath.\n\nSheldon Franklin Ball, A.B., '02, Univ. of Chicago.\n1906,\n\nInstructor in Mathematics, High School;\n\nres.,\n\n215 E. 36th St., Portland.\n\nH. M. Crooks, A.B., Wooster Univ.\n1905,\n\nPresident of ./Mbany College, Albany.\n\ninstitutions\n1899\n\nTualatin Academy and Pacific University.\n\n1901\n\nState Normal School, Monmouth.\n\n1903\n\nPresident, Edwin De Vore Ressler; Librarian, J. B. V. Butler, Monmouth.\nLibrary Association of Portland, Oregon.\n\nPresident, \\V. N. Ferrin; Librarian, Joseph W. Marsh, Forest Grove.\n\nPresident of Library Board, C. A. Dolph; Librarian, Mary Frances Isom, 7th and\nStark Sts., Portland.\n\n1906\n\nSouthern Oregon State Normal School, Ashland.\nPresident, B. F. Mulkey, Ashland.\n\nPENNSYLVANIA\nlife directors\n\ni88s\n\nEzekiel Hanson Cook, A.B., '66. A.M.. '60 Bowdoin Coll.; Ph.D., '89, Colgate Univ.\n\n1891\n\nEliphalet Oram Lyte, M.Sc, Millersville St. Nor. Sch. Pa.; .\\.M., Ph.D., Franklin and Marshall Coll.\n1887, Principal of First Pennsylvania State Normal School, Millersville.\n\n842 Real Estate Trust Building, Philadelphia.\n\nlife\n\nmembers\n\n1876 , Edward Brooks, A.M., '58, Union Coll.; Ph.D., '76, Lafayette Coll., Washington and Jefferson Coll.\nEx-Superintendent of Public Schools, 5971 Drexel Road, Philadelphia.\n\n1879\n\nMrs. Rachel Foster .\\very.\nSwarthmore.\n\nSimon Gratz, A.M., Univ. of Pa.\nEx-President of Board of Education, 1919 Spruce St., Philadelphia.\n\n1880\n\nEdgar Arthur Singer, Ph.D., '96, Univ. of Pa.\n1887,\n\nAssociate Suiierintcndent of Schools, 4662 Penn St., Frankford, Pliiladelphia.\n\nACTIVE MEMBERS\n1879\n\nGeorge Morris Phillips, A.M., '74, Ph.D., '84, Bucknell Univ.; LL.D.,\n\n18S1\n\nAndrew J. Morrison, .-X.M., Ph.D., '01.\n\niS34\n\nGeorge H. Stout.\n\n1881,\n1898,\n1888,\n\n1S87\n\nPrincipal of Northeast Manual Training School, 1430 N. 7th St., Philadelphia.\n\nSupervising Principal of\nPhiladelphia.\n\nSchool,\n\n3746 Powelton Ave.,\n\nState Superintendent of Pubhc Instruction, Harrisburg; home address, 546 W. James\nSt.,\n\n.\\.\n\nLancaster.\n\nW. Moon, A.B., '95, Indiana Univ.;\n1906,\n\n1S92\n\nNewton Boys' Combined\n\nNathan C. Schaeffer, LL.D., '95, Western Univ. of Pa.; A.M., Ph.D., D.D.\n1893,\n\n1S89\n\n06, Temple Coll.\n\nPrincipal of State Normal School, West Chester.\n\n.^.M., '05, Columbia Univ.\nPrincipal of High School, Wallingford; P. O., Swarthmore.\n\nEliza k. Bishop.\nTeacher, 211 Pine St., Harrisburg.\nR. K. Buehrle, A.m., '78, Ph.D., '87 (honorary), Franklin and Marshall Coll.\n1880. Superintendent of Schools, 408 Manor St.. Lancaster.\nVirgil G. Curtis, A.M., Tufts Coll.\n1905, Superintendent of Schools, High School, Corry.\n\nW. Wilberforce De.atrick, A.B., '76, A.M., '79 Mercersburg Coll.; D.Sc, '03, Franklin and Marshall\nColl.\n\n1891,\n\nProfessor of Psychology and Higher English, Keystone State Normal School\n\ntown.\n\nKutz-\n\n"}
{"page": 885, "printed_page": null, "text": "Pcaasylvanu]\n\nLIFE, ACTIVE, AXD CORRESPOX DI Xc: MEMBERS\n\n87.;\n\nPENNSYLVANIA—<:o«/i«M<-<i\niSgi\n\nH. \\V. Fisher, Grad., State Nor. Sth.. Millcrsville, Pa.\n187s. Supervisor of i7ih Ward SchooLs, 35© Ix-high .-Vve., E. E., Pittsburgh.\nMary J. Laubkrto.s.\n1891, Supcrvi.Mnt{ Principal of George W. Childs School, 4403 Osage .\\ve. West Philadelphia.\nEnoch C. Lavkrs, A.M., Lniv. of Chiiago, Ph.D., III. Wi-s. Iniv.; Pd.D.. New York Iniv.\ni8g4. Head of Ucpartment of Mathematics, and Teacher of Pedagogy, Public High School,\n1\n\nHcRMA.N- T. Likens.\n\n20 Porter St., LastoQ.\n\nAM 'US. I'niv. of Pa., Ph.D..\n\n'qi, Jena.\n\nHead Training Teacher. State Normal School, Third and College Ave., California.\nS. C. ScHillTKER, A.M.. '85. M.Sc., 'qo, Muhlenberg CoH., Pa.: Ph D.. '03. I'niv of Pa.\n189s, Professor of Biological Sciences State Normal School, 610 S. High St., West Chester.\niSvS,\n\nH. H. Spavd.\n18S3,\nJ.\n\n1884,\n\ni8g3\n\nSuperintendent of Public Schoob, Box 310, Mioersville.\n\nLiberty Tadd.\nDirector of Public Industrial Mx School, The Normandie. Wc-sl Philadelp^tia.\n\nC. A. B.\\DOKK. A.M., '77, LL.U., '8.?, Hamilton Coll.\n1S83.\n\nno lILsfC-ll Ave., E., Oil City.\n\nSujierintcndcnt of Schools,\n\nM. G. BRCUBArcH. A.M.. 'oi. Ph.D., •q4, Univ. of Pa., LL.D.\n190O, SupiTintendcnt of Schools. 3324 Walnut St., Philadelphia.\nL(}YAL Freem\\n Hai.i.. B.E.D., '01. Slate Nor. Sch., Indiana. Pa.\n1^93, Supervising Principal of Centre .-Kvc. Schools, 412 Lookout Ave., Butler.\n\nWilliam Henry Sxmiki.. .\\.M.. F'h D.. 'qi. I'niv. of Pa.\n1878,\n\nSupervising Principiil of Public Schools, 2505 N. 12th St., Philadelphia.\n\nAndrew Thom.\\s Smith. Pd.D., '93, Sch. of Pe>l., Iniv. of NY.; .\\.M. (honorary), '03, I^fa)-ette Coll.\n1899,\n\nPrincipal of State Normal Schcxil, Mansfield.\n\nPal'line W. Spencer.\n1S93.\n\nTeacher of History and Philosophy of Education, Philadelphia Normal School,\n\n1894\n\n3421 Race St.. Philadelphia.\nJoseph Swain. B.L., '83. M.Sc., \"85, Ind. Cniv., LL.D., '93. Waba.sh Coll.\n1893, President of Swarthmorc College, Swarthmore.\nHenry T. Spanoler, .\\.B.. '73, .\\.M., '76, L'rsinus Coll.; D.D '94, Heidelljerg Cniv.\n\n1895\n\nCharles Killinger Wither, .V.B., '88, A.M., '91, Franklin and Marshall Coll.; LL.B., '04, Yale I'niv\nMain St., Palmyra.\nW. G. Gans.\n\n,\n\n1893,\n\n1903,\n\nTreasurer of L'rsinus College, CoUcgeville.\n\nPrincipal of Schools, Wilmercli|^\n\nCharles Joseph Lim;. B.Sc.. '90. Cornell lniv\n1906.\n\njAMf-s\n\nPh.D., '02. Univ. of Denx-er.\nMeadnlle.\n\nMac .Alister. .\\..M.. LL.D Brown Cniv. and I'niv. of New York; OfTicer d'.\\cademie. Pari*.\n.\n\n1891,\n\n1896\n\n'00.\n\n.•\\..M.\n\n:\n\nProfc-ssor of Physics ami .\\strononiy. Allegheny Cxjllcge,\n\nPresident of Drexel Institute, Philadelphia.\n\nCniv.\nJ. George Becht. NLSc.. Laf.nvrllc Coll.; D.Sc.. Buckncll\n1904. Principal of Clarion Slate Normal School, Clarion.\n\nR. M.\n\nCmm.\n\ni8btt, Suprrxi^g Principal of Mt. Washington SchouU 329 Grondnrw .\\vr., Piitkburgh\nJohn Arthir Gibson. .\\.B., '91, Allegheny Coll.\ni8<yj.\n\nSupcrinlt-ndcDt of Sch<jols, 701 N. MiKean St., Butler.\n\nWilliam Lerov Ma< (Ji.wan. A II., Allrghmv Coll Ph » Ph M\n1890. Sujjcrintcndcnt of SthooU. 212 Concwango A\\c., Warren.\nI'HKXiDORE B. Noss, A .M 'H2, Ph.D., 'K3, Syraru>if Cniv.\n;\n\n.\n\n.\n\n1883,\n\nPrincipal of State N<jrmal Sch<iol. California.\n\nJii)s<jN PEkRV Wn.sH.\n11/56,\n\ni8.,7\n\nAM, 'H4. Ph D\n\n.\n\n'91. I.ifavptir C.ll.\n\nPretudcnl of Pcniuylv.inia State College. State College P. O.\n\n\\'icc\n\nPhD\n\n•9<. Columbia Cniv.\nFra.s( IS Blrkk Brani>t, A B. '92, Harvard lniv\ni8gb. Head of Dritanment of Pr<Li«otcy. Central High Schuui, 4Ji7 I^chwood A»«..\n,\n\n.\n\nW«\n\nPhilai!rli>)i(a.\n\nClvuk Ernest Eiiin<,hi, .NLD\n1.H95,\n\n.\n\n'80. Chicago Horn.\n\nDim\n\ntr»r\nl'hy»iial\n<'hc»ter.\n\nMf«l\n\nColl.\n\nand ln«iruii>>f in H)gi«-ne, Suif Nfirmal S«htii4.\n\ni<\n\nNi^mal Av»..\n\nWoa\n\n1H97.\n\nPriiuiiul of Department of Commerce, High School. 229 Brigg» S<\n\nMknry Hon k. A.M\n\n,\n\nHarriUiurt.\n\nFranklin an<l .Marshall Coll\nDeputy Suie Superinlendrai of Public InMrucliod. Harri>buig\n.\n\nKm M, Rapp\n1896.\n\nSuprrlnlendent of BrrV\n\nWilliam STrAUNt Wiiiti\n\nPh B\n\n.\n\n'..-4.. 11 J\n\n'\n\n-A U»\n\nRriorM-nlalivr ol thr\n\ni1>1\n\nA«Mttani\n\n.\n\n'•*««•'«'«\n\n!»«.\n\n.......,.,.,\nPhlla<|rl|itiU.\n\nIJ*0 Arth St\n\nM\n\n.\n\n'94. j\" Wr» fni*\n«4. I m» ,A V» ; A\nPr«i<rwiiif in Uailrrii4<i«y. I nivrrxiy of PmntyhanM. .i4lh ami\n\nDavio HrNORirm Br«orv, B S.\nI9JJ,\n\n.......\nN 4«h\n\nK.,\n\n,\n\n'H4.\n\n.Ml*\n\n.\n\n,\n\nUmum S««\n\n.\n\nPhlUdrltiltu.\n\nFranklin SpitMCER Ei'MMStrv Ph II .'oj. LI. B. '01\n\n^*\nI\n\nMaoricr Few. A.B\n\n,\n\n,4 Frai.».,u n.o.\n\nLI. B\n\n'h,.\n\n..,.«\n\nCni»\n\n»l\n\n,\n\n^\n\nPhilaiJrl|ihia\n\nP.\n\n.,\n\n,\n\n.\n\n'i.\n\n.\n\n.\n\n"}
{"page": 886, "printed_page": null, "text": "3^4\n\nNATIONAL EDUCATIONAL ASSOCIATION\n\n[Pennsylvania\n\nPENNSYLVANIA—CoM/j»Mei\ni8g8\n\nJ. R. Flickinger,\n\n1900,\n\nA.B., '77, A.M., '80, Princeton Univ., D.Sc, '00, Bucknell Coll.\nPrincipal of Central Sta|e Normal School, Lock Haven.\n\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 City; res.,\n8 Dawson Ave., BeUevue.\n\nSamuel Hamilton, Ph.D., '00, Grove City Coll.\n1886,\n\nSuperintendent of County Schools, Holland Ave., Braddock.\n\nJohn W. Lansinger, Sc.M., '86, St. Nor. Sch., Millersville, Pa.\nTeacher and Treasurer, State Normal School, Millersville.\nWilliam Albert Mason.\n1892,\n\nDirector of Drawing in Public Schools of Philadelphia, 212 W. Chelten Ave., Germantown.\n\nJesse H. Michener, Ph.D., Univ. of Pa.\n1906,\n\nDistrict Superintendent of Schools, 4512\n\nRegent St., Philadelphia.\n\nWilliam Noetling, A.M., '59, C.E., Union Coll., N. Y; Pd.D., Susquehanna Univ.\nProfessor of Pedagogy, Susquehanna University, Selinsgrove.\n\nMary Craig Peacock.\nTeacher in Normal School, Philadelphia; res., Torresdale.\nMargaret S. Prichard.\nHead of Department of Psvcliologv, Philadelphia Normal School, 1301 Spring Garden\n1894,\n\nSt.,\n\nPhiladelphia\n\nEiiRA M. Sparlin A.B., '85, A.M., '88, Univ. of Rochester; Ph. D., '03, Univ. of Wooster.\n1905, Principal of Stevens High School, 355 College Ave., Lancaster.\n\nElizabeth S. Tait.\n1893, Teacher of Methods in English, Philadelphia Normal School, 1301 Spring Garden\nSt.,\n\nPhiladelphia.\n\nLightner Witmer, Ph.D., '91, Leipzig, Germany.\n1893,\n\n1899\n\nProfessor of Psychology, University of Pennsylvania, Philadelphia.\n\nEdward E. Allen, A.B., '84, Harvard Univ.\n1890,\n\nPrincipal of Pennsylvania Institution for the Instruction of the Blind, Overbrook.\n\nGeorge D. Gideon.\nPublisher, 1412 Arch St., Philadelphia.\n'83, A.M., '86, Princeton Univ.; Ph.D., '88, Washington and\nJefferson Coll.\nProfessor of Latin and Head of Department of Ancient and Modern Languages.\nCentral High School; res., 4326 Pine St., Philadelphia.\n\nBenjamin Wiestling Mitchell, A.B.\n1897,\n\nJames H. Penniman, A.B., '84, Yale Univ.\n1886, De Lancey School, 4326 Sansom St., Philadelphia.\nFrank M. Shelton, B.S., '99, Mt. Union Coll.\n\n1904,\n\nAssistant in Physics, Central\n\nHigh School;\n\nres.,\n\n333 Collins Ave., Pittsburgh.\n\nJoseph R. Smith, M.D., '53, Univ. of Buffalo; A.M., '51, LL.D., '01, Univ. of Mich.\nBrigadier General U. S. .Vrmy, 2135 Spruce St., Philadelphia.\n\nGrace Edgar Spiegle, M.D., '98, Woman's Med. Coll. of Pa.\nTeacher of Hygiene and Director of Physical Training, Philadelphia Normal School\nfor Girls, 2115 N. 12th St., Philadelphia.\nMrs. Lucy L. W. Wilson, Ph.D., '97, Univ. of Pa.\n1893, Head of Department of Nature Study and Geography, Normal School, 1301 Spring\n1893,\n\nGarden St., Philadelphia.\n1900\n\nO. H. Bakeless, M.E., '79, Bloomsburg St.'Nor. Sch., Pa.; A.M., '90, Lafayette Coll.\n1932, Chair of Pedagogy, State Normal School, Bloomsburg.\nA. L. Edgerton Crouter, A.M., '85, Gallaudet Coll.; LL.D., '93, Univ. of 111.\nSuperintendent of Pennsylvania Institute for the Deaf and Dumb, 7406 Germantown\nAve., Mt. Airy, Philadelphia.\nWilliam Wilson Fry.\nSecretarv and Treasurer of the Palmer School, Mercantile Library Building, loth\nand Chestnut Sts., Philadelphia.\nCheesman a. Herrick, Ph.D., '99. Univ. of Pa.\nDirector of School of Commerce, Central High School, Broad and Green Sts., Philadelphia.\n\nRobert W. Himelick.\n1902,\n\nSuperintendent of Schools, 483 McKee Ave., Monessen.\n\nEvelyn Holmes.\n37\n\nn Walnut St.. Philadelphia.\n\nMary Hunter Mayer.\n1897,\n\nPrincipal of Girls' High School, 144 N. sth St., Reading.\n\nRev. P. R. McDevitt.\nSuperintendent of Philadelphia Parish Schools, 21\n\n1901\n\nS.\n\n13th\n\nSt.,\n\nPhiladelphia.\n\nJames Lane Pennypacker, A.B., '80, Harvard Coll.\nDirector of Christopher Sower Co., Educational Publishers, 614 Arch St., Philadelphia.\nJohn B. Alker.\n1892, Instructor in Woodworking. 17th and Wood Sts., Philadelphia; address, Box 151,\nNarberth, Montgomery Co.\nCharles H. Brelsford.\n1906, District Sup<\"rintendent of Schools. District No. 3, 2434 N. Broad St., Philadelphia.\nSmith Burnham, Ph.B., '92, A.M., '98, Albion Coll.\n1898, Professor of History, Stale Normal School, 143 E. Marshall St. West Chester.\n\n"}
{"page": 887, "printed_page": null, "text": "LIFE, ACTIVE, AN D CORRESPONDING MEMBERS\n\nPennsylvania]\n\n875\n\nrLNNSVI.VAMA—Co»i/inM*</\nlooi\n\nClifford B. Gosselley.\n1006,\n\nAssistant to Director. Head of Sihool (or Apprcnliccs\nTechnical Schools, Sthenlcy Park. Piltsbuntb.\n\nami Journeymen. Carneifie\n\nRussell H. Conweli.. LL.B.. '65, .\\ll>any I'niv.; LL.D., \"08, Temple Coll.\n1887, President ol The Temple College, aoao N. Broad ht., Philadelphia.\nMilton- C. Cooper. B.Sc '05. Temple Coll.\niQOO, ULstrict Superintendent of Schools, suo Oreen Si,, Phila Irlphia.\nA.SDREW Tiioupsuv DoiTiuTT, A. It., 'go, .\\.M.. '01, Ph D., LI..1)., '03. The Nat. I'niv.. Chicago.\n.\n\ni'risidcnl of ihc -Swctli-nliurg Correspondence L'ni\\-erNity;\nBank BuildiiiK. I'niontown.\n\nres..\n\nSit First National\n\nJohn Coulter Hm-KENBEHRv, \\.\\\\.. 'qo. Ind. Univ.; Ph.D. '06. I'niv. of Pa.\niQOi, Head of Dep;irtnient of I'sychnloKy and Pedagogy, Stale Normal School, California.\nAnderson H«\\t Hopkins, Ph.U., gj. Iniv. of Mich.\n1905,\n\nLibnirian of Carnegie Library ot Pittsburgh, Pittsburgh.\n\nV. K. Irvine, A.B.. 'qj. Coll. of N. J.\ni8g7, Princifial of High School,\n\nBox 173, Butler.\nEdith Mansfield, Grad.. '8s, Oswego Tr. Sch.; A.B., '03. Lehind Stanford Jr. I'niv.\n88s, Training Teacher, Stale Normal School, Indiana.\nJ. Irvis Robb.\niQOj, Professor of History and Economics, Northeast Manual Training School, Philadelphia;\nres., Bryn Mawr.\nSamvel .\\ndrews.\n1\n\n190J\n\ni8q9. Superintendent of Schools, 314 Stratford .\\ve., Pittsburgh.\nBesjami.v F. Battin, .\\.B., 'yj. Swarthmore Coll.; Ph.D., '00. Jena.\n1900, Professor of Iji-rinan, Swarthmore College, West House, Swarthmore.\nCharles S. Foos, .\\.M.\n1002, SujxTintendent of Schixils, 1518 Mineral Spring Road, Reading.\n\nR. H. HoLBROOK, Ph.D., '80, Nat. .Nor. L'niv.\nIn charge of S. S. High School, so S. Oakland Sq., Pittsburgh.\nJoseph Howerth, .-X.B., Cornell Univ.\n1902, Superintendent of Schools, 135 Church St., Shamokin.\n\nPaul Kreczpointner.\n1400, 3d Ave., .\\lloona.\n\nln>litule Ixrcturer,\n\nH. C. MISSIJIER,\n1890.\n\nAM.. ':j, Yale Coll.\nSuperintendent of Schools. Public library Building, Erie.\n\nGeorge Leslie Omwake, A.B., '08, .\\.M., '01, Ur>inu* Coll.; D.B., '01, Yale Univ.\nIQ03,\nJ.\n\nDean of Ursinus College, Collegevillc.\n\nMonroe Willard, Litt.D., 'o,j. Cent. Hi^h Sch., PhiUdelphia. Pa.\n1898,\n\nPrincip.1l of Philadelphia .Nt>rmal\n\nSchool (or Girls, 1301\n\nSpnng Garden St., Phila-\n\ndelphia.\n\n1903\n\nPh D\n\nUniv of Pa.\nA. Duncan Yocuil, Ph\nProfessor of Ped.igogy I'nivcrsilv of PennsylvanU. Philailelphia.\nAnna F^tella Acklin. A.B., 'W). A M. H.). Waym-sb.irg C..|t Ph D\nU'llkinOHirg.\nProfe»«>r of Kngli.'.h High .Sch.«)l. iii'i .Mill Si\nPh l>. '>n. \\V.»«ipr Univ.\nCharles C. Boyer, A.M., '88, Muhirn' r-^t\n\nDickinwm Coll\n\nB., '80,\n\n;\n\n,\n\n'oo,\n\n;\n\n.\n\nCM\n\ni8<>8.\n\nVice Princijfcil \"(\n\nIjm RA H. Carnki.l,\ni90<;.\n\n.\n\nNormal Sthool. Kut/lii«n.\n'll\n..\n......\n\nK\n\nA », IJit I),\n\nDean of the Ciillrii.\n\nIlie\n\n.\n\n'\n\n1 emiJe College. PhlladelpJiw.\n\nKditii H. Chapman, Ph. B.. 'oi. B«»»ton Univ.\n..\n•.\n.\no\nI'r.i. her in York Collrgialc Initlilule, j»j E. Poplar SI., ^ofk.\nl<fa^.\n\nOiiver P»»rv C\n\nUcnt\n\ni^,\n\n,\n\nHigh Sch, Phila<iel|ihiii; PhD, '90. Unlv\nSchoil*. Ogdcn .Schtail. nth and\n\nIaiii\nDavid A. Harmav\n\n,\n\n\\\n\nM\n\n„\n\nUn« A»r\n\n18HH,\n\n.\n\nPittU.urgh.\n\n,\n\ninut Si\n\n,\n\nSieeluio.\n\n1\n\nAODUtON L. JoNFH. A .M\n\nC E\n\n...\n\nr. M\n\nPr.\n\nHm».\n^^J^\n\nMran<lywlne\n\n,\n\nJtANNirrrF. Nf Eaton\ni^i. Vile i'rimirol of Belmar School. E. E.. Hermllate Si. and\n\nPaii a\n\nof Pa.\n\nof Public\n\n'^, Princeton Univ.\n,.,.,,,\nc\ni.\n1.\nli l\nInmruitor in P.ychology an.l Phil.»o|4iy, l^ehlgh I nWenity, S.iulh Bethlehem.\n\nWilliam Harper Daw,, A ll\n1904,\n\nnl\n\n,\n\n|ji(«>e1le toll\n\n'o».\n\n.Su|jerintcn.lmi of Public Sih.-.U. 3»\n\nJ*-\n\nChurch M\n\n.\n\n\\\\r*l\n\nI\n\nhr»icf,\n\nKarlvin.\nII/5J,\n\nManual Training. High S(h<»l. All'-nu.\n'qj. «>»wrlin Coll.\n«r>d B l>\n\\ li\n^i \\ M\n\nSujirrvivic of\n\nRrv. OficAR Scmlit/ Kmrnri\n\n.\n\nPrimijal ..(\nl„ E. McCiNMEa, AM\nl88J»,\n\nFRANK..N\n\n,\n\n'99\n\n;\n\n,1\n\n• l'eonU.urg\n\n!\n\nSoiirrinlen.1'\n\n'\n\n^\n\n\"^\n\n''\n\n'\n\n••\"\"no\n,\"„ N.^l s.hn.J.K«t«nwn.\n\n\\^»\\^^:^\\\n\nGardner Brucf. .Miih..», A\nSuiierinlrn.!'\n\nGroioe W Mwrf, am, I'. .\n\n;.\n<\n\n'\n\n;'\n\n\"\"\"•r. Munty\n\nSuperinten<lenl of thcMrt Cuuoly SKhuoJi. f^iUloun\n\n"}
{"page": 888, "printed_page": null, "text": "-\n\nNATIONAL EDUCATIONAL ASSOCIATION\n\n876\n\n[Pennsylvania\n\nPENNSYLVANIA—Cow/inuerf\n1903\n\nMabel H. Nissley, M.E., '96, Shippensburg St. Nor. Sch.\nSenate Library, Capitol, Harrisburg; home address, Hunimelstown.\nLouis Nusbaum, A.B., '93, Cent. High Sch., Philadelphia, Pa.; Ph.B., '99, 111. Wes. Univ.\nSupervising Principal of Horace Binney School, 141 7 N. 29th St., Philadelphia.\n\nGeorge W. Phillips, D.Sc, '99, Bucknell Univ.; A.B., '78, A.M., '81, Lafayette Coll.\n1902,\n\nSuperintendent of Schools, 1642 Sanderson Ave., Scranton.\n\nRoTHERMEL, A.B., '91, A.M., '93, Franklin and Marshall Coll.; Pd.D., '06, Dickinson Coll.\n1899, Principal of Keystone State Normal School, Kutztown.\nFlorence Rothermel, M.E., St. Nor. Sch., Kutztown. Pa.; A.B.. Dickinson Coll.\n1902, Teacher of Algebra, Keystone Slate Normal School, Kutztown.\n\nA. C.\n\nIsaac H. Russell, Ph.B., '86, Cornell Univ.\n1889, Principal of North East Boro Schools, North East.\nEdward Ry.vearsom, A.B., '93, A.M., '96, Ohio Wes. Univ.\n1902, Director of High Schools, 5608 Howe St., Pittsburgh.\nAlfred Newlin Seal, B.Sc, Ph.D., '95, Univ. of Pa.\n1899, Professor of Chemistry and Physics, Girard College, PhiLadelphia; 405 Wister St.,\n\nGermantown.\nEmily Juanita Shields, Grad., Indiana Nor. Sch., Pa.\nTeacher in Homewood Public Schools, 5471 Broad St., E. E., Pittsburgh.\n\nStephen G. Simpson, A.B., '96, .\\.M., '99, Lafayette Coll.\n1902, Head of English Department, High School, 219 S. loth St., Easton.\nA. G. C. Smith.\n1887,\n\nSuperintendent of County Public Schools,\n\nC. V. Smith, A.M., Franklin and Marshall Coll.\n1905. Principal of Kittanning .Academy;\n\nres.,\n\na E. Jefferson\n\nSt.,\n\nMedia.\n\n360 N. Jefferson St., Kittanning.\n\nSmith, Ph.D.\nTeacher in State Normal School, California.\nHarris Alvin Spotts, A.B., '04, Bucknell Univ.\n\nJ. B.\n\n1903,\n\nPrincipal of\n\nLycoming County Normal School, Muncy.\n\nFrancis J. Stein.\n1904,\n\nPrincipal of Stein Business College, Educational Author and Publisher, 2458 N. 31st\nSt., Philadelphia.\n\nLevi J. Ulmer, B.Sc, '02, Bucknell Univ.\n1903, Department of Science, High School, Cor. Parkwood and Mulberry Sts., Williams\nport.\n\nHomer J. Wightman.\n1905,\n\n1904\n\nSuperintendent of Schools, 804, 6th Ave., Altoona.\n\nDaniel Fleisher, A.B., '80, A.M., '83, Ph.D., '88, Pa. Coll.\nSuperintendent of Schools, 45\nJ.\n\nS.\n\n6th St., Columbia.\n\nKelso Green.\nSuperintendent of Schools of Cumberland County,\n\nno W. South St., Carlisle,\n\nBert M. I.e Suer.\n1906,\n\nDirector of Manual Training, Public Schools, Boys' High School, Reading.\n\nHervin Ulysses Roop, A.B., A.M., Ph.D., LL.D.\n1897, President of Lebanon Valley College, College Ave., Annville.\nJonas Elwood Wagner, B.Sc, '02, M.Sc, 'c;. Pa. State Coll.\n1905, Principal of High School, Penn St., Bellefonte.\nJ. Elwood Wherry, A.B., '01, Grove Citv Coll.; A.M., 'c;.\n1901, Principal of Public Schools and Township High School, Natrona.\nH. E. Winner, A.M., '04, Grove City Coll.\n1906,\n\nPrincipal of i6th\n\nWard Schools, 5208 Friendship Ave., Pittsburgh.\n\nHelen K. Yerkes.\nSupervising Principal, of George H. Thomas School, 1516 Willington St., Philadelphia.\n\n1905\n\nJennie M. Ackerman.\n1904,\n\nTeacher\n\nof\n\nMethods and Principal\n\nof\n\nModel\n\nSchool,\n\nNormal\n\nState\n\nSchool,\n\nIndiana.\nJ.\n\nC.\n\nArmstrong.\n\nPrincipal of Pittsburgh Academy, 5538 Black St., Pittsburgh.\nM. Berkey, -^.M., Pa. Coll.\nPrincipal of Oakland Sub-District Schools; res., 3442 Boquet St., Pittsburgh.\nJohn C. Bechtel.\n\nJ.\n\n1905,\n\nTeacher of Mathematics, Perkiomen Seminary, Clayton.\n\nNelson Peter Benson.\n1903,\n\nPrincipal of Schools, Au.stin.\n\nWilliam W. Birdsall, A.M., Earlham Coll.\nPrincipal of Philadelphia High School for Girls, T7th and Spring\ndelphia.\n\nGarden Sts., Phila-\n\nWilliam M. Bowen.\nPre.sident of Directors\n\n630 Madison\nWilliam D. Brightwei.l.\n1905,\n\nSt.,\n\nDepartment, State Educational Association of Pennsylvania,\n\nChester.\n\nSuperintendent of Schools, 805,\n\nnth St., New Brighton.\n\nGeoffrey Buckwalter.\n1896,\n\nSupervising Principal,\n\nPubUc Schools, 3d and Catherine Sts., Philadelphia.\n\n"}
{"page": 889, "printed_page": null, "text": "LIFE, ACTIVE, AND CORRESPONDING MEMBERS\n\nPennsylvanial\n\n87-\n\nPF.NNSYIA \\NIA-r<m/r»M<-</\n1Q05\n\nMay R. Carolaxd.\n\"' \"»\"\"'•' Schiwl. 314 i:arlh.ini Tcrr.iir. C.crmanK.wn\nPhuadrlphu.\nHamlis- E. Cogsweil. Mus.M.. '03. S>Tacusc Univ.\n1906. Director of Normal Omscrvalorv of Music. Imliana.\nT. S Davis.\n\\<yyi. Superinlcndent of Schoo's .if Ilbir County. R.F.D. No. i.\nAltui>na.\nWallace Peter Dick. .V.H.. A.M.. Unmn Lniv.\n1898. Profcs.'«)r of elrcrk and Latin. Slalc Normal Sihool, 419 \\. WaJnul Si. WcM\n^\".^•.\"j''1*^^ .'*''\"\"'\"'\n\nChester.\n\nWalton Jay Diethick. Ph B.. Lafawtie Coll.\nVice-Principal of Hiuh ihool. Jcrsi-y Shore.\n\nFbedebick E. Dowse-;. Ph.B.. Vi. A.M.. V>. IM.D.. 'o<;. Dickinson Coll.\n1905.\n\nSuperintendent of City Schools, 1811 \\. jd St.. Harrislmrs.\n04, New School of Methods. Boston. M.iss\nDirector of Music. 311 S. Gay St.. Phoenixville\n\nJosephine G. Di-ke. Grad..\n1906.\n\nPai'L Moore Dysart. B.Sc.. 94. WashinRton and Jefferson Coll.\n1895. Professor of Physics. Central High School, n^ Coltart Sq., PillsliurKh.\n\nElizabeth Troth Eck^rii.\nTeacher in Edward Gratz School, 1311 N. ijth St.. Philadelpliia.\n\n1904.\n\nThomas A. Edwards. .\\.B.. \"86, .\\..\\I., '89.\nProfessor of PcdaK'Vy and\nUniversity, Lewisburg.\n\nDean of Dcp.u1ment of Collene for Women. Biicknell\n\nEdward DoOLrrriE Fitch, M.D., '87. N. Y. Horn. Med. Coll.\n1898. In.structor in Algcbri, De Ljnccy School. Philadelphia: rc>.\nSarah H. Gilbert. M..Sc.. '81. St. Nor. Sch., Millersvillc. Pa.\n1881. Teacher in Slate Normal School. Millersville.\nKONALD p. Gleason, B.Sc., '87, Worcester Polv. Inst.\n\n1\n\nS. ()li\\r St.,\n\nMediA.\n\nPrincipal of Technical High !>chool, 947 Clay Kvt.. Scranlon.\n\nCaroline Hadlev.\nSwarthmorc,\nS.\n\nH. Hadlev, A.B.. '98. Gro\\-c City Coll.\n1902,\n\nSuperintendent of Public .'nhooK, 9 F.lm St., Sharon.\n\nD. S. Harti.ine, A.B.. •97. A.M\n1897,\n\n00.\n\nI\n\n.ifayrtic Coll.\n\nHead of I)c|>artment of UioloKy, State N-Tmil S.li,..|\n\nBl<«imsbur|{.\n\nMary L. Hess, B.L.. '9$. Allentown Coll.\nTeacher in 'Grammar School. Hellcrtown\n\nAM\n\n\"oo. Alleghmv Coll.\nA. D. HoRTON. A.B.. '98.\ni'/03. Superintendent of Public Sihools.\n\nJ.\n\n.\n\nNew Krnvngton.\n\nM. Hlmphries. Litt.B.. \"83. Cornell Univ.\n1904.\n\nSupenisintc Principal of Public School*. 310 York .\\\\t.. Towuida.\n\nMargaret L. Himphrevillf..\n1905,\n\nSupervisor of Mu.mc, Public Sch<»l*. }3i\n\n.\\s<iistant\n\nW. Mne St.. Laoc«sler.\n\nHerman T. Jones.\n1905.\n\nEr.vest B. K.r.NT\n1904,\n\nSuperintendent of Schools of Cambria County, Ebrnsliurii.\nPh.D.. Columbia Univ.\nDirector uf U'Nai B'rith Manual Training 5«cImoI, 410 Chriiiian St.. PhiLuielphia.\n\nOtis A. Kii.b<»lrn.\n899,\nJ.\n\nSu|irrintenilent of Schools of Potter County. Coudrraimrl.\n\nHoRAfK Landis. a W\n\nUniri'ti\n\n'.,1\n\nUf-.II\n\n,,\n\n^N:-\n\nl<>04.\n\n.,|^,„„„yl\",,_^ J^J ||„„,|,,,„ V,,\n\n«^-,,j^^,„,^\n\nROBILRT E. I.ARAU\n\nSami-KL\n\nMrCfNE I.lNsiuY. PI.\nPriifrMor of\n,.t\n\nI\n\n.1...\n\n»i »'«\nPh I) 'g» Hallr\nrrMlv of Penniylvania. and (k^oA)\n.\n\n\"^^\n\niltg6,\n\nJmrpti\n\nI\n\n-••rr. Pa,\n'\n\nI\n\nIjriNf.rsK ».j\n\n1\n\n.\n\ni7»o Arch Si.. Ptiilailrlphla.\n\n'\n\n'\n\nFiANrW Svi\nt,,\n\nIntliluir,\n\nIMM.\n\nPrimiiul of Crnlral Hijih .S(h>iol. Mayluan\n\"\n'\"\" -\n\n^^\n\nK.\n\nMemirr <•( IWtard\n\n,\n\nSusan C. \\xtw.z, M\n\nAbram S.\n\n.\n\n....\n\n,\n\nI'i'i\n\n;..'\n\n!\n\n..:nrt.< (.\n\nI\n\n1\n\nw\n\n<\n\niiii;'i\n\nii. •\n\nI\n\niin-.i.ii.\n\nifs\n\nri) »\n\n.S\n\n.\n\ni\\ m.insliin\n\nA«r..\n\nS< t.inl'ifl.\n\nJaUIh H.\n\n.M. Krr\n\nigoi.\n\n\\l I'\n\n.,.-\n\nVu\\-.\n\n.f\n\nP.\n'n»o4) Clinical Pn>(rMi« ol\nlrMr« III Pnlraltlt*. (trnrral\n\nrI'\n\nJohn I^ MrvRR. AH.\n\n01.\n\nA .M\n\nV'.\n\nUUifHi V.iU, i.j;\n\nTeachrr at (>cran|aifi. N\n\n]\n\n.\n\nh<imr a<t<lrrM\n\nK V U\n\n.\n\n1.\n\nKlmer K. MtriirNr«.\ntH97.\n\nSu|irrvi«in( Principal of llayutl Ttyior Schogl. J71* N.\n\nClARASA a. MoffATT\n1905.\n\n...... ^\n\n.\n\nTeacher in PuWk VbcwJ*. Plll*liur<; rra\n\n.\n\nAnn«illr\n\niMh Si.. rtiiU<lrlphU.\n\n.\n.\n»..\nM-r-i ,\ngii North Aw., W illtinUMjrf.\n\n"}
{"page": 890, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n878\n\n[Penasylvania\n\nPENNSYLVANIA—Co«/JM«ei\n1905\n\nI.\n\nN. Moore, A.M.\n\n1002, Vice-Principal of State Normal School, Slippery Rock.\nErnest Clapp Noyes, A.B., '98, Yale Univ.; .\\.M., '00, Harvard Univ.\n1906, Department of English, Fifth AvenueHigh School; res.. 6015 Stanton Ave., Pittsburgh.\nH. A. Oday, Ph.B.\n1902,\n\nPrincipal of Schools, Honesdale.\n\nJames Joseph Palmer, A.B., '99, .Allegheny Coll.\n190S, Borough Superintendent of Schools, 147 Plum St., Greenville.\nGrace H. Redfearn.\nTeacher in Public Schools, 2 114 N. 28th St., Philadelphia.\n\nMrs. Amanda Rixstine, Grad., St. Nor. Sch., Kutztown, Pa., and Neff Coll. of Oratory, Combs Coll.\nof Music.\nTeacher in Public School, Schuykill Township, 1039 Charlestown .\\ve., Phoenixville.\n\nFred W. Robbins, Ph.B., Bucknell Univ.\n1900,\nS. Janet\n\nSuperintendent of Public Schools, 224 S. High St., Bethlehem.\n\nSayward.\n1892,\n\nPrincipal of Miss Sayward's School, Philadelphia;\n\nres., Overbrook.\n\nCharlotte S. Schmerker.\n1904,\n\nSupervisor of Drawing, Public Schools, 396 Union St., Allentown.\n\nMary E. Severs.\nTeacher in Public Schools, 2348 N. 29th St., Philadelphia.\n\nRobert Barclay Spicer, A.B., '90, Swarthmore Coll.\n1905,\n\nSujjerintendent of Friends' Schools in Pennsylvania, New Jersey, and Delaware;\n140 N. isth St., Philadelphia.\n\nres.,\n\nLaura B. Stalky.\n1897, Director of Music, Lower Merion District, Ardmore.\nFoster H. Starkey, .^.B., '92, Harvard Univ.; A.M., '94, Bucknell Univ.\n1897, \\'ice-Principal and Professor of Latin, State Normal School, West Chester.\nWilliam Sherman Steele, A.M., Hamilton Coll.; LL.B., Univ. of Mich.\n1905, Principal of High School, 1622 State St., Harrisburg.\nReed B. Teitrick, A.M., '01, Grove City Coll.\n1896, Superintendent of County Schools, Brookville.\nMrs. Mary E. Van Wagonen.\n\n1889,\n\nSupervisor of Drawing, Public Schools, 153 N. Craig St., Pittsburgh.\n\nGeorge Wheeler, B.Sc, '05, Temple Coll.\n1906,\n\nDistrict Superintendent of Schools, 3206 Columbia Ave., Philadelphia.\n\nW. F. Wilkinson, A.B., '93, A.^L, '96, Princeton Univ.\n1898, Department of Mathematics, State Normal School, Clarion.\nJames D. Woodring, A.M., '81, Muhlenburg Coll.; D.D., '02, Central Pa. Coll.\nJ.\n\n1902,\n\n1906\n\nPresident of .AJbright College, Myerstown.\n\nJames T. Young, Ph.D., '95, Halle, Germany.\nDirector of Wharton School of Finance and Commerce, University of Pennsylvania,\nLogan Hall, Philadelphia.\nRobert T. Adams, A.B., A.M., Allegheny Coll.\n1899,\n\nSuperintendent of Schools, 437 Chestnut St., Lebanon.\n\nJames L. Allison.\n1902,\n'^\n\nSuperintendent of Schools, 1320 Wood St., Wilkinsburg.\n\nJames E. Ament, LL.D., '06, Kentucky Univ.\n1906, Principal of State Normal School, Indiana.\nS. S. Baker, B.Sc, '92, Washington and Jefferson Coll.\n1905,\n\nPrincipal of St. Clair Schools;\n\nres.,\n\n531 Neville St.. E. E., Pittsburgh.\n\nBird T. Baldwin, B.Sc, '00, Swarthmore Coll.; A.M., '03. Ph.D., '05. Harvard Univ.\n1905, Professor of Psychology and Education. West Chester State Normal School, and(i9o6)\nLecturer in Psychology and Education, Swarthmore College; res.. West Chester.\nJames J. Bevan, M.Sc, '96 St. Nor. Sch., West Chester, Pa.\n1905, Superintendent of Schools of Carbon County, 68V Broadway, Mauch Chunk.\nWilliam W. Brown.\nDistrict Superintendent of Schools, 1215 Erie Ave, Philadelphia.\nJ. W. Cooper, M.S., '84, St. Nor. Sch., Millersville, Pa.\nSuperintendent of Public Schools, 34 N. Jardin St.. Shenandoah.\n\nWilliam W. Cottingiiam, LL.D., '00 Lafayette Coll.\n1853,\n\nSuperintendent of City Schools, 49 S. 2d St., Easton.\n\nFrancis R. Coyne.\n1905, Borough Superintendent of Schools, Old Forge.\nSara E. Croner.\n1904, Assistant Principal of Mt. Washington Schools; res., 204 Merrimac St., Pittsliurgh\nM. W. Cumminos.\n1903, Superintendent of Schools, Susquehanna St., Olyphant.\n\nSamuel H. Dean.\n1892,\n\nSuperintendent of Schools, Mt. Carmel.\n\nG. Dell, M.E., '04. Juanita Coll.\nSuperintendent of Huntingdon County Schools, 1131 Moore St., Huntingdon.\nWerner E. De Turck, A.B., '05, Franklin and Marshall Coll.\nin Latin and French, Keystone State Normal School, Kutztown.\nInstructor\n1905,\nJ.\n\n"}
{"page": 891, "printed_page": null, "text": ".\n\nLIFE, ACTIVE, A\\D CORRESPONDING MEMBERS\n\nPennsylvania]\n\n87Q\n\nPENNSYLVANIA—Con/inKfi\n1006\n\nRobert F. DirriiBrRN.\nSuperintendent of Public Schools. Pam.iqua.\n\\V.\n\n\\. Ehrhakt.\n\nMahanoy .Xx-e., Mahanoy City.\n\nSuperintendent o( Schools. 30 E.\n\ni8g6.\n\nWilliam C.\n\nE.stler. Gi^d.. '70. St. Nor, Sch.. Millcrs\\ille. Pa.\n1880. Borough Superintendent of Schools. 3d and Spruce Sts.. Xo.\n\n107. .Mhland.\n\nWilliam W. Evass.\nCounty Superintendent of Schools 401 Iron St.. BloomshurK.\n\n1005.\n\nJoseph\nA.\n\nI).\n\nB. Ciabrio.\n1899. Superintendent of Hazle\n\nDeputy State Superintendent of Public Instruction. Box J48. Harrisburg.\n\n1Q06.\nI'rie\n\nTownship Schools. 140 W. Broad St.. Hazlelon.\n\nGlenn.\n\nLee Gohdv. .\\ B.. '04. .A.M..\n\n07. W;ushini{ton Coll.\n\nSuperintendent of Schoob. 300 Kerry St.. Danville.\n\niQOi.\n\nClyde R. Green. ME.. 'oS. St. Nor. Sih.. Slipperv R<xk. Pa\n\nPh B..\n\n;\n\noj. Gro\\-e City Coll.\n\nSuperintendent of Schools. 1710. 41b .Ave.. New Brighton.\n\n1906,\n\nC. F. Hoban, A.m.. 06, Nat. St. Mary's Coll.\n1Q03, Superintendent of Schools, 506 Dudley St.,\n\nDunmore.\n\nAnna Hvle. Grad.. '00. Kindernarten Coll.\nTeacher in Orphan School, Box 339. Butler.\nElmer A. Jacoby. .\\.B.. 'o,>;. A M.. '00. Ivchiuh Cniv.\ni8i>g. Head of Department of Mathematics, and (1904) Vice-Principal of\n1905.\n\nPerkioroen\n\nSeminary. Pennsliurg.\n\nFrank H. Jakvis.\nSuperintendent of Common Schools. Wyoming Co., Slocum St., Tunkhannock.\nSara Etta Johnston. .A.B.. '94. .\\..M.. '9<;. Wc-simin.stcr Coll.\n1901, Assistant Principal <.f Moni-ssen High Sch(x>l, 660 McKee .\\ve., Monessrn.\nFrank Koehler, M.E., '97. Keystone St. Nor. Sth.; A.M., \"oj. Crsinus Coll.\n1905.\n\nSu|x;rintcndent of Sch.iols of Monrix- Co., Gilbert, Ex. (Jilice. Wei\\sfort\n\nAmos E. Rravbill. Pd B.. '04. St\n\n.Vor Sih\nMillersville. Pa.; .\\.B.. '04. Franklin\noi;\nColl\nH.irv.ird Cniv\n.M\nPrincipjil of Bo\\-s' High School; res.. S34 W. James St.. Lancaster.\n\nA\n\n;\n\nJ906,\n\nand\n\nMarshall\n\n.\n\nElmer E. Kintz. A.B., '97 AM.. 98. Dirkin.son Coll.\n1905.\n\nSuperintendent of Iiorou;{h Schools. E. Patterson St.. LansfurJ.\n\nIxxk Haxrn. Pa.\nSt. .Nor. .S<h\n/Vssistant in BclU-fonte High School. .Milesburg.\n\nElla Levy, .M.E.. '89\n1894,\n\nM. J. Lloyd, M. E.. '87. St. Nor. Sch\n1903.\n\n.\n\nMansl\"ield. Pa.\n\nSuperintendent of Schools. Taylor.\n\nCha.s. Lose, A..M.. '90. Bucknell Cniv.\nSuperintendent of School*, J15 E. 3d St., Williamspart.\n\nSarah Xixon Lowrv.\n1890,\n\nTeathcr in John S Hart Scho>)l, and (19X1) Suiiervlting Priii>i|ul.\nCumlx-rland Si Philadelphia.\n\nThomas S March. Ph I)\n1904.\n\nLafayetir Coll\nSuijerintendcnt of .SihooU.\n\n194; E.\n\nres..\n\n.\n\nMaple .\\\\t., GrcenslNirg.\n\n.N.\n\nBlamiie H. McCann.\nWashington SchuuU. 109 .Amalirll .S( Pilt>burgh.\nWilliam Dwioht M< Fari.anij. AM., '89. Ph I) '90 Brilevue Coll Cniv of Veljr\n1902, Head of Academical l)e|uninenl. High Sih<ii>l; rrt 6814 Krankulown .\\\\x., Pittt1905.\n\nAssistant Principal nf Ml.\n\n.\n\n.\n\n.\n\nburgh.\nJ.\n\n.M.\n\nM< LAfOHLi.v. B.Sc.. 'oo, Mt. Cnion C.ll\n\n1905, Teacher of Science South High .School\n.Mary V. .MrRKvNoLDs.\n1895.\n\nStenographer\nSt\n\nJohn D. Mresr..\ni,>t94,\n\n(I\n\nin\n\nI'llliliunih\n\nVV\n\nStale\n\nI\n\nII\n\nFranklin and Matntull Ci>ll.\n\\i\n.'tmrnt of Kngli«h S>uihwr*trm .Stale .\\<innal Schoul. Lack Ikit 10*.\n.\n\n'91.\n\n.Ull' nii.i\n\nMaldr E. Milhollanp\n190s,\n\nami Itair*\n\n.rM^Illrg.\n\\\n\ni\n\ncor. .Mi Kre Placr\n\nDr[nnmrnl of i>ublic Inslruilion of Penntylvania. >oi\n\nA*MMant\n\nPrinii|ul ol .Mi\n\nWoahtngloa School,\n\nm\n\n,\n\n71A (jfaod\n\nMp« Aw\n\n,\n\nPittt\n\ntxirgh\n\nJohn Morrow\nStif^rinirn !rnt of\n\nJamim N. Mlir, I'\n\nPuldk Scboub, lioi 177, Allrgltrn)\n\n\"< '**\n\nigo{.\n\n•(\n\n.\n\n.\n\nPublic S(hiii4t, 40A Haynr* Si\n\nGravt .Nod-\n\nup A«v\n\nH. V N'VHA\n\nSi\nI<\n\nM\n\nK\n\nPrA«M,N A »\n\nigo4.\n\n91\n\n\\\n\n,\n\nBullaki,\n\nK'KhcMrr\n\nft\n\nLirnir\"**\n\n\"»i\n\nPilKijumh Hallway.\n\n,. „\nc\ni.\n./ihmorr (nllrtr. Vwanhnxirr\n\nI\n\nv4\n\n'\n\n»;''.\"\n\n'\"\"•\"'•'•,\nf InlvrrMiy\nc\nPrnnsytrania, rv* 4411 „\nSanttiin M\n\ni«ir of I'.ngUth.\n\n\\\nJ\n\nr A\n\nM\n\n\\\n\ntQoi. I'f.(< i-r (\n\nAanivR HoawiM\n\nJohnKown\n\n-srwiaici T)i«n%hip. (ilrnMoii\n\nCntiut.r. I>\n\npAti.\n\n.\n\nllradduck\n\n,\n\n...^\n\nof\n\n..\n\n.\n\n,\n\n,\n\n,\n\n"}
{"page": 892, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n88o\n\n[Pennsylvania\n\nPENNSYLVANIA— Cow/t»Me<i\n1906\n\nS.\n\nH. Replogle.\n1906,\n\nPrincipal of Central Grammar School;\n\nres.,\n\n2000, 2d Ave., Altoona.\n\nW. L. Rutherford.\n1005,\n\nInstructor in History, High School, 612 McKee Av., Monessen.\n\nA.ARON Reist Rutt, A.B., '03, A.M., '96. Pa. Coll.\n1905,\n\nSuperintendent of Lower Marion Pubhc School, Ardmore.\n\nELiz.'iBETH R. Seed.\n1904, Teacher of Draviring. 27 Natchez St., Pittsburgh.\n\nLivingston Seltzer.\nSuperintendent of Schuylkill County Schools, Pottsville.\n\nDavid M. Sensenig. M.Sc, '72, St. Nor. Sch., Millersville. Pa.\nProfessor of Mathematics, State Normal School, West Chester.\nRobert C. Shaw, A.B.. A.M., Washington and Jefferson Coll.\n1905,\n\nSuperintendent of Schools of Westmoreland County, Greensburg.\n\nIda M. Slater.\n1895,\n\nTeacher in Public Schools, 218 Virginia Ave., Pittsburgh.\n\nCharles W. Stine.\n1906,\nJ. C. Taylor.\n\n1893,\n\nSuperintendent of Schools, York Co. Court House, York.\n\nSuperintendent of Schools of Lackawanna Co., 1660 Capouse Ave., Scranton.\n\nW. E. Tobias, B.E., '89, M.E., Cent. St. Nor. Sch., Pa.\n1905,\n\nSuperintendent of Schools of Clearfield County, Clearfield.\n\nHomer K. Underwood, A.B., '99, Washington and Jefferson Coll.;\n1901,\n\nPrincipal of High School;\n\nres.,\n\nA.M.,\n\n'01,\n\nYale Univ.\n\n707 Beaver St., Sewickley.\n\nWillis Y. Welch.\n1899. Department of Science, Clarion State Normal School, Clarion.\nSamuel S. Willard, A.B., '76, A.M., '79. Pennsylvania Coll.\n1906, Superintendent of Schools of Perry County, New Bloomfield.\nWilliam A. Wilson, A.B.. '87, A.M., '94, Colgate Univ.\nJ905, Superintendent of Schools. 642 Broadway, Milton.\nClinton Rogers Woodruff, A.B.. '86, Philadelphia H. S.; Ph.B., '89, LL.B., '92, Univ. of Pa.\nNorth American Building Philadelphia.\n1907\n\nAlicia M. Zierdan.\n1906, Pennsylvania State Museum, Harrisburg.\n\nMary S. Zane.\n1901, Head teacher in Home for Deaf Children, Belmont and Monument Avts., Philadelphi>-'.\n\ninstitutions\nlife director\n\n1879\n\nTeachers' Institute of the City of Philadelphia.\nPresident, William H. Samuel, 2505 N. 12th St;\nS. i6th St., Philadelphia.\n\nSecretary,\n\nMary A. Wallace, 913\n\nactive members\n1897\n\nThe Free Library of Philadelphia.\nLibrarian, John Thomson, 1217-1221 Chestnut St., Philadelphia.\nFirst Pennsylvania State Normal School, Millersville.\nPrincipal, Eliphalet\n\nOram Lyte, Millersville.\n\nState Normal School Library, Mansfield.\n\nAndrew Thomas Smith, Mansfield.\nKeystone Literary Society of the Keystone State Normal School.\nLibrarian, W. W. Deatrick, Kutztown.\nPhilomathean Literary Society, Keystone State Normal School.\nPrincipal,\n\n1898\n\nKutztown.\nUniversity of Pennsylvania, Library.\nProvost, Charles C. Harrison; Librarian, Morris Jastrow, Jr., Philadelphia.\n\n1899\n\nAi.toona Mechanics' Library and Reading Room Association.\nChairman of Library Committee, Charles B. Dudley;\n\nLibrarian, Elizabeth\n\nL.\n\nSnyder, Altoona.\n\nDryn Mawr College.\nPresident, Miss M. Carey Thomas; Librarian, Isadora Gilbert Mudge, Bryn\n\nMawr,\n\nCarnegie Library of Pittsburgh.\nLibrarian, .\\nderson H. Hopkins, Schenley Park, Pittsburgh.\n\nDickinson College.\nPresident, George Edward Reed, Carlisle.\n\nIndiana Normal School of Pennsylvania.\nPrincipal, James E. Ament; Librarian, Mrs. Walter Mitchell, Indiana.\n\nLehigh University.\nPresident, Henry S. Drinker, South Bethlehem.\n\nScranton Public Library.\nLibrarian, Henry J. Carr, Scranton.\n\nSouthwestern State Normal School, California.\nPrincipal, Theodore B. Noss; Librarian, .^nna M. Shutterly, California.\nPedagogical Library, Board of Public Education, Department of Superintendence.\nSuperintendent, M. G. Brumbaugh; Librarian, Lillian lone MacDowell, Philadelphia.\n\n"}
{"page": 893, "printed_page": null, "text": "t'cnnsylvania]\n\nAXD CORRESPOXDIXG MEMBERS\n\nLI FE, ACTI VE,\n\nS8i\n\nPEKNSYIA AMA—<:>n/i«i«^(/\niQoo\niQoi\n\nThe Pexnsylvanu State Collece.\nActing President. James A. Rc.iver; Lihrari.in Krwin W. Kunklr. Stale CnlleRc.\nCarsecie Free Library or Allegheny.\nlibrarian. Edward Ernest Eggers, .Mlegheny.\nPen^nsvlvania State Library.\nState Librarian, Thomas L. NfontRomery, Harrisburg.\n\nWaysesburg College.\n.\\ctinK President. J. F. Bucher;\n\ntool\n\nlibrarian, Delia Hart Huiher. VVaynesburg.\n\nCarsecie Free Library or Braddook.\nLibrarian, George H. I.imb, Braddock.\n\nCarnegie Public Library or BRAiiroRD.\nPresident of Board of Man.igcrs. R. B. Stone; Librarian. SuMn L. Sherm.in. Bra Iford.\n\nSwarthmore College Library.\nPresident. Josi-ph Swain;\n\n1003\n\nLibrarian. John Russ<'ll Mayes. Swarlhnmre.\n\nErie Pvblic Library.\nLibrarian. Jean .\\. Hard, Eric.\n\nMercantile Library Company.\nlolh aUivc Cheslnul St..\n\nlibrarian, T. Wilson Medley.\n\nPresident. John F. Ix-wis;\nPhiladelphia.\n\n1005\n\nBayard Taylor 55rHooL. PuiLAnELpiiiA.\nPrindp.Tl, Elmer E. .\\lithener. R.andolph al)ovc Venango St., Philadelphia\n\nJohn F. HARTRANrr School. PniLAi)K.LrniA.\n\nEmma R. Wilson, 7th St. and Boston .\\vv., Philadelphia.\n\nPrincipal.\n\nJohn Lartain SrH(X)L Phiiadelphia.\nPrindixil, .\\nnic S. Jones, 31st and Oxford St.s., Phil.tdclphi...\n\nJoseph Leidy Co%fniNED School, Philapelphia.\nPrindpal, Margaret Robinson, 4iii and Thompson Sts., Philadelphia.\n\nJoseph Singerly Schckil, Philadelphia.\nPrincip;il, W. W. Brown, ud and Rcrks Sts.. Philadelphia.\n\nMinnie Mtrdock Kenoricic School, West Phh.ai>elphia.\nSupcr^isinK Prinii|).d. Laura J. .Vshnmre. 3Hthand Powelton .\\\\t.. West Philailelphia.\n;g.\n\nW. Baldwin School. Piiii adelphia.\nPrindiKil.\n\nMartha M. Dunn, lOth and Porter St»., Philadelphia.\n\n.Vewtos Girls School. Philadelphia.\nPrindpal, Sarah E. Bradshaw, 38th and S|irutr Sts., Philadelphia.\nPa.<m-hallville School, Phhadelphia.\nPrindixil. Cornelius J. Walter, Woodland Ave. and roth St., PhiladelphU.\n\nRUTLEDGE S<-HOOL, PHILADELPHIA.\nPrinci|i,il.\n\nMarrivm Walton, 7lh and .N'orris Sl<«., Philadel|ihia.\n\nWestern L'niversity of Pennsylvania.\nChancellor. Rev. S. B. .NfcCormicl; librarian, Catherine KiMon. .MIegheny.\n\n1906\n\nBlRWINGHAM SirB-D|STRI<-r S< HOOL, PrrTSBIII<;H.\nPrin(i|>al.\n\nMargaret .M. Miller, S. ijth St., Pittalmrgh\n\nMowestead.\nIjbran.tn. W. F. Stcvciw. Momrrtead.\n\nCarnegie Library\nCr.NT«AL State\n\n.\n\nNormal S< ikiol.\nPrinciixd. J. R. Flitkingrr. Lock\n\nMawn.\n\nColfax Sub-Dlstrut .S<h'kil, PirrsnrRi.it.\nrrw. S<ilway and Wighlman St.. Pittnliurgh.\nPrincipal. .Margaret A\nCl'MBKRLAND VaLLEV StATE .S<illMAI S< H\"NiI LiniAtV\nI\n\n.\n\nActing Princi|xil. William .M. Rife. Shippenaburg\n\nCiEWKVA CoLLKCE, LlBRARV.\n\nPrcaidcnt, W. P. Johnalun; Librarian, (•mrgf Kenne.lv, Beaver\n\nHancock .School Facli.ty. Prrriiift.,H.\n^ .\nPrinuiul. Kate A Barry W.l«lrr and 7«h A*t\nPitism\n<.M\nSlh\nDlsT»l<T\nOaKIASO\nHOLMM ScHO<iL.\nAaautant Printi|Ml. D A Brown. Piiiiburgh.\n\nHomtwoon Su»DiiT«iCT SciirH.i.\nPrinciinl. C. M\n\n'\n\nLtNCOLM SC« DlHTau-t V Hf*il\nPrindtul.\n\nL\n\nPrimtfA*\n\n)\n\nPitltliurgh.\n\nMamtllnn and I^ng Atr«\n\nSnndflTM*. SwMilirlar S(\n\nMr. Albiox Sni'^\n\n....\n.\n\nrittaiHiigh.\n\n.\n\nPiiidHirgh.\n\nfr.wirH. McCaivlle-\n\nButlrt St\n\nS.hoi.1.\n\n..\n\nK0BTII SmooL, PnT»BfR<»ii.\n^.\n...\n,\n,\nPrandial. G. M. Parkw. c»if t>ur]imnr Way aivl mh M\nPen?«vi.vaki» Statt Mi^riM\nI)irr<i>* ••{\n\nLiliraflan.\n\n.\n\nHarrialnirg\nMuwum. TVimaa L M<i«itom\"* „\n\npHOE.HixvaLr PiBMc Liiii*»v\n\nall*.\n\n.,..«,...\nrtmrt Sfhmil, Piltalnirgh.\n\nI\n\nA\n\n.\n\npirT»«t»..H\n\n'\n\nI-\n\n....\n\n.\n\n,\n\n^\n\n,^\n\n,\n\n^„\n\nAlmlra Pennyjiatkrr. iTKirnJtvilk.\n\n,\n\naixl\n\n.....\nPlitalMnih.\n\nMcCandlrM\n•\n\n"}
{"page": 894, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n882\n\n[Rhode Island\n\nPENNSYLVANIA—CoM/j»Mcd\n1906\n\nClair Sub-District Schools, Pittsburgh.\nPrincipal, S. S. I5aker, Bane Building, Fernleaf St.. Pittsburgh\nState Normal School. Bloomsburg.\nPrincipal, D. J. Waller, Bloomsburg.\nState Norm.al School, Edinboro.\nPrincipal, John F. Bigler; Librarian, Miss Annie L. Wilson, Edinboro\nState Normal School. West Chester,\nPrincipal G. M. Philips, West Chester.\n\nSt.\n\nRHODE ISLAND\nLIFE DIRECTOR\n1882\n\nThomas Williams Bicknell, A.M., '60, Brown Univ., '78, Amherst Coll.; LL.D., '84, Drury Coll.\nAuthor, Editor, Publisher, and Manufacturer, 254 Pleasant St., Providence.\n\ni8g2\n\n1894\n\nACTIVE MEMBERS\nGeorge Everett Church, A.B., '72, A.M., '78, Amherst Coll.\n1889, Principal of Peace Street Grammar School, 43 Adelaide Ave., Providence.\nWalter Ballou Jacobs, A.B., '82, A.M., '85, Brown Univ.\n1895,\n\nProfessor of Theory and Practice of Education,\nSt., Providence.\n\nBrown University, res., 310 Olney\n\nAbby Lillian Marlatt, B.Sc, '88, M.Sc, '90, State Agri. Coll., Kans.\n1896\n\n1894, Department of Household Economics, Technical High School, Providence.\nVictor Frazee, A.B., '89, Dalhousie Coll., N. S.; A.M., '02, Brown Univ.\n1905, Principal of Manton Avenue Grammar School, Providence; res.. East Greenwich.\n\nMrs. Ella M. Pierce.\n1902,\n\nPrincipal of Webster Avenue Training School, 194 Daboll St., Providence.\n\nBessie M. Scholfield.\n1902,\n\n1898\n\n1899\n\nDirector of Kindergartens and Schools for Feeble-Minded Children, 190 Knight St.,\nProvidence.\n\nDavid Webster Hoyt, A.M., '72, Brown Univ.; '61, Middlebury Coll.\n1S64, Principal of English High School, 40 Humboldt Ave., Providence.\nSarah Dyer Barnes.\n1902,\n\nAssistant Superintendent of Schools, Providence; res., Manton.\n\nWalter E. Ranger, A.B., '79. A.M., '83. Bates Coll. and '04. Univ. of Vt.\n190.S,\n\n1900\n\n1902,\n\n1901\n\nWilliam H.\n\nP.\n\n1899,\n\n1903\n\nState Commissioner of Public Schools, State House, Providence.\n\nElla L. Sweeney.\nAssistant Superintendent of Schools, 32 Summer St., Providence.\n\nFaunce, .A.B., '80, A.M., 'S3, D.D., '05, Brown Univ.; '01, Yale\nHarvard Univ.; LL.D., '04, Baylor Univ.; and '06, Univ. of Ala.\n\nUniv.; '03,\n\nPresident of Brown University, Providence.\n\nCharles Edward Dennis, Jr., .\\.B., '88, A.M., '90, Ph.D., '95, Brown Univ.\n1901, Principal of the Hope Street English and Classical High School, 114 Taber Ave.,\nProvidence.\n\nWilliam Holden Eddy, A.B., '92, A.M., '93, Ph.D., '99, Brown Univ.\n1905,\n\nPrincipal of Messer Street Grammar School, 666 Angell St., Providence.\n\nHerbert W. Lull, A.B., '74, Harvard Univ.\n1900,\n\nSuperintendent of Schools, 35 Powel Ave., Newport.\n\nWalter H. Small, A.B., '78, .VM., '82, Dartmouth Coll.\n1902,\n\n1903\n\nSuperintendent of Schools, 42 Adelphi Ave., Providence.\n\nDaniel Alva Crandall, A.B., '03, Alfred Univ.\n1906, Principal of High School, Wapping, Conn.; res., Rockville.\nFrank O. Draper, A.B., '86, .\\.M., '89. Brown Univ.\n1906, Superintendent of Public Schools, 204 High St., Pawtuckct.\nC. Edward Fisher, A.B., '98, St. Lawrence Univ.\n1903,\n\nDepartment\nSchool;\n\nof\n\nres.,\n\nMathematics and Mathematical Sciences, Rhode Island Normal\n232 Pleasant Street, Providence.\n\nMarion D. Fulton, A.B., '85, A.M., '08, Evving Coll.\n190S,\n\nEastern Representative\nProvidence.\n\nof\n\nPowers\n\n& Lyons Publishing Co., 36 Division\n\nCharles I. Gates, A.B.,'99, A.M., '06, Brown Univ.\n1899,\n\nPrincipal of Pleasant Street School, 5 Jay Street, Westerly.\n\nWilliam H. Holmes, Jr., A.B., 97, Colby Coll.\nSuperintendent of Schools, Westerly.\n\nLyman G. Horton.\n1903,\n\nPrincipal of the East Greenwich Academy, Pence St., East Greenwich.\n\nNathan Gardner Kingsley.\nPrincipal of Doyle Avenue Grammar School, 605 Hope St., Pro\\'idence.\nWendell .\\. Mowry, A.B., '93, .\\.M., '94, Brown Univ.\n1803,\n1898,\n\nSuperintendent of Schools, 51 Illinois St., Central Falls.\n\nKath.\\rine Upham Peirce, A.B., '89, Vassar Coll.\n1898, Teacher in English High School, 125 E. Manning St., Providence.\nLeroy G. Staples, .^.B., '00, Bates Coll.\nSuperintendent of Schools, Town of Burrillville;\n190S\n\nres.,\n\nPascoag.\n\nIsaac O. Winslow, A.M., '81. Brown Univ.\n1899,\n\nPrincipal of Grammar School, 50 Elton St., Providence,\n\nSt.,\n\n"}
{"page": 895, "printed_page": null, "text": "South DakouJ\n\nLIFE, ACTIVE, AND CORRESPONDING MEMBERS\n\n88?\n\nKHUDE ISI_\\\\D—C<m/m«rc/\nINSTItrTIONS\n1897\n\nRhodk Islaxd N'ohm\\l Schijol.\nI'rincipal, Charles S. Chapin; Librarian,\n\n1890\n\nMary K. Makr|>racr, I'ruvidence.\n\nHarris Isstitlte Library.\nUhrarian, Miss Ama Ilowarl Ward, WtHm.vjckct.\n\n1031\n\nBrown Universptv.\n\n1QD3\n\nRhode Island Coi.LKi.r or .ViRiciLTrRE and .Mkciianic .Vrts.\n\n1904\n\nProvidence Publii- Library.\n\nI'rcsidem, \\V. H. P. Fauncr; librarian, H. L. Koopman, Providence.\n\nPrvsident. Howard\n\nEdwards; Librarian. Lillian .\\L Cictirur. Kington.\n\nLibrarian, William E. Foster, Washington St., IVovidence.\n\nSOUTH CAROLINA\nMKUBKR\n\nI.IFK\n\n1S91\n\n.Martha Schofield.\niSoS, Founder and General Mananer of Schofirl.i Normal an.l Induslrial Svhool (or Colored\nYouth, .\\iken.\nA(-TIVK IIEMBERS\n\niSos\n\nUavii) Han* kokt Johns<jn. \\.\\\\.. '-•. ,\\.M., 'Ho. I'niv. oi linn.; LI. Ii.. 'o< >. t ar. loll.\n1895. President of Winthmp .Normal and Industrial College, Ruik Hill.\n\n1896\n\nE. S. Drehfr. ah.. '.S8. A.m.. '93. Roanoke Coll.\n1895. Superintendent of .SchooLs, 13^3 Washington 5»t., Columbia.\n\nWilliam Harvfy Ha\\i>.\n1906.\n\nProfessor of Secondary Education, Uniwrsity of South Carolina;\nSt..\n\n1808\n\nJohn S. Marquis, A.B.. '76. A.M., 'o^, I-afayette Coll.\n\n1899*\n\nHenry P. Ar<he«. A B.. '^.S, AM.. '07. Gill, of Ch.-irlrsion\n\n1891,\n\n1885,\n\nres.,\n\n2iii Diviita\n\nColumbia.\n\nBox J3S, Chester.\n\nPrinci|»al of Urainerd InMitute,\n\nSuperintendent of City Schools, 74 Rulledge Ave., Charleston.\n\nJohn J. McMahan, A.B., '86, A.M., '88, S. Car. Coll.\n1 1\n\n\\\\ iLLiAM\n\n1900\n\n18 Senate St., Columliia.\n\nK.NOX Tate, .\\.B., '91, .\\.M., '00, L'niv. of N'a«hville.\n1898, Principal of .NIemminger Normal Sihool, 131 Coming St., Charlrsloo.\n\nJames Thomas Coleman, B.Sc.. '86, S. C. .Mil. .\\tad.\nPrinci[>al of Schools. Summcrville.\n\nAlbert Leosidas St<)Kf:s.\n\\<too,\n\nPriniiixil and Projirictor of Slokcs Bu-anr-s Collrgr, }•}\n\nMrriing St., Charleston.\n\nPatterso.s Wardlaw, .\\ B., 'H-d, r.r>.kine (>>ll.\niH<j4, Professor of Pedagogy, .Siulh Carolina College, K31 Sumter St., Columbia.\n1903\n\nLeonard T. Baker, A. B., '88. AM\ni(>o6.\n\n.\\RTHIR\n\nI..\n\n'9/. Coll. of Charleston.\n\n,\n\nAsMKiate Professor of Pe<l.igogy. Cni^xTsity of South (!aralinj|, CulumUa.\n\n.MaNCHFSTKR.\nDirector of Music anil\n\nPmleMor of Voiie Culture and Singing. C.»n»Tnw\n\nCollrgv>\n\nin S. Church St., S|nnanlnirg\n\nO B. .Martin, A.M., 'qj. Furman l'niv.\n1903,\n\nSlate Suiieriniendeni \"( E/1uc«li<io, Ca|iiliil, Columbia.\n\nAlbert J. Tiiackstdn, .\\ B\n1897,\n\n1904\n\n'oi,\n\n'\n\n>ir\n\nI\n\n'\n\n'\n\nJamesA. B. S<HE»Mi. A B.'vo. A M\n1004.\n\nloos\n\n,\n\nSujirrinlenilcnl ol\n\nPrrM.lcnt\n\nof .N'ewljcff > I oikgc.\n\n'rangeburg.\n\nr C.JI\nPh.D., '«?. I'» Ci4l ;\n.Newlwrry.\n\nLL.D\n\n,\n\n'oj, S. C.\n\nRkv. LrwiH M. DiNTos, I) I).\n\nPrrvidrni of Clallin Inivrr^lv. Orangeburg.\n\nAbwah^m (•\n\nLID\n\nM\n\n1)1)\nA\nfKiiiiuN A B\nPrenideni of lirnrdul ( ollrnr, t ..lumUa.\n\nRoBiRT P. Prxi.. A B 'Hi, Uii I) l'niv of N. C\nI90». I'residrnt of Conver»e CtJIrgr, S|iananburC.\n.\n\n.\n\n1901\n\nWiNTHtor VoRMAf AVP IvnrrTtttU r*\"itrr.r\n\n,V.,\n\nSi.\n\nKi«k Mill.\n\n;\n\ni\n\n.M(A...Ms.\n\nCLg-K,.\n\nM.» M\n\nlibrarian,\n\n.,\n\nB IWc-, CWm--. . .4W„ V O\n\nA\"-''^^-,^;;:*J^^'V ^'r^i^r UlirarUn. K\n\nSOL'TII\n\nKm«. C.JumbU.\n\nII\n\nDAKOTA\n\nATTivt MrMiirt»\n,875\n\nI*\"^ '\" ^'^'«i,,^,«„ ,^ South Dakota Suie N.»i«.l Skhool. 8|«.f.Ui\n\n1890\n\n1!\nWilliam ,,\n\n1893\n\nA. WtLLis\n\n.\n\nI\n\nI.\n\n. .\n\n1\n\nI\n\nI.\n\n•\n\n.\n\nI\n\n(\n\nMi.h\n,,,^.^^\n\n,\n\n»\n\n.,\n\n.\n\n1.1\n\n,..1.\n\nVw\n\n\\l..I,-^,\n\nM..U»*.\n\nCoU\n\n"}
{"page": 896, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n884\n\n[South Dakota\n\nSOUTH DXY^OTh—Continued\n1894\n\nMattie Jones.\n\n1899\n\nTeacher in Riggs Institute, Flandreau.\nFrank Crane, A.M., Gale Coll.\nClerk of Supreme Court, Pierre.\nAnna B. Herrig, Grad., Oswego Nor. Sch., N. Y.\n1898, Superintendent of Training Department, State Normal School, Madison.\nGeorge M. Smith, A.B., '73, .\\.M., '77, Colby Coll.\n1891, Professor of Modern Languages, Literature, and Pedagogy, University of South\nDakota, Vermilion.\nAlexander Strachan, A.B., '80, A.M., '82, Univ. of Rochester, N. Y.\n1890, Principal of High School and Superintendent of Schools, 9 Van Buren St., Deadwood.\nEdward Elliott Collins, A.B., Univ. of S. Dak.\n\nigoi\n\nWilliam W. Girton, Grad., '74, St. Nor. Sch., Platteville, Wis.\n1904, Professor of Civics and Geography, State Normal School, Washington Ave., Madison,\nAnson H. Bigelow, B.Sc, '87, Univ. of Nebr.\n\n1893,\n\n189s\n\n1897\n\nEx-Superintendent of Public Instruction, Vermilion.\n\nSuperintendent of City Schools, 121 May St., Lead.\n\n1904,\n\nArthur E. Farmer, B.L., '01, Fenton Coll.;\n\nPd.B., '05, Mich. St. Nor. Coll.\nPrincipal of High School, Yankton.\n\n1903,\n\nSlVERT A. Jordahl, B.L., '98, Univ. of Minn.\n1898, Teacher in Lutheran Normal School, 1124 Norton Ave., Sioux Falls.\n\nGeorge Williston Nash, B.Sc, '91, M.Sc, '95, Yankton Coll.\nPresident of State Normal and Industrial School; res., 223, 9th Ave., E., Aberdeen.\n\n1905,\n\nHelen S. Peabody.\nPrincipal of All Saints School, Sioux Falls.\n\n1885,\n\nG. J. Schellenger.\n1903,\n\nPrincipal of High School, Selby.\n\nEdward C. Scovel.\nTeacher in Ring Thunder Day School, Rosebud Agency, Rosebud.\nSamuel Weir, A.B., '89, Northwestern Univ.; Ph.D., '95, Univ. of Jena.\n1905, Vice-President. Dean of School of Education, and I^rofessor of the History and Philosophy of Education, Dakota Wesleyan University, Mitchell.\n1902\n\nCarl J. Mohn.\nKidder.\n\nThomas Nicholson, A.B., '93, A.M., '95, Northwestern Univ.;\n\nD.D.,\n\n'98.\n\nIowa Wes. Univ., and\n\n'05, Garrett Bib. Inst.\nPresident of Dakota Wesleyan University, 811 Sanborn St., S., Mitchell.\n\nM. M. Ramer.\nEx-State Superintendent of PubUc Instruction, Millbank.\n\nArthur H. Seymour, B.Sc, '87, A.M., '98, M.Sc. '90, Ohio Nor. Univ.\nArlington.\nC. M. Young, Ph.M., Ph.D., Hiram Coll.\nProfessor of History and Social Science, University of South Dakota, Vermilion.\n\n1903\n\nJames J. Duncan.\n1901, Day School Inspector, Indian Service, Pine Ridge Agency.\nFreeman H. Hoff, A.B., '91, Ohio Nor. Univ.\n\nSuperintendent of City Schools, 211, 6th Ave., E., Mitchell.\n\nMoRiTZ Adelbert Lance.\nOffice of State Superintendent of Public Instruction, Pierre.\n\n1904\n\nBelle M. Munger, Grad., '93, Oberlin Coll.\n1902, Principal of Pubhc Schools, Custer.\nLouise Cavalier.\nTeacher in Riggs Institute, Flandreau.\n\nFranklin B. Gault. A.M., Cornell Coll.; Ph.D., Wooster Univ.\nPresident of University of South Dakota, Vermilion.\n\nElla Gertrude King.\n1905\n\n1903, Teacher of Music, Riggs Institute, Flandreau.\nGeorge L. Brown, M.Sc, '02, Univ. of Mo.; Ph.D., '00, Univ. of Chicago.\nProfessor of Mathematics and Astronomy, South Dakota\n\nAgricultural\n\nCollege,\n\nBrookings.\n\nA. B. Hess, Pd.B., M.E., A.B., Ph.D.\n1902,\n\nSuperintendent of Schools, 519, sth Ave., Madison.\n\nFrederick J. Kelly, A.B.. '02. Univ. of Nebr.\n1905, Principal of High School, Lead.\nB. Malcolm Lawrence, A.B., '82, .\\.M., '86, Cblby Coll.\n1905, Instructor in Mathematics and Physics, State Normal School, Madison.\n\nRuFDS BuEL McClenon, A.B., '78, \\M., '81, Williams Coll.\n1904,\n\nProfessor of Latin and Pedagogy, South\n\nDakota Agricultural College, 801, 9th St.,\n\nBrookings.\n\n1906\n\nWiLLLAM B. MooNEY, Pd.B., 'o2, Pd.M.. '03. St. Nor. Coll.. Greeley, Colo.\nSuperintendent of Training School, South Dakota State Normal .School, Spearfish.\nH. A. Ustrud.\nState Superintendent of PubUc lastruction, Pierre.\n\ninstitutions\n1897\n\nSouth Dakota Agricultural College.\nPresident, Robert L. Slagle, Brookings.\n\n1903\n\nHearst Free Library.\nLibrarian, Mrs. Julia Concannon, Lead.\n\n"}
{"page": 897, "printed_page": null, "text": "1\n\nLIFE, ACTIVE. A\\D CORRESPOX PI XU MEMBERS\n\nTcancsy*J\n\n885\n\nTENNESSEE\nACTIVE MtUBKRS\nT. White. A.B., '77. A.M.. '03. Univ. of Tcnn.\n1&8;. Principal of Girls' High School, 508 liroad St., Knoxville.\n\niSSq\n\n\\V.\n\niSoi\n\nI.\n\n1894\n\nRichard Joses. .\\.M.. \"Hi. low.i Coll.; Ph.D., 'g.?. HeiJell>erK. Germany.\n\nC.\n\nMcNeill.\nSupcrinieniicnt of Schools, Room 514. Tennessee Trust Huilding, Memphis.\n\nHP7,\n\nProfessor of Literature, Vandcrljilt L'nivcrsity, N'anJerliilt Campus, Nashville.\n\n1895,\n\n1807\n\nH. C. Weber.\n\n1808\n\nPhilander Prif_stley Clavton. A B.. 'Si. A.M.. '86. L'niv. of Tenn.;\n\nSuperintendent of Schools, 7og McGavotk St.. .Nxshville.\nProfessor of Science and\n\nigoi.\n\nLilt f).. Vi. Hates Coll.\nof Teaching. University of Tennessee. Knoxville.\n\n.\\rt\n\nWarren W. Piielw. .\\.H.. '04. .\\.M.. V>. Coliiml)ia rniv.; Ph I)\n\n'00. ('nlum)iian L'niv\nProfessor of Political Science and Pedagogy. Grant University, .\\thens.\n\n1905.\nI1JD3\n\n.\n\nH. Elsier Bierlv,\n\n.\\.B., 'qi. Princeton Univ.\nProfevsor of Phili>si>|)hy and Education, Grant University, and Editor of \"Soutbera\n\nig34,\n\nEducational Review,\" Chattanooga.\n\nGeorge W. Gordon. BSi., \\q. Univ. of Nashville.\nMemphis.\nIsrael Hyman Pere<. .\\ ».. '8q. I.L.B., '01, .\\.M.. \"og. Yale Univ.\nEz' President of Board of Education, Memphis Trust Building, Memphis.\nSuixTrinlendent of Cily Schools. Tennessee Trust Building.\n\ni8gi.\n\nEugene F. Turner.\nRegistrar of\nNashville.\n\n1905.\n\n190\n\n1902\n\n.\\.\n\nC.\n\nUniversity\n\nDepartment,\n\nTennessee. .Medical\n\nof\n\n»d\n\nres., (lii.\n\nAve.,\n\nWebb.\n\n1900, Super\\-isor of Penmanship and Drawing, 309 Wilbum St., .Nashville.\nWiCKLiFFE Rose, A.M., '90, Univ. of Na-shville.\nProfessor of Phik)Sophy. University of Tennessee, and De.in i)f Peabody College for Teachers; res., loji Belmont A\\x., .Nashville.\nWright.\nL.\nJ.\n\nPrincipal in City Schools, 626 Boscobel St., Nashville.\n\n1903\n\nGoRDO.N M. Benti.ev, B.Sc., '00, .\\.Nf., '01. Cornell Univ.\nInstructor in A>dl(>gv. Histology, and Kntomol<>i(y, and .\\ssi.slant Stale Enlomulogi^l of\nTcnnisM-e. Univi-rsily of I'cnnivrfr, Knox\\illc.\n\n.\\lbert M. Harris, A.R.. '01.\n\n.\\..M.. '01,\n\nCornell Coll.\n\nAdjuna ProfesMir of Public Speaking and Debate, N'andrrliilt University,\n\n1903,\n\n1\n\n(iarlanil\n\ns\n\nAve., Nashville.\n\nMcG. Ingri'm.\nPrincipal of High School. .Minor Hill.\n\n1906.\n\nD. J. Johns. Jr.\nn>oj.\n\nPrincipal of Calilwcll Schi»>l. (dK .\\rington St\n\nC. Tyrold Kirkpatricic, .\\.H\n\n.\n\n'»*.\n\nAM\n\n,\n\n'03. \\an<lerl>ill\n\n.\n\nNashville.\n\nUniv.\n\nTeacher of I.alin. Fogg High S<hiiol and (iuo6) Head of Ijtin Department. Cily\nSchools; res.. 702 WocHlland St.. .Nastiville.\nWilliam C. Lawson, B.Sc., Nat. Nor Univ.; PdH., A B .\\mrrican Univ. o( Harriman.\n1900,\n\n,\n\n1899,\n\nSuperintendent of City Schools, Pulaski.\n.\\ l».. 'Ho, Univ. of Trnn.\n\nSeymoi;r A. .Mynkers.\nigo7,\n\n1904\n\nSu|x:rinlendent of Sthiols. Knoxville.\n\nBrown .\\YERS, Ph.D.. Stevens Inst, of Tech.;\n\nI.!.\n\nD\n\n.\n\nWashingtiw and !xr Univ., S. C. Coll\n\n,\n\nTuUnt\n\nUniv.\n1904,\nJ.\n\nof University of Tennessee, Knonille.\n\nPrcMdent\n\nW. Ht;EY.\n\nSuperintendent of Schools, Sprinf St., Springlirld.\nIra Landrith, B..Sc 'HK, I.I..B.. 'Kg, I.I. D '03, Cuml^rUnd Univ.\n1896,\n\n,\n\n,\n\nif/34,\n\nRrgrnt ol Urlfiionl d.llege. i P.. llelmiiOl Cirile. Noahvilir.\n\nJohn H. Pesi k. A H\n1904.\n\nAlbert T\n\n.\n\nWa«l>ingi(>n Coll\n\n'01.\n\nPriniiiul .i( High S<h.«-I. Johnjum Cily\n\nBARRrTT\n\nAM. I.LD\n\n|'r>.frsv)r\n\nol\n\\jsliville.\n\n1905\n\nALHIKI\n\nI'.\n\nB\"l HI SM.\n,H,jo.\n\nA M\n\nPr..lrsv,r\n\nKlmik Britos Waiii»\nl»\n\nWvaTT. M D\niHg4.\n\nI9(y.\n\nCl.RM'tlUH J\n\nV,7\n\n.\n\n^ „\n\n^\n\n...\n\n,\n\nlor\n\nleathcrt,\n\n_\n\nM\n\n'•!\n\n-Hr.\n\n74\n\nrra.,\n\n1041,\n\n.\n3d, Ave.\n\ntill.\nUt Teathm. NaahvUlr.\n,\n\nColleicr\n\nI.r.,\n\nAM\n\nl'rm<i|Ml »l\n\n.\n\nPeabiHly Collrgr\n\nS-mthwrstrm Unlv\n\n-Kt\n\n..(\n\nAU\n\nI'rolr^vir\nII\n\n.\n\nPhD.\n\ni->ituial»<in.\n\n.\n\n^.\n\nM«ry»illr\n\nDartrtvniih < oil\n\nHigh St.h>m.l. sij CImlnul St\n\n.\n\n«\n\nh4llan<«i«a.\n\nHrATW.lir\n,.\n.\nw\nSuiBTintemlmi of < tty Sth<ii>U. M-irriMown\n.\n\n1903.\n\nIMsTITt.'TloX*\n\nLire PIBRrT<iR\niHH..\n\nIl.itun I.r\n\nI'.iil'i\n\nATloM or NAVilVII.Lr.\nI'rr«l<lrnt,\n\nl^manl Parke. Sc\nAiTivr\n\nittv«\n\n.\n\nSupmnlm-lnii\n\nMmata*\n\nWarii Semisarv roR \\..ixo Ui>ir«\nPrraiilml. J<4in Dirll Blanloo. NaUivlllr.\n\nII\n\nt\n\nWrlirt\n\nN»«hvilJr.\n\nc\na.,\n\n"}
{"page": 898, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n[Texas\n\nTENNESSEE— Con//««e</\niQoi\n\nUniversity of Tennessee, Library.\nPresident,\n\nBrown Ayres; Librarian, Sabra W. Vought, Knoxville.\n\nVanderbilt University.\nChancellor, J. H. Kirkland; Librarian, William\n\n1904\n1906\n\nJ.\n\nVaughn, Nashville.\n\nGeorc;e Peabodv College for Teachers, University of Nashville.\nChancellor, Jas. D. Porter; Librarian, Jennie E. Lauderdale, Nashville.\nCarnegie Library of Nashville.\nLibrarian, Mary Hannah Johnson, Nashville.\n\nTEXAS\nactive members\n1874\n\nAlexander Hogg, A.M., '57, Randolph-Macon Coll.; '74, William and Mary Coll.; '89, LL.D., '00,\niQDo,\n\nUniv. of Ala.\nSuperintendent of City Schools and Editor of \"Texas and Pacific Quarterly,\" 301\n\nLamar St., Ft. Worth.\n1890\n\nLloyd E. Wolfe.\n1902,\n\n1892\n\n1894\n\nSuperintendent of Public Schools, 1800 San Pedro Ave., San Antonio.\n\nH. C. Pritchett, A.m., '73, Pritchett Coll.\n1891, Principal of Sam Houston Normal Institute, Huntsville.\nOscar Henry Cooper, A.B., '72, Yale Coll.; A.M., LL.D., '91, Univ. of Nashville.\n1902,\n\nPresident of\n\nSimmons College, Abilene.\n\nLuciEN V. La Taste.\nP. O.\n\nBox 30s, Dallas.\n\nA. H. Wilkins.\n\nMain St., Dallas.\n\nRepresentative of American Book Co., 418\n1895\n\nJ.\n\nM. Fendley, A.B., '82, Univ. of Nashville.\n1885,\n\nCounty Superintendent, and Principal of Avenue L School, 3202 Avenue N, Galveston.\n\nThomas G. Harris, A.B., '76, A.M., '80, Carson-Newman Coll.\n1903,\n\nPresident of State\n\nNormal School, San Marcos.\n\nW. S. Sutton, A.B., '78, A.M. '84, LL.D., '05. Univ. of \\xk.\n1897,\n\n1897\n\nProfessor of Education, University of Texas, 112 W. i8th St., Au.stin.\n\nNoel Jackson Clancy, Grad., St. Nor. Sch.\n1905,\n\nStatistical Clerk in State Department of Education, Austin.\n\nFrank C. Patten.\n1903,\n\n1899\n\nLibrarian of Rosenberg Library, Galveston.\n\nIsaac Merritt Agard, A.B., '70. .A.M., '84, Amherst Coll.; Ph.D., \"03, Univ. of Woosler.\n1906,\n\nPresident of Tillotson College, Austin.\n\n1900\n\nEdward Levoisier Blackshear, A.B., '8t, A.M., '02, Tabor Coll.; LL.D., '03, Wilberforce Univ.\n\n1902\n\nEdgar Elliott Bramlette, A.B., '83, Vanderbilt Univ., A.M., '86, Univ. of Texas.\n\n1896,\n\n1907,\n\nPrincipal of State\n\nNormal and Industrial College, Prairie View.\n\nSuperintendent of Public Schools, Texarcana.\n\nW. D. Butler, A.B., '84, A.M., '87, Bethel Coll.\n1902,\n\nSuperintendent of Public Schools, 417 N. Pleasant St., Hillsboro.\n\nAlexander Caswell Ellis, A.B., '94. Univ. of N. C; Ph.D., '97, Clark Univ.\n1897, Associate Professor of The Science and Art of Education, University of Texas;\n\nres.,\n\n2204 San Antonio St., Austin.\n\nG. R.\n1903\n\nHahman, B.Sc, '80, A.M., '90, Nor. Ind. Nor. Sch.\nPublisher,' 409 W. ist St., Fort Worth.\n\nMrs. Bessie B. Bailey.\n1889,\n\nPrincipal of Grammar School, 913 N. Florence St., El Paso.\n\nArchibald Belcher, A.B., '92, Emory Coll.; A.M., '97, Harvard Univ.\n1901, Teacher of History and Physics, High School; res., 1813 Austin St., Houston.\nMary Josephine Cox.\n1901, Teacher of English and History, High School, 417 Lindsay Ave., Gainesville.\n\nArthur Lefevrf;. C.E., '94, Univ. of Tex., and '85. Univ. of Va.\n1905,\n\nSuperintendent of Public Schools, Victoria.\n\nArthur Newell McCallum. A.B., '87, Davidson Coll.\n1903,\n\nSuperintendent of Schools, 2608 Rio Grande St., Austin.\n\nGeorge A. Newton, A.B., A.M., Trinity Univ.\nSuperintendent of Public Schools, Greenville.\n\nW. H. Pool, A.B., '87, Baylor Univ.\n1892, Dean of Baylor University Academy;\n\nres.,\n\n1701 S. 9th St., Waco.\n\nEdward E. Rall, M.Didac, '95, Iowa St. Nor. Sch.; A.B., '00, Univ. of Iowa; Ph.D., '03, Yale Univ.\n190S,\n\n1904\n\nInstructor in Education, University of Texas, 2207 San Antonio St., Austin.\n\nW. H. Attebery, A. B. and B.Sc, Savoy.\n1896,\n\nSuperintendent of City Schools, 801\n\nW. Rusk St., Marshall.\n\nA. W. Cain, A.B., '00, Univ. of Ga.\n1902, Principal of Public School, Grapeland.\n\nRobert B. Cousins, A.B., '82, Univ. of Ga.\nState Superintendent of Public Instruction, Capitol, Austin.\nJ.\n\nH. Grove, A.M., '03, Baylor Univ.\n1896,\n\nPresident of\n\nHoward Payne College, Brownwood.\n\nOscar Arthur Hanszen.\n1903,\n\nDirector of Manual Training, Public Schools, 996 Bryan St., Dallas.\n\n"}
{"page": 899, "printed_page": null, "text": "LIFE, ACTIVE, AXD\n\nUtah]\n\nCORRESPOX PI Xii MEMBERS\n\nSS7\n\nTEXAS—Continufd\niy)4\n\nJ.\n\nH. Haroif..\nPrincipal of City Schools, 130 S. Texas St.. Greenville.\n\ni8g7.\n\nPail WiiiTriELU Horn. A.M.. \"SS. Crntral Coll.\nSuperintendent of J'ublic Schot)ls. 11^ Kmcrsiin \\\\t., Houston.\n\nH>04,\n\nJaues Thojivs Johnson. .V.B.. 'ot. I'niv. nf N'.ashville\nSuperintendent of Public SchixjI. Kmory.\n\niQOj,\n\nG. P. PlTNAM.\nSuperintendent of City Schools. 615 N. El Paso St.. Kl Paso.\n\nCree T. Work.\nPresident of College of Industrial .\\rts. Denton.\n\nlooi.\n\n1005\n\nCarl Hartman. .\\.H.. '01. .\\.M.. 04. Cniv. of 'Vex.\nInstruction of Traxis County, .joj K. ihth St., Austin.\n\nSuperintendent of I'ubli\n\nIQ04.\nF. R.\n\nHicHE-S. B.Sc.. Vanderbill Univ.\nigo4. Superintendent of School. Denison.\n\nMaiiif. Se.\\ton. Grad.. St. Nor. Sch.\nPrincipal of San Jacinto School, soj Myrtle St.. Kl Pajo.\n\nThomas\n\nTolano.\n\nL.\n\nPealnxly .\\or. Coll..\n\nI..I.,\n\n'01.\n\n.\\.H..\n\n.V-s'iland\n\nColl.; Litt.B., '04.\n\nIniv of\n\nNashville.\n\nSuperintendent of Public Schools. Port .\\rthur.\n\nH>os.\n\n1906\n\nW. F. Barnett.\nSuperintendent of Schools. Itasca.\n\nigo3,\n\nWalter F. Doit.htv. .\\.K.. Univ. of Tex.\nSuperintendent of Public Schools, Marlin.\n\n1906.\n\nPeyton Irving. Jr., \\.\\i.. \"oo. Univ. of Tcx.rs.\n1906.\n\nSuperintendent of Schools Brenham.\n.M.Sc.. '06. Baylor Univ.\nSuperintendent of City ScIukjU. 1114 S. sth .St., Waco.\n\nJohn C. Lattimore\n1899.\n\nJohn\n\nL. I^Nr..\n1893,\n\nSuperintendent of SchooLs. High School. Dallas.\n\nM. H. Moore.\nSuperintendent of Public Sth<»ols. 1313 G<iuld St\n\nEdward B. Stover. .\\ B..\n1906.\n\ngo\n\nUniv. nf\n\n.Nirth\n\n.\n\nI\n\nU.rih.\n\nti\n\n.V.i.shville.\n\n.Superintrn.l- ni \"i S.Ii.h.Is. .Mexia.\n\n:SSTITITI0NS\n1898\n\nUniversity or Texa.s.\n\n1903\n\nCarneoie Library or San Antonio.\n\n1936\n\n„\n\n..\n\nLibranan. P.\n\nIjbrarian.\n\nPresident. K. H. Terrell;\n\n1904\n\n.\n\nPresident, I»a\\id l. Houston;\n\n.\nI..\n\n,.••\n\nj\n>\nWindsor.\nAustin.\n.•\n\nu\nc\n. .\nSan Antonio.\nBenjamin Wyche,\n,,.\n\nSoiTHWEST Texas State Normal S« ikiol.\nPriniiital. Thomas (). Hams. San Marcos.\nCarnegie Library. Fort Worth.\n... ..\n^.\nFort Worth.\n^.\n\n,\n\n.\n\n,\n\nLibr.irian. .Mrs. Charles Schenker.\n\nState Dipartmint or Kultation.\n\nState Superintendent of F:(lucation. Ro;*rt\n\n...\nB touwni.\n\nAustin.\n\nUTAH\nAfTIVf limilHIN\n1805\n\nWilliam Jasper Kerr. BSc.DSc\n,,53,\n\n,\n\n„\n\n,\n\n,.\n\nPresident of Axncultural College of\n\n,897\n\nRosalie\n\n.899\n\nJ. L.\n\n.,„\n\nWn.L,A« Alu«,s^^\n\nHah. ,^^„\nlAian.\n.\n\n,.,\n\n^\"^'^^%^^^^-^^^ „, ,.,;„,,, s.h...l». .ddr*«. err of Emery Holme. Salt Lak. Oty.\n\nBRowsjM,i|,^ ;.. '•-'•'\n\n^^:r^!.:;'^uiS.^v;?:i;.i;\"un:i;^r,'. 4. n. *. we,t s... rr,.«..\n^\n\ndav... h.\ni;;^\"'^'^';;;;,;,^,,^,\n\nGwjRCE A. Eaton. A B. A M\nlox).\n\nPrincii-I of\n\n^\n\n^^ WaUiin,,.^ A,r.. 0..le„.\n\nea, sd«»»., 6 cpuoi av*.. sau\n\nV. H'\n\nHich Vh.-\n\nMary C. Mav^.\n\ni^* car.\n\n'\n'\n\n,.\n.t>\nSalt ,Uk*\n'luh. ^,\n.,\n\n.\n\n,\n\nf.\n\nv,„ricn. .siaic N^*mal Sch»J. UnlwMi) ..I Uuh,\n\n^^\n\nA. C. Sr.uoH.\n\n.\n\n^^^,^\n\nmi.\n\ni\n\na.i\n\nIt\n\n^^J;^'^^„,^i^i ,^ |.u,,|,c Iniructton. i,., CU» .ml foumr llniWIio*. !v»U\n\nI\n\n.n.\n\n«kt\n\nCity.\n\nA,^Mm.i^^^\n\n,90,\n\nWiLtiAi.\n\n1903\n\nLacra B. W'»'\n\n,934\n\n(;r/>RfiE W. \\'<\n\n^^\n\n1901\n\n^^^^\n\n^^^ ^^^^ Tr«ip»ri.m BulMInt, Sail Ukc Oi,.\n|',n«uitch tmllan School. Paitculich.\n\n^ ^^^,\n.\n\nr\n\n1\n\nt\n\nI\n\n•\n\nI\n\nI. A. Osrirs, I.I. B\n\n,,\n\n,^^„.\n\n"}
{"page": 900, "printed_page": null, "text": "888\n\nNATIONAL EDUCATIONAL ASSOCIATION\n\n[Vermont\n\nUTAH—Continued\nigos\n\nWilliam Bradford.\nLake City.\n\nPrincipal of Lowell School. Salt\n\nHorace H. Cummings, B.Sc, '05. Univ. of Utah.\n1906,\n\nSuperintendent of Schools of the Church of Jesus Christ of Latterday Saints, 44 E.\n\nSouth Temple St., Salt Lake City.\n\nWilliam S. Rawlings.\n1893,\n\nSuperintendent of Schools, 373 E. 4th North St., Provo.\n\nM.Didac, Univ of Utah.\nPrincipal of State Normal School, University of Utah, Salt Lake City.\n'00. Univ. of Mich.\nThomas,\nLL.B.,\nMathonihah\n1904, Member of Board of Education, 468, 7th Ave., Salt Lake City.\nGeorge H. Brimhall, D.Didac, '97, L.D.S. Church.\n1902, President of Brigham Young University, 356 N. 1st St., Provo.\n\nWilliam M. Stewart,\n\n1906\n\nJohn H. Coombs.\n1904,\n\nPrincipal of Lafayette School;\n\nres.,\n\n274 Canyon Road, Salt Like City.\n\nJoseph Jensen, B.Sc, '02, Harvard Univ.\n189s,\n\nProfessor of Mechanical Engineering, and Director of School of Engineering\nMechanical Arts, Agricultural College of Utah, Logan.\n\nand\n\nDei.bert W. Parratt.\n1905,\n\nSupervisor of\n\nManual Training, City Schools, 330 E. 12th South St., Salt Lake\n\nCity.\n\nCharles F. Romig, A.B.. '96, Park Coll.\n1903,\n\nPrincipal, of Hungerford\n\nAcademy, Springville.\n\ninstitutions\n189s\n\nUniversity of Utah.\n\n1898\n\nBrigham Young College.\n\n1902\n\nAgricitltural Collet.e of Utah, Library.\n\nPresident, J. T. Kingsbury, Librarian, George D. Coray, Salt Lake City.\n\nPresident, James H. Linford, Logan.\n\nPresident, W. J. Kerr;\n\nLibrarian, Elizabeth Church Smith, Logan.\n\nVERMONT\n.\\CTrVE MEMBERS\n\n1894\n\nMason S. Stone, A.B., '83, Univ. of Vt.\n\n1898\n\nJohn L. Alger, A.B., '90, A.M., '95, Brown Univ.\n\n1899\n\nIsaac Thomas, A.B., '81, A.M., '84, Yale Univ.\n\n1905,\n1904,\n\nState Superintendent of Education, Montpeher.\n\nPrincipal of Vermont Academy, Saxtons River.\n\nPrincipal of Edmunds High School, 305 Main St., Burlington.\nCharles H. Dunton, A.B., '70, Univ. of Vt.; D.D., '87, Syracuse Univ.\n1877, Principal of Troy Conference Academy, Poultney.\nPhilip R. Leavenworth, A.B., '92, Yale Univ.\n1897, Principal of State Normal School, Castleton.\nWinthrop P. Abbott, A.B., '93. A.M., '96, Dartmouth Coll.\n1896, Principal of High School, and Superintendent of Schools, 9 High St., Proctor.\n1898,\n\n1901\n\n1903\n\nF. W. Carrier, A.B., '01, Univ. of Vt.\n1902, Superintendent of Schools, West Rutland.\n\nMERRtTT Darrow Chittenden, A.B., '94, Univ. of Vt.\n1904,\n\nPrincipal of Bellows Free Academy, Fairfax.\n\nClarenceH. Dempsev, A.B., '95, Boston Univ.\n1898,\n\nSuperintendent of Schools, 64 Summer St., St. Johnsbury.\n\nSamuel Hodgman Erskine, A.B\n1897,\n\n,\n\n'91,\n\nBowdoin Coll.\n\nPrincipal of High School, 23 N. Main St., Rutland.\n\nAlvan a. Kempton. A.B., Brown Univ.\n1904,\n\nPrincipal of\n\nBrigham Academy, Bakersfield.\n\nJohn H. Morley, A.B., '63. A.M.. '66, LL.D.. '00, Williams Coll.\n1906,\n\nPastor of the Congregational Church, Springfield.\n\nH. J. Stannard.\n1893,\n\nPrincipal of Barton Academy, Barton.\n\nCarl Vernon Tower, A.B., A.M., '05, Brown Univ.; Ph.D., '98, Cornell Univ.\n1902,\n\n1905\n\nProfessor of Philosophy, University of Vermont, 92 Brookes Ave., Burlington.\n\nFred J. Brownscombe, A.B., Ohio Univ.\nSuperintendent of City Schools, 8 Baldwin St.. Montpelitr.\n\nHenry O. Wheeler, A.B., '67, Univ. ot Vt.\nSuperintendent of Schools, 335 S. Union St., Burlington\n\nHarlan N. Wood, A.B\n1904,\n\n1906\n\n,\n\n'92. A.M., '99,\n\n.\\mherst Coll.\n\nInstructor in Greek and Latin, St. Johnsbury .'\\cademy, 3 Main St., St. Johnsbury.\n\nW. A. Beebe, A.B., '89, Univ. of Vt.\n1889,\n\nPrincipal of People's Academy, Morrisvillc.\n\nEdward Day Collins, A.B., '96, Ph.D.. '99, Yale Univ.\n1904,\n\nPrincipal of State Normal School, Stearns St., Johnson.\n\n/\n\n"}
{"page": 901, "printed_page": null, "text": "LIFE, ACTIVE, A\\D CUHKE^^i'U.XDlXO' MEMBERS\n\n\\.rgin..ij\n\n889\n\nVERMONT—<:oii/iini«/\nIQOO\n\nWarren J. Kibby. A.B.. '01. Harvard I'niv\nIViniipal of 0>mmcrii.il Department am) Assismni I'rincituI of High SchcKit;\nIfriKk House. Kutl.ind\n\nA. E. TrrriE. A.B\ni(jo4.\n\nre».\n\nA \\f.. 'S^. Males Coll.\n\n70.\n\n1'rini.ipktl\n\nHiKh School, 44 Si'hool St.. Bellows Falls.\n\nof\n\nINSTITUTION\n1931\n\nL'NivERsrrv or Vermont. Library.\nLibrarian, lulith E. Clarke, Burlington.\n\nVIRGINIA\nACTIVE UEUBERS\n1S04\n\nEdwin \\. .Vlderman. Ph.B., Univ. of N. C; D.C.L., '</>, I'niv. of the South; LI..D.. *oo. TuUoe\nUniv.. 'oj.^ohn.s Hopkins I'niv., '04. ColumUj Univ.. und \"05. Yale Univ.\nic>34,\n\nLnivcrMty of Virginia, Charlottesville.\n\nPreNiilent of\n\nWilliam I\" Vox. A.M.. \"sS. Richmond Coll.\n1SS4J.\n\nRobert B.\n\nSuperintendent of Schools, City Hall, Richmond.\n\nLL\n\n'71 Univ. of .Miss.;\nfxj. A..M\nKi lton. A.B\nI)\nor Univ of .Whvilte.\n1906. Superintendent of the Miller M.mual Lal)i>r Sth«il. .Miller School P. O.. .\\lb*.\n.\n\n.\n\n.\n\nmarie Oiuniy.\n\nEdward C. Glass.\n1879,\n\n1898\n\nSuperintendent of Schools, 6]^ MadiMin St., LyTichburg.\n\nMaurice M. Lynch.\n1886,\n.\\licf.\n\nSuperintendent of Schools of Frederick County and of City of Winchester, it RouM\nAve., Winchester.\n\nN. Parker.\n1901. Director of Kindergarten Training School and (1905) fkiprrvisor of Public KiDdctgartens, 510 E. Franklin St.. Richmond.\n\nSarah J. Walter.\nPrincipal of Training Department. ILimirton .N'orm.il and .\\grirultural\n\nInstitute.\n\nHamiMon.\n1900\n\nHoLLis Burke F'rissei.l, D.D.. '00, How,ird Univ.; S.T.D.. Harvanl Univ.; LL.D '01. Vale Iniv\n1.S93, Principal of Hampton Normal and .\\gricultural Institute, Bos 10, Hampton.\n,\n\nW. H. KUSTER.\nHigh School, Harri<K>nburg.\n\nPrincipal of\n\n190J\n\n.\\ndrew J. GiAY, Jr.\n\n.Manager of Agency Department, B. F. Jnhn.Min Publithing Co., 90J E. Main St..\nRithmonrl.\n\nWillis A. Jenkins. A B Wr\nMrmtter of ~\n,\n\nInspectors and Lxaminers. and Srcrrlary of Virginia\n\nSummer s\ni<r>i\n\nWilliam Holuf.s Davis, .\\.B\n90.<;,\n\nNew*.\n\n114. J4th St.. .Newport\n\n'm,\n\n.\n\nkm loii^i .Macon Coll.\n\nSuijcrintendent of ScliooU, 1114 Main St., Danville\n\nMaria P. Dlval.\n1899,\n\nPrincipal of Virginia Female Intlilule, Staunton.\n.-.1 M.n.i C \"\nII Ii\n\nJfJSKPH L. Jarmas. A.B., Km..rv\ni9»],\n\nPrcstilenl ol\n\nElmer E. Jones. B.Sc. 94\n\n''\n\nProfe«»or ol\n\nMaruaket G. KiNc..\nPrinnpnl\n\nJames Morris PAor, A M\n1896.\n\n.\n\n'.\n\n1\n\n,\n\n«.»._,..\nof Ghml Kindrrgarien. joS Olnry Road. NoHolk.\n'H%.\n\nRan lol|ih .Macon Coll Ph I) '«j. Lrip'ig\nand Dean o( UnirtTKljf »( \\ir,tinia. Cha>ln«te«Wlte.\n;\n\n.\n\nProfei«<»r of .Matheniaii>*.\n\nGeoRCK P. Piirsix.\n1904,\n\nrtmmts, Hamilton InMituir llampt.jn\n\nSu|jerintendent o(V\n\nErnest Siiawev. 1. 1\n\n.\n\n'01\n\n^ \"\n\n'•»•'\n\n...\n\n11/5 1\n\nLyman B\n\nI\n\nr.tt>\n;,\n\n1904\n\niNNir\n\naiiion.\n\nNurfiJk\n\n,n.»ul Collrcr. 1600 W.\n\nI^h St Kkhnx^d\n.\n\nrnlv\nR. H. Shi\n\n..\n\nl....l..l..^\n\nI\n\nt\n\nn\n\n.1\n\nV i>)»ni« Sl..lr\n\n.\n\nPh D\n\n\\ .irftol S. K. •\n\n.\n\n.1\n\n01. Cniumhia\nlitlnttltr\n\n<\n\n*' '»* j\"\n\nOroroe W...1 (AM i.y\nI90<i.\n\nJame« C. Ha^\nAlbrrt \"\n^'J^'^'\n\nCma.le*\n\nJamrMnwn Cipo-\n\nNorfolk\n\nFranklin Memenqer. AB.. 'as, Uolv. ol ICa»».; A.M.. \"«•. lUnard Unlv\nI\n\n1905\n\nI.\n\n\"\"\"\"\"'\"Qiipj „( Drinnmrnl* ol Social K<«i€K>in) ami the Arti ami Craft*\n\n.\n\nI\n\n„\n\niinu. fannvill*.\n\n,\n\n^\n\nAttiri,\n\n• '•£^\"\nRiiawJir (<>llrce Nairm\n'\n\n'\n\n,^\n\n'\n\n^^ ^ ManhaU S.\n^.,,.,„„ ^,,.„,n.,\n\n,.\n\n..(\n\nPulJk Vh«4.\n\n.\n\nKklimuo.1\n\nit>n\n\nW (irate St\n\n^\\^l^\"^^^^ ,^ ^^„ ,».„,., ,^ KtamuKt.. »«o Park St..\n\nRttlimntwi\n\nCTuflnil«*<lle.\n\n"}
{"page": 902, "printed_page": null, "text": "—\nNATIONAL EDUCATIONAL ASSOCIATION\n\n890\n\n.\n\nVIRGINIA\n\nContinued\n\nr>\n\nTrinitv Coll\n\n,r\n\n.\n\nT.1,\n\n[XX^s^^n^ion\n\nA M.. '03, Ph.D.. '04. Columbia Univ.\n\nBKCC. R. ^^--^^^^J^i^^JlrP^clTl^ioA Profelsor of Psychology, Un.ve.s.ty\n\n1905\n\n190S,\n\nE. H. Russell.\n\nl^;^j'«?°^„i^\n\nUniversity Station, Charlottesville.\n\nand Inspectors. Department of Public\n\n^^^^^^^ ^^ ^^^^^ ^^^^^ ^^ Examiners\ntion, Richmond.\n\nn\n\ni\n\nInstruc\n\n•\n\nINSTITUTIONS\n,8pp\n\nTHE HAMPTON\n\n^-;j- Xl^'S^'^^Fdilu- Li^^rian,\n\nState Female Normal School^^\n\nMiss L. E. Herron, Hampton.\n\n^^^^^^_ ^.^^^^.^^_ _^^^^ B. Dugger, Farmville.\n\nXpOX\n\nWASHINGTON -° p^^ U-EK^^^^^^^^\n\nXPOS\n\nDEPARTMENT OE P-^-J^-j^Xf^Ed^nr R- C. Stearns, Richmond.\n\n^^^^^_ ^CXingtOn.\n\nWASHINGTON\nACTIVE MEMBERS\n\nE--0 W,lson, A.M.^;^^^^^^^^^\n\n.8po\n\nWILLIAM\n\n1891\n\nFrank J. BAJj;-^''^-^p,,,entative\n\nX894\n\nFRANK B. Coof\n\nX895\n\nJOH. T. F0R-sT,^Ph^B./83,^C^^^^^^^^^\n\n.896\n\nM.|.,^. Pa. St. coll.\nCHARLES F™s REEV^^^, A\n\n3^,^^, ^„^^,,,,^.\n\nof American Book Co., 429-430\n\nWalker Bldg., Seattle.\n\n7th Ave., N., Seattle.\n\n«s^p^^i^te„dent of City Schools, 901,\n\nSchool, 438 High St.. Bellinghatn.\n\n'\n\nALBEKT H-.V^V00^ER.^A.B.^^^^^^^\n\n^^^„„^.\n\n^^^ ^, ^ 3,\n\nX897\n\nJAMES ALBERT T0RMEV,.BX.^95,^ymW\n\n.8.8\n\nGEOROELA^TE.^h^^A^^Ws^lW,m\n\n^\n\n^^,^\n\n,^^^^^^\n\n^^.^_\n\n'83, Valparaiso Coll.\nB.Sc,\no\n^tout.^d\nn Stout\nt^\nof City Schools, Dayton.\n\nJ. D.\n\nT\n\n,\n\n,\n\n^^p^^^j^j^^^^jjj\n\nUniv.\nn r Whitney B L., '06, Puget Sound\nSchool,\n1895!\n\nX899\n\nJ.\n\nErnest Riste.^\n\n704 S. I St., Tacoma.\n\nPrincipal of Bryant\n\nH. MoROAN,^k,M.J_7p9,. Fuxman\n\nUm-^^^^^,\n\ng^.^^, 3,, g. ,,,h St., Ellensburg.\n\nsuperintendent of City Schools, and\n\nCHARLES S. TtLTO^N. Pd^B.,^^1 Ja^hon\n\nof Chelan County Schools,\n3^^^^,^_\n\n^^^^^ ^^^,^ ^^,^\n\nJessie Bidden.. Wilcox.\n\n^^^^ ^^ ^.^^^^^_ ^^^^^ ^^^^^, g^5^^^,_\n\nX90I\n\nM.NA H. Aa^v^d^^^^^^^^\n\nUniv^\n^^^ ^^\n\nJ^^^^^^^^\n\n^--\n\n^^ ^^^ ^^ p^^^ ^^^^ 3,^^,\n\n;\n\nA;M\n\n'99,\n\n'Ph.D., 'oS-\n\nCHARLES M. Sherman, A.B., '93, Ph.B/94, Tacoma.\nPrincipal of Lowell School,\n1905,\n\n1903\n\n^,„.\n\n?l&en St, Belhngham.\n\n^^^V g|^}^ftS;SsS,l!i!f?J!^r^i^'?^:\nA.M.. '00. Harvard Umv.\n\nB.Sc, '87, M.Sc, '90, Eureka Coll A.B.,\nSH^^\nHarrv\nHARRY M. Sh.Ser,\n^rggident of State Normal School, Cheney.\n\nM\n\nEllensburg.\n\nTacoma.\ni„ City Schools, 8.2 S. G St.,\n\nH. MOKELANO COOK, Ph^.\n\n\"•\n\nWenatchee.\n\nW. F. B-'-^^^B-^p^SallTpiEd Schools,\nAlfred L-^Bw5wn.^^.^^^^^^^^\n\n^^ ^^^^^^^\n\n4S40 South\n\nSt.,\n\nTacoma.\n\nWenatchee.\n\nMinn.;, A.M.,\nDavid E. C.oyd, A.M., Ph.B., Univ. of\nSpokane,\n\nPrincipal of High\n\nM\n\nColumbia Umv.\n\nSchool,\n\nMrCARTHY, A.B., 'os. Univ. of Wash.\niir,,,,...\n^-^oR^i^p^^^j^^^^p^^\nWilliam f^irnnrF\n\n,610 E. Mercer St., Seattle.\nMarshall Coll.\n\nFranklin and\nEdwin Twitmyer, A.B., '84, A.M., '87,\nBellingham.\nS. W. Yerke^s^^^\n\nPrincipal of B. F. Day School, 3910\n\nAurora Ave., Seattle.\n\n"}
{"page": 903, "printed_page": null, "text": "WasJiington]\n\nLIFE, ACTIVE, AND CORRESPONDING Af EMBERS\n\n891\n\nWASH N GTO S—ConJinued\nI\n\n1003\n\n\\V.\n\n1\".\n\nAdams.\n\nTeacher in Grant School. 1700 S. -th St., T.icoma.\nThomas F. Kane, A.B., '88, Dc I'auw I'niv.; I'h.D., 'oi;, Johns Hopkins L'niv.\nPresident of University of \\Vashint!tun, Seattle.\n\nFreoebick M. Padelford, A.B.. V>. .\\.M., '00. G>ll)v Coll.; Ph.D.. 'qo, Yale l'niv.\nProfessor of EnKlL->h l^ntsuagc and Literature, University uf Wa-Jiington, Seattle.\n\n11*04\n\nAs.sa Jenn'ie Peltos, B.Sc., Univ. of \\V;ish.\niSi>8, Teacher in Public Schools, 1617, sih Ave., N'., Seattle.\nF. \\V. Rhoades, B.Sc., '.>•}, Iowa St. Coll.\nloot). Instructor in Hitjh School; res. 315 \\V. .Vhlenum .Vnt.. .S'orth Yakima.\nJllian Eit.ese Buchanan'. B.Sc.. 'qS. Univ. of Mich.\nIQ3I, Head uf Department uf Physical Science, Slate Normal School. Cheney.\n\nCharles H. Deane.\nPrincipal of Public Schools, Dixie.\n\nMrs. Mary E. Jenve.\nHigh School, P. O. Box 477, Pullm.in.\n\nPrincipal of\n\n1808,\n\nJohn .\\r>AMS Ringsbirv.\nGreen L;ike School. Seattle; addrr«.s\nColumbia University. Box ,<ii; .New York city.\n\nPrincipal of\n\nfor\n\n1007,\n\nTeacheri rollrge,\n\nEuwi.v Minor.\n1904, Superintendent of Neah Bay Training School, Neah Bay.\nXeitie .\\. Sawyer. Ph.B., '00. Iowa Coll.\n\nPrimary Supervisor, i'ublic Schools 10 Mc-rccr St.. Seattle.\n\nIQ03,\n\niQos\n\nWilliam D. Bay. B.L., 'oo. &)uthcm N'^ir\n\nSch.. Huniin;{ton. Tenn.\nPrincipal of South School. Ceniralia.\n\n11/36.\n\nIra Benton Blsh. .\\.B.. '00 West Va. Univ.\n:yo4, SupcTintcndonl of City SchooU, Hinlon.\n\nW. \\. Garlick, A.m.. 'o^, Univ. of ChicaKo.\n/\\ssistant in LnKlisli.\n\n1906.\n\nHixh School, 644 \\'. Trafton St.. Tacoma.\n\nEdward T. Mathf.s. M.Sc.. HeidelU-rg Univ.; Ph.D.. l'niv. of Omah.t.\nPrincijial of Stale Normal School, sii) High St., iiellingham.\n\ni8q(;.\n\nB.\n\nW. Johnson.\nDirector of .Manual Training. Public SchouU. 1104, 8lh .\\ve.\n\niyo5.\n\nW\n\nSeattle.\n\nHiram Calvin Sami-son. .\\ B.. '07. Univ. of Ind.\nProfevior of Education. Washington State College, Pullman.\n\n1005.\n\nFletcher Harper Swift, A.B\n\n'\n\n\"\n\n'>\n\nPh.D., 'o';\nProfessor oi\n100. Univcrsiiv .>i.i.\n\n-\n\n-.\n\n1005,\n\n1006\n\nuth Coll.; H.D., 'oj. Union Theol.\nI'liiloMtiliy of\n\n1\n\n.Nellie A.\n\n.\n\nAM.\n\n04\n\nEducation, Univrnily of Wahinglun. H<a\n\n.^ .itile.\n\nB.Sc.. \"oi Kans Wc< Univ.; A.B., '06\nPrinii|»al of Public Schools. Shellon.\n\nTimothy M. .ALronv\n1906.\n\nSrm\n\niv\n\n'\n\nUniv. of Wa»h.\n\nGray.\nTeacher in Slate Normal School, iiellingham.\n\n1005,\n\nHenry F. Htnt.\n\nHigh School, and Head of Laiin Drpjrtmcni. 616 N. Andrnon\n\nVi</'-Principal of\nSt..\n\nTacoma.\n\nA .M 04. Teacher. C»ll ColumlMa Univ\n;\nPrtifruor o( Education and Dircrlor uf Training Scb4K>i. State .\\>irmal Sthocl,\n\nGeorge Edward Marker. A B.. 'o\\. Univ. of III\nloos.\n\n.\n\nCheney.\n\nHuntington Ind.\nHigh Schi«.l Arlmgli.n\nKan^/\\gri. Coll.; A.B., \"oj, Univ. of Chicacu. Ph.D., \"0$. IUr\\Ard\n\nEccEWE E. RoMio. B Sc., Centnl Coll\nPrinci|>al of\n\nEi>WARu O. SissoN, B Sc..\n\n'»/>.\n\nProft ss<>r\nSealllr.\n\n€if\n\n1006,\n\nEducation. Unlvcnlty ot WMhinftoa; «».; 47J9. •4lb Aw.. N.\n\niNvinvTioin\nieo7\n\nWashixot*)!* State N<i«MAt School at Ei.Lri«»»f«o\n\n180S\n\nU.MivEMrrv or Wahhi.votos\n\nPriiuiiul. W. E\nI't,\n\n1030\n\nBELLIMiiHAM StaI\n\n1031\n\nSeattle Plblii-\n\nilrii!\n\nF.\n\nWil-jn, Kllen»».un\n„\nKane; ,librarian,\n\n..\n\nMaliirv, Belltnghom.\n\nI\n\nc\nu c- ..1\nLiwrarun, t_h«rle» \\\\e«lcy Sn>»lh, Sraltlr.\n\nWHITMA.S CoLLr./i|\n_\n\n,93,\n\nSTATE NowMtS.-\n\n,^,\n\nSTATE CotLEOE.^\n\n\"^\n\nWASHIX'iTOM Sta.\n\nI006\n\nSnllW.\nW K. „Henry, c_..i\n...\n\n'I'»<>L\ni\n\nI\n\nI\n\n^..^^tten 11\n\nI.\n\nP«if«c; UUuUm. Aimiad.\n\n;;m Shafcr.Ch-.,.\n.^ 'aTo Jn. Pul.m.«\n\n.Siair L !,f Jfun\n\nJ\n\nM Hill Olympla\nWF^ST VIRGINIA\nLirr.\n\n1877\n\nDt«r< TOE\n\nr Marceu.o« Marshall\nSlouU MiUa; eijirr«» ortitr. Uurmvlife.\n\nI\n\nI\n\n•\n\nW >M. « alia\n\nE„\n\n"}
{"page": 904, "printed_page": null, "text": "892\n\nNATIONAL EDUCATIONAL ASSOCIATION\n\n[Wisconsin\n\nWEST XIRGl^^lA— Continued\nACTIVE MEMBERS\n1891\n\nByrd Prillerman, B.Sc, '89, Knoxville Coll.; A.M., '94, Westminster Coll.\n\n1894\n\nRobert Allen Armstro.vg, A.B., '86, A.M., '89, W. Va. Univ., and '03, Harvard Univ.\n1901, Head of Enghsh Department, West Virginia University, 107 High St., Morgantown.\nJasper Newton Deahl, A.B., '93, Harvard Univ.; Ph.D., \"06, Columbia Univ.\n1901, Professor of Education, West Virginia University, 414 Park St., Morgantown.\nLucy Robinson.\n\n1892,\n\n1896\n\nProfessor of English Language, West Virginia Colored Institute, Charleston.\n\nSupervisor of Music, 112 S. Front St., Wheeling.\n\nDora B. Rogers.\nTeacher of English, High School, 1815 Park Ave., Parkersburg.\n1900\n\nHervey B. Work, A.B.. '93, .\\.^^, '06, Wooster Univ.\n\n1931\n\nThomas Condit Miller, A.M., '92, West Virginia Univ.\n\n1904,\n\nSuperintendent of Schools, Peabody Building, Wheeling.\nState Superintendent of Free Schools, Capitol, Charleston.\n\nLawrence J. Corbly, .\\.B., '90, Univ. of W. Va.; A.M., '96.\n1896,\n\n1903\n\nPrincipal of State Normal School, Marshall College, Huntington.\n\nGeorge E. Hubbs.\n1005,\n\nSuperintendent of Public Schools, Benwood.\n\nDaniel Boardman Purinton, A.M., W.Va. Univ.; Ph.D., '92, Univ. of Nashville; LL.D., '89, Deni1901,\n\nson Univ.\nPresident of West Virginia University, Morgantown.\n\nJohn C. Shaw, B.Sc, '92, M.Sc, '94, Univ. of Nashville.\n1905\n\n1901, Principal of State Normal School, Glenville.\nCharles S. Brilles, A.B., '92, A.M., '95, Univ. of Wooster.\n1904, Principal of High School, 54^ S. Penn St., Wheeling.\nJosiAH Keely. A.M.. Harvard Univ.\n\n1897,\n\nPrincipal of Preparatory School,\n\nMontgomery.\n\nJoseph Rosier.\nSuperintendent of Public Schools, Fairmont.\n1906\n\nEthel Carle, A.B., '05, W. Va. Univ.\n1905.\n\nPrincipal of High School, Mannington.\n\nWilliam H. Wayt.\nSuperintendent of Schools and Principal of High School, Piedmont.\n1907\n\nEdda E. Bingell.\nPrincipal of Centre School, 2234 Main St., Wheeling.\n\nMary Reppetto.\nPrincipal of Webster School, 2735 Eoff St., Wheeling.\n\ninstitutions\n1899\n\nWest Virginia University.\nPresident, D. B. Purinton; Librarian, Pauline Wiggin Leonard,\n\n1900\n\nMorgantown.\n\nState Normal School, West Liberty.\nPrincipal, Lorain Fortney, West Liberty.\n\n1901\n\nPublic Library, Wheeling.\n\n1905\n\nDepartment of Free Schools.\n\nSuperintendent, Hervey B. Work, Wheeling.\nState Superintendent of Free Schools, Thos. C. Miller, Charleston.\n\nWISCONSIN\nLIFE\n\n1884\n\nmembers\n\nJohn Arthur Aylward, A.B., '84, B.L., '90, Univ. of Wis.\nVilas Block, Madison.\n\nJairus Harvlin Carpenter, A.M., '74, Yale Coll.; LL.D., '76, Univ. of Wis.\nEmeritus Jackson Professor of Law, University of Wisconsin, 315 Wisconsin Ave.,\nMadison.\nLewis Herbert Clark.\n1892, Professor of Mathematics, State Normal School, River Falls.\nPhilip Eden, Ph.B., '72, Univ. of Wis.\n601 Pine St., Platteville.\n\nJohn Q. Emery, A.M., Beloit Coll., Ph.B.\n1902, State Dairy and Food Commissioner, R.F.D. No. 41, Edgerton.\nLorenzo Dow Harvey, Ph.D., '91, Milton Coll.\n\nSuperintendent of Public Schools and Stout Training Schools, 102, 4th Ave. N.,\n\n1903,\n\nMenomonie.\n\nAndrew J. Hutton.\n1901,\n\nSuperintendent of Wisconsin Industrial School for Boys, Waukesha.\n\nCharles H. Nye.\n1893,\n\nSuperintendent of Schools of Grant County, 212 N. Adams St., Lancaster.\n\nW. D. Parker, A.M., Univ. of Wis.\nP.\n\nO. Box 4.';4. River Falls.\n\nJohn Barber Parkinson, A.B., '60, A.M., '63, Univ. of Wis.\n188s,\n\nVice-President, and (1893) Professor of Constitutional\nversity of Wisconsin, 803 State St., Madison.\n\nand International Law, Uni-\n\n"}
{"page": 905, "printed_page": null, "text": "LIFE, ACTIVE, AND COKKESPOXDlXlS MEMBERS\n\nWisconsin)\n\n893\n\nWISCONSIN—CVn/iBKfJ\n18S4\n\nAM\n\n.'75, Univ. of WU.\nL-iwycr, Crandon, Forest Co.\n\nSamuel Shaw.\n\n.\n\nRobert Clo..son Spksikr.\n1863,\n\nFounder and I'rcMdcnt of Spcncrrian Uu>incss Collrgc.WLiCOiuin !>t. and Broadway,\nMilwaukee.\n\nJosHCA Stark. .\\.B.. \"jS. Tnion Coll., N'. Y.\n170 Slariin St., Milwaukee.\nIsaac N'ewtun Stkwart, H St., 'bi. Univ. of Wis.\nFormerly l^litor of \".\\lilwaukcc Journal.\" 711 North St.. .\\p|>lel<in.\n\nCharles Frederick Viebahs.\nChairman of the State U.urd of F'xaminers. 703 Western .\\ve.. Walertown.\niSgi\n\nJoHV Hull, .\\.M.. '70, 111. Wes. Iniv.\n200V State St., Milwaukee.\n\n1887\niSgi\n\nAITIVE MEUBrRS\nAlbert Salisbury. Ph.D., Milton Coll.\nPresident\nof\nState\nNormal\nSchool, Whitewater.\niH8s,\nMary E. Doyle.\ni8q4.\n\nThe\n\nSu|)erintendent of Tr.iinini;. Stale .Normal Sih<K>l.\n\nHnudway\n\n.\\|urtment<i,\n\nSuiJerior.\n\nCarroll Gardner Pkar-se.\n1904,\n\ni8q2\n\nbupcrintendent of School.s, City Hall, Milwaukee.\n\nM. Vincent O'Shea, U.L.. 'oi. Cornell L'niv.\n1895,\n\nProfessor of ihc Science and Art of Education, I'niverkity of Wiscoa<un, 140 Lancdoo\n\nMadison.\n\nSt.,\n\n.\\lbert Willi.s Tressler, .\\.U\n1000.\n\n,\n\nCnlv. of Mich.\nWisconsin, 440 N. Charter St.,\n\n'01,\n\nIn,s(jettor of Schools, Cniversily of\n\n1893\n\nWilliam Geohoe Bruce.\n\ni8q4\n\nRichard B. Duixjeon. .\\.B., '76. Cniv. of Wis.\n\n.\\faili«)n.\n\nEditor of \".\\merican School lioard Journal,\" 447 Hanover St., .MiUaukee.\niHgi.\n\nSuperintendent of Cily Schools, 115 N. Carroll St., Madison.\n\nTheron B Pray, .\\ M., '72, l'niv. of ChicaRo.\nEx-President of State Normal School. 402 Pine St., Stevens Point.\n\n189s\n\nGarlen L. Bowman.\n1004.\n\nDunn County Training School for Teachrnk cur. Main and ttth St*.,\n\nPrint i|>al of\n\nMcnomonie.\n\nWarren J. Brier.\ni8<>8.\n\nPresident of Stale Normal School. Oio. jd St.. River Fall*.\n\nSilas Y. Gillan.'a.M.. '87. 111. Wes Cniv.\n1891, Editor of \"Western Teacher\" and of \".Xmerican Jounul at Education,\" 141\nconsin St., Milwaukee.\n\nRurus Henry Hai.sky, A.I\niH<>8,\n\n,\n\nWiv\n\nWilliam* Coll.\n\n'77.\n\nMl Vrmim St\n\nPresident of State .Normal School, 107\n\n.\n\nOnhkosh.\n\nSara D. Jenkins. Ph B.. Sj. l'niv. of Wis,\n11/-.. I,\n\nElle.n C. Sabin.\n1H41,\n\nInstructor in KnKlisli Miith School, .Mailivm.\n\nM\n\n.\\\n\nfniv\n\n\"o\";.\n\n.\n\n.if\n\nWis\n\nPresident of .Milwaukee Downer College, .Milwaukee.\n\nRose C. Swart, AM, 'm, L'niv. of Wis.\n1884,\nE.\n\nV.\n\ni'/:ii.\n\n1806\n\nNormal School, J7 Elm St., Othkcnh.\n\nlaspcctor of Practice Teachinc. State\n\nWkrsick.\nSecretary of Board of F>lu(ati<in,\n\nllillklMir>i.\n\nWalter .Ku.ts\ni8v<>,\n\nW H. CHr.r.vr.R.\nHgo,\n\nAaaisuni Sopennt'^-\n\nFirst\n\nB\n\nI'd\n\n.\n\nPd M\n\n.\n\nSt. N.ir\n\n''.\n\nVice Pre«ilrnl ol Stale .S.r.n,\nSt\n\n,\n\n...tr liisttiuir\n\nCooduclar. isio Sirtamor*\n\nMilwaukee.\n\n.MARY Hill.\ni8^j.\n\n«i> llatkrtl Ave., Milwaukpe.\n\n<\n\nAuirtant Teacher, 170 Maauo St\n\n.\n\nMilwaukee\n\n1Ut« S Nri.v.N\n\n....\n|S»4. Principal of Wrl.ster SchiKil. no Park Ave, Jannullr\n\nGroRCE C. SMtrrr*. Ph B.\nloot,\n\ni8«7\n\n\"\n\nC. P. C.cr\n\n.\n\n..\n\n^\n\n'\n\n'\n\n'\n\n'\n\n,\n\nIntiructiun.\n\nFrankii'-\n\nI\n\nis-j;.\n\n'.\n\nij-MriirnUm ..!\n\n•\n\n!\n\n-\n\n-\n\nDAr<ir\nPrimiiwl <A Hith S<Ik».I,\n\ni«oi.\n\nJake\n\nV.\n\n.\nSt\n\n.\n\n..l\nWhilrwalrr.\n\nStuUum\nI,\n\n'\n\nGeorok V.»f\nElXEM C.\n\n..\n\n.\n\nCoOiluctof of InMiluIr*, State .Sitfmal SthtuI, 6o» M»(n\n\n^\n\n4\n\n•\n\nHfwd St\n\n.\n\nIlrl.4t\n\nUautoma\n\n^^^° Jl^^^^ Principal .ml Proprirt.* i4 tUMMc ll.^tK S.hnol. IIUI4>W.\n\n'-\"'^^J^\"'^'^^,^,, y,i^^^^i ,„., p,„p,Mi.* o< liilMU Hum* School, liillOd*.\nK»Ar..r. B I.. 'Ho. .M I.. 'gi. Cnlv >4 WU\nr.\n...........\n,\nPul.lk S>bi«4*. MaAmuMto.\n1897. Prmci|»l of llich Stbuul. ami Supctinletxlml of\n\nFBrt>rRirK\n\nEmma J\n\n-|')|^\"\"p^^jp,,,^ ,^1, I^^tl Primary Sch-J V.\n\n4\n\n«?» luthst\n\nN W St.\n\nMilw.ukr*.\n\n"}
{"page": 906, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n894\n\n[Wisconsin\n\nWISCONSIN—Cow/rn!(e(f\n1897\n\nCharles McKenny, B.Sc, '81, Mich. Agri. Coll.; A.B., '89, .\\M., '92, Olivet Coll.\n1900, President of State Normal School; res., 2444 Prairie St., Milwaukee.\nE. C. Meland, B.L., '89, Univ. of Wis.\n1895, Principal of Windsor Township High School, De Forest.\nJames A. Merrill, B.Sc, '93, Harvard Univ.\n1900, Department of Science, State Normal School, 1925 John Ave., Superior.\nRichard J. O'Hanlon, Grad., '92, St. Nor. Sch., Oshkosh, Wis.\nPrincipal of 22nd District School, 28th and Clarke Sts., Milwaukee.\nJ.\n\nP.\n\nPeterson.\n1894,\n\nSchool Treasurer, Polk County, Luck.\n\nLorenzo D. Roberts, Ph.B., '71, Albion .\\cad. and Nor. Inst.\n1888, County Superintendent of Schools, Main St., Shawano.\nJohn F. Sims.\n1906, President of State Normal School; res., 200 Brawley St., .Stevens Point.\nPhebe Swan.\n1897,\n\nLibrarian of Gleaner's Library, 556 Public Ave., Beloit.\n\nElmer W. Walker.\n1902,\n\nA.\n\nSuperintendent of Wisconsin State School for the Deaf, Delavan.\n\nW. Weber, Ph.R., '01, Ph.M., '02, Univ. of Wis.\n701\n\nLangdon St., Madison.\n\nH. A. Whipple.\nRepresentative of Houghton, Mifflin & Co.. Waterloo.\n\n1898\n\n1899\n\nWilliam Hill Williams, A.B., '84, A.M., '87, Williams Coll.\n1S97, Teacher of Mathematics, State Normal School, Platteville.\nThomas Higdon Gentle.\n1900, Director of Training School, State Normal School, Platteville.\nAdolphus H. Sage, B.Sc, '86, Cornell Univ.\n1893, Professor of Physics, State Normal School, 130 Elm St., Oshkosh.\nEdward Charles Elliott, B.Sc, '05, .\\.M., '97, Univ. of Nebr.; Ph.D., '05, Columbia Univ.\n1905,\n\nAssociate Professor of Education, University of Wisconsin;\nAve., Madison.\n\nres.,\n\n407 Wisconsin\n\nJohn A. Hagemann, Ph.B., '99, Univ. of Wis.\n1899,\n\nSuperintendent of Schools and Principal of High School, Ft. Alkin.son.\n\nBurton E. Nelson.\n1904,\n\n1900\n\nSuperintendent of City Schools, 1201 Wisconsin St., Racine.\n\nMrs. Ida Hood Clark.\n1903, Supervisor of Manual Training, Public Schools, City Hall, Milwaukee.\nRichard Cecil Hughes, A.B., '84, A.M., '87, D.D., '00, Wooster Univ.\n1901, President of Ripon College, Ripon.\nFoster H. Irons, Grad., '99, Teachers' Coll., Columbia Univ.\n1903, Director of Manual T^raining, Blaine Manual Training School, Superior.\nH. F. Leverenz.\n1899,\n\nSuperintendent of Schools, 2030 N. 8th St., Sheboygan.\n\nAlice H. Shultes.\n1886,\n\n1901\n\nSupervisor of Practice, State\n\nNormal School, River Falls.\n\nDurward Earle Burchell, A.B., Columbia Univ.\n1903,\n\nProfessor of Business -Administration, University of Wisconsin, Madison.\n\nFrank M. Jack, A.M., '93, Beloit Coll.\n\n1902\n\n1906, Institute Conductor, State Normal School, River Falls.\nSamuel Adams Lynch, L.B., Pd.B.,'92, Univ. of Mo.; A.M., '00, Univ. of Chicago.\nPrincipal of Blaine High School, 1703 Hughitt Ave., Superior.\n1905,\nMrs. Mary Davison Bradford.\n1906,\n\nSupervisor of Primary Work and Theory and Practice in Primary Teaching, Stouth\nTraining Schools, Menomonie.\n\nAnna R. Camp, Ph.B.. '97. Western Reserve Univ.\n1897,\n\nPrivate Teacher of Deaf, 625 Mendota Court, Madison.\n\nMary R. Campbell.\nResearch Student, University of Chicago, Medical Department;\n184, 15th St., Milwaukee.\n\nhome\n\naddress,\n\nMrs. Frances Elliott Clark.\n1903,\n\nSupervisor of Music, 1728 Wells St., Milwaukee.\n\nGertrude Earhart.\n.\\ssistant in Polk\n\n'\n\nCounty Normal School, St. Croix Falls.\n\nWilliam Henry Hickok.\n1903,\n\nSui>erintendent of City Schools, 328 Edison St., Antigo.\n\nJunius T. Hooper. B.L., '92, Univ. of Wis.\niSyg,\n\nSuix-rinlcndent of Schools, 917, 7lh Ave., W., Ashland.\n\nH. H. Liebenberg, B.Sc, '07, Univ. of Wis.\n1902,\n\nJoh.n\n\n1904,\nS.\n\nPrincipal of Buffalo County Training School, Alma.\n\nW. Livingston.\nPresident of State Normal School;\n\nres.\n\n167 Bailey .\\ve., Platteville.\n\nH. Metcalf.\nDirector of Music, Public Schools, Menomonie.\nNathan Parker. B.Sc, 'qo, Univ. of Wis.\nEditor of \"Wisconsin Journal of Education,\" 23 E.\n189s,\n\nWu,lard\n\nMain St., Madison\n\n"}
{"page": 907, "printed_page": null, "text": "LIFE, ACTI VE. AND CORRESPONDING MEM BKRS\n\nWiscoasin]\n\nigo3\n\nJohn\n\nR.\n\n895\n\nV:iSCOSSlS—C<mtimufd\nShebbu k. Ph.B., '85. Earlham Cll.\nTeacher of l^lin, Slate Normal Sthixtl, 705 Center St., Whitewater.\n.X\n\"oo, Harvanl Iniv\n.;\nof History and Literature, State N'ormal School, River Kalli.\nTeacher\n1902,\n1S07,\n\nM\n\nHoward Lafayettk \\Viuv)n. .\\ H.. *8<}. In<l. I'niv\nH. S. YoUKER, B.Sc., '04.\n\n.\n\nM Sc., 'qS, Iniv. of Wis.\n\nSuperintendent of City SchooU, Grand Rapidv\ni()03\n\nAcnes Otis\n\nIIric.iiam.\n\nIQ03,\n\nUircclor in Ph>-sical Training, State Normal S«'hool, Platteville.\n\nEuuA XI. CowLES. I'h.H., 'oj, Cniv. of Chicago.\ni8gs.\n\nProfessor of Mathematics, Milwaukee- Downer College, Milwaukee.\n\nW. C. Hazzard, A.B., 'gs, Ix'land Stanford Jr. I'niv.\nStale .\\Kcnl in Wi.sconsin for Silver, Durdell\n\n& Co.. 45,1 Jefler^vn St.. Milwaukee.\n\nEl17j^BETH R. MrCoRUKK.\najq W. 6th St., Sta. A, Supenor.\n\ni8gi. Teacher in Nel.son Dewey School,\nSvsAN M. Porter. AH., '06, Cniv. of Wis.. IJ.L.\n\nTeacher of History, High School. 060 Huron St., Ratine.\nViNSEDGE M. RVSSFIX.\n1807.\n\n1903, Director of Manual Training, State Normal School, Platteville.\nCharles H. Sears, Ph.D., '01, Clark Cniv.\nTeacher of P.sychology and Pejl.igogy. Stale Normal School. Milwaukee.\nMairice H. Smaii. A.B. '87. <\"\"11'V Cniv I'liD 'os. Clark Cniv\n1903, Chairman of Dciarlment of Pedagogy, State Normal Scho<iI, Oshkoih.\nS11.AS B. TOBEY.\n...\n^\n1905, Superintendent of City SchooLi. 61 j h. Jedermn St.. Wiuuu.\nLnojSEY Webb, A.B.. '07. I'niv. of Minn.\nCramer St Milwaukee.\niQOO, Principal of i8lh District School No. 1,\n.\n\n.\n\n$\n\n,\n\nFrances Wettstein.\n1896,\n\n1904\n\nL. H.\n\nPrincipal of School for the Deaf, jj<. 3-Jth St., Milwaukee.\n\nBoLESC. Grad.. St. Nor. .S<h River Kails. Wis.\n1906, Teacher in West .Side High Sch-xjl. .Manitowoc.\n.\n\nJ'UIN Cailaiian.\n1901.\n\n..\nc\nSuperintendent of Schools. 500, i»t St., .Mena.sha.\n'01. Harvard Cniv.\nPrincipal of Flast Division High School, 366 Pro»pect Ave\n.\n\nGeorge A. Chambkri.aiv. A B\n1903,\n\n.\n\n.\n\nMilwaukee.\n\nGcstav W. Gehravd, Ph.B.. '03. Cniv. of Wis.\n1903.\n\nSufierinlendent of City Schools, 42a, sth Avr.. Barahoo.\n\nM\n\n'91. Pd\n'oi. Mich Nor. Coll.\nState ln.stitute Conductor. Oji .\\lgoma St.. l)»hko»H.\n\nWalter C. Hewitt. Pd B\n\n.\n\n.\n\nCnivv of Wis.\nGeorge Henry Lastv-raf. B\n,.\nMannelle.\nCook .St.. .,\n1904. .Suiierintendcnt of City SthcKiLs. 1024\nL., 'qj.\n\nEt>CAR -T*!\"^*^^\n\nprinu'lJjof joh'nG. McMynn School. 720 Main St\n'01\nCniv of Wis.\n\nEowi.v Thomas f)'BR!r.N. Ph B\n1904.\n\nRa<ine.\n\n,\n\n.\n\nSujierintendent of .Sch<i<»l». Berlin\n\nANSA E. SciiArrtR^^^\nO. J. ScHOSTTR. B ««•\n\nlaspector of Sch«J. for the Deaf. IVi-nment of Kdu.aiL.n. C.ptt.J, Mwlboo.\n\nCniv\n\n•\"\n\n..f\n\n.\n\nWis\n.\n\n1.\n\n.\n\n.\n\n.\n\n1^^^\n\nI.\ni.i\n..\n.iii^ .'\",«! c\nPUlI'Villr.\nSchool.\n,\n\nI\n\nIons W1U.IAM\n\nJons A.r«r.. ^^\n\n'j;'J^^,^,„OKnmerci.l Siudie,.nd BusineM Training. N.*lh IM»i.*.« Hi«h Sshnol.\nreil.,637. J:!h\n\nf )TT<»\n\nK.\n\nWirtANu. A B\nl»99.\n\n,905\n\nAnna W\n\nM\n\n\\|ll« nllrr\n\nV'\nDejMnmen\n\n...ko\nS. ijlh S«\nhoot 14I.c\nu\n\n.\n\nU CT.«.e.\nt\n\n1\n\n»;^;''-^;^,,'J„» ,/;„'^;;:u:;;;, \"soi^vi^f «( Training\n\n,\n\n,\n\n,'\n\nDrprlmeo.\n\nSlat. Normal\n\nSchool.\n\nWhilewairr\n\nj..„ B. B;;|»;r.;^A^»^^.r,\n\n^'\\r^^1!\\..r^.,.. M.d..H,\n\nEnwA... Mov.o^^»-«„;;^/-„,\n\nTmoma* W\n\n^^.yrr\n,\n\n.., ^.,„,h s... .S'.«..h\n\n^^ |,i^H.t School.\n\nHowA.i. D Bv\nI\n\nbclujul.\n\n,^.^.\n\nle«.\n\nj^,^^^^,\n211\n\n*l|ft\n\nVan Hurra Si\n\n,,,,„,^ p„M.\n\nMtl.aukec\n\n.\n\nr^Khrr la ihr .Sl.ml Tralnlm\n\n-vSnol.. aiwl\n\nWiUm Av^\n.>..h«x «.t. «h\n\n^'^\"'^';;;rEtorolSu,M.M««.l Train,\n\nS,\n\n.\n\nMrnnmnnk.\n\n\"*\"*•\",\n\nM-J*— St •»! *T«h A^ M.lw.ukr,\n'iirV'rincfp.I ol ,vl IM-rkt Schnni So. ..\n\nJ- V. (ott... Ph^M /79. ',-{'Ji,„'::;',.V\"!:..r N^^Sch.-, .., D^U,-, S, Slewn. Point.\nRO.WT I'\nM»l-.«k.*.\n..o», .Ml S.\n,^ „,h iH^ri.. S-hon. So\n,*;;7;7,,„,i,^\n\n..\n\n,\n\n"}
{"page": 908, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n896\n\n[Wisconsin\n\nWISCONSIN—Con,'j»t«c(i\nigos\n\nK. C. Davis, Ph.D.,'oo, Cornell Univ.\nPrincipal of School of Agriculture; res., 814, 2d St., Menomonie.\n\n1902,\n\nWalter Fenno Dearborn, Ph.D., '05, Columbia Univ.\nInstructor in Educational Psychology, University of\n\n1905,\n\nWisconsin;\n\nres.,\n\n218\n\nman St., Madison.\n\nW. Gil-\n\nKate Dignon.\nFirst -Assistant in 6th District School No. 3, 255, i8th St.,\n\n1901,\n\nMilwaukee.\n\nWalter E. Elmer, A.B., Univ. of Wis.\nSupervising Principal of Schools, Hartford.\n\n1905,\n\nEmma J. Gardner.\nFirst Assistant in 12th District School No. 2,\n\n1894,\n\n676 Wilson St., Milwaukee.\n\nHermann Charles Henderson. A.B., '95, Univ. of Chicago: A.M.. '98- Univ. of New Brunswick.\nTeacher of Psychology and Pedagogy, State Normal School;\nSt., Milwaukee.\nWiLLLAM H. Jamieson, B.L., '01, Univ. of Wis.\n1902,\n\nres.,\n\n2212 Sycamore\n\nSuperintendent of Schools, Tomahawk.\n\n1902,\n\nAlbert Ernest Kagel.\n1904,\n\nAssistant Superintendent of Schools, 563 Scott St., Milwaukee.\n\nWilliam E. Maddock, A.B., '04, Harvard Univ.\nSuperintendent of City Schools, 1507, 14th St.. Superior.\n\n1905,\n\nMatthew N. McIver, Ph.B., '92, Beloit Coll.\n1906, Superintendent of Schools, 144 Elm St., Oshkosh.\nJessie B. Montgomery, Grad., '95, Ind. St. Nor. Sch.\nCritic in Grammar Department, State Normal\n\n1903,\n\nSchool;\n\nres.,\n\n305 N. Elm St., Platte-\n\nville.\n\nHerman E. Owen.\nDepartment\n\nof Public School Music, Wisconsin University\n\nSchool of\n\nMusic, 615\n\nState St., Madison.\n\nGrace E. Salisbury.\n1901,\n\nLibrarian of State Normal School, Whitewater.\n\nFrank K. Sf.christ, M.Sc, Ph.D., '98, Lafayette Coll.\n1900,\n\nTeacher of Rhetoric and Literature, State Normal School, 934 Clark\n\nSt.,\n\nStevens\n\nPoint.\nF. F. Showers, B.I-., '03, Univ. of Wis.\nPresident of Business College. Stevens Point.\n\nJohn Henry Stauff, A.B., '99, Univ. of Wis.\nSupervising Principal of Schools, Lock Box 72, Sharon.\nP. J. Zimmers.\n1904,\n\n1906\n\nSuperintendent of Schools, 555 Prairie Ave., Kenosha.\n\nOliver E. Gray.\n1898,\n\nSuperintendent of Schools, Platteville.\n\nG. B. Hoag.\n1904,\n\nInstructor in\n\nManual Training, State Normal School, River Falls.\n\nThomas Lloyd Jones, B.Sc, '96, Univ. of Wis.\n1905,\n\nSuperintendent of Schools, 227 Wauwatosa Ave., Wauwatosa.\n\nG. F. Loomis, A.B., '96. A.M., '01, Beloit Coll.\nSuperintendent of Schools, Main St., Oconto.\nE. L.\n\nLuther, A.B., '95, Olivet Coll.\nSuperintendent of Schools, 524 Lincoln St., Ripon.\n\nG. J. Roberts, A.B., '92, Penn Coll.; A.M., '01, Univ. of Mich.\n1906,\n\nSuperintendent of City Schools, Merrill.\n\ninstitutions\nlife members\n\n1884\n\nAlumni Association, State Normal School at Milwaukee.\nPresident, Charles McKenny; Librarian, Delia Ovitz, Milwaukee.\nAthen.«um Society of State Normal School at Platteville.\nLibrarian, Miss B. A. Gardner, Platteville.\n\nBeloit City School Board.\nSuperintendent, F. E. Converse; Clerk; E. C. Helm, Beloit.\n\nBoard of Education of the Ctty of Janesville.\nPresident, S. B. Buckmaster;\n\nClerk, S. C.\n\nBurnham. Janesville.\n\nBoard of Education, La Crosse.\nPresident, William Luening;\nLa Crosse.\n\nSuperintendent, John P. Bird, High School\n\nBuilding,\n\nBoard of Education, Oshkosh.\nPresident, D. W. Fernandez; Clerk, Daniel Witzel, Oshkosh.\nBoard of Regents, State Normal Schools.\nPresident, J. A. Peacock, Oconomowoc; Secretary, William Kittle, Madison.\nBoard of School Directors, Milwaukee.\nPresident, Aug. S. Lindemann, 2912 Highland Boul.; Secretary, Frank M. Harbach,\nCity Hall, Milwaukee.\nCity Superintendents' and Supervising Principals' Association of W'isconsin.\nPresident, W. H. Hickok, Antigo; Secretary and Treasurer, G. F. Iwoomis, Waupun.\n\n"}
{"page": 909, "printed_page": null, "text": "«\n\nLIFE, ACTIVE, A\\D CORRESPO.\\PI .\\c; MEMIiEKS\n\nWyonung]\n\n8g7\n\nWlSCONSl S—ConttHued\n1884\n\nCOCKTY TeACHEHs' .\\SS«C1ATI0N, MlLWAlKEF. COINTV.\nPrcsidcni. Herbert J. I'liJcr. 7«3 .\\s«or S>«\n\nMilwaukee Principals\" .\\ssoi iation.\nJ. J. Soracrs;\n\nrrcsidcnt\n\n•\n\nMU«auk«*.\n\nSecretary. J. J. hinan. Milwaukee.\n\nPhiladelphjan Soiurrv or Statk Normal School at Plattkvillk.\nlatlcville.\nPrcsiiU-m. Grant A. German; Secretary, Gilbert Hrerrlnn, I\nPublic ScuoolTkmhkrs Of jANJvsviLLr..\n.\n,,\n1\nu\n.\n\n,\n\nSuperintendent. H. C. Huell; Secretary, Ijzzie A. Paten-.n, Jancsvtile.\n\nState Historical S.K-IKTY or \\Vis<-..NsiN.\n-.\n..\n1\n„\n-n.\nMadLv.n.\nSecretary and Supennlcndent, Rcul>en G. Thwaites,\n\nm\n\nState Normal School AT PLArrKvu-LE.\n„ , ,•\n.. ..;ii\nI'Une\\nlle.\nGardner, i.i\nPresident, John \\V. Uvingston; Ijliranan. Muvi H. A.\nWisj-oN-siN.\nor\nTeachers' .\\ssociATios\nMilwaukee\nPresident. John F. Sims. Secretary. Kathenne Williams.\n.\n\nACTIVE MEMBER.S\n.807\n\nSTATE NORMAL Soj.-.\n\n1808\n\nMawACKEE Public Library.\n\nOOtkosh.\n.,;;;;^\"^-X „ ii^^.,_ Li,,^,„. KJU c;.XKl«in Parmele.\n\nLibrarian. George \\\\.\n\nPcckham, Milwaukee.\n\nState Normal Sch<m)l, WHrrrwATKR.\n\nPrcMdent. .Mbcrt Salisbury, Whitewater.\n\n1899\n\nM\n\nWRENCE\n\n|,^^^j^.|jj\n\njj_jj^yj.i\n\nj,|^„,^. yi,rarian, Zelia Smith,\n\nNormal SciicxiL, I. iBRMiv.\noiA\nSLPtRioR State\nSuperior\n\n,902\n\nBKLorr Co'-\"'^^'\n\np^^j^„,\n\n^-\n\n,\n\nr-\n\nlibrarian J.imes A\n\n^c-o. L. O.llie;\n\ni;'»;;*\",i'^i,,,.„,\n\nRiPos College, '-^bR:*^*;^,\n^^^_^^,, f.\n\nS— -;^>i--v, Ken^Kha^ ^^^^^^^ ^^^ ^.^^^\n\nGILBERT M.\n\n.90s\n\nMilwaukee Teao.khsVV.-^matiosv_^^^^^\nIIviVFBSITV Of\n\nlilaivlell. Ileloil\n\n^^^^^. ubrari^. ,,. j. Manuon. Ri,..n.\n\n.^3\n\n1906\n*^\n\nApplrton.\n\n...,,suseill. Librarian, Harriet L. tjton, Su|«:nor.\n\n1000\n1900\n\n^^^\n\n,.\n\n„^^^ ^^„.^^\n\n1^,^^^^ K.,o.„i,^ R. William*. 87.\n\n^^.^^^^ ^^\n\nHuflum St., Milwaukee.\nLlHB\\RV.\n\nW'lS<'<»N'iIN.\n\nARABIT LlI.U.W MiMMKIM. LlBHAUV\n\nvi n, Librarian, kalhcnnc Smock, Monroe.\n\n,....,.\n\nKei LOG*. Public Library.\n\n„\n\nLibrarian, O. 15. .Martin, (.rrt-n Lay.\n,\n\nState Normal S<h<iol. River FalU.\nPresident,\n\nW. J. brier. River FalU.\n\nWYOMINi;\nAC-TIVr\n\n.894\n\nESTELLE\n\n^^^^\n\n;S::nmJll!.rl.r?^li::l^^.;:...V .adre^. Room .w. In..u„ . .ffi.e,\n\ninxton, I)\n\n.»^5\n\nlU s.v\n\n.^,\n\n.\n\nX'?cLr:J'Fi.i!i^i».L'L'fKl....,..: ... u.\nLtramie.\n\nShrri.Un\n^^^ ScmiWckly P.-.\nl»«« OJl\nFrasc. K^muso M.T,,r.v ,.M. -A\n\nHtN/AMIM RaV C»A-\n\nWrI nW. «r u\nPdM. 'oo. ..\n.\n\n.\n\nAM-^^\nAM.\n\n.\n\n.\n\nfA»prr.\nir.\n\n«\n\n^\n\n^^\n\nlgo2,\n\nMr*. Emm*\n\nH\n\nlexx.\n\nSutirttntewJenl »l Scb.«i4». Rawlln*\n\nKwi'-ht\nSu|«Tinlmilml <.'\n\nDC \"o'i«)<\n^' H. W'. (jLALxtAwrr.\nloot, A««n<iale Pf'ile~<'' \"\n•-\n\nt*lii«TT.4ir \"t\n\n„,j,\n\n*\n\n-\n\n.1*4 Sihcwl ul Cummtrca,\n\nW)f.im»n«. 1-M«mir\n\nrMoMAJi^^\n\ns«,^n.r«.»m. .A 0«nlr S.h.-4^ K».n—\n\nA U f*\"\"«^^\n\nj^,„ supmnimcknl ..( IMUk IwlfiKlk*.\n\nIvA\n\n,^,\n\nS^.2 s.t.lT:i..r..r o( Wy,-n.n,.\n\nTHoM.n T. TVNA.^,^^^\n\nSui\n\n1903\n\nWaUi-\n\n(\n\n^'^^%;,^;;!]f^:^;:::^';^.Ul Science, I'nivrrv.y »( Wy.-n.„«, ,0,, «,h S, Ur.mJ..\n\nJ.„.s ^-^7-^\n\n.H99\n\nMKMBtRS\n\nP O B.^ 4»«. fhrrrnnr-\n\n"}
{"page": 910, "printed_page": null, "text": "—\nNATIONAL EDUCATIONAL ASSOC IATION\n\n898\n\nWYOMING\n1906\n\nFrank W. Lee.\n\n(Porto Rico\n\nContinued\n\n^^^^^^^^^^^^ ^j ^ity Schools, 312, Qth St., Laramie.\n\n'91. Univ. of Iowa.\npu^„p„„e\nSuperintendent of Schools, iii Last 20th St., Cheyenne.\nOscar E. Swanson, B.Sc, '01, Valparaiso CoU\nLvanston.\n4th St., Fv.n^tnn\n1906, Superintendent of City Schools, 244.\n\nS. S.\n\nStockwell, M. Didac, Ph.R.\n1905,\n\nINSTITUTION\n1897\n\nTHE UNIVERSITY ^^^ WvoMiNG^^^^^^\n\n^^^^^^ ^.^^^^_ ^.^^^^.^^^ ^^^^^ ^^^^^^^ jj^^^^^^ Laramie.\n\nALASKA\nACTIVE MEMBER\n180S\n\nCassia Patton.\n1894,\n\nTeacher of School No. 2, Sitka.\n\nCUBA\nACTIVE MEMBER\n\n^\n\n1934\n*\n\nSiXTO L6PEZ-M1RANDA, Ph.D., Natiorial Univ., Cuba.\ninspectors,\nol Tnsnectors\nChief nf\nand r,„^r^\n(1905) Phiff\nCuba, ,„^\n,004 Technical Commissioner of Education for\nDepartment of Public Instruction, 117 Animas St., Havana.\n\nHAWAII\nACTIVE MEMBERS\n189s\n^^\n\nSan Jose, Cal.\n\nAllie M. Felker, Grad., '84, St. Nor. Sch\n1901,\n\nPrincipal of Kaahumanu School, 234\n\nDewey Ave., Honolulu.\n\nX9O0\n\nMrs. Nina L^D. Fraser.^\n\n1902\n\nAlice F. Beard.\n\n1903\n\nCharles W. Baldwin.\nHonolulu.\n1900, Normal Inspector, First Circuit,\nA.B., '99, Harvard Univ.\nArthur Floyd Griffiths, Ph.B., '97, A.M., '99, St. Lawrence Univ.;\n\n1899,\n\n1902,\n\n190S\n\n^^^^^^ ^^^ ^^j,^^^ ^_^^ ^^^.^.^ ^^^\n\n^^ ^^^ ^^.^j^^.\n\n_\n\nHonolulu.\n\n.^ „\n„\nKailua, N. Kona.\n.,\n\n,\n\nPrincipal of Kona Orphanage,\n\nPresident of Oahu CoUeiie. Honolulu.\n\nPerley Leonard Horne, A.B., '92, A.M., '94, Harvard Univ.\n1904,\n\nPresident of Kamehameha Schools, Honolulu.\n\nPANAMA\n'\n\n,894\n\n'89, A.M.,\nDAVID C. OX:oNNOR^A^B.^89,\nGorgona, Canal Zone, Isthmus of\nof Can\nlent ^^^^;^;^l^^^\\^Z^t:^oo^.,\n_^\n\nPanama.\n\nPHILIPPINE ISLANDS\nACTIVE MEMBERS\n1S99\n1890\n\nriKNK S. Townsend, A.B., '80, A.M., '83, Univ. of Des Moines.\nHenry\n\n.\n\n.\n\nDi^sion Superintendent of PubUc Instruction of the Division of Tayabas,\nTayabas.\nE.A.Coddington, B.Sc, '98, Olivet Coll.; A.B'oi,Umv of Mich.\nWashington St., Capiz,Panay.\niyo2, bivisionSuperintendentof Schools, 10\n\n,\n\nLucena\n\n^^^^^\n\nlooo\n1903\n\n.\n\n'01, St. Nor. Sch.\nIndustrial Teacher in Normal School, Cebu,\n\nJ. W. Curtis, Grad.,\n\n1905,\n\n1904\n^ ^\n\nSenora Maria del Pilar Zamora.\n\n1905\n^\n\nCharles E. Wright, B.Sc, '00. A.M., '04, Grove City Coll.\n\n1906\n\nWilliam F. MoNTAVON, A. B., 98, Notre Dame Univ\n\n,01-,\n\nInstructor in Insular Normal School;\n\n,904,\n\n1906,\n\nr-v,Ti„i\nCebu Island.\n\nres., 51\n\nPm^\n\nlu M„r;..\nManiH\nSta. Cruz, Manila.\nNona, St,\nCalle\n<-\n\n.\n\nPrincipal of ProWncial School, Capiz, Province of Capiz.\n\nDivision Superintendent of Schools, Pasig, Kizal.\n\nPORTO RICO\nACTIVE members\n1\n\n93\n\nlooi\n\nBEDIAH\n.\n\nSuperintendent of Schools for the District of Bayamon, Bayam6n.\n\nEnrique C. Hernandez, A.M., '89, Univ. of Madrid.\n\n.\n\nExamining Superintendent, Department of Education, ban Juan.\n.\\.B., 'oo, Wellesley CoU.\n^\nnuN\n^,\nSnsAN\nD HuNTiNGTON,\n, r,\n-nDiusAN u.\np^^^.^^j jj Practice School, Normal Department, University of Porto Rico, Rio\n1903,\n\nTnn5\n1902\n\n.\n\n.\n\nPiedras.\n\n1904\n\nRoland P. Falkner, Ph.D., '88, Halle.\n\n,„,..,.\n\n.\n\nc\n\nt\n\nCommissioner of Education for Porto Rico, San Juan.\n\nEverett W. Lord, A.B., '00, Boston Univ.; A.M., '06.\n1902,\n\nAs.sistant\n\nd-\n\nc\n\ni\n\n„\n\nCommissioner of Education of Porto Rico, San Juan.\n\nToSEFINA SaBAT MeNDIN.\nrr^\n„\nc\nT\n„\nSt., San Juan.\nTanca o.\n1902, Grade Teacher Catano School; res., 9\n,\n\n,\n\n"}
{"page": 911, "printed_page": null, "text": "AS D CORRESPOSDl SC. MLMBERS\n\nLI IE, ACTl V li,\n\nCanada)\n\n8gg\n\nPORTO K\\CO—Continued\nCoNAST. A.B.. \"05. Columbia I'niv.\n\nIQ04\n\nRcH'.r.R\n\nL.\n\n1906\n\nE.\n\nlooa. District Superimcndfnt of Schoob, Ynuco.\nCloppkr. B So.. \"07. Unliinv (\"..!!\n\nN'.\n\nrrincipal af Central iligh School of Porto Rico, San Juan.\n\n1004.\n\nElADIO VfLEZ ESPADA.\nActing Principal of SchooU. Box i.i. Sabana-Orandr.\n\n1006,\n\npRANrisco RonRir.i-E/ Lopk/.\nActing Principal of Public Schools, Main St., (iua)-anilla.\n\n1906.\n\nIVSTITLTION\n190J\n\nDepartment or Eoccatios or Phrto Riro.\nCommissionrr, Roland\nJuan.\n\nFalkncr;\n\nP.\n\nCommi»ioncr, Evcrrlt\n\n.\\ctinK\n\nSan\n\nl^rd.\n\n\\\\.\n\nARGENTINE REPCBEIC\nactive member\n1004\n\nMrs. Sara C. F-ccxeston,\n\nN\n\nDircctrrs.s of Msiurla Normal\n.\\ssociation of Kindrrgartncni.\n\nAmericana, and Honorary Prrsidcnl >( \\'atii>nal\nCare of CnitctJ States Consul, Bum n .Xirr:..\n\nAL'STRALIA\nMEMBERS\n\nACrrV'E\n\nloot\n\n1933\n\nEt-iAs John Forbes.\niSqi, Manager <>f .\\u-tralian Branch, G.\n\n& C. Mcrriam Co., 8 Spring St., Sydney, New\n\nSouth Woks.\nGeoroe Haxdley Knmbbs, F.R..\\.S., England.\nProfcs.sor of .Sur>Tving, an'l\n\niQOi,\n\nSvdncv;\nres.,\n\nsumnime .Vriing F'n>fr<vSi>r of\n\nCommisMMnrr >if\n\nState\n\n28 Bland\n\nIvluiation\n\nPh>->ir!i, l'ni\\Tr>ity of\nof Technical Education;\n\nl)irr<ti>r\n\nNew South Wales.\n\nSydney.\n\n.\\shlKlJ\n\nSt..\n\nWalter Beavts.\nSenior Inspector of Schools. 54 Watt St.. Newca:itle.\n\nNew South Wales.\n\n.Archibald Daniel MrKfs/iE.\nIn.sijector of\n\nSchools. Dcixirtmrnt of\n\nPublic Instruction, \".Masc«>tte\" South Si.,\n\nMarritkWllc, New South Wales.\n\nThomas Walker.\n1898.\n\nNew South Wales. \".Marathon.\" Livingstone Ruad, Mar-\n\nInspector of Schools of\n\nnckville, New South Wales.\n\nBR.\\ZIL\nactive mimbik\n1902\n\nHoBACE M. Lane. M D.. '78. Cniv of M.. LL I) oj. N V. I'niv,\n1899, President of Mackenue College, Caixa 14. S. Paulo.\n;\n\nCANADA\nl.irr\n\n1H91\n\nMrs. Mary J.\n\nMEMBER\n\nWvLir\n\nB.\n\nDeer Park. Toronio. Onl.\nACTIVE MEMBERS\nL. Hi<;iie«.\n,\n1874. Chief Inspector <•(\n\n1890\n\nJames\n\n1891\n\nSamlel Bower Sim lair A M\ni8<j.j.\n\n1804\n\n'\n\n,\n\nPh \\)\n'.\n\n\\'icc-Principial 0/\n\no( (liicagn.\n\n\"oi. I'niv\n\n'./.. I'niv of Tomnio\n\"ot. A M\ndii< .>li<'ii\nMilKMjId Callrgr. Sir\nDran <;f S<lwi \"f\nHears A B '98 I niv ..( Manii..U\n.....\n\nArtiilr E.\n\n.\n\n.\n\n1903,\n\nIVincipal of Abcrtlren Sth<i«l.\n\n1883.\n\nSoprr%i»f«r of Sf h ' I-\n\nriioMAH Allari.v. r B»ot .,11\n\nA H\n\nIntlruilor in\n\nKn*.:\n\n11,00.\n\nHea<l .Maalrr\n\n•'<\n\ntx%\n\n' \"\n\n'•\n\n.\n\nM t\n\n\\\n\nA\n\nPortage A»t\n\n.\n\n.tr\n\n.\n\nBrllrtrw P\n\n<l.\n\n\\\\mni|rg. Man.\n\n\" ••'«»t Dartmouth, Nova ScoiU\n\n••(\n\nCan\n.u, glh Avr\n\nE. MoKTMiMrRV Campbul A B\n\nCr.nB.iE D.\n\nAnnr\n\nI\n\n.\n\n190$,\n\nVhiBtl. 3'\n\n'\n\n„\n\nRrlmaM Si\n\n,\n\nU\n\n,\n\n».\n\n.\n\n\\anfnu«Tf, R\n,._\n\n(\n\nMunlml. l)t»t\\tK.\n.\n\n.\n\noi M.i\n.\n.\n„\n,»\n.\nMcl)<inaM Director ul .Salurv Mudr. Kitowll<in. (^urbrc.\n\nFtiXER A B\n\n,\n\ni.x)4\n\nMvRA M. Wixnir^irt\n\n,90,\n\nEttr.!.\n\n190A\n'^^\n\n(;rRMABD Rhharh\n\n'\n\n.\n\niw»\n\nCity Hall. T«if<»nto. Ontario\n|8<;7.\n\ni90t\n\n•\n\nMrs Aha M. Hi-cmeh.\nCviucr. Herbert I/k-re, A B\n\n190}\n\nM....loronio.\n\n.,\n\n.\n\n^\n\" Mlliiio. ._.\ntmtarVi\n\nAil'l'\n\nSrE»rE^ A B\n\n,^,\n\n^.\n\n..\n\n^\n\n^\n\n^^ ^\n\n^ ^^^^ ^^\nt\n\n|,„.\n>,\n\nDAMtfX MrljrrvRE, A B\n\n,.\n\n...\n\n\"V.\n\nA M Vqi\n\nSuia-nntrmlrnl •\n\nTomnio, Oniartn,\n\n.\n1\ni\n. .1\nw .-m\nI^lurrr\nIn ^^iulalioa. M<l>lll\n\nI\n\nI\n\n'\n\n;\n\ni«-\n\n«inol|«ru\n\ntj\\tt\\in\n\n"}
{"page": 912, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\nQoo\n\n[Sweden\n\nCANADA— Con/j«Mei\nINSTITUTIONS\nT002\n1902\n\n^«xjEPAKiMt^i of Education of Nova Scotia.\nDepartment\n,t ir\nm\nc .•\nSuperintendent. A. H. MacKay, Education Office, Halifax, Nova Scotia.\nLibrary.\nOntario,\nof\nDepartment\n^\nEducation\n.\n\n.\n\n.\n\nHistoriographer, J. George Hodgins, Toronto, Ontario.\n\n100?\n^^\n\nProvincial Normal School, Truro, Nova\nPrincipal, David Soloan, Truro, Nova Scotia.\nScotia.\n\nCHILE\nACTIVE MpMBER\ninstitution\n1901\n\nLibrary of Congress of Chile.\nLibrarian, Adolph Labatut, Santiago.\n\nCHINA\nACTIVE\n\n^\n\n1002\n\nC.\n\nM. Lacey Sites, Ph.D.\n\nMEMBER\n\n^ „\n^^\n^1,\nci.\nu\nImperial Polytechnic College, Nanyang College, Shanghai.\n•\n\n,\n\n.\n\nENGLAND\nACTIVE members\n1901\n\nAlice\n\n1902\n\nJoseph\n\n1006\n1900\n\n^A^^'^^^'^^j^^.^ji^n^^, Department, W. R. C. C, Yorkshire;\nMaida Vale, London, W.\n\nres.,\n\n252 Lauderdale Mansions,\n\nVice-chairman, Educational Committee, Chairman of Technical School Sub-Committee, Glebe House, Rochdale.\nWoods, Grad., Girton Coll., England.\n^\nAlice\nr^^i^\n^ „\n^t n,\nd\nd\nj\nRoad,\nPrincipal of The Maria Grey^ Training College; 3 N. Mansions, Burton\n\n°^^^\n\n.\n\n^^^^\n\n•\n\n.\n\n.\n\nBrondesbury, London, N. W.\n\nINSTITUTION\n1002\n\n^\n\nFree Public Library, Manchester.\nc.\niv.\nu\nLibrarian, Charles W. Sutton, Reference Library, King St., Manchester.\n\niSoi\nIS93\n\nactive member\nState High School Teacher's Diploma, '81.\nivKr,\nB£la\nDtLA KRfecsY,\nr..\nState High School, 6th District\nRoyal\nthe\nof\nProfessor\nErdosoz 5, Budapest.\n\n.\n\nHUNGARY\n,\n\n.\n\nat\n\n„\nj\n.\ni7t r\nBudapest,\nVI Felso\n1\n\nJAPAN\nactive members\ninstitutions\n1900\n\nImperial Library of Japan.\n\n^\n\n,^\n\n„\n\nt-\n\n1\n\nLibrarian, I. Tanaka, Uyeno Park, Tokyo.\n,\n\n,\n\nYamaguchi Public Library.\n\nLibrarian, T. Sano, Yamaguchi.\n\nMEXICO\nactive members\n1903\n\nSchuyler F. Herron, A.B., '94. A.M., '97, Syracuse Univ.\niQos,\n\n„,,.\n\n1905\n\nGun.LERMo A. Sherwell.\n\n1006\n\nEdrique Herrera Moreno. M.D., '85, Coll. of City of Mexico.\n\n1902,\n\nTeacher of Science of Education, Escuela Normal, Jalapa, Vera Cruz.\n\nACTIVE member\n\nThomas Reid Fleming, A.M., LL.B.\n1890,\n\nInspector of Schools, Education Board, Wellington.\n\nINSTITUTION\n\nPublic Library, Wellington.\nLibrarian, Herbert Baillie, Wellington.\n\nSWEDEN\nactive members\n1904\n\n,,\n\n^\n\nDirector of Preparatory College of Jalapa, Alba No. 8, Jalapa, Vera Cruz.\n\nNEW ZEALAND\n\n190s\n\n_„\n\n..\n\nMats Dalborg.\n1905,\n\n.„..,,,\n\nc.\n\n1\n\nu\n\n1\n\nActing Principal, 3 Idung, Stockholm.\n88, Royal Nor. Coll., Stockholm.\n\nAnna H. J. Danielsson, Grad.,\n1903,\n\nrj.-\n\nSuperintendent of Schools for the American School Association, S. C, 2a Industna\nNo. 15, Mexico, D. F.\n\nPrincipal of GirLs' High School, Kalmar.\n\n"}
{"page": 913, "printed_page": null, "text": "Wales]\n\nLIFE, ACTIVE,\n\nAND CORRESPOS' DING MEMBERS\n\ngoi\n\nSWirZERLWD\nACTIVK\n1905\n\nUEMDKR\n\nCharles StxiKowsKi. M.h.. '03, Lw6w. Galicia, Austria.\n13 Rome Ave., Fribourg.\n\nTURKEY\nACTI\\'F.\n\n1898\n\n1001,\n\niQoi\n\nUCMBELS\n\nWilliam Smith Mobray. B.Sc., '88, M.Sc., 'oj. S>Tacuse Univ.\nProfessor in Rol)ert ColleKe .inJ Principal in Preparatory Dcpirtment, ConManti(Ojirn KnKlL^h NIail Wa lyondon.)\nnoplc.\n\nLucics O. Lee. D.D., '07\n1881.\n\nT.ilxir Coll.\n\nProfessor of S>-stematic Theology, etc\n\n.\n\nTheological Scmin.iry,\n\n.\\I.ir.ish.\n\nISSTITCTION\n\nACTIVK MtMBKR\n1903\n\nRobert College or Cosstastisople.\nPresident. C. Frank Gates. Constantinople.\n\n(Open English .Mail na Lundoo.)\n\nWALES\nissTiTirriON\nACTTVr.\n\\()oo\n\nMKMDER\n\nCARDirr Free Ppblic Libraries.\nLibrarian, John Ballin^er, Central Library, Cardifl.\n\n"}
{"page": 914, "printed_page": null, "text": ""}
{"page": 915, "printed_page": null, "text": "INDEX TO LIST OF\nLIFE DIRECTORS, Lll'li AND Ai:T1\\'1': MI<MB1:RS\n[The nnmes of Life Directors ami Life Members are printed in if,i/i\\s.]\nAasvcd. Mina H., \\V.ish., 'oi\nAber, William M.. Mont., '03\nAbbott, Allan, N. Y., '03\nAbbott, Mrs. Emma A.. Mo., '04\nAbbott, F. U., Kans., 'qq\n.\\i>l>ott. l-\"runics H.. N. Y., '05\nAbljott. L. R.. Mich., 'oo\n\nOsmiT, Cal., '00\n.Ablwilt, Winthrop P.. N't., '03\n.\\blx}tt,\n\nAbcriTomliie, j. \\V., .Via '00\nAbranis, Alfred \\V., N. Y '01\n.\n\n.\n\n.Acki-rman. Jcnnit- .\\I.. F'a., '05\n.\\ckerman. J. H., Ore, 'gj\n••Xclclin, .\\nna, I'a., '03\n.•\\dams I'ub. I.ib'y, Nlas.^., '01\n.Adams, E. F., la., '04\n.\\dam.s.\n\nN\n\nI. S..\n\nY.. 'os\n\nO\n\nA^ard\n\nI.\n\nRe-\n\n\"04\n\nIII..\n\nw\n\nM.. Tex.,\nAgricultural Coll., Conn., 'go\nAKruu!tiir.,l ('..11\nKan.. '07\nMiih., o3\nAkm\nMinn., '01\nAk'\n.\n\nAi!T\n\nMist., 'oj\nH.. 'oj\n\\. .Mex 'oj\n\nAk-\n\nN\"\n\n.Att-\n\nN\n\nAijf\n\nAllen, l.vm.in R., Mas-;., 'gij\nAllen, W'alter, Wis.. 'g6\nAllen, Wm. C, .\\. Y.. 'os\nAllensworth, .Allen. Cal.. 'gi\n.Alleshousc. .A.\nOhio. '05\nAlley, Frank S.. Ohio. '06\nAIIko<k1. Robt. Y.. .Ala.. 'g8\n\n,\n\nt:\n\n'04\n\n.\n\nLa., 'ob\n\n,\n\nAswell. James B.. La., 03\nAlhrHaum Sixuly, Wis., '84\nAlhv. Frames M.. \\. Y., '0$\n\nAtkinvin. C\n\nCha*\n1\n\n'04\n\nIII..\n\nAttelK-ry.\n\nW. H.. Tc«., '04\n\nAtwell. F.\n\nG\n\n,\n\nColl.\n\nI.ib'v.\n\n.Nla.^..\n\n'o7\n\nAmiilon, I.. E., .Miili.. 'g3\nAmstul/., Peter I) Ohio, '01\n\nW R\nI\n\nr\n\nAi,.!f..<\n\nMith\n\n.\n\nC.\nF\n\n.S\n,\n\nt\n\n.\n\n,\n\nR\n\n.\n\nS Y\n\nAu. I.ola M\n\n.\n\n.\\Iavi\n\n.\n\n\\ Y\n\n.\n\n(ill.\n\nr\n\nr.\n\nA\n\n*o3\n\n.\n\n'05\n\n.\n\n.\n\n'04\n\n.\n\nI\n\nI.lalKi. 'oft\n\n\\\n\nE\nI\n\n)ht<i.\n\n<\n\n.\n\n\\ Y\n(\n\nt\n\nt\n\nI\n\n\\\n\n,\n\n,\n\nI.\n\nAxlinr. II\nA»i.lt I'\n\\\n\nAiken, Waller II Ohio, '01\nAilon. »)e<i. U.. .Minn.. 'o4\n\n.\n\nl.wa, 'g6\nCal '«S\n1*4, 'jg\n/\n\n\\\n\\\n\n'w\n\nColo, -03\n\nE M.I '03\n\\Ii.h.'o3\n\n\\\n\n'03\n\n.\n\nIII. '01\n\n,.k P..\n\n\\\n\nA\\ III.\n,\n\n\\.' r\n\n'04\n\nJ..\n\n.\n\n)hio, 'oj\n\nIl.-iii\n\n.V\n\n'os\n\nMaM\n\n.\n\nY.. 'q4\n\n.'<.\n\n.\n\nAlkinMin. Teres.! L.. N\". V., '03\nAtlanta Univ.. Ga.. '05\nAtlantic City Fret Pub. Ub'jr,\n\nAll\n\n,\n\nAn.ler-.n, W. D.. .\\. V.. 'oo\n.Andrrwiti. Wm. R.. S. Y., '0$\n.Andervin. W. J.. Arij;.. '00\n\\iili\\er The*!. Son, .MaM., 'oj\n\\.. l-.ss,\n\nW\n\n.Alkins<in, Ire^l\n\n,\n\nAndcrvin. l-^lw.. III., \"os\nAnderson, I. F., Mith '00\n\n\\ii.lrrw,\n\nP.. .\\la.. '0$\n\nrami* H.. III.. '04\n\nAuKsburi{. I). R Cal ,^gs\nAu^tin, l-.liJta J\n.Miih '03\n\n.\n\n.Anilrens. Ilenj\n\n'ot}\n\nF..\n\n.AlLin<«>n,\n\nAtkin-xin.\n\nAmherst\n\nL't.ih,\n\n.'</>\n\n.\n\nAl. .Iiio., Slilu'auktf, Wis., '84\nAmbrose, H. T., N'. Y., 'gs\nAmbri>se, Lucy I)., Ohio, '03\nAmen. Harlan P., .N\". II '03\nAment Jas E Pa.. \"06\n.American. Clara. N'. Y., '03\n.Ames, Cha-. H., Ma.vs.. 'g6\nMo., '03\n.Ame-.. Ix-wis IJ\n\nS I).,'g7\nIll\n\nJ., \"os\n\n.\n\n.\n\nAltoona Mi-ch. Lib'v, Pa., '00\nAl. Assf.. \\ Y Ir Sih\nN Y 'os\n\nAuf\n\nM.l«\n\n.\\\n\n,\n\nM\n\nAspinaall. Wm. U N\" Y., '05\nRupert F., \\ Mex 'oj\n.Avsenheimer. F. E. t )hio. '01\nA.vsumpilim Parish Tchrs. As.soc.,\n\n,\n\nAlir\n\nW E\n\n,\n\n.Mavs., '95\n\nAs|ilunil,\n\nH., Ill, 'g?\nAllison, James L., Pa., '06\nAllison, 1\nIII., \"03\nJ\nAllison. William, Utah, '01\n\n.ARri\n\nAiken\n\n.As.iy. Juli.i .V\n\nR\n\n.Andrew, >I\n\n'oj\n\nMasi«.. '03\n'g<\n\n.\n\nDrc\n\n.M\n.Mich. 'o I\n.Ashniiire, l>iis, Ga., 'g4\n.As. her.\n\nC\n\nAllin,\n\nA\n,\n\nI,..\n\n.Arnott. Charles, .\\elir., 'os\nArrowsmilh, S. V.. .\\. J., 'gR\n\n.\n\nRI,'o3\n\nAhirii. M.i.y 1.,\n\n,\n\n,\n\nJ\n\n.Addicoit. J. E., I\n, 'og\nAdd-, J. .\\.. Ill.,'g5\nWestern\n.AdcllxTt CollcRc,\nst-rvx- L'n'versity. Ohio, '04\nAdclph; CollcKe. N. V., '06\n\nG. B.\n\nArnol.l. Melville\ny\\rn.ild. .Molt II\n\nAmolil, Sarah\n\nN\n\n.\n\n.Adams. Mrs M. Z., Cal. .•96\n.Vlams,\nH., Mas.s., '03\nAdam.s. Ko'.t. T.. Pa.. '06\n.Adam.s, W. I'., Wash., '03\n\nAllli-ck\n\nAllen. Edward E., Pa., 'go\nAllen. Mr.. Ella\n.\\. Y., 'gi\n\nAlUn. Irj »., III., '70\nAllen. I II\nColo. 06\n\n.\n\n'01\n'03\n\n>»\n\n)hi.>.\n.\n\nWi. .^84\n\nf. nn\n\n4\n\n'\n\n,\n\nAla. OirU' InduM Stho<il, 'o 1\nAla. I'olytcih InMilule, 'g?\n.Ala.\n\nNor. Colleite, 'ot\n\n.St\n\nAlameda I'ub. I.ib'f, (.'al., '04\nAiiHTTi,\n\nc J\n\nIll\n\n.\n\nT\n\nAlbro, S\n\n\\ V\n\nAle or!,\n\nIf.\n\nT\n\n,\n\n.\n\n'.,s\n\n'g6\n\n.Al.l.u! l.u];..« Slrtl.\n\n0$\n\n'06\nAft loi'i\n\n-4\n\nAl.!\n\nI.ll.'),\n\nOJ\n\nIn<l .\n\n'97\n\n1''\n\n'c/j\n\nAM.\nAir\n\n)hk>. '01\n\ni\\\n\n111\n\nkanii., '04\n\n.\n\nW.-.).\n\n\\I\n\n<\n\ny>\n\n,\n\nAlliin, J<»vijh\n\n^\n\nWi.\n\n.\n\n\"w\n\n'oj\n\nWm\n\nII\n\nMirh\n\n.\n\n'01\n\nAM\nAl.:-\n\ni\n\nAl.!^\n\nv., '0}\n'gi\n\nAM-\n\nN.d, o,\n\nAl.,\n\nWn. K.\n\n.'oj\nI\n\nAM\n,',,...\n\nJ\n\nI\n\n.\n\nAlger John\n\nI.. \\\n\nAlker. John\n\n»\n\nI\n\n.c.i.'oi\n\nVV».h\n\n!\n\n.\n\n«t\n\n.\n\nAllrm.in I. I\nAllem.in S .A\n\nI\n\nI\n\n.\n\nAllen. Anna .M\n;\nAllen. It F .\nAllen. Mint A.. IimJ\n.\n\nMo\n\nI\n\nI\n\n'\n\n.\n\nTcr\n\n,\n\n'oi\n\nArfi«J<l.\n\nV.\n\nM C.«i\n.\n\n903\n\n.\n\n'gO\n\niUkrr, i'UfriMc l>\n\n,\n\nluoa. 'o«\n\n"}
{"page": 916, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n904\n\nBaker, Franklin T., N.Y., '06\nBaker, Harris W., Mass., '06\nBaker, Jas. H., Colo., '84\nBaker, Leonard T., S. C, '03\nBaker, O. M., Mass., '92\nBaker, Mrs. O. M., Mass., '04\nBaker, Oscar R., Ind., '02\nBaker, S. S., Pa., '06\nBaker, Thos. O., N. Y., '92\nBalch, Burton M., N. Y., '03\nBalcom, A. G., N. J., '98\n\nBetts, J. B.,\n\nBaxter, Chas. J., N. J., '96\nBaxter, J. K., Ohio, '01\nBay, W, D.. Wash., '05\n\nBevan, James J. Pa. '06\nBickett, WiUiam J., N. J., '06\nBickford, Chas. W., N. H., 'oi\nBickncll, Thos. W., R. I., '82\nBierly, H. Elmer, Tenn., '99\nBigelow, Anson H.. S. Dak., '01\nBiggs, 1^. Kate, Mo,, '05\n\nBayard Taylor\n\nSch., Phila., Pa.,\n\n'os\n\nBavles,\n\nMartha B., N. Y., '05\n\nBayliss, Alfred,\n\n111.,\n\n'96\n\nBaylor, Adelaide S., Ind., '97\nBaynes, Nellie T., 111., '03\nBaynes, Sarah J., III., '03\nBeach, Mrs. Frances M., Ind., '01\nBeach, Homer P.. N. Y., 'os\n\nBalcomb, E. E.. Okla.. '05\nBaldwin, Bird T., Pa.. '06\nBaldwin, Chas. W., Hawaii, '03\nBaldwin, Fred C, Mass., '03\nBaldwin, H. J., Cal., '99\n\nBeadle, H. J., La., '06\nBeadle, Wm. H. H., S. Dak., '90\n\nBaldwin (M. W.) Sch.,\n\nBean, Arthur J., Mass., '03\n\nPhila.,\n\nPa., '05\n\nBaldwin. R. L., Conn., '01\nBaldwin,\nA., Mass., '99\nBall, Elizabeth M.. .\"^. Y., '06\nBall, Emily, Ohio, '03\n\nWm.\n\nBeaman, Ehzabeth, N. Y., '03\nBeane, Geo. S., Cal., '02\nBeard, Alice F., Hawaii. '02\nBeard, .Stella S., N. Y., '05\nBeardsley, A. E., Colo., '95\nBeattie, J. \\., Nebr., '99\n\nBalliet,\n\nBeattys, Frank D., N. Y., '94\nBeavis, Walter, Australia, '05\nBecht, J. Geo., Pa., '96\nBechtel, John C, Pa., '05\nBeck, Geo., Ind. Ter., '84\nBeck, Leonora, 111., '03\nBeebe, W. A.. Vt., '06\n\n'os\n\nBcecher, Martha .\\., N. Y., '05\nBeechy, A. D., Ohio, '00\nBeede, F. H., Conn., '03\nBeeman, Edw. M.. Wis., '05\n\nBall, Frank H. Ohio, '97\nBall, Sheldon F.. Oregon, '93\nBallard, C. A., Minn., '96\nBallard. Calvin, Ind. Terr., '06\nBallard, H. H., N. Y., '02\n\nBallard, N. H., Ga., 'os\nThos. M., N. Y., '95\nBallou, Frank W., Ohio, '06\nBallou, WiUiam J., N. H., '03\nBaltimore City Coll. Lib'y, Md.,\n\nBancroft, Jessie H., N. Y., '97\nBancroft, Margaret, N. J., '97\nBangs, J. Edward, 111., '99\nBanker, Lizzie L., Nebr., '90\nBannister. W. D., 111., '05\nBarber, Edgar M., N. Y., '05\nBarber, Mrs. Lucia G., Mass., '03\nBarbour, Elizabeth G., Ky., '05\nBarbour, O. F., Ill, '89\nBardeen, C. W., N. Y„ '90\nBardwell, C. M., 111., '92\nBardwell. D. L., N. Y., '99\nBarker, James F., Mich., '05\nBarnard College, N. Y., '06\n\nBarnard, Frank J.. Wash., '91\nBarnard, James U., Mo., '93\nBarnes. C. H., Minn.. '06\nBarnes, Clifford W., 111., '03\nBarnes, Earl, N. J., '91\nBarnes, Harold, Ind., '04\nBarnes, M. \\V., N. Da*, '02\nBarnes, O. P., 111., '95\nBarnes, Sarah D., R. I., '99\nBarnes, Thomas H., Mass., '03\nBarnett VV. F. Tex., '06\nBarnev, Edgar S., N. Y., '05\n.\n\nBarr, Jas. A., Cal., '98\nBarr, Robert J., Nebr., '99\nBarr, W. F.. Iowa, '06\nBarrett Albert T.. Tenn., '05\nBarrett, Chas. S., Ohio, '95\nBarrett, H. M., Colo., '95\nBarrett, R. C, Iowa, '96\nBarrett, S. M., Okla., '97\nBarron, Albertine, Mo., '03\nBarron, Henrietta D., Mo., '03\nBarstow, C. L., N. Y., '97\nBartholf, VVm. J., 111., '97\nBartholomew, G. K., Ohio, '03\nBartholomew, Mrs. R. T., N. Y.,\n'04\n\nBartholomew,\n\nW. H., Ky., '77\n\nBartlett, Lester VV.. III., '06\nBartlett.\nA., Minn., '97\nBarton, R. L., Mo., '97\n\nWm.\n\nBascom, John, Mass., '84\nBaskerville, Guy H., N. Y., '05\nBass, E. E., Miss '95\nBass, Geo. F., Ind., '96\nBatchcllor, Estelle A., N. Y., '05\nBates College Lib'y. Maine, '03\n,\n\nBates, Wm. C, Mass., '96\nBattin, Benjamin F., Pa., '02\nBauer, N. L. A., La., '01\n\nBaugh, Wm. E., Ind., '05\n\nN. J.\n\nBauman, E. G., Ind., '98\n\nBeers, Jessica E.. N. Y., '06\nBeeson, R. Katharine. Ind., 'os\nBeggs, Dorothea K.. Colo., '06\nBeggs, Robert H., Colo., '84\nBeistle, Ella, Ohio, '97\nBelcher, Archibald, Tex., '03\nBelisle, Hector L., Mass., '03\n\nBelknap, Emmet, N. Y., '92\nGraham, D. C, '84\nBell, Elizabeth D., Ohio, '03\nBell, George W., Mich., '05\nBell, Hill M., Iowa, '01\n\nBell, Alex.\n\nSanford, Colo., '03\nSarah E., Mo., '04\nWilliam, Iowa, '02\nBcUer, Wilhelmina C, N.Y., 'os\nBellevue College, Nebr., '97\n\nBell,\n\nBell,\nBell,\n\nBellingham Nor. Sch., Wash., '00\nBellows, Russell H., N.Y., '04\nBeloit Coll. Lib'y, Wis., '02\nBeloit School Board, Wis., '84\n\nBemis. Mrs. EUz. P., N.Y., 'os\nBender, Ida C, N. Y., '95\nBenedict, Chas. A., N. Y., 'os\nBenedict, Ezra W., N. Y., '02\nBenedict, F. H., Mass., '03\nBenedict, J. D., Ind. Ter., '02\nBenedict, M. G., N. Y., '03\nBenedict, W. H., N. Y., '92\nBennett, Chas. A., III., '96\nBennett, C. IK., Ohio, '84\nBennett, Mrs. L. A., N. J., '96\nBennett, Laura J., N. J., '06\nBennett, Myron E., Maine, '01\nBenson, B. K., Ga., '00\nBenson, Christine M., Cal., '97\n\nBenson, Nelson P., Pa., '05\nBentley, Gordon M., Tenn., '03\nBenton, Geo. W., Ind., '04\n\nBenton, Guy Potter, Ohio, '02\nBerea College Lib'v, Kv., '02\nBerg, P. S., N. Dak., '02\nBergey, D. H., Pa., '98\n\nBergstrom, John A.. Ind., 'os\nBerkaw, Geo. R., Mich., '01\nBerkey, J. M., Pa., '06\nBerliti,\n\nA. H., Del., '96\n\nBermingham, Florence, N. Y., '05\nBernholz, Teresa E., N. Y., '05\nBernstein, Nathan, Nebr., '00\nBerry, Frank A., Conn., 'os\nBesley, Miriam, 111., '01\nBessey, Chas. E., Nebr., '9s\nBest, Fannie E., N. Y., 'os\nBest, Lyman A., N. Y., '03\n\nOS\n\nBillingslev, J. J., Iowa. '9s\nBingell, Edda E. W. V'l., '07\nBingham, Cornelia D., III., '00\nBingham, Robt., N. C, '84\n\nBirchard, C. C, Ma.ss., '9s\nBirdsall, Wm. W., Pa., '05\n\nEdward B., Ind., '03\nBirmingham Sub. Dist. Sch.,\nBirge,\n\nPittsburgh, Pa., '06\nBisbee, Harlan M., N. H., '03\nBishop, E. C, Nebr., '04\nBishop, Eliza A., Pa., '92\nBishop, J. Remsen, Mich., '94\nBishop, Nathan L., Conn., '95\n\nBishop, WiKiam, \"N. J., '05\nBishop, William R., Idaho, 'os\nBishop, Willis T., Mich., 'os\nBlack, Jas. C. Ind., '88\nBlack, Laura, N. Y., 'os\nBlack, Ryland M., N. Dak., '06\nBlack, S. T., Cal., '9s\nBlack, S. W., Kans., '05\nBlack, Wm. H., Mo., '9s\nBlack. Wm. W., D. C. 'os\n\nBlackmer, .-^nna W., Wis., '05\nBlackshear, E. L., Tex., '00.\nBlaich, Lydia R., Ind., '03\nBlair, Francis G., 111., '99\nBlaisdell, S. Lillian, Minn., '03\n\nC\n\nBlaisdell, Thos.\nMich., 'os\nBlake, Clarence J., Mass., '03\nBlake, Katherine D., N. Y., '03\nBlakelev, Gilbert S., N. Y., 'os\nBlaker, Mrs. E. A., Ind., '96\nBlakeslee, Charles W., N. J., '05\nBlakesley, O. J., Wyo., '96\nBlessing, Chas. W., N. Y., '05\nBlewett, Ben, Mo., '97\nBliss, Frederick L., Mich., '95\nBliss, J. J., Ohio, '96\nBliss, Lafayette, Minn., '02\n\nBlock, Louis J., III., '99\nBlodgett, A. B., N. Y., '90\nBlood, Annah P., N. Y., '03\nBloodgood, F, H., 111.. '01\nBlount, Luther M.. Ga., '05\n\nBlydenburgh, Josephine E,, N. Y.\n'os\n\nB. of Ed., Abilene, Kans., '86\nB. of Ed., Beloit, Wis., '84\nB. of Ed., City of New York, N.\nY., '03\n\nB. of Ed., Dodge City, Kans., '86\nB. of Ed., Fulton Co., Ga., '01\nB. of Ed., Janesville, Wis., '84\nB. of Ed., La Crosse, Wis., '84\nB. of Ed., Milwaukee, Wis., '84\nB. of Ed., Nashville, Tenn., '89\nB. of Ed., New Haven, Conn., '01\nB. of Ed., Norlhfield, Minn., '90\nB. of Ed., Oshkosh, Wis., '84\nB. of Ed., Ottawa, Kans., '86\nB. of Ed., Plainlield, N. J., 'os\nB. of Ed., Sedgwick, Kan^., '86\nB. of Regents, St. Nor. Sch., Wis.\n'84\nBodler, Anna, N. J., 98\nBodwell, Edwin J., Nebr., '95\nBogardus, Estella M., N. Y., '03\nBoggess. Carey. Ohio, 'os\nBohannan, E. W., Minn., '02\nBohn, S. H., III., '02\nBoice, H. B., N. J., '06\nBolenbaugh, G. B., Ohio, '96\nBoleng, L. H., Wis., '04\nBolles. Frederick B.. Colo., '06\nBolton, Frederick E., Iowa, '00\nBond, G. G., Ga., '94\nBonnell, E. N., Minn., '02\nBonser, Frederick G., 111., '04\n\n"}
{"page": 917, "printed_page": null, "text": "IXDEX TO LIFE AXD ACTIVE MEMBERS\nBookmyer. T. \\V.. Ohio, 'ti\nBookwalter, .VlfrcdG., .Mass., '05\nBoone. Richanl Cl., N. V., '84\nBoolh, F. \\V.. D. C, '00\nBorden, J;imcs U.. Wis., \"05\nBoss, Chas. E.\" .N'. J.. '06\nBoston College, M;uis., '97\nBoston University, Mass., '02\nBostwick, O. P., Iowa, '90\n\nFrank .\\., C\"al., '05\nBourgard. Caroline B., Ky.. '07\nBoucllc,\n\nBourland, .\\ll)crt P., Tenn., '05\nBouton, Eugene, N. J., '95\nBowcn, Cora E., N. Y., '05\nBowen. D. M., Rans. 'os\nBowcn, F'raak \\V., N. J., '02\nBowcn, Ix^na R., N. J., '05\nBowcn, Wm. M., I'a., '05\n\nBowman, G. L., Wis., '95\nBowman, J. N., Wash., '01\n\n.\n\nBowtcll, Grace, N. Y., '05\nBovcc, Thos. W., Wis., '05\nBoyd, David R., Okla.. '92\nBoyd, Mrs. Gaston, Kans., '97\nBovd. Thos. D., La. ,'05\nBoyd. W. W.. Ohio. '94\nBoyden, Albert G., Mass., '90\nBoydcn, .Arthur C, Mass, '97\n\nllrown, Frances R., X. \\' ., '05\n\nBrown, Geo. .\\., HI., '02\nBrown, Geo. L., S. Dak., '05\nBroun, Gfo. J'., 111., '80\nBrown, Geo. W., Mass., '96\nBrown, H. B., Ind., '95\nBrown. H. L Minn., '06\nBrown, Henry E 111., '01\nBrown, J. B., Minn., '01\nBrown, J. L., I'tah, '99\nBrown. James \\'. .-Xla., '06\nBrown, John .\\., X. H., '99\nBrown. John ]'.. Wvo., '90\nBrown, J. Stanley, III., '97\nBrown, ^Iari(m, La., '89\nBrown, R E \\ Y., 'os\nBrown. Timothy O.. La.. '06\nBrown. Wm. W.. Pa.. '06\nBrowne. Robert I... X. Y.. '05\nBrowning. Lucy E.. III., 'oj\n\nBoyden, Wallace C, Mass., '96\nBovdstun, James F\"., N. Y'., '03\nBoycr, Charles B., N. J„ '05\nBoyer, Chas. C, Pa., '03\n\n,\n\nBoycs, W. F., III., '04\nBoyle, Chas. .\\., Kans., '97\nBoyle, Thomas J., N. Y., '03\n\nBoynton, F\". L)., N. Y., '01\nBoynlon, R. J., N. J.. '05\n^\n\nBradford, Mary D., Wis. '02\nBradford, Wm., Utah, '05\nBradley, Chas. A., Colo., '93\nBradley, John E., Ma.ss., '90\nBradley, Slilton, Ma.ss., '92\nBradner, J. W., Kv., '01\nBrady, Mary J., .Nlo., '04\nBrag<lon, C. S., Mass., '03\nBrakcr, Hcnricttc. .N. Y.. 'c;\nBramlettc, Fxlgar E., Tex., '02\n\n,\n\nBrownstoml)e. Fred J., \\'t., '05\nBrownson, E. R., N. Dak., '02\nBrownson, Wm. H.. Maine. '06\nBruba.her. A. R.. .X. Y.. 06\nBruluker. Wm. B.. X. Y., '05\nBruce, Wm. G., WLs., '03\nBrumbaugh, G. W., (^hi<i, '96\n\n'os\n\nBrandenburg. W. A.. Iowa. '06\nBrandt, Francis B., Pa., '97\n\nBrumbaugh, .M. G., Pa.\n\nBrangan, Margaret F., N. \\'., '03\nBranson, F^ C, Ga., '01\nBrant, Edith E.. .S'. Dak '02\nBralten. Clifton K.. Ohio. '06\nBrawlcy, .Vnnie G., Ma.ss., '03\nBrayton, Percy S., Mas*., '03\n,\n\n,\n\n.Mich., '01\n\n1.,\n\nBridgetown High .S< h<j<jl, \\\n\nJ., '05\n\nWarren J., Wis., '95\nBriggs, Eva E.. N. I.. '05\nBriggs, Frank K., Mas*., '03\nBrier,\n\nIhom.is H\n\nItriggs,\n\n.\n\n'04\n\n111.,\n\n'93\n\nBrundagr, Howard D., Wis., '05\nBrunner, Beulah, Mo., '04\nBrunv'le, Jovi>hine K., .N. J., '05\nBryan, F^lmer B., Ind., '04\nBryan, Jas. F'., .X. J., 'oj\nBryan, Wm. I. S, Slo ',99\nBryan, Wm. L., Ind., '93\nBryant High S<hiKjl, .Xew Y'ork,\nX. Y., 'os\nBryant. Mi.M C. L. Colo., '99\nBryant, Forrest B., Ohio, '01\n,\n\nBra/icr, John S., III., 'os\nBri-haul, Jamrt W., Ma.w., '03\nBrclsford, Chas. H.. Pa., 'oi\nBrewer, Harry F., Ill , '02\n\nUricker, Jas.\n\nBrooks, Eugene C. .N. C. '06\nBrooks, John L., D. C, '03\nBrooks, Kend.ill P., Mich., '05\nBrooks, Stratton D., Mass., '01\nBr(X)me. E<iwin C, N. J., '03\nBros.s. Jes.se F., N. \\'., 03\nBrough, T. .v.. Can., '03\nBrouse. J. P. W.. Ky.. '05\nBrown Univ. Library, R. I., '01\n\nBrown. Alfred L.. Wxsh.. '02\nBrown, C. .\\., .\\la., '08\nBrown, C. E., Ohio, 95\nBrown, Claude, III., '00\nBrown. Cyrus J.. La 'oj\nBrown, FUlwin .\\., (Jhio, '01\nBrown, Elizabeth V., D. C, '98\nBrown, Elmer E.. D. C, '91\n\n.\n\nBrandon, Fldgar V... Ohio\n\nBrooklyn Tr. Sch. for Teachers,\nN. Y\"., 'os\nBrooks, Charles J., Ohio, '01\nBrooks, Edw., Pa., '76\nBrook.s, F>lwin R., X. Y., '05\n\nBryant, las. C., Cal., '02\nBryant\nH H Ma««., 'os\nBryn Mawr Coll., Pa., '90\nBryvm Library, Teachers' Coll.,\n\nW\n\n.X.\n\n.\n\nY., '98\n\n(,'oll., Utah, '98\nBrigham, /\\gnc* O., Wi«., '03\nUnghl. )r\\illr P., Ill '93\n\nBuchanan, Geo. V., Mo., '04\nBuchanan, J E., Wash '04\n\nBrightwrll, Wm. D.. Pa., 'os\n'os\nBrillrv Cha*. S W. Va\nBrimhall. Geo. H Utah. 'o/>\nBriilin, Isabel G., Mo., '04\nN. Y.. '96\nBristol, E. N'\nBristol, Homer C, N. Y., '03\n\nlluchhol/., L.\n\nBrigham Young\nf\n\n.\n\n.\n\nOhio, '03\nBrilr, Ella E\nBrittain, M. I.., (i« , '00\nIlro.idwav S< h ('am<lrn. N. J .'os\n,\n\n.\n\nBro.nlwrJt Carrie K Ohio.. 'if>\n.Ma '02\nBr.Kk. (Irorgr\nUriH kiiauvn. .Ann.i. Ind 'o\\\n\nMo..'o4\nBr<«km.in. Mrv Ella\nBr.Hkton Pub. I.ib'y, Ma«« , '03\niJroikway. Cl.irrnir E .M.vm., 'os\nBronson. Minnie. Va.. 'o*\nBronx Borough Teai hem A»«oc\n,\n\n,\n\n,\n\n.\n\n\"os\n\nBrooklyn Pub. IJb'y. N, Y.. '01\n\nI;\n\n.\n\nMm\n\n.\n\n,\n\nR K Pa '92\nLibrary, N Y '90\nlliifl.ilo Pub\nIowa, '0(1\nBuflirti Hugh S\nBugl>er, Pen y\nN Y '01\nBuniirll, E:u-ilwih H .X Y\n'os\n,\n\n.\n\nI\n\n,\n\n,\n\n,\n\nHuffhell,\n\nI)\n\nFjirlr.\n\nBurrletl, J.-tme< IL,\n\nWi«,'ol\nMaw., '03\n\nBurditk. \\ H.1II. X Y ,'o2\nBiirge. Ethelda, Iowa, '03\nUurgerl, Geo .Xrbr 'a/i\n\nBurnham, Smith, Pa., '01\nBurnham, Wm. H., .Mass., '04\nBurnham, W. R., Conn., '99\nBurns, G. W., Ohio, '00\nBurns, James A., D. C, 'oa\nBurns, J. J., Ohio, '80\nBurr. Henry T.. Conn., '03\nBurrcU, Helen M., Mo.. '04\nBurris, Wm. P., Ohio. '95\nBurritt. Olin H., X. Y.. '03\nBurrough, CMara S., X. J., 'os\nBurrough, .Mary .V.. X. J., 'os\nBurrough.s, .\\. P., X. Y., '03\nBurruss, J. A.. \\'a.. '06\nBunon, .Alfred E., Mass., '03\nBush. E<lward, X. \\ ., '03\nBush. Ira B.. W. Va., 'os\nBushev. A. H.. Kans., os\nBu.•^hm•ll, H. T., Iowa, '97\nButler College, Ind., '00\nButler, .\\rthur P., .X. J., '03\nButler, H. G., III., '02\nButk'r. .Nathaniel. 111.. '06\nButler, Xirholas M., X. Y.. '85\nButk-r, S. R., A\\a.., '02\nButler, W. D., Tex., '02\nButler, Wm. D., Mo., '04\nButler, Wm. .\\I., .Mo.,'04\nButte Free Pub. Lib., .Mont., '00\nButterlK'ki.\nL Mass.. 03\nButtm-r. I»uis .X.. Cal.. '05\nButton. Wm.\n111., '96\nJ.,\nButtrick, Wallace, X. Y., '02\n\nK\n\n,\n\nBuxton, Geo\n\nWis\n\nI-..\n\n'os\n\n.\n\nBu/z^iird, Harry O., Ind., '04\n\nByrne. Chri.stopher\n111.. '06\nJ..\nByrtK.'s, James C, N. Y., '05\nCable, Jessie A., .Mo., '04\nCalKX, .Mrs. i;ila L., Mass., \"03\nC^ilxx, .Stephen P.. NIass., '03\nCadiriiin, W. S., Ohio. '04\n\nCa<)wallader, Starr, Ohio, '02\nCain, A. W., Texa.s, '04\nCain. Emily. Ohio, 'o>\nCairns, Mrs. .\\nna S., .\\L>., '04\nCaUlwrll, B. (•\nIji., '96\n,\n\nCaHw.ll, IL W., Xebr\nCaldwell, J H\nCalilwell, Otis\n\n'96\n\n,\n\nArk, '01\n\n,\n\nW\n\n'02\nFla., '03\n111.,\n\n,\n\nCallvMn, John ('..\n\nCalifornia Sitale Ijlirary, 99\nCall, Arthur D., Conn\n'9K\nCidlah.m, Jo'in, \\\\ is '04\nCalLth;in, Henry W., Colo '03\n,\n\n,\n\n,\n\nCalUihan, Katharine R X Y.,'03\nCaluntet \\' Het In .Miuini Co.,\n'02\nI jb'v.\nMi< h\n,\n\nI\n\njb'y, MaM., 'oa\n\nCninrruxk. Ir.i I\nMo., '9s\nCamp. .\\nna R Wis '02\nCamp, l>avi<l .X.. Conn., '79\nCamptKll. A.G Kans., '86\n,\n\n.\n\n.\n\n,\n\nN Y\n\n'oH\n\n,\n\n,\n\nM\n\n,\n\nBuihner, F^lwnnl F., Ala '04\nBu<k, B F.. Ill ,'o\\\nllmk. Geo Ohio 'o^i\nBuck, P .M Jr. Mo., '04\nBuikelew, Sarah F., N. Y., 'oj\nIliK\nwaller, Grodrrv. Pa\n'os\nXelhe M Minn '01\nBu Id.\nBuddr, Clarmnr, Iowa, '02\nHiirhrle,\n\n.\n\n,\n\nFla\n\n.\n\nBurley. John S., Mass., '05\nBurlingamc, Menzo, X. V., '03\nBurnham, Ernest, Mich., '01\n\n,\n\n'90\n\n,\n\n,\n\nW\n\nW\n\n,\n\n,\n\n,\n\n,\n\nJohn T., X Y\n\nBurgess, I. B., 111., '99\nBurgess, Theodore C, 111., '04\n\nBurk, Freiicric, Cal., '92\nBurke, J. E., Mass., '95\nBurke, Robert E., Slass., '06\nBurks, J. D., X. Y., '99\nBurleson. D. S., Ala., '06\n\nCambruloe Pub\n\n,\n\nliui hanan,\n\n905\n\n,\n\nCan)|il>rll,\n\nM\n\nE\n\nCami>lH-M, .Marv\nCam|JK-ll,\nH\n\nW\n\n,\n\nCan 'ot\nR U is '02\n,\n\n,\n\n.\n\nlil/os\n\n,\n\nCam|ilirll, Win .\\\nX. Y., 'os\nCanftfU. lax II., N. Y., '84\nCnniMiis Ciilleue,\nY , '02\n,\n\nN\n\nCanmin, Geo I.., Colo '9s\nCannon, Homira D C.d \\n)\n,\n\n.\n\n,\n\nCanlv. Marg.irrl. W l^ 'r^^\nCnnlifl Free Public\nI ibrutieii\nWairs, '00\nCarey, C. E., Ohio, 'os\nCarlrry. J. ll.. Mau.. 07\nCargo.\nPa 'of.\n,\n\nRM\n\nCarhan\nCarlr\n\n.\n\n,\n\nPniil\n\nFlhrl\n\n.\n\nW Nlan* 'os\nW Va.. o<i\n,\n\n"}
{"page": 918, "printed_page": null, "text": "9o6\n\nNATIONAL EDUCATIONAL ASSOCIATION\n\nCarleton Coll. Lib'y, Minn., '03\nCarlson, Alfred C, Idaho, '02\n\nCarman, Adelaide, Ind., '03\nCarman, E. Kate, Ind., '03\nCarman, Geo. N., 111., '00\nCarn, W. D., Fla., '04\nCarnegie Lib'y, Allegheny, Pa., '01\nCarnegie Lib'y, Braddock, Pa., '02\nCarnegie Lib'y, Bradford, Pa., '02\nCarnegie Lib'y, Fort Worth, Te.\\.,\n'06\n\nCarnegie Lib'y, Homestead, Pa.,\n'06\n\nCarnegie Lib'y, Iron Mountain,\nMich., '06\nCarnegie Lib'y, Nashville, Tenn.,\n'06\n\nCarnegie Lib'y, Pittsburg, Pa., '99\nCarnegie Lib'y, San Antonio, Tex.,\nCarnell, Laura H., Pa., '03\nCaroland, May R., Pa., '05\nCarpenter, EsteUe, Cal., '01\nCarpenter, J. H., Wis., '84\nCarr, James M., Ohio, '98\nCarr, John P., Miss., '06\n\nCarr, John W., Ohio, '97\nCarr, Mary E., Mo., '04\nCarrick, C. H., Mich., '06\nCarrier, F. W., Vt., '03\nCarrington, W. T., Mo., '99\nCarroll Sch. Patrons' Asso.,\n\nCheney, H. C, 111., '01\nCherry, H. H., Ky., '06\nCherry, T. C, Ky., '05\n\nChevaher, W. F., Iowa, '02\nChicago Pub. Library, 111., '98\nChickering, John J., N. Y., '02\nChilds, Ernest W., Ga., '03\nChilton, Carroll B., N. Y., '05\nChittenden, M. D., Vt., '03\nChrisman, Oscar, Ohio, '03\nChrist, Helen C, Mich., '03\nChristie, James H., N. J., '06\nChristenberry, D. P., Ala., '99\nChristenson, I). H., Utah, '01\nChubb, Edwin W., Ohio., '05\nChubb, Percival, N. Y., '05\nChurch, Emma M., 111., '05\nChurch, Geo. E., R. I., '92\nChurch, Harry V., 111.. '06\nChurchill, J. O., Cal., '97\nCity Lib'y, Manchester, N.H., '06\nCity Lib'y, Springfield, Mass., '98\nClagg, J. Henry, Mass., '03\nClair, Francis R., N. Y., '94\nClair Sub-Dist. Sch., Pa., '06\nClancy, Albert W., Minn., '90\nClancy, Noel J., Tex., '97\nClapp, George I., Mass., 'oi\nClark University, Mass., '05\nClark, A. L. Iowa, '06\nClark, Edward O., Mass., '98\nClark, Eliza L., Mass., '03\nClark, Frances E., Wis., '02\nClark, Frank H., Colo., '86\nClark, Mrs. Ida H., Wis., '00\nClark, James E., N. Mex., '03\nClark, Jane E., Ala., '03\nClark, John H., N. Y., '05\nClark, L. H., Wis., '84\nClark, Mary J., III., '03\nClark, Mary L.. Ind., '06\nClark, M. G., III., '06\nClark, Reed P., Ohio, '03\nClark, W. A., Nebr., '95\nClarke, Elva E., Kans., '94\nClarke, Ernest P., Mich., '01\nClarke, Francis D., Mich., '97\nCla.ss Tchrs. Organiz. of Brooklyn,\n,\n\nMo.\n\nCarroll, C. F., N. Y., '95\nCarson, C. H., Jr., La., '00\nCarson, Lucy H., Mont., '04\nCarter, Charles M., Colo., '03\n\nCarter, Harriet I., Minn., 'oO\nCarter, Joseph, 111., '99\nCary, C. P., Wis., '97\nCase, Richard, N. J., '94\nCasey, W. V., Colo., '95\nCassady, Elizabeth, N. J., '05\nCassidy, H. .\\., Ohio, '05\nCaterson, Eliza A., N. Y., '01\nCates, E. E., N. Y., '98\n\nCatholic Univ. of America, D. C,\n'06\nCattell, J. McK., N. Y., '03\nCavalier, Louise, S. Dak., '04\nCaviness, A. L., Nebr., '01\nCenter Sch., Bloomfield, N. J. ,'05\nCent. St. Nor. Sch., Mich., '02\nCent. St. Nor. Sch., Pa., '06\nChace, Seth H., Mass., '03\nChadsey, Chas. E., Colo., '95\nChallman, S. A., Minn., '02\nChalmers, W. W., Ohio, '95\nChamberlain, A. H., Cal., '97\nChamberlain, Geo. A., Wis., '04\nChamljerlain, J. A., D. C, '03\n\nChamberlain, James F., Cal., '05\nChamberlain, S. Belle, Idaho, '06\nChamberlain, Wm. H., 111., '05\nChambers, Mrs. Mary D., 111.,\n\nCoburn, F. F., Mass., '99\nCoburn, Oscar E., N. Y., '05\nCoburn, Wm. G., Mich., '95\nCochran, R. A., Mich., '02\nCochrane, W. E., N. Y., '98\nCoddington, A. O., 111., '93\nCoddington, E. A., P. I., '00\n\nCha.se, Wavland J., 111., '99\nChatfield. George H., N. Y., '05\n\nCheever, W. H., Wis., '96\nCheney, Francis J., N. Y., '91\n\nCollege for Tchrs., Geo. Peabody,\nTenn., '04\nCollege, Hendrix, Ark., '97\nCollege, Hillsdale, Mich., '00\nCollege of the Holy Cross, Mass.,\n'01\n\nCollege\n\n'97\nCleveland, Leslie L., N. H., '03\nClifford, Chas. C, Ind., '06\nClifford, W. N., Iowa, '05\nClifton, Harry T., Cal., '05\nClinger, D. S., Ky., '05\nClinton, Geo. W., N. C, '02\nClopper, E. N., Porto Rico, '06\nClough, Burton M., Mass., '03\n\nChapin, E. P., Ky., '01\nChapman, C. B., Ga., '05\nChapman, Edith H., Pa., '03\nChapman, F. E., Mass., '94\nChappie, B. P., Minn., '03\n\nChase, Lucy M., N. J., '05\nChase, Susan F., N. Y., '98\n\n'06\n\nCollege, Amherst, Mass., '97\nCollege, Bellevue, Nebr., '97\nCollege, Boston, Mass., '97\nCollege, Brig. Young, tftah, '98\nCollege, Bryn Mawr, Pa., '99\nCollege, Butler, Ind., '00\nCollege, Canisius, N. Y., '02\nCollege, Conn. Agri., '99\nCollege, Davidson, N. C, '06\nCollege, Dickinson, Pa., '99\nCollege, Emory, Ga., '01\nCollege, Ga. Nor. and Indust., '06\nCollege, Geneva, Pa., '06\n\nClemo, T. W., Mich., '06\nClendenen, T. C, 111., '97\nCleveland Pub. Lib'y, Ohio,\n\nClum, George V., 111., '99\nClum, John E., III., '04\nCobb, Chas. N., N. Y., '94\nCobb, H. E., 111., '03\nCobb, Matie A., Ill, '04\nCobb, Richard, Mass., '02\nCoblentz. Oscar B., Md.. '06\n\nCharles, Fred. L., 111. '06,\nCharlton, Laura, N. Y., '05\nCharters, W. W., Minn., '06\n\nColby, Thomas, N. J., '05\nCole, Aaron H., 111., '02\nCole, Chas. H., Mich., '98\nCole, Chas. W., N. Y., '92\nCole, Stonewall J., Ala., '03\nCole, Wm. H., Ohio, '70\nColgate University, N. Y., '02\nColeman, Antoinette, Mo., '04\nColeman, John T., S. C, '00\nColey, Sarah F., N. Y., '05\nColfax Sub-Dist. Sch., Pittsburgh,\nPa., '06\nCollege, Agri., of Kans., '97\nCollege of Agri. of R. I., '03\nCollege of the City of New York,\n\nClemson Agri. Coll., S. C, '02\n\nN. Y., 'os\nClassen, Mrs. A. W. H., Cal., '89\nClaxton, P. P., Tenn., '98\nClayton, R. A., Ala., '03\nClemmons, Wm. H., Nebr., '05\n\nChambers, Will G., Colo., '01\nChampion, Anna B., 111., '06\nChamplin, Howard, Ohio, '96\n'00\nChancellor. Wm. E., D.\nChandler, J. A. C, N. Y., '04\nChandler, John W., N. Y., '90\nChaney, Lucien W., Minn., '02\nChaney, N. H., Ohio, '00\n\nC\n\nCohn, Louis B., N. Y., '05\nColburn, Jessie B., N. Y., '05\nColburn, Mina B., Ohio, '06\nColby, E. C, N. Y., '96\n\nCollege, Iowa, Grinnell, '00\nCollege, Iowa State, Ames, '01\nCollege, Lake Erie. Ohio, '06\nCollege, Lincoln, III., '97\nCollege, Manhattan, N. Y., '06\nCollege, Midland, Kans., '99\nCol,lege, Montana State, '99\nCollege, Mt. Hoi yoke, Mass., '02\nCollege, Pennsylvania State, '00\nCollege, Pomona, Cal., '99\nCollege, Radcliffe, Mass., '05\nCollege, Ripon, Wis., '02\nCollege, Rockford, 111., '04\n\nCloyd, David E., Wash., '02\n\n'os\n\nCoffman, Lotus D., Ind., '02\nCogswell, Hamlin E., Pa., '05\n\nCoburn Lib'y of Colo. Coll., '05\n\n('ody, Alvin N., Mich., '04\nCoe College, Iowa, '03\nCoe, Emily M., Cal., '80\nCoe, George A., 111., '03\nCoe. Ida, N. Y., '05\nCoffin, C. W. D., N. Y., '00\nCoffin, Mary E., N. J., '05\n\nof St. Francis Xavier,\nN. Y., '00\nCollege, Smith, Mass., '98\nCollege, South Carolina, '02\nCollege, South Dak. Agri., '99\nCollege, State, of Washington, '05\nCollege, Vassar, N. Y., '98\nCollege, Waba.sh, Ind., '95\nCollege, Waynesburg, Pa., '02\nCollege, Welleslev, ^Iass., '00\nCollege, Wells, N. Y., '06\nCollege, Wheaton, 111., '99\nCollege, Whitman, Wash., '01\nCollege, Williams, Mass., '97\nCollege, Wiiinan's, Md., '99\nCollicott, lacob G., Ind., '05\nCollin, C. O. L., Mass., '03\nCollins, A. Harvey, Cal., '06\nCollins, C. I., Mich., '03\nCollins, Ed. D., Vt., '06\nCollins, Edward E., S. Dak., '99\nCollins, Frank H., N. Y., '04\nCollins, Halsey M., N. Y., '02\nCollins, J. H., 111., '9.';\nCollins, John E., Ohio, '06\nCollins, John S., Mo., '97\nCollins, Jos. v.. Wis., '05\nCollins, Maria C, Ohio, '03\nCollins, Nellie C, III., '02\nCollister, Laura K., Ohio. '06\nColumbia Coll. of Express., 111. ,'02\nColumbia University, N. Y., '95\n\nColwell, Nathan P., III., 06\nComings, Fannie S., N. Y. '95\n\n"}
{"page": 919, "printed_page": null, "text": "INDEX TO LIFE AND ACTIVE MEMBERS\nComstock, C. E., III., '03\nComsiock, E. H., Minn.. '01\nComstock, T. B., Cal., 'ps\nGinant, IJsmyn P., \\. Y., '03\nConanl. Kogcr L. Porto Rico. '05\nConard, M. K., « >hio. '04\nConaty, Thomas J., Cal., 'oj\nCondon, RandalM., Mont., '01\nCongdon. C. H.. III.. 'g4\n,\n\nCongdon F. K.. Mass.. '06\nConkling, \\V. E., Mich., '<j6\nConlin, Francis J., Ma.ss., '03\n\nConn, G. \\V., Jr., III., '03\nConnecticut ARri. College, '09\nConnellcy, C. B., Pa., '01\nConniff, John R., La.. '01\nConnolly, John M., NIass., '03\n\nConnors, .\\lice M., Mo., '04\nConrow. Kli7.;il)cth. N. Y., '05\nConrow, GeorRiana. N'. V.. \"05\nConroy, John P., N. Y., '03\nConverse, F. E., Wis., 'q7\n\nCr.ii;{head, E. B., I-i., '02\nCram. .\\alh.an D.. .\\. ., '05\n\n\\\n\nCramer, W. F., Iowa, '00\nCramplon, C. Ward, N. Y'., '03\nCrand.dl, Benj. R., Wyo., '03\nD. A., R. L. '03\n(\"rane, Cornelia -S., III., '97\nCrane, F. E , Ohio, '01\nCrane, Frank, S. D.ik, '05\nCrane, Harriet B.. \\. L, os\nCrane, lulia E., N. \\ ., '95\nCrane,\n.\\.. \\. Y.. '05\n'ranston, John \\.. Cal.. '04\n\"ranston, R. W., Minn., '96\n\"r.iwldrd. .\\gncs M., .\\. J., 'os\n\"rawford, J. Forsyth, .Nebr.. '05\n'rawford.\n.V.. Ark.. \"06\nrawfonl,\nC, Mass., '03\nCrawshaw, Fred D., III., '01\nregin. kulina .\\.. N. Y.. '05\nCran>l.ill,\n\nWm.\n\nConway, Ella, .\\. Y., '05\n\n0)nway. Thos. \\V.. Okla.. '06\nConwcll, Russtll H., Pa., '01\nC<K)k. A. n.. Wvo.. '06\nCook, Albert P.. Mich., \"oi\n\nWm.\nWm.\n\nCook, Albert S., Md., '02\nCook. Ch;is. F.. N. H., \"qS\nCoo*, E. f{.. Pa.. •8'i\nCook, Elizabeth B., III.. '06\nCtxjk, Fayette L., S. Dak.. '75\n\nCook, Francis E., .Mo., '03\nCcx)k, Geo. B., .\\rk., 'q^\nCook, H. Moreland. Wa.sh., '01\nCook. Homer L.. Ind.. \"05\nCook, Ida .M., III,'oo\nCook. John ».. 111.,\nCook, Webster, Mich., '01\nC'xjkson. Charles W.. Ohio, '06\nOx)lcy, .\\nna M., N. Y., '04\nCo<ilcy, .Mrs. A. W.. N. Dak., •.j6\n\nV\n\nCooley, E. G.. 111., '97\nCooley, F. W., Ind., 'o^\nCooley, L. C, N. Y., Vj\nWis 'o';\n(\"<i<>lcy. Robert L\nOximljs. John H.. I'lah. V)\n'04\nC<x)()er. Clara F.. Nrbr\n.\n\n.\n\nCox, Jean W.. N. J., '97\nC0.1. Martin L.. N. J., 'oj\nCox, Mrs. Mary J., 'IVx., '03\nCoy. E. II'., Ohio, '83\nCoyne, Francis R.. Pa.. '06\nCrabbe, J. li., Kv., '97\nCrabbe, Leiia B.,'Mich., '03\nCrabtree, J. W., Nebr., '95\nCraig, .\\rtnur U., D. C, '99\nCraig, Katherine 1.., Colo., '04\nCraig. Oscar J.. Mont., '92\n\nreighlon Cniv.. .Nebr.. '03\nrider,\n:rissy,\n\nW. .\\.. N. Y.. 'o<;\nI.\n\nO., N. Y., '98\nY., '96\n\n\"rist,\n\nHenry M., N.\n\n\"rist.\n\nW. James, .N. J., 'o>;\n\nE. T., Minn., '98\n>itlenton, Lillie, 111., '02\nrritchett,\n\n-M., III., '9.S\nv., Colo., '02\n\nJohn\n\nCushing, Grafton D., Mass., '03\nLillian S., III., '03\nCutler, H. F., .Ma.ss., '02\nCutter, Irvine S., Nebr., '02\nDabncy, C. W., Ohio, '99\nDafoe, Geo. El>er, Wis., '97\nDailey. M. E., Cal., '98\nDakin, .Mrs. Es.sc B., Ind., '01\nDalborg, Mats, Sweden, '04\nDaly. Eli/.ibeth F., 111., 'os\n\nCushman,\n\nDalv. Ida .M., D. C, \"05\nDalyrmple. C. M.. N.J.. '05\n\nDana, Fenella, Kans., '9s\nDaniels. J. W., Idaho, '98\nUaniels-son, .\\nna H. J., Sweden,\n\nDann. Hollis E., N. Y.. '02\nDarling. Frank W., III., '01\nDarst. Warren, Ohio. '01\nDartmouth Coll. Lib'v, N. H., '02\nDartt, .Morton L.. Ohio, '03\nDaven|)ort Pub. Lib'j'. Iowa, \"06\nDavcy, Vernon L., N. J., '00\nDjvulson. CItas. C., Ohio, 'do\nDavidson College. \\. C, 'o'l\nDavidson, .Margaret. .N. Y.. 'oj\nD.ivids<m, Wm. M.. Nebr., '90\nDavis, ,\\llan, D. C, '95\nDavis, B. C. Ga.. '03\nDavis. B. M., Ohio. '01\nDavis, Boothc C, N. Y., '96\nDavis, Ch.arles S.. Okla., '01\nDavis, Emma C, Ohio, '94\nDavis. F. Dayton. Mii h.. '04\nDavis. GcHirge .\\., Ohio. '04\nDavis, Geo. S., N. Y., '96\nDavis, Geo. W., 111., '96\nDavis, K. C. Wis 'o<;\nDavis, Mrs. .M. .M\nN. Dak.. '03\nDavis. Mrs. M. R. G., Conn., 'oj\nDavis, Thomas W.. Mass.. '03\nDavis, r S., Pa.. '05\nDavis, Wm. Harper. Pa., '03\nDavis, Wm. Holmes. \\'a.. '03\nDavis, W. M.. .Mass., '99\nDavison, Frank P., .Masn.. '01\n,\n\n>ockctt, .Mav\n\"rone,\n\n907\n\n,\n\nrone. R. B., Iowa, 'o.|\nronebaugh, C. I.., Ohio, '99\nroner. S.ira E.. Pa., 'oti\nrims<in. Bernard. N. Y.. 'o<;\nr .K.'ar. F. F., N. Y.. 'os\nH. M., Ori-gon. '03\nr\"|i--<'y, Miss N., Ind., '91\n\nr >\"'..-.\n\nDawson. lulgar. \\. J., 'os\nDawson. George E M,is.s., 'oj\nDawv.n. H. V N. Y.. '9%\n\nC. 'oi\n\nr..sby.\n\nDiik J..\n\nCooper, F. B., Wash., '94\n\nro.hy.\n\nW. /•;., N. Y.. '70\n\nC'Kiper, F. I., .Miiss., '93\nCoofx-r. J. W.. Pa., 'ott\nCooper, Nlilton ('., Pa., '01\nCof.pcr, (). H., Tex., 'ij4\nCiKivcr. John E Cal.. 'o^\nCooxtr, Nathaniel, Kan«., 'H6\nIII.. '06\nOiric. Henry F\nC'ipe. W. P., Ohio, '03\nCh.xs.\nH., Ind '<w\nCoix-land,\n\nmsiir, .Merton E.. Iowa. \"06\nT'. -.\nJ. (i.. Cal., '99\nr. ^^r'fl, Thos. R., Cal.. '02\n\nDiyhoif. I. I... K,ins.. '02\nD.ivton Pub. Lib'y. Ohio, '03\n'./>\nDeahl. J. N.. W. Va\n\n...u.li.\n\nSarah E.. Mo., 'oS\n.Mrs. J. N., 111., '93\nrMiiii-r, .\\. L. E.. Pa.. '00\nr..A.II, <;eo.\nN. C, '<^\n\nDean,\n\nII.\n\nr.MiM-.\n\nDean\n\nS.\n\n.\n\n.\n\n,\n\n'i»->\nCorlKTll, Henry R.. Ill\n('orbly, Uiwrenic J., W. Va., 'oj\n,\n\nCorcoran. John B\n\n\\..'ol>\nCr>rdin({. .\\({nen .\\., N. Y., '03\nKy., '64\n&»rl,- Frederick J\nCorlelt. Br-wie .M.. fJhio. Vi\nCornell L'ni%-. Library, .N'.Y.V'\n('•irney. E\\ir. .\\. Y,, 'o<\n(•..rni^h.\nA.. N. Y.. '03\n(\"ornman. O. P., P«.. '01\n.\\.\n\n.\n\nH\n\n\\ J o\\\nOhio, •M7\nor ton. ()\n,\nM.iiiir, 'iti\nforlhell, W. J\nOhi'i, *oi\n(!o»nrr. l>illio .M\nPa. Vi\n(°(>llin«|ham.\nCoition, F A , In.l\n'.Vi\nr..tirr|l. John B\nN Y , \"o?\n<\n.\\, Y\n'o^\nuliLin. D..fii\norvm. David B\n\n.\n\nW\n\n,\n\n,\n\n.\n\n.\n\n1..!\n\n..\n\n\\.illey .S«. .Nor. .S.h..\n\nI\n\nMiih\n\nIw. P.,\n\ni\n\nrwe it\n\nI\n\nH\n\nB\n\nJ\nl<\n\nJ\n\nI.\n\n,\n\n,\n\nA\n\nr\n\n.wliiv\n\nW W\n\nIII\n\nCoulter. .Min—('oullrap.\nCo. Tiiuhf\nf\n\" 1-\n\n'\n\n.\n\n•!\n\nVi\n\n.I.rir,.\n\nt\n\n,\n\n.\n\nI\n\n!r\n\n.\n\n.\n\ni\n\n;ii4\n\ni\n\n>rrg«in\n\nI\n\nPr,irl k.. .\\\n,\n\n'os\n\n,\n\nV.xk,\n\nV V\n\n.\n\nVi\n\nMo\niiiv •-...\n,.titv\n\nI\n\nW\n\n11\n.\n\nS\nMi.h\n\n.\n\nPhil\n\niiflM. \\'irKil 1;\n\nurtii.\n\n.\n\n.>.,.,„\n\n1.1\n\n,\n\nM\n\nV V 'ot,\nMiih.'oA\n,\n\nN\n\n,\n\n,\n\nI.\n\n'u:.\n\n,\n\nr, N. Y. '00\n\nB\n\nlirtnirrM. J\n\nF\n\nI'rlrr\n\nI,\ns\n\n.\n\nI\n\nI'\n\nI\n\nl>\n\nI\n\n!•\n\nDr\n\nII.\n\nDr|,<\n\n..I\n\no(\nol\n\n.\n\n'iji\n\nWilbur K., Iml., '06\n\nI\n\nI\n\n|ir|.(\n\nd\n.,(11.\n\nI»r|p(\n\n..I\n\n|)r|il\n\no(\n\nI\n\n1\n\n.\n\nV|.. '01\n'OS\n,\n\nMinn\n\n,\n\n'<)>\n\n,\n\nJr, R.\n\n.\n\nA\n\n.\n\nN Y\n\n,\n\nI\n\n'o»\n'o»\n.\n\nInd. 'os\n'os\nIIU, 'os\n.\n\nC\nN V ,'ol\n\nMiiiiia\n\nLI\n\n,\n\nN V\n\n,\n\nib'y, Ohi.i,\n\nII\n\nD'lX\nD<1H\n\nN. Y.. 'oS\n\n.\n\nl.irrn.r If\n\n(\n\n':\n\n'04\n\n,\n\n'os\n\n.\n\n.\n\nY.'o,\n\n'o,\nI., 'o,\n\nI'»\n\n'ot\n\n'89\n\n,\n\nHI , 'os\n'02\nDrIdllV. l-allMlll .S Ky\nDrII J. i;. Pa\noft\n|).l>M.h, R. J H Cm.. '04\n\nI\n\n.\n\n.NcM\n\n*oi\n\nJ., 'alt\n\n,\n\nI'.\n\nMil\n\n.\n\nCox. Wwin B Ohio. 'B«\nCox. K. M<.rri». Cal.. 't/'\nCox, Henry C, III., '95\n\nII.\n\nN Y\n\n.\n\nII\n\nV..rk.\n\n,\n\nD.Ciarmo. Chai\n\n,\n\n_\n\nK.N Y '01\nM Wi« '01\n.\n\n.\n\nCamp. John .V, Mav»\n\nlie\n\n^\n\nS,\n\n»\n\n.4\n\n.\n\n•\n\nlira, H.\n•''.\n\noil...\n\n.\n\nM\n\n^.|Mli>l,\n\n.\n\n'04\n\n.\n\n'H4\n\n.\n\n:irv\n\nC«>wlc«\n\n.\n\nS\n\n.\n\n..i,r,\n\nI\n\nI\n\nA\n\nI-,\n\nK H\n\nMfnr,,\n\n'•-1\n\n.\n\nS..\n\nI)\n\n.Mo.\n\n,\n\n'95\nAla\nM..ni '04\n\n.\n\n.\n\nMo\n\nr\n\n,1\n\n.\n\n,\n\n.\n\n.\n\nMo '99\nW\nDearness, F. W, (hio. '01\n'92\nDralri.k, W W, Pa\nDr.irinoiit,\n\nI'\n\nOhio, \"oo\n\nP.,\n\nJ\n\n'o,\n\n,\n\niniiinuham, Calhrrinr\n\n.\n\n.\n\n,\n\nI\n\n.\n\n\\>\n\n'ot>\n\nN H\n\n.\n\n'01\n\nI'lah, 'o<\n\n.\n\nW.. PH.\n\nI\n\n\\\n\n,\n\n,\n\nM\n\n,\n\nDei ker, Geo. W., Utah, '04\n\nWm. W\n\n.\n\n'01\n\n.\n\nDrane. (\"has.\nConn '89\nDr.in- William J\n.N Y\nVi\n'00\nl)r.irl.orn, Rufui J\nIn\n|)..,t! ..rii, W.dirr v.. Wi'o?\n.\n\n,\n\n.\n\nT\n\n.\n\nA., III., '04\nIL. Pa.. 06\nDeanc, (\"lias. H.. W.ish\n\nruikitiank. Ja\\\nN. Y.. \"s?\n'94\nublK-rly, E. P., Cal\nulbertvin. E. D. Y.. Iowa. '95\nMich.. '04\niillrn. <h.i>. E\nOhio, '01\nII\nullv. II\n\nWm.\n\n(\n\n,\n\n.\n\nniwlev. Kale E., Mo.. '04\n\n,\n\nI\n\nI).\n\n.\n\n.\n\nNova S<iHi«. '01\n\n.\n\n<\n\ntiil.iri...\n\nl'..rio\n\n'oj\n\nKt.o.\n\nIVsn. '.Vi\nPub InMr III\n\n',,,\n\nI\n\n,\n\n,\n\n'99\n\n"}
{"page": 920, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n9o8\n\nDept. of Pub. Instr., Mich., '02\nDept. of Pub. Instr., Minn., '01\nDept. of Pub. Instr., Nebr., '01\nDept of Pub. Instr., N. Dak., '02\nDept. of Pub. Instr., Va., '05\nDept. of St. Comm'rof Com. Schs.\nOhio, '06\nDeputy, M. W., Ind., '01\nDern, Mary E. Hohn, Mass., '03\nDe Turck, W. E., Pa., '06\nDeupree, J. G., Miss., '97\nDevlin, Bernard J., N. Y., '05\nDevlin, Michael E., N. Y., '05\n\nDevoe, Agnes B., N. Y., '05\nDewey, Charles O., N. Y., '03\nDewey, John, N. Y., '97\nDewev, Melvil, N. Y., '92\nDeWitt Clinton H. Sch., N.Y., '03\nDexter, E. G., 111., '98\nDial, S. T., Ohio, '95\nDick, Archibald M., N. J., '06\nDick, Fred, Colo., '95\nDick, Wallace P., Pa., '05\nDickerman, Quincy E., Mass., '03\nDickey, C. L., Ohio, '95\nDickey, Homer B., Ind., '02\n\nDickinson College, Pa., '99\nDickinson, Frances, 111., '01\nDickinson, H. N., N. Y., '03\nDickman, J. W., Iowa, '02\nDiekenga, Fannie E., Mo., '04\nDietrich, Geo. C, Ohio, '03\nDietrich, John, Colo., '95\nDietrick,\n\nW. J., Pa., '05\n\nDignon, Kate, Wis., '05\nDike, Cornelia A., N. Y., '03\nDill, Joseph M., Ala., '01\nDillin, Susan A., Ohio, '04\nDillon, Mrs. Sarah E., Mo., '04\nDillman, L. M., 111., '86\nDimick, Orlando W., Mass., '03\nDinsmore, J. W., Ky., '98\nDItchburn, Robt. F., Pa., '06\nDix, Wm. T., 111., '96\nDixon, B. V. B., La., '97\nDixon, J^lia C, N. Y., '03\nDoane College, Nebr., '03\n\nDoane, Letitia L., III., '97\nDobbs, Ella v., Cal., '04\nDockrill, Jas.\n\nC, 111., '01\n\nDodge, M. Luella, 111., '97\nDodge, R. E., N. Y., '98\nDodge, Wm. C, 111., '96\nDonnell, B. H., Cal., '03\nDonnelly, Teresa J., 111., '03\n\nDonohue, Mrs. Mary C, N. Y.,\n'05\n\nDonohue, Thomas M., N. Y., '04\nDonovan, Timothy F., N. Y., '05\nDonovan, W. N., Mass., '03\nDoty, John, N. Y., '03\nDougherty, Mabel E., III., '96\nTex., 'o5\nDoughty, Walter F\n•\n\nDouglass, S. A., M°-, '04\nDouthett, A. T., pa-, 'oi\nDouthctt, Thos. D-. Ohio, '05\nDow, Jas. J., Minn., '96\nDowell, Philip, N. Y., '05\nDownes, Frede rick F... Pa., '05\nDowney, I. A., Nebr., '06\nDowning, A. S., N. Y., '91\nDowning, M. W., N. Y., '01\nDoyle, Margaret L., Mass., '03\nDoyle, Mary E., Wis., '91\n\nDu Bose, Joel C, Ala., '06\nDudley, B. F., La., '06\n\nElder, E. W., Colo., '95\nEldridge, Edward H., Mass., '04\nElgas, Mathew, J., N. Y., '91\n\nDuffy, Julia F., 111., '05\n\nEliot,\n\nDudgeon, R. B., Wis., '94\n\nDuggan, S. P., N. Y., '06\nDuke, Josephine G., Pa., 05\nDunbar, Wm. F., N. Y., '05\nDuncan, Geo. W., Ala., '05\nDuncan, James J., S. Dak., '03\nDunhaupt, R. C. F., Mo., '04\nDunlevy, Wm. P., Mass., '03\nDunphy, A. E., N. Dak., '02\nDunton, Charles H., Vt., '01\nDunton, I^ewis M., S. C, 05\nDu Rie, W. B., N. J., '05\nDutcher, Edw. H., N. J., '99\nDtclton, Beltie A., Ohio, '80\nDutton, Chas. F., Jr., Ohio, '01\nDutton, S. T., N. Y., '95\nDuval, Maria P., Va., '03\nDwyer, John, N. Y., '03\nDwyer, Margaret, N. Y., '05\nDyche, J. E., Okla., 'o5\nDyer, F. B., Ohio, '96\nDyer, Frank R., Kans., '91\nDyer, Wm. C, Mo., '04\nDyke, Chas. B., Colo., '99\nDynes, Sarah A., N. J., '02\nDysart, Paul M., Pa., '05\nEakins, Mrs. Millie R., N. J., '96\nEarhart, Gertrude, Wis., '02\nEarhart, Lida B., N. Y., '02\nEarl, Anita M., N. Y., '05\nEarle, E. Lyell, N. Y., '05\nEarley, Jennie A., Mo., '04\nEarnest, W. W., 111., '04\nEarp, Edwin L., N. Y., '05\nEast. Dist. High Sch., New York,\nN. Y., '03\nE. A. Stevens, G. Gr. Sch., Camden, N. J., 'os\nE. 111. St. Nor. School, 111., '99\n\nEastman, Wm. R., N. Y., '96\nEaston, Warren, La., '95\nEast Orange Free Public Library,\nN. J., '04\nEast Orange High Sch., N. J., '05\nE. St. Louis Public Lib'y, 111., '04\nEaton, F. W., Conn., '03\nEaton, G. A., Utah, '01\nEaton, Ira T., 111., '94\nEaton, Jeannette M., Pa., '03\nEaton. Roy W., Nebr., 05\n\nEbaugh, Z. C, Md., '97\nEbeling, Herman L., N. Y., '05\nEberhardt, J. F., 111., '64\nEberth, Henrv L, Ohio, '05\nEby, H. L., ky.. 'ofj\nEccleston, Mrs. Sara C, Argentine Rep., '04\n\nEckard, Eliz. T., Pa., '05\n\nEddv, William H., R. I.,\" '02\nEden, Philip, Wis., '84\nEdgecomb. Flora F. T., Mass., '03\nEdgerly, Jos. G., Mass., '96\n\nEdmonds, F. S., Pa., '98\nEdmondson, Mrs. Gertrude, Mo.\n\nChas. W., Mass., '92\nElkhart Carnegie Library, Ind.,\n'04\nEUabarger, D. R., Ind., '03\nEUiff, J. D., Mo., '98\n\nM., Md., '99\nC. H., 111., '04\nElUott, E. C, Wis., '99\nElliott, J. F., Ala., '98\nElliott, L. F., Mass., '03\nElliott, A.\n\nElliott,\n\nElliott, Oliver\n\nM., Iowa, '06\n\nElliott, S. Maria,\nEllis, A. Caswell\n\nMass., '03\nTex., '02\n\nEllis, Florence E., Ohio., '04\nEllis, Frank R., Ohio, '01\n\nElhs, George M., N. J., '05\n\nGriselda, N. J., '05\nElhs, John C, 111., '87\nElHs, Leander D., 111., 'o'^\nEllis, Wm. Austin, Mich., '87\nEllsworth, Henry W., N. Y., '96\nEllsworth, Jesse A., Cal., '01\nEllsworth, Sanford J., N. Y., '05\nElmer, Walter E., Wis., '05\nElse, F. W. Iowa, '02\nElson, W. H., Ohio., '9s\nEly, E. Antoinette, Ohio, \"02\nEllis,\n\nEly, Sarah Y., N. J., '92\nEl wood, DeWitt, 111., '06\nEmberson, R. H., Mo., '02\n\nEmeline Fairbanks Mem. Lib'y,\nTerre Haute, Ind., '06\nEmerson, Henry P., N. Y., '93\nEmery, Grenville C, Cal., '04\nEmery, Helen R., N. J., '05\nEmery, John Q., Wis., '84\n\nEmory College Lib'y, Ga., '01\nEnglish, Rebecca F., Cal., '88\nEnnis, Laura J., N. J., '05\nEnnis, Lydia K., N. T., '05\nEnoch Pratt Free Lib'y, Baltimore, Md., '06\nEnright, John, N. J., '03\nEppes, Edw. B., Fla., '05\nErasmus HaU H. Sch., N. Y., '03\nErie Public Library, Pa., '03\nErnst, Lillie R., Mo., '04\nErrant, Joseph W., 111., '00\nErskine, S. H., Vt., '03\nErwin, Mrs. Kate A., N. Y., '03\nEschbach, Allen G., Mo., '04\nEsilman, Amoritta E., Mass., '03\nEspada, E. V., Porto Rico, '06\nEstee, Jas. A., N. Y., '96\nEstes, Charles S., N. Y., '03\nEthical Cukure Sch., N. Y., '05\nEvans, A. Grant, Ind. T., '03\nEvans, Charles, Ind. T., '03\nEvans, Chas. H., Mo., '86\nEvans, Elizabeth G., Ohio, '01\nEvans, Geo. W., Mass., '03\nEvan.s, Lawton B., Ga., '94\n\nEdmund, Gertrude, Mass., '97\nEdmunds, Henry H., 111., '02\n\nEvans, Margaret J., Minn., '05\nEvans, W. G., La., 'o')\nEvans, Wm. P., Mo., '98\nEvans, Wm. W., Pa., '06\nEvanston Free Pub. Lib'y, 111., '02\n\nEdsall, James M., N. Y., '01\nEdson, A. W., N. Y., '03\nEducational Asso., N. Dak., '96\nEducational Exchange, Ala.. '06\n\nEverett, Grace E., Cal., '03\nEverett, John P., Mich., '01\nEverett, L. E., Ohio, '02\nEwing, R. D., Colo., '09\n\nDoyne, John J., Ark., '06\nDrake, Ellis H., Ind., '02\n\nEducation Dept. of Ontario, Can.,\n\nDraper, Andrew S., N. Y., '88\nDraper. Frank O., R. I., '03\nDreher, E. S., S. C, '96\nDresser, Mrs. A. W., N. J., '99\nDrew, Frank, Mass., '03\nDriehaus, Irwin W., N. Y., '01;\nDriscoll, Frances M., N. Y., '05\nDriscoll, John J., N. Y., '05\nDroppers, Garrett, III.. '03\nDrought, Caroline A., Md., '04\nDrushel, A. W., Conn., '02\nDrushel, J. A., Mo., '05\n\nEdwards, H. R., Minn., '97\nEdwards, Thos. A., Pa., '05\nEdwards, W. A., Cal., '99\nEdwards, Wm. J., .'Ma., '03\nEdwards, W. S., Cal., '99\nEgan, J. B., Mass., '03\nEginton, Libbie J., N. Y., '04\n\nEwing, VV. W., N. Dak., '01\nFagley, Fred L., Ind., '05\nFailor, Isaac N., N. Y., 'o<,\n\n'04\n\n'02\n\nEhinger, Clyde E., Pa., '97\nEhrhart, W. N., Pa., '06\nEiche, Julia L., N. Y., '03\nEikenberry, W. L., Mo., '04\nElder, Ella C, N. Y., '96\n\nFairchUd, E. T., Kans., '86\nFairweather, Eliz. K., Ohio, '02\nFalkinburg, J. O., Ohio, '03\nFalkner, Roland P., P. R., '04\nFall, Delos, Mich., '97\nFallon, Ella A., N. Y., '03\nFant, John C, Miss., '97\nFaris, John W., Idaho, '03\nFarley, Anne J., N. Y., '97\nFarley, D. H., N. J., '96\nFarmer, A. N., Minn., '06\n\n"}
{"page": 921, "printed_page": null, "text": "'\n\nINDEX TO LIFE AXD ACTIVE MEMBERS\nFarmer, Arthur E.. S. Dak^ 'or\nFarnhatn, .-Vmos \\V N. Y.. 'oi\nFarnsworth. Burt Nf.. X. Y.. '06\nFamsworth, Fannie I'., Minn., '99\n,\n\nFarr, Frank D., HI., '03\nFarrand, Samuel A., N. J., 'oj\n\nFarrand, Wilstm, N. J., 'os\nFarrfll, Edw. D.. N. Y.,\nFarrell, Elizabeth E., X. Y.. '05\nFarrington, Efncr A., Cal.. 'oi\nFarrington, Frederic E., Ca!., '04\n\nV\n\nXew\n\nFar Rockaway High Sch.,\n\nYork, X. Y., '05\nFaulkner, R. D., Cal., '09\nFaunee, \\Vm. H P., R. I., '01\nFay, Charles S., Ohio, '01\nFay, EAw. A., L). C, '99\nFay, Mamie, N. Y., '03\nFcagin. \\Vm. F., Ala., 'os\nKee!\\, Evclync A., X. Y., '05\nFclker, AUie M., Hawaii, '91;\nFell, .\\nna\nX. J., '97\nFell, Thoma-s, Md., '98\nFellows. E. U'.. Iowa. 06\n\nM\n\n,\n\nGeo. E.. .Maine, '05\nFelmley, David, 111., '00\nFels, Maurice, Pa., '98\nFendley, J. M., Tex., '95\nFcnlon. John F.. D. C.. '06\nFenton, Geo., X. Y., '92\nI'ellows,\n\nFergu.son Library, Conn., '03\nFerguson, E. E., Mich., '96\nFergus^jn, S. J.,\n\n'01\n\n111.,\n\nFemald, M. C., Maine, '90\nFemald, W. E., Mass., '03\nFerris, .\\nnctte E., Colo., '03\nFerris, \\V. X., Mich., '99\nFerson, E. B., 111., '03\nFett, .\\malia, Mo., '04\n\nFeussner, Mathilde, Mo., '04\nFick, .\\lma S., Ohio, '03\nFick, E<lna H., Ohio, '03\nFickctt, M. Grace, Maine, '03\nFielder, F^lwin W., X. Y., '04\nFillmore, Xcttie, (Jhio, '00\nF'ilcr. Paul S.. \\Vvo.. '06\nFinkler, Eli/.al.>cth G., III., '03\nFinlcy, lohn H.. X. Y.. '</>\nFinn. .\\lrs. Ludnda B., X. Y., 'oS\nFinnegan, Margaret L., 111., '03\nFisher, .\\. G., Si ass., '03\n\nEdward, R. I., '03\n\nFLshcr, C.\n\nOilman ('., .Mich., '92\n\nFi.shcr,\n\n'04\n\nFisher, H.\nPa., \\i\nFisher, H. \\V\nFisher, Laura. .NLiss., '03\nFisk. Herbert F., III., '91\nFiske. Wilbur A.. Ind., 'ci\nFitch. Edw. I).. Pa., 'os\nl-itch, Ferris S., Ariz., '90\nI'ilhian. Powrll G.. .\\. J., 'os\nKitz Pub. Lib'y, Chelva, NJass.,'o3\nFitz, (Ico. W., Mass.. '<>«\nFitzfjiblKin, T. F., Inil\n'9s\n.Mass 'K4\nFitzpatritk, F. A\nIII . 'oj\nlitzp:ilri<k, Kaiharine A\nKaas., '03\nllaRg, Klizabrih (i\nB..\n\n111.,\n\n.\n\n,\n\n.\n\n,\n\n,\n\n,\n\nForbes, 1:. J., .\\ustralia, '01\nForbes, George M., X. Y., 'oj\n\nStepheo .\\., 111., '03\nFord, .Mary E.. Md., '05\nFordham University, X. Y., '06\nForesman, H. A., HI., '96\nForesman, Robt., N. Y., '96\nForrest, J. T., Wash., '95\nFoshay, J.is. A., Cal., '93\nFoster, Charles M., Mo., '04\nFoster, Clara .\\., X. Y., '05\nFoster, E«lwin W., X. Y., '03\nFoster, Goo. K., N. Dak., '03\nF'orbes,\n\nFoster, James H., Ala., '03\nFoster. W. R.. 111., '06\n\nFoust, J. I., -X. C. 'os\n\nFowler, W. K., Xebr., '92\nFox, Wm. F\"., Va., '94\nFrancis, Cecilia .\\.. X. Y., '05\n\nY., 'os\nFris-scll, H. B., Va,, '00\nFroebcl Xor. Inst., .X. Y., 'os\n\nFroggc, .S. L., Ky., '00\nFrohard, Henrietta, Mo., '04\nFrost, J. M., Mich., '97\nFruchte, .\\melia C, Mo., 'i/>\nFry, William W., Pa., 'so\nFryc, .Mexis E., Cal., '03\nFuller, (ieo. D., Can., '03\nFuller, .Mrs. Hattie S., Minn., '01\nFuller, barah, .Mas.*., '00\nFulk. J..s<-ph R.. Xrbr.. 'of>\nFulmer, C. .\\., Xebr., '02\nFulton Co. Bd. or FaI.. Ga., \"oi\nFulton, .Marion I)., R. I., '03\nFullon. Robt. B.. Va.. '94\nFulton. W. L. Ohio, 'qt}\nFuliz, Francis M., Iowa, '01\nFunk. Iviac K. X. Y., 'os\nFuqua. James H., Sr., Ky., '03\nFurst, Clvdc. N. V..'oo\nAln '04\nFusth, Ift-nry J\nFulrall.\n\nThos.\n\nGabri..\n\n1\n\nFlaaigan, A., III., '01\nFlannerv. .M Jay, fJhio, '05\n\n(;,\n\nFlcisher, l)anirl, F'a , '04\n'01\nFlcmi.jg. Ada M., Ill\n\n<;,\nGalluii.\n\n,\n\nFleming. C.\n\nR\n\n{•Irming. 'rh<ni\n\nY\n\nN.\n\nI).,\n\n'c,\\\n\n.\n\nAuslr.ilia. *o6\n\n.\n\nrleshman, Arthur C Ky '94\nCnl..^ 'rV,\nllrlrhrr. \\Vm. T\n.\n\n.\n\n.\n\nI'liikingrr,\nI\n\nJ.\n\nCharlrs\n\nl.ivd,\n\nR\n\nI*a\n\n.\n\nI.\n\n'ijH\n\n,\n\nAI.1\n\n.\n\n'01\n\n.\n\n'./«\nInd\nFloyd, I-iura D\nlushing High S<h, Nrw York,\n,\n\n,\n\nI\n\nX Y\nI\n\nI\n\nK-r Ir.\n\n,,\"\n\n.\n\n'0%\n\nV Y\n\n.\n\n'os\n\nN\n\nI\n\nII. 'oJ\n\nV\n\n'oj\n'oj\n\"97\nIll\n.Mary C\nI <«.tr.\nFnrlx-s Library. Mass , '01\n!\n\n.\n\n•\n\n.\n\n1\n\n.\n\nl-,>rl,f<.\n\nAUxandtr.\n\n.\n\n.\n\nN\n\nJ\n\n'76\n\n,\n\nA\n\n)!'\n\n'<^>\n\nPa-.\n\nijb'v.\n\n111.,\n\nX\n\nGambrill,\n\n.Md\n\n.M.,\n\nI\n\nN\n\n.\n\n.\n\n1.\n\n.\n\n'04\n\nGammon. Mr*. M. I)., Ill\n\n'o7\n.Ma»s., 'oj\n.\n\nGamwrll. Irving M\n(Jans. W. <;\nPa 'oS\n,\n\n\\\n\n1\n\n.\n\nGeorge. .Mmina. Mo., '06\nGeo. Peabody Coll. for Tchrs.,\nTenn., '04\nGeo. Washington Univ., D. C.,'02\nGeorge, Edgar, Minn., 'os\nGeorgia Xor. and Indiist. C»ll.,\nGa.. '06\nGerling, Henry J., Mo., '04\nGerman, Willard L.. 111., '06\nGermann, Geo. B., X. Y., '98\nGerry. Harrv .M.. Conn., '06\n\nGcttcmv, Mrs. M. E. F., Ill, '9a\n(jettv. Irene I... Mich., '05\nGibbs, Deli.i, .M.)., '04\nGibbs. Ellis B., In.I., '06\n(iibson, A. Grace, X. V., '05\nGibson, C. B., (ia., '98\nGibson, ^ohn A., Pa., '96\nGilwon, Thomas L., Md., '06\nGil)s<m. Wm. F., Conn.. '03\nGid.lens, L. P.. Ala.. '00\nGiddings. .Margaret. Colo., '04\nGideon, Gc-o. 1)., Pa., '99\nGiilcon, A., Colo., '04\nCjies, Fannie G., .Minn., '01\n\nW. NL, 111., •9s\nGilbert .\\L Simmons Lib'y,Wis.,'oj\nliilbcrt, C. B., .X. J., '9?\nGilbert, I). B., Xebr., '01\nGilbert, Isaac II.. Mich\n'os\nGilbert, Mrs. M. E., 111.. '99\nGiflin.\n\n,\n\nNewell\n\n(Jilbcrt,\n\nI).,\n\n'gs\nGilbert. .Sarah II.. Pa., 'os\n(jildemeisier, The<la, Minn., '03\n(Jilhulv. S. B\n'o?\n.\\.J\nI.iura I).. .V Y., \"ot\nGillan, .Silas V., Wis, •9s\nGillespie, Marv. 111., '97\nGilley, Frank NL, Mass.. 'oa\n,\n\n.\n\n<;ill.\n\nGilman, Daniel C., M<l., 'gft\n\nA\n\n(•ilinorr,\n\nX\n\n1'.,\n\nX Y\nGirl.m,\n\n.\n\n,\n\n'o^\n\nYork,\n\n'os\n\nWm. W.. S. Dak., '99\n\nM\n\nC\n\nD.\n\ny...\n\nC\n\nIvilwiird\n\n'oi\n\n,\n\n'94\n\n\\'a.,\n\n.\n\nGlrason. Ronald P., Pa\nGlenn, A. D., Pn., 'oft\n\n'oS\n\n,\n\n(•Irnn, ('has. B., Aln., '00\nGIrnn. G. R., (>a 'us\nGloifrlirr, J. M., kans., '99\nGliivrr. Nathan L, Ohio, 'H9\nGmin.lrr. A. J ,\n'ijH\n(Joblr. William C\nInd.. 'oj\n(;.| I ir I. Cirrir, Kans '01\n,\n\nf>bi..\n\n'..1\n\nMd\n\n.\n\n,\n\nII.N.J.'os\n\nG<\n\nMo\n\n.\n\n'04\n'98\n'98\n.\n\nIII.\n\nM.ulr,\n\n•,\n\n\\\n\n.\n\nW\n\n-..J\n\nW H NrU, 'ii\nW X Wash. 'oJ\n,\n\nGa\n\n.\n\n.\n\n.\n\nJ.\n\n.\n\n'\n\n.\n\n'o\\\nGarrni. T. M\nGarrrtlr. Irrnr. Iowa. '07\nM'i'i'. Mo. '\"i\nG.iffl/.K- I\n.'\n'gs\nImB.. 'o\n(;\n\nG\n\n\\'\n\nGilntn. S. W., Minn., '\"i\nGirls' Mitth School, New\n\nG ,•/\n(.<\n(',.M\\u.r,\n\nIII.,\n\n.\n\n,\n\n.\n\n(;«tii-.-T!.\n\nThomas H., Wis., '98\n\nGentle,\n\n(iljiss,\n\n'oi\n\nv .\nv.. 'os\n\\l\nv., 'oj\n1:. .Mi<h, 'ol\n\n(;\n\nGaylord, E. E., Mass., '02\nGaylord, Gertrude E., Ma.ss., '04\nGaylord, J. S., Minn., '00\nGeballe. Pauline I.. X. Y., 'os\nGehrand. G. W.. Wis., '04\nGcigcr, F. P., Ohio, '00\nGeis<-r, Rudolph, Minn., 'os\nGcn'l F-ducation B'd, X. Y., '02\nGen'l Lib'y, Univ. of .Mich., '98\nGencsoo St. Xor. .Sch., X. Y., '07\n\n(Wven, Miss\n\nArk.. '«7\n\n,\n\nIt..\n.\n\n(Jardnrr,\nGarli'k.\n\nA. P.. Ohio, '96\n\n.,-1, ,n\n\n...\n\nGay, George E., .M.ass., '03\n\nGcnlhe, M.artha Krug, Conn., '02\n\n.\\.. .\\.\n\n,\n\nGa.stman, E. .\\., 111., 'os\nGaston, Chas. R., X. Y., 'ot\nGates, Charles I., R. I., '03\nGates, Elmer, Md., '98\nGates, .Merrill E., D. C, '99\nGault. F. B..S. Dak.. 04\n\nGeneva College, Pa., '06\n\nFrancis, J. H., Cal., '99\nFranck, .\\ugusta L., Cal.. '01\nFrank, HarrLson L., Ohio, '90\nFranklin. Cornelius F... .\\. Y., '05\nFranklin. Gc<i. A., Minn., '07\nEraser, .Mrs. X L. D., Hawaii,\nEraser, Wm. I., Mont., '02\nFrazec, Geo. B.. Kv.. 'os\nFrazcc, Victor, R. 1., '96\nFrazier, Ch;us. R., Minn., '01\nFrederick, J. .M. H.. Ohio, 'oi\nFrederick, O. G., Mich., '00\nFreeman, J. ,\\rthur, .Mo., '04\nFreeman, J. H., III., '95\nFreeman, John T., X. Y.. '<>8\nFreeman, L. \\., Ma.ss., '03\nFreer, H. H., Iowa, '84\nFrench, Harlan P., N. Y., '91\nFrench, H. Delmar, \\. Y., '03\nFrench, John D., .\\cbr., '99\nFrench, John S., Md., '03\nFrench, O. E., Iow.a, '95\nI^ricks. J. M., Ala.. '06\nI'ripp. Jos.\n\n909\n\nll.Ts.\n\nI'n\n\n.\n\nI..\n\n111. 'us\n\nW\n\n.\n\nAri/\n\n'o/i\n\n.\n\nSar.sh II\nMinn 'oj\nG.i»iJn.«i«h. W. S\nN. T . '81\n<;.«»lrl.h. J F.. Mlih, '01\n(•....Iwin, v.. I ,\nY. '01\n'01\n(•<KB|«in. I',. K ,\n,\nt.\n\n.-I.M.K\n\n.\n\n,\n\n.\n\nN\n\nMaM\n\n(M.nlwiii.\n\nW. Grant, N. V., 'oS\n\n"}
{"page": 922, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\ngio\n\nGordon, David E., Mo., '04\nGordon, G. W., Tenn., '00\nGordv, U. L., Pa., '06\nGordy, W. F., Mass., '98\nGore, Willard C, 111., '05\nGorton, Chas. E., N. Y., '96\nGould, R. R. N., Mich., '04\nGove, Aaron, Colo., '83\nGove, Mary A., Mass., '03\nGower, Hattie F., Gal., '99\nGraham, Albert B., Ohio, '00\nGraham, Guy H., Nebr., '04\nGraham, Hugh A., Mich., '95\n\nGraham, Jas. D., Cal., '99\nGraham, Jeannette E.. N Y., '03\nGraham, John Y., Ala., '03\nGraham, N. M., Nebr., '06\nGram. Sch„ J. \\V. Mickle, Camden, N. J., '05\n\nGram. Sch., Richard Fetters,\nCamden, N. J., '05\nGrand Rapids Pub. Lib'y- Mich.,\n'06\n\nGranger, Ruth E., N. Y., '05\nGrant, Forrest, N. Y., '05\nGrant, Robert A., Mo., '04\nGrape, Jacob, Md., '01\nGrals, Simon, Pa., '79\nGrawn, Chas. T., Mich., '01\nGray, Andrew J. Jr., Va., '02\nGray, H. W., N. Y., '98\nGray, Nellie A., Wash., '06\nGray, Oliver E., Wis., '06\nGray, Temperance, N. Y., '05\nGreeley, J. P., Cai., '88\nGreen, Clyde C, Pa. '06\nGreen, Jas. M., N. J., '92\nGreen, J. Kel.so, Pa., '04\n\nGreen, Mary W., N. Y., '05\nGreen, S. M., Mo., '05\nGieene, John A., N. Y., '93\nGreenfield Pub. Lib'y, Mass., '06\nGreening, Burton O., Minn., '04\nGreenlee, L. C, Colo., '92\nGreenman, A. V., 111., '97\nGreenwood, Geo. W., Va., '05\nGreenwood, J. M., Mo., '86\nGreer, John N., Minn., '04\nGreeson, Wm. A., Mich., '06\nGregory, Benj. C, Mass., '94\nGregory, Christopher, N. J., '03\nGrenelle, Wm. H., N. J., '05\nGrenfell, Helen L., Colo., '99\nGriffin, E. H., Md., '99\nGriffin, I. C, N. C, '05\nGriffin, John, N. Y., '05\nGriffin, Mrs. Mary E., Mo., '01\nGriffith, Carrie E., Mo., '04\nGriffith, E. W., N. Y., '96\nGriffith, Fannie B., Mo. '04\nGriffith, George P., Nebr., '04\nGriffith, L. H.,Ill.,'o2\nGriffith, Sallie W., Mo., '04\nGriffith, W. W., Mo., '04\nGriffiths, A. F., Hawaii, '03\nGriffiths, G. C, 111., '96\nGriggs, Herbert, N. Y., '09\n\nGriggs,\n\nWm. C, Ala., '03\n\nGrisham. G. N., Mo., '00\nGrisvvold, Wells L., Ohio, '01\nGroom, Bert E., N. Dak. '05\nGross, Magnus N., N. Y., '03\nGroszmann, M. P. E., N. J., '94\nGrote, Caroline, 111., '01\n\nGrove, Cyrus .S., 111., '06\nGrove, J. H., Texas, '04\nGrove, Lula C., Ind., '05\nGrove, M. A., Pa., 'o7\nGrove, W. D., Mo., '02\nGrover, Edwin O., III., '00\nGrussendorf, D. A., Minn., '98\nGruver, E. A., N. Y., '00\nGraver, Harvey S., Ohio, '04\nGuerdan, Frances J., Mo., '04\nGuilliams, J. M., Ky., '97\nGuinther, I. C, Ohio., '00\nGuitteau, Wm. B., Ohio, '06\nGulick, Luther H., N. Y., '03\n\nGulliver,\n\nEmma B., Mass., '03\n\nGunn, A. F., Cal., '99\nGunnels, H. C, Ala., '02\nGunnison, W. B., N. Y., '96\nGuss, Roland W., Mass., '95\nGvvinn, J. M., Mo., '03\n\nHaddock, F. D., 111., '02\nHadley, CaroUne, Pa., '05\nHadley, Hiram, N. Mex., '91\nHadley, S. H., Pa., '05\n\nHagemann, J. A., Wis., '99\nHagerty, C. T., N. Mex., '95\nHaggett, Geo. B., Nev., '97\nHahn, Henry H., Nebr., '02\n\nHahn, Ida. N. Y., '03\nHaight, Adelaide, N. Y., '05\nHaight, R. A., 111., '95\n\nHailmann, W. N., 111., '79\nHale, Elizabeth, N. Y., '06\nHale, Geo. D., N. Y., '91\nHale, Wm. G., 111., '99\nHaley, Margaret A., 111., '01\nHall, Clarence M., Ma.ss., '06\nHall, C. W., Minn., '02\nHall, Dana W., 111., \"91\nHall, Edwin H., Mass., '99\nHall, Frank H., 111., '97\nHall, G. Stanley, Mass., '91\nHall, Mrs. Hiram, Mass., '03\nHall, Isaac Freeman, Mass., '95\nHall, John C, Ind, '04\nHall, John W., Ohio, '05\nHall, Loyal Freeman, Pa., '93\nHall, R. Eric, Fla., '05\n'99\nHall, Winfield S., Ill\nHalland, J. G., N. Dak., '97\n,\n\nHalleck, Reuben P., Ky '97\nHalsev, Rufus H., Wis., 'os\nHalsted, Harry H., N. Y.; '05\nHalvorsen, Olaf, Ariz., '06\n,\n\nHamblin, Nathan C, Mass., '03\nHamilton, Arthur L., Cal., '06\nHamilton, J. M., Ohio, '00\nHamilton, J. W., Ind., '00\nHamilton, Matthew C, N. J., '05\nHamilton, R. I., Ind., '96\nHamilton, Samuel, Pa., '98\nHamilton, Walter I.. Mass., '03\nHamilton, Wm., D. C, '98\nHamilton, W. E.. Iowa, '06\nHamlin, Cyrus, Miss., '99\nHaniman, G. R., Tex., '02\n\nHammel, T. C, Cal., '99\nHammel, \"W. C. A., N. C, '00\nHampton Institute, Va., '99\nHampton, Miss C, Fla., '00\nHancock, John A., Minn., '95\nHancock Sch. Faculty, Pittsburgh,\nPa.. '06\n\nHand, W. H., S. C, '96\nHandler, Hannah, Ohio, '06\nHaney, Jas. P., N. Y., '05\nHankinson, Frank, N. Y., '03\nHanley, Geo. L., N. Y., '05\nHanna, G. W., N. Dak., '00\nHanna, John C, III., '98\n'\n\nHannum, Louise M., Colo., '06\nHanson, Margaret C, La., '05\nHanson, Willis E., Mich., '01\nHanszen, Oscar A., Tex., '04\nHanus, Paul H., Mass., '95\nHapgoods, Chicago, 111., '06\nHapgoods, N. Y., '06\nHard, Henry E., N. Y., '05\nHard, Miron E., Ohio, '01\nHardie, J. H., Tex., '04\n\nHarding, Frank F., N. Y., '03\nHare, Wm. B., Fla., '01\nHarlan, B. B., Ohio, '01\nHarlan, Richard D., 111., '02\n\nHarman, David A., Pa., '03\nHarrington, C. H., 111., '03\nHarrington, C. L., N. Y., '98\nHarrington, Mary T., N. Y., '05\nHarris Inst. Lib'y, R. I., '99\n\nW\n\nHarris, Abram\n111., '98\nHarris Ada Van Stone, N. Y., '95\nHarris, Albert M., Tenn., '03\n,\n\nHarris, Alice L., Ind., '01\nHarris, Edw. L., Ohio, '94\nHarris, Edwin S., N. Y., '98\nHarris, Eliza A., N. Y., '03\nHarris, Elizabeth S., N. Y., '03\nHarris, George, Mass., '03\nHarris, Henry E., N. J., '93\nHarris, James C, Ga., '99\nHarris, James H., Minn., '98\nHarris, Mary E., N. Y., '03\nHarris, T. G., Tex., '05\n\nHarris, Wm. T., D. C, '76\nHarris, Wm. Taylor, Ohio, '06\nHarrison, Elizabeth, 111., '95\nHart, Albert B., Mass., '95\nHart, B. F., 111., '02\nHart, Emma C, Cal., '03\nHart, Wm. P., Ind., '93\nHartford Thco. Sem., Conn., '02\nHarthorn, Drew T., Maine, '03\nHartigan, Mary S. L., 111., '95\nHarthne, D. S., Pa., '05\nHartman, Carl, Texas, '05\n\nHartmann, Marv, 111., '95\nHartranft, W. G., Cal., '02\nHartwell, Chas. S., N. Y., '02\nHartwell, S. O., Mich., '01\nHarvard Coll. Lib'y, Mass., '95\n\nHarvey, Anna E., N. Y., '04\nHarvey, G. I., Ind. T., '86\nHarvey, L. D., Wis., '84\nHarvey, N. A., Mich., '07\n\nHarwood, Jas. C, Va., '05\nHarwood, Samuel E., 111., '00\nHaskins, C. H., Mass., '99\nHastings, Montana, Mo., '04\nHastings, Wm. W., Mass., '03\nHatch, Dorus R., Colo., '06\nHatch, W. E., Mass., '97\nHatch, W. H., 111., '95\nHatch, Wm. M., Ma.ss., '03\nHaupert, Chas., Ohio, '93\nHausperger, Katharine, Mo., '05\nHaven, Caroline T., N. Y. '96\n\nHaven, W. L. R.. N. J., '05\nHaverhill Pub. Lib'y, Mass., '06\nHaviland, Edw. W., M.i.. '06\nHawkins, Geo. K., N. Y., '00\nHawkins, C. W., N. Y., '05\nHawkins, W. J., Mo., '04\nHayden, H. B.. 111., '97\nHayden, P. C, Iowa, '95\nHays, Dudley G., 111., '97\nHays, James L., N. J., '00\nHays, Willet M., D. C, '03\nHayward, Edw., N. Y., \"95\nHayward, E. L., Mass., '03\n\nEmily A.. Colo.. '84\nHayward, Harriet S., Mass., '03\nHay'iVard,\n\nHazard, Caroline, Mass., '03\nHazen, Lillian D.. Cal., '99\nHazzard, W. C.. Wis., '03\nHealey, Horace G., N. Y., '05\nHeape, Jos. R., Eng., '02\nHearn. Arthur E., Can., '02\nHearst Free Lib'y, S. Dak., '03\nHeath, D. C, Mass., '03\nHeaton, T. L., Cal., '99\nHeatwole, Cornelius J., Tenn., '05\nHebden, Edwin, Md., '00\nHecker, Mrs. Atlanta E., Mo., '04\nHeckman, S. B., N. Y., '01\nHedrick, Earle R., Mo., '04\nHeermans, Josephine W. Mo., '96\nHeeter, .S. L., Minn., '05\n,\n\nHeftcr, Celia, 111., '01\nHeidenis, Hcnrv J., N. Y., '05\nHeidler, S. H., III., '97\nHeiermann, Francis, Ohio, '96\nHeighway, F. F., Ind., '99\nHeil, JohnH., 111., '06.\nHeinekcn, J. F. D., N. J., '94\n\nHeiney, Wm. M., N. Mex., '06\nHeizer, John A., Ohio, '99\nHelbig, Emily Mai, Mo., '04\nHeld, Felix E. Kans., '06\nHelena Pub. Lib'y, Mont., '03\nHeller, Rcgenia R., Mich., 'oj\n.\n\n"}
{"page": 923, "printed_page": null, "text": "IXni.X TO LIFE AXD ACTIVE MEMBERS\nHi-lmer, Harry, 111., 'g5\n\nHelms, Caroline C., Mo., '04\nHcltcr, Henry H., Uhi.., '01\n\nC\n\nHenderson. lierniann\nWLs. '04\nHenlriik, WcUaml, N. Y., 'gs\n.\n\nHen.lri.'K^, K. I.. In I., 'oi\n\nHen.l-\n\nMinn.,'o^\n\\. Y.. 'OS\nN. J., 'o\";\nL. M.. N. J\nic.\n\nHen.tri\n\nHowell, I»gan D., N. Y., '94\nHowell. .Mary H.. \\. J.. '05\nHowerlh. Ira W., III., '99\n\nHoag. G. U.. Wis.. '06\n\nHowerth, Ji>.seph, Pa., 'oj\nHowes, .\\. F., Mass., '03\nHoyt Pub. Lib'y, Saginaw, Mich.,\n\nHolian. C. F.. Pa.. '06\nCharles .\\., Mass., '03\nHobl)s, Fr.inklin W., Mass., '03\nHoboken Free Pub. Lib'y, N. J.,\n'06.\n\nI'..\n\n1\n\nHen.lri.k-ja, M.-i.\n\nHitchctK'k, F. S., Conn., 'ci\nHitchcock, G. P., M.iNS., '03\n//i/j, J<>hn. D. C, '80\n\nHot)l)s,\n\n1:.,\n\nI\n\nHen!\n\n.\n\n'05\n\nHendrix College, Ark., '<)^\nHenkel, Vandalainc, Mo., '03\nHenninttcr, J. W., 111. '96\nHenry, T. H., Kan's., 00\nHen.-^-!, Manin, Ohio, '03\nHenson.\nC., I.i.. '06\nHenson, M. A., Ohio, '96\nHernandez, E. C, P. R.. *oi\n\nHockenherrv, J. C, Pa., '01\nll..i:,|.,n. Frederick C. .N. Y.. '05\nHoJf.lon. Josephine £.. N. Y.,'«j\nH.KlRe. C. F.. M.LSS.. '06\nHolge. George H.. \\. Y., '04\nII .ilge>.\nk.. Minn., 'os\nll.>.i.;m, Chas. K.. N. Mex\n'05\nII 'km. Cvrus W., Ind., 'os\nII x .:el>l>erKer. Nora. D. C, '98\nHofer. Amalie. III., '95\nHolT, Freem-in H\nS. l).-ik., '03\nHolTman, Gaius, N'. J., '94\nllolTsten. Krnest G.. Mo.. 04\nlliin.in, Gertruile M.. M».. \"04\n11..;^. V'.ex.. Tex., '74\nII .l:.r .k, Florence. Ill, '01\nII .I'r.H.k, R. H., Pa..'oj\nII .Men. C. C, \\. Y., '98\n\nW\n\n.\n\nC\n\nHcrr, Paul A., Pa., '03\nHcrriik, C. A., Pa., '00\nHerrick, Horace \\., 111., '03\nHerriek. Mrs. Cna M., N. Uak..'o5\nHerrilT. .\\my I.. Ohio, '05\nHcrria. Anna B., S. Dak., '05\nHerring, Je«ic Si., N. J., 'os\nHerrun, Schuvlcr F., Nieiico. 'o\\\n\n,\n\nW. M.^.ss.. 'oi\n\nHertel, Ch irles 111., '95\n\nII\n\nHervev, Henry U., Mass., '<jQ\nHervey, Walter 1.., N. Y., '95\nHcrzog, Oltilie. Mo.. '04.\nHerzog, Peter, Mo., '97\nHess. A. B..S. Dak., \"oq\nHes.s Dorothea C, \\. V., '03\n\nllMen. L. £.. Ohio. '70.\n.Uite, Thom.is F., 111.. '03\nll.iii 1. Krnest O., Ind.. '03\nII Hwter. Horace A.. 111.. '05\nII .'I..W.1V,\nJ., M.I.. 'os\nIlwllnw,iy. W. .M.. Fla.. '06\n'00\nII .lines. Kvelvn. Pa\nII .Irn.s H. H.. Mo., '04\nII .Im.-. .Manfrctl J., Ill, '00\nH. limes School, Pittsburxh. Pa..\nII\nII\n\nWm.\n\n,\n\n'oil\n\nH'.lmes Stanley H.. Conn.. \"03\nll..ln.,-.. Wm. H\nR. I, 'o.j\nII .It .11, F.dwin \\jcv, Kaas., '04\n\nHickok, \\\\. H., Wis., 'oi\nHick-s, I.illie A., Mass., '03\n\nw r\n\nk^\n\n,\n\nv.i\n\n()V,i..\n\n'\n\n'\n\nV)\n\n.r\n\n•:\n\n.^\n\n•\n\nI\n\nNiw\n\n.\n\n\\\nHi;(h\n\nr-von,\n\nInd., '04\n\nlie. .v. J., 'os\nHiiU\nHiKh .s. !i...l, (urns N'. Y.. 'os\nHigh School. Far Kockaway, N. Y\n\nSihool,\n\nn\n\nGirl*,\n\n'.'\n\n•;-.\n\n)\n\nUro<»k1yn.\n\nII\n\nII\n\n.til.\n\nII\n\n.rnl.ikrr\n\nY\nV\n\n.1\n\nil\n\nII. !l\n\n\\i\n\n..\n\nII\n\nr'\n\n\\\n\n.\n\nJames F.. Mil.. '03\n» J Iowa. '97\n\n.S.I.'os\n.'\n\n.\n\n'<\n\n'05\n\nI'\n\nl|..ri.r.\n\n.\n\nTeX-H, '04\n\n.\n\nWm R\n\nI!\n\nI\n\n.\n\n\\'.NJ.'os\nI'«\n\n!\n\n(',\n\nII\n\nHill.\nII\n\n•'\n\n1\n\n.',\n\n\\\n\nII\n\nKiiiM.. '06\n\n.\n\n.\n\n.N\n\nHuntington, Sus;in D\n\nf\n\n,\n\nM\n\nHussey. J.\n\nIowa, '01\n\n.\n\nHutihinvm. Friil Y.. N. Dak., '05\n\nC\n\nMinn., 'oj\nHutchinson. Nlinnie I. \\. Y., 'os\nHull Iiinv>n. Miss K. I Iowa, '01\nllulihinson. \\. F. Ohio, '00\nllutchjnsiin. S. C\nMa.w., '03\nHulh. .Miie, .Mo '04\nI\n\n.\n\n,\n\ntlullon,\n\n.1.\n\nJ\n\n,\n\nHulton. Thin.\n\n'oj\n\n.\n\n'84\n\nWi.s.,\nII\n\nIowa. '00\n\n.\n\nHyde. .M.irtlui. N\n\nY 01\nllydr. M.iry F., N Y\n'gJ\nlly.lr. Wm. DeW\nMaine, '03\n.\n\n.\n\nPa\n\nHylr. .\\nna\nIhrig\n\n«.»..«.\n\n,\n\nM.\n\n\":\n\n'06\n111..\n\n'oj\n\n\\'niv,'9H\n\nnil\n\n'\n\n111.:\n\nT\n\nV,\n\nMinn., '01\n\n\\cwtnn Thco.\n\n'04\n\nM\n\nII\n\n-r, \\|.,-.\n\n.\n\n.\n\n....\n\nII\n\ntn»i ,\n\nMo\n\nII\n\nI\n\n'a\n\nII\n\nM..1 .•\nil.moh.\n\n,,\n\n111,\nI.\n\nII\n\n<\n\nW\nJ\n\n^^\n\n^^\n\n11\n\n.\n\n(\n\nU\n\nal\nIn-I\n\n'\n\n.\n\n't.i.-.\n\nl»\n\nI\n\nW\n\nIf\n\nV\n\nIr\n\nC. 'oA\n\nl>\n\n'\n\n.Moinra, 'oj\n\n-\n\nKy., '0$\n\n.\n\nWl.\n\nI.\n\n'os\n\n,\n\n'06\nI\n\n<..i.ii,\n\nI\n\nVi\n\nI\n\n.\n\na\n\nIII\n\n.\n\n'oA\n\nl«ik. I- rank .M\nWl«., '01\nJ«.k~.n. Allir. N Y '0%\n.\n\n'04\n\nHrlrl,\n\n(\n\niitiirmr\n\nK, Mo., 04\n\n'ot\n\nArk . 'ot\n\nI\n\nI..\n\n'oo\n\n,\n\n•\n'\n\nI'\n\nv.. '04\nT.. '00\nN'. v., 'oj\n\n'97\n'99\n'00\n\n'oi\n-oo\n\\Mir», '01\n\n!•\n\n>\n\n'w\n\n.\n\n'oo\n\"99\n\n.\n\nI\"\n\n||,H,.f.,n\nII\n\n',\n\nIt.\n\n'.',»\n\n,\n\n97\n\n111\n\n'..I\n\nli\n\nI\n\ni|ian.\n\n'\n\nI..\n\n'06\n\nMi>h. 'o{\n\n'oA\n\nNY. '03\n\n.'y,\n\nIn\n.\n\n>.\n\nP. R., 'oj\n\n.\n\nHurd, (W-o. I» Ga.. '88\nHursh. Samuel H. Ill '00\n\nIn\n\n'96\n\nY\n\nHumphries. J. H.. Pa.. '05\nHunt. Henry F.. Wash., 'c.6\nHunt. I. \\.. 111., '04\nHunt. NIrs. .Mary II., Ma-vs., '03\nllunirr, Thotmis, N. Y., '8s\n\n,\n\nI!\n\nI.. .\\(.tw., '03\n\nXiy\n\n'os\n\nIII.\n\nK\n\n.\n\n\"\n\n,\n\nW.\n\n|..'w|,h II\n\n'09\n\n.\n\nHumphrey, S. P., Ohio, 'co\nHumphreys, .\\lex. ('.. N. J.. '05\n\nIk. :>\n\n'oj\n\n.\n\n\\ Y\n\nHull. Philip .M.,\n\nHuls;irl, J. Howiird, \\. J., '99\nHumphreville, Margaret I... Pa.,\n\n.\n\n.\n\nIrxii.g\n\nII\n\n.\n\nMo 'w\n\nHill, All-Tt Ro«.\n,\n.Mi\", 'os\nHi!!. 1) A\nHill. I.\nAla, '01\n\nIll,, 'oCi\n\n.\n\n\\, It .'oj\nW., M.1\". 'o\\\nIVrlrv I. Ilawan. '0$\n\nl|..ri.r, II\n\nH ,r-,r\n,\n\nW\n\nllulbert. A. .\\I.. N. J., 'os\nHuling, Ray Grc-ene, Ma.ss., '91\nlluU, John, Wis., '91\nHull. I^iwrcnce C., .Mich.. '93\n\n.\n\nFrank H., Colo, '03\n\nliein.\n\nHughes. Ch;is, C, Cal.. oO\nIluijhes. F. H.. Texas, 'os\nHughes. Jas. I,., Can., '90\nHuglii-s. Katharine .\\., N. J., '05\nHughes, Mary .\\., .Mo., '04\nHught-s, P. Ni., D. C, '02\nHughes, R. C, Wis., 'oo\nHughes, R. I,., III., '00\nHughes, W. F., Cal., '00\n\n.\n\n'01\n\n.\n\ni.kms.\nr.\n\n..nk.Vi.'os\n\nPa\n\nII..\n\n,\n\n.\n\nHughi-s, .Vnne M.. Minn., \"04\n\n,\n\nII .i.lm.1\nII\n\n:\n\nI'\n\nA\n\nHubbs. Get). E., W. Va., '03\nHuber, Philirip, Mich., '04\nHudson, .Vrtliur S., Mich., '01\nHuey, J. W., Tenn.. '04\nHuffman. W. H.. .\\lo .^04\nHughes, .\\lr<. .\\da .\\l Can '94\n\n.\n\nW 1:, S. Dak., '97\n\nIMS.\n\n'03\n\nHovi. Charles .\\.. N. J., '05\nHoyt, Charles O., Mich., '97\nHoyt, David W., R. I., '08\nHoyt, Franklin S., Ind., oi\"\nIloyl.J. IF., D. C, '70\nHubbard, Mrs. E. A., III., '97\nHubbell. George .\\., Ky., '01\n\nllutchinvin,\n\nl|...lKr, L.uis I.., D. C, '00\n// .... r, l.inux II., Cal.. '79\n.,.'\n\n'.\n!\n\nT., Wis, 'oj\n\nN. Y., 'os\n\nk.\n\ni\n\n.\n\n.\n\nII\n\n'o :\n\n.\n\n.\n\n^Ii^s\n\nl|...l«-r, J\n\n'os\n\n.\n\nJ.\n\n.li.n.\n\nIl'.ni.uis.\n\n..wr,\n\n'os\n\nV ^\n\nII\n\nII\n\nHixh S.h.*.l. Flushinit, X. Y\nilit(h\n\nW., Ind, '04\nM. A., Minn., '96\n.\\my M.. Mass '91\nH'.'iie«.«>.| SubDist. Sch's Pitts\nl.'.ir,;h\nPa.. 06\nII.-.I. Walter D\nConn., '04\nl|..:i..n.\n\n'\n\nh\n\nIrn. i;eo.\n\nMiles C. Miss.. '01\nII .Idridge. \\. C. N.J., 'os\n\nHcvwokI. John ('.. <Jhio, '05\n\n11;.\n\n.1\n\nIlol.len.\n\nHess. Mary I,., Pa., 'os\nHess, \\Vm.' C, N. Y., '96\nHester, \\V. .\\., Ky., '95\nHeumann, P. G., Mich., 'oi\nHeusner. Wm. S.. Kans.. 05\nHewitt, Kalhryn I., N'. Y., 01\nHcwill, Waller C, Wis., '04\n\nQII\n\n.\n\nJaikMrtt. U. U..\n\nN\n\nY.. '01\n\n"}
{"page": 924, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n912\n\nJackson, Cora B., Md., '05\nJackson, Chas. H. S., Ga., '03\nJackson, Edvv. F., Mo., '01\nJackson, Janette F., Ohio, '03\nJackson, John, N. J., '06\nJackson, Wm. R., Nebr., '96\nJackson, Wm. T., 111., '03\n\nJacob Tome Institute, Md., '06\nJacobs, Clementine, Iowa, '02\nJacobs, Walter Ballou, R. I., '94\nJacoby, Asher J., Mass., '03\nJacoby, Elmer A., Pa., '06\n\nJamaica High Sch., N. Y., '03\nJames, Geo. F., Minn., '01\nJames, Morris C., Cal., '05\nJameson, H. W., N. Y., '97\nJamieson, Wm. H. Wis., '05\nJarman, Joseph L., Va., '03\nJarvis, Frank H., Pa., '06\n\nJaudon, Thos. P., Jr., Mo., '98\nJay, Lucy, N. Y., '06\nJeffers, F. F., Cal., '04\nJeffers, Fred A., Mich., '01\nJeffrey, J. H., Ind., '01\nJeflries,\nW.. 111., '06\nJenkins, Burris A., Ky., '06\n\nEdmund\n\nJenkins, Henry E., N. Y., '03\nJenkins, John J., N. Y., '05\nJenkins, O. P., Cal., '99\nJenkins, Sara D., Wis., '95\nJenkins, Willis A., Va., '02\nJenne, Mrs. M. E., Wash., '04\nJennings, Florence E., Conn., '03\nJenson, Joseph, Utah, '06\nJepson, Benj., Conn., '03\nJersey City Pub. l.ib'y, N. J., '07\nJesse, Richard H.. Mo., '92\nJessup, Annie L., N. Y., '04\nJewell, A. v., Kans., '86\nJewett, Carrie B., Mich., '03\nJohn B. Stetson Univ., Fla., '99\nJohn Crerar Library, 111., '97\nJohn F. Hartranft Sch., Phila.,\nPa., 'os\n\nJohn Lartain Sch., Phila., Pa., '05\nJohns Hopkins Univ., Md., '99\nJohns, D. J., Jr., Tenn., \"03\nJohnson, A. P., 111., 'or\nJohnson, B. W., Wash., '05\nJohnson, D. B., S. C, '95\nJohnson, Emma A., N. Y., '02\nJohnson, Floyd P., Del., '05\nJohnson, F. W., 111., '98\nJohnson, Geo. E., Mass., '03\nJohnson, Helen L., N. Y., '06\nJohnson, Henry, N. Y., '99\nJohnson, H. M., D. C, '98\nJohnson, James T., Texas, '04\nJohnson, Jennie B., Ohio, '03\nJohnson, Jesse S., Ohio, '98\nJohnson, Joseph F., N. Y., '04\nJohnson, O. A., Cal., '06\nJohnson, Richard O., Ind., '03\nJohnson, Theophilus, N. Y., '05\nJohnson, Thos. M., Mo., '03\nJohnson, T. S., Kans., '99\nJohnson, W. E., Mo., '04\nJohnson, W. P., Iowa, '04\nJohnston, Emma L., N. Y., '05\nJohnston, Mary S., Fla., 'oi\nJohnston, Sara E., Pa., '06\nJohnston, T. A., Mo., '01\nJohnston, W. A., Mass., '03\nJohnstone, E. R., N. J., '96\nJoiner, Chas. E., 111., '06\nJokisch, H. J.,\nJolliffe,\n\n111.,\n\n'04\n\nWm. M., Mich., 'oi\n\nJolly, J. B., Ariz., '04\nJones, Addison L., Pa., '03\nJones, A. Leroy, N. J., '99\nJones, Arthur O., Ohio, '91\n\nJones, E. C. Lloyd, Wis., '97\nJones, Edmund A., Ohio, '84\nJones, Edward N., N. Y., '84\nJones, Elmer E., Va., '03\nJones, Franklin T., Ohio, '05\nJones, Frank O., Conn., '02\nJones, Herbert J., Mass., '96\n\nJones, Herman T., Pa., '05\nJones, Jane Lloyd, Wis., '97\nJones, John W., Ohio, '96\nJones, Lewis H., Mich., '89\nJones, Lillian I., N. Y., 'osj\nJones, Mattie, S. Dak., '94\nJones, M. Louise, Kans., '05\nJones, Richard, Tenn., '94\nJones. Silas, 111., '04\nJones, Thomas L., Wis., '06\nJones, Virgil L., Minn., 'o5\nJones, Warren, 111., '06\nTones, Wm. H., 111., '04\nJordahl, Sivert A., S. Dak., '01\n\nJordan, Chas. M., Minn., '93\nJordan, David Starr, Cal., '98\nJoseph Leidy Comb. Sch., Phila.,\nPa., '05\n\nJo.seph Singerly Sch., Phila., Pa.,\n'°S\n\nJoyce, DarreU, Ohio, '03\nJoyce, Martin, N. Y., 'os\nJoyner, J. Y., N. C, '98\nJudd, Chas. H., Conn., '05\nJudson, Isaac N., Mo., '01\nJ. V. Fletcher Lib'y, Westford,\nMass., '06\nKagel, Albert E., Wis., '05\n\nKaharl, Edgar A., Maine, '03\nKahn, Joseph, N. Y., '03\nKalamazoo Pub. Lib'y, Mich., '01\n\nKammann, C. H., 111., '97\nKane, T. F., N. Y., '89\nKane, Thos. F., Wash., '03\nKansas City Pub. Lib'y, Mo., '05\nKansas State Agri. Coll., '97\nKansas State Lib'y, '05\nKarlson, C. E., Pa., '03\nKarr, Grant, N. Y., '99\n\nKautiman, Solomon, N. Y., '05\nKavanaugh, Catharine F., N. Y.,\n'05\n\nKaye, James H. B., Mich., '05\nKean, Lura B., Ohio, '00\nKeane, John /., Iowa, '89\nKeane, Mary F., 111., '03\nKearns, Carrie W., N. Y., '05\nKeating, J. F., Colo., '95\nKeating, Mary K., Ky., '05\nKeator, Da\\ns J., N. Y., '05\nKeeler, L. W., Ind., '06\nKeeley, Josiah, W. Va., '05\n\nKeeny, John E., La., '06\nKeidel, Anna M., N. J., '05\nKeister,\nH., Va., '00\n\nWm.\n\nKeith, Allen P., Mass., '05\nKeith, John A. H., 111., '05\nKelley, Anna J., Mo., '04\nKelley, Aug. H., Mass., '02\nKelley, Clarence E., N. H., '03\nKellogg Pub. Lib'y, Green Bay,\nWis., '06\nKellogg, Kate S.. 111., \"03\nKellogg, Robert J., 111., '06\nKelly, Catherine, La., '02\nKelly, Frederick J., S. Dak., 'os\nKelly, J. Nelson, N. Dak., '03\nKelly, Lizzie, La., '02\nKelly, Robert L., Ind., '02\nKempton, Alvan A., Vt., '03\nKendall, C. N., Ind., '95\nKendall, F. A., 111., '95\nKendall, F. H., Ohio, '04\nKendall, F. L., Mass., '03\n\nKendrick, Geo. W., Kans., '03\nKennard, Wm. J., N. Y., '05\nKennedy, Jas. W., N. J., '94\nKennedy, John, N. Y., '99\nKennedy, jos., N. Dak., '96\nKennedy, P. P., Minn., '97\nKent, Ernest B., Pa., 'o.s\nKenyon College Lib'y, Ohio, '03\n\nKenvon, A. B., N. Y., '96\nKepiJel, F. P., N. Y., 'oi\nKern, O. J., 111., '00\nKern, Oliver B., N. J., '05\nKern, Walter M., N. Dak., '05\nKerr, Henry, Cal., '05\n\nKerr, Mary A., Ind., '06\nKerr, Nelson, Mo., '05\nKerr, Wm. J., Utah, '95\nKeyes, A. H., N. H., '03\nKeyes, A. K. N., N. Y., '05\nKeyes, Chas. E., Cal., '06\nKeyes, Chas. H., Conn., '95\nKeyes, Mrs. Helen B., Conn., '01\nKeyes, Maud V., Conn., '03\nKeyser, I. N., Ohio, '01\n\nKeystone Lit. Soc, Pa., '98\nKibby, Warren J., Vt., '06\nKidd, Cecil A., N. Y., 'os\nKiefer, Olla F., Ohio, '04\nKiefer, R. J., Ohio, '03\nKilbourn, Louie L., 111., '02\nKilbourn, O. A., Pa., '05\nKilbourne, Effie J., 111., '95\nKilmer, Cordelia S., N. Y., '03\nKilpatrick, V. E., N. Y., '03\nKilpatrick, W. H., Ga., '03\nKimmel, M. A., Ohio, '93\nKincaid, Herbert T., Ohio, '95\nKing, Anne H., Ohio, '95\nKing, Ella G., S. Dak., '04\nKing, J. C, Iowa, '01\nKing, Margaret G., Va., '03\nKing, Wm. F., Iowa, '84\nKingman, F. W., Mass., '03\nKingsbury, EHzabeth, Nebr., '06\nKingsbury, John A., Wash., '04\nKingsley, Clarence D., N. Y., '05\nKingsley, Homer H., 111., '01\nKingsley, Nathan G., R. I., '03\nKinkead, R. G., Mo., '04\nKinnaman, A. J., Ind., '05\nKinne, Floyd E., N. Y., '05\nKinney, Burt O., Cal., '99\nKinsley,\n\nM. H., N. J., '92\n\nKirby, C. Valentine, Colo., '02\nKirk, James, 111., '04\nKirk, John R., Mo., '91\nKirk, Thos. J., Cal., '95\nKirk, W. H., Ohio, '01\nKirkpatrick, C. T., Tenn., '03\nKirkpatrick, E. A., Mass., '97\nKirkpatrick, Mary D., N. J., '05\nKirtland, John C, Jr., N. H., '05\nKirtland, R. H., Mich., '01\nKissack, R. A., Mo., '05\nKizer, B. F., Mo., '04\nKleeberger, Geo. R., Cal., '95\nKlein, Milinca L., N. Y., '05\nKlemm, Mrs. Clara D., Ohio, '04\nKlinker, J. W., Minn., '02\nKlock, J. E., N. H., '86\nKneil, Thos. R., N. Y., '95\nKneppcr, Geo. E., Kans., '98\nKnibbs, Geo. H., Australia, '03\nKnight, Geo. W., Ohio. '02\nKnight, Lee R., Ohio, '00\nKnight, R. F., Kans., '02\nKnight, T. H. H., Mass., '03\n\nKnopp, Gideon D., Mo., '04\nKnowles, Eloise, Mont., '04\nKnowlton, P. G., N. Dak., '05\nKnox, Geo. Piatt., Mo., '04\nKnox, John, N. Y., '06\nKnox, Margaret, N. Y., '05\nKoehler, Frank, Pa., '06\nKohler, Mrs. Kate Macdona, N.\nY., -95\n\nKolbe, Julia C, Ohio, '95\nKoontz. J. A., Mo., 'os\nKopmeier, Carolina, Kv.. '06\nKottman, Wm. A., N. Y., '05\nKrackowizer, Alice M., Colo., '03\nKraege, F. G., Wis., '97\nKratz, Henry K., Mich., '90\nKraus-Boelte, Mrs. M., N. Y., '96\nKraybill. A. E., Pa., '06\nKrebs, Henry C, N. J., '01\nKr^csy, Bela, Hungary, '93\nKreuzpointner, Paul, Pa., '02\nKriebel, O. S., Pa., '03\nKrinbill, Geo. F... Ariz., '02\nKroh, Carl J., 111., '07\nKrout, Chas. A., Ohio, '00\n\n"}
{"page": 925, "printed_page": null, "text": "J\n\nIXPhX TO LIFE A.\\D ACTIVE MEMBERS\nKrug, Joseph, Ohio, '01\n\nLee. J. R. E.. Ala.. \"06\nLee, James, \\. Y., 'gi\n\nK.ru<<, lulwina U., Del., 'gi\nKuni/. Elmer E.. Pa., 'oo\nKuniz, P. J., Slinn., '04\nKvine. \\Vm. K., Minn.. '01\nK :...tndall. J. \\V...\\rk., '05\n\nFrank, Cal.,\n\nk>-<lk..i,\n\nI^, 1.. U\n\n.\n\nLi-e. Lucius O.. Turkey,\nLefavour. Henry, .Mai.s., '01\n\nLefevre. .\\rthur. Texii.s '03\nI.ehiRh L'niversity. P.i., 'go\n\n'01\n\nLydu T., Minn., '03\n\nCvnthia. .\\. Y., '94\nI-:.: i. -Mrs. .\\da E, Ohio, 'oo\n1-iird. Samuel 11., Mich., '96\nLake Erie CollcRc. Ohio.. '06\nLamar, C. I'., 111., 'go\nIjjnt., Eli M.. Md.. '04\nI-aml>crt, Va>hli .\\., 111., '95\nLam!icrton. ^^ary J., I'a.. 'gi\ni^.trsino,\n\nI.-..;\n\n-N.J. '04\nLibrar>', Ea.st St. LouLs\n\nLibrary, FUkhart CarncKic, Ind.,\n\nI-emon, J. E.,\n\n111., 'gg\nI^nfcst. H. .\\.. N. Y., '00\n\nLibrary.\n\nI>e«m.ird, .•Ml)ert, Ma.s<., 'gi\nLeonard. H. B.. On-Ron. '01\nl-eKow, C.iroline H., .\\. Y.. \"03\nLe Suer. Ikrt M.. Pa., '04\n\nLibrary. Fine, Pa., '03\nLibrary, F^vanntcm, 111., '02\nLibrary. FaJrlunks, Tcrrc Haute,\n\nHenrietta S., N. J., '94\nO., 111., '04\n\nLibrary. F'itchburg. Ma.^*., '01\nUbrary, F\"it/., Chelsea, .Ma.s.v, \"03\nLibrary, J. \\'. Fletcher. Weslford.\n\nl.cslie.\n\nS., OreKon, 'gg\nGeo. H., \\Vis., '04\nl-in iis. Geo. B.. '06\nL.inili^ J. Horace. Pa., 'os\nl^ndrith. Ira, Tcnn., '04\nI-andrum. L. M., Ga., 'g7\n.i!ili;raf.\n\nI^ne, .Mrs. F. S., III., 'g4\nLane. H<irace .M., Hrazil, '02\nLane. Josephine, N. Y., '03\nLanK, M.iry A., Cal., '01\nLang. <Js.-.ian H.. -V. Y., '91\nI^ng. Ri/sa .\\., 111., '01\nI^nRflon, \\Vm. H., Cal., '05\nI^nge. D., .Minn., 'gg\nl-ange. .M. .\\\nS. Dak., '03\nLangslon, .\\rthur D., NIo., '04\n.\n\nMarion U. B., N. Y.,\n\n,\n\n\\\n\n.\n\n.\n\nPortland,\n\nA-^ocialion.\n\n.Mont., 'gg\nK.ans.,|'86\n\nL.\n\n.:ion,\n\nLi\n\n.Mercantile,\n\nI. irk.\n\nI).,\n\nHenry G\n\nI,'.\n\n!-\n\n!'\n\nJ\n\n•\nI\n\nH Kv '03\njjp\nSlo., '03\n(Jhio, 'gg\ni-n V\nTe«a.«, *g4\n.\n\n,\n\nI\n\n\"\n\ni\n\nIj,., .:,\n\n.\\.i'«<iia\n\n.\\tlantic City\n\nY\n\n.\n\n1\n\nDak\n\ns.\n\nI\n\n'03\n\n,\n\n'06\n\n,\n\n'gi\n.V Y.. '05\n\n.\n\nlibrary\nBaltimore Gly Coll.,\n.Ml\nOK\nIjbrarv lloslon, \\fa«« 'ao\n,\n\n,\n\nI\n\nrrriT,\n\n1)\n\n.MJiii^lm, S. Dak..\n\nUbnrv\n\n.\n\nI.\nI>\nI\n\n.\n\n'o3\n\nUbrary, North Adams, Masa., '01\n\nN\n\nY.. gg\n'00\n\\binl\n\nI\n\ni,!-.-.\n\n.\n\n..\n\nI.I\n\nr.t..\nI\n\nFree Pub.,\n\nN'.J.. '04\n\nI,,.\n\n'^1\n\nNew\n\nPa., '01\nMech., Pa., 'gg\n\n'iiy,\n\nIjbrary\n\n.\n\n.\n\nD\n\nI\n\nI.i'\n\n.Mi«., 'oj\n\n,\n\n.\n\nSpritigfield,\n\n,\n\nF. E.,\n\nI-if'-.n, Guilaf.\n\n,\n\n'ot,\n\nIowa 'g7\nI,,r^,n R. K.. N. M.. '07\nUifliins. Ch.«. D., N. Y.. 'gs\nl-i K\"-Ae, Eugrne, Mich., '01\n\nI.irxrnt. S.\n\nhirtmrr,\n\nUbrary, Kalama/joi, Mich., '01\nUbrary, Kan&.is Cilv. Mo.. '05\nUbrary, Uiwrence, .Ma-ss., '03\nUbrary. Unuiln Cily. .Nebr.. '06\nUbrary. .415 .\\ngeles Cal.. '00\nUbrary. I.vnn, .Mass., '01\nUbrary. .\\Lidis<m Pub., .\\. J., '05\nUbrary, Maiden, Mass., '00\nUbrary, .Manchester, F.ngLind. '02\nUbrary, .Manchester, .Mass., \"03\nUbrary. M. inchest rr .N'. H.. '06\nUbrary, .Milwaukee, Wis 'gK\nUbrary. .Mi>ls. .\\ih., .Minn\n'08\nUbrary. .Vlnhaniis .Mcrianlile.\nSan Fr.iniisio. Cal.. 'oO\nUbrary. .Missoula, .Mont., '06\nUbrary, Monti lair, S.J., '03\nUbr.krv, Nrlir.Wrs Cniv '05\nUbrary, Newark. N. I., '03\nUbrary, .New BiilfurM, .Mass.. '01\nUbrary, NewlKrrv, III., 'g8\nUbrary. Ncwburyjurt. Mass., '03\nUbrarv, N H Slate, 'g8\nUbrary, New Haven, (^lnn.. \"oi\nUbrary, New York Publii, 'gg\nUbrary, ..New York State. .N Y\n1\n\nWm. .\\., Mo.. '04\n\nWi.t\n\nD. C,\n\nUniv..\n\n,\n\nI^wTi, I.eslie, III\n\"o^\nI>ewis. M. Fiistcr. Ohio, 'oj\nI>-wis. T. Wilson. Mo., '05\nI^wis, W. F., Mich.. '01\n\nLibrtrv\n\nK.. Pa., '0$\nIII., '01\n\nHoward\n\n•06\n\nLibrary, Hoji, Saginaw, Mich. ,'03\nLibrary, Imp Japan, '00\nUbrary, Jersey Cily. N. J., '97\nUbr.-iry, John Crerar, III., 'g?\n\nPub. Lih'v. Ky.. *o6\nWaller. III.. '06\nIjlirarie>. CanlifT, Wales, '00\nLibrary. .Arabut Ludlow Mem.\n\nrl\nI\n\nLibr.iry. Hol»>kcn. N. J.. '06\n\nLil.tiy.\n\nS\n\n'oA\n\n,\n\nLibrary,\n\nIxwi-., Hallic C. F\"la., 'oS\nI-ewis, Homer P., Ma.<a., '03\nI>ewis. I.-\\ne M., N. J., '92\nI>ewis, I^co Rich, Ma.-vs., '03\n\nM.. N. Y.. 'gs\n\nI. •.\n\nM;is.s.\n\nLibrary, Gail Borden, III., '01\nLibrary, Ilarri.s Inst.. R. I., 'gg\n\nIvTxinKtcin\n\nI\n\ni\n\nInd.. '06\n\nLewis, B. E.. Kan.<>.. '04\nI-ewis. Flvangeline E.. Ind., '05\nUwis. F. Park. N. Y., '03\n\nI^wis\n\n'03\nHugh IL, N. Y.. '05\nLin-ir.Rer, J. \\V., Pa., '08\n:\".\nK (•,..\nY.. Vjs\nI\n:rio, Ma<ts., '03\n\nI..in-in(C.\n\nEnoch Pratt, Baltimore\n\n.Md.. '06\n\nI>ester, Fred V., .\\. Y., '03\nLeverenz H. F\"., Wi.s., '00\nlA-vic, EuKcnio C, N. Y.. '05\nLeviMon. Irwcn, Minn., 'gj\nLe \\'itt. Clarence H., 111.. '06\nLevy. Fllla. Pa., '06\nLewis. .\\nna D.. Minn.. '02\n\nKmirrs, J.\n\n,\n\n•\n\n.\n\nHetla Min-\n\n'\n\n.Niirihwrsiem Nor. Sth..\n\nA'-\n\n' '•\n\n'-I\n\nUl.r\nUl.r\nUbi... >.\n\n'\"\n\n\"..1.4,\n\nIII. 'oO\n\nK\n\nsrbr\n.\n\n'gg\n\n,\n\nMinn\n\n,\n\n'o*\n\nUbrary, I'asMir, N. J 'oj\nUbrary. Ped Sup<. of Scha\n\n'o?\n\n.\n\nJjtwTf^rf. I*af>el, Mino., '04\n'\n\nt\n\nf )h»0,\n\n•\n\n.\n\n'oJ\n\n...... R..\n\nI\n\n.«\n\n.\n\n-o*\n\n,\n\nC\n\nI\n\nI\n\n,\n\nLibrary, Peoplea*. Newport, R. I.,\n\nTrnn\nV\"\nV\n\nlibrary. Carnmir, Uraddink, Pa.,\n\n'01\n'g*\n\n,\n\n.\n\n'I.'\n\nI\n\n.\n\nUbr\n\n'01\n\nIJbrary, rarnntlr. Braddird, Pa\n\n\"v.\n\nI\n\n'04\n\n,\n\n'oi\n\nLibrary\n\nFurl W.inh.\n\nC*4Uneglr\n\nLibrary\n\nN J. 04\n\n'•'\n.\n\n•\n\nCamrfie.\n\n|{i>inr*lra<l.\n\nI'-\n\n.\n\n•-.\n\n'\"J\n\ni\n\nIron Mountain\n\nUbrary.\n\n.VaahWllr\n\n|J|„...\n\nN\n\nv.'ol\n.\n\nUlr\nUl\n\nTea. 'oft\n\n'os\n\n:\n\nI..'\ni\n\n..wr(ir.\n\nJ\n\n.\n\n,\n\n.Halt\n\n.\n\nPub.\n\nV, 'gg\n\n.\n\nN Y '01\nr. R\nI. 04\n.\n\nSch.,\n\n.\n\nMd.'o5\nCamden.\n\n'o«\ni'..i.\n\n^t,\n\n.\n\nr.U HarUr\n\nrnn\n\nIjbrary. CamrcW. Plllalniri. Pa .\n\nUl.\n\nn-wo.\n\nN Y\n\n''^\n\nI.\n\n.\n\n.Ml. 'aft\n\n'\n\nIj!..-..\n\nW Wyo\n\noft\n\nlibrary\n\nLee. Glen .M»«. N. Y.. 'oj\n\nLibrary,\n\nI\n\nr.ink\n\n,\n\n.\n\nPa,\n\n.\n\n'00\n\n.'..>Kheny, Pa..\n\n]>c..yi\n\n/\n\nlyr\n\n'04\n\nIII.,\n\n'04\n\n'07\n\nI>e^lie. J.\n\nLangzetlel,\n\n'gi\n\nLeland Stanford, Jr., Univ., Gd.,\n\nE. G., Mith., 'gg\nl-in<..i>-lcr, Geo., Wash., 'g8\nI\n\nLibrary. Dorer. N. H.. '06\nLibrary, Duluth, Minn.. '04\nIjbrarv, F^.lsi Ora'hgc Free Pub..\n\nl.ei-ni.inn. .M.ie. .Minn., '03\nLeiter, Mrs. F. \\V., Ohio, 'g6\n\nI.'.\\ni')urcux. G. H. D.. M.iine.'oj\nl-ania-iter,\n\n'os\n\nM., Minn., '00\nHenry .M., N. Y.,\n\nE.\n\nI.ehnr.'-t'j,\n\nlxi|).'if;or.\n\nA. J., .\\. Dak., 'oi\n\nI.i.;' r-trom.\n\nLibrar>', Dayton, t)hio, '03\n\nLibrary, Denver, Nebr., '03\nLibrary, Detroit, Mich., '97\nUbrary, Dist. of Col. Pub.. D. C.\n\n'01\n\nLachmund, Mrs. tannic L., Mo.\nI.id(1.\n\nLibrary. Davenport. Iowa. '06\n\n-oi\n\n111.,\n\n913\n\n''Ml,\n\n'97\n\nUbrarv. 'M t'aul, .Minn,, 'ol\nLibrary, Salem, .MaM '00\n,\n\n.\n\n'01\n\n"}
{"page": 926, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n914\n\nLibrary, San Francisco, Cal., '97\nLibrary, Scranton, Pa., '99\nLibrary, Seattle, Wash., '01\nLibrary, Somerville, Mass., '00\nLibrary, Springfield, Mass., '98\nLibrary, State, Cal., '99\nLibrary, State, Ind., '97\nLibrary, State, Mass., '98\nLibrary, State, N. H., '98\nLibrary, Stratford, Conn., '03\nLibrary, Supt. of Schs., Santa\nClara Co., Cal., '06\nLibrary, Syracuse, N. Y., '98\nLibrary, Taunton, Mass., '02\nLibrary, Tchrs. Consult., Trenton,\n\nN. J., '05\n\nLibrary, Toledo Pub., Ohio, '05\nLibrary, Topeka, Kans., '00\nLibrary, Trenton, N. J., '01\nLibrary, Wellington, N. Z., '05\nLibrary, Univ. of Wis., '05\nLibrary, West Hoboken Pub. Sch.,\n\nN. J., -05\nLibrary, Wheeling, W. Va., '01\nLibrary, Wilmington, Del., '01\nLibrary, Winona, Minn., '03\nLibrary, Worcester, Mass., '98\nLibrary, Yamaguchi, Japan, '05\nLibrary, Zion Ed Inst., 111., '04\nLieb, C. M., Ky., '04\nLiebenberg, H. H., Wis., '02\nLight, Chas. M., N. Mex., '95\nLightbody, Wm., Mich., '96\nLilley, Frank W., N. Y.. '05\nLillig, Anna F., Ohio, '03\nLimerick, A. N., Kans., '86\nLincoln City Lib'y. Neb., '06\n\nLincoln College, 111., '97\nLincoln, A. A., Mass., '03\nLincoln Sub-Dist. Sch., Pa., '06\nLind, H. A., Ohio, '06\nLinder, Albert E., N. Y., '03\nLindgren, Edvv. A., 111., '02\nLindheimer, Ida B., N. Y., '05\nLindsay, Samuel McC, Pa., '05\nLindsey, Leah E., N. Y., '02\nLing, Chas. J., Pa., '95\nLing, L. F. A., 111., '00\nLingle, T. W., 111., '04\nLinsley, Earle G., Calif., '06\nLinville, Henry R., N. Y., '05\nLinville, R. N., Okla., '06\nLittle, Clara L., Colo., '95\nLittle, Dwight R., N. Y., '05\nLivingston, Alf., Ky., '02\nLivingston, J. W., Wis., '02\nLloyd, Francis E., Ariz., '04\nLloyd, Frank H., N. J., '05\nLloyd, M. J., Pa., '06\nLocke, Geo. H., Canada, '01\nLocke, John S., Maine '95\nLockett, Emma J., Mo., '05\nLodge, Susan C, Pa., '05\nIx)eb, Morris,\n\nN. Y., '05\n\nLogan, Anna E., Ohio, '96\nLogue, Ella M., Mo., '04\nLohr, E. F., Mass., '04\nLollar, Ezra E., Colo., '99\n\nLombard Coll., 111.,\nLomer Gerhard R.,, Can., '06\n'02\n\nMay\n\nLong,\nG., Iowa, '05\nLong, Frank T. Ala., '0$\nLong, John A., 111., '06\nLong, John L., S. Dak., '06\nN. C, '00\nLong, Paul\n,\n\nJ.,\n\nLongan, G. B., Mo., '97\nLongenecker, Abram S., Pa., '05\nLongenecker, Gertrude, Mo., '00\nLongrnan, M. W., Mich., '06\nLoomis, Elisha S., Ohio, '03\nLoomis, G. F., Wis., '06\nLoomis, Geo. W., Colo., '05\nLoope, John A., !S^._Y., '05\nLoos, Chas. L., Ohio, '95\nLopez, Francisco R., Porto Rico\n'06\n\nLopez-Miranda, S., Cuba, '04\nLord, Edward, N. Y., '97\n\nLord, Everett W., P. R., '04\nLord, Livingston C, 111., '94\nLose, Chas., Pa. '06\n\nLoud, Frank H., Colo., '03\nLough, James E., N. Y., '03\nLouisville Free Pub. Liby., Ky.,\n'04\n\nLove, Andrew A., N. Dak., '02\nLovell, Thos. B., N. Y., '96\nLovett, Andrew J., Kans., '06\n\nLowenstein, S. S., N. Y., '03\nLowrey, R. J., Ky., '05\nLowry, Charles D., 111., '97\nLowry, Sarah N.. Pa., '06\nLowther, L. A., Kans., '97\nLoyola School, The, N. Y., '05\nLucas, Helen E., N. Y., '05\nPa.,\n\n'06\n\nLuckey, E. D., Mo., '94\nLuckey, G. W. A., Nebr., '95\nLudlum, Mrs. M. H., Mo., '02\nLudwig, Henry, Jr., N. Y., '03\nLudwig, Wm. Y., 111., '06\nLuebke, Emma J., Wis., '97\nLukens, Herman T., Pa., '92\nLull, Herbert W., R. I., '02\nLull, H. Galen, Wash., '01\nLuther, E. L., Wis., '06\nLyle, Edward G., Mo., '01\nLyman, Elmer A., Mich., '98\nLynch, Charlotte A., Mo., '04\nLynch, Chas. P., Ohio, '94\n\nLynch, M. M., Va., '98\nLynch, S. A., Wis., '01\nLynch, Wm. H., Mo., '95\nLyon, Charles, N. Y., '05\nLyon, Edmund D., Ohio, '98\nLyons, G. K., Ohio, '98\nLyle, E. Oram, Pa., '91\nLyttle, Eugene W., N. Y., '98\nMac Alister,Jas., Pa., '95\nMacChesnev, Frances, 111,. '05\n\nMacCracken, J. H., N. Y., 'oi\nMacCready, E. E., Ky., '03\nMacDonald, A. H., Cal., '98\nMacDonald, John, Kans., '86\nMacdonald, Mrs. Katrine B., N.\nDak., '04\n\nMacDonald, Margaret, 111., '96\nMacdonald, Neil C., N. Dak., '04\nMacDufiie, John, Mass., '03\nMace, Wm. H., N. Y., '05\n\nMacGowan, W. L., Pa., '96\nMack, Mary S., 111., '05\nMack, Wm. S., 111., '95\nMackey, Cora B., N. Y., '05\nMackenzie, A. S., Ky., '06\nMacKenzie, David, Mich., '96\nMackey, E., N. J., '87\nMackey, Wm. A., N. Y., '94\nMackinnon, Duncan, Cal., '05\nMacLaren, Donald C., N. Y., '03\nMacLean, Geo. E., Iowa, '97\n\nMacLean, Jas. A., Idaho, '01\n\nMac Millan, D. P., 111., '04\nMacrae, Mary E., N. Y., '03\nMacVannel, J. A., N. Y., '01\n\nMaddock, Wm. E., Wis., '05\nMaddox, John, Ky., '04\nMadison Public Lib'y, N. J., 'os\nMadison, Marcellus, 111., '03\nMagee, Margaret T., N. J., '05\nMagovem, Mary A., N. Y., '96\nMaharry, S. H., Ohio, '95\nMahoney, James, Mass., '03\nMajor, David R., Ohio, '98\nMale Tchrs. Assoc, Bronx, N. Y.,\n\nManchester Pub. Lib'y, Mass.,\n'03\n\nC\n\n'03\nManchester, A. L., S.\nManchester, O. L., 111., '02\n\nManhattan College, N. Y., '06\n\nMann, C. E., 111., '00\nMann, C. Riborg, 111., '03\n\nMansell, L. B., 111., '03\nMansfield, Edith, Pa., '01\n\nMan. Tr. H. Sch., Brooklyn, N.\nY., '03\n\nManual Tr. High Sch., Camden,\n\nLow, Seth, N. Y., '95\nLowe, N. J., N. Y., '03\n\nLuckey School, Pittsburgh,\n\nMann, Nellie L., N. J., '05\nManners, Chas. L., 111., '01\nManness, S. E., N. J., '92\nManning, John T., N. Y., '05\nMannix, J. E., Ky., '06\nManny, Frank A., N. Y., '05\n\nN. J., 'os\nMaphis, Chas. G., Va., '05\nMarble, C. McHenry, Ind., '05\nMarch, Thos. S., Pa., '06\nMardis, S. K., Ohio, '9s\nMarist College, Ga., '05\nMark, Cecil W., Cal., '98\n\nMark, Edgar H., Ky., '93\nMarker, Geo. E., Wash., '06\nMarkley, J. H., Mo., '04\nMarksbury, Thomas B., la., '04\nMarlatt, Abby L., R. I., '94\n\nMarot, Mary S., N. Y., '05\nMarple, Chas. A., Ohio, '05\nMarquis, J. S., S. C, '98\nMarquis, W. J., Minn., '03\nMarsh, Clinton S., Conn., '01\nMarsh, Frank M., Mass., '03\nMarsh, Miles E., Ky., '98\nMarshall, T. M., W.'Va., '77\nMartin, Artemas, D. C, '98\nMartin, Edgar S., Wis., '04\nMartin, Geo. H., Mass., '93\nMartin, Geo. N., Mo., '04\nMartin, O. B., S. C, '03\nMartin, W. H., Mo., '03\nMartindale, W. C, Mich., '97\nMarvin, Jos. E., Pa., '05\nMason, Alfred DeB„ N. Y., '05\nMason, Clara B., Nebr., '03\n\nMason, Jas. E., N. Y '02\nMason, Wm. A., Pa., '98\n.,\n\nMass. Inst. Technology, '00\nMassee, J. Edman, N. Y., '96\nMassey, John, Ala., '81\nMatawan Gr. Sch., N. J., '05\nMatheny, F. E., Wyo., '02\nMathes, Edward T., Wash., 'os\nMatlock, J. D., Ala., '98\nMathews, M. H., Ohio. '06\nMatthews, A. J., Ariz., '99\nMatthias, L. B., Conn., '03\nMattinson, Hannah L., N. Y., '03\nMaurer, G. C, Ohio, '95\nMaxson, C. H., Iowa, '00\n\nMaxson, Henry M., N. J., '92\nMaxwell, Fred B., 111., '03\nMaxwell, Guy E., Minn.. '00\nMaxwell, Wm. H., N. Y., '92\nMay, Clara, Ohio, '03\n\nMay, Mary C, Utah, '01\nMaycock, Mark M., N. Y., '96\nMayer, Anna L., 111., '01\nMayer, Clara, Ohio, '05\nMayer, Mary H., Pa., '00\nMayo, Marion J., N. Y., '05\nMays, Vernon G., 111., '98\nMcAdory, Isaac W., Ala., '05\nMcAfee, Lowell M., Mo., '01\nMcAleer, Marv F., N. Y., '05\nMcAllister, Alec G., N. Y., '05\nMcAndrew, Wm., N. Y., '00\nMcBrien, J. L., Nebr., '05\nMcBroom. J. K., Minn., '04\n\nMcCabe, Isabella, N. Y., '05\nMcCahan, John E., Md., '91\nMcCallie,J. M., N. J., '05\n\nMcCallum, Arthur N., Tex., '03\n\nMcCann, Blanch H., Pa., '06\nMcCarthy, Edw. C, Mich., '01\nMcCarthy, Margaret, Ohio '06\nMcCarthy, W. G., Wash., '02\nMcCartney, Livingstone, Kv., 'g^;\nMcCartney, Thos. B., Ky.,''o6\nMcCaslin, E. E., Mo., '98\nMcCauley, W. H., Iowa, '02\nMcClain, Wm., Jr., Ohio, '01\n\n"}
{"page": 927, "printed_page": null, "text": "IXDEX TO LIFE AXD ACTIVE MEMBERS\nMcCldlan. BcUc C. N. Y.. '05\nMcClelland Pub. Ub'y. Colo..\n\n06\n\nMcClcnon. R. B.. S. Dak., \"o\";\nMcClinlock. O. P. M., Kans., '04\nMrCluni!. John \\V., Kla., 'oj\nMcClure, .\\rnoldas H., .\\riz., '04\nMtClurc. Chas. \\V.. Ohio. 05\nMcClurc. Rebecca. N. .1.. '05\nMcCl>tnonds, J. W., Cal., '00\nMtCoart. Rose L.. Ohio. \"06\nMcCimkcv, Bertha M.. .Mas.*., '03\nNKConnrll, J. J.. Iowa, 'gs\nMcCmnell, J. M.. Minn., \"oj\n\nMiCormick, Kli/.. R., Wis., '03\n\n.Meek. Robert O.. .\\la., '03\n.Meeker. G. W. L., 111., '04\nMeek.'!, Mrs. Frances P., HI.. '03\n.\\litse. John D.. Pa.. '06\nMft{.irt{i-e. lleo. E., X. J.. '05\n.Mcl.ind. E. C. Wis.. '97\n\n.Melenev. C. E.. N. Y.. \"96\n.Mendeiihall. E. 1... Ohio. '02\n\nMinor. E<lwin. Wash.. '04\n\nMcDonald. J. R., Mass., '03\nMiI),in,iuKh. Henr>'G., N. Y., '05\n\nMcDcinough, Thos. B., Colo., '04\nMcDutlee, \\V. V., Mass., '03\nMcElroy. Eciward M.. Mich.. '06\nMcElroy. M. R.. 111.. 03\nMcKarland, Geo. .\\., N. Dak., 'gs\nMcl'irland. \\Vm. D., Pa.. '-6\n.NlcKarlane, C. T., N. Y., '01\n(leorKe A.. Mich.. '0%\n\n.\\Ic(icc.\n\nMcdilvrcy. T. E., Ohio, \"oi\n.McGinncs, L. E., Pa., '03\n.M((iinnis,\n\nEdward E., Nuch., '04\n\n.McGlynn, J.;.. 111., '95\nMcGowan, Nlary, Ohio, OJ\n\nMinshull, .Mrs. .M.^rtha J.. N. Y..\n\n.Mercantile Lib'y .\\ssoc., .New\n\nMi.schlich. .Vdolph. N. Y., '05\nMis.simer, H. C, Pa., '02\nMiss. A.\nM. College, '02\n\nYork. \"06\n\nMcGuiitiUi. Erancis S.. Pa., 'o\nMclntire, E. E., Minn.. '03\n.Mclntirc, \\V. W., Ohio, '05\nM< Iniyre. Daniel. Can.. 06\n.\\I. Iver, .M. .\\.. Wis.. \"05\n\n.McKill'.n. .\\nn.i. 111.. 97\n.McKniKhl, L. A., Ind., '01\n.M(I-ichlan. A. C. .N Y.. '04\nM(I-nhlin, E. H., Maine, 'o?\n.Md-iin. I'ttcph E.. .S. Dak,, \"05\n.Nlcl-iuthlin, A. !,., Ncbr,, 'gs\n.M.I.iuKhlin,\n.M.. Pa.. \"06\n\nN\n\nI., 'oi\n.Mcl,iury, J'lhn C,\n.\\IcI>can. C. S., N. Y., \"oi\nMl lj-:in, I. Arnott. .Scbr., '01\n.Mrlycan. Slaruarel, .Minn., '03\n\n\"oJ\n\n.\n\nIII..\n\n,\n\nIowa, '01\n\n.Mi.Mi. h.iel,\n\nMl \\lill..n. John II\n\nIll\n\n111\n\n,\n\n.\n\n.MiMurry. .MS.\n\n,\n\nY\n\n.N.\n\nL B.\n\n,\n\nMl Nr.-M- John\n.\\I.\n\nI'irrv\n\nN.il\n\n.Ml Nrill.\n\nI\n\nM. Nn\"\n\n!\n\n(\n\n.\n\n•\n\nI\n\n,\n\nI\n\nMil'\n\nY.. Pa.\n\n.Mr.id.\n\n.\n\nI\n\nri-\n\nMnk. Wm\n\nOhio\n\nH.N Y\n\n1\n\nII\n\n,\n\n.MnKofd l'.il.li<\n.Mrr. K.llr A\n\n,\n\n,\n\n,\n\n'01\n'06\n'00\n\nVj\n\nOhio. ',jr,\nEil.'y\n\n.M.i*'>\n\nN. N Y. '05\n\nMrrk. Cha* S., IntI '01\nMeek, ja.i R, III., '01\n.\n\nW\n\n.\n\n.\n\nV.\n\nCha.H. S., .MaM.. 'oj\n\nDora\n\nM.iore,\n\nC, Cal., '99\n\nMiMire,\n\nII.,\n\nF:.\n\n.\n\n'oa\n\nIII.,\n\nMoore, Frank k N Y 'os\nMoore, George W., Pa., 'oi\nMi«ire, Harry L., N. II.. 'oj\n.Miiore, I. .N'\nPa 'os\nMoore, J. A,, AIn., '01\n,\n\nE\n\n.Moore, J\nM.Mire, 1\n\n.\n\nColo., 'gs\n\n.M.,\n\nMoore. E.\n\n,\n\n.\n\n,\n\n.\n\nlown, 'oJ\n\n,\n\nR\n\nII\n\nMaw.,\n\n.\n\nMoore. Jamen G\n\n.\n\nIll\n\nM\n\n'oj\n\n'oA\n\n,\n\nUiUrr, J. 11 Kan<i 'H6\n.Millrr. lohn F\nIll\n'os\n\nM«».re.\nH S Dak\n•Moore, Stanley II\n\nNl.iry Jean. la . '04\nMiller. Newman, III , '00\nMillrr. \\oriiian (° Ga\n'os\nMiller. ni.« C, W. V«. '01\n.Millrr, Waller .M< \\\n^ 'o\\\n\nN. Y '03\n.Mornio. Enri<|ue 11\n.Mrxiio, 'oA\nMorev, Jamm S N. Y,, 'oj\n\n,\n\n.\n\nMo\n\n.MexandeT K\nky '04\n.Mr^ A E C«l\n'oj\n.\n\n.\n\n.\n\n.\n\nMillilrn. Orri» J\nIII\n'os\nMillnuinn. Cl.ira. .N Y 'os\nM,\"i n Min W., Mo., '01\nM\n\\\nInd\n'gA\n.\n\n,\n\n'\n.Milnr.\n\nu,„\n\nMilnor.\n\n(».\n\nMUluaukff\n\nHi\n\nI\n\n.\n\nJ\n\n,\n\nM.N Y\n\nF\n\n:\n\n.\n\n,\n\nr.l\n\nN Y.\n\n'os\n'9,\n'«>\n.\n\n,\n\nBruce. P«\n'oj\nPrimipoJi' Aiuk,\n,\n\nK4\n\nMoran, .Mary F\n\noA\n\n.\n\nMo\n\n.\n\n,\n\n,\n\n\"0$\n\n.\n\nN V\n\n.\n\nIll\n\n.\n\n.\n\n.M,(i\n.\\|i \\\n\n'oA\n.Miller, Fr.inklin P., Pa.. '03\n.Millrr. E.\nArk 'os\n'01\nMiller, (;eo. J., Mith\n',/.\n(i.li.\nMillrr, (;ur.loti K\nCal.. '06\n.Miller Jamrn\n\n.Slillikrn\n\n'«»\n\n.N\n\n.\n\nFrank L\n\nMilliK.in.\n\nIj.. 'oA\nAlo.. '06\n\nIinn\n\nIowa, \"oj\n\n.\n\n.\n\nM\n\n,\n\nr-\n\n'o\\\n'g6\n'05\n\nIII..\n\n.\\UMiirry. 0«ar L, III\n\nE\n\nC.\n\n,\n\n.\n\n.\n\n.\n\nM\n\n.Mc.Murry. E.\n\nH\n\n.\n\n,\n\n.\n\nMoore,\n\nIII., 'oj\nColo.. \"gS\nEmily\n.Mllholl.ind. .Maude E., Pa., '06\n.Millard. C. N., \\. Y.. 'oj\n.Miller. C. C. Ohio, '91\n\n.Miles,\n\n.Miller,\n\n.\n\nM' M\\U,tn, Shi R Ohio. \"So\nMiMurry. Ch.\\» A Ill '90\n\nW\n\n.Minhcll. Ida.\n\n.\n\n.\n\nMontavon. Wm. F'.. Phil. Is., '06\nMoon. A.\nPa., '80\nMooney, Catherine T., Mo., '04\nMooney. Wm. B.. S. Dak.. 06\nNI<Kire, .\\ugusla D., N. Y., '03\nM.«.re. B. C. 111., o^i\nMoore, B. FV, Ind., 'g6\n\n,\n\nV Ohio. V>\n\n.\\I-\\Iill.in, J\n\n,\n\nMontrose, Otis, N. Y., 'g6\n\nC\n\n\"04\n'0$\n\n,\n\nMontescr, Fred., .\\. Y., 94\nMonlfort. Fr.ink K., .N. Y.. os\nMontgomery, Bertha E., Ohio, '03\nMontgomery, H. C, Ind., '97\nMontgomery, Ida M.. N'ebr.. '04\n\n.MIddlrinn, A. 111., '.w\n.Miilland Colli-ge, Kans., 'gg\n\n.Miller.\n\n,\n\nMa.ss., '88\n'04\n\nS..\n\nMontague, .\\. I., Pa\n\nMontana State College, '99\n\nMontgomery. Jessie B., Wis., 'os\nMontgomery. Sarah L.. III., 'os\nMontgomery, W. S D. C, '98\n\n'05\n\nI'.i.,\n\nMickens, Cho-s.. W. .Mich., \"oo\n.Miikle (J. W.) Gr. Sth., Camden.\n•N'\nI.'os\n.Mickfe. Robt. A.. Ala. '95\n\n.Miller.\n\nMtM.ihan, it. S C '<«\n.Ml M.inuv John T.. Mich.. \"05\nJ\n\nOhio. '95\n.\n\nMohn, Carl J., S. Dak., '02\n\nMonri>e. Will\n\nJohn I,.. Pa.. '05\n.\n\nC\n\nMonlux, J. B.. Cal.. '95\nMonroe, lulwin S.. Ind.. '97\nMonroe, Paul. N. Y., '02\n\nHenry C. Mass.. '03\nM. Alice, .\\. J., 'os\n\nElmer E\n\nArthur C, N. Y.. 'os\n\n.Milcheli.\n\nMitchell. Beni. W.. Pa., 'gg\nMitchell. Clifford A., Kan.. '05\nMitchell. ls;iac. Ky.. '90\n.Mitchell. R W.. N.\n'oo\nMitchell, Wm. HuK'h. Ohio. '06\nMitchell, W. R., HI.. '03\n.Mitchill, Theixlore C. \\. Y., 'os\nModel Sch., N. Y. Tr. Sch. lor\nTchrs., N. Y., '03\nMoffitt, Clarissa A., Pa., \"05\n\nMoll, .Mex. A., 111., '03\nMonin, Louis C, 111.. '01\n\nMerry, Charles Si.. Ky., '03\n.UrrifiM, J. B., Conn.. '71\nMcr/., Henry, Wye, 'gs\nMe.scrve, .\\lonzo, M.iss., '95\nMc-isi nger. J. E.. \\'a.. '04\n\n.Michener. J. H.. Pa.. '98\nMich. /XKri. College, 'oa\nMich. State Library, 'oi\nMich. State Nor. Coll., '00\n\nKenny, Cha^., Wi-s., '07\nMl Kenzic. A. D., Australia, '05\n\nB\n\nWm.\n\n.Metcalf.\n.M.n.ill.\n\n&\n\n.Missoula Pub. Lib'y, Mont., \"06\n.Mitchel, E. L.. Cal., '06\n\nMohr, Walter M.. N. Y., '03\nMoldstad, John A., 111., '97\n\nMcrritt. E. I.., .\\. Y., '01\nMcrritt, Mary J., N. Y., '05\nB., Ga.. '02\nMerritt,\n\n.\\Iiihcni-r.\n\n.\\t(\n\nI-hm. H.,\n\nMerrill, Ch.is. E., .\\. Y., '94\nMerrill, lUlwin C, N. J., 'g6\nMerrill, Geo. A., Cal., '00\nMerrill, James A., Wis., '97\nMerrill, Jenny H., .N. Y., 'g3\nMerriman. EuRcne D.. 111.. '05\n.NIcrritt, Ered L).. Iowa. '06\n\n.\\Iryrr.\n\n.McKcc. j. .MiHord, N. Y., '95\n.McKcc. James 11., F'a., '05\n\n.MiManun, i)\n\nPhiladel-\n\nCo..\n\nphia. Pa.. '03\n\nMiami Univ\n\nMcKay, .\\lcxaijdcr. Can., 03\nMcKay, Francis M., III., '04\nMcKeag. Anna J., .Ma.vs., '04\n\n.\\IiM.inu>, J\n\nLib'y\n\nMcicalf. Robt. C. .Ma.vs.. '93\nMetcalf. S. II.. Wis., 'oa\nMeyer. E. H.. Cal., '99\n\n'1\n\nJ.\n\nPhiladelphia. P;».. '05\n\nMendin, Joscfina. P. R., 04.\n.Mfnt/.cr. John A.. 111.. 07\n\nMercantile Ub'y. St. Louis,Mo.,*o3\nMercer Univ. Ijb'y. Ga., '99\nMercer, J. A., 111., '03\nMeriam. ^uniu.s L., Mo., '04\nMerica, Francis M., Ind.. '07\nMerrilield, Webster, N. Dak., 'gs\n\nMcUaniel, C. M., InJ., '96\nMcDeviit, Rev. P. R., Pa., \"oo\nMcDonalil, Jas. H.. Mich., '04\n\n•98\n\nMinnich, Harvey C, Ohio, '02\nMinnie .\\Iurdock Kcndrick Sch.,\n\nMcCowan. Joseph S.. Iowa. '06\n\nMcCurdv, I. H., Mass., '03\nMcCurdv. \\V. A.. Ohio. 'o<;\n\nMinard. Chas. W., III., '04\nMingins. Clara W.. .Mich.. '00\nMinihan, Julia .\\.. .\\. I.. '05\nMinis, Margaret J., Kans., '03\nMinneapolis Athenxum, Minn.\n\nMelcher. George. -Mo.. '03\n.MiUndy. Royal L.. Ohio. \"06\n\nMercantile\n\nMcCovven, NIary T.. HI., 'p;\nMcC.iv. Emma .\\.. N. J., 'os\nMcCulloch, Mary C, Mo, 'ga\nMcCullouRh. J. K.. 111.. '96\n\n915\n\n,\n\n.\n\n'03\n\n,\n\n.\n\n,\n\nMorgan, A\nMorgan. I.\nMorgan. R\nMorgan.\n\nR\n\n.Mo\n\n.\n\nII\n\nV\n\nW P\n\n'04\n'gg\n\n.\n\nWaOi\n\n.\n\n.\n\nIll\n\n.\n\nIml\n\n,\n\n'07\n\n.\n\n'al>\n\n,\n\nMrv A B., N. Y.. 'oJ\n.Morlry. John II\nVl.. 'oi\nMorri. \\hv:h ^.h ,N v., 'os\nMiwiarly.\n\n.\n\nM\nM\n\nM\nMom\n\n'\n.\n\nC, N\n\nV\n\nJ\n\nv.. 'o5\n\n\\\\\n\n.\n\n.V . Cal , '8j\n.\n\nI'.hu.\n\nKy\n\n,\n\n'<jt,\n\n'00\n( >hio,\n.Mortn. John F.\nMorrixin, Andrew ]\nPa '81\nMorrium, G. B Nfo 'go\n,\n\n,\n\n,\n\n,\n\nMilwaukee Pub. IJb Wit. 'o»\nMilwaukee 'I'cbr*. Aniuc.. Wli.,'os\n,\n\nMorrium, Henry C\n.Murri«m, Nathan J\n\nN\n\n,\n\n,\n\nIf.,\n\n'00\n\nKans., 'oj\n\n"}
{"page": 928, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\ngi6\n\nMorrison, Rose, Ohio, '97\nMorrison, \\Vm. J., N. Y., '03\n\nMorrow, H. T., N. Y., '01\nMorrow, John, Pa., '06\nMorse, Frank L., 111., '97\nMorse, H. H., Mass., '03\nMorse, W. A., Mich., '01\nMorss, Chas. H., Mass., '95\nMorton, \\V. H., Maine, '03\nMorton, W. M., 111., '02\nMosher, E. H., Cal., '99\nMoten, Lucy E., D. C, 'oi\nMott, Thos. A., Ind., '96\nMt. Albion Schools, Pittsburgh,\nPa., '06\n\nMt. Holyoke Coll., Mass., '02\nMountz, Silas W., Minn., '02\n\nMower, F. O., Cal., '99\nMowry, Grace E., Ohio, '03\nMowry, Wendell A., R. I., '04\n-Mowry, \\Vm. A., Mass., '86\nMoynihan, Mary A., 111., '03\nMuckley, H. C, Ohio, '01\nMuir, James N., Pa., '06\nMulford, A. Isabel, Mo., '96\nMuUin, Geo. H., Iowa, '03\nMullins, Mary H., N. Y., '05\nMulrooney, Julia A., Ohio, '05\nMumford, Lulher E., Nebr., '05\nMumma, H. W., Ohio, '00\nMunger, Belle M., S. Dak., '03\nMunger, O. L., 111., '05\nMunroe, Jas. P., Mass., '9s\nMurdaugh, E. D., Md., 'q8\n\nMurdock, F. F., Mass., '98\nMurfee, H. O., Ala., '01\nMurlin, L. H., Kans., '95\nMurphree, Albert A., Fla., '04\nMurphy, Mrs. M. K., Conn., '03\n\nMurphy, Samuel S., Ala., '03\nMurray, Ellen, N. Y., '04\nMurray, Geo. S., Kans., '05\nMiuray, May E., Mass., '99\nMurray, Wm. S., Turkey, '98\nM. W. Baldwin Sch., Phila., Pa.,\n'05\n\nMyers, Geo. Wm., 111., '04\nMyers, Irene T., Ky., '04\nMyers, Will A., Ind., '07\nMynders, Seymour .\\., Tenn., '03\nNagel, J. J., Iowa, '95\nNardin, E. C, Mich., '01\nNash, Geo. W., S. Dak., '01\nNash, Louis P., Mass., '99\nNaylor, Mrs. E. A., 111., '03\nNeal, A. O., Ind., '05\nNeal, H. J., N. J., '05\n\nNebraska St. Nor. Sch., '02\nNebraska Wes. Univ. Lib'y, '05\nNe Collins, J. E., N. Y., '99\nNeligh, John P. S., D. C, '04\nNelson, A. C, Utah, '01\nNelson, B. E., Wis., '99\nNelson, E. B., N. Y., '98\nNelson, F2rnesto, N. Y., '04\nNelson, Kate S., Wis., '96\nNelson, Martha F., N. J., '05\n\nNewson, H. D., N. Y.,\n\n'95\n\nNewton Girls' Sch., Phila.. Pa. ,'05\nNewton, Cora A., Mass., '03\nNewton, Geo. A., Texas, '03\nNewtown High Sch., N. Y., '03\n\nNew York Pub. Lib'y, '99\nNew York St. Ed'n Dept., N. Y.,\n'93\n\nNew York Trade School, '04\nNew York Tr. Sch. for Tchrs.,'03\nNichols, Chas. E., N. Y., '99\nNichols Fred. R., 111., '93\nNichols, Walter H., Colo., '01\nNichols, W. F., Conn., '03\nNicholson, John T., N. Y., '05\nNicholson, Mary E., Ind., '85\nNicholson, Nell G., Mo., '04\nNicholson, Thos., S. Dak., '02\nNicholson, Watson, Conn., '99\nNightingale, A. F., 111., '86\nNickerson, F. H., Mass., '03\nNissley, Mabel H., Pa., '03\n\nNoble, Edward M., Md., '0$\nNoel, Alex. H., Mo., '97\nNoel, Mrs. Jas. M., Ind., '05\nNoetling, Wm., Pa., '98\n\nNolan, John T., N. Y., '05\nNolan, Mary, Mo., '04\nNolen, A. Eugene, Mass., '91\nNolen, F. C, Ark., '05\nNoon, Philo G., N. J., '03\nNor. Sch., Dayton, O., '98\nNor. Sch., Truro, [Nova Scotia,\nCan., '03\nNorris, C. Maud, Mass., '03\nNorris, Grant, Pa., '06\nNorris, Herschel A., Del., '05\nNorsworthy, Naomi, N. Y., '06\nN. Adams Pub. Lib'y, Mass., '01\nN. C. Coll. of A. & M. Arts, '04\nN. C. St. Nor. and Ind. Coll., '98\nN. Dak. Ed. Association, '96\nNor. Ariz. Normal School, '01\nNor. 111. St. Nor. Sch., '99\nNorth School, Pittsburgh Pa., '06\nNorth. St. Nor. Sch., Mich., '99\nNorthrop, Cyrus, Minn., '02\nNorthrup, Calvin T., Oliio, '02\nNorthwestern College, 111., '02\nNorthwestern Nor. Sch., Alva,\nOkla., '05\n\nNorthwestern Univ., 111., '02\nNorton, A. H., N. Y., '03\nNorton, Arthur O., Mass., '02\nNorton, A. W., S. Dak., '93\nNorton, G. W., N. Y., '05\nNorton, P. D., N. Dakota, '05\nNoss, Theo. B., Pa., '96\nNosworthy, Emily, N. Y., '03\nNoyes, E.\nPa., 'os\nNoyes, William, N. Y., '05\nNuner, J. F., Ind., '06\n\nC\n\nNusbaum, Louis, Pa., '03\n\nNew, Mary A., N. Y., '05\n\nNewark Free Pub. I-ib'y, N. J.,'03\n\nOak Park Pub. Lib'y, 111., '00\n\nNewberry Lib'y, 111., '98\nNewburyport Pub. Lib'y, Mass.,\n\nOberlin Coll, Lib'y, Ohio, '02\nO'Boyle, Rose, Mo., '04\nO'Brien, Edwin T., Wis., '04\nO'Brien, Kate E., Mo., '04\nO'Brien, Mary C, N. Y., '03\nO'Brien, Mary E., Mich., '03\nO'Brien, Octavia, Mo., '04\nO'Brien, Thos. S., N. Y., '03\nO'Callaghan, W. F., N. Y., '94\nO'C'onnell, Josephine T., 111., '03\nO'Connell, Margaret F., N. Y., '05\nO'Connor, D. C, Panama, '94\nO'Connor, Eleanor D., 111., '03\nO'Connor, Joseph, Cal., '88\nO'Connor, Margaret A., Ohio, '02\nOday, H.A., Pa., '05\n\nSch.,\n\nOcean\n\nGrove, N. J., '05\n\nNew Britain Inst., Conn., '02\n\n'03\n\nNewell, A. C, Iowa, '01\nNewell, Miss C. S., Kans., '95\n\nNewell J. Edward, Ind., '06\nNewhall, Chas. W., Minn., '02\n\nN. H. Coll. of Agri., '02\nN. H. St. Lib'y, \"98\nN. H. St. Nor. Sch., Plymouth, '03\n\nNew Haven Pub. Lib'y, Conn., '01\nN. J. State Lib'y, '01\nN. J. St. Nor. Sch.. Trenton, '97\nNewkirk, C. F., 111., '98\nNewman, Jos., N. Y., '05\nN. Mex. Agri. Coll., '02\n\nO'Dell, Lucien B., Ind., '00\n\nO'DonneU, James A., N. Y., '05\nO'Flahcrty, Wm., N. Y., '05\n\n'06\n\nNutt, H. D., Mich., '06\nNye, Chas. H., Wis., '84\nNye, Ward H., Ohio, '02\nNyhart, H. U., Pa., '06\nNykirk, John B., Mich., '92\n\nNeptune Tp. High\n\n(\n\nNew Orleans Nor. Sch., La., 'oi\nNew Rochelle Pub. Lib'y, N. Y.,\n\nOgden, Robert C, N. Y., '03\nOgelvee, C. S., 111., '03\nOgg, R. A., Ind., '97\nO'Hanlon, R. J., Wis., '97\n\nOhio St. Lib'y, '02\nOhio State Univ., '97\n0'Keefe,JVIrs. S. J., III., '96\nOlds, Mary L., Minn., '94\nOldt, Franklin T., Iowa. '95\nOldt, J. C, Ohio, '01\n\nO'Leary, Kate S., 111., '95\nOlin, Arvin S. Kans., '86\nOlin, Oscar E., Ohio, '03\nOKphant, G. F., Ga., '03\n\nOhvcnbaum, John E., Ohio, '05\nOlm.stead,\n\nEmma\n\nG.,\n\nN.\n\nY.,\n\n'03\n\nOlp, Ernest E., 111., '07\nOlsen, John W., Minn., '00\nOlsen, Mrs. Mary D., 111., '02\nOmaha Pub. Lib'y, Nebr., '98\nOmwake, Geo. L., Pa., '02\nO'Neil, Cordelia L., Ohio, 'oi\nO'Neil, Marv J. C, N. Y., '05\nO'Neill, Chas. E., N. Y., '05\nOneonta Nor. Sch., N. Y., '03\nOpdycke, John B., N. Y., '05\nOrdes, Henrietta S., Mo., '04\n\"\n\nO'Reilly, Mary, lU., '02\nOrmond, J. A., Fla., '04\nOrmsby, F. B., 111., '96\nOrner, Geo. D., Pa., '06\nOrr, Susan M., N. Y., '05\nOsborn, A. C, S. C, '05\nOsborn, G. H., N. C, '05\nOsborn, James O., Cal., '06\nOsgood, Susan S., N. Y., '06\nO'Shea, M. V., Wis., '92\n\nO'Shea, Wm. J., N. Y., '05\nOstien, L. A., Utah, '04\nOstrander, Chas. H., 111., '02\nOswego Nor. Sch., N. Y., '00\n\nHarvey N., N. Y., '01\nOtterbein Univ., Ohio, '02\nOverholser, Chas. E., N. Y., '05\nOtt,\n\nOverman, Wm. F., N. J., '05\n\nOwatonna Pub.\n\nLib'y,\n\nMinn.,\n\n'02\n\nOwen, Herman E., Wis., '05\nOwen, Hugh A., N. Mex., '97\nOwen, Lincoln, Mass., '96\nOwen, W. B., 111., '96\nOzias, A. N., Minn., '05\n\nPacker, Annie E., Iowa, '01\nPadelford, F. M., Wash., '03\nPadfield, W. G., 111., '04\nPaessler, V. S., N. Y., '98\n\nPage, Caleb A., M.ass., '03\nPage, Edw. A., N. Y., '99\nPage, Edw. C, 111., '00\nPage, Frank R., Mass., '03\nPage, James M., Va., '03\nPage, Norman J., N. H., '03\nPage, Mrs. Mary B., '111., '06\nPainter, Ira C, Ohio, '03\nPainter, J. E., Minn., '02\nPainter, Mrs. Nannie E., Kans.,\n'04\n\nPalen, H. O., Cal., '02\nPalmer, A. N., Iowa, '96\n\nPalmer, Aaron, Iowa, '06\nPalmer, Corwin F., Mass., '03\nPalmer, E. D., Mich., '94\nPalmer, Frank H., Mass., '01\nPalmer, Irving O., Mass., '05\nPalmer, James J., Pa., '05\nPalmer, Luella A., N. Y., '04\nP.almer, T. W., Ala., '03\nParauteau, Clementina, 111., '04\nPark College, Mo., '02\nPark, Chas. F., Mass., '03\nParker, Alice N., Va., '98\nParker, B. D., Colo., '04\nParker, Chas. J., 111., '87\nParker, Chas. V., Colo., '87\n\n"}
{"page": 929, "printed_page": null, "text": "L^DEX TO LIFE AND ACTIVE MEMBERS\nParker. C. M.. Ul.. '9^\nParker. Mrs. C. M.. III.. '05\nParkiT. CJi-orge E., Mich.. '05\nParker. L. H.. Conn., \"06\nParker, .Marv E.. M;uss.. '02\nParkrr, W. I)., Wis., 84\nParker, W. N., Wis., \"oi\nParker, W. S., Mass., '96\nI'arkinson, D. B., HI.. 'q7\nJ'iirkinant, John H.,\n\nWis\n\n'84\n\n.\n\nParkinson. Wm. U.. Mass., '03\nParks, Mrs. Mar>- U., Mo., '04\nParlin, Prank K., Mass., '01\nParmcnter, Chas. W., Mass., 'gj\nParr, Mrs. NIaric H., Ohio, '04\nParratt. DclUrt W.. L'tah. '06\nParrish, Nancy E., Mo., '04\nParrish. (Jplielia A., Mo., '01\nI'arr)', Eleanor. N. Y., '03\nParry. Mrs. M. S., Minn., \"oj\n\nParson, S. F., III., '02\nParsons, Richard, Colo., '04\nPa.sadcna Puli. Lib'y. Cal.. '06\nPaschalhillc Sth., Phila., Pa.. '05\nPassaic Pub. Lib'y, N. J., '03\nPate. Walter T.. .Mi.ss. 'oy\nPalridgf. Lelia F... S. J.. S^i\nPatten, Frank C, Texas. '^)^\nPaltengill, Henry R., Mich., \"ga\nPatterson, Alice H., Kans., '03\nPatterson, Isaac V., Ohio, '03\nPatterson. Jamc-s K.. Ky.. '05\nPalton, Cassia, Alaska, 'gs\nPatlon, Chas. L., N. Y., '86\nPatton, Martha H.. \\. V.. \"05\nPaulsen, Josephyne M., N. Uak\n\nPerrin. Marshall L., Mass., '03\nPerrine, Lura I.., N. Dak., 'gs\nPerry, .\\lfre>l 1'., Ohio, '00\nPerry, .Annie SI., Mas.s., '03\nPerry, Edward P.. .\\lo., '04\nPerrv, Eliz.ibeth H., .Mass., 'yi\nPerry. Wm. H.. Ky., '98\nPersons. .Metta L., N. Y ., '03\nPeterson. A. E., Conn., '03\nPeterson, Francis M., .Via.. '01\nPeterson. Jorgen C, -Ma.ss., \"04\nPeterson. J. P., Wis., '07\nPellee. lliMrge D., Ohio, '01\nPhelan, (Jenevieve. Mo.. '04\nPhelan, W. W.. Tenn., 'g8\nPhflps, ]\\'m. F.. Minn., '70\nPheniT. G. P., Va., '03\nPhilaJdphian Soc., Wis., '84\nPhilbriKik, C. v., Ariz., 'gs\nPhilips, (jco. M., Pa., '79\nPhilips, H. S., Colo., '99\nPhillipps. James D.. Mass., '05\nPhilli|>s. .\\nna 1-., N. V., '05\nPhillips, C. A.. .Mo., 'oi\nPhillips, D.-iniel E., Colo., 'oo\nPhilli|>s, Ellen M.. N. Y.. '05\nPhillips, E. .M., Minn., \"03\nPhillips, Geo. W., Pa., '03\nPhillips, Hatlie A., Iowa, 'g6\nPhillips, Helen .M., .Mo., \"oa\nPhillips, J. H., Ala., '88\n\nPiatt. Herman S., Ohio, '02\n'8<i\n\nPauly, Fred L.. Ohio, '06\nPayne, Bertha. 111., '01\n\nPicken, Wm. S.. Kans., '04\nPielert, Sarah. .Md., '03\n\nPayne, Bruce Jt.. Va.. '05\nPavne, Wm. H., Mich., 'gi\nPeAUxiy Coll. Univ. of Nashnllc.\nTenn.. '04\nPealKxIy. Helen S.. S. Dak., 'oi\nPf.il>i«lv, James E., N. V., '03\n\nPierce, Edw. T., Cal., '8g\nPierce. Mrs. Ella .M., R. I., 'gO\nPierce, Uivick. D. C, \"98\nPierce, .Mary R., Ill , '97\nPierce. Thos. P., Ohio, '01\nPike, Enie.M., III., '04\nPikt, Joihuti. 111., '91\n\nIVa..M^k, Mary C. Pa., '98\nPeairs. H. B., Kans., '97\nPeak, Cha-s. .\\ III,, 'gft\nPearcy, Jas. B.. Ind., '01\n\nPUe, J. .\\L, Nel.r., '04\nPillsbury, John IL. Mass., '03\nPincus, Jos. W., .\\ J\n'os\n\n,\n\n.\n\nPinkerman. J. N., Ohio, '03\nPinkham. C.c-o. R.. .N. J.. '03\nPinkham. Wm. S. M., F'la., '05\nPipi>in. .Mrs. E. E.. Md., '00\nPitman, J, \\.. Mass., '99\nI'ittinger. O. .\\I., Ind., '01\nPlainlielii Pub. Ijb'y and Read.\n\nPearsc, A. S.. III,. '03\nPrarse, C. G., Wis 'gl\nI'earvm. F. B.. Ohio, '01\nPearv.n, H C .N Y.. '90\nIVarv.n, Henry. Oa., '08\n.\n\n,\n\nI'e.irvin. Juliet, .\\. Y.,\n\n99\n\n.\\1. E., Kans.. '04\nPearson. Paul .M.. Pa.. '06\nPease. .Mvin F.. .Mass., 'gi\n\nPf.irvjn,\n\nW\n\nI'ease. .\\\n\n.\\\n\n.\n\nJ\n\nRoom, N\n\n.\n\n,\n\nConn., 04\nPe<k. A. L. N. V. -97\n\nPrdham, Allen, N\n\nY.. 'o^\nIjb'y. Sut)«. o( Sch«.. P«., '00\n0«., '03\nI'm. Cora\nN I., 'o<\n'03\nPeirce, Kalherine u.. R. I\nPeirrr.\nF , Ohio, '03\nPrll, .Mrs Eli/a .S\nN Y. '0$\nPell, Rol^t P\nS (• '0%\n\nPe>l\n\nW\n\n,\n\n.\n\n,\n\n,\n\n.\n\nPelion. ,^nna J., \\V«»h., 'oj\nIViKr, John M Trnn '64\nI'rtitum.in, J. H\nPa 'gg\nSi.iie (Villrjte. '00\nI'riiii\n,\n\nIV:.-,\n\n•\n\n,.r\n\nI\n\nP.,l..i..|\n\n•\n\nr\n\n'\n\nI\n\nI,\n\nI'.,•.,;,..\n\nI'rrViru\nIVrkir,.,\n\nmil\n\n.\n\n'oft\n\n'00\n\nMa»s., '97\ni,I>, N. Y, 'oi\n\n1\n\nl>.\n\nK\n\nW\n\n'o%\n\nIII.,\n\nJohn R\n,\n\n.\n\nConn.. '05\n\nIji\n\n.\n\n,\n\nI'rrpornlory\n\nPol)(<<|iiiK\n\nIlrcklyn\n\nMaM\n\n'os\n\n.\n\nlei. '03\nFree\n\n\"oi\n\nWil-\n\nPritchard, .\\1. I'.. Mass., '96\nPritchard. Sophia E.. III.. '05\nPritchelt. H. C, Tejtis 'gi\nPritchctt. Henry S., .N. Y., '02\nPros-ser, Chas. .A., Ind., '03\nProudfool. .Mary .A.. Wash.. '03\nProvidence Pub. Lib'v. R. I., '04\nProv. Nor. Sch., Truro, Nova\nScotia, Can., '03\nPublic High Sch., Red Bank,\n\nN. J.. 'OS\nPublic Libraries, CardifT. Wales,\n'00\n\nPub. Lib'v, Alameda, Cal., '04\nPub. Ub y. .Atlantic City. Free,\nN. 1, '04\nPub.\nub. Lib'y, Bait!\nBaltimore, Md., '06\nPub. Lib'y, Boston. Mass., '00\nPub, I jb'y, Brockton, .Mass., '04\nPub. Lib'y, Br>M)kline, .Mavs., '03\nPub. Ub'y, BrcM.klyn. N. Y.. '01\nPub. Lib'y. Buffalo, .\\, Y.. 'gg\nPub. Ijb'y. Butte, .Mont.. '00\nPub. I jb'y. Calumet and Hecia\n\nMining Co.. .Mich.. '02\nCambridge. Mass.,\n\nPub\nPub\n\nIjb'y. F.. Si. I^mis. III. '04\njb'y, EK8 linrlxir Cily.N J\n\nI\n\nPub. IJb'y. ^>ie. Pa 'oi\nPub, IJb'y, Evanslon. Ill\n\n,\n\n,\n\nN. V.\n\nU\\,'y,\n\nPull. IJb'y, lilihliurg,\n\n.\n\n'02\n\nMaw>\n\n.\n\n'01\n\nPub. Lib'y. Filz, Chelwa, Mas*.,\n\nE A F Ohio, 'go\nPonrf. h>lKar L Minn 'oj\nPi*irr. Mrs\nFlorence McNeal,.\n.\n\n,\n\n,\n\n'02\n\nPub. Lib'y. Chirag.., Ill '98\nPub. I jb'y. Cinunii.iti Ohio. '06\nPub. Lib'y. Clcvel.ind. Ohio, \"97\nPub. I jb'y. Dayton. Ohio, '03\nPub. Ijb'y, Denver, Col.. '03\nPub. iJb'y, Delniil. Miih., '97\nPub. I jb'y. Di-i ..I C..I .'of\nPub. Ijb'y. Do»Tr N H 'o^i\nPub. IJb'y, Dululh. .Minn. '04\nPub. IJb'y. Free, E. t )ranKr. N J\n\n'0%\n\n,\n\n.\n\nPrillerman, Byrd. W, \\'a., '91\n\nPrimary Dept., Sch. No. 2. Jersey\n\nS<h.,\n\nN. Y.. 'ot,\n\nPiimrroy, Annie I...\nPomona Coll Cal., 'gg\n\nW H\n\nPrentis, H. W., N. Y., '97\nI'reston, J. R., Miss., '90\nPrcltyinan. \\'irKil, -N. V., \"oj\nPrice, IL C., Ohio, '02\nPrice. Richard R.. Kans., '06\nPrichard, .Miss M. S., Pa.. '98\n\n,\n\n,UC. '94\n\ni\n\nP<iftef.\n\nr.\n\nI\n\nJ., 'g*\nIII\n'oj\nt'lah. '97\n\n•\n\np.:\n\nPort Jefvin\n\n1\n\n'\n\n1\n\nS\n\nIt\n'\n\np.\n\nM..\nI\n\n\\\n\np.\n\nPreecc, Mrs. I^uLsc. Minn., '94\nPrentice, .May H., Ohio, 02\n\n,\n\n'wo\nPofirf. C \\V . Minn , \"oj\n\n,\n\n,,,,,\n\n,1\n\nI...\n\n'97\n.Mo., '04\n\nPlimixon, tieo .A., .N. Y., '04\nPlough, Myron C, N. Y.. \"03\nPlumer, (;e«) .M., Ohio, '06\nPiiinilrxler, <\"ha)« I'.. N. V., '04\n\nP.w.l,\n\n,\n\n,\n\n,\n\nPratt. Orvillc C, Ind., '99\nPratt, R. IL. Colo., '98\nPray. James S.. M;iss., '05\nPray, T. IL, Wis.. '94\n\nPub. IJb'y,\n.N. Y., '0$\n\n,\n\n111\n\n,\n\nAda E\n\nPlas-.\n\nWm\n\n.\n\nW\n\nPlapp, F.\n\n'03\nF'easlee. Frank J.. .Ma^s\nI'taiUt. John H Ohi.i, 'Ho\nPeck I Jb'y. .Norwich Free Acad.\n\nPeed. Mannlield T\n\n'04\n\n,\n\nPlaisleil, Eli/alK-th\n\n'94\n\n.\n\nJ\n\nPratt. Helen .\\I.. Colo., '04\nPratt. H. T., Md.. '05\nI'ralt. IsalwUe L., N. V.. '05\n\nmington. Del.. '01\n\nPhocnixville Public Lib'y. Pa.. '06\nCal..\n\nPowers, Emily C, N. Y., '03\nPowers. Francis W.. \\. V.. '05\nPowers, Jas. K.. .Ala., '95\nPratt Inst. Free Lib'y, N. Y., \"oi\n\nCity. N. J., '05\n\nPhilliijs. Sherman E.. N. H.. '03\nPhilomathean Lit. Soc., Pa., '98\n\n.\n\nPotts, D. Walter, III., '04\nPound. E. .A., Ga., '01\nPowell, .Arthur, Ohio, '00\nPowell, R. IL, Ga., '06\nPowell, W. F., N. I.. '89\nPower, Gussie, N. V., '87\n\nPrince. John T.. Mxss., '01\nPrincipals' R<iund Table,\n\nPhillifjs, Nlrs. J. H.,.\\la., 'oi\n\nPukard. Joiiah I.\n\n'03\n\n917\n\n';,\n\n'o.t\n\nPub\nPull\n\nIJb'y, (;ailll.>r<len. III, '01\nIJb'y, (Wand Rapid*, .Mich\n\n'at}\n\n'06\n\nP..\n\nP„\n\n•„.,\n\np..\n\nlainc, *o6\nluwa, '04\n\nP''\n\n.\n\nI'.ooe,\n\nP<.\n\nMaM\n\nY, \"oi\nC. Colo., '06\n\nP...\n\n,\n\nPerrm, Mrs Fannie H.. Mo., '03\n\nPii<trr. .Mill'ii.\n\nPerrin. John W.. Ohio. '01\n\nPiKihoff. F\n\n,\n\nW Mo '04\n,\n\n.\n\n'gS\n\nPub\nPub\nPub\n\nIJb'y. C.rrrn Uny Wis\njb'y. (irrrnrirlil Mass\nIJb'y, (Jrrrn.lii.n., N\nI\n\n,\n\n.\n\n'06\n\n'06\n\nC.\n\n'06\n\nPub. IJb'y, Haverhill. Mass\n06\nPub. Lib'y, lloyt. Sa«inaw. Mkh.,\n,\n\nPub. IJb'y, Jcney Clly, N\n\nJ,. '97\n\n"}
{"page": 930, "printed_page": null, "text": "gil\n\nNA TIONA L ED UCA TIONA L A SSOCIA TION\n\nPub. Lib'y, Kalamazoo, Mich., 'oi\nPub. Lib'y, Kansas City, Mo., '05\nPub. Lib'y, Lawrence, ISIass., '03\nPub. Lib'y, Lexington, Ky., '06\nPub. Lib'y, Lincoln, Neb., '06\nPub. Lib'y, Los Angeles, Cal., '00\nPub. Lib'y, Free, Louisville, Ky.,\n'04\n\nPub. Lib'y, Lynn, Mass., '01\nPub. Lib'y, Madison, N. J., '05\nPub. Lib'y, Maiden, Mass., '00\nPub. Lib'y, Manchester, England,\n'02\n\nPub. Lib'y, Manchester, Mass.,\n'03\n\nPub. Lib'y, McClelland, Colo., '06\nPub. Lib'y, Medford, Mass., '06\nPub. Lib'y, Milwaukee, Wis., '98\nPub. Lib'y, Missoula, Mont., '06\nPub. Lib'y, Montclair, N. J., '03\nPub. Lib'y, Newark, N. J., '03\nPub. Lib'y, New Bedford, Mass.\n'01\n\nPub. Lib'y, Newburyport, Mass.\n'03\n\nPub. Lib'y,\n\nNew Haven, Conn.,\n\n'01\n\nPub. Lib'y, New York, '99\nPub. Lib'y, New Rochelle, N. Y.,\n'06\nPi^b. Lib'y, North Adams, Mass.,\n\n01\nPub. Lib'y, Oak Park, 111., '00\nPub. Lib'y, Omaha, Neb., '98\nPub. Lib'y, Owatonna, Minn., '02\nPub. Lib'y, Pasadena, Cal., '06\nPub. Lib'y, Passaic, N. J., '03\nPub. Lib'y, Peoria, 111., '01\nPub. Lib'y, Philadelphia, Pa., '97\nPub. Lib'y, Plainfield, N. J., '04\nPul). Lib'y, Portland, Maine, '06\nPub. Lib'y, Providence, R. I., '04\nPub. Lib'y, Rockford, 111., '99\nPub. Lib'y, Sacramento, Cal., '03\nPub. Lib'y, St. Joesph, Mo., '00\nPub. Lib'y, St. Louis, Mo., '00\nPub. Lib'y, St. Paul, Minn., '01\nPub. Lib'y, Salem, Mass., '00\nPub. Lib'y, SanFrancisco,Cal.,'97\nPub. Lib'y, Scranton, Pa., '99\nPub. Lib'y, Seattle, Wash., '01\nPub. Lib'y, Sedalia. Mo.. '06\nPub. Lib'y, Somerville, Mass.. '00\nPub. Lib'y, Syracuse, N. Y., '98\nPub. Lib'y, Taunton, Mass., '02\nPub, Lib'y, Toledo, Ohio, '05\nPub. Lib'y, Topeka, Kans., '00\nPub. Lib'y, Trenton, N. J., '01\nPub. Lib'y, WeUington, N. Z., '05\nMass., '06\nPub. Lib'y, Wheeling, W. Va., '01\nPub. Lib'y, Winona, Minn., '03\nPub. Lib'y, Worcester, Mass., '98\nPub. Lib'y, Yamaguchi, Japan,\nPul). Lib'y, Westford,\n\n'05\n\nPub. Sch. Lib'y, Baltimore, Md.,\n'05\n\nPub. Sch. Lib'y, Camden, N. J.,\nPub. Sch. Lib'y, W. Hobokea,\nX. J., 'o^\nPub. Sch. Colfax Sub. Dist. Pittsburgh, Pa., '06\nPub. Sch., Luckey, Pittsburgh,\nPa., '06\nPub. Sch., South Orange N. J., '05\n\nPub. Sch. Teachers oj Janesville\nWis., '84\nPul). Sch's, Bronx, N. Y., '03\nPub. Sch's, Brooklyn, N. Y. '03\nPub. Sch's, Manhattan, N. Y.,'03\nPub. Sch's, Queens, N. Y., '03\nPub. Sch's, Richmond, N. Y., 'o^\nPub. Sch., Sub. Dist. Phila., Pa.,\n'06\n\nPub. Sch., Homewood Sub. Di.st.,\nPittsburgh, Pa., '06\n\nPugh, Jas. H., 111., '98\n\nPulsifer,\n\nWm. E., N. Y., '99\n\nPurer, Mary I., 111., '96\nPurington, Daniel B., W. Va., '03\nPurington, Geo. C, Maine, '03\nPutnam, Mrs. Ahce H., 111., '93\nPutnam, G. P., Texas, '04\nPutnam, Richard R., Mich., '01\nPutt, Wilson A., Ohio, '04\nPye, Charles F., Iowa, '04\nQuackenbush, Louise S., 111., '05\nQuaintance, H. W., Wyo., '05\n\nQueens Borough Lib'y, N. Y., '01\nQuigley, John F., N. Y., '03\nQuinn, Arthur H., Pa., '06\nQuinn, Honor E., N. Y., '03\nQuinn, John B., Mo., '04\nQuinn, Mary E., N. Y., '03\nQuinn, Matthew D., N. Y., '05\nRabe, John H., Mo., '04\nRabenort, Wm. L., N. Y., '05\nRadchffe College, Mass., '05\nRader, Lloyd, N. Dak., '05\nRafter, Augustine L., Mass., '04\nRaines, S. E., 111., '01\nRail, Edward E., Texas, '03\nRamer, M. M., S. Dak., '93\nRamsey, Geo. J., Ky., '89\nRandall, Frances E., N. Y., '04\nRandall, J. E., Ohio, '98\nRandle, Gilbert P., 111., '02\nRandolph, Esle F., N. Y., '05\n\nRanger, W. E., R. I., '99\nRankin, A. W., Minn., '93\nRapp, Christian F., Ohio, '99\nRapp, Eli M., Pa., '97\nRaschig, H. H., Ohio, '93\nRathmann, C. G., Mo., '01\nRavenhill, Alice, England, '01\nRawlings, Wm. S., Utah, '05\nRawlins, David B., 111., '04\n\nRawson, E. B., N. Y., '99\nRay, E. Ruskin, Ind., '05\nRay, Robert M., Fla., '04\nRay, S. Stella. Ohio, '05\n\nRayman, R. E., Ohio, '95\nRaymond, A. V. V., N. Y., '95\nRector, Lizzie E., N. Y., '05\nRedfearn, Grace H., Pa., '05\nRedfield, Henry A., Ohio, '05\nRedman, 'Elmer S., N. Y., '00\nRedway, J. W., N. Y., '00\nReed, A. A., Nebr., '95\nReed, Geo. H., N. J., '05\n\nReed, Grace, 111., '02\nReeder, Rudolph R., N. Y., '05\nReeder, W. C, Ohio, '98\nReel, Estelle, Wyo., '94\nReese, W. S., Kans., '06\nReeves, C. F., Wash. '96\nRegan, Margaret A., N. Y., '05\nRegenstein, Ellsworth, Ky., '06\nReid, Geo. W., La., '06\nReigart, J. F., N. Y., '99\nReiley, Cynthia E., Mont., '95\nReilly, F. J., N. Y., '05\nReilly, Susan A., N. J., '05\nReinhart, J. Albert, N. J., '94\n\nRemson, Ira, Md., '03\nRennie, Robert H., 111., '97\nReplogle. S. H., Pa., '06\nRcppetto, Mary, W. Va., '07\nRequa, Ella Lee, N. Y., '04\n\nRequa, Emma\nRequa,\n\nM., N. Y., '04\nM. Augusta, N. Y., '99\n\nRessler,\n\nEdwin D., Oregon, '92\n\nRevelcy, Ellen G., N. Y., '91\nReynolds, Alice E., Conn., '03\nReynolds, Frank E., Ohio, '06\nReynolds, J. H., Ark., '97\nRhoades, F. W., Wash., '03\nRhoads, McHenry, Ky., '91\nRhode Island Coll. of A. and M.\nArts, '03\n\nRhode Island Nor. Sch., '97\nRhodes, J. M., Kans., '06\nRice, Charles I., Mass., '05\nRice, Emilv A., N. J., '92\nRice, Gratia L., N. Y., '89\n\nRice, J. M., N. Y., '95\nRice, Olin R., Md., '05\nRice, Wm. N., Conn., '99\nRich, Wm. E. C, Mass., '03\nRichards, A. W., N. Y., '02\nRichards, C. O., N. Y., '02\nRichards, C. R., N. Y., '98\nRichards, Mrs. E. H., Mass., '98\nRichards, Mrs. L. A., Nebr., '01\nRichardson, B. C, 111., '04\n\nRichardson, Bertram C, Mass., '01\nRichardson, Ira, Mo., '04\nRicheson, John, Mo., '97\nRichman, Juha, N. Y., '05\n\nRichmond, Sarah E., Md., '76\nRicker, Maurice, Iowa, '06\nRickert, E. L., Iowa, '06\nRiddell, Wm. O., Iowa, '05\nRiggs, John F., Iowa, '04\nKiley Co. Ed. Asso., Kans., '86\nRiley,\n\nMrs. M. E., Mo.,\n\n'90\n\nRing, Orvis, Nev., '04\nRipley, Mrs.|Ellor Carlisle, Mass.,\n'00\n\nRipley, Fred H., Mass., '03\nRipon College, Wis., '02\n\nRisdon, Sumner, Kans., '03\nRiste, Ernest, Wash., '99\nRiste, W. G., Kans., '95\nRitchie, Rowland H., Kans., '06\nRitter, AUce E. B., N. Y., '05\nRitter, Lavinia, 111., '03\nRitter, Matilda A., 111., '03\nRixstine, Mrs. Amanda, Pa., '05\nRoach, T. W., Kans., '86\nRobl), Eleanora, Md., '03\nRobb, J. Irvin, Pa., '01\n\nRobbins, Carolyn M., Minn., '02\nRobbins, Fred W., Pa., '05\nRobert College, Turkey, '03\nRobert, Jas. A., Ohio, '82\nRoberts, Chas. C, N. Y., '05\nRoberts, Dimon H., Mich., '98\nRoberts, Edw. D., Ohio, '00\nRoberts, Flora, Ind., '96\nRoberts, G. J., Wis., '06\nRoberts, Geo. L., Ind., '01\nRoberts, Hester A., N. Y., '94\nRoberts, John S., N. Y., '05\nRoberts, L. D., Wis., '97\nRoberts, T. L., N. Y., '03\nRoberts, Wm. E., Ohio, '98\nRobertson, Edw. P., N. Dak., '06\nRobertson, S. W., N. H., '03\nRobeson, L. B., Ga., '03\nRobey, Ellsworth., Ind., '03\nRobinson, Albert, Mass., '03\nRobinson, Bettie M., Ky., '06\nRobinson, E. V., Minn., '02\n\nRobinson, Ida E., N. J., '05\nRobinson, Lucy, W. 'Va., '96\nRobinson, Margaret M., Md., '05\nRol)inson, Mrs. Mary E., Mo.,\n'04\n\nRobinson, Oscar D., N. Y., '92\nRobinson, S. S., Ky., '05\nRobinson, W. S., Ohio, '95\nRobson, Mary, III., '02\nRocheleau, W. F., 111., '96\nRochester Athenaeum and Mech.\nInst., N. Y., '06\nRockford Coll., 111., '04\nRockwell, John C, N. Y., '03\nRockwood, Geo. H., 111., '00\nRockwood, M. L., N. Y., '05\nRodney, Anna E., N. Y., '05\nRogers, A. C, Minn., '99\n\nRogers, Anna E., 111., '02\nRogers, Dora B., W. Va., '96\nRogers, Howard J., N. Y., '96\nRogers, Jennie E., Mass., '03 Rogers, J. J., Ohio, '05\nRogers, Josephine E., N. Y., '93\nRogers, Sarah L., Ky., '04\nRogers, Rovillus R., N. Y., '95\nRoller, F. J., Ohio, '98\nRollins, Frank, N. Y., '05\nRomig, Chas. F. Utah, '06\n,\n\n"}
{"page": 931, "printed_page": null, "text": "J\n\nINDEX TO LIFE AND ACTIVE MEMBERS\nRomig, Eufcnr E.. Wash.. \"06\n\nSand wick, R. L.. III.. \"06\n\nRoo/t, C. T., Cal.. -86\nRoop, H. U., Pa.. '04\nRous, IViCT, Mass., '03\n\nS.tnford,\nSanforil,\n\nC. AuKusL-i. .\\. V.. '05\n\nS,intcer,\n\nRcxH, Chas. C, Mich., '01\n\nFernando. Cal., 'qj\nHenry R., N. Y., 'os\n\nSanor. S. D., Ohio, \"93\nSarRent. Dudley .\\., Nla.s.s.. 'g6\nSiiundrrs, C. E., Miss.. '05\nSaunilers, Sara .\\., N. Y., '96\n\nRose, Gfo. £., K.nns., \"86\n\nRost, Wickliffe, Tcnn , \"oi\nRiisicr. Joseph. \\V. \\a.. '05\nR-iss. Prte \\V., Cal., \"og\n\nS.ivii/., j.\n\nR..ssclfr, E. C. 111., \"oo\nR'>lh. .\\niia C. Ky.. 'gy\n\nR.nhc, Ella A.. Dhio. '00\nRothcmel. A. C, Pa.. '03\nRothcmcl, Florence, Pa., '03\nRouse, Eilwin I-., Nclir., 'os\n\nRow, R. K., 111., 'oo\nRowan. Gcnnidc N.. Nebr.. '06\nRowe. r. K., Ga., '03\nRo»e, H. M.. Md., '96\nRowe. Siu.irt H.. N. Y.. '98\nRowe. Wallace G., Mo., '04\nRowe. W. .S.. Ohio, '„<i\nRowell. Anhur B.. 111.. '06\nRowcll. Geo. ( N. Y.. \"os\nRowland. J. H., Ohio, \"96\nRoy, .\\nnic L., N. Y., '05\nRoy. Victor L.. La., '05\n\n]..\n\n.S. J.,\n\n'oo\n\nSau'hUl, Thos. A., Kan-.. \"86\nSawyer. C. L.. Minn.. '97\nSawyer, Ix-Roy R., .Mas.-.. '04\nSawyer, Nettie .\\.. Wa.sh.. '04\nS.iyward, S. Janet. Pa., '05\nSchaetTer. .Vathan C. Pa\". '87\nSchatler. .Anna E., Wis., '04\nScarlrii. Andrew, .\\'. J., 'o^\nAlfre.1 T.. \\. Y.. 'gs\nSchellenjser, C. 1.. S. D.ik.. 'oi\nStherrr. J.inu-s .\\. U., S. C, '04\nSchitT. Hannah. 111., \"oj\nSchiller, J. I)., .Mith.. '96\nSthmrrkrr, Charlotte S Pa.. '05\nSchmi.it, F. A.. .\\. Y., '96\n\nSchaurtler\n\n.\n\n,\n\nSchmidt. Hans W., Minn., 'oa\nSchmidt. loh.inna, Mo., '04\nSchmitr.. HuUcrt J.. N. Y.. '04\nSchmucker, S. C, Pa., '92\n\nRudd. Channing, D. C, '04\nRudolf. Ida. Ky., '06\nRuctcnik, Gustavc A., Ohio, '05\nRuRK, C}eorKe, Mass.. '03\nRumold, C. F.. Ky., '06\nRunqucst. Amanda H.. Ariz.. '05\n\nHenry G.. .\\. Y., '95\nS<hneidcr, Kale, Mn., '04\nSihneiilcr,\n\nS*hot)inKcr, J.\n\nI.,\n\n'99\n\n111..\n\nSchofifU, Martha. S. C, '91\nSiholiield. Hessic .M.. R. I.. '96\nS< h.^ll. J.weph 11.. Ind., '05\n\nRu.sk, Rel^-cca, .N. Y.. '05\nRussell. E. H., Va., 'o^\nRassell, I. IL. Pa.. '03\nRussell. J.VS. E.. .\\. Y.. 'o^\nRussell. .Mao- E.. Ind. T.. \"04\nRussell. V. M.. Wis.. '03\nRuvsell, Waller E., .Maine, '01\nRust, .Annie C, .Mass., 03\nRutherford. W. L., Pa., 'oit\nRuthrauff.\nM.. An/.., '06\nRulledge S<h., Phila.. Pa.. '05\nRutt, A. RetsI, Pa.. Vi\n'\nRy.in. lohn \"\nRyan. Jos-\n\nSih. of .Aifri., I'niv. of Minn., 'oj\nSch. of Ed.. L'niv. of Chicago. III..\n'00\n\n'99\nSchreil>er.\nE., N. Y., '96\nSihultitr, Arthur, N. Y., '05\n\nMae\n\nSchuiz, C. G., Minn., 'oj\nSihurman, J. G., N. Y.. '96\n< 'vr'/, Orr. .Mi.h.. 'o<;\nr, O.\n\\Vi^ , '04\nJ\n.\", .Idf.m. Kans., *8<i\n.\n\n.\n\nI\n\n.\n\n'\n\nI\n\n..\n\nI\n\n.\n\nR..\n\n'ft\n\ni.,.<n\n\n....\n\n.\n\nC\n\nIll\n\n'84\n\n.\n\nWis.,\n\n,\n\nS.«(h^, Julius. N. Y..\n.Satkclt. Ad-la P.. N'.\n\n'03\nY . '0$\n\n1\n\nSeymour,\nGrace, N. Y., '04\nShafcr, Harry .M., Wa.sh.. '01\n1-\".\n\nSharkev. J. P.. Ohio. '00\nSharp, Clara E.. N. J.. '05\nSharpe, John C. N. J., 'os\nShaver, Chas. A.. N. Y.. '00\nShaw University N. C. '03\n\nShaw. .\\. I... .Mich.. '97\nShaw. J. C, W. \\'a.. '03\nShaw, KoUert C. Pa. '06\nShaw, Samufl, Wis.. '84\nOhio, '94\n\nShti\\istn, J. .\\.\n\nShawcn, Ernest, Va.,\n.Shear. S.\n\nShearer, W.\nShc.inr, W. S.. III., 'g7\nSheats. W. N.. Fla.. '93\n\nShe.ld. Ephraim C. N. Y.. OJ\nShiH-h.m, l.ul.i v.. .N. Y., 'os\n'01\nShelley, Kale, Mont\nShelton, Chas. V... Iowa, '00\n,\n\nShellon, F. .M., Pa.'gg\nShepird. K. I., ^^lvs., '00\nShep.ird. Irwin, .Minn.. '83\nShepherrl, F. S., N. J.. '03\nShepfurd, James I., N. Y.. '01\n'04\nShep|)e. R. H.. Va\nSheriil.m. Bernarcl M.. M.is.s.. 0$\nSherman, Allton H., .N. J.. '06\nSherman. Chas. .M.. \\\\a>h.. 'oi\n.\n\nShcriii.in, Elmer C., N. J.. '0%\nSherman, EuKene B.. Nebr., '05\n.\n\n.\n\nShields Emily J., Pa.. '03\n\nY\n\nShiels. AILert. N.\n'oi\nOhio. *<>$\nShiiiley, .Anna B\nShimrr, E l» .\nY., 'os\n\nShimp. T W.. Ohio, 'oft\n\nC.\n\nM. Isal>elle. .Mo.. '04\nM.irv, .N V\n'os\nlivid F, Kans. 'gs\nVrr, W. .\\ , .Minn\n'gs\n>hn I)\nIII . '00\n\\'- II B. Cal. 'gg\n\nShinni(k.\nSliires.\n\n'-'•t\n\n.\n\nI\n\n,\n\nI\n\n*\n\nM\n\nWis,. 'aH\n'-Mh. .v. v., '06\nr\nV J. -0$\n.\n\nM\n\n,\n\nN V\n\nh\n\nii\n\n,\n\n.\n\nt\n\n,\n\n'o I\n\n••\n\n.\n\nSrh«.. Pills\n\n'<^(.\n\n'\n\n'o,\n\n,\n\nM M\n\nite\n\n'\n\n.\n\nI!\n\nin.\n\n.\n\n,\n\nN\n\nSacraroenlo Free Pub. I Jl/y. Cal.\n\n•---\n\n'03\n\n\\. Y.. '95\nN. J., 'gs\nJ\n\nR.,\n\n,\n\nMau.l. F1.1 '04\nIm, .Mo \"04\nle E.. Miih.. '03\n,ry. N. C. 'gg\n\n...\nI\n.N. Y.. 06\nStiKi, Ivlith A., N. Y.. 'gg\nS<oii. E H . Ill . 'g<\n.^^\n\n'if$\n\nHenry. Iowa, 'Kg\n\n.S.-ii.in,\n\nS<-vrrs, .Mary E., Pa.. '0%\nSexton, E. K., .\"S'. J., '97\nSexton, .Mamie, Texas, '05\nSeymour. \\. H., S. D.ok., 'oj\n\nWis., 'oj\nI. R\nShrrwrll. (iiiillrrmo .V .Mex., '05\nSherw.HKl. Mrs. J. C, Cal.. 'gg\n\n.Mo. '01\n.\n\nr4 .S., Mass., 'oi\n\nSenler. H. .\\.. Nolir., '03\nSensenini;. David .M.. Pa., '06\n\nSherruk.\n\nH. N.J, -94\n\n'\n\nSeKuin, .Mrs. Elsie .M.. .\\. J., '05\nSeifirt, .Miss J. E. A.. HI.. \"03\nSeiKhm.in. R. B.. Mich., '05\nSellew. Eilward H., Conn., '03\nSeltwr, Livingston, Pa., '06\nSolvit?, C. G., .Minn., 'oj\nSc-ntjer. Harry I... Ohio. '01\n\n'(\n\nSch. No. 3, lemev City. N. J., 'oj\nSth. .No. »f P. 1).. Jersey City.\nN. J.. \"OS\nSch. of Ped.. N. Y. Univ.. N. Y.,\n\nRyan. Nl\nli.\nRyan,\nRyan, W. C, .Mom.. 'oJ\nRvncarwin. h>lw.ird. Pa., 'oj\n' Nf N. v.. 'g6\n\"\n••\n\nSeeley, Levi. N. J., '90\nSeerley. H. H., Iowa, '89\nSeRi-rMom. Wilhclm, .N. H.. '03\n\n,\n\nRunyon. Laura L., Mo.. '01\n\nWm.\n\n919\n\nI.'\n\n.Si.\n\n<\n\nSi.\n\n<\n\nSi.\n.Si.\n\n\"I\n\n'04\nI\n\n\"oj\n\nt\n\n1-...\n\n-•y A-'\"\n\n.;\n\n.Mo.. '01\nSi. lyjui* Pub. IJ»>'».\nSi.\n\nI\n\n.Si.\n\nI-\n\n''••\n\n'\n\nMn.\n\n'>«\n\n'.\n\n•'\n\n\\. \\\n111\n\n.Si.\n'\n\n.\n\n•«\n\nV\n\n^\n\nII\n\n\"o\n\n.\n\n'o>\n\n.\n\n\"Iinn\n\n..\n\nII\n\n.\n\n'97\n\n.\n\n.\n\nIml\n\n.\n\n•Sunderwrfi. Ie««ie.\n\nMo\n\n.\n\nII\n\n\"oft\n\nr*. -93\n\n\\V. Nrl.f\n\n.Sm\n\n.\n\nSandisnn, Howard. Ind\n\n'oj\n'04\n'g6\n.\n\n06\n>\n\n1\n\n.\n\n.Ma:^\n\n'h K., Pa.. 'oA\n\n'gg\n\nSr\n\n'\n\n\\\n\n\\^\n\nU B l>\nSimimm, Eunicr J\n\nS4m<..-i^m.\n\n.\n\n.\n\nJ,\n\nI\n\nM<>\n\n.\n\n'oo\n\nMaw., 'oj\n\n"}
{"page": 932, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\ng20\n\nSimpson, Shadrach, Md., '04\nSimpson, Stephen G., Pa., '03\nSims, Frederic L., 111., '04\nSims, J. F., Wis,, '97\nSinclair, S. B., Can., '91\nSinger, Edgar A., Pa., '80\nSisson, E. O., Wash., '06\nSites, C. M. Lacy, China, '02\nSkaggs, Wm. L., Ark., '04\nSkitf, Frederick J. V., 111., '04\nSkinner, Clias. R., N. Y., '90\nSkinner, Ehzabeth, Colo., '99\nSlack, H. W., Minn., '97\nSlack, Jennie E., 111., '03\nSlagle, Robt. L., S. Dak., '06\nSlater, Charles H., Mo., '04\nSlater, Ida M., Pa., '06\nSlater, Margaret K., Mo., '04\nSlaton, W. F., Ga., '97\nSlaton, W. M., Ga., '94\nSlauson, H. M., Mich., '94\nSlawson, Samuel J., N. Y., '03\nSledd, Andrew, Fla., '04\nSluss, Elmer E., Kans., '06\nSluss, Homer O., Ky., '05\nSmall, Horace C, Mo., '03\nSmall, Maurice H., Wis., '03\nSmall, Robert O., Mass., '03\nSmall, Walter H., R. I., '02\nSmallev, D. H., 111., '99\n\nSmallwood, Mabel E., 111., '96\nSmart, Frank L. Iowa, '06\nSmedley, Eva A., 111., '97\n,\n\nSmiley, Emory E., Colo., '05\nSmiley, Wm. H., Colo., '92\nSmith College, Mass., '98\nSmith, A. F., Mo., '05\n\nSmith, A. G. C, Pa., '03\nSmith, Alexander, 111., '99\nSmith, Anna T., D. C., '95\nSmith, Arthur F., Md., '03\nSmith, A. Thos., Pa., '93\nSmith, C. Alphonso, N. C, '05\nSmith, Chas. A., Minn., '02\nSmith, Charles H., 111., '05\nSmith, Mrs. Con.stance B., 111., '05\nSmith, C. v.. Pa., '03\nSmith, D. E., N. Y., '01\nSmith, Edward E., 111., '96\nSmith, Edward S., 111., '01\nSmith, Edwin R., 111., '97\nSmith, Euler B., Ga., '87\nSmith, F. P., Kans., '97\nSmith, Geo., A., N. Y., '04\nSmith, Geo. M., S. Dak., '95\nSmith, Geo. W., Colo., '04\nSmith, Gerard T., 111., '04\nSmith, Guy D., Mich., '04\nSmith, Henry B., Colo., '99\nSmith, Herbert A., D. C, '05\nSmith, H. J., N. Y., '95\nSmith, H. Lester, Ind., '02\nSmith, I. J., Mo., '04\nSmith, J. Angelina, Mass., '03\nSmith, J. B., Pa., '03\nSmith, J. F., Ohio, '98\nSmith, Jesse L., 111., '00\nSmith, Jos. R., Pa., '99\nSmith, Mrs. Martha, N. Y., '05\nSmith, Maude, N. Y., '05\nSmith, M. B., Mass., '99\nSmith, M. Kate, N. Y., '05\nSmith, Payson, Maine, '06\nSmith, Robt. M., 111., '02\n\nSmith, Samuel McK., N. Y., '05\nSmith, Sidney F., Mass., '95\nSmith, Spencer R., 111., '03\nSmith, Miss Theo. L., Mass., '04\nSmith, Wayne P., Cal., '05\nSmith, W. 'C, Minn., '02\nSmith, Wm. A., N. Y., '03\nSmith, Wm. C, Ind., '00\nSmith, Wm. H., N. J., '03\nZ., Okla., '06\nSmith,\nSmith, Z. M., 111., '05\nSmyser, Selden F., Minn., '02\nSneath, E. Hershey, Conn., '03\nSnedden, D. S., N. Y., '99\n\nWm\n\nSnow, Bonnie E., N. Y., '96\nSnow, B. P., Maine, '03\nSnow, Francis H., Kans., '93\nSnow, Louis F., N. J., '03\nSnow, Marshall S., Mo., '04\nSnow, Mary S., N. Y., '98\n\nState Library, Pa., '01\nState Library, Wash., '06\nState Nor. College, Ala., '01\nState Nor. College, Mich., '00\nSt. Nor.\nInd. Coll., N. C, '98\n\n&\n\nSt.\n\nSnyder, Henry ,N. J., '94\nSnyder, Jessie M., Ga., '97\nSnyder, J. H., Ohio, '96\nSnyder, J. L., Mich., '89\nSnyder, W. H., Maine, '01\nSnyder, Z. X., Colo., '87\nSnyder, Mrs. Z. X., Colo., '96\nSoldan, F. Louis, Mo., '77\n\nSt.\n\nN. Sch., California, Pa., '99\nN. Sch., Cape Girardeau,\nMo., '06\nSt. N. Sch., Cedar Falls, la., '97\nSt.\n\nSt.\n\nN. Sch., Charieston, 111., '99\nN. Sch., Cheney, Wash., '02\nN. Sch., Chico, Cal., '97\nSt. N. Sch., Cortland, N. Y., '02\nSt. N. Sch., De Kalb, 111., '99\nSt. N. Sch., Duluth, Minn., '06\nSt. N. Sch., Edinboro, Pa., '06\nSt. N. Sch., Ellensburg, Wash., '97\nSt. N. Sch., Emporia, Kans., '05\nSt. N. Sch., Farmville, Va., '99\nSt. N. Sch., Fitchburg, Mass., '98\nSt. N. Sch., Flagstaff, Ariz., '01\nSt. N. Sch., Geneseo, N. Y., '06\nSt. N. Sch., Greeley, Colo., '97\nSt. N. Sch., Hays, Kans., '05\nSt. N. Sch., Indiana, Pa., '99\nSt. N. Sch., Jacksonville, .Ma., '00\nSt. N. .Sch., Lewiston, Idaho, '06\nSt. N. Sch., Lockhaven, Pa., '06\nSt. N. Sch., Los Angeles, Cal., '97\nSt.\n\nS. Dak. Agri. College, '99\n\nJ.,\n\n'05\n\nSouthern Oregon St. Nor. Sch.,\n'06\n\nSouthwest Texas St. Nor. Sch., '04\nSouthwick, H. H., N. Y., '02\nSouthwick, Mrs. S. F.. Okla., '05\nSouthworth, E., Mass., '03\nSouthworth, G. A., Mass., '03\nSpaid, Arthur R., Del., '03\nSpain, Chas. L., Mich., '01\nSpalding, J. Lancaster, 111.,\nSpangler, H. T., Pa., '94\nSparks, J. R., 111., '02\n\n'02\n\nSparlin, Ezra M., Pa., igS\nSpaulding, F. E., Mass., '96\nSpaulding, Randall, N. J., '92\nSpayd, H. H., Pa., '92\nSpearing, Jessie, La., '03\nSpeer, W. W., 111., '96\nSpence, Ellen, Canada, '05\nSpencer, Enos, Ky., '03\nSpencer, Pauline W., Pa., '93\nSpencer, Robt. C, Wis. '84\nSpencer, Thos. E. Mo., 04\nSpero, Mrs. Anna K., Cal., '77\nSpicer, Robert, Pa., '05\nSpiegle, Grace E., Pa., '99\nSpindler, J. W., Kans., '99\nSpohrer, Frank O., Mo., '04\nSpotts, Harris A., Pa., '03\n\nSprague, H. B., Mass., '03\nSpray, H. W., N. C, '03\nSpringer, Durand W., Mich., '94\nSputh, Carl B., Ind., '06\nSquire, Mary V., N. Y., '96\nStableton, J. K., 111., '00\nStacey, B. F., Cal., '04\nStaley, Laura B., Pa., '05\nStalker, Francis M., Ind., '01\n\nStandinger, Louisa, N. J., '05\nStanley, Edmund, Kans., '86\n\nStannard, H. J., Vt., '03\nStannard, Mrs. M. J., Mass., '03\nStanton, B. J., N. Y., '03\n\nSt.\nSt.\n\nSt.\nSt.\nSt.\n\nSt.\n\nN. Sch., Mansfield, Pa., '97\nN. Sch., Marquette, Mich., '99\n\nSt. N. Sch., Millersville, Pa., '97\nSt.\n\nN. Sch., Monmouth, Oregon,\n\n'01\nSt. N. Sch., Moorhead,\n\nMinn., '97\nN. Sch., Mt. Pleasant, Mich.,\n\nSt.\n\n'02\n\nN. Sch., Natchitoches, La., '06\nN. Sch., New Paltz, N. Y., '99\nN. Y.,'03\nSt. N. Sch., Oshkosh, Wis., '98\nSt. N. Sch., Oswego, N. Y., '00\nSt. N. Sch., Peru, Nebr., '02\n\nSt.\nSt.\n\nSt. N. Sch., Oneonta,\n\nSt.\n\nN. Sch., Plaltville, Wis., '84\n\nSt.\n\nN. Sch., Plattsburgh, N. Y.,\n\n'02\n\nN. Sch., Plymouth, N. H., '03\nSt. N. Sch., Providence, R. I., '97\nN.\nSch., River Falls, Wis., '06\nSt\nSt. N. Sch., Salem, Mass., '00\nN.\nSch., St. Cloud, Minn., '97\nSt.\nSt. N. Sch., San Diego, Cal., '02\nSt. N. Sch., San Jose, Cal., '98\nSt. N. Sch., Shippensberg. Pa., '06\nSt. N. Sch., Southwest, Texas, 04\nSt. N. Sch., Superior, Wis., '00\nSt. N. Sch., Tempe, Ariz., '01\nSt. N. Sch., Tcrre Haute, Ind., '97\nSt. N. Sch., Trenton, N. J., '97\n.St. N. Sch., Valley City, N. Dak.,\nSt.\n\n'02\nSt.\n\nN. Sch., Warrensburg, Mo., '05\n\nN. Sch., West Chester, Pa., '06\nN. Sch., Western, Mich., '05\nN. Sch., Westfield, Mass., '97\nSt. N. Sch.,W. Liberty, W. \\'a.,'oo\n\nSt.\n\nStarbuck, Edwin D., Iowa, '99\n\nSt.\n\nStark, Eliza A., Mo., '04\nStark, Joshua, Wis., '84\nStark,\nE., N. Y., '03\nStarkey, F. H., Pa., '05\nState Agri. College, Kans., '97\nSt. Bd. of Education, Mont., '02\nSt. Coll. of A.& M. Arts, N. C, '04\nSt. Coll. of Washington, '01;\nSt. F. N. Sch., Farmville, Va., '99\nSt. Historical Society, Wis., '84\nState Library, Cal., '99\nState Library, Mass., '98\nState Library, Mich., '02\nState Library, New Jersey, '01\nState Library, N. Y., '93\nState IJbrary, Ohio, '01\n\nN. Sch., Macomb, 111., '02\nN. Sch., Mankato, Minn., '99\n\nSt. N. Sch.. Mavville, N. Dak., '00\n\nStaples, Helen F., Minn. ,'96\nStaples, Leroy G., R. I., '03\n\nWm.\n\nN. Sch., Bloomsburg, Pa., '06\n\nSt. N. Sch., Brockport, N. Y., '00\n\nSoUitt, Alice E., 111., '93\nSomerville Pub. Lib., Mass., '00\nSommer, Frank H., N. J., '05\nSoper, Laura J., Mich., '01\nSoul^, Geo., La., '92\nSoule, O. M., Ohio, '01\nSouth Carolina College, '02\n\nSo. 111. Nor. University, '99\nSouthern University, Ala., '06\nSouth Orange Pub. Sch., N.\n\nN. Sch., Ashland, Oregon, '06\n\nSt. N. Sch., Bellingham, VVa.sh.,'oo\n\nSt.\n\nSt.\nSt.\n\nN. Sch., Whitewater, Wis., '98\nN. Sch., Winona, Minn., '97\n\nSt. N. Univ., Carbondale, 111. ,'99\nSt.\n\nN. Univ., Normal, 111., '98\nDepartment of Education,\n\nState\n\nTex., '06\nSt. Teachers'' Assoc, of III., '90\nSt. University,\n\nIowa, '97\n\nSt. University, N. Dak., '99\n\nOhio, '97\nStauff, John H., Wis., '05\nStauffer, Amos F., N. J., '05\nStearns, J. W., Cal., '84\nSt. Univ., Lib'y,\n\nStearns, Wallace N., N. Dak., 03\nStecher, Wm. A., Ind., '04\n\n"}
{"page": 933, "printed_page": null, "text": "IXDEX TO LIFE AND ACTIVE MEMBERS\nSteele. \\Vm. L., 111., 'oo\nSteele.\nS.. Pa.. '05\nSteelman. D. T., N. 1.. '05\nSteclmaji. Ella H.. N J\n'05\nSlccnis John \\V.. Wis.. '04\n\nStrong, Frank, Rans,. '02\nStrong, Jas. W.. Minn., 'os\nSlroup, A. U., .N. Mex.. '04\nStrykcr. E. Du».. \\. Y., '05\nStrvkcr, Kranklin .\\., N. J., '05\nStuart, Alex. T.. D. C. \"oo\n\nWm.\n\n.\n\nStehm.in, J. H., III.. ^7\nSicin. Francis J.. Pa., 'oj\nStrin. Ililin A.. N. Y.. '05\nSlcincm. Mrs. Pauline. Ohio. '05\nStephens. K.lwin I,., Ij.. '04\nStephcn.s H. Morse. Cal., 'ijb\nStepticns. H. T., K..-ias.. \"03\nStcpht-ns .M. Hates. Md.. gS\nStephen^. Wm. 1... .\\cl)r.. '04\nStephcn.s»in. Ijllie S..\n\n111.,\n\nSterling. W. D.. .\\. Men..\nSlern. Mfuo, N. Y.. '8»\nStcl-son,\n\nifoKs C.. Inil\n\n'7^\n\n.\n\nStevcivs Piowden J.. Jr.. N. Y..'g5\nSteveas, W. J.. Mo.. '04\nStevens. W. Nl., Iowa, 'oj\nStcvcnsi>n, A. 1... III.. '07\n.Stevenson, H.-\\viland. N. Y.. '01\nStevenson, Philp S., Mo.. '04\n\nStevenson. Wm. C, 111., 'ga\nSteward, Darius. Minn.. '00\nSitu-art, I. .v.. Wis., 84\nStewart, lessie. Ky.. '05\nStewart, John A., .\\liih.. '84\nStewart, Jos. S.. Oa 'gs\nStcw.Trt, N. Coe. N. Y.gj\nStewart. Paul E.. Cal.. 'oj\n\n.\n\n.\n\nM\n\nTesihcmaihcr, Helen ,\\., .N.Y.'os\nTeutelierg, L. W., Mo.. '04\n\nSullivan. Ella C. HI., \"gg\nSullivan. Is^iliella. .\\. Y.. 'o>\nSulliv.in. James. N, Y., '03\nSummers. Alex.. D, C, 'g.S\nSuper, Chas. W,, (Jhio, 'gi\nSupl. ami Frin. Asso., Wis.. '84\nSupt. of S»h's. Santa Clara Co.,\nCal,. 'o<>\n.Superior St. .\\or. Sch., Wis.. Vjo\nSuplee. Ella. Iowa. '05\nSurctle. Thos. W., .\\. Y., '01\nSuler, .\\nna. Ind., 'go\n\nThacksion, .Mlierl J., S. C, '03\nrUa.kslon, J. W, \\, C. '05\n\n.\\nna\n\nStoner, C.\n\nII\n\nIll\n\n'oj\n\n,\n\n,\n\nHenry K., III., Vi\n\nStmit\n\nI\n\nW.n-h\n\n\"\n\nni<n>on. I. A\n\n,\n\n'<\n\nTayU», I\nT.yUrt.\n\nR\n\n.\n\n.\n\n\"86\n\nP\n\n.\n\nColo\n\nWirrm III\n\n•\n\niH'i\n\n-.\n\n,\n\nV Of,\nOhU. 'vt\n\n,\\\n\nf\n\nN J\n\n.\n\n,^\n\n^\n,\n\n.\n\n*0S\n\nTar!\n\n.\n\nMich., \"Sj\n\n1\n\n1\n\nKy.. '01\n\n.\n\nTiMiets. .\\nn.-i M.. N'el.r\n\nA C\nS\n\nMinn\n\n,\n\nIII\n\n,\n\n'Tililiilt,\n\n,Marv K\n\nTil.l.iiis\n\nF A\n\n.\n\n,\n\nMom\n\n'01\n\n'04\n\nII\n\nY,'g4\nJrlirir,\n\nTnuHrtt'\n,\n\n1||\n\n<4i»«,\n\n,\n\nW\n\nCawUf\n\n<\n\ni\n\n'Vi\n\nTeaihrr*' A«w>\n\n'oj\n\n,\n\n,\n\n,\n\n.\n\n,\n\nN J., 'oi\n\n.\n\n.\n\n'\n\n^\n\n\"04\n\n,\n\n\"gs\n\n.\n\n'00\n\n,\n\n1\n\n,\n\nMilwaukee, Wr\n\n,\n\nKiJry ( 'o\n\nTMthrri' Attc. •/ If' ii\n\nN C\n\n.\n'oi\n'00\n\n'ti\n\nF.Ohio.'gs\n'v>Miin\n\nTi>hrnor, I,aura J ,Mu., '04\nTithe. R J N C '00\nTirirn, (!ha« A.. Ohio, 'os\nTiUotien /> (' K«n» 'HTi\n'gg\nTillon. (ha. S Wash\nTink<-r, II\nConn., 'g;\n\nSUuoc. Edwin A\n\nAU\n,\n\nM«»*.,\n\n,'os\n\nTMikfft' A iM\n\n.\n\n.\n\nUDC.\n\ni\n\nJ\n\nT.)\nT«\\\nT«/e«rI\n\nKan>\n\n'g8\n\n,\n\n.vH.Ma«. 'g3\n\nTiM.ilt. H\n\nIll\n\nMinn\n\n.\n\nI\n\nI\n\n,\n\nCal, 'oo\nStrinr, J 11\nSlriplin.\nF.\n\"oj\n.\nStrong, C'lt*.\n'o%\n\nW\n\nO\n\nI\n\nY., 'os\n'og\nliltrary,\n\n.\n\nThn liu-Ti f C., Mo. 'gS\n\n'gj\n\n.\n\n.\n\nPulilic\n\nr«yl«*. <;\n\n\"oj\n\nI\n\nD\n\nY 'o»\nY.'gg\n\nTayUir, H.r\n\n,\n\n,\n\n'g8\n\n.\n\nMaw\n\n(\n\nTavlijr. Daniel\n\n/.\n\n.\n\n>\n\nTli.irii|>^>n,\n\n'gj\n\n•\n\nN\n\nO\n\nMaw., '05\n\n'01,\n\nv..\n\nOhio, 'os\n.\n\nK\n\n,\n\n,\n\n,Mame, '03\n\nPa\n\n.\n\n,\n\nO\n\nWm. , Ohii>, 'g4\nTl|..mson. Miss K. E Ohio, 'gg\n'n<oins,in, Frank\nIll , 'gs\nThorntiiirg. /.. C, Iowa, '01\nTh..rnlikp. E. I... N. Y . 'gS\nMo., '04\n'niofnion. .\\ug\n.\n\n.II'\n\n\\V\n\nN, Y,. '03\n\nI), .Miih, 'g6\nThiim|>v)n, S. H., Nel>r , '03\nTh.itnpvin, T E .Mass '07\n\nTli'>m|»v>n.\n\n'gi\n\nI'a.,\n\n1\n\n1...\n\n,\n\nTililM-tls\n\nStr\n\nStr.\nStni.'^r\n\nThompson, John l)., Mass., 'gs\n\n.\n\n•V, .N.\n\nW-\n\n.M,, .V. Y,, '06\n\nW., N. J., '06\n\nrhom|»vin, K.\n\nH Maw., 'ot\ny, N v.. 'gH\n\n\\\n\nI\n\nThompon. l>ouise H., Ohio, 'oi\nThompson. I. S .N. J., '^h\nrh..mp.on. M. I.. N. Y, '03\n\n,\n\n111\n\nTaytor. A\n\nV,\n\n'\n\nat\nStr\n\nI\n\n.\n\nSwill, firlihrr II., Wiush.. 'os\nSylvester, Emma, N' Y\n'os\nI\n\nE., Colo.. '03\n\n!•',\n\nThiimirion. J\n\n'Th<>in|>son\n\n'(.H\n,\n\nSt.\n\nStr\nStr\nSi'\nSir\nStr\nStr\n\nThompson.\n\n'Thomi>s<m. Frank E.. Cal.. '03\nThomi)s.>n. H. E., Okla., 'gs\nThi)m|>s.m, Helen J\nN, J., 'os\n\n.\n\nSvm..ti.|-,\n\nC\n\nThomii-m, D. M., V. C, \"08\nThiimi>vin. E. E., Mavs.. '03\n\nSweet, Henj. A.. Colo., '00\nSweelland, lJI>l>ie J., .N', Y,, *OJ\n.Swell, ILirry P., .V II.. 'oj\n'gg\nSwell, John, Cal\n\nT»i'\nTale. \\V\nTaunloti\n\n,\n\nSt'JOl.\n\nI>\n\nThiim.is, W. S*<)tt. Cal.. 'go\nN. Y.. \"05\nThomp^m. .\\. N,. Colo., '04\nTliDinp^in, .\\ug. A., N. Y.. 'os\n\n'Thompson. .-Vlfred\n\nI\n\nTapiTar\n\n,\n\nld,i, Wyo,. '05\nThomas, Is;iac, \\ I,, 'gg\n\nThiim.is,\n\nThomas. Jennie 1... Nlich.. '00\nThomas, Malhonihah. I'lah. 'os\n\nPaplrv\n\n,\n\nSt..\n\nThom.is, E. R., C.ilo.. 'oj\nThom.is tJet). S.. N. D,ik., 'oj\n\nThomas, S. S.. Ij., '04\n\nTall^.i II. ^,^ y\nTa|)lrv. I.<ii y M\n\n.\n\n.\n\nThomas. 1). W.. In.l., 'gft\n\nThomas Richard S.. X. \\., 'ot\n\nI\n\nStonerm/1, Rdietca. D. C. 'i/>\nStrjrm, A. V , Iowa. '04\nStorms A. H Iowa, '04\n.S«orm», John .Mo\n'o/>\nStoit. J.\nInd V.\nStrnjI. (Jeo M\nP« '84\n.\n\nThomis, A. O., Nelir., '04\n\nS., Texas, 'gs\nHenrv. Cal.. '05\n\nTal!\n\n.\n\nY., 'os\n\n.\\.\n\n.\n\nSulton, W.\n\nI\n\nVi\n\n,\n\nIowa, 'oi\nStoner. W. H\nStoner, W. W., .NVI.r 'o<,\n\nW\n\nThelluson. Ch.-is, E..\n\nSuzj^illii.\n\n1\n\nolii... '.i\n\n.\n\nSanlord 1... (\"\"I\"\n\n.Stoner.\n\nThcilmann, lyouis. Mo., 'os\nTheoLold, Jacob. Jr„ .\\. Y.. 'os\nThiry. J. H., N, Y 'g7\n\n.\\.\n\nI..,\n\n,\n\n.\n\nTh.imcs. W, I., Miss,, 'g7\nriiar|). Wm. H., Ky., '05\nTharix-, V. D., Mo,, 'gi\n\nY„ 'os\nSulcr, .Miss H, ,\\.. La., g4\n\n.Suter,\n\n.\n\nStoneljerg. Philii. J\n\nC\n\nNcv., '94\nTenncrry, K,-itc E., 111., 'oj\n\nTerrcl. Harriet E., Ohio, 'i/i\nTerry. Jennie V,. N. Y., 'os\nTerwilliger, Lewis, Mont., '04\n\n'os\n\nStockwell, .Mrs H. H.. N I)ak..'g4\nStockwcll. .S. S.. Wyo.. '06\nStockwell. Walter I... N Dak.. •g4\nStod.lard. .Miss C. W.. N. Y.. \"oJ\nStokcn, A. I, S C. '00\nStoker. Susan Ci., Cm!., 'w\nStone. Claude V., PI. 'oj\nMith.. '04\nStone. F>liih\nStone. .M.iv/n .S N't.. '04\n\n'os\n\n,\n\nSuHivan. D. J.. Cal.. 'os\n\nW\n\nN. Y.. \"aft\nMarie K.. Nlo.. '04\n\nReed H,, Pa\n\nTemplclon. J,\nY.,\n\n.\\,\n\n'os\n\n,\n\nWm.\n\nLyman H., Va., '03\n\nIVitriiki\n\n.\n\nSlilwcll. J K.. Ariz.. \"06\nStilwell.\nE.. Ohio, 'oj\n.Stine, Chx'i. W.. Pa.. \"06\n\nW\n\nTemming. R, V.. Okla.. \"oo\nTempe Sior. Sch,, .\\ri/.., '01\n\nSlUt>l)S. J. K.,\n\nSwan, Phet>e, Wis.. '97\nSwanger. K. ,\\ (jil., 'gg\nSwansiin. t>s<ar E., Wyo,. 'alt\nSwart, Rose C Wis., 'gs\nSwarthmore Coll. jli'y. Pa., 'oj\nSwart/.. Jno.\nJOhio. \"gj^\nSweeney, Ella 1... R, I.. '00\nSweeney. Thomas H,, N', Y.,\n\nr..\n\nStiKall. Oliver. .Mo.. 'gS\n\nK.\n\nNcv., \"g?\nStudy. J. N., In I., \"g;\nStuver, E., Colo,, '95\nStuyvesant High Schfxl,\n\n.\n\nSwain, (i. k.. .Slich.. '01\nSwain. Henry II.. Mont., '04\nSwain. Joseph. Pa, '93\n\nN. Y. 03\nStewart. Wm. .M.. flah. '05\nSticknev. I.uria, Ohio. 'g3\n\n5>tocicrr.\n\nTelTl.\n\n\\. W., Iowa, '03\nMargaret, HI., '01\nStu.irt, .Milo H.. Ind.. OJ\n\nq\"!\n\nStewart. Sir ah .1.. N. I., \"84\n\nStitt.\n\nStu.irt.\n\nSutherlaml, .\\nnir, \\. Y., 'os\nSutherland, M,irg.-iret W., Ohio,\n\n.\n\nStew.irt. .Srih\n\nStu.irl.\n\n'o<;\n\nW. W.. Maine, 'p^\n\nStevens In.st. of Tech.. N. J.. '05\nStevens C. E.. Ohio. '01\nStevens, Charles E.. Mass.. 'oj\nStevcrts, Edw. L.. N. Y.. \"gg\nStevens, Mary A., Maine. '03\n.Steivni,\n\n'\n\nTeachers' College. Dopt. M.in\nTr., \\, Y., 'gg\nTcuhers' Consult, lib'y.Trenlon.\n.N.J. -o,\nTeoihfrs hisl., Phiia., Pa.. '7g\nroaguc, (.jeortjc. .\\. J 'o>\nTear. Daniel A.. Ill,, \"oO\n\nSuJborough, Mrs. G., Nelir., '80\nSulikowski, Charles Switzerland,\n\n'gs\n\nLouise W.. Ohio, '06\n01\n\nStcrlini;.\n\n_\n\n921\n\n....\n\n'o<\n\n'MA\n.\n\n'84\n\nKan*\n\n,\n\nWi«. 'oj\nP«- 'oA\nK. Ill 'oi\n.\n\n,..tn,r| li.. Ill\n\n.\n\n'gs\n\n'04\nT..|d. I II\nIll\nrorpel. Theodore, (ih.. '01\n.\n\n,\n\n.\n\n.\n\n.\n\n,\n\nToepp. |.i<iiren<« A., S \\ ., '0$\nToUivl, r, L., Trua, 'e$\n\n"}
{"page": 934, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\ng22\n\nToledo Pub. Lib'y, Ohio, '05\nTomlin, J. H., Ind., '00\nTormey, J. A., Wash., '97\nTorrevson, B. W., Ark., '02\nTeuton, Frank C, Mo., '06\nTower, Carl V., Vt., '03\nTower, Willis E., 111., '02\nTowle, Harry F., N. Y., '03\nTowne, Geo. L., Nebr., '00\nTownsend, Annie B., Md., '04\nTownsend, H. S., Phil. Is., '99\n\nTracy, Franklin N., 111., '96\nTraining Sch. for Tchrs., Brooklyn, N. Y., 'os\nTraining Sch. for Teachers, New\nYork, N. Y., '03\nTrant, Amelia E., N. Y., 96\nTraphagen, Gertrude M., N. Y.,\n\nUniversity of N. Dakota, '99\nUniversity of Ohio, '97\nUniversity of Oklahoma, '99\nUniversity of Pennsylvania, '98\nUniversity of Rochester, N. Y., '01\nUniversity of Southern Caliiornia,\n'06\n\nUniversity of Tennessee, '01\nUniversity of Texas, '98\nUniversity of Utah, '95\nUniversity of Vermont, '01\nUniversity of Washington, '98\nUniversity of W. Virginia, '99\nUniversity of Wisconsin, '05\nUniversity of Wyoming, '97\nUniversity, Atlanta, Ga., '95\nUniversity, Brown, R. I., '01\nUniversity, Catholic, of America,\n\nD. C, '06\n\n'05\n\nTrask, Helen W., Minn., '02\nTravell, Ira W., N. J., '97\nTravis, Clyde R., N. Dak., '02\n\nTremain, Miss Frank E., 111., '03\nTressler, A. W., Wis., '92\n\nTreudley, F., Ohio, '91\nTripp, Walter B., Mass., '03\nTrisler, J. L., Ohio, '01\nTrudeau, Chas. F., La., '06\nTrueblood, Stella, Mo., '04\nTrybom, J. H., Mich., '00\nTualatin Acad, and Pacific Univ.,\n\nOregon, '99\nTucker, D. W., N. Dak., '02\nTucker, H. H., N. J., '03\nTucker, Louise E., N. Y., '05\nTucker, Mrs. Rose A., Mo., '04\nTufts, James H., 111., '05\n\nTuger, Margaret E., N. Y., '01\nTupper, F. A., Mass., '03\nTurner, C. W., 111., '99\nTurner, Eugene F., Tenn., '00\nTurner, J. E., Idaho, '95\nTurner, Lora A., N. Y., '95\nTurner, Mary M., Del., '02\nTurner, Robert L., Fla., '05\nTurton, Charles'M., 111., '05\nTuthill, James F., N. Y., '03\nTuthill, Lewis H., N. Y., '03\nTuttle, A. E., Vt., '06\nTuttle, James T., Ohio, '05\nTutwiler, Julia S., Ala., '82\nTwiggs, T. P., Mich., '01\n\nTwining, Nathan C, Cal., '84\nTwiss, Geo. R., Ohio, '94\nTwitchell, W. I., Conn., '01\n\nTwitmyer, Edwin, Wash., '02\nTwitmyer, Geo. W., Del., '90\nTyler, H. W., Mass., '03\nTyler, Leon L., Ind., 03\nTynan, Joseph, N. Y., '05\nTynan, T. T., Wyo., '99\n'05\n\nTyrrell, Carroleane, I!!.,\nUihlcin, Margaretta, N. Y., '05\nUlmer, Levi J., Pa., '03\nUnderhill, Volney, 11!., '93\nUnderwood, F. M., Mo., '04\nUnderwood, H.\nPa., 'oft\nUnderwood, S. A., Mo., '01\nUniversity of Arkansas, '01\nUniversity of California, '9s\nUniversity of Chicago, 111., '99\nUniversity of Cincinnati, Ohio, '06\nUniversity of Colorado, '02\nUniversity of Denver, Colo., '02\nUniversity of Georgia, '95\nUniversity of Idaho, '02\nUniversity of Illinois, 'gp\nUniversity of Indiana, '99\nUniversity of Iowa, '97\nUniversity of Kansas, '02\nUniv. Lib'y, Nebr. Wcs., '05\n\nK*\n\nUniversity of Maine, 03\nUniversity of Michigan, '98\nUniversity of Minnesota, '00\nUniversity of Mississippi, '03\nUniversity of Missouri, '95\nUniversity of Nebraska, '98\nUniversity of\nCarolina '99\n\nN\n\nUniversity, Colgate, N. Y., '02\nUniversity, Columbia, N. Y., '95\nUniversity, Cornell, N» Y., '96\nUniversity, Denison, Ohio, '00\nUniversity, Harvard, Mass., '95\nUniversity, Howard, D. C, '06\nUniversity, J. B. Stetson, Fla., '99\nUniversity, Johns Hopkins, Md.,\n'99\n\nUniversity, Lawrence, Wis., '99\nUniversity, Lehigh, Pa., '99\nUniversity, Leland Stanford Jr.,\nCal., '97\n\nUniversity, Mercer, Ga., '99\nUniversity, Miami, Ohio, '95\nUniversity, Northwestern, 111., '02\nUniversity, St. Louis, Mo., '01\nUniversity, '^Southern. Ala., '06\nUniversity, So. 111. Nor., '99\nUniversity, Vanderbilt, Tenn., '01\nI'niversity, Valparaiso, Ind., '97\nUniversity, Washington and Lee,\nVa., '01\nUniversity, Western, of Pa., '05\nUniversity, Yale, Conn., '01\n\nUpdegraff, Harlan. D. C, '99\nUpton, Ralph R., 111., '98\nUsher, Susannah, 111., '03\nUstrud, H. A., S. Dak., '06\n\nUxbridge Free Pub. Lib'y, Mass.\n'03\n\nVactor, Elmer R., N. J., '05\nVail, Henry H., N. Y., '97\nVaile, E. O., 111., '95\nValparaiso Univ., Ind., '97\nVan Aken, Mrs. G., N. Y., '84\nVan Arsdale, May B., N. Y., '05\n\nVance, Mary E., 111., '03\nVance, Wm. McK., Ohio, '00\nVan Cleve, C. L., Ohio, '96\nVan Cleve, Edw. M., Ohio, '97\nVanderbilt Univ., Tenn., '01\nVanderbilt, Edgar, N. Y., '05\nVan Dusen, Elden M., N. Y., '05\nVandyke, J. A., Minn., '96\nVan Liew, Chas. C, Cal., '94\n\nVann, Leonard L. Ala., '05\nVan Rensselaer, Martha, N. Y.,'94\nVan Sickle, Jas. H., Md., '92\nVan Wagoner, Mrs. Mary E., Pa.,\n'05\n\nVassar College, N. Y., '98\n\nVaughan, Mary E., III.,\n\n'00\n\nVcatch, Nathan T., Kans., '95\nVeendict, Mrs. M. L., Mich., '01\nVenable, Francis P., N. C, '02\nVenable, Marv A., Ohio, '02\nVerlcnden, Edith, N. Y., '05\nVerplanck, Fred. A., Conn., '02\nVert, Edmund J.,\n\nN. Mex., '9.5\n\nVotaw, Clyde W., 111., '03\nVrooni, Wm. F., N. Y., '05\n\nWabash College, Ind.\n\n'95\n\nWaddle, Chas. W., Colo., '04\n\nWadhams, John A., 111., 'oi\nWadlcigh High School, New York,\nN. Y., 'o,s\n\nWadsworth, Mrs. L. S., Mass., \"03\nWagar, Bertha B., Ohio, '05\nWagner, Jonas E., Pa., '04\nWaite, Geo. S., Mich., '00\n\nWakeman, J. W., N. J., '92\nWalcott, G. D., 111., '06\nWaldo, D. B., Mich., '06\nWaldo, Eveline A., La., '96\nWalke, Matilda L., Ohio, '92\n\nWalker, Amasa, N. Y., '03\nWalker, B. M., Miss., '99\nWalker, E. W., Wis., '97\nWalker, Jos. H., Ga., '01\nWalker, P. R., 111., '90\nWalker, Thos., Australia, '05\nWalker, Thos. R., Ala., '03\nWallace, Agnes, N. Y., 'c;\nWallace, May B., 10., '02\nWaller, E. B., Tenn., '05\nWalls, Callie K., Ohio. '01\nWalrath, M. H., N. Y., '06\nWaldschmidt, Anna, 111., '03\nWalsh, Agnes L., N. Y., '05\nWalsh, J. H., N. Y., '95\nWalsh, Louis S. Maine, '03\nWalter, Mary, Ohio, '98\nWalter, Sarah J., Va., '98\nWalters, Wm. W., Mo., '01\nWalton, Geo. A., Mass., '92\nWard Seminary, Tenn., '99\n\nWard, Annie L., N. Y., '05\nWard, F. D. Ohio, '01\nWard, George W., Md., 'o^\nWard, Mrs. Jennie P., N. j!, '01\nWard, Mary A., N. Y., '05\nWardlaw, J. C, Ga., '02\nWardlaw, P., S. C, '00\nWarfield, Wm. C, Ga., '00\nWarner, A. B., Mo., '94\nWarner, Chas. F., Mass., '99\nWarner, Edwin G., N. Y., '06\nWarner, Ellen E. K., N. Y., '05\n\nWarr, J. W., 111., '95\nWarren, F. H., Ohio,\nWarriner, E.\n\n'03\n\nC, Mich., '99\n\nWarwick, Bessie B., N. J., '05\nWashburn, Kirk N., Mass., '96\nWashburn, Morgan, N. Y.. 'c2\nWashburn, W. C.. Ohio, '06\nWashington County Free Lib'y,\nMd., '02\nWashington and Lee Univ., Va.,\n'01\n\nWashington State Lib'y, '06\nWaterhouse, A. H., Nebr., '96\n\nWaterman Richard, Mass., '96\nWaters, Henry, N. Y., '01;\nWatkins, Sarah R., N. Y^, '02\nWatson, Lake G., N. Dak., '02\n\nWm. C. Ala., '05\nW. E.. 111., '9S\n\nWal.son,\n\nWatt,\n\nWavnesburg College, Pa., '02\nWav-t, Wm. H., W. Va., '06\nWe.aver, E. W., N. Y., '97\n\nWeaver, John S., Ohio, '99\nWebb, A. C, Tenn., '01\n\nWebb, Lind.sey, Wis., '03\nWebb, Louis K., Cal., '99\nWebber, .'\\rthur B., Mass., '03\nWebber, Sarah S., Mass., '03\nWeljcr, A. W., Wis., '97\n\nWeber, H. C, Tenn., '0%\n\nVickroy, Wilhelm R., Mo., '03\nVicbahn, Chas. F., Wis., '84\nVincent, Geo. E., 111., '02\nVirtue, G. O., Minn '98\n\nWebster, E. E., 111., '99\nWebster, Elma J., Mo., '04\nWebster, Geo. W., III., '99\nWebster, W. F., Minn., '96\n\nVlymen, Wm. T., N. Y., '05\n\nWeed, Marcus A., N. Y., '05\nWeeks, C. W., Nebr., '95\n\n,\n\nVogel, Frank, Mass., '03\nVogel, Geo. J., N. J., '06\nVogel, Wm. H., Ohio, '90\n\nVoorhes, O. P., Ohio, '00\n\nWeir, Samuel, S. D.ik., '01\n\nWelch, Willis Y., Pa., '06\nWeld, Frank A., Minn., 'os\n\n"}
{"page": 935, "printed_page": null, "text": "IXDEX TO LIFE AXD ACTIVE MEMBERS\ncldon, Emma, 111., '05\n\n923\n\niglilman, H. J., Pa., '03\nliber, .\\uslin E., Ukla., 'oi\n\nWoman's Coll., Raltimore, Md. '03\nWoman's Coll. .Frederick, Md., 'gg\nWothl, .-Varon I'.. .Mich.. '00\n\neLJi, J. P.. Pa., '96\n\nH. /-., K-ans., 'oa\nilbur, Rachel J., .\\ V., 'os\nilburn, Emilv P.. lia., 'os\nilex, AllK-rt' n., N. Y.. 'oo\n\nrniworth. \\Vm. H.. Mich., '05\n\nilim,\n\ncUcslcy College, Mass., '00\ncUinKton Pub. Lib'y, N. Z., '05\nilU CollcRe. N. v.. '06\nells John J.. \\. Y.\noj\n\nemitk. E.\n\nWLs., 'ys\n\nV..\n\nM.. .\\\n\nY., 'ofi\n\nWm. H., In.l\n\niley,\n\nEmma\n\niltiiis,\n\n•o^\n\n,\n\nH., Tex-K, *g4\n\nilkins, .\\.\n\nHenry S., M'l.. '05\n\nW.«k1, J.xs. a., N. .Mex.. •g7\nWixxl, John .v., Ind., 'i>.s\nWoo.1, O. M., P. R., '^3\nWockI. Stella I,., .Minn., 'oj\nW.hhI, Thos. D., N. Y.. '03\nWo,mI. Wade H., Ga.. 'oj\nW.KHlburv, Chas. T., M.i.ss., '03\n\n\\V,iller H.. .Mo., '04\n\nGis>.\n\n.\n\nSamuel, Ind., \"o^\nest, Geo. A., N. J., '01\n\niTlr,\n\nWood, Harlan .\\.. \\ 1., 'os\n\nWa.sh., 'gg\n\nH.,\n\nJes,sie\n\nX.\n\nAdda P., 111., 'oi\n\ncnz,\n\ni->l,\n\nliber,\n\nIowa, '03\n\n!•'.,\n\niltrnxm.\nilkmson,\n\n(Cans., 'os\n\nilUrd, J.\n\nMonroe, Pa., 'oj\n\ncsiem College, Ohio, 'qq\n\nillard, S.\n\nP.,\n\nest. 111., St. Nor. School, 'oj\nesicm St. Nor. Sch., Mich., \"05\nVslern L'niv. of Pa., '05\nestcr\\-elt, Z. K., N. Y., 'g?\nt-st Holx>tcn Pub. Sch.\nIJb'v.\n\nII.ird. S. S.. Pa., 'ob\nillLims, Ch.is, .\\., Mass., '03\nilli.iins Coll. I.ib'y, .M.iss.. 'g;\niams, David, l-'la., 'g7\n\nCbicott,\nesicolt,\n\nN.J. -OS\n\n.\n\nMrs.\n\n'01\n\n.M.iine,\n\nI..,\n\nI>anirl A.,\n\nhile,\n\nDaniel H. Cal\n'v«j\nlohn .\\.. Wii.. '04\n\nIll\n\n,\n\nH. H., Ohio,\n\nM\n\nhile.\n\nI.\n\nT.,\n\nMd\n\n,\n\nhitc,\n\nI.\n\nC. .M..\n\n,\n\nilh.irns,\n\nMarv L., Mo., 'o?\nPhilo J., Mass.,\n\nW.-.Uv,\n\ni..iimi,\n\nNtaurice P., Nla»«., 'oj\n'04\nIII\n.Mildrcl E\n\nhile.\n\nW. S\n\n'::•«-.\n\n,\n\n,\n\n.M.,\n\nW T\n\nPa\n\n,\n\n.\n\nMaine,\n\n'g7\n'IVfin\n\n'oJ\n\n'n.,\n\n\"Hf)\n\nSherman, N.\n\ni.i.ims,\n\nWm. H.. Wis., 'g?\n\nV., 'gS\n\niliiiiiwm. J. I'.\nIdaho, \"gs\nlUiiiijham, Henry J\n.Ma., 'o\nH. H„ N. J., \"gj\n.\n\n,\n\nMrs. H. H., N.J, '01\ni;;i', II'. .1., Iowa. 'K4\nIlls.\n\nW. S. N. I., '01\nA. C, .Md.. 'os\n\nilli^lon. .\\.\n\nY., '03\n\n.N.\n\nI...\n\nInst. Ijb'y, Del., 'ot\n\nIi]iiii)(ton\niltiiMi\n\nJuUa .v.. Ohio. '03\nEugene .\\.. III., 'gg\n\n.\n\nll..rry\n\nH.\nil-ii, II.\n\nIt.,\n\nG.,\n\nIII., 'gs\nInd., '00\n\n'\n\n.1,\n\nii, .Mo., 'os\n...m K,. .N. I,, '06\nJ. Ormond, 1).\n\nC\n\n\"So\n\n,\n\na, J\nW.. Kant, 'g/i\nU- n, Xlri I. I.. W.. P..,\nil-.ii.\n\nV\n\n|o»,\n\n,:-.ti\n\n\\\\-\n\n..n.\n\nW.\n\n,1\n\n,\n\n,\n\n.\n\nHWtr.\n\n»fr,\n\nH\n\n/\n\n\\f\n\nVV\n»\n\n'gl\n\n,\n\n,;o5\n05\ns\n\nt\n\n'g,\n\nV\n\n»\n\n>i\n\nPa\n\n.\n\n'04\n\n.\n\nWaiOl., 'oJ\n\n.\n\n'00\n\nYorum, A. Duncan, P«\n\n'.,?\n\nVo.lrr. A.\n\nH\n\nW\n\nWash\n\n.\n\n'oj\n\n.\n\n'gft\n\n.\n\nV«ler,\nA Nebr 06\nYore, MarK.irrl I, .Mt» '04\nYtifk. Ixwi* 1:\nOhio, 'oi\nVouker. H S Wi. 'oj\nYnumant, |-'re<l\nOhio, 'oj\nY.\n,\n\n,\n\n.\n\n,\n\nI..\n\n,^s\n\n.\n\n\\. Y., 'os\ni.\n\nYer^•-^. ^\n\n.\n\n.\n\n.\n\n..\n\n.\n\n(-..n\n\n.\n\n'\n\nV.\n\ni\n\n,\n\n,\n\nV\n\nI\n\nAla\n\nWright. Charles V... Phil. Is., '05\nWright, luimunJ 11'., Maine, '8g\nWright. J. I... Tenn.. 'oj\nWright. John ,\\., Ohio, '01\n'03\nWright. John H.. Mas>\nWright. 1.. I., .Miih., 'g6\nWright, O. A., Ohio. 'g,s\nWright, Paul H., I Miio, '04\nWright. Robl. H. .Md '06\nWright, R. k\nGa '00\nWright. Wm. R., .\\lith., 'gj\nWyatl. II I)\nIrnn., 'os\n\nV\n\nOhio, 'oO\n\nM.\n\n.\n\n,\n\nHorace G.. Oregon. '01\ns.,n. Howar.l S.. N J.. 0$\n..,. IVVKre-l. \\\ny. 'gg\nI. N Y.'os\n\n1.\n\nP. S., Cul., 'oi\nW>>.-i.r, B. C. N. J., 'os\nWixrster, I i/jJe E., 111., '05\nWork, Crec T., Texas, '04\nWork. H. H W. Va., 'oo\nWork, I^iura H., I'lah, '03\nWright, .\\nna J.. Ohio, •g4\n\n,\n\nI.. Wis., '01\n\nil-..n.\n\n,l-.n,\n\n,\n\n.\n\nW.. -Mass.. 'g,S\n\nli.iiiiis,\n\n1\n\n\\'tol.i\n\nR., Ma.ss., '03\n\n!•'.\n\nMary L.. .N. Y.. '05\nMrs. Mary E., N. Y.\n\nilli.uns, 1.\n\nilli.ims,\n\n\"gH\n'87\n\nhue,\n\nWoodwanl.\n\nilliams,\n\nUlysses, Mont.. '06\n\nI.\n\nR.\n\n'i.le,\n\nhile,\n\n'03\n\n,\n\nWiKxIward, Eli/.. J., Mass., 'gg\nWtMMlward, E. Si., Mas.s., '03\n\n'01\n\nims J. 1)., 111.. 'q6\n\nilliiiiis.\n\nMo., '04\n\n.\n\nI\n\nWi»xlring, James D., Pa., 'os\nWiHHlrulT. Clinton R.. Pa., 'ott\nWiMKls. .Mice. England, 06\nW.«<lside\nHigh School, New\nYork. N. Y., '03\nW.KKlward, C. M., Mo., '87\nW.H^lward. Eli/.. A., N. Y., '03\n\nW.HHiwar.l. .Mrs. H. A.. N. Y.. '05\nWiKxIward. J. C. Ga.. 'g7\nW.khIv. H. t;.. Ind.. '03\nWoofter. Thos. J., Ga.. '04\nW.H.IIard. Harriet J., N V., 'cs\nW(H.ley. I.. C. N. J., 'g3\nW.1.1IM.V, C. H.. Conn., '03\n\nilli\n\n,\n\nhile, JoM-jih\n\n'7^\n\n'00\n\nHenry G., Ohio,\n\no?\n\nhile,\n\nhile,\n\nOhio,\n\nl>flij,\n\nilli.iiiis,\n\nT\n\nCha».\n\nW.HMlman, 1-. C, N.\n\nConn., '03\n\nEvelina, N. Y., '03\n\nilli-.n.\n\nhitc,\n\nW.MKlley. K. B.. Mi.ss.. '06\nW.H.llev, O. I., N. J., 'g6\nW.KHlUy, Wm. H., Mich., '06\n\nW. K., Pa., 'os\n\nlU.im-i,\n\nJ.,\n\n,\n\nKans., '84\n\nilli.inis,\n\nheeling Pub. l.i!i'v, W. \\'a., '01\nhrel.Kk, Chav V.', S. Y\n'gs\nhcrry, J. E., Pa., '04\nhippie, H. .\\., Wis., V7\nhitcher, Gefi. ft., S. H., 'oj\nhilconib, .\\. K., Mav4 , '<ji\n('., .Mas*., 'oj\nhilromb, C.\nhiU, Ch.11. C, Mi<h , 'y5\n\n111.,\n\niiJums,\n\n1II1-,\n\n.\n\n'g6\n\n1.,\n\nN'.,\n\nC. C, Iowa, 'oO\n\nillard.\n\nheeler, .Miri:im E., N. Y., 'oj\nheeler, Orville G., X. Y.. '05\nheeler. \\V\n111.. '05\nheeler, WiUar.i\nAla., '00\n\nH\n\nJ.\n\nilkiiiMin, J.\n\n,\n\ncston, B. EvcInti. Minn., \"oj\neston, Horencc M.. Minn\n'o^\nest Virginia UnivTrsilv, '99\nrtllc, J. v.. .Mo., 'oi'\nttl.slein, Frances, Wis.. '03\nelzcl, \\Vm. .\\., N. J., 'oj\nctzcli, \\V. A., Utah, 'oj\nhalcn, R. \\V., Colo.. 'oO\nhealon College, 111., 'c>g\nheeler, Cl.ira, Slich., '02\nheeler. E. E., 111.. '06\nheeler, K. A., Mass., 'oj\nhi-eler, (ic<irgc, I'a., '05\n|\nheeler, H. O., Vt.. '05\n\nI.\n\nN. Y.. 'gg\n\nW.KKlluill', 1. P..\n\nRonico .\\., .Mil., 'os\nChas. H., Ma-s.s., '03\nO. S., III., 'g^\ni-st. Branch, St. N. Sch.. Ha>^,\ni->t,\n\n»•..\n\n,N.\n\nv.. '0*\n\nNY. •„»\n\nV.'oj\n\n•\n\n.\n\n'oj\n\nM\n\nM\n\nC\nYoung,\nY.\n\nS.\n\n,\n\nV\n\n.\n\n.\n\nr\n\nIII.,\n\nE\n\n!\n\nN\n\n.\n\n11\n\n\\\n\nI\n\n/\n\nIrl\n..\n\n.,\n\n,\n\nW\n\nAliiia\n\n.\n\n'mI>\n\n'gA\n\n.\n\n,\n\nMoot\n\n.\n\nIll\n\np\n\n.\n\n,\n\nKg\n\n'04\n\n.\n\n|1,i|\n\nI,..'o4\n\n'07\n\nI'a\n\n.\n\n/*llrT. i\n\n\"oo\n\n'os\n\n.\n\nl-la\n\n,\n\ni\n\n'oj\n\nMd, '04\n\n.\n\n•««,\nI\n\n/irr.lrn\n\n.\n\nI'a\n\nI\n\nI\n\n/-....\n\n.\n\nDak\n\ntlhio, '01\n\nM Pa., '07\nWU 'os\n.\n\n/lmmrr«. P J\nZton K.<l ln«4. Lib'y, III., '04\nZifkU, H W. Col..; 'oH\n.\n\n/-.llrf.\n\nW M\n,\n\nU\n\n.\n\n'00\n\nNS.llr.\n\nH K\n\n.Mam.. 'oj\n\nW.Me.\n\n1.\n\n.\n\n«<•\n\n,,\n\n1.\n\nHmry, Jr\n\n/.urblin.\n\nIfla.\n\nZwrifcl.\n\n,\n\nMd\n\n,\n\nCha>, III\nLuuiw C\n\n.\n\n,\n\n,\n\n'oj\n\n'01\n111.,\n\n'04\n\n"}
{"page": 936, "printed_page": null, "text": ""}
{"page": 937, "printed_page": null, "text": "LIST OF EDUCATIONAL INSTlTUTIOiNS\n\nANO\n\nLIBRARIES ENROLLED AS ACTIVE\n\nMEMBERS\n(Most of THftsE Institutions Have Purchased Fill Skis of Back Volumes.)\nSec list of institutions at the cinsf of each state for date of enrollment and names of adniinislralive\nofficers.\n\nUniver.iities and ColleKC.t\n\nJohns Hopkins University, Baltimore, Md.\nKen yon College, Gambler. O.\nLake Eric Coll. and Scm., Painesville. U.\nLawrence University, Appleton, Wis.\nLehigh University, Bethlehem, Pa.\nLcland Stanford Jr. University, Cal.\n\nAdclbert Coll of West. Res. Univ.. Cleveland. O.\n\nAdelphi College, Brookl>-n, N. Y.\n\nAlabama Pol>-technic Institute, Auburn, Ala.\nArmour Institute of Technology, Chicago, ill.\n.\\mhcrst College, .\\mherst. Mass.\n.\\tlanta L'ni>Trsity,\n\nIJncoln College, Lincoln, III.\n\ntia.\n\n.\\tl.-uita,\n\nBaker Utu\\Trsity. Baldwin, Kans.\n\nLombard College, Galesburg. III.\n\nBaltimore City College, Baltimore, Md.\n\nMonhatt.in College, .New York, N. Y.\n\nBarn.vd College, New York, N, Y.\n\nMarist College, Atl.anta, Ga.\n\nBates College, Lewiston, Me.\n\nMassachusetts In.st. of Technology, Boston, Mass.\n\nNeb.\n\nBclle\\-ue College, Belle%-ue,\n\nMercer University, Macon, Ga.\n\nMiami University, Oxford, O.\nMidland College, Atthi.son, Kans.\n\nBcloit College, Bcloit, Wis.\n\nBerca College, Berea, Ky.\nBoston College, Boston, Mass.\nl<i;<.ton\n\nMontana State College. Bo7.eman, Mont.\nMt. Holyokc College, S. Hadley, Mass.\n\nUniversity, Boston, Mass.\n\nBrigham Young College, I»gan, Utah.\n\nNorthwestern College, Napcrvillc. III.\n\nBrown University, Providence, R. I.\nBr>-n Mawr College, Bryn Mawr, Pa.\n\nNorthweslrrn University. Kvanston. III.\nOberlin College. (jU-rlin. O.\n\nButler College, Iiulianapolis, Ind.\n\nOttcrbcin Uniwrsity. Westerville. O.\n\nCanisius College, Buffalo, N. Y.\n\nPacific University. Forest\n\nCatholic University of America. Washington, D. C.\n\nGrove. Ore.\nPark College, Parkvillc. Mo.\n\nCorlclon College, Northfield, Minn.\n\nPerkins Institution, South Boston, .Mass.\n\nClark University. Worcester. Moss.\nClcmson .\\gricultural College, Clenuon, S. C.\n\nPratt Institute, Brixiklyn, N. Y.\n\n(Vi<-\n\nPomona College, Claremont, Cal.\n\nCollrge, Crdar Rapids, la.\n\nPriihett Gillege, Glasgow,\n\nUniversity. Hamilton, N. Y.\n\n(\n\n..U:.itc\n\n(\n\n..llrdc of the\n\nMo.\n\nRailclifTe College, Cambriilge, .Mass.\n\nCity of .New York. New York. N. Y.\n\nRipon College, Ri|)»n, Wis.\n\nOillcgc o/ the Holy Cross, Worcester, Mass.\n\nRobert College, Constantinople. Turkey.\n\nCollege of St. Krancis Xavier. New York. N. Y.\n\nRockford College, Rmkford, III.\n\nColumljta University, New York. N. Y.\n\nS». John's Uni\\Trsity, Gjllegeville,\n\nC<jmell University, Ithaca, N. Y.\n\nSt. L[>uis\n\nCrrighton Univer^ty, Omaha, Neb.\nDartmouth Collrgr, Hanover, .N, H.\n\nSchor>l of l-Uhiiation, Unlxrrsity of Chicago, III.\nSchool of Pe.|agogy, New York University, N. Y.\n\nIlavidson Collrgr, Uaviiison,\n\n.N.\n\nC.\n\nSccitia\n\nI>ickinv>n College, Carlisle, Pa.\n\niJoanc (College. Oefe. Neb.\nI |iworlh Univrrsily. Oklahomn, OkU.\nI\n\n..rdha/n Inivrrwly. .New York, N. V.\n\n(\n\n,rnrv» ('<.llrKr. Ilravrr Kallt.\n\n(\n\n.r<,rtjrt<.»ri\n\nlirorgr IVaU^ly Coll (of\n\nI\n\nSlate .\\gritullural Collrge of Alaluma\nState Agriiullural C.illrgr of Connrttiiul\n\nI'a.\nI),\n\nC.\n\nStair Agriiullural Collrgr o( Kansas.\n\nr»i hrii. .Nashville, Trnn,\n\ntirorge Washington Univrrsiiy. Washington, D.\n\nC\n\nHarris In*4ilutr, WoonarKkel. K. I.\n\nM\n\n.rfton.\n.\n\nIowa\nIowa S'\n(\n\nSlalr Agti\n\n.Mich.\n\n)\n\nI\n\nStair Agriiullural Collrgr of\n\n>.\n\n~\n\n11.\n\nNrw Ham|>iliirr.\n\nSlalr Agriiullural Collrgr of Nrw\n\nCollntr. Conwsr. Ark.\nr\n\nStale Agriiullural Collrge <! .Miihigon.\nSlalr ,\\gri<ullural Collrgr of MinnraiMa.\nSlate Agritultural Collrgr of Misaisaip|)i.\n\nllAmrd Univmity, Cambridge, Masa.\nIlrti'lrit\n\nC\n\nSmith C<illrit<^. .\\orthliam|i(on, Mas*.\nSouth Canilina CnllaKr. ColumUa, S. C\nSiNilhrm Univrruly, Grrrn^ltoro. Ala.\n\nKmofy Oillege. f>«ford. (Ja.\n\nW j«liini{loti,\n\nSeminary, Concord, N.\n\nShaw University, Raleigh. .N. C.\nSimmons (^illege, lloston. MaM.\n\nUrnison UnivrrMly, (iranvillc, (J.\n\n(ollrgr.\n\nMinn.\n\nUnivemily, St. I»uis, Mo.\n\n'\n\nSlalr Agn\n\nD. C.\n\nSlalr Agn.\n\nIII.\n\n.\n\ni\n\nr:r\n\n,.r of Rlu«Ir Inland\n^r of South Dakota\n\nSlalr Agriiululral C<illrgr of Utah.\n\nla.\n\n\\mn. la.\n\nSlalr Collrgr of IVnnsylvania.\n\nJohn U. birUoa tnivcnily. DcUmJ, Fla.\n\nSlalr Collrgr of Washington.\n\n9^5\n\nMrsico\n\nof .North Carolina\n\n'\n\n"}
{"page": 938, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n926\n\nState Univeristy of Arkansas.\n\nStal e Normal College, Ypsilanti,\n\nState University of California.\n\nStai e Normal School,\n\nState University of Colorado.\n\nSta e Normal School, BelUngham, Wash.\n\nState University of Georgia.\n\nSta e Normal School, Bloomsburg, Pa.\n\nState University of Idaho.\n\nSta e Normal School, Brockport, N. Y.\n\nState University of Illinois.\n\nSta e Normal School, California, Pa.\n\nState University of Indiana.\n\nSta e Nor. Sch. (Third Dis.), Cape Girardeau,\n\nState University of Iowa.\n\nSta e Normal School, Carbondale, lU.\n\nState University of Maine.\n\nMich.\n\nAshland, Ore.\n\n,\n\nSta e Normal School, Charleston, 111.\n\nState University of Michigan.\n\nSta e Normal School, Cheney, Wash.\n\nState University of Minnesota.\n\nStai e Normal School,\n\nChico, Cal.\n\nState University of Mississippi.\n\nStai e Normal School,\n\nCortland, N. Y.\n\nState University of Missouri.\n\nStai e Normal School,\n\nState University of Nebraska.\nState University of North Carolina.\nState University of North Dakota.\n\nState University of Ohio.\nState University of Pennsylvania.\n\nState University of Tennessee.\nState University of Texas.\nState University of Utah.\n\nState University of Vermont.\nState University of Washington.\nState University of West Virginia.\n\nState University of Wisconsin.\nState University of Wyoming.\n\nSwarthmore College, Swarthmore, Pa.\nTeacher's College, Dept. of Man. Train., New York.\nUniversity of Chicago, 111.\nUniversity of Cincinnati, Ohio.\n\nUniversity of Denver, Col.\nUniversity of Oklahoma, Norman, Okla.\nUniversity of Rochester, N. Y.\nUniversity of Southern California, Los Angeles, Cal.\n\nUniversity of Syracuse, N. Y.\nUniversity of State of New York, Albany.\n\nVanderbilt University, Nashville, Tenn.\n\nVassar College, Poughkeepsie, N. Y.\n\nWabash College, Crawfordsville, Ind.\nWard Seminary, Nashville, Tenn.\nWashington and Lee University, Lexington, Va.\nWaynesburg College, Waynesburg, Pa.\nWellesley College, Wellesley, Mass.\n\nWells College, Aurora, N. Y.\n\nWesleyan University, University PI., Neb.\nWestern College for Women, Oxford, O.\nWestern University of Permsylvania, Allegheny, Pa.\nWheaton College, Wheaton, 111.\nWhitman College, Walla Walla, Wash.\nWilhams College, WilUamstowi*, Mass.\n\nWoman's College, Baltimore, Md.\nWoman's College, Frederick, Md.\nYale University, New Haven, Conn.\n\nNormal Schools\nCity Normal School, Dayton, O.\n\nCity Normal School, New Orleans, La.\n\nCumberland Valley State Normal School, Shippensburg. Pa.\n\nGeorgia Normal and Industrial College, Milledgeville,\n\nMo.\n\nSta e Normal School, Cedar Falls, Iowa.\n\nState University of Kansas.\n\n'\n\n[Institutions\n\nGa.\n\nNormal and Industrial Institute, Hampton, Va.\nNorthern Indiana Normal School, Valparaiso, Ind.\nNorthwestern Normal School, Alva, Okla.\nProvincial Normal School, Truro, Nova Scotia.\nState Normal College, Troy, Ala.\n\nDeKalb, lU.\nNormal School, Duluth, Minn.\nStai e Normal School, Edinboro, Pa.\nStai e Normal School, Ellensburg, Wash.\nSta e Normal School, Emporia, Kans.\nSta e Normal School, Fairmont, W. Va.\nSta e Normal School, Farmville, Va.\nStai e Normal School, Fitchburg, Mass.\nSta e Normal School, Flagstaff, Ariz.\nSta e Normal School, Geneseo, N. Y.\nStai e Normal School, Greeley, Colo.\nSta e Normal School (West Branch), Hays, Kans.\nSta e Normal School, Indiana, Pa.\nSta ;e Normal School, Jacksonville, Ala.\nSta e Normal School, Kalamazoo, Mich.\nSta e Normal School, Lock Haven, Pa.\nSta' e Normal School, Los Angeles, Cal.\nStai e Normal School, Macomb, 111.\nStai e Normal School, Mankato, Minn.\nStal e Normal School, Mansfield, Pa.\nSta e Normal School, Marquette, Mich.\nSta' e Normal School, Mayville, N. D.\nSta e Normal School, MiUersville, Pa.\nSta e Normal School, Monmouth, Ore.\nSta e Normal School, Moorhead, Minn.\nSta' e Normal School, Mt. Pleasant, Mich.\nSta' e Normal School, Natchitoches, La.\nSta e Normal School, New Platz, N. Y.\nSta e Normal School, Oneonta, N. Y.\nStai e Normal School, Oshkosh, Wis.\nStai e Normal School, Oswego, N. Y.\nStai e Normal School, Peru, Neb.\nStai e Normal School, Platteville, Wis.\nSta e Normal School, Plattsburg, N. Y.\nStai e Normal School, Plymouth, N. H.\nSta e Normal School, Providence, R. I.\nSta e Normal School, River Falls, Wis.\nStai e Normal School, St. Cloud, Minn.\nStal e Normal School, Salem, Mass.\nSta e Normal School, San Diego, Cal.\nStai e Normal School, San Jos^, Cal.\nSta e Normal School, San Marcos, Tex.\nSta e Normal School, Tempc, Ariz.\nStai e Normal School, Terre Haute, Ind.\nSta e Normal School, Trenton, N. J.\nStal e Normal School, Valley City, N. D.\nSta e Normal School, Warrensburg, Pa.\nSta c Normal School, West Chester, Pa.\nSta c Normal School, Westlield, Mass.\nSta e Normal School, West Liberty, W. Va.\nSta e Normal School, West Superior, Wis.\nStai e Normal School, Whitewater, Wis.\nSta e Normal School, Winona, Minn.\nStai e\n\n"}
{"page": 939, "printed_page": null, "text": "LIBRARIES\n\nEnrolled]\n\nStale Normal Unirenity, Normal. 111.\n\n927\n\nLibrary, Teachers Consulting, Trenton, N. J.\n\nStale Norma] and Indust. Coll., Greensboro,\n\nN. C.\n\nWinthrop Normal and Indust. Coll., Rock Hill, S. C.\nLlbrarle5\n\nLincoln City Library. Lincoln, Neb.\n\nManchester Public Library, M.anchcstcr, N. II.\nMcClelland Public Library, Pueblo, Col.\n\nA. K. Smiley Public Library, Redlands, Cal.\n\nMechanics Mercantile Library. San\n\nAltoona Mechanics Librar>'. I'a.\n\nMercantile Library Asso., of New York, N. Y.\n\n.\\nsonia Librarj-, Ansonia, Conn.\n\nMercantile Libniry Company, Philadelphia. Pa.\n\nLudlow Memorial Library, Monn*, Wis.\nBryson Library, Teachers College. New York.\n\nMinneapolis Anthenaeum, Minneapolis, Minn.\n\n.\\rabut\n\nFr.oncisco, Cal.\n\nNew Brit.iin Institute, Conn.\n\nCameftie Free Library, Allegheny, Pa.\n\nNewberry Library, Chicago, 111.\n\nCarnegie Free Library, Braddock, Pa.\n\nOak P.irk Public Library, III.\n\nCarnegie Library, Homestead. Pa.\nCarnegie Library, Fort Worth, Tex.\n\nOhio County Teach. Lib. /Vwo., Rising Sun, Ind.\nPeck Lib., Norwich Free .Academy, Norwich, Conn.\n\nCarnegie Library, NashWIle, Tcnn.\n\nPedagogical IJb. of Supt. of .Sch., PhiLviclphia, Pa.\n\nR\n\nCarnegie Library, Pittsburg, Pa.\n\nPeople's Library, Newport,\n\nCarnegie Library, S.in Antonio, Tex.\n\nPublic Library, Adams, Mass.\n\nCarnegie Public Library, Bradford, Pa.\n\nPublic Library, Boston, Mass.\n\nCarnegie Public IJbrary. Iron Mountain, Mich.\n\nPublic Library, Brockton, M.-uss.\n\nCity Ijbrary Association, Springfield, M.iss.\n\nPublic Library, Brooklinc,\n\nCleveland Public Librarj', Ohio.\n\nPublic Library, Brooklyn. N. Y.\n\nCobum Lib., Colorado Coll., Colorado Springs, Col.\n\nPublic Library, Buffalo,\n\nF.lkhart-Camcgie Library. Elkhart, Ind.\n\nPublic IJbrary of the\n\nEmeline Fairbanks Mem. Library. Tcrre Haute. Ind.\n\nI.\n\nMass\nY.\n\nN'.\n\nCalumet and Hecia .Mining\n\nCo., Calumet, Mich.\n\nEnoch Pratt Free library, Baltimore, Md.\n\nPublic Ijbr.iry, Cambridge. Ma-is.\n\nFergu-v^n Library, Stamford, Conn.\n\nPublic Library, Chic.igo, III.\n\nFitz Public Library, Chelsea, Mass.\n\nPublic IJbrary, Cincinnati, O.\n\nF'orljcs\n\nLibrary, Northampton, Mass.\n\nPublic Library, Clcxxland, O.\n\nFree Library, Philadelphia, Pa.\n\nPublic IJbrary, Davenport, la.\n\nFree Library, Port Jerris, N. V.\n\nPublic Library, Dayton, O.\n\nFree Library, Wilmington Institute, Del.\n\nPublic Library, Denver, Col.\n\nFree Public Library, .\\lameda, Cal.\n\nPublic IJbr:iry, Detroit, Mich.\n\nFree Public IJbrary, Atlantic City, N. J.\n\nPublic Ubr.iry, DoNxr, N. H.\n\nFree Public Library, Butte. Mont.\n\nPublic Libr,iry, Duluth, Minn.\n\nFree Public Library, Cardiff, Wale*.\n\nPublic Library, Ensl St. Louis, III.\n\nFree Public Library, East Orange. N. J.\n\nPublic IJbrary, Erie, Pa.\n\nFree Public Library, Evanston, III.\n\nPublic IJbrary, Fitchburg. .Mass.\n\nFree public Library, Holxjken, .N. J.\n\nPublic Library. (>rand Rapids, Mith.\n\nFree Public Liljrary. Huntington, Ind.\n\nPublic IJbrary, tireenfield, Ma.is.\n\nFree Public Ijl.<rary, Jersey City, .N. J.\n\nPublic IJbrary. (»reen»l><>ri>, N. C.\n\nFree Public Library, Loui-iville, Ky\n\nPublic IJIirary, Haverhill,\n\nFree Public Ijlirary, Manchester, Flngland.\n\nI'ublic IJIirary, Helena,\n\n.Ma.ss.\n\nMont.\nPublic Library, Kalamazoo, Miih.\nPublic IJbrary, Kansas City. Mo.\n\nFree Public IJbrary, Monlclair, N. J.\nFree Public IJIirary, Newark, N. J.\n\nFree Public IJIirary, New liedfonl, Mmt*\n\nPublic IJIirary, I..awrrnre, MaM.\n\nFree Public IJIirary, .S'ew Haven, Conn.\n\nPublic IJbrary, Ixxington, Ky.\n\nFree Public IJIrf-ary, Owatonna, Minn.\n\nI'ulilit\n\nIJbrary, I>ii« Angele*. Cal.\n\nFree Public IJbrary, Pauaic, .\\. J\n\nI'ublii\n\nIJbrary, I.ynn.\n\nIree Public IJUary. St. Joirph, .Mo.\n\nI'ulilii\n\nIJIirary. .Ma<livin.\n\nIrre Public IJIirary. Toprka, Kant.\n\nPublic IJbrary, .Maiden. .MaM\n\nFree PuWic Lilirary, Trenton, .N. J.\n\nPublic IJbrary. Manihe»ler.\n\nFree Public IJIirary, Winona. Minn.\n\nPublic IJIirary. Mr.lff.rd.\n\nFree I'ublic IJbrary, Wortc»lrr, .M«««\n\nPublic IJbrary, Milwaukee.\n\nGail\n\nlkr<rd<-n\n\nPuhU< IJUary, Elgin. Ill\nKrn'Ahj.\n\nPublic IJbfarv.\n\n'\n\n(,i\n\n.\n\nM'\nfi\n\nII\n\n\\\\i»\n\nPuMi\n\nI)\n\nPub:\n\nl'hr<ibi«ii al\n\n'•I\n\nIntlilu\n\n«. Ml<h.\n\n,\n\n1\n\nImperial Ulirary <-i Js|mn, lokyn\nV. FletcliTT IJIifury, Wr«r.*.l.\n\nKetUifrrt\n\nM.«m\n\nMaM\n\nWU\n\n|».rl,\n\nI\n\n.,\n\n'\n\nMau\n\ni.rllr.\n\nN\n\nN\n\nY.\n\n....-k.\n\nAdami. .Mom.\n\n\"Ti«ha.\n\nNeb.\n\nPublic IJUary, Phorntivilte. Pa.\n\nPublic IjUarr. (Irrm lUr. Wi«\n\nPublic Ulirary. Plainrwid. N. J.\n\n•\n\nPublic IJbrary, Portland, Me.\nPuUic IJIwary, Providm.e. K I.\nPublic LiUary. t^ueen* Itcimuth\n\nI,\n\n.«-\n\n!..;..„.,....,.-\n\n-<..\n\n...^\n\nV.\n\nPublic IJUary, Prtiria. Ill\n\nMum\n\nI.i'\n\nCal\n\nJ,\n\nPublic IjUary, Paaaiirna, C«l.\n\nJohn Orrar IJIirarr. OilcM\". H''\nJ.\n\nN\n\nMluoula. M-ml\n\nrlh\n\nM\n\nMass\n\n•-\" I.-\n\nPublic library. Rotkhini. 111.\n\nN'\n\nV\n\n"}
{"page": 940, "printed_page": null, "text": ".\n\n928\n\nNATIONAL EDUCATIONAL ASSOCIATION\n\n[Institutions\n\nBoard of Education, Plain&eld, N. J,\nBoard of Education, Sedgwick, Kans.\nBoard of Education, State of Montana.\nBoard of Regents, State Normal Schools, Wis.\n\nPublic Library, Sacramento, Cal.\nPublic Library, St. Louis, Mo.\nPublic Library, St. Paul, Minn.\nPublic Library, Salem, Mass.\nPublic Library, San Francisco, Cal.\n\nGeneral Education Board, New York, N. Y.\n\nPublic Schools\n\nPublic Library, Scranton, Pa.\n\nBayard Taylor School, Philadelphia, Pa.\nBirmingham Sub-District School, Pittsburg, Pa.\nBroadway School, Camden, N. J.\nCenter School, Bloomfield, N. J.\n\nPublic Library, Seattle, Wash.\n\nPublic Library, Sedalia'; Mo.\nPublic Library, Somer\\'ilIe, Mass.\nPublic Library, Taunton, Mass.\nPublic Library, Toledo, Ohio.\n\nColfax Sub-District School, Pittsburg, Pa.\n\nPublic Library, Uxbridge, Mass.\n\nE. A. Stevens Girls Gram. School, Camden, N. J.\n\nPublic Library, Washington, D. C.\n\nGraded School, Matawan, N. J.\n\nPubUc Library, Wellington, N. Zealand.\n\nGreeley School, Peoria, 111.\n\nPublic Library, Wheeling, W. Va.\n\nHancock School Faculty, Pittsburg, Pa.\nHigh School, Anderson, Ind.\nHigh School, Bayonne. N. J.\nHigh School, East Orange, N. j\nHigh School, Red Bank, N. J.\nHolmes School, Oakland Sub-District, Pittsburg, Pa.\n\nPublic Library, Yamaguchi, Japan.\n\nPublic School Library, Baltimore, Md.\n\nPubUc School Library, Camden, N. J.\nPublic School Library, Egg Harbor, City, N. J.\nPublic School Library, West Hoboken, N. J.\nSt.\n\nT^uis Mercantile Library .Ass'n, St. Louis, Mo.\n\nConn.\nState Historical Society of Wisconsin, Madison, Wis.\nSilas Bronson Library, Waterbury,\n\nState Library of California.\n\nHomewood Sub-District School, Pittsburg, Pa.\nJohn F. Hartranft School, Philadelphia, Pa.\nJohn Lartain School, Philadelphia, Pa.\nJosephy Leidy Combined School, Philadelphia, Pa.\nJoseph Singerly School, Philadelphia, Pa.\nKaign School, Camden, N. J.\n\nState Library of Illinois.\nState Library of Indiana.\n\nLincoln Sub-District School, Pittsburg, Pa.\nLuckey Sub-District School, Pittsburg, Pa.\n\nState Library of Iowa.\n\nState Library of Kansas.\n\nManual Tr. and High School, Camden, N. J.\nMinnie Murdock Kendrick School, West Philadel-\n\nState Library of Massachusetts.\nState Library of Michigan.\nState Library of New Hampshire.\n\nphia, Pa.\n\nState Library of New Jersey.\n\nState Library of Pennsylvania.\n\nMt. Albion Schools, Pittsburg, Pa.\nM. W. Baldwin School, Philadelphia, Pa.\nNeptune Township High School, Ocean Grove, N. J.\n\nState Library of Washington.\n\nNewton Girls School, Philadelphia, Pa.\n\nStratford Library Association, Stratford, Conn.\n\nNorth School, Pittsburg, Pa.\n\nS>Tacuse Public Library, N. Y.\n\nPaschallville School, Philadelphia. Pa.\n\nState Library of Ohio.\n\nWasliington County Free Lib., Hagerstown,\n\nMd.\n\nDepartments of Education\nDepartment of Common Schools of Ohio.\nDepartment of Education of New York.\nDepartment of Education of Nova Scotia.\nDepartment of Education of Ontario, Canada.\nDepartment of Education of Porto Rico.\nDepartment of Education of Texas.\nDepartment Free Schools, West Virginia.\nDepartment of Public Instruction of Illinois.\nDepartment of Public Instruction of Michigan.\nDepartment of Pubhc Instruction of Minnesota.\nDepartment of Public Instruction of Nebraska.\nDepartment of Public Instruction of North Dakoia.\nDepartment of Pubhc Instruction of Virginia.\n\nBoards of Education\nBoard of Education, Abilene, Kans.\nBoard of Education, Beloit, Wis.\nBoard of Education of the City of New York.\nBoard of Education, Dodge City, Kans.\nBoard of Education, Fulton Co., Ga.\nBoard of Education, Janesville, Wis.\nBoard of Education, La Crosse, Wis.\nBoard of Education, Milwaukee, Wis.\n..Board of Education, Nashville, Tenn.\nBoard of Education, New Haven, Conn.\nBoard of Education, Northfield, Minn.\nBoard of Education, Oshkosh, Wis.\nBoard of Education, Ottawa, Kans.\n\nPolytechnic Preparatory School, Brooklyn, N. Y.\n\nPrimary Dept. School No. 2, Jersey City, N. J.\nPublic School, High Bridge, N. J.\nPubUc School, South Orange, N. J.\nPublic Schools, City of New York:\n\nBorough of Bronx\nBorough of Brooklyn\nBorough of Manhattan\nBorough of Queens\nBorough of Richmond\n\n29\n\n86\n130\n20\n17\n\n288\n\nTotal\n\nRutledge School, Philadelphia, Pa.\nSchool No. 2, Jersey City, N. J.\nSt. Clair Sub-District School, Pittsburg,\n\nPa.\n\nWebster School, Peoria, 111.\nOther Institutions\n\nAlabama Girls Industrial School, Montevallo, Ala.\nAlumni Assoc. New York Training School for\nTeachers, Brooklyn. N. Y,\n\nAlumni Asso. State Nor. School, Milwaukee, Wis.\nAndover Theological Seminary, Andover, Mass.\nAssumption Parish Teachers' Asso., Napoleon ville, la.\nAthenaeum Society, Platteville Normal School, Wis.\nBerks County Teachers' Reading Union, Harrisburg,\nPa.\n\nBronx Borough Teachers' Association,\n\nNew York\n\nCity.\n\nCarroll School Patron's Association, St. L'uis,\n\nMo»\n\n"}
{"page": 941, "printed_page": null, "text": "RECAPITULATION\n\nEaroUed]\n\nCity Supt. and Supcr\\-is\"g Principals' .\\ss«>c.. of Wis.\n\nClass Teachers' Organization of Brookl>-n, N. Y.\n\nColumbia College of Expression, Cliicago, III.\nCounty Teachers' Association, Milwaukee, Wis.\nCrosby .\\dan\\s School, Chicago, III.\n\"Kducatiunal Elxchange,\" Birmingham, Ala.\nEthical Culture School, New York City.\nFrocbcl Normal Institute, New York City,\nHartford Theological Seminary, Hartford, Conn.\nJacob Tome Institute, Port Deposit, Md.\n\n929\n\nPliiladclphiiin Society, PlatteWllc Nor. School, Wis.\nPhilomathean Lit. Soc., Kutztown Nor. Sch(X)l, Pa.\nPrincip;ils' Round Table of Wilmington. V>e\\.\n\nPublic School Teachers, Janosvillc, Wis.\nRiley Qtunly Etiucational A.ssociation, Kans.\nRixhi-ster .Athenaeum xad\nter,\n\nMechanics Inst., Roches-\n\nN. Y.\n\nSte\\xns Inst, of Technology, Hobokcn, N. J\nSt.\n\nStanislaus Seminary, St. Louis University, St.\n\nLouis, Mo.\n\nKc)-stune Lit. Soc., Kutztown Normal School, Pa.\n\nState Educational A-ssociation of North Dakota.\n\nLoyola School, New York City.\n\nState Teachers' Association of Illinois.\n\nMale Teachers' Organization, New York City.\nMilwaukee Principals' Association.\n\nState Teachers' Association of Wisconsin.\n\n.Milwaukee Tc.ichcr's .\\ssociation.\n\nTeachers' Institute. Philadelphia, Pa.\n\nTeachers' Association, Cowley County, Kansas.\n\nNew York Trade School, New York, N. Y.\n\n\"Tlic Midland Schools,\" Des Moines, la.\n\nPennsylvania Stale Museum, Harrisburg, Pa.\n\nZion Educational Institutions, Library, Zion, III.\n\nRecapitulation\nUni\\-ersities and Colleges\n\nNormal Schools\n\n161\n\n...\n.\n\n78\n\nLibraries\n\n164\n\nState Departments of 1-Uiuialiun\n\n13\n\nBoards of Education\n\n8\n\n.\n\nPublic Schools:\n\nNew York City\n\n}88\n\nOtljcr Cities\n\n30\n\nOther Institutioos\nTotal\n\n...\n\n3J4\n\n40\n708\n\n"}
{"page": 942, "printed_page": null, "text": "—— —\nACTIVE MEMBERSHIP\nIN THE\n\nNATIONAL EDUCATIONAL ASSOCIATION\nCLASSIFIED BY STATES\n\nFOR THE YEAR 1906 (nO MEETING)\n\nLife\n\nFormer\n\nNew\n\nTotal\n\nMembers\n\nActive\n\nActive\n\nActive\n\nTotals\n\n4,377\n\n603\n\n5,168\n\nNorth Atlantic Division\nSoutti Atlantic Division\nSouth Central Division\nNorth Central Division\nWestern Division\n\n1,882\n\n183\n\n2,097\n\n250\n218\n\n324\n\n34\n85\n219\n66\n\n21\n\n5\n\nLife\nDirectors\n\n1,649\n\nDependencies\nForeign, including Corresponding Mem6ers.\n\n•\n\n•\n\n293\n307\n1,974\n\n33\n\n406\n26\n65\n\n27\n26\n17\n\n31\n29\n22\n\n317\n32\n\n340\n33\n\nNorth Atlantic Division\n\nMaine\n\nNew Hampshire\nVermont\nMassachusetts\n\nRhode Island\nConnecticut\nNew .York\nNew Jersey\nPennsylvania\n\n51\n\nS8\n\n993\n\n1,048\n211\n\n325\n\nSouth Atlantic Division\nDelaware\n\n9\n58\n\nMaryland\nDistrict of Columbia\n\n47\n34\n\nVirginia\nWest Virginia\n\n23\n26\n\nNorth Carolina\nSouth Carolina\nGeorgia\nFlorida\n\nSouth Central Division\n\nKentucky\n\n64\n\nTennessee\n\n35\n\nAlabama.\n\n60\n\nMississippi\n\n15\n\nLouisiana\n\n43\n\nTexas\nArkansas\n\nSI\n15\nIS\n\nOklahoma\nIndian Territory\n\n9\n\nNorth Central Division\n\nOhio\nIndiana\n\n102\n\nIllinois\n\n426\n133\n119\n79\n119\n226\n\nMichigan\nWisconsin\n\nIowa\nMinnesota\nMissouri\n\nNorth Dakota\nSouth Dakota\nNebraska\nKansas\n\n17\n\n38\nS8\n52\n\n345\n128\n473\n151\n\n168\nlOI\n13°\n237\n46\n39\n70\n\nWestern Division\n\nMontana\n\nWyoming\n\n16\n\nColorado\n\n83\n\nNew Mexico\nArizona\n\n-\n\nUtah\nNevada\nIdaho\nWashington\nOregon\n\n46\n\n14\nIS\n\n25\n4\n14\n58\n14\n\nCalifornia\n\n143\n\nMiscellaneous\n\n26\n45\n\nDependencies\nForeign, including Corresponding Members\n\n930\n\n"}
{"page": 943, "printed_page": null, "text": ". ..\n\nRECORD OF ACTIVE MEMBERSHIP\n\nNATIONAL EDUCATIONAL ASSOCIATION\nCLASSIFIED BY STATES\n\nFOR EACH YEAR SINCE 1895\na\n\ns\n\ni\nState or Territory\n\nu\n\n13\n\na\n\na\nTotals\nNo. Atlantic Div...\nSo. Atlantic D!v...\nSn. Central Div...\nNo. Cental Div-..\nWestern Div\n\n1\nQ\n\n1\n\n6\n\ni\n\nm\n\nvi\n\n43\n\n1899\n\n1900\n\n1901\n\n1902\n\n1903\n\n1904\n\n1 90s\n\n1906\n\nS\n\n1\n\n,° E\n\n5\n\n1,065\n\nI.S79\n\n1,858\n\n1,963\n\n2,214\n\n2,332\n\n2,838\n\n3,=iS\n\n4.288\n\n4,541\n\n5,261\n\n5,168\n\n284\n62\n68\n534\n114\n\n486\n\n486\n81\n\n521\n139\n143\n\n592\n156\n144\n\n616\n\n700\n215\n\n772\n222\n173\n\n1,571\n\n1,512\n\n2,179\n\n263\n208\n\n296\n260\n\n2,097\n293\n\n1,649\n\n1,819\n\n331\n\n350\n\n269\n245\n2,079\n3S6\n\nI\n\nI\n\n3\n\n4\n\n5\n\n44\n\n17\nSI\n\n59\n\n4\n\n7\n\n83\n\n90\n793\n122\n\nDependencies\nForeign\n\n1898\n\na\n\nPL,\n\n.a\n\ned\n\n^\n\n03\n\n1897\n\na\n\nJ\n\n1\n\n1896\n\n189s\n\n'3\n\n§\n8\n\nc\n\n91\n1,055\n139\n\n202\n141\n\non\n\n1,067\n\n290\n\n277\n\nI\n\n7\n\n15\n\n14\n\n13\n16\n\n9\n\n10\n\n997\n147\n\nI,\n\n163\n1,408\n292\n16\n\n18\n\n307\n\n2,061\n\n1,974\n\n377\n25\n63\n\n406\n26\n6S\n\n30\n30\n\n31\n29\n22\n340.\n33\nS8\n1,048\n211\n\n19\n61\n\nNo. Atlantic Div...\n\nMaine\n\n4\n\n5\n\nNew Hampshire\n\n5\n\n2\n\nVermont\n\n1\n\n12\n\n12\n\n2\n\n3\n\n5\n\n12\n\n10\n13\nISS\n21\n\n3\n\n4\n\n3\n\n3\n\nMassachusetts.\n\n64\n\n84\n\n89\n\n98\n\n\"3\n\nRhode Island...\n\n12\n\n8\n104\n39\n47\n\n15\n16\n\nIS\n17\n\n17\n\nConnecticut.\n\n17\n13\n\n19\n\n8\n114\n18\n18\n\n232\n\n223\n\n254\n\n257\n\n.60\n\n217\n70\n\n73\n\n75\n\n73\n\n70\n\n71\n\n85\n\n100\n\nIIS\n\n20\n24\n292\n78\n124\n\n.\n\n.\n\nNew York\nNew Jersey\nPennsylvania\n\n.\n\n.\n\n133\n\n33\n312\n8i\n135\n\n45\n31\n29\n\n30\n20\n27\n372\n38\n\n398\n38\n69\n686\n05\n\n63\n670\n94\n\n180\n\n180\n\n22\n3.so\n\n38\n\n64\ni.iSS\n\n226\n264\n\n32s\n\nSo- Atlantic Div.\n\nDelaware\nMaryland\nUist. of Col\n\nVirginia\nW. Virginia\nNorth Carolina.\nSouth Carolina..\n\nGeorgia\nFlorida\nSo. Central Div.\n\n3\n\n5\n\n4\n\n3\n\n3\n\n3\n\n6\n\n9\n\n10\n18\n\n20\n50\n8\n\n24\nSO\n\n28\n43\n\n29\n48\n\n6\n\n4\n\n10\n\n10\n14\nIS\n\n17\n\n14\n\n10\n19\n6\n12\n\n6\n34\n46\n\n7\n\n12\n\n16\n21\n22\n23\n\n19\n10\n21\n21\n\n24\n4\n\n24\n4\n\n33\n\n35\n\n17\n\n21\n\n17\n4\n\n5\n\n8\n4\na\nII\n\n16\n\n4\n\n4\n\n5\n\n4\n18\n4\n\nKentucky\n\n17\n\n23\n\n25\n\nTennessee\n\n8\n\n9\n\nAlabama\n\n14\n\n13\n17\n\nMissi.ssippi\n\n6\n\n6\n\nLouisiana\n\n7\n\n7\n\n6\n9\n\n10\n3\n3\n\n«3\n\n14\n\nTexas\nArkansas\n\nOklahoma\n\n15\n\n10\nI\n\n2\n\nIndian Territory\n\n13\n\n31\n13\n17\n9\n\n14\n24\n28\n33\n12\n\n15\n16\n\n27\n23\n22\n\n32\n23\n25\n\n33\n\nIndiana\n\n34\n\nIllinois\n\nlOI\n\n134\n62\n192\n\nMichigan\nWisconsin\n\n35\n\n51\n\n68\n39\n\n81\n55\n\n76\n\nf;hio\n\nIowa\nMinnesota\n\n31\n4»\n\nMissouri\n\nSI\n54\n\n-\n\n4\n\n5\n\n8\n\n9\n\n303\n\n312\n\n122\nS>4\n\n296\n138\n520\n\n161\n\n26\n10\n\n21\n\nJ37\n73\n\nI.SO\n\n254\n62\ni6s\n78\n86\n67\n\n247\n65\n136\n64\n78\n\n164\n7S\n261\n63\n124\n61\n70\n\n64\n\n67\n\n73\n\n179\n\n2.54\n\n86\n\n113\n\nno\n\n342\n\n410\n\n81\n123\nS3\n70\n\n165\n126\n70\n\n151\n\n142\n104\n140\n\n171\n\n10\n41\n\n373\n40\n43\nS6\n\naa\n\n29\n8\nS9\n\n64\n\nMontana\n\n4\n\n8\n\nIS\n\n17\n\nWyoming\n\nS\nSI\n\n4\n\n6\n48\n\n14\nS\n\n5\n\n6\n\n7\n\n45\n\n47\n\nSS\n\n7\n\n6\n\nS3\n15\n14\n10\n3\n\n1\n\nS«\n5\n\n5\na\n\na\n\n10\n\n5\n7\n\n14\n13\n\nIS\nIS\n\n7\n\n10\n\n3\n4\n»9\n\n3\n\n3\n\n27\n\n8\n42\n\n10\n\ni\n\nNevada\n\na\n\na\n\na\n\nIdaho\nWashington\n\n3\n\n3\n\n3\n\n6\n\n8\n\nQ\n\n3\n\n4\n26\n\n7\n7\n\n7\n\n9\n\nII\n\nII\n\n3»\n\n44\n\n14a\n\n137\n\n118\n\n)r<-Kon\n('alitornia\n(\n\n.\n\n.\n\n.\n\n33\n\nDependencies\nForciirn\n\n3\n\n•\n\na\n3\n\n5\n\n17\n\nI\n\nI\n\nI\n\n7\n\n13\n\n16\n\n4\n\n5\n\n15\n\n14\n\n16\n\n44\n\n931\n\n13\n17\n18\n\n10\n124\n17\n51\n\n168\n\n00\n\nlOI\n\n143\n\ni.<o\n\n312\n.3«\n42\n\n237\n46\n30\n70\n\n(.()\n\n73\nyj\n\n31\n10\n\n30\n\n24\n14\n\n16\n\n66\n\n70\n\n83\n\n14\n14\nai\n\n15\n13\n\n73\n14\n«3\n\n23\n3\n\n25\n\n13\n\nWestern Div.\n\nColorado\nNew Mexico. ...\nArizona\nUtah\n\n345\n\n132\n103\n160\n\n16\n\nKan.HiLS\n\n'4\n17\n\nS'\nIS\nIS\n\n128\n\n47\nS6\n70\n\n39\n\nIS\n\n43\n\n162\n\n40\nSO\n63\n\n12\n\n36\n55\n\n64\n35\n60\n\nI.so\n\n58\n\n13\n\n9\n43\n55\n\n23\n26\n22\n52\n22\n\n473\n\n17\n\n13\n\n10\n\n49\n60\n\n'\n\n34\n\n516\n\n32\n43\n63\n\n70\n\n88\n87\n\n15\n\n9\nS8\n47\n\n121\n\n168\n138\n108\n168\n93\n32\n\n7\n\n14\n\n260\n\n277\n\n36\n62\n\n8\n\n13\n16\n\n30\n8\n\n8\n\n5\n\n14\n17\n\n37\n\n31\n\n.\n\n.\n\nIS\n13\n\n17\n18\n\nNebr.-i.ska\n\nNorth Dakota\nSouth Dakota\n\n9\n\n13\n\n14\n19\n\n1\n\n25\n\n46\n28\n52\n26\n\nII\n\n12\n18\n21\n\n3\n\n51\n\n22\n\n30\n\n11\n\n13\n\n18\n\nI\n\n48\n\n25\n\n14\n23\n\nII\n\nNo Central Div.\n\n21\n\n33\n22\n26\n26\n\n21\n\n30\n\n36\n33\n30\n\n32\n27\n32\n\n19\n\n7\n\n49\n\n42\n35\n53\n20\n26\n46\n\nII\n\n5\n\n43\n40\n28\n25\n24\n22\n44\n19\n\n10\n54\n\n8\n45\n49\n30\n\n23\n\n3\n\na\n\n9\n\nla\n53\n\nKf)\n\n20\n\n14\nIS\n\n4\n\nlai\n19\n\n131\n\n18\n\n25\n\n14\nS8\n14\n143\n36\n\n59\n\n61\n\n63\n\n6S\n\n51\n11\n\n120\n\n9\n\n59\n10\n\n"}
{"page": 944, "printed_page": null, "text": "...\n\nRECORD OF MEMBERSHIP BY STATES\n\nNATIONAL EDUCATIONAL ASSOCIATION\nFOR EACH YEAR FROM 1857-I90S, INCLUSIVE\nExcepting for 1861, 1862, 1867, 1878, 1893. and 1906, when no regular meetings were held, and the years 1859, i860, 1864, 1868,\nHeavier numbers show member1869, and 1871, for which no record of membership was preserved.\nship from the state in which the meeting of the year was held.\n\noi\n\nState or\nTerritory\n\n1\n\n1\n\n13\n\n1\n\na\n\nd\n\ni\n\n'0\n\n^\n•?\n\ni\n\n3\ncr\n3\n\n1\n\n•s\n\n1\n\na\n\n1\n\n2\n\na\n\n!3\n\n1\n\n<\n\nI8S7 1858 1863 i86s 1866 1870 1872 1873 1874 187s 1876 1877 1879 1880 1881 1882 1883\n\n1886\n\n1884\n\ni88s\n\nTotals\n\n43\n\n75\n\n187\n\n173\n\n126\n\n170\n\n292\n\n380 345\n\n355\n\n214\n\nISO\n\n2i;6\n\n354\n\n247 290\n\n253\n\n1,729\n\n625 I1I97 9.IIS\n\nN.Atl. Div.\nS. Atl, Div,\nS.Cen, Div.\nN.Cen. Div,\nWest'n Div,\n\n26\n8\n\n10\n\n27\n\n136\n8\n\n22\n6\n\nS3\n6\n8\n103\n\n155\n25\n6\n104\n\n279 I2S\n\n22\n\n156\n19\n\n94\n30\n\n10\n\nII\n\n73\n\n13\n10\n\n792\n77\nIII\n\n315\n\n6S\n\n59\n\n1,712\n\n19\n176\n\nI\n\nI\n\n3\n\nlos\n6\n\n25 150\nI2S\n41\n34 17\n62\n77\n\n166\n\n5\n\n54\n38\n\n10\n\n17\n10\n188\n\n2\n\n2\n\n26\n\n7\n\n386\n773\n31\n44\n370\n47\n708 7,671\n25\n\nI\n\n4\n\n3\n\n3\n\nII\n\nI\n\nISS\n\n9\n\n7\n\n5\n\n6\n52\n\n6\n149\n\n3\n\nS\n\n24\n\n92\n\n2\n\nI\n\n31\n5\n\n6S\n\n12\n\n10\n7\n70 212\n\n4\n\n8\n\nI\n\n406\n16\n\n1887\n\nN. Atl. Div.\n2\n2\n\n21\n\nI\n\n6\n\n4\n10\n\n3\n3\n\n2\n\n2\n\n3\n14\n\n55\n\nI\n\n2\n\n5\n\nI\n\nN. H....\n\nI\n\nVt\nMass....\nR. I\n\nI\n\n2\n\n3\n\n16\nI\nI\n\nN. Y....\n\n6\n\n17\n6\n6\n20\n\nI\n\n4\n\nII\n\n16\n\n3\n\n3\nI\n\n2\n\nI\n\n2\n\n21\n\n3\n\n8S\n\n5\n\n8\n\nN.J\nPa\n\nI\n\nIS\n27\n6\n12\n\n30\n4\n\n'28\"\n\n7\n\n160\n\n55\n10\n14\n\n4\n\n21\n\n2\n\n5\n\nI\n\n3\n\nI\n\n64\n\n6\n\n10\n\n2\n\n42\n\n8\nI4S\n\n3\n\n43\n310\nSO\n40\n143\n40\n81\n\n3\n\n7\n\n3\n19\n\nI\n\nI\n\n3\nI\n\n3\n12\n\nI\n\nI\n\n13\n\n8\n\n2\n\n8\nI\n\nI\n\nI\n\n5\n\nI\n\nI\n\n6\n\n3\n\n2\n\n8\n\n4\n\n19\n\n4\n\n9\n\n76\n\n8?\n\nI\n\n12\n13\n\n38\n\n5\n\n17\n\n2\n\n115\n\n35\n\nS\n\n19\n^6\n\n13\n\nI\n\n3\n\n23\n\nS\n\n6\n\n4\n\n3\nS\n\nI\n\nI\n\nI\n\n3\n\nI\n\n3\n\nI\n\nI\n\nI\n\nI\n\n2\n\n17\n\n5\n\nI\n\n10\n\n100\n\n31\n\n2\n\n....\n\n3\n\n26\n\n20\n32\n\n2\n\n2\n\n9\n\n13\n18\n\n85\n\n159\n\n13\n23\n91\n\n27\n28\n\n121\n\n35\n\n25\n23\n41\n\n277\n29\n36\n211\n23\n108\n\nS. Atl. Div.\n\nDel\n\n4\n\nMd\nD. C...\n\n2\n\n4\n\n6\n\nI\n\n5\n\nI\n\nI\n\nVa\nW. Va...\nN. C...\n\nC\nGa\nS.\n\nI\n\nI\n\nI\n\n8\n\n8\n6\n\n4\n\n8\n\n4\n\n2\n\n2\n2\n\n3\n\nI\n\nI\n\n3\n\n3\n3\n\nFla\nS.Cen. Div,\n\nI\n\nI\n\nI\nI\n\nI\n\n5\n\nTenn....\nAla\n\n6\n\n2\n\nI\n\nI\n\n2\n\n3\n\nI\n\nI\n\n2\n\nI\n\n3\n3\n\nI\n\nLa\nArk\nOkla.\nInd. T.\nN.Cen. Div,\nOhio....\nInd\n.\n\n3\n\nI\n\n2\n\n4\n\n5\n\n10\n\n8\n\n30\n\nI\n\n7\n\n12\n\n4\n\nI\n\n4\n\n3\n3\n\n8\n\nI\n\nI\n\n6\n15\n3\n5\n11\n\n4\n\nI\n\nI\n\n2\n\nI\n\nI\n\nI\n\n2\n\n3\n\n4\n\nI\n\n8\n\n2\n\n2\n\n7\n\nI\n\n14\n\n2\n\n1\n\nI\n\n.\n\nI\n\n6\n\n55\n\nI\n\nI\n\nI\n\n3\n\nS\n2\n\nI\n\n4\n\n3\n\n3\n\n4\n\nI\nI\n\n15\n\nI\n\n2\n\n2\n\nKy\n\nTexas.\n\n4\n\n2\n5\n7\n\n7\n\n3\n\nI\n\n2\n\nI\n\n2\n\nI\n\n2\n\n5\n2\n\n2\n\n33\n\n2\n\n8\n\n151\n\n4\n\n12\n\n6\n\n5\n\n62\n\n9\n\nI\n\n9\n\nI\n\nI\n\n16\n\n2\n\n7\n\nI\n\n2\n\n3\n22\n22\n\n7\n\n8\n\nI\n\nIS\n\n55\n\n8\n\n67\n\n3\n\nI\n\n43\nIS\n33\n\nI\nI\n\n3\n\nI\n\n2\n\n7\n\n.\n\nI\n\n.\n\nIll\n\nWis\nIowa\n\nMo\nN. D....\nS. D\nNeb\nKan ....\n\n4\n\n26\n\nI\n\n13\n\n12\n\nII\n2\n\nI\n\n6\n\n60\n\n6\n\n8\n35\n\n2\n\n3\nI\n\n2\n\n9\n\n2\n\n2\n\n4\n\n17\n\nI\n\n2\n\nIS\n\n50\n\n29\n\n41\n\n10\n16\n\n3\n.28\n10\n5\n6\n4\n15\n\n14\n6\n\nS\n\n4\n\n7\n\n5\n\n7\n\nI\n\nI\n\n3\n\nS\n\n18\n14\n\n52\n14\n27\n\nI\n\n59\n\n6\n6\n\n9\n\n7\n\nIS\nI\n\n42\n14\n72\n\n7\n\nI\n\n4\n\n88\n\nII\n\nII\n\n20\n\nI\n\n4\n\n27\n10\n18\n\n3\n\n3\n\n2\n\n8\n\n32\n\n37\n\n21\n\n12\n\n12\n\n9\n\n121\n54\n\n3\n\n7\n\n8\n\n354\n\nI\n\n3\n\nI\n\n546\n\n2\n\n3\n\n304\n\n12\n\n6\n2\n\n9\n10\n4\n13\n\n2\n\n4\n\n7\n7\n\n21\n\n12\n\nI\n\n67\nS8i\n418\n46\n164 1,750\n20\n273\n18\n486\n87 1,146\n\n7\n2\n\n4\n5\n\n5\n\n2\n\n4\n4\n\n132\n\n18\n18\n9\n\n3\n\n10\n\n3\n\n6\n\n7\n\n46\n\nII\n\n23\n\nI\n\n5\n\n2\n\n2\n\n3\n\n39\n\n2\n\n2\n\n16\n\nS\nII\n\n27\n\nI\n\n3\n3\n\nI\n\n3\nI\n\nI\n\n3\n\n34 155\n\nII\n\n('\nI\n\n14\n32\n6\n\nII\n\n73\n\n190\n\n649\n62s\n\n634\n960\n\nWest'n Div.\n\nMont\n\nI\n\nI\n\n3\n\nI\n\nI\n\nI\n\n2\n\n12\n\n2\n2\n\n2\nII\n\nI\n\n3\n\n2\n\nI\n\nWyo....\n3\n\nI\n\nN. M....\n\n8\n\nI\nI\n\nUtah.\n\n.\n\nI\n\n.\n\nNev\nIdaho.\nWash....\n\nI\n\n6\n\nI\n\n.\n\n2\n\nOre\n\nI\n\nCal\nDepend's\n\nI\n\n3\n\n2\n\n2\n\n3\nI\n\nI\n\nI\n\n..,.\n\nI\n\n3\n\nI\n\n4\n\n5\n\n18\n\nP. Rico..\nPhil. I'd\n\nForeign\n\n2\n\nI\n\nI\n\n4\n\n3\n\n3\n\nII\n\nI\n\nISS\n\n"}
{"page": 945, "printed_page": null, "text": ".\n\nRECORD OF MEMBERSHIP BY STATES\n\nNATIONAL EDUCATIONAL ASSOCIATION\nFOR EACH YEAR FROM l8s7-IpOS, INCLUSIVE\nKxcepting for 1861, 1S62, 1S67, 1878, 1893, and 1906, when no regulax meetings were held, and the years 1850, i860, 1864, 1868,\n1869. and 1871, for which no record of raemhership was preserved.\nHeavier numbers show membership from the state in which the meeting of the year was held.\n\n1888\n\n18S0\n\n1890\n\n1891\n\n1894\n\n1892\n\n7,216; 1,984 5,474 4.778 3,360; 5,915\nN. Atl. Div..|\nloi\n803I\n426 1,187 1. 711\n795\n128\nS. Atl. Div,.|\n151\n113;\n271\n95\n309I\n216'\n261\nS. Cen, Div.\n1,074\n417\n460\n253\nN. Cen, Div. 1,074\n6424,15612,933 i.4S6'3.3S7\n122\nWest'n Div. 4.974\n196\n38\n104,\n73\n• olonies1\n\n36\n\nForeign\n\nass\nI\n\nY\n\n..\n\n.'\n\n.\n\n~1\n\nd\n\nC\n1\n\n4\n206\n30\n48\n310\n\n45\n\n655\n\n32\n33\n\n30\n\n40\n390\n\n4\n114\n\n31\n31\n\n43\n\n338\n\n41\n343\n\nJ\ntl.\n\ni\n\nSI\n\n9\n\n18\n117\n16\n\n76\n\n312\n23\n\n1896\n\n1895\n\n1903\n\n1899\n\n1,556 14,163\n3631 1.845\n301\n1.954\n7.532 IS.618\n\n942\n\n1,4921\n1. 146\n1. 587\n\n414\n\nS.882\n\n362\n\n411\n\nS.074 1.903\n344\nS.47S\n\nI\n\n13\n\n16\n\n17\n\n13\n\n6\n\n39\n\n105\n\n32\n26\n25\n381\n28\n\n1.403,\n\n33\n\n5\n7\n\n24\n37\n\n4\n\n13\n\n377\n\n1,877\n361\n\n783\n\n1.309\n\n1,177\n\n473\n768\n6,801\n\n686\n\n16\n\n13\n\n16\n14\n\n13\n\n6\n14\n197\n\n15\n\nII\n\n31\n\n7\n\nOil\n\n326\n\n65\n178\n\n969\n\n191\n55\n35\n36\n43\n521 2,132\n168\n179\n\n323\n\n437\n\n6\n49\n3S\n\n8\n45\n24\n24\n37\n\n47\n36\n49\n\n12\n13\n\n1898\n\n10,532 13,656 4,640 10.182 io,35s 34,983 8,108\n\n172\n237\n289I\n304\n419\n899;\n7,211 5,083 S.314\n\n1,462; 2,940\n\n43\n\nS2\n\n1897\n\n11,297 9,072 7.107\n\n32s\n\n159\n23\n24\n411\n\n187\n\nno\n\n7\n\n196\n23\n41\n512\n173\n323\n\n159\n36\n31\n509\n172\nSS8\n\n294\nso\n46\n756\n154\nS36\n\n139\n18\n24\n327\n93\n157\n\n9\n\n9\nSO\n99\n\n4\n81\n57\n\n22\n29\n27\n33\n\n38\n\n691\n\n30\n\n87\n\nI4S\n\n77\n\n16\n\n71\n\n39\n\n136\n113\n\n68\n\n69\n65\n60\n\n74\n37\n36\n55\n\n215\n108\n35\nao\n46\n148\n116\n\n481\n\n68\n595\n116\n0..\n38s\n\n937\n25\n441\n\n677\n432\n189\n7.459\n335\n315\n2,323\n\n408\n\nDiv.\n\n3\n17\n\n5\n»3\n\n32\n\n10\n\n18\n\n8\n49\n\n6\n\n8\n«3\n16\n\n\\l\n31\n4\n\n43\n16\n\nIS\n52\n\n5\nI\n\n7\n\nX63\n\n64\n\n63\n\n30\n9\n\n19\n\n3\n\n57\n124\n79\n\n42\n57\n\n138\n124\n\n176\n\nSI\n\n41\n\n41\n\n87\n\n42\n\n36\n\n19\n\nas\n53\n\n31\n\n89\n29\n\n34\n\n30\n35\n83\n»S\n\n49\n108\n294\n84\n58\n23\n\n9\n33\n\n4\n\n335\n7«\n\n322\n\n40\n57\n\n96\n58\n133\n\n60\n89\n\n361\n306\n\n204\n29\n2K\n67\n\n625\n\n16\n\n933\n\n68\n\n349\n99\n109\n\n137\n\n443\n572\n\ni\nI\n\n40\n134\n\n100\n36\n45\n\n64\n\n3SS\n149\n666\n259\n332\n278\n118\n320\n32\n\n178\n\n990\n\n65\n314\n285\n72\n\n258\n871\n155\n143\n\nno\n\n164\n\n54\n189\n\n86\n435\n8\n9\n137\n\n16\n\n147\n275\n\n330\n283\n\n30\n136\n137\n\n37\n\n24\n\n9\n\n3«\n\nS\n\n>3\n\n4\n\nS6\n\n114\n\n59\n\n7\n\n31\n57\n10\n16\n4\n\n17\n14\n\n123\n\n607\n\n8\n\n17\nS3\n\n5\n\nIII\n\nS8\n\n98\n25\nas\n\n66\n\n19\n\n4a\n41\n41\n\n592\n331\n\n565\n250\n\n1.495\n\n1.174\n\n304\n188\n1,086\n\n193\n1. 113\n\n38\n78\n742\n1,171\n\n305\n785\n327\n589\n413 1,870\n578\n543\n303\n333\n285\n406\n53\n34\n118\n83\n251\n363\n187\n325\n\n146\n257\n132\n\n60\n\n331\n96\n47\n\n7\n\nII\n\n1,313\n591\n1.340\n\n580\n354\n\n379\n361\n\n383\n164\n795\n26\n45\n103\n382\n\na\n\nS\n\n3\n\n10\n16\n\n304\n\n14\nS3\n\nS>\n\n33\n\n9\n\n16\n\n9\n\n386\n\nIS\n\n41\n36\n38\n17\n13\n\n753\n357\n\n486\n\n1.142\n\n1.247\n\nno 2.193\n\n372\n677\n\n173\n557\n\n187\n8a\nlai\n166\n16\n\n393\n444\n383\n415\n98\n\n361\n\n801\n\n2,498\n187\n\n30\n86\n\n141\n\n32s\n348\n\n196\n109\n\nao\n\n70\n\n24\n\n88\n\n60\n\n>3\n\n7\n\nIS\n\n10\n74\nIS\naa\nas\n\n8\n\n6\n\n71\n\n73\n37\n52\n\n89\n\n196\n27\n\n6\n\n46\n\n37\n38\n33\n25\n43\n35\n\n453\n\n7\n\n37\n\n106\n287\n593\n367\n673\n38\n\n96\n\n13\n\n63\n97\n\n331\n\n177\n16\n\n36\n\n1,316\n\n18\n\n7\n\n76\n\n137\n32\n56\n29\n\n308\n390\n\n1,136\nII\n\n6SS\n\n408\n948\n339\n100\n\n43\n\n89\n\n36\n\n78\n\n63\n129\n76\n92\n361\n54\n\n15\n\n127\n134\n13\n27\n\n4.378\n\n357\n\n80\n\n382\n\n86\n\n46s\n90\nIS8\n106\n49\n3a\n56\n79\n87 4.357\n\niiS\n\ntl\n\n31\n\n19\n\n34\n32\n6\n19\n81\n45\n217\n\n8\n3\n\n13\n\n156\n\n47\n313\nS08I\n\n186\n137\n131\n\n98\n363\n62\n521\n403\n231\n145\n3IO\n339\n114\n55\n47\n2.653\n1,086\n4.013\n1.383\n1,078\n1.176\ni.iit\ni.47«\n161\n\n271\n707\n\nS08\n82\n36\n\n30s\n26\n34\nSS\n\n7\n\n7\n\n13\n71\n\n37\n108\n36\nasi\n\n27\n157\nI\n\n1\n\n5\n\n13\n\n5\n\n8\n\n6\n\n4\n\nxos\n\n441\n\n"}
{"page": 946, "printed_page": null, "text": ""}
{"page": 947, "printed_page": null, "text": "9\nS\ni\n\nOoS'rt\n\nOOO'ZZ\n\nooS ic\nOOO'IE\n\nocS oi\nOOO'OE\nooS'6i\n\n00061\nocS SI\nOOO'gl\n\nooSii\nooc'ii\n\nocS 91\n\nOC09I\nooS'Si\n\nooo'Si\nOCS't\"!\n\n000 fri\nocS'Ei\nooo'Ci\nooS'ci\n\nOOO'EI\nooS'ii\n\nOOO'II\nooS'oi\n\nOOO'OI\n\nooS'O\nOOO'O\n\nooSg\nooo'g\n\nooS i\n00c'\n\nooS'9\n000'\n\nooSS\n000'\ncoS't'\n\n000' fr\n\nooS'C\n\noooi\nooS'e\n\noco'c\n\nooS I\nooo'i\n\nr. MK Km\n\nll\nI*\n\nq\n\no\n\n«5\nro\n\n«\n\nfO\n(J\n1-\n\n»^\n\"O\n\nfO\n\n00\n\nd\n\n«\n\nrt\n0_^\n\n«,\n\n=8\n\na\n\n5\n\nCO*\n\nro^jsjs^:?:?/^\n\niJ\n\no\n\n< o :<\nf\n\n1\n\ni\n\n3\n\n1\n\ni\n\n"}
{"page": 948, "printed_page": null, "text": "INVENTORY AND PRICE LIST OF PUBLICATIONS OF THE NATIONAL\nEDUCATIONAL ASSOCIATION IN THE DEPOSITORY AT WINONA,\nMINN., JULY I, 190S\nPROCEEDINGS OF THE NATIONAL TEACHERS' ASSOCIATION\nPrices in Price per sin[in paper covers]\n\nsets, car-\n\ngle volume,\n\nriage not\nprepaid\n\ncarriage\n\nprepaid\n\n1857\n\nPhiladelphia (organized)\n\n*\n\n*\n\n1858\n\nCincinnati\n\n*\n\n*\n\n1859\ni860\n\nWashington\n\n*\n\n*\n\nBuffalo\n\n*\n\n*\n\n1861\n\n(No meeting)\n(No meeting)\n\n-\n\n~\n~\n\n*\n\n*\n\n1862\n\n1863\n\nChicago\n\n1864\n\nOgdensburg\n\n*\n\n*\n\n1865\n\nHarrisburg\n\n*\n\n*\n\n1866\n\nIndianapoUs\n\n*\n\n*\n\n1867\n\n(No meeting)\n\n1868\n\nNashviUe\nTrenton\n\n*\n\n1869\n\n*\n\n*\n\n1870\n\nCleveland\n\n*\n\n*\n\n,\n\n*\n\nBOUND VOLUMES OF THE PROCEEDINGS OF THE NATIONAL EDUCATIONAL ASSOCIATION\n1871\n\n*\n\n1873\n\nLouis\nBoston\nElmira\n\n1874\n\nDetroit\n\n187s\n1876\n\nMinneapolis\n\n125\n\n1\n\nBahimore\n\n1.25\n\n1.50\n\n1877\n\nLouisville\n\ni\n\n25\n\n1.50\n\n1878\n\n(No meeting)\n\n1879\n1880\n\nPhiladelphia\n\n1.25\n\n1.50\n\nChautauqua\n\n125\n\ni\n\n1881\n\nAtlanta\n\ni.as\n\ni\n\n1882\n\nSaratoga Springs\n\n1883\n\nSaratoga Springs\n\n1884\n\nMadison\n\n1885\n\nSaratoga Springs\n\n1886\n\nTopeka\n\n1887\n\nI\n\n50\n\nI -75\n\n1888\n\nChicago\nSan Francisco\n\n1889\n\nNash\\ille\n\n150\n15°\n\n1.7s\ni-75\n\n1890\n\nSt. Paul\n\nI -75\n\n2.00\n\n1801\n\nToronto\n\n1.75\n\n2.00\n\n1892\n\nSaratoga Springs\n\n1.75\n\n2.00\n\n1893\n\nChicago (International Congress of Education)\n\n1.75\n\n1894\n\n1.75\n\n1895\n\nAsbury Park\nDenver\n\n1896\n\nBuffalo\n\n1.75\n1.75\n\n00\n00\n2.00\n2.00\n2.00\n\n1872\n\n*\n\nSt.\n\n*\n\n*\n\n$1.25\n\n$1 50\n\n.1.25\n\n1.50\n.\n\n.\n\n50\n\n50\n50\n*\n\n*\n*\n\n*\n\n150\n*\n\ni-75\n*\n\n1.5°\n\ni-7S\n\ni\n\n75\n\n2\n\n2\n\n.\n\n1897\n\nMilwaukee\n\n1898\n\nWashington, D. C\n\n*\n\n*\n\n1899\n\nLos Angeles\n\n1.75\n\n2.00\n\n1900\n\nCharleston\n\n1.75\n\n2.00\n\n1901\n\nDetroit\n\n1.75\n\n2\n\n1902\n\nMinneapolis\n\n1.75\n\n2.00\n\n1903\n\nBoston\n\n1904\n\nSt.\n\n1905\n1906\n\n.\n\n00\n\n1.7s\n\n2.00\n2.00\n\nAsbury Park and Ocean Grove\n\n1.7s\n1-75\n\nFiftieth Anniversary Volume\n\ni-7S\n\n2.00\n\nGeneral Index (from 1857-1906, inclusive)\n\nfree\n\ni.oo\n\nLouis\n\n2.00\n\nA complete General Index of all published proceedings from 1857 to 1906 inclusive\nhas been issued in a separate volume, bound in cloth, uniform with the volumes of pro-\n\nThe index will be sent free of charge to those who purchase five or more\nThe index volume will be supplied\nto active members for 50 cents for postage, wrapping, etc.\nceedings.\n\nvolumes; to others it will be sent postpaid for $1 .00.\n* Stock exhausted.\n\n936\n\n"}
{"page": 949, "printed_page": null, "text": "REPRINTS FROM THE ANNUAL VOLUMES OF PROCEEDINGS\nPrice per\nsingle copy\n\n[bound in paper covers]\n\nby mail\n'\n\nPROCEEDINGS OF THE DEPARTMENT OF SUPERINTENDENCE\n\n1801\n1802\n1894\n1898\n1900\n1 901\n190a\n1903\n1904\n\nBrookl\\ii\nPhiladelphia\n\ni<)oS\n\nMilwaukee\n\ni88s\n1R88\n1889\n1890\n1S91\n1894\n189s\n1896\n1898\n1900\n1901\n1903\n1004\n\nSaratoga\nSan Francisco\n\n237 pages\n'47\n),\n184\n\nRichmond\nChattanooga\nChicago\nChicago\nChicago\n\ni94\n12°\n^'^\n16s\n166\n\n/\n\nCincinnati\nAtlanta\n\n$o.2S\n•2S\n•2S\n•25\n•2S\n•25\n•25\n25\n•25\n•25\n\n^^\n\n^^\n,,\n,.\n\n^^\n\n•\n\n^^\n\n\"^''\n\n'28\n\n!,\n\nPROCEEDINGS OF THE NATIONAL COUNCIL OF EDUCATION\nNash\\ille\nSt.\n\n.\n\n.\n\n.\n\n.\n\n.\n\n120 pages\n\"\n75\n\"\n08\n\"\n80\n\"\n114\n86 \"\n\"\n81\n\"\n78\n102\n\"\n67\n'\nISO\n\"\n76\n\n.\n\nPaul\n\nToronto\nAsbury Park\nDenver\nBu*Ialo\n\n15\n•IS\n15\n•IS\n•\n\n•\n\n•IS\n•IS\n•IS\n•IS\n•IS\n\n'\n\nWashington\nCharleston\nDetroit (Henry Barnard Number)\n\nBoston\nSt. Louis\n\n•IS\n\n•IS\n•IS\n\nso\n\nREPORTS OF SPECIAL COMMITTEES\nJ\nJ\n\nReport of Committee of Ten on Secondary Schools\nReport of Committee of Fifteen on Elementary Schools\nReport of Committee on Rural Schools\nReport of Committee on College-Entrance Requirements\nReport of Committee on Normal Schools\nReport of Committee on Public Libraries and Public Schools\nReport of Committee on Salaries. Tenure and Pensions of Teachers\nReport of Committee on Taxation as Related to Public Education\nReport of Committee on Industrial Education in Schools for Rural Communities\nReport of Committee on Instruction in Library .Xdniinislration in Normal Schools\n\n249 pafics\n23S\n\"\n'^^\n\n$0.30\n•30\n•2S\n\n'°°\n\n64\n80\n\n....\n....\n\n4.58\n\n.\n\n71\n\n86\n97\n\nSEPARATES OF DEPARTMENTS\n^\nGeneral Sessions\nNational Council\nDepartment of Kindergarten Education\nDepartment of Elementary Education\nDepartment of .Secondary Education\nDepartment of Higher Education\n.\n\n.\n\n.\n\nLouis\nMeeting\n\nBoston\nMeeting\n\nSt.\n\n$0.15\n\n$0.15\n\n•\n\n10\n''°\n\ni\n\n•os S\n.10\n10\n.10\n.10\n\nBound together\n\n•\n\niJeijartment of Normal SchfHjls\nDepartment of XL'inual Training\nDepartment of Art Educalitm\nDepartment of .Vlusic Education\nDepartment of Business Education\nDepartment of Child-Study\nDepartment of Science Instruction\nDepartment of Physical Education\nDepartment of SchfX)l Administration\n\n05\n*\n*\n.lo\n10\n10\n*\n'°\n*\n\n•OS\n•\n\nOS\n\n•\n\n•\n\nDer>artment of Library\n\n•\n\nDepartment of Special Education\n\n•\n\n•\n\nOS\nOS\n\nStock exhaiLSted.\n\nAll orders for rcprint.s should In- accompanied by remillaiuc; a discount of 20 per\ncnt. will be allowed on orders for ten or more copies to one address, by prepaid express.\n' Proceedings of the Dei)artment of SuiH-rintendeme jjrevious to\n1891 wcic piintid\n'\n\n(\n\nby the Bureau of Education at Washington, I). C.\n3 The Reports of the Committee of Ten and of the (Committee of I'iflccii .iic i)riiUed\nanrl sold by the American Book Co. for 30 cents each, |K>stage paid.\nAll\nAll rejtrints noted alK)ve arc inc luded in the lK)und volumes of Pnu eedings ex( ept\nU;p<^)rtof the Committee of Ten on Secondary Si hools; The Rci)ort of the Committee\nthe R(\nilaries. Tenure and Pensions of Teachers; The Report of the Committee on Taxation\non Sal.'i\nas Related to Public Education; The Report of the Committee on Industrial lulucation\nin Schools for Rural Committees; The Report of the Committee on Instruction on\nLibrary Administration in Normal Schools.\nAll puVjlications listed above can Im- obtained of the undersigned.\n\nIkwin Shkpard, Srcrclary N. E. A.,\nWinona, Minn.\n937\n\n"}
{"page": 950, "printed_page": null, "text": ""}
{"page": 951, "printed_page": null, "text": "—\n\nINDEX\n(Names of department presidents and authors of formal papers are set in small caps.]\n\nAccession-book for libraries, 248-49\nAct of incorporation, 4-5; 21-24\nAct to incorporate the National Education\nAssociation of the United States, 21-24\nActive members, List of, for igo6, 743-901\nActive membership. Table of, for 1906, 930\nActive membership. Table of, for 1895 to\n1906, 931\nAddicott, James Edwin. Art as related\nto manual training, 207-14\nAdministration, List of articles on, i860 to\n1906, 723-26\n\n—\n\nAgricultural education, List of articles on,\n1876 to 1906, 661\nAgricultural instruction in the kingdom of\n\nHungary (Bela de Tormay) 445-51\nAlabama Educational Association, Resolution of, in favor of a Southern Teachers'\n\nLeague, 500\n\nRobert\n\nJ.,\n\nDiscussion on Teaching\n\nspelling;\n\nit,\n\n148-53\n\nAnna T. Jeanes Fund for the Assistance of\nNegro Rural Schools in the South, 494-95\nArchitecture. List of articles on, 1869 to\n1906, 663\nRural school (J. W. Olsen) 141-48*\nArithmetic, The Teaching of (Simon Newcomb) 86-99; Discussion: R. J. Aley,\n\n99-102\nArt as related to manual training (J. E.\nAddicott) 207-14\nMeetings,\n.A.rt Education, Department of:\nofficers, and topics,\n\n623-26\n\nArt education, List of articles on, 1869 to\n1906, 664-66\nAssociation of American Geologists, 474,\n\n...\n\nof American\nNaturalists, 475, 477\nAttendance, Diagram of\n\nAssociation\n\narithmetic, 99-102\n\n—Simpler\n\nwhat can be most wisely done to hasten\n\n475\n\nAlderman, Edwin A. In memoriam\nCharles Duncan Mclver, 311-18\n.\\ley,\n\nAndrews, E. Benjamin.\n\nGeologists\n\nandJ\n\nfor\n\nfifty\n\ntotal,\n\nyears, 934-35\nStatistical table of, 1857-1905, 932\n\nAlphabetizing, 256-57\n\n—\n\nAmerica, What France owes to, in the matter\nof education (J. J. Gabriel Compayr£)\n\n417-20\nAmerican Association for the Advancement\nof Education (Will S. Monroe) 471-74\nAmerican Association for the Advancement\nof Science, 1838- (L. O. Howard) 475-\n\nBaldwin, Elizabeth G. Report of the\nJoint Committee of the American Library\nAssociation and the National Educational\nAssociation, on Instruction in library\nadministration in normal schools, 215-81\n\nBardeen,\n\nCharles\n\ntional journalism,\n\nWilliam.\n\n— Educa-\n\n506-14\n\nBaylor, Adelaide S., Discussion on Salaries,\n\nConstitution of the Council, 478\nAmerican education, Fifty years of (E. E.\n\n192\n\nBeale, Dorothea.\n\nBrown) 327-41\nAmerican Institute of Instruction (A. E.\nWiNSHiP) 457-63\nAmerican Library Asscxiation, 270-72;\n(Melvil Dewey) 479-90\nConstitutional provisions, 484-85\nMeetings since 1896, 483\n\nfifty\n\nyears in\n\nEngland, 377-86\nBenedict, Martin G., Discussion on I/ical\ntraining-schools, 126\nBest means and methods of improving\ntqichers already in the service (W. McK.\n\nVance) 126-30\n\nObject of, 483\n\nMil>liograi)hy of topics\n\nRcfKirt of J(jint Cf^mmiltcc of,\nand N. E. A. on Instruction in library\nadministration in normal s( hfiois (E. C.\n\nfrom 1857 (o i(jo7,\n\n'^'59.-7.30\n\nThos. W., Rcs<ilution on Servi( es\n528\nBiogniphy, List of arlides on, i8()2 to 1905,\n666-67\nBiological sciences. List of articles on, 1870\nto 1905, 667-68\nBlinrl, Education of the. List of articles\non, i8<;8 to if)o6, 668\nBlodgc-tt,\nA. B., Discission on I>)cal\nBicknell,\nof,\n\nBaldwin) 215-81\nA. L. A. Catalog, 487\nA. L. A. Publishing Board, 486;\n\n—Secondary education\n\nof girls during the past\n\nPublica-\n\n271-72\nAmerican Library Institute, 486-87\ntions,\n\nAmerican Lyceum Association (Will S.\nMonroe) 465-67\nAmerican Normal Schrx)! As.sf« iation:\nMeetings, officers, and topics, s89-<^5;\n\nBoarrl\n\nTopics, 59i-<;5; reorganized as Department of Normal Schools, 524\nAmerican public education. List of articles\non, 1859 to 1906, 661-63\n\nBook, r)pcning a new, 250\nBook numl)crs, 261, 263-64\nBook-binding, 266-70\n\ntraining-schools, 125\nMembers of,\nof Trustees,\nTwentieth annual report, 14-18\n\n939\n\n543;\n\n"}
{"page": 952, "printed_page": null, "text": "—\n\n—\n\nNATIONAL EDUCATIONAL ASSOCIATION\n\n940\n\nBook-plates, 250-51\nBooks, Care of, 228\nCataloging and classification of, 25161; Bibliography, 258-59\nIncoming, 248-52\nSelecting and ordering, for a school\nlibrary, 240-43\n\n—\n\nBooks and magazine\n\narticles\n\non library\n\nwork, 275-77\nBoys, What kind of education is best suited\nto? (R. P. Halleck) 58-65; Discussion:\nF. L. Soldan,\nC. D. Lowry,\n71-72\nBrainerd, Rev. Dr. Thomas. Home and\nschool training in New England in the\n\n—\n\ncolonial period, 454-55\n\nBrentano, Franz, Sketch of (H. Schwartz)\n\nCity-school system, Interrelation of functions in a,\n\n117-24\n\nCity-schools systems, List of articles on,\n\n1874 to 1905, 670-71\nCity superintendents of larger cities, Round\n\nTable of, 117-24\nCity training-school or normal school, Influence of the (Ella F. Young) 121-24\nCivic life of the community, Effect of moral\neducation in the public schools upon the\n(W. O. Thompson) 42-49; Discussion,\n\n49-51\neducation, List of articles on,\n1865 to 1905, 671-72\nClassification of library books, 259-61\nClassical\n\nClassification of topics from 1857 to 1907.\n\n659-60\n\n426\n\n—\n—\n\nBrereton, Cloudesley, S. H. Teaching\nof modern languages in England, 366-77\nBrown, Elmer Ellsworth. Fifty years\nof American education, 327-41\n\n—\n\nBrumbaugh, Martin G. Means of improving efficiency of grammar school\nEliminations and modifications in course\nof study, 108-12\nBureau of Education,\n\nCommittee on the\n\nNational, 739-40\nBusiness Education, Department of\n\n:\n\nMeet-\n\nings, officers, and topics, 637-39\n\n—\n\nButler, Nicholas Murray. Report of\nCommittee of Conference between Colleges and Secondary Schools, 734\nBuTTRicK, Wallace. General Educa-\n\n—\n\ntion Board, 490-95\n\nBy-Laws, 4; 541\nBy-Laws, Proposed, 24-28\nCalendar of meetings, 6-7; with List of\nexecutive officers, 541-43\nCalf-path, The; poem (Sam W. Foss) 151Call for a convention to organize a national\nassociation (D. B. Hagar) 516-17\nCanfield, James\nLetter of transmission in Report of Joint Committee\non Instruction in library administration\nin normal schools, 215-16\nCarnegie Foundation for the Advancement\nof Teaching (H. S. Pritchett) 504-6\nCataloging and classification of books,\n\nH.—\n\n251-61; Bibliography, 258-59\nChicago'selected for next meeting of Department of Superintendence, 31\nChild, The incorrigible (Julia Richman)\n\nClassroom libraries, 227-28\n\nHow\n\nthe superintendent may\ncorrect defective, and make the work\nrecitation\nof the\nteach the pupil how to\nprepare his lesson properly (W. T. Har-\n\nClasswork,\n\nris) 341-51\nCoeducation, List of articles on, 1874 to\n1906, 672\nCollege-entrance requirements, Committee\non, 736-37\nCollege-entrance requirements. List of\narticles on, 1890 to 1905, 672-74\n\nColleges and universities. List of articles\non, 1864 to 1906, 687-92\nColonial period, Home and school training\nin New\nEngland in the (Thomas\n\nBrainerd) 454-55\nColonial period. Home and school training\nin the South in the (T. J. Wertenbaker)\n\n455757\nColonies, American, Origin of free schools\nin the, 453-54\nCommercial education. List of articles on,\n1892- 1905, 673-74\nCommittee of Conference between Colleges\nand Secondary Schools, Report of (N.\nM. Butler) 734\nCommittee of Fifteen on Elementary Edu-\n\ncation\n\nHistory of, 735\n\nCommittee of Ten on Secondary Studies,\nTopics included in Report of, 656-57;\nHistory of, 734-35\n\nCommittee of Twelve on Rural Schools,\nHistory of, 736\n\nCommittee on College Entrance Requirements, History of, 736-37\n\n158-73\nChild-Study,\n\nClassified lists of subjects, 661-730\n\nDepartment\n\nof:\n\nMeetings,\n\nofficers, and topics, 639-41\n\nChild-study, List of articles on,\n\n1884 to\n\n1905, 668-70\nChildren, city, Forms of industrial education best adapted to (C. H. Keyes)\n\nCommittee on\n\nof,\n\n738-39\n\nCommittee\n\n203-7\n\nContemporary Education\n\nDoctrine, History of, 740\nCommittee on Industrial Education in\nSchools for Rural Communities, Topics\nincluded in Report of, 657-58; History\n\non\n\nInstruction\n\nin\n\nNormal\n\nBibliography\n\nSchools in Library Administration, His-\n\nCity normal or training-school, Influence\nof the (Ella F. Young) 121-24\n\nCommittee on the National Bureau of Ed-\n\nChildren's reading, 244-48;\nof,\n\n246-48\n\ntory of, 741\nucation, History of, 739-40\n\n"}
{"page": 953, "printed_page": null, "text": "INDEX\nCommittee on Nominations, 30;\n\nReport,\n\n30-31\n\nCommittee on Normal Schools, History of,\n737\n\nCommittee on the Relations of Public Li-\n\n1-4; with the various amendments, 536-41\nConstitution of National Teachers' Associaciation,\n\ntion, 534-35\nConvention of teachers and superintendents\n\nbraries to Public Schools, History of, 737\n\nCommittee on Resolutions, 30; Report, 34\nCommittee on Salaries, Tenure of Office\nand Pensions of Teachers, Topics included in Report\n737-38\n\nof,\n\n657;\n\nHistory\n\nof,\n\nCommittee on Simplification of Spelling,\nReport (E. B. Coxl 31; Resolution for\nnew committee referred, 31\nCommittee on Taxation as Related to PubEducation, Topics included in Report\nof, 658; History of, 738\nCommittee on Universal System of Key Notation, History of, 740-41\nlic\n\nCommittees of investigation.\ntheir reports, 733-41\n\nSpecial,\n\nand\n\nof public schools,\n\n1 87 1\nto 1905, 674-75\nCongress of Art Educatitm, 1893, Topics of\npapers read at, 654\nCongress of Business Education, 1893,\nTopics of papers read at, 655-56\nCongress of Educational Journalism, 1893,\nTopics of papers read at, 656\nCongress of Elementary Education, 1893,\nTopics of papers read at, 653\nCongress of Experimental Psychology,\n1893, Topics of papers read at, 655\nCongress of Higher Education, 1893, Topics of papers read at, 652\nCongress of Industrial and Manual Instruction, 1893, Topics of papers read at,\n654-55\nCongress of Kindergarten Education, 1893,\nTopics of papers read at, 653\nCongress of Music Education, 1893, Topics\nof papers read at, 654\nCongress of Physical Education, 1893,\nTopics of j)ai)ers read at, 655\nCongress of Professional Training of\nTeachers, 1893, Topics of papers read\nat. 653-54\nCongress of Rational Psychology, i8<;3,\nTopics of papers n-ad at, 655\nCongress of School Su|)ervision, i8c;3,\nTopics cjf jja|>en> read at, 652\nCongress of Secondary Educaliitn, 1893,\nTopics of papers read at, ^52\n\nInstruction,\nof Tec hnnlogic a!\nTcjpics c>f ]ia|icrs reacj at, ^154\n(Congresses c)f Eciucaticm, Inlernational,\n|8<;3, Tojiics of papers read at (leneral\nAp[)enclix:\nPaju-rs presession, 652;\nsented l)Ut not reacl, 656\nConnecticut State Teachers' Association,\nf>)ngrc,ss\n\nPhiladelphia,\n\n1S49,\n\n467-71\n\nCook, John W. — In 7>tcmoriam Albert\nGrannis Lane, 297-311; Discussion on\nMoral education in public schools, 50\nDiscussion on Moral\nCooper, Frank C.\n\n—\n—\n\neducation in public schools, 51\nCorson, Oscar T. The superintendent's\nauthority and the teacher's freedom,\n\n80-86\nCotton, Fassett A. Teachers' salaries\nand how alTcxtcd by the minimum-\n\n—\n\nsalary law [of Indiana] 132-39\nCouncil, see National Council of Education\nchild, What form of industrial\ntraining is most practical and best suited\nto the (O. J. Kern) 198-203\n\nCountry\n\n—\n\nWhat France\nowes to America in the matter of education, 417-20\nCompulsory education, Eist of articles on,\nCoMPAYRE, J. J. Gabriel.\n\n94'\n\nCountry life. The new, 134-35\nCountry schools, The ideal for, 137-38\nCourse of study of the grammar school,\nEliminations and modifications in (M.\nG. RRU^fBAUG^) 10S-12\nCox, Edwin B. Report of Committee on\n\n—\n\nSimplification of Spelling, 31\nCurriculum, List of articles on,\n\n1876\n\nto\n\n1905. 675-77\n\nCutter author tables, 261-62\nDefectives and delinquents (other than\nblind). Articles on, 1879 to 1906, 677-7S\nDenfield, R. E., Discussion on Local\ntraining-schools, 125\nDepartment of Art Education, Meetings,\noflKers, and topics, 626-29\nDe{)artment of Business Education, Meetings, officers, and t<ipics, 637-39\nDepartment of Child-stucly, Meetings,\nofficers and topics, 639-41\nDepartment of Elementary Education\norganized, 525; Meetings, officers, and\ntopics, 5c;9-6o3\n\nDepartment of Higher I'.ducation organized,\n525; Meetings, officers, and tojjics, SCJ5-\n\nW\n\nDe[)artment of Indian Education, Meetings,\nc\n\nffii\n\nc-rs,\n\nand topics, <)5o-5i\n\nof Kinckrgarten I'lducation,\n.Meetings, offic ers, and topic s, 6?6-2c>\n\nI)c|iartrnent\n\nDe|)arlment of Manual Training, Meetings,\noffic ers, and topics, (»03-7\nDepartment of NIasic Education, Meetings,\nofl'u ITS, and topics, 62c; 33\nDepartment of Normal Schools, organized,\n\niHcj3,\n\nConsolidation of schools in Indiana, 138\nConstitution of National Educ atinnal Asso-\n\nDepartment of\nings, oflicers\n\nDc-f)artnicnt\nMc-etings,\n\nI'hysical\n\nTraining,\n\nMeet-\n\nand topics, 641-43\n\nc>f\ncjffic\n\nSchool\n\nAdfninistralic n,\n\ners and topics, 645-46\n\nDepartment\n\nof School Superintendence\norganized, 524-25\nDc-i)artment of Science Instruclicjn, Meelitigs,\n\nofficers and topics,\n\n643-45\n\n"}
{"page": 954, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n942\nDepaitment\n\nSecondary\n\nof\n\nEducation,\n\nMeetings, ofl&cers and topics, 633-36\nDepartment of Special Education, Meetings, officers and topics,\n\n648-50\n\nSuperintendence, Secretary's Minutes, 29-35\nDepartment officers, lo-ii\nDepartments, List of, 1,536; with place and\nyear of establishment of each, 575-76\n\nDepartment\n\nof\n\nDevelopments and changes in primary\nteaching in France during the Third\nRepublic (1870- 1906) (P. E. Levasseur)\n408-17\nDewey, Melvil. American Library Association, 479-9C\nDilthey, Wilhelm, Sketch of (H.Schwariz)\n\n—\n\n427'\nDirectors, 8-10, 558\n\nDirectors by election, List of state, 9-10,\n\n547-57\nDirectors, I-ife, List of 8-9, 558\nDirectors, Perpetual, List of, 55S\n\nDowning,\n\nA.\n\nS.,\n\nDiscussion\n\non\n\nLocal\n\ntraining-schools, 126\n\nDuhring, Eugen, Sketch of (H. Schwartz)\n429-30\nEastman, W. R. The public library a distinct organization, 223\nEaton, John, In memoriam (Sheldon\nJackson) 283-93\n\n—\n\n—\n\nExamination of\nC.\neyes of school children, 1^^,-77\nEducation, Fifty years of American (E. E.\n\nEberhardt, John\n\nBrown) 327-41\nHistory of. List of articles on, 1858 to\n1905, 690-92\n\nand\nNature,\nPhilosophy,\n-Theory,\nMeaning, List of articles on, 1873 to 1Q05,\n679-80\nWhat France owes to America in the\nmatter of (J. J. G. Compayre) 417-20\nWhat kind of, is best suited to boys ?\n(R. P. Haixeck) 58-65; Discussion:\nF. L. Solddn, C. D. Lowry, 71-72\n^\\\\'hat kind of, is best suited for girls ?\n(Miss Anna J. Hamilton) 65-71; Discussion: F. L. Soldan, C. D. Lowry, 71-\n\nEducational associations, 453-74;\n\nOther\n\neducational associations, 474-506\n\nEducational awakening in England (M. E.\nS-^dler) 361-66\nEducational institutions and libraries en.\n\nrolled as active members, List of, 9-5-29\n\nEducational journalism (C.\n\nW. Bardeen)\n\n506-14\nEducational literature. List of articles on,\nt86o to 1905, 678\np;ffect of moral education in the public\n\nupon the civic life of the community (W. O. Thompson) 42-49; Dis-\n\nsch.ools\n\ncussion, 49-51\nElective studies. List of articles on, 1874 to\n\n1905, 680-81\nElementary education.\nteen on, 735\n\nCommittee of Fif-\n\nElementary Education, Congress of, 1893,\nTopics of papers read at, 653\nElementary Education, Department of,\norgnnized, 525; Meetings, officers and\ntopics, 599-603\nElementary education. List of articles on,\n1863 to 1Q06, 681-82\nElementary schools in the South promoted\nby scientific farming, 491-92\nEngland, Educational awakening in (M. E.\nSadler) 361-66\nEngland, Secondary education of girls\nduring the past fifty years in (Dorothea\n\nBeale) 377-86\nEngland, Teaching of modern languages\nin (C. S. H. Brereton) 366-77\nEnglish language and literature as subjects\nof study. List of articles on, 1869 to 1906,\n682-84\nEucken, Rudolf, Sketch of (H. Schwartz)\n429\nExamination of the eyes of school children\n(John C. Eberhardt) 173-77\nExaminations, List of articles on, 1863 to\n1002, 684\nExhibitions and\n\nMuseums, List of articles\n\non, 1875 to T905, 685-86\nE3'es of school children. Examination of\n(J. C. Eberhardt)\n\nFelmley, David.\n\n173-77\n\n—The next step\n\nin the\n\nsalary campaign, 183-91; Resolution on\n\na Simplified spelling-primer, 33; Discussion on Simpler spelling, 157-58\nFifty years of American education (E. E.\n\nBrown) 327-41\nFinances and taxation. List of articles on,\n1866 to 1905, 686\nFinancial statistics. Comparative summary\nof,\n\n733\n\nFischer,\n\nKuno, Sketch of (H. Schwartz)\n\n421-22\nForecast of work of the Association\n\n(J.\n\nHancock) 526-28\nForms of industrial education best adapted\nto city children (C. H. Keyes) J03-7\nFoss, Sam Walter. Poem, The Calf-path,\n\n—\n\n151-52\nFrance, Developments and changes in\nprimary teaching in, during the Third\nRepublic (7870-1906) (P. E. Levasseur)\n408-17\nSecondary education of girls in\n(Camille See) 386-95; Bibliography,\n394-Q5\nWhat France owes to America in the\nmatter of educntion (J. J. Gabriel\n.\n\n.\n\n,\n\nCompayre) 4t7--'o\nFree schools in the American colonies.\nOrigin of, 453-54\nFund, The permanent. Growth of, since\n1886, 733\n\nFunds, Report of the, 15-18\nGeddes, J. Jr. What can most wisely be\ndone to hasten simpler spelling? 153-57\nGeneral Educatiori Board (W. Buttrick)\n\n—\n\n49'3-<)5\n\n"}
{"page": 955, "printed_page": null, "text": "—\nINDEX\nList of\n\n686-87\nand tlie\nfut'.ire of (E. Pat^lsen) 430-45\nGcrn'any, Rebabilitation of philosophy in\n(H. Schwartz) 420-50\nGifts to higher education of John D.\nRockefeller, 497, 403-94;\nof Andrew\nCarnegie, 504-6\nGillan, S. Y., Discussion on Moral educaarticles on, 1871 to 1005,\n\nThe\n\neducation,\n\n—\n\nGeorge. The new phonetic\nalphabet, 192-97\nHertling, Georg (Frciherr) von, Sketch of\n(H. Schwartz) 422\nHigh schools, List of articles on, 1873 to\nHempl,\n\nGeneral session?: Topics, 561-75\n\nGeogniphy as a subject of study,\n\nGerman\n\n943\n\npast\n\n1005, 720-21\nHigher education Colleges and universities,\nList of articles on, 1864 to 1005, 687-00\nHigher Education, Congress of, 1893, Topics of papers read at, 652\nHigher Education, Department of, organ:\n\nized, 525; Meetings,\n\ntion in public schools, 50-51\n\nSecondary education of, during the\npast fifty years in England (Dorothfa\nReaie) 377-86\nGirls, Secondary education of, in France\nGirls,\n\nofficers\n\nand topics,\n\n595^9\nHigher education. Modern system of, for\nwomen in Prussia (F. Paulsen) 395-40S\n\nBibliography,\n\nHistorical chapter, 453-560; topics, 575\nHistory of education. List of articles on,\n\nGirls, \\\\hat kind of education is best suited\n\n1858 to 1906, 690-92\nHistory teaching, List of articles on, iS8q\n\n(Camille\n\n386-95;\n\nSef.)\n\n.^04-05\n\nfor? (Miss Anna J. Hamilton) 65-71;\nDiscussion: F. I,. Soldan, C. D. Lowry,\n\n71-72\n\nGoRDY, Wilbur\n\nF.\n\n—The local training-\n\nschool as an agency for the preparation of\nteachers, 124-25\n\nGovernment and\n\nchararter-\n\ndiscipline in\n\nGovernment and\n\nof\n\ndiscipline\n\nschools,\n\nList of articles on, 1863 to 1000, 687\nGrammar school, Improving efiiciencv of\n\nEliminations and modifications in course\nof study (M. G. Brumbaugh) 108-12\nGrammar-school principals. How can the\nsupervising influence of, be improved\nDiscussion: C.\n(J.. H. Jones) i 12-14;\nM. Jordan, C. N. Kendall, 1 14-17\nGreenwood, J. M., Discussions on: Local\ntraining-schools, 125, Moral education\nin public srhools, 50\nHagar, Daniel B. Call for a convention\nto organize a national associ;ition, 51617; Extracts from presidential address,\n522-24; from closing addres:s, 525\nHalieck, Reuhen Post. What kind of\neducation is best suited to lx)ys ? 58-65\nHamilton, Miss Anna J. What kind of\neducation is Ijest suited for girls ? 65-71\nHancock, John. Forecast of work of the\n\n—\n\n—\n—\n\n—\n\nAs.sociation,\n\n526-28\n\nWillian\n\nRainey,\n\nmniwriam\n\nIn\n\nfH. P. Judson) 293-96\nInfluem e<>f the\nIIarkis, Ai>a Van Stone.\nsupervisor, 117-21\nHarris, William Torrfy. How the\nsuperintendent may (orrect defective\nclasswork and make the work of the\nrecitation tear h the pupil how to prepare\nhis lessfm properly, 341-51; Organization and func tionsof the National Educa-\n\n—\n\n—\n\ntional\n\n692-93\n\nerd) 454-55\n\nHome and school training in the South in\n\ntraining, 37\n\nIlarjter,\n\nto 1905,\n\nHolton, Edwin L., Discussion on Improving teachers already in service, 13132\nHome and school trn.inmg in New England\nin the Colonial period (Thomas Brain-\n\nAs'^iK iation,\n\n529-33;\n\nWhat kind\n\nof language-study aids in the mastery of\nnatural science ?\n73-79; Discission on\n\nSimpler .'-i)clling, 158\nHeating and ventilation, Sanitary, 146\nHcinze, Max, Sketch ot (H. Schwartz)\n422\n\nthe colonial period (T. J- Wertenpaker)\n\n455-57\n\nHoward, L. O.\ntion\n\nfor\n\nthe\n\n—\n\nThe American AssociaAdvancement of Science,\n\n475-78\n\nHoYT, David W.\n\n—In memoriam Thomas\n\nBlanchard Stockwell, 318-22\nHughes, James L., Discussion on Moral\neducatic^n in public schools, 51\n\nHungary, Agricultural instruction\n\nin\n\nthe\n\nkingdom of (B^la de Tormay) 445-51\nHunt, Mrs. Mary Hiinchett, In memoriam\n(A. E. Winship) 2g6-i)-j\nHygiene, see School hygiene\nHyre, Mrs. Sarah E. Women's part\n\n—\n\nin\n\npublic-school education, 51-58\nIllinois'\nState\nTeachers'\nAssociation,\n\nImprovement of the study period, .Suggestions for the (F. M. McMurry) 102-8\nIncorj)oration, Act of, 4-5; 21-24; Certifi-\n\ncate of, 5; Certificate of extension, 5;\nResolution on, 4\nIncc)rris.'ible\n\nchild.\n\nThe (Julia Riciiman)\n\nJ5*<-7.^\n\nIndex, 939-4C)\n\nIndian education and\n\nollu-r\n\nraces, List of articles on,\n\nminor\n\nalien\n\n18H4 lo\n\nic)05,\n\nK3-95\nIndian Education, Department of: Meetings, ofTic cTS, and topics, 650-51\nIndiana, ^finimum-salary law of (F. A.\nCotton) 132-30\nIndiana State Teachers' Association, 515\nIndustrial edu( ation, I'omisof, best acla[)tecl\nto city children (C. H. Keves) 203-7\nIndustrial education, List of articles on,\n1863 to ic;o6, 695-c>6\n\nIndustrial training,\n\nWhat form of, is most\n\n"}
{"page": 956, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n944\n\npractical and best suited to the country\n\n(O. J. Kern) 198-203\nInstitutions, Educational, and libraries enrolled as active members, 925-29\nInternational Congress at Li.ge, Recent\nchild?\n\n(W. S. Monroe) 351-55^\n\nLibrary administration. Articles in periodicals on, 276-77; Useful books on, 27576;\n\nMethod and limits of instruction in,\nCommittee on Instruction\n\n218-20;\n\nin\n\nNormal Schools in, 741\nLibrary Association and the National EduAssociation, Report of the J< int\n\nInterrelation of functions in a city-school\n\ncational\n\nsystem, 117-24\nIowa State Teachers' Association, 515\n\nCommittee of the American on Instruc-\n\n—\n\nI 14-15\nJournalism, Educational (C. W. Bardeen)\n\n506-14\nJUDSON, Harry Pratt. In memoriam\nWilliam Rainey Harper, 293-96\nKansas securities. Disposition made of, 15\n\n—\n\nKendall, C. N., Discussion on Supervising\ninfluence of grammar-school principals,\n\nKern, O.\n\nJ.\n\n—What form of industrial\n\ntraining is most practical and best suited\n198-203\nto the country child?\nKeyes, Charles H. Forms of industrial\neducation best adapted to city children,\n\n—\n\n203-7\nKindergarten Education, Department of:\nMeetings, officers, and topics, 626-29\nKindergarten, List of articles on, 1872 to\n1905, 696-99\nLane, Albert Grannis, In memoriam (John\nW. Cook) 297-311; Trustees on death\nof,\n\n14\n\n—\n\nPierre Emile. On the\ndevelopments and changes in primary\nteaching in France during the Third\nRepublic (i 870-1 906) 408-17\n\nLevasseur,\n\nThe\n\nteacher and the\n\n(N.\n\nC.\n\nSchaeffer) 355-61\nLibraries enrolled as active members, IJst\nof,\n\n927-28\n\nLibraries, Public, Committee on Relations\nof, to Public Schools, 737\nLibraries, Reference, for schools, 221-22\nLibraries, School, 221-24; Lists for, 245\n\nLibrary, How to use a, 228-33\nLibrary, The public, and the public school,\n224-28; Bibliographical references, 22527; See also Public Library\nLibrary and school. List of articles on,\n\n1880 to 1906, 699-700\n\nSchools\n\n(E.\n\nG.\n\nLibrary associations, 270-75\nLibrary associations. State, 274\nLibrary clubs. Local, 274-75\nLibrary commissions. State, 272-74\nLibrary Department; Meetings, officers,\n\nand topics, 646-48'\nLibrary development. Results of, 488-90\nLibrary instruction in schools, 231-33\nLibrary Journal started, 482\nLibrary schools, 275, 487-88\nLiege, Recent International Congress at\n(W. _S. Monroe) 351-55\nLife directors. List of, 558\nLife members, List of, 559-60\nLighting, Sanitary, 143\nLipps, Theodor, Sketch of (H. Schwartz)\n\n427-28\nLiving, Cost of, 133, 138\n\nLoan -desk, 264-66\nLowry, Charles D., Discussion on Kind of\neducation best suited for boys and girls,\n72\n\nMclver,\n\nIn memoriam\n\nCharles Duncan,\n\n(E. A. Alderman) 311-18\nMcKinney, Charles, Discussion on Simpler\nspelling,\n\nMcMuRRY,\n\n158\nF.\n\nM.\n\n—Suggestions for im-\n\nprovement of the study period,\n\n102-8\n\nMann, Horace, Addresses\nConvention\n467-71\n\nof\n\nLanguage-study, What kind of, aids in the\n(W. T.\nmastery of natural science ?\nHarris) 73-79\nLanguages, Teaching of modern, in England\n(C. H. S Brereton) 366-77\nLaws, Summary of state, relating to school\nlibraries, 277-81\nLeague of Library Commissions, 486\n\nLibrarian,\n\nin,\nin Normal\nBaldwin) 215-81\n\ntion\n\n—\n\nJackson, Sheldon. Itt memoriam John\nEaton, 283-93\nJohn D. Rockefeller Foundation for Higher\nEducation, 493-94\nJones, Lewis H. How can the supervising influence of grammar-school prin1 1 2-14\ncipals be improved ?\nJordan, C. M., Discussion on Supervising\ninfluence of grammar-school principals,\n\nat\n\nas\npresident\nPhiladelphia, 1849,\n\nManual training, Art as related to (J. E.\nAddicott) 207-14\n\nManual Training, Department\nings, officers, and topics,\n\nof:\n\nMeet-\n\n603-7\n\nManual training, List of articles on, 1869\nto 1906, 700-3\nMarble, Albert Prescott, In memoriam (C.\nE. Meleney) 322-26\nMassachusetts Teachers' Association, 514\n\nMathematics as a subject of study. List of\narticles on, 1871 to 1906,\n\n703\n\nMeans afforded by the public schools for\nmoral\n\nand\n\nreligious\n\ntraining\n\n(T.\n\nA.\n\nMott) 35-42\nMeans of improving the efficiency of the\nthe grammar school\nEliminations and\n\n—\n\nmodifications in the course of study (M.\n\nG. Brumbaugh) 108-12\nMeeting, First large, of the Association,\n528\nMeeting-places for Department of Superintendence, Resolution on (C. G.Pearse)\n32\nMeetings, 3-4, 27; 535; 540\nMeetings, Calendar of, 6-7; 541-43\n\n"}
{"page": 957, "printed_page": null, "text": "INDEX\nMeinong von Handschuchsheim, Alexius,\nSketch of (H. Schwartz) 426\nMeleney, Clarenxe E. In viemoriam\n\n—\n\n.\\lbert Prescott Marble,\n\nMembers,\n\nList of original, of N. T. A. at\nPhiladelphia, 521\nMembers, List oi perpetual, 558\n\nMembership, active,\n\n:\n\nClassified,\n\n703-6\n\nto 1905,\n\nIndex, 904-23\n\n744-901;\n\nMusic Education, Departmentof Meetings,\nofficers, and topics, 630-33\nMusic in schools. List of articles on, 1870\n\n322-26\n\nMembers, Life, List of, 559-60\nMembers, List of Life, Active, and Corresponding,\n\n945\n\nby states,\n\nfor 1906 (Table), 930\nMembership, active, Growth of, 1895 to\nigo6, 731\nMembership, active, Record of, by slates,\n\n1895-1906 (Table), 931\nby states for each year, 1857 to\n1905, 932, 933\nMembership, Classes and conditions of, 1-2,\n22, 24-25; 534; 536-37\nMembership, Total, classified by states\nfrom 1857 to 1906 (Tables) 932-33;\nchart showing same, 934-935\nMemberships, Chart of recorded, 1857 to\nigo6, 935-35\nMemberships, Organization of uc live permanent, 533\nMemorandum concerning reincorporation,\n19-20\n\nMen and women as teachers, 136\nMiller, Thomas C, Discussion on\n\nName of Association, i, 21, 534, 536\nNational Association of School Superintendents: Meetings, officers, and topics,\n576-79; reorganized as Department of\nSchcx)l Superintendence, 524-25\nNational Association of State Libraries, 486\nNational Council of Education, Historical\nConstitution and Bysketch, 607-8;\nLaws, 608-11; Executive officers, 1881611-12;\nMembership, 612-18;\n1907,\nTopics, 618-23; Objects and duties of\nthe, 26-27\nNational Educational Association, Calendar\nof meetings, 6-7; 541-43; General sessions: Topics, 1870-1906, 561-75; Histcmcal sketch, 521-34; List of Departments, with place and year of establishment of each, 575-76; New departments,\n524-25; Organization and functions of\nReincorporation, 533-34;\nthe, 529-33;\nReport of Joint Committee ol A. L. .A. and\non Instruction in Library Administration\nin Normal Schools (E. G. Baldwin)\n215-81\nNational Education Association of the U. S.,\n.^ct to incorporate,\n\n21-24\n\nMinimum-salary law [of West Virginia] 140-41\nMinimum-salary law[of Indiana], Teachers'\nsalaries and how affected by (F. A. Cotton) 132-39\n[of Pennsylvania] Discussion: N. C.\nSchaeffcr, 140\n— [of West Virginia] Discussion: T. C.\nMiller, 140-41\nMissouri State Teachers' Association, 515\nModern system of higher education for\nwomen in Prussia (F. Paulsen) 395-408\n\nNational organization of teachers, 518-20\nNational Teachers' Association (1857-70,\nCalendar of meetings, 6, 541-42; Historical sketch, 516-21; organized, 518;\nOfficers elected, 520-21; Original members, 521; Constitution, 534-35; Topics,\n1857-69, 561-62\nNatorp, Paul, Sketch of (H. Schwartz)\n\nMonroe, Will S.\n\nfor the Advancement of Fducaticjn,\n\nNature-study, List of articles on, 1S58 to\n1905, 706\n\n74;\n\nNecrology for ic)05-6, 741-42\n\n—\n\n— American Asscxiation\n\n471Lyceum Association,\nAmerican\n465-67; Recent International Congress\n\n423-24\nNatural science, \\\\liat kind of languagt\nstudy aids in the mastery of? (W. 'I\\\n\nHarris) 73-7C)\n\nNegro education, List of artii les on,\n\nat Lifegc, 351-55; State teachers' associa-\n\ntions\n\norganized\n\nbefore\n\n1857,\n\n514-15;\n\nWestern Literary Institute and College\nf>f Professional Teachers, 463-64\nMfjral and religious training, Means afforded by the i)ublic schools for (T. A.\nMott) 35-42\nMtrai education in the ])ubli( schools,\nFffec I of, u]»on the civic life of the com-\n\nmunity\n\n(\\V.\n\nDiscussion:\n\nThompson) 42-49;\nW. J. Shearer, J. M. GreenC).\n\ni\n\nS0() to\n\n706\n\ni(;o4,\n\nNegro rural schools in the South, I'uiid for\nthe assistance of, 494-c;5\n\nNew England, Home ancl school training\nin,\n.\n\nin\n\nthe\n\ncolonial\n\nperiod\n\n(Thomas\n\nBkainerd) 454-55\n\nNew Hampsliire Stale Teachers' Association,\n\n515\n\nNew Jersey State Teachers'\nS^S\n\n.\n\nAssoc lalioii,\n.\n\nNew York Teachers' Association, 511\n\n—\n\n49-51. See also\nReligious ancl moral education\nMott, Thomas A. The means afforded\nby the |iuV)lic st hools for moral and religi-\n\nNewcomii, Simon. The teac hing of aiiili\nmelic, 86-99\nNext ste]) in the salary campaign (I). I'ki.m-\n\nous training, 35-42\nMuKiMiv,\nKdoar Gardner.\nHclufalion Hoard, 495-<)9\n\nNominations, Conimitlc-c i>n, 30;\n30-3'\n\nwood,\n\nand\n\nothers,\n\n—\n\nMuseums, .Sc hool, 227;\n1S75 to\n\nif>o5,\n\n685-86\n\n— Southern\n\nList of artic les on,\n\nI.EV) lS3-fjT\n\nNormal schools and\n\ntraining\n\nc»f\n\nRcporl,\nteac hers.\n\nList of articles on, 1864 to ic)05, 707-11\nNormal Sc hools, Committee on, 737\n\n"}
{"page": 958, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n\n946\n\nNormal Schools, Department of, organized,\n524; Meetings, officers and topics, 59095\nList of, enrolled as\n\nactive\n\nmembers,\n\n926-27\n\nNormal schools. Report of the Joint Committee of the American Library Association and the National Educational\nAssociation on Instruction in Library\nAdministration in (E. G. Baldwin) 21581\nOfficers and their duties, 2-3, 22-23, 25-26,\n535- 537-40\nOfficers for i905-i9o6and 1906-1907, S-ii\nOfficers, List of executive, with Calendar of\n\nmeetings, 541-43\n\nOhio State Teachers' Association, 514\nOlsen, J. W. Rural school architecture,\n\n—\n\n141-48*\nOrganization, List of articles on, 1866 to\n1906, 723-6\nOrganization and functions of the N. E. A.\n(W. T. Harris) 529-33\nOrigin of free schools in the American\ncolonies, 453-54\nPalmer, Solomon.\n\n—\n\nCall for a Southern\nEducational Association, 500-1\nPapers and discussions. Department of\nSuperintendence, 35-117\nTitles of, from 1857 to 1907 arranged\nby years and departments, 561-651\nPast and future of German education (F.\nPaulsen) 430-45\nPaulsen, Friedrich. Modern system of\nhigher education for women in Prussia,\n395-408: The past and the future of\nGerman education, 430-45\nPearse, C. G. Resolution on meetingplaces for Department of Superintend-\n\n•\n\n—\n\n—\n\nence, 32\nMinimum-salarv law of\nPennsylvania,\n(N. C. Schaeffer) 140\nPennsylvania State Teachers' Association,\n\nPensions for teachers. List of articles on,\n1896 to 1905, 711\nPerpetual directors, List of, 558\nPhilosophy, Rehabilitation of, in Germany\n(H. Schwartz) 420-30\nPhonetic alphabet, Need of a, 154-56\nThe new (G. Hempl) 192-97\nPhysical Education, Congress of, 1893,\nTopics of papers read at, 655\nPhysical education. List of articles on, 1869\nto 1905, 711-13\nPhysical sciences. List of articles on,- 1863\nto 1905, 713\nPhysical Training, Department of:\nings, officers,\n\nMeet-\n\nand topics, 641-43\n\nPlace of next meeting of Department of\nSuperintendence to be Chicago, 31\nPreparation of teachers. Local trainingschool as an agency for the (W. F. Gordy)\n124-25\n\nand\nDevelopments\nPrimary teaching,\nchanges in, in France during the Third\n\nRepublic (1870-1906) (P. E. Levasseur)\n408-17\nPritchett, Henry S. The Carnegie\nFoundation for the Advancement of\nTeaching, 504-6\nPromotion of teachers, What should be the\n\n—\n\nbasis for the, and the increase of salaries\n(J.\n\nH. Van Sickle) 177-83\n\nPrussia, -modern system of higher education\nfor women in (F. Paulsen) 395-408\nPsychology and education, -List of articles\n\non, 1874 to 1904, 713-14\nPsychology, Experimental, Congress of,\n1903, Topics of papers read at, 655\nPsychology, Rational, Congress of, 1893,\nTopics of papers read at, 655\nPublic Libraries started, 482\nPublic library. The, a distinct organization\n(W. R. Eastman) 223\nand the public school, 224-28\n\nGrowth, place, and purpose of, 217-18\nPublic-school education. Woman's part in\n(Mrs. Sarah E. Hyre) 51-58\nPublic school. The public library and the,\n224-28; Bibliographical references, 225-\n\n27\nPublic schools, Effect of moral education\nin the, upon the civic life of the community (W. O. Thompson) 42-49; Discussion, 49-51\nPublic schools. Means afforded by, for\nMoral and religious training (T. A. Mott)\n35-42\nPublications, Inventory and price list of,\n\n936-37\nReceipts and expenses of Secretary's office,\n\n731-32\nRecent International Congress at\n(W. S. Monroe) 351-55\n\nHow to make the, teach the\n\nRecitation,\n\npupil\n\nLi ge\n\nprepare\n\nto\n\nhis\n\nlesson\n\n(W.\n\nT.\n\nto\n\nuse,\n\nHarris) 341-51\nReference-books, What, and how\n\n229-31; 247\nRehabilitation of philosophy in Germany\n(H. Schwartz) 420-30\nReincorporation, Memorandum concerning, 19-20; 533-34\nReligious\n\nand moral education.\n\narticles on,\n\nList\n\nof\n\n1858 to 1906, 715-16\n\nResolutions, Committee on, 30; Report, 34\n\nRevenue, Lack of, 135\nRevenue, The fixed, 732\n\nRhode Island Institute of Instruction, 514\nRicHMAN, Julia.- The incorrigible child,\n\n—\n\n158-73\nRiehl, Alois, Sketch of (H. Schwartz) 424\nRockefeller, John D., Gift of, to General\n\nEducation Board, 491; Larger gifts to\nhigher education, 493-94\nRound-Table Conference on Simplified\nspelling, 33, 148-58\nRound Table of city superintendents of\nlarger cities, 32, 117-24\nRound Table of city superintendents of\nsmaller cities, 32, 124-32\n\n"}
{"page": 959, "printed_page": null, "text": "INDEX\nRound Table of state and county superintendents, 32, 132-4S\nRural-school architecture (J.\n\nong von Handschuchsheim, 426;\n\nPaul\nAlois\nRiehl,\n423-24;\n424;\nWilhelm Schuppe, 424-25; Karl Stum[)f,\n426-27; Wilhelm Windelband, 425; Wilhelm Wundt, 428; Eduard ZeJler, 422-23\nScHW.\\RTZ, Hermann. The rehabilitation\nof philosophy in Germany, 420-30\nScience Instruction, Department of: Meetings, officers, and topics, 643-45\nScience teaching. List of articles on, 1869\nto 1906, 719-20\nSecondary Education, Department of:\nMeetings, officers, and topics, 633-36\nSecondary education: High schools. List of\narticles on, 1873 to 1905, 720-21\nhow aided by the General Education\nBoard, 493\nof girls during the past fifty years in\nNatorp,\n\nW. Olsen)\n\n141-48*\nRural schools, Committee of Twelve on,\n736\nRural schools. List of articles on, 1875 to\nigo5, 716-17\nRussell, William. Address to Philadelphia Convention, 1857, 518-20\nSabin, Henry, Discussion on Moral education in public schools, 50\nSadler, Michael Ernest. Educational\nawakening in England, 361-66\n\n—\n\n—\n\nCan we afford to pay larger? 139\nCause of low, 135\nHow affected by the minimum-salary\nlaw [of Indiana] (F. A. Cotton) 132-39;\nDiscussion: T. C. Miller, N.C. Schaefler,\n\nSalaries,\n\n140-41\n\nNext step in the salary campaign (D.\nFelmley) 183-91; Discussion: A. S.\nBaylor, 192\nNext steps in effort to secure better,\n\n138-39\nof teachers. List of articles on, 1884 to\n1906, 717-18\n\nReasons for\n\nbetter,\n\n136\n\nTenure\n\nOffice\n\nand Pensions\n\nof\n\n947\n\n—\n\nEngland (Dorothea Beale) 377-86\nof girls in France (Camille See) 38695\nSecretary's minutes. Department of Superintendence, 29-35\nSecretary, Report of, 731-42\nSecretary, Review of the reports of the, 731-\n\n42\nSee,\n\nCamille.\nin\n\ngirls\n\nof\n\n394-95\n\nTeachers, Committee on, 657, 737-38\nWhat should be the basis for the\nj>romotiun of teachers and the increase\nof (J. H. Van Sickle) 177-83\nScHAEFFER, Nathan C. The teacher and\nthe librarian, 355-61\nDiscussion on\nMinimum-salary law [of Pennsylvania]\n140\n.School Administration,\nDepartment of:\nMeetings, officers, and topics, 645-46\nSchool hygiene. List of articles on, 1881 to\n\nShearer,\n\n1904, 718-19\nSchool laws. List of articles on, 1892 toi905,\n\nin\n\n,\n\n—\n;\n\n719\nSchool\n\nlibraries,\n\n221-24;\n\nLists for,\n\n245;\n\nSummar)' of state laws relating to, 277-81\nSchool library, Cataloging and classification of a, 251-61\n\n;\n\nHow to start a, 222-23\n\nCall numbers, shelf-list, loan system,\n261-66; Selecting and ordering books\nfor a, 240-43\nSchool -library rc^om. The, 234-39\nSchool museums, 227. See also Museums\nSch(Kil Superintendence, Department of,\norganized, 524-25; List of meetings and\nofficers, 577-78;\nToj)ics: 579-89; See\nalso Suficrintindcnce, De|)artment of\nSchool teachers ancl sujK-rintenclents, Con-\n\nvention of, 1849,467-71\n.Schuppc, Wilhclm, Sketch of (If. ScirwAKTz)\n\n424-25\n\nSchwartz, Hermann.\n\n—\n\nHric-f sketchc-s of:\n\nFranz Brentano, 426; Wilhelm Dillhey,\n427; Eugen Diihring, 429-30; Rudolf\n\nKuno Fischer, 421-22;\n429;\nNL'ix Heinze, 422; Gcorg Hertling, 422;\nTheodor Lipps, 427-28; Alexius Meinliucken,\n\n—Secondary education of\n\nFrance, 386-95;\n\nBibliography,\n\nWm. J., Discussion on Moral\neducation in public schools, 49-50\n\nShelf -list, 262-63\nSimkins, J. D., Discussion on Moral education in public schools, 50\nConSimplified spelling. Round Table\nference on, ;^T„ 148-58\nSoldan, F. I>ouis, Discussion on Kind of\neducation best suited for boys and girls,\n\n71-72\n\nHome and school training in the,\nthe colonial period (T. J. Werten-\n\n.South,\n\nbaker) 455-57\nSouthern Education Board (E. (J. Mukimiv)\n495-99\nSouthern Educational A.ssociation (R. J.\nTic; he) 49(;-504\n.Special ICducalion, Department of: Meetings, cjflic ers, and to])ics, 648-50\nSpelling, Committee on Simplilic atioii of,\n\n3^\n\n.\n\n.Spelling, List of articles on,\n\ni860 to\n\nic)o6,\n\n721-22\nS])elling |)rimer, Resoiutiim 011 ;ni iiniirovcti\n(I).\n\nFklmi.ev) 33\n\nSpelling, simiiler, What an be most wisely\nclone to hasten (E. H. Andrews) 148(\n\n53; U-^''-'\"*'-^' J'*-) 153-57; Discussion:\nb. Felmley and others, 157-58\nSpelling, SimplilucI, Round-Table Conference on, 33, 148-58\nSpelling, traditional, The evils of, 152-53\npoor c:oq)orations, 133\n\n•State aid to\n\nState and county superintendents, Round\nTaljle of, 132-48\nState and educ ation, List of artic Ics on, 859\n1\n\nto ic;oi,\n\n722-23\n\n"}
{"page": 960, "printed_page": null, "text": "7\n\nNATIONAL EDUCATIONAL ASSOCIATION\n\n948\n\nState Teachers' Association of Michigan,\n\nMiller,\n\n514-15\nAssociations organized\nState Teachers'\nbefore 1857 (Will S. Monroe) 514-15\nStockwell, Thomas Blanchard, Ifi memor-\n\niam (D. W. Hoyt) 318-22\nStudy, J. N., Discussion on Local trainingschools, 125\nStudy period, Suggestions for improvement\nof the (F. M. McMurry) 102-8\nStumpf, Karl, Sketch of (H. Schwartz)\n426-27\nSubjects,\n\nClassified lists of,\n\n661-730\n\nSuggestions for improvement of the study\nperiod (F. M. McMurry) 102-8\nSuperintendence, Department of, 29-214;\nSecretary's minutes, 29-35; Papers and\ndiscussions,\n\n35-214\n\nSuperintendent, How the, may correct\ndefective classwork and make the work\nof the recitation teach the pupil how to\nprepare his lesson properly (W. T. Harris)\n\nN. C. Schaeffer,\n\n140-41.\n\nSee\n\nalso Salaries\n\n341-51\n\nSuperintendent's authority, The, and the\nteachers' freedom (O. T. Corson) 80-86\nSuperintendents of smaller cities. Round\n\nTable of, 124-32\nSuperintendents, Round Table of City, 32\nSuperintendents, Round Table of State and\n\nCounty, 32, 132-48\nSupervising influence of grammar-school\nprincipals. How can the, be improved ?\nDiscussion:\n(L. H. Jones)\n112-14;\nC. M. Jordan, C. N. Kendall, 11 4-1\nSupervision, Organization and Administration, List of articles on, 1866 to igo6,\n\n723-26\nSupervisor, Influerrce of the\n\n(Ada Van S.\n\nHarris) 117-21\nTeacher, The, and the librarian (N. C.\nSchaeffer) 355-61\nTeachers already in the service. Best means\nof improving (W. McK. Vance) 126-30;\nDiscussion:\n\nE. L. Holton, 131-32\nTeachers and Superintendents, Convention\nof, at Philadelphia, 1849, 467-71\nTeachers, List of articles on, i860 to 1905,\n\nTeaching not yet a profession, 136\nof arithmetic (Simon Newcomb) 86-99\nof modern languages in England (C.\nH S Brereton) 366-77\nPrinciples and methods, List of articles\non, 1863 to 1903, 727-28\nTechnical education,List of articles on, 1874\nto 1905, 728-29\nTextbooks, List of articles on, 1866 to 1897,\n729\nThompson, Wm. Oxley. Effect of moral\neducation in the public schools upon the\ncivic life of the community,\n42-49;\nDiscussion, 49-51\nTiGHE, Richard J. The Southern Educational Association, 499-504\nTitles of paper and discussions from 1857\nto 1907 arranged by years and departments, 561-651\n•Topics, Bibliography of, from 1857 to 1907,\n659-730\nTopics, Classification of, from 1857 to\n\n—\n\n—\n\n1907, 659-60\n\n—\n\nTormay, Bela de. Agricultural instruction in the kingdom of Hungary, 445-51\nTraining, Home and school, in New England in the colonial period (Thomas\nBrainerd) 454-55\nin the South in the colonial period\n(T. J. Wertenbaker) 455-57\nof teachers, List of articles on, 1864 to\n1906, 707-11\nTraining-school, The local, as an agency\nfor the preparation of teachers (W. F.\nGordy) 124-25;. Discussion: W. G.\n\n—\n\n—\n\nBenedict and others, 125-26\nTreasurer's report, 12-14\nTrustees, Board of Annual report, 14-18\n\nMembers of Board of, 543\nTwentieth century, Demands of, are large,\n135\nUniversities,\n\nList of\n\narticles\n\non colleges\n\nand, 1864 to 1905, 687-90\n\nMore adequate facilities for training,\n\nUniversities and colleges enrolled as active\nmembers, Lists of, 925-26\nValentine, T. W. Address at convention\nto organize a national convention, 517-18\n\nneeded, 138-39; must organize, 139\nPensions for, List of articles on, 1896\n\nVance, Wm. McKendree. Best means\nand methods of improving teachers al-\n\n726-27\n\nto 1905,\n\n726-27\n\npreparation of, The local trainingschool as an agency for the (W.F. Gordy)\n124-25; Discussion; W. G. Benedict\n\nand others, 125-26\nTraining of, List of articles on, 1864\n707-11\nWhat should be the basis for the promotion of, and the increase of salaries of\n(J. H. Van Sickle) 177-83\nTeachers' freedom, The superintendents'\nauthority and the (O. T. Corson) 80-86\nTeachers' salaries and how affected by the\nminimum-salary law [of Indiana] (F. A.\nCotton) 132-39; Discussion: T. C.\nto 1906,\n\n—\n\n—\n\nready in the service, 126-30\n\nVan Dyke, Henry, Lines on work, 130\nVan Sickle, James H. What should be\n\n—\n\nthe basis for the promotion of teachers\nand the increase of teachers' salaries ?\n\n177-83\n\nVermont State Teachers' Association, 514\nVice-presidents, List of, with terms of service,\n\n544-46\n\nThomas Jefferson. —\nHome and school training in the South in\n\nWertenbaker,\n\nthe colonial period, 455-57\n\nWest Virginia, Minimum salary law of (T.\nC. Miller) 140-41\n\nWestern Literary Institute and College of\n\n"}
{"page": 961, "printed_page": null, "text": "INDEX\nProfessional Teachers (Will S. Monroe) 463-64\nWhat France owes to America in the matter\nof education (J. J. G. Compaype) 417-20\nWhitcomb, A. K., Discussion on Local\ntraining-schools, 126\nWilkinson, J. N., Treasurer, Reportof, 12-14\nWindelband, Wilhelm, Sketch of (H.\nSchwartz) 425\nWiNSHiP, Albert E. The American Institute of Instruction, 457-63; In niemoriam Mrs. Mary H. Hunt, 296-07\nWisconsin State Teachers' Association, 515\n\n—\n\n\\\\'oman's education and work, List of articles on, 1874 to 1906, 729-30\n\n949\n\nWoman's part in public-school education\n(Mrs. Sarah K. Hyre) 51-58\nWomen, Modern system of higher education for, in Prussia (F.\n\nPaulsen) 395-\n\n408\n\nWork, Lines on (Henry Van Dyke) 130\nWriting, List of articles on, 1893 to 1905,\n\n730\n\nWundt, Wilhelm, Sketch of (H. Schwartz)\n428\n\nYoung, Ella Flagg.\ncity\n\n—Influence of the\n\nnormal school or training-school,\n\n121-24\nEduard, Sketch of (H. Schwartz)\n422-23\n\nZeller,\n\n"}
{"page": 962, "printed_page": null, "text": "I\n\n"}
{"page": 963, "printed_page": null, "text": ""}
{"page": 964, "printed_page": null, "text": ""}
{"page": 965, "printed_page": null, "text": ""}
{"page": 966, "printed_page": null, "text": "THE LIBRARY\nUNIVERSITY OF CALIFORNIA\nSanta Barbara\n\nTHIS BOOK IS DUE ON THE LAST DATE\nSTAMPED BELOW.\n>('-^\n\"^{\n\npD\n\n1\n\niQRg\n\n^MW\nLMHIUMWIHIIiai\n\nii«\n\n''\n\n'\n\n10m-12.'67(H6886s8)9482\n\n'\n\n"}
{"page": 967, "printed_page": null, "text": "ucsniiTwf--RMp,(V'i\n\n^A\n\n!fl\n\n'lii'\",'.''^\n\n000 3271\n\nf-AClLITy\n\n"}
{"page": 968, "printed_page": null, "text": ""}