Digitized by the Internet Archive in 2008 with funding from IVIicrosoft Corporation http://www.archive.org/details/fiftiethanniversOOnati NATIONAL EDUCATIONAL ASSOCIATION Fiftieth Anniversary Volume i85'7-i9o6 j^ t»ubU0bc& b^ tbc Bfl0oc(atlon secretary's oniCK, WINONA, MINN. Printed By The University of Chicago Press Chicago, Illinois, U. S. A. 13 B ;i ^ u > UNIVERSITY OF CALIFORNIA SANTA BARBARA COLLEGE LIBRARY CONTENTS Constitution By-Laws Calendar of Meetings Officers 1905-6 and 1906-7 Report of Treasurer Report of Board of Trustees Memorandum Concerning Reincorporation Act to Incorporate National Education Association Proposed By-Laws ..... DEPARTMENT OF SUPERINTENDENCE (Louisville Meeting) Secretary's Minutes ........... Means Afforded by the Public Schools for Moral and Religious Training — Molt . Effect of Moral Education in the Public Schools upon the Civic Life of the Com- munity— Thompson ...... Woman's Part in Public Education — Mrs. Hyre What Kind of Education Is Best Suited to Boys ? — Halleck What Kind of Education Is Best Suited for Girls? — Hamilton What Kind of Language-Study Aids in the Mastery of Natural Scient e ? — Harris The Superintendent's Authority and the Teacher's Freedom — Corson The Teaching of Arithmetic — Newcomb ..... Suggestions for the Improvement of the Study Period — McMurry Means of Improving the Efficiency of the Grammar School — Brumbaugh How Can the Supervising Influence of Grammar-School Principals Be Improved ? — Jones ............ ROUND TABLES A. Round Table of City Superintendents of Larger Cities — Interrelation of Functions in a City-School System: Influence of the Supervisor — Miss Harris ...... Influence of the City Normal School or Train in g-School — Mrs. Young B. Round Table of Superintendents of Smaller Cities — The Local Training-School as an Agency for the Preparation of Teachers — Gordy .......... The Best Means and Methods of Improving Teachers Already in the Ser- vice— Vance .......... C. R(jund Tabic of State and County Superintendents — Teachers' Salaries and How Affected by the Operation of the Minimum- Salary Law — Cotton ........ Rural-School Architecture — Olscn ....... 1). Round-Table Conference on Simplified Spelling — Simjiler Spelling: What Can Be Most Wisely Done to Hasten It ? — Andrews What Can Most Wisely Be Done to Hasten Simpler Spelling ? — Crddcs . The Incorrigible Child — Miss Richman ........ The Examination of the Eyes oi School ChiUhcn- -Eberhardt .... What Should Be the Basis for the Promotion of Teachers and the Iru rcasr of Teachers' Salaries ? — Van Sickle ........ IS 19 21 24 29 35 42 51 58 65 73 80 86 ID 108 "7 124 132 141 148 '53 158 173 '77 IV NATIONAL EDUCATIONAL ASSOCIATION The Next Step in the Salary Campaign — Felmley . . . . . .183 The New Phonetic Alphabet — Hem pi . . . . . . . .192 What Form of Industrial Training Is Most Practical and Best Suited to the Country ChM?—Kern 198 Forms of Industrial Education Best Adapted to City Children — Keyes . . 203 Art as Related to Manual Training — Addicott ....... 207 Report of Joint Committee on Instruction in Library Administration — Miss Baldwin 215 I. School Libraries . . . . • ■ . • • .221 II. The Public Library and the Public School ..... 224 III. How to Use a Library ......... 228 IV. The School Library Room 234 V. Selecting and Ordering Books ........ 239 VI. Children's Reading ......... 244 VII. Incoming Books .......... 249 VIII. Cataloging and Classification . . . . . . . .251 IX. Call Numbers, Shelf-List, Loan System ...... 261 X. Binding ■ . 266 XL Library Associations . . . . . . . . .271 Appendix . . . . . . . . . . .275 Memorial Addresses — , John Eaton — Jackson . . . . . . . ■ . .283 William Rainey Harper — Judson ........ 293 Mrs. Mary H. Hunt — Winship 296 Albert Grannis Lane — Cook . . . . . _. . . . 297 Charles Duncan Mclver — Alderman . . . . . . .311 Thomas Blanchard Stockwell — Hoyt . . . . . . .318 Albert Prescott Marble — Meleney . . . . . . . .322 ANNIVERSARY PAPERS Fifty Years of American Education — Brown . . . . . . .327 How the Superintendent May Correct Defective Classwork — Harris . . .341 Recent International Congress at Liege — Monroe . . . . . -351 The Teacher and the Librarian — Schaeffer . . . . . ... 355 The Educational Awakening in England — Sadler . . . . . .361 The Teaching of Modern Languages in England — Brereton .... 366 Secondary Education of Girls during the Past Fifty Years in England — Miss Beale 377 The Secondary Education of Girls in France — See ..... 386 The Modern System of Higher Education for Women in Prussia — Paulsen . . 395 On the Developments and Changes in Primary Teaching in France during the Third Republic — Levasseur ......... 408 What France Owes to America in the Matter of Education — Compayre . .417 The Rehabilitation of Philosophy in Germany — Schwartz ..... 420 The Past and Future of German Education — Paulsen ..... 430 Agricultural Instruction in the Kingdom of Hungary — De Tormay . . . 445 HISTORICAL CHAPTER I. Educational Associations — Origin of Free Schools in the American Colonies — Bar^iard . . 453 Home and School Training in New England in the Colonial Period — Brainerd .......... 454 Home and School Training in the South During the Colonial Period — Wertenbaker ......... 455 CONTENTS II. The Earliest Educational Associations in the United States — The American Institute of Instruction — Winship Western Literary Institute and College of Professional Teachers- Monroe ......... American Lyceum Association — Monroe .*.... School Teachers and Superintendents — Mann .... American Association for the Advancement of Education — Monroe III. Other Educational Associations — The American Association for the Advancement of Science — Hou39 641 fM3 (J45 640 f..,S 050 ioiial Con^^ressi-s of I''.ilii( atioii, Chicago, OI'ICS IRO.M 1S57 TO 1906 f'5^ VI NATIONAL EDUCATIONAL ASSOCIATION 3- 4- S- 6. 7- 8. 9- lO. II. 12. 13- 14. 15- 16. 17- 18. 19. 20. 21. 22. 23- 24. 25- 26. 27. 28. 29. 30- 31- 32- 33- 34- 35- 36. 37- 38. 39- 40. 41. 42. 43- 44. 45- 46, 47- 48. 49. so- 51- 52- 53- American Public Education Architecture Art Education Biography Biological Sciences . Education of the Blind Child-Study . City-School Systems Classical Education . Coeducation College-Entrance Requirements Commercial Education Compulsory Education Curriculum Defectives and Delinquents (Other than Blind), Educat Educational Literature Education: Theory, Philosophy, Nature, and Meaning Elective Studies Elementary Education English Language and Literature as Subjects of Study Examinations . Exhibitions and Museums Finances and Taxation Geography as a Subject of Study Government and Discipline of Schools Higher Education — Colleges and Universitie History of Education History Teaching Indian Education and Other Minor Alien Races Industrial Education Kindergarten ..... Library and School .... Manual Training Mathematics as a Subject of Study Music in Schools .... Nature-Study ..... Negro Education .... Normal Schools and Training of Teachers Pensions for Teachers Physical Education .... Physical Sciences .... Psychology and Education Religious and Moral Educ ation Rural Schools ..... Salaries of Teachers School Hygiene .... School Laws ..... Science Teaching .... Secondary Education — High Schools . Spelling ...... State and Education Supervision, Organization, and Administration 661 663 664 666 667 668 668 670 671 672 672 673 674 67s 677 678 679 680 681 682 684 685 686 686 687 687 69c 692 693 695 696 699 700 703 703 706 706 707 711 711 713 713 715 716 717 718 719 719 720 721 722 723 CONTENTS Vll 54. Teachers ...... 55. Teaching — Principles and Methods 56. Technical Education .... 57. Textbooks ...... 58. Woman's Education and Work . 59. Writing ....... Review of Secretary's Report, 1S93 to 1906 Necrology List, January i, 1906 to May i, 1907 Active Membership List and Inde.x Educational Institutions and Libraries Enrolled as Active Members Statistical Table of Active Members for 1906 . Statistical Table of Active Members, 1895 to 1906 inclusive StutLstical Table of Attendance from 1857 to 1906 Chart of Total Attendance for Fifty Years Price List of Publications ..... Index ......... 726 727 727 729 729 730 731 741 743 925 930 931 932 934 936 939 CONSTITUTION OF THE NATIONAL KDUCATIONAL ASSOCIATION PREAMBLE 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, we, whose names are subjoined, agree to adopt the following ■ CONSTITUTION ARTICLE I— NAME This Association shall be styled the National Educational Association. ARTICLE II— DEPARTMENTS Section i. It shall consist of eighteen departments: first, of School Superinten- dence; second, of Normal Schools; third, of Elementary Schools; fourth, of Higher Education; fifth, of Manual Training; sixth, of Art Education; seventh, of Kinder- garten Education; eighth, of Music Education; ninth, of Secondary Education; tenth, of Business Education; eleventh, of Child Study; twelfth, of Physical Education; thirteenth, of Natural Science Instruction; fourteenth, of School Administration; fifteenth, the Library Department; sixteenth, of Special Education; seventeenth, of Indian Edu- cation; and eighteenth, a National Council of Education. Sec. 2. Other departments may be organized in the manner prescribed in this constitution. ARTICLE III— MEMBERSHIP Section i. There shall be three classes of members, namely, active, associate, and corresponding. .Sec 2. Teachers and all who arc actively associated with the management of edu- cational institutions, including libraries and periodicals, may become active members. All fjthers who pay an annual membership fee of two dollars may become as.sociate members. Eminent educators not residing in America may be elected by the Directory to be corresponding members. The number of corresponding members shall at no time exceed f'fiy. .Sec 3. Any person eligible may become an active mcnibcr upon application indorsed by two active memlnrrs, and the jiayment of an enrollment fee of two dollars and the annual dues for the ( urrent year. Active nuinb<;rs only have the right to vote and to hold oITk c in the gineral Associa- tion or in the several departments All active mcml>cr3 must pay annual clues of two dollars, and will 1)C entitled to the volume of Proceedings without "coupon" or other conditions. The annual active mem- InTship fee shall l*c i)ayablc at the time of the annual convention, or by remittance to the I NATIONAL EDUCATIONAL ASSOCIATION Secretary before September i of each year. Any active member may discontinue mem- bership by giving written notice to the Secretary before September i, and may restore the same only on payment of the enrollment fee and the annual dues for the current year. All life members and life directors shall be denominated active members, and shall enjoy all the powers and privileges of such members without the payment of annual dues. Associate members may receive the volume of Proceedings in accordance with the usual "coupon" conditions, as printed on the membership certificate. Corresponding members will be entitled to the volume of Proceedings without the payment of fees or other conditions. Sec. 4. The names of active and corresponding members only will be printed in the volume of Proceedings, with their respective educational titles, offices, and addresses, to be revised annually by the Secretary of the Association. ARTICLE IV— OFFICERS Section i. The officers of this Association shall consist of a President, twelve Vice- Presidents, a Secretary, a Treasurer, a Board of Directors, a Board of Trustees, and an Executive Committee, as hereinafter provided. Sec. 2. The Board of Directors shall consist of the President of the National Edu- cational Association, First Vice-President, Secretary, Treasurer, chairman of the Board of Trustees, and one additional member from each state, territory, or district, to be elected by the Association for the term of one year, or until their successors are chosen, and of such life directors as are now (July 10, 1895) in office. All past Presidents of the Association now living (July 10, 1895), and all future Presidents at the close of their respective terms of office, and the United States Commis- sioner of Education, shall be life directors of the Association. The President of the National Educational Association, First Vice-President, Treas- urer, 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 the Executive Committee. Sec. 3. The elective officers of the Association, with the exception of the Secretary) shall be chosen by the active members of the Association by ballot, unless otherwise ordered, on the third day of each annual session, a majority of the votes cast being necessary for a choice. The officers so chosen shall continue in office until the close of the annual session subsequent to their election, and until their successors are chosen, except as hereinafter provided. Sec. 4. Each department shall be administered by a president, vice-president' secretary, and such other officers as it shall deem necessary to conduct its affairs; but no person shall be elected to any office or of any department of the Association, who is not, at the time of election, an active member of the Association. Sec. 5. The President shall preside at all meetings of the Association and of the Board of Directors, and shall perform the duties usually devolving upon a presiding officer. In his absence, the First Vice-President in order, who is present, shall preside; and in the absence of all Vice-Presidents, a pro4empore chairman shall be appointed on nomination, the Secretary putting the question. Sec. 6. The Secretary shall keep a full and accurate report of the proceedings of the general meetings of the Association and all meetings of the Board of Directors, and shall conduct such correspondence as the directors may assign, and shall have his records present at all meetings of the Association and of the Board of Directors. The secretary of each department shall, in addition to performing the duties usually pertaining to his office, keep a list of the members of his department. Sec. 7. The Treasurer shall receive, and under the direction of the Board of Trustees hold in safe-keeping, all moneys paid to the Association; shall expend the same only< CONSTITUTION upon the order of said board; shall keep an exact account of his receipts and expendi- tures, with vouchers for the latter, which accounts, ending the first day of July each year, he shall render to the Board of Trustees and, when approved by said board, he shall report the same to the Board of Directors. The Treasurer shall give such bond for the faithful discharge of his duties as may be required by the Board of Trustees; and he shall continue in office until the first meeting of the Board of Directors held prior to the annual meeting of the Association next succeeding that for which he is elected. Sec. 8. The Board of Directors shall have power to fill all vacancies in their own body; shall have in charge the general interests of the Association, excepting those herein intrusted to the Board of Trustees; shall make all necessary arrangements for its meet- ings, and shall do all in its power to make it a useful and honorable institution. Upon the written application of twenty active members of the Association for permission to establish a new department, it may grant such permission. Such new department shall in all respects be entitled to the same rights and privileges as the others. The formation of such department shall in effect be a sufl&cient amendment to this constitution for the insertion of its name in Art. II, and the Secretary shall make the necessary alterations. Sec. 9. The Board of Trustees shall consist of four members, elected by the Board of Directors for the term of four years, and the President of the Association, who shall be a member ex officio during his term of oflice. At the election of the trustees in 1886, one trustee shall be elected for one year, one for two years, one for three years, and one for four years; and annually thereafter, at the first meeting of the Board of Directors held prior to the annual meeting of the Association, one trustee shall be elected for the term of four years. All vacancies occurring in said Board of Trustees, whether by resignation or otherwise, shall be filled by the Board of Directors for the unexpired term; and the absence of a trustee from two successive annual meetings of the board shall forfeit his membership therein. The Board of Trustees thus elected shall constitute the body corporate of the Association, as provided in the certificate of incorporation under the pro- visions of the Act of General Incorporation, Class Third, of the Revised Statutes of the District of Columbia, dated the 24th day of February, 1886, at Washington, D. C, and recorded in Liber No. 4, "Acts of Incorporation for the District of Columbia." Sec. 10. It shall be the duty of the Board of Trustees to provide for safe-keeping and investment of all funds which the Association may receive from donations; and the income of such invested funds shall be used exclusively in paying the cost of pub- lishing the annual volume of Proceedings of the Association, excepting when donors shall specify otherwise. It shall also be the duty of the board to issue orders on the Treasurer for the payment of all bills approved by the Board of Directors, or by the President and Secretary of the Association ac ling under the authority of the Board of Directors; andi when practicable, the trustees shall invest all surjjlus funds exceeding one hundred dollars that shall remain in the hands of the Treasurer after paying the expenses of the Association for the previous year. Sec. II. The Board of Trustees shall elect the Secretary of the Association, wlio shall also Ix; secretary of the Executive Committee, and shall fix his (oniiuMisalion and his term of office for a period not to exceed four years. ARTICLE V— MEETINGS Section i. The annual meeting of the Association shall Ik- held al su< li lime and place as shall be determined by the Board of Directors. Sec. 2. Spffial meetings may be called by the President at the r((iiusl of five direttf>rs. Sec. 3. Any department of the Assoc iation may hold a si)ecial meeting at siu li time and pla(e as by its f>wn regulations it shall a|>i>oiiit. NATIONAL EDUCATIONAL ASSOCIATION Sec. 4. The Board of Directors shall hold its regular meetings at the place and not less than two hours before the assembling of the Association. Sec. 5. Special meetings may be held at such other times and places as the board or the President shall determine. Sec. 6. Each new board shall organize at the session of its election. At its first meeting a committee on publication shall be appointed, which shall consist of the Presi- dent and the Secretary of the Association for the previous year, and one member from each department. ARTICLE VI— BY-LAWS By-laws not inconsistent with this constitution may be adopted by a two-thirds vote of the Association. ARTICLE VII— AMENDMENTS This constitution may be altered or amended at a regular meeting by the unanimous vote of the members present; or by a two-thirds vote of the members present, provided that the alteration or amendment has been substantially proposed in writing at a previous meeting. BY-LAWS 1. At the first session of each annual meeting of the Association there shall be appointed by the President a committee on resolutions; and at the third session of such meeting there shall be appointed a committee on nominations, consisting of one member from each state and territory represented, the same to be appointed by the President on the nomination of a majority of the active members from such state or territory present at the meeting called for the purpose of making such nomination; provided, however, that such appointment shall be made by the President without such nomination, when the active members in attendance from any state or territory shall fail to make a nomination. The meetings of active members to nominate members of the nominating committee shall be held at 5:30 p. m. on the first day of the annual meeting of the Association, at such places as shall be announced in the general program. 2. The President and Secretary shall certify to the Board of Trustees all bills approved by the Board of Directors. 3. Each paying member of the Association shall be entitled to a copy of its Pro- 4. No paper, lecture, or address shall be read before the Association or any of its departments in the absence of its author, nor shall any such paper, lecture, or address be published in the volume of Proceedings, without the consent of the Association, upon approval of the Executive Committee. 5. It 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 the said fund, shall be attached to the report of the Board of Trustees. ACT OF INCORPORATION At a meeting of the Board of Directors of the National Educational Asso- ciation, held at Saratoga Springs, N. Y., July 14, 1885, the following reso- lution was passed. Resolved, That a committee of three be appointed to secure articles of incorporation for the National Educational Association, under United States or state laws, as speedily as may be. ACT OF INCORPORATION N. A. Calkins, of New York; Thomas W. Bicknell, of Massachusetts, and EH T. Tappan, of Ohio, were appointed such committee. Under the authority of the resolution quoted above, and with the approval of the committee, and by competent legal advice, the chairman obtained a CERTIFICATE OF INCORPORATION We, the undersigned, Norman A. Calkins, John Eaton, and Zalmon Richards, citizens of the United States, and two of them citizens of the District of Columbia, do hereby associate ourselves together, pursuant to the provisions of the Act of General Incorpora- tion, Class Third, of the Revised Statutes of the District of Columbia, under the name of the "National Educational Association," for the full period of twenty years, the purpose and objects of which are to elevate the character and advance the interests of the profes- sion of teaching and to promote the cause of popular education in the United States To secure the full benefit of said act we do here execute this our certificate of incorporation as said act provides. In witness whereof, we severally set our hands and seals this 24th day of February, 1886, at Washington, D. C. Norman A. Calkins. [l. s.] John Eaton. [l. s.] Zalmon Richards. [l. s.] Duly acknowledged before Michael P. Callan, Notary Public in and for the District of Columbia, and recorded in Liber No. 4, Acts of Incorporation for the District of Columbia. CERTIFICATE OF EXTENSION Office of the Recorder of Deeds Washington, D. C. To All Whom It May Concern: This is to certify that February 21, 1906, there wsls filed for record in this office a certificate of extension and of the corporate existence of the National Educational Asso- ciation, incorporated in the District of Columbia, February 24, 1886, for a term of twenty (20) years, said extension being for a period of two (2) years from and including the 24th day of February, 1906. In testimony whereof, I have hereunto set my hand and afTi.xcd the seal of this office this 2ist day of February, A. D. 1906. (Signed) ' R. W. Dutton, Deputy Recorder oj Deeds, D. C, (Seal) CALENDAR OF MEETINGS NATIONAL TEACHERS' ASSOCIATION i8s7— PHILADELPHIA, PA. (Organized.) 1864— OGDENSBURG, N. Y. James L. Enos, Chairman. W. E. Sheldon, Secretary. 1858— CINCINNATI, OHIO. Z. Richards, President. J. W. BuLKLE'x, Secretary. A. J. RiCKOFF, Treasurer i8s9— WASHINGTON, D. C. A. J. RiCKOFF, President. J. W. Buckley, Secretary. C. S. Pennell, Treasurer. i860— BUFFALO, N. Y. J. W. Bulkley, President. Z. Richards, Secretary. O. C. Wight, Treasurer. 1861, 1862 — No session. 1863— CHICAGO, ILL. John D. Philbrick, President. James Cruikshank, Secretary. O. C. Wight, Treasurer. i87c^CLEVELAND, W. H. Wells, President. David N. Camp, Secretary. Z. Richards, Treasurer. 186s— HARRISBURG, PA. S. S. Greene, President., W. E. Sheldon, Secretary. Z. Richards, Treasurer. 1866— INDIANAPOLIS, IND. J. P. Wickersham, President. S. H. White, Secretary. S. P. Bates, Treasurer. 1867 — No session. 1868— NASHVILLE, TENN. J. M. Gregory, President. L. Van Bokkelen, Secretary James Cruikshank, Treasurer. 1869— TRENTON, N. J. L. Van Bokkelen, President W. E. Crosby, Secretary. A. L. Barber, Treasurer. OHIO. Daniel B. Hagar, President. A. P. Marble, Secretary. W. E. Crosby, Treasurer. NAME CHANGED TO NATIONAL EDUCATIONAL ASSOCIATION 1871— ST. LOUIS, MO. J. L. Pickard, President. W. E. Crosby, Secretary. John Hancock, Treasurer. 1872— BOSTON, MASS. E. E. White, President. S. H. White, Secretary. John Hancock, Treasurer. 1873— ELMIRA, N. Y. B. G. Northrop, President. S. H. White, Secretary. John Hancock, Treasurer. 1874— DETROIT, MICH. S. H. White, President. A. P. Marble, Secretary. John Hancock, Treasurer. 1875— MINNEAPOLIS, MINN. W. T. Harris, President. M. R. Abbott, Secretary. A. P. Marble, Treasurer. 1876— BALTIMORE, MD. W. F. Phelps, President. W. D. Henkle, Secretary. A. P. Marble, Treasurer. 1877— LOUISVILLE, KY. M. A. Newell, President. W. D. Henkle, Secretary. J. Ormond Wilson Treasurer. 1878 — No session. 1879— PHILADELPHIA, PA. John Hancock, President. W. D. Henkle, Secretary. J. Ormond Wilson, Treasurer. 1880— CHAUTAUQUA, N. Y. J. Ormond Wilson, President. W. D. Henkle, Secretary. E. T. Tappan, Treasurer. 1881— ATLANTA, GA. James H. Smart, President. W. D. Henkle, Secretary. E. T. Tappan, Treasurer. 1882— SARATOGA SPRINGS, N. Y G. J. Orr, President. W. E. Sheldon, Secretary. H. S. Tarbell, Treasurer. CALENDAR OF MEETINGS 1883— SARATOGA SPRINGS, N. Y. E. T. Tappan, President. W. E. Sheldon, Secretary. N. A. Calkins, Treasurer. 1884— MADISON, WIS. Thomas W. Bicknell, President. H. S. Tarbell, Secretary. N. A. Calkins, Treasurer. 188s— SARATOGA SPRINGS, N. Y. F. Louis Soldan, President. W. E. Sheldon, Secretary. N. A. Calkins, Treasurer. 1886— TOPEKA, K.\NS. N. A. Calklns, President. W. E. Sheldon, Secretary. E. C. Hewett, Treasurer. 1887— CHICAGO, ILL. W. E. Sheldon, President. J. H. Canfleld, Secretary. E. C. Hewett, Treasurer. 1888— SAN FR.\NCISCO, CAL. Aaron Gove, President. J. H. Canfield, Secretary. E. C. Hewett, Treasurer. 1889— NASHVILLE, TENN. Albert P. Marble, President. J. H. Canfield, Secretary. E. C. Hewett, Treasurer. 1890— ST. PAUL, MINN. J. H. Canfield, President. W. R. Garrett, Secretary. E. C. Hewett, Treasurer. 189 1— TORONTO, ONT. W. R. Garrett, President. E. H. Cook, Secretary. J. M. Greenwood, Treasurer. 1892— SARATOGA SPRINGS, N. Y. E. H. Cook, President. R. W. Stevenson, Secretary. J. M. Greenwood, Treasurer. 1893— CHICAGO, ILL. (IntematioQal Congress of Education.) Albert G. Lane, President. Irwin Shepard, Secretary. J. M. Greenwood, Treasurer. 190S— ASBURY PARK AND OCEAN GROVE. N. J. William H. Maxwell, President. Irwin Shepard, Secretary. James W. Crabtree, Treasurer. 1906 — No session 1894— ASBURY PARK, N. J. Albert G. Lane, President. Irwin Shepard, Secretary. J. M. Greenwood, Treasurer. 189s— DENVER, COLO. Nicholas Mdrray Butler, President. Irwin Shepard, Secretary. I. C. McNeill, Treasurer. 1896— BUFFALO. N. Y. Newton C. Dougherty, President. Irwin Shepard, Secretary. I. C. McNeill, Treasurer. 1897— MILWAUKEE, WIS. Charles R. Skinner, President. Irwin Shepard, Secretary. I. C. McNeill, Treasurer. 1898— WASHINGTON, D. C. J. M. Greenwood, President. Irwin Shepard, Secretary. I. C. McNeill, Treasurer. 1899— LOS ANGELES, CAL. E. Oram Lyte, President. Irwln Shepard, Secretary. I. C. McNeill, Treasurer. 1900— CHARLESTON, S. C. Oscar T. Corson, President. Irwin Shepard, Secretary. Carroll G. Pearse, Trc;isurcr. 1901— DETROIT, MICH. James M. Green, President. Irwin Shepard, Secretary. L. C. Greenlee, Treasurer. 1902— MINNEAPOLIS, MINN. William M. Beardshear, President. Irwin Shepard, Secretary. Charles H. Keyes, Treasurer. 1903— BOSTON, MASS. Charles W. Eliot, President. Irwin Shepard, Secretary. W. M. Davidson, Treasurer. 1904— ST. LOUIS, MO. John W. Cook, President. Irwin Shepard, Secretary. McHenry Rhoads, Treasurer. NATIONAL EDUCATIONAL ASSOCIATION OFFICERS FOR 1905-1906 ALSO FOR 1906-1907 GENERAL ASSOCIATION NATHAN C. SCHAEFFER President Harrisburg, Pa. IRWIN SHEPARD Secretary Winona, Minn. JASPER N. WILKINSON Treasurer Emporia, Kans. VICE-PRESIDENTS William H. Maxwell, New York, N. Y. D. B. Johnson, Rock Hill, S. C. Miss N. Cropsey, Indianapolis, Ind. J. A. Shawan, Columbus, Ohio. J. H. HiNEMON, Little Rock, Ark. H. O. Wheeler, BurKngton, Vt. Ed. S. Vaught, Oklahoma City, Okla. J. Y. Joyner, Raleigh, N. C. John F. Riggs, Des Moines, Iowa. John W. Spindler, Winfield, Kans. Joseph O'Connor, San Francisco, Cal. J. Stanley Brown, Joliet, 111. BOARD OF TRUSTEES (See Art. IV, sec. q, of the Constitution.) Nicholas Murray Butler, Cltairman — New York, N. Y Term expires July, 1906 ♦Albert G. Lane Chicago, 111 Term expires July, 1907 James M. Greenwood Kansas City, Mo Term expires July, 1909 Nathan C. Schaeffer Harrisburg, Pa Ex officio EXECUTIVE COMMITTEE (See Art. IV, sees. 2 and Ji, 0/ the Constitution.) Nathan C. Schaeffer President Harrisburg, Pa. WiLLLAM H. Maxwell First Vice-President New York, N. Y. Jasper N. Wilkinson Treasurer \ Emporia, Kans. ♦Albert G. Lane Chairman of Board of Trustees Chicago, lU. Nicholas Murray Bdtler Chairman of Trustees from Oct. 8, igo6. . New York City W. T. Harris Member by election Washington, D. C. Irwin Shepard Secretary Winona, Minn. BOARD OF DIRECTORS Directors ex officio (See Art. IV, sec. 2, of the Constitution.) Nathan C. Schaeffer, Harrisburg, Pa. Jasper N Wilkinson, Emporia, Kans. William H. Maxwell, New York, N. Y. *Albert G. Lane, Chicago, 111. Nicholas Murray Butler, New York, N. Y. Irwin Shepard, Winona, Minn. Life Directors (See Art. IV. sec. 2, of the Constitution.) BiCKNELL, Thomas W., Providence, R.l. *Lane, Albert G., Chicago, 111. Board of Education, Nashville, Tenn. Lyte, Eliphalet Oram, Millersville, Pa. Butler, Nicholas Murray, New York, N. Y. IMarble, Albert P., New York, N. Y. Canfield, James H., New York, N. Y. Marshall, T. Marcellus, Stouts Mills, W. Va. Cook, E. H., Philadelphia, Pa. Maxwell, William H., New York, N. Y. Cook, John W., DeKalb, 111. Parker, Charles L, Chicago, 111. Corson, Oscar T., Columbus, Ohio. Phelps, W. F., St. Paul, Minn. Eliot, Charles W., Cambridge, Mass. Pickard, Josiah, L., Cupertino, Cal. Gove, Aaron, Denver, Colo. Pike, Joshua, Jerseyville, 111. Graham, H. A., Mt. Pleasant, Mich. Skinner, Charles R., Watertown, N. Y. ♦Died August 22, 1896 tDied March 25, 1906 DIRECTORS Life Directors — ccntinued Green, J. M.. Trenton, N. J. Greenwood. J, M., Kansas City, Mo. Harris, \V. T., W.ishington, D. C. *HuNT. Mrs. Mary H.. Boston, Mass. Jeweit, a. v., Abilene, Kans, SoLD.«<, F. Louis, St. Louis. Mo. Stratton, C. C, St, Johns, Oregon. Taylor, A. R., Decatur, 111. Teachers' Institute. Philadelphia. Pa. White, Charles G.. Lake Linden, Mich. Wilson, J. Ormond, Washington, D, C. Maine New Hampshire. Vermont Massachusetts. . . Rhode Island . . . Connecticut New York New Jersey Pennsylvania . . . . Delaware Maryland District of Columbia. Virginia Directors by Election North Atlantic DvAsio>i John S. Locke Saco James E. Klock Plymouth Isaac Thomas Burlington Henry T. Bailey North Scituate Walter Ballou Jacobs Providence Charles H. Keyes Hartford James C. Byrnes New York John Enright Freehold John W. Lansinger Millers\ille South Atlantic Diinsion George W. Twitmyer Wilmington M. Bates Stephens Annapolis Alexander T. Stuart Washington Joseph L. Jarman Farmville West \irginia Miss LucY Roblnson Wheeling North Carolina J. I. Foust Greensboro South Carolina Robert P. Pell Spartanburg Georgia William M, Slaton Atlanta Florida Miss Clem Hampton Tallahassee South Central Division Kentucky W. H. Bartholomew Louisville Tennessee Eugene F. Turner Nashville Alabama Isaac W. Hill Montgomery Mississippi Robert B. Fulton (for 1005-6) University E. F. Bass (for 1906-7) Greenville Louisana Warren Easton New Orleans Texas L. E. Wolfe San Antonio Arkan.sas George B. Cook Hot Springs Oklahoma Andrew R. Hickam (for 1905-6) Oklahoma City Richard V. Temming (for 1906-7) F.dmond Indian Territory John D. Benedict Muskogee North Central Division Ohio Wells L. Griswold Young.stown Indi.'ina T. A. Mott Richmond Illinois J. A, Mercer Peoria Michigan William H. Elson (for 1905-6) Grand Rapids Wales C. Martindale (for 1906-7) ... Detroit Wisconsin L. D. Harvey Menomonic Iowa A. V. Storm Iowa City Minnesota John A. Cranston (for 1905-6) St. Cloud A, W. Rankin (for 1906-7) Minneapolis .MLssfjuri W. J. Hawkins Warn-nsburg North Dakota P. G. Knowlton Fargo .South Dakota M. A. Lange Millbank Nebr.-uska George L. Towne Lincoln Kansas ... L. D. WiiiriKMORK Toix-ka Western Division .Montana Oscar J. Craig MLs-soula Wyoming T. T. Tynan ('hcyenne Colorado L. C. Greenlee Denver New Mexico C. M. Light Silver City •.Died April 26, 1906. NATIONAL EDUCATIONAL ASSOCIATION Directors by KlecXion— continued Arizona A. J. Matthews Tempe Utah D. H. Christenson Salt Lake City Nevada J. E. Stubbs Reno Idaho A. G. Sears Idaho Falls Washington EdwARD T. Mathes Bellingham Oregon E. D. Ressi.er Monmouth California Arthur H. Chamberlain Pasadena Dependencies Alaska Miss Cassia Patton Sitka Porto Rico Frank H. Ball San Juan Hawaii Arthur F. Griffiths Honolulu Philippine Islands E. A. Coddington Capiz, Panay DEPARTMENT OFFICERS National Council ELMER E. BROWN President Washington. D. C. AUGUSTUS E. DOWNING Vice-President Albany, N. Y . J. W. CARR Secretary Dayton, Ohio Miss ANNA TOLMAN SMITH Executive Committee Washington, D. C. HOWARD J. ROGERS Executive Committee Albany, N. Y. JAMES M. GREENWOOD Executive Committee Kansas City, Mo. Kindergarten Miss MARY C. MAY President Salt Lake City, Utah ELMER E. BROWN Vice-President Washington, D. C. Miss MAY E. MURRAY Secretary Springfield, Mass. Elementary Mrs. ALICE WOOD WORTH COOLEY President Grand Forks, N. D. CLARENCE F. CARROLL Vice-President Rochester, N. Y. Mrs. JOSEPHINE HEERMANS Secretary Kansas City, Mo. Secondary EUGENE W. LYTTLE President Albany, N. Y. WILSON FARRAND First Vice-President Newark, N. J. EDWIN TWITMYER Second Vice-President Bellingham, Wash. PHILO M. BUCK Secretary St. Louis, Mo. Higher WM. L. BRYAN President Bloomington. Ind. C. ALPHONSO SMITH Vice-President Chapel Hill, N. C. OSCAR J, CRAIG Secretary Missoula, Mont. Normal JOHN R. KIRK President Kirksville, Mo. D. B. JOHNSON Vice-President Rock Hill, S. C. Miss MARY ALICE WHITNEY Secretary Emporia. Kans. Superintendence W. W. STETSON President Augusta, Maine. H. H. SEERLEY First Vice-President Cedar Falls, Iowa R. J. TIGHE Second Vice-President Asheville, N. C. J. H. HARRIS Secretary Minneapolis, Mina Manual FRANK M. LEAVITT President Roxbury, Mass. CHARLES R. BATES Vice-President Port Deposit, Md. OSCAR L. McMURRY Secretary Chicago, 111. Art EUGENE C. COLBY President Albany, N, Y. Miss CLARA A. WILSON Vice-President Davenport. Iowa Miss HELEN E. LUCAS Secretary Rochester, N. Y. DEPARTMENT OFFICERS Music HAMLIN E. COGSWELL President Indiana, Pa. Mrs. FRANCES E. CLARK Vice-President Milwaukee, Wis. P. C. HAVDEN Secretary Keokuk, Iowa Business H. M. ROWE President Baltimore, Md. JAMES T. YOUNG First Vice-President Philadelphia, Pa. HORACE G. HEALEY Secretary Brookl>-n, N. Y. Child Study EDWIN G. DEXTER PresidnU Urbana, 111. HENRY G. GODDARD Vice-President Vineland, N. J. CHARLES W. WADDLE Secretary Greeley, Colo. Science H. .\. SENTER President Omaha. Neb. IRVING O. PALMER Vice-President Newtonnlle, Mass. E. R. WHITNEY Secretary Binghamton, N. Y. Physical E. HERMANN ARNOLD President New Haven, Conn. Mtss REBECCA STONTROAD Vice-President Washington, D. C. Miss MAY G. LONG Secretary Mason City, Iowa School Administration THOS. J. KIRK President Sacramento, Cal. GRAFTO.N D. GUSHING Vice-President Boston, Mass. WILLIA.M GEORGE BRUCE Secretary Milwaukee, Wis. HARLAN P. FRENCH Chairman, Executive Committee Albany, N. Y. Library J. N. WILKINSON President Emporia, Kans. EDWIN WHITE GAILLARD Vice-President New York, N. Y. Miss GRACE SALISBURY Secretary Whitewater. Wis. Special Education Miss ANNA E. SCHAFFER President Madison. Wis. S. M. GREEN Vice-President St. Louis, Mo. E. R. JOHNSTONE Secretary Vineland. N. J. Indian Education HARWOOD HALL President. Riverside, Cal. H. F. LISTON Vice-President Tacoma. Wa.sh. .Miss ESTELLE REEL Secretary Washington. D. C. TREASURER'S REPORT NATIONAL EDUCATIONAL ASSOCIATION July i, 1905, to June 30, 1906, MEETING AT ASBURY PARK, N. J., 1905 J. N. "Wilkinson, Treasurer, in Account with the National Educational Association BALANCE ON HAND JULY i, 1905 Cash received from Treasurer J. W. Crabtree, as per last annual report RECEIPTS From transportation lines: Account of Boston meeting: New York Central & Hudson River Railroad $ 62.00 Boston & Maine Railroad 3700 New York, New Haven & Hartford Railroad 26.00 Merchants & Miners Transportation Co 22.00 Eastern Steamship Co 122.00 Account of Asbury Park and Ocean Grc^e meeting: Clyde Steamship Co $ 25.00 New York, New Haven & Hartford Railroad 170.00 New England Navigation Co 8. 00 Ocean Steamship Co 238.00 Pennsylvania Railroad Co 7,823.00 Delaware. Lackawanna & Western Railroad 844. 00 New York Central & Hudson River Railroad 7,527.00 Erie Railroad 585.00 Central Railroad of New Jersey 2,645.00 Lehigh Valley Railroad i .501 . 00 Total from transportation lines From Board of Trustees: Interest on Permanent Fund From annual meeting at Asbury Park and Ocean Grove: Advance associate memberships. New York City $12,724.00 Advance associate memberships. New Jersey i 904.00 Advance associate memberships, Philadelphia 230.00 Registration bureau: Former active memberships 666.00 New active memberships i .256 . 00 Associate memberships 1.878.00 $3 800 . 00 Less: Refunds for duplicate payments 68.00 Total from annual meeting From memberships, Louisville meeting, Department of Superinten- dence From Secretary's office during the year: Memberships $6 634.00 Enrollments 556.00 Exchange 13 -35 Sale of back volumes 661 .30 Sale of special reports 313-07 Miscellaneous 6.51 From royalty, sale of reports of Committees of Ten and Fifteen From interest on deposits in First National Bank of Chicago Refund from C. A. Murdock & Co Total receipts for the year $3.493- 72 $269 . 00 $21,366.00 821.635.00 6,552-44 $14,858.00 $3,732.00 $18 590.00 839.00 1,184.20 58.46 270.70 22-53 1,646.05 12 TREASURER'S REPORT 13 DISBURSEMENTS Board of Trustees: For investment $10,250.00 For expenses 390 . 72 S10640.72 Ejtecutive Committee expenses: President 1385.52 First Vice-President 45.00 Treiisurer 244 . i s Chairman Board of Trustees 109. 36 Member by election 18.85 $802.88 General Secretary's oflSce: , Salary of Secretary $4,000.00 Postage 1.523.25 Telegrams 97-34 Freight and express 47. 88 Clerical services 1.738.23 Exchange 11.60 Stationery and office supplies 129.65 Traveling 398.45 Rent 600 . 00 Miscellaneous (refunds, etc.) 35 00 $8,581.40 Printing: • Volumes of Proceedings (11 ,500 volumes) $6.977 . 83 Yearbooks (5.500 copies) 890. 78 Reprints from volumes 35- 05 Special reports 4,788.42 Executive Committee bulletins 765 . q6 Miscellaneous 691 . 70 $14,149.74 Express and freight: Distribution of volumes and reports $3 596. 34 Miscellaneous 152.72 $3,749.06 Special appropriations: Committee on Agriculture in Rural Schools $204 . 1 1 Committee on Phonetic Alphabet 90.31 $294.42 Annual Convention: Department expenses $583.07 State directors and managers 829.34 Clerical services: Registration $739.48 Stenographers, typewriting, and assistants 533-45 1,272.93 Badges 944.60 Printing: Programs 658 . 67 Miscellaneous 245.45 904 . 1 2 Express and freight 2 1 . 08 Stationery Sa • 94 Telegrams 23 . 56 Miscellaneous: Constructing platform, auditorium, and expenses $100.00 Music for convention 375. 00 Press bureau 42.60 Transportation and expenses (President Roosevelt's visit) 548.33 F^xpenscs of speakers 142.00 Expcn.*e9 conference of Department Presidents, Chicago 795.86 Miscellaneous expenses 102.75 $3,106.53 $6,739.70 Unclassified cxfxrnses: Examination of Mcurities $ 7.00 Typewriter rriKiini 35 .00 Auditing iKK.ks of Secretary and Treasurer 30.00 Office fuminirc 15.00 Secretary's lx-)nd 35.00 Servifcs of John B. Pine as counael 554.57 Treasurer's liond . 37 . 08 Letter files 16.50 Clerical services (advance mcmlicrship*) 131 .61 841.76 Total diibunementa for the year $45,709 05 14 NATIONAL EDUCATIONAL ASSOCIATION SUMMARY Receipts Received from Treasurer Crabtree, balance for 1904-5 $ 3-493 • 72 Receipts for year July i, 1905, to June 30, 1906 56,152.33 Total receipts for the year $59,646.05 Disbursements Amount transferred to Permanent Fund as per voucher No. 133 810,250.00 Total expenses for year 35 549. 05 $45.799- OS Balance in treasury, June 30, igo6 $13,847.00 T. N. Wilkinson, Treasurer. Emporia, Kans., June 30, 1906. The undersigned, trustees of the National Educational Association, have this day examined and approved the accounts of Mr. J. N. Wilkinson, Treasurer, with all statements of receipts and vouchers for disbursements. ( NiCHOtAS Murray Butler, Chairman, (Signed) ■^. Nathan C. Schaeffer, ( J. M. Greenwood. Chicago, October 3, iqo6. Executive Committee, National Educational Association of the United Slates: Gentlemen: We have audited the books and accounts of the National Educational Association of the United States, as kept by the Secretary, Irwin Shepard, and the Treasurer, J. N. WOkinson, for the year 1905-6, and compared them with the relative vouchers, cheques, and other instructions, and find the books to be correct. We annex hereto a copy of the treasurer's report for the year under review, which we have checked in detail, and we certify it to be correct and in accordance with the books. Yours respectfully, The International Audit Company, Robert Nelson, By John McLaren, President. Certified Public Accountant, Manager. TWENTIETH ANNUAL REPORT OF THE BOARD OF TRUSTEES OF THE NATIONAL EDUCA- TIONAL ASSOCIATION To the Board oj Directors 0} the National Educational Association: It is the sad duty of the Board of Trustees to make official report of the death on August 23, 1906, of their chairman and colleague, Albert G. Lane, of Chicago, Illinois. Mr. Lane's ten years of service as chairman of the Board closed and crowned a long period of usefulness to the National Educational Association. To him more than to anyone else is due the credit of the present admirable condition of the permanent fund of the Association. His unbending integrity, his unselfishness, and his generous spirit of service remain an example and an inspiration, not only to his colleagues but to the entire membership of the Association, of which he was so distinguished an ornament. An itemized report upon the condition of the permanent funds, which has been pre- pared by Mr. Louis Boisot, trust officer of the First Trust and Savings Bank of Chicago, Illinois, is presented as the report of the Trustees upon the financial operations of the period under review, and of the present condition of the investments. In view of the fact that no meeting of the Association was held in July, 1906, as well as in view of Mr. Lane's death, the Trustees have thought it desirable to depart from precedent and to bring the figures of the present report down to December i, 1906, instead REPORT OF THE BOARD OF TRUSTEES 15 of, as has heretofore been usual, down to June 30, in order that the Board of Directors may have before them the latest possible information as to the state of the permanent fund. The last annual report of the Trustees showed that the permanent fund on July i, 1905, amounted to $147,000, of which amount $139,200 was represented by cash or securi- ties in the hands of the First Trust and Savings Bank of Chicago, Illinois, and $7,800 was represented by certain Kansas county, municipal and school bonds in the hands of Trustee Lane for settlement, in accordance with the following resolution adopted by the Trustees on July 6, 1903: Resolved, That the chairman be requested to place in the hands of a competent attorney for collection or settlement, either by agreement or legal process, all of the Kan- sas securities now in default either for principal or interest. In accordance with the terms of this resolution, Chairman Lane had conducted long and patient negotiations with the proper school, municipal, and county authorities in Kansas with a view to securing the best possible terms of settlement. These bonds represented investments made many years ago, and it had been the express desire and intention of the Trustees for some years past to change these investments as rapidly as possible. During the jear 1905-6, Chairman Lane was able to secure final settlement on ac( ount of each of these securities, and the terms of the settlement are set forth in detail in the accompanying statement. As a result, the Trustees no longer hold any of the Kansas county, municipal, or school bonds, which have heretofore figured in the annual reports. On December i, 1906, the total amount of the permanent fund is $155,100, of which S6, 100 is cash on hand for investment. The securities, representing an investment of $149,000, have been examined by Mr. H. H. Seerley, of Cedar Falls, Iowa, and his certi- ficate is appended to this report. (Signed) Nicholas Murray Butler, Chairman James M. Greenwood Nathan C. Schaeffer REPORT OF THE FUNDS OF THE NATIONAL EDUCATIONAL ASSOCIA- TION FROM JULY I, 1905, TO NOVEMBER 30, 1906 PERMANENT FUND COLLECTIONS Cash on hand July 1, 1905 f 3 5°° .Mortgages collected as follows: 5526 Jefferson Avenue (Wallace) i ooo 31a LaSalle Street (Leonard) sooo 1919 Wabash Avenue (Thomas) S.ooo 1201 Irving Park Boulevard (Wadhams) 3 ooo 626-8 West Adams Street (Barker) 9,000 Bonds collected as follows: City of South Hutchinson 1,000 Hodgeman County i ,000 Ness Qjunty S°o Eudora City 700 Lcmont 5>chool District i .000 Bonds compromised as follows: Lane County lx>nds (fate value $3,000) 2,750 Garfield County. .School District No. 14 (face value $800) 100 Grant County (face value $2,000) 1,000 Seward County (face value Si .000) 700 Cash dcpcrtitcd by Treasurer 10.250 t AS 500 i6 NATIONAL EDUCATIONAL ASSOCIATION INVESTMENTS Pittsburg. Lake Erie & West Virginia bonds (face value $20,000) Hord mortgage certificate West Chicago Park bonds (face value $19,000) Balance on hand CONDITION OF FUND JULY I, I905 Securities in the hands of the First Trust and Savings Bank: Mortgages on real estate Kansas school and municipal bonds Illinois school and municipal bonds Terminal Railroad Association bonds Cash on hand for investment Securities in the hands of Albert G. Lane, Chairman: Kansas county, municipal, and school bonds, as per report of June 30, 1905 CONDITION OF FUND DECEMBER I, I906 Mortgages on real estate Illinois municipal and school bonds Railroad bonds Certificate of master's sale Cash on hand for investment »i9,90o 500 19,000 6,100 »oi 500 2,200 57. 000 15,000 3,500 $33,500 75,000 3S.OOO 5.SOO 6,100 STATEMENT OF RECEIPTS AND DISBURSEMENTS OF THE INCOME FUND JULY I, 190S, TO JULY I, 1906 RECEIPTS Interest on real estate mortgages $2 ,960 . 66 Interest on Kansas bonds 105. 70 Interest on Illinois bonds 2,320.00 Interest on railroad bonds 1,000.00 Interest on bank balances 166.08 DISBURSEMENTS Treasurer of Association INTEREST RECEIPTS IN DETAIL Terminal Railroad Association bonds $ 600.00 Hodgeman County bonds 49.00 Village of Morgan Park bonds 157.50 Eudora City bonds 27 . 30 Chicago Drainage bonds 2 000 . 00 Lemont, Illinois, bonds 162. 50 Ness County bonds 29 . 40 Pittsburg. Lake Erie & West Virginia bonds 400.00 First mortgage, 1201 Irving Park Boulevard 150.00 First mortgage, 5239 Cornell Avenue 495.00 First mortgage, 5603 Madison Avenue 250.00 First mortgage, 626 West Adams Street 405 . 00 First mortgage, 312 LaSalle Street 290. 25 First mortgage, 5136 Hibbard Avenue 250.00 First mortgage, 2268 Kenmore Avenue 125.00 First mortgage, 5526 Jefferson Avenue 840. 75 First mortgage, 1919 Wabash Avenue 154.66 First Trust and Savings Bank i66 . 08 STATEMENT OF RECEIPTS AND DISBURSEMENTS OF THE INCOME FUND JULY I, 1906, TO NOVEMBER 30, 1906 RECEIPTS Interest on real estate mortgages $1,277.70 Interest on Kansas bonds 4 • 50 Interest on Illinois bonds 1,533- 75 Interest on railroad bonds 700.00 Interest on bank balances 62.23 $45,500 $139 200 7,800 $147 000 $155,100 FROM $6,552.44 $6,552.44 $6,552-44 FROM $3,578.18 REPORT OF THE BOARD OF TRUSTEES 17 DISBURSEMENTS Premium on West Chicago Park bonds bought S 120.00 Accrued interest on West Chicago Park bonds bought 253-33 Express charges on Kansas bond sold .45 Balance on hand 3,104.40 INTEREST RECEIPTS IN DETAIL Terminal Raih-oad Association bonds $300 . 00 Village of Morgan Park bonds 78. 75 Chicago Drainage bonds i.ooo.oo Lemont. Illinois, school bonds 75 00 N'ess County bonds 4 . 50 Pittsburg, Lake Erie & West Virginia Raihroad bonds 400.00 West Chicago Park bonds 380.00 First mortgage. 1201 In-ing Park Boulevard 7Soo First mortgage, 5230 Cornell Avenue 247. 50 First mortgage. 5603 Madison Avenue 125.00 First mortgage. 626 West Adams Street 202 . 50 First mortgage. 626 West Adams Street, J% prem 22 . 50 First mortgage. 5136 Hibbard Avenue 125.00 First mortgage, 2268 Kenmore Avenue 62 . 50 First mortgage. 5526 Jefferson .\venue 250.00 First mortgage. 1919 Wabash .\ venue 167. 70 First Trust and Sa\-ings Bank 62.23 S3.578.18 ?3.S78.i8 STATEMENT OF SECURITIES BELONGING TO THE PERMANENT FUND OF THE NATIONAL EDUCATIONAL ASSOCIATION, DECEMBER i 1906. IN CUSTODY OF FIRST TRUST AND SAVINGS BANK, CHICAGO ILLINOIS MUNICIPAL AND SCHOOL BONDS Bonds Amount Rate of Interest Interest Payable Maturity Village of Morgan Park, 111 Village of Morgan Park, 111 Lemont. 111., School, Nos. 20, 22. 24, 30, 32... Chicago Drainage bonds. Nos. 24516 to 24525. Chicago Drainage'bonds, Nos. 24591 to 24625 and 24636 to 24640 West Chicago Park bonds. Nos. iioi to 1109. WestChicaKO Park bonds, Nos. 615. 629. 630 631, and 1243 to 1248 S 2,500 1,000 2,500 10,000 40.000 9 000 $75,000 4i% 4i% 5% 4% 4 % 4% 4% May and Nov. Jan. and July June and Dec. Dec. and June Dec. and June April and Oct. April and Oct. Nov. T, 191 r July I. 1913 $500 yearly Dec. I. Dec. 1916 Dec. 1917 April 1 918 April, 1919 KAILROAD BONDS Bonds A-ount f„f-/. Interest Payable Maturity Terminal R. R. Association of St. Louis, Nos. Si 5 000 20,000 4% 4% Jan. and July May and Nov. January, 1953 Piii.-iburg. Lake Erie & West Virginia bonds Nos. 13496 to 13500 and 21236 to 21250 .... November i, 1941 $3S.ooo FIRST MORTOAOES ON CBICAOO RZAL ESTATE First Mortgages Amount Rate of Interest Interest Payable Maturity 5.000 10 000 2.500 11.000 \l May anri Nov. i July atiil Jan. April and ()ecial act incorjxjrating the National Assl incorjtoration under the laws of the District of Columbia, said extension to Ik? for the period of two years, from and in( luding the 24th day of February, 1Q06. This certificate of extension may lie found attat hed to the certifuate of incorporation following the constitution of the A.s.sociation as printed on page 5 of this volunic The projxwed bill for incorporation was introduced in the House of Kciinsentatives at Washington and passefl April 2, 1905, having been |)reviously recommended for passage, with certain amendments, by a unanimous vcjte of the House Committee on Ivlui ation. This bill was pa.ssed by the .Senate on June 29, and was signed by the I'resident June 30, 1906. A copy of the bill as enat ted by Congrcs.s is appcndtfi licrrwilli. 19 20 NATIONAL EDUCATIONAL ASSOCIATION It will be seen by the provisions of the bill that this Act of Incorporation, to become operative, must be accepted by the active members of the National Educational Association at a regular annual meeting. It is also provided in the bill that the active members shall adopt by-laws and elect officers to succeed those whose terms have expired, or are about to expire, at the same meeting at which they accept the congressional charter. It is therefore expected that this question will come before the active members at their next annual meeting. [PUBLIC— No. 398] AN ACT TO INCORPORATE THE NATIONAL EDUCATION ASSOCIATION OF THE UNITED STATES Be il enacted by the Senate and House 0} Representatives oj the United States oj A mcrica in Congress assembled: Section i. That the following named persons, who are now the officers and directors and trustees of the National Educational Association, a corporation organized in the year eighteen hundred and eighty-six, under the Act of General Incorporation of the Revised Statutes of the District of Columbia, viz.: Nathan C. SchaefTer, Eliphalet Oram Lyte, John W. Lansinger, of Pennsylvania; Isaac W. Hill, of Alabama; Arthur J. Matthews, of Arizona; John H. Hinemon, George B. Cook, of Arkansas; Joseph O'Connor, Josiah L. Pickard, Arthur H. Chamberlain, of California; Aaron Gove, Ezekiel H. Cook, Lewis C. Greenlee, of Colorado; Charles H. Keyes, of Connecticut; George W. Twitmyer, of Delaware; J. Ormond Wilson, William T. Harris, Alexander T. Stuart, of the District of Columbia; Clem Hampton, of Florida; William M. Slaton, of Georgia; Frances Mann, of Idaho; J. Stanley Brown, Albert G. Lane, Charles I. Parker, John W. Cook, Joshua Pike, Albert R. Taylor, Joseph A. Mercer, of Illinois; Nebraska Cropsey, Thomas A. Mott, of Indiana; John D. Benedict, of Indian Territory; John F. Riggs, Ashley V. Storm, of Iowa; John W. Spindlcr, Jasper N. Wilkinson, A. V. Jewett, Luther D. Whittemore, of Kansas; William Henry Bartholomew, of Kentucky; Warren Easton, of Louisiana; John S. Locke, of Maine; M. Bates Stephens, of Mar)'land; Charles W. Eliot, Mary H. Hunt, Henry T. Bailey, of Massa- chusetts; Hugh A. Graham, Charles G. White, William H. Elson, of Michigan; William F. Phelps, Irwin Shepard, John A. Cranston, of Minnesota; Robert B. Fulton, of Mississippi; F. Louis Soldan, James M. Greenwood, William J. Hawkins, of Missouri; Oscar J. Craig, of Montana; George L. Towne, of Nebraska; Joseph E. Stubbs, of Nevada; James E. Klock, of New Hampshire; James M. Green, John Enright, of New Jersey; Charles M. Light, of New Mexico; James H. Canficld, Nicholas Murray Butler, William H. Maxwell, Charles R. Skinner, Albert P. Marble, James C. Byrnes, of New York; James Y. Joyner, Julius Isaac Foust, of North Carolina; Pitt Gordon Knowlton, of North Dakota; Oscar T. Corson, Jacob A. Shawan, Wells L. Griswold, of Ohio; Edgar S. Vaught, Andrew R. Hickam, of Oklahoma; Charles Carroll Stratton, Edwin D. Resslcr, of Oregon; Thomas W. Bicknell, Walter Ballou Jacobs, of Rhode Island; David B. Johnson, Robert P. Pell, of South Carolina; Moritz Adellx-rt Lange, of South Dakota; Eugene F. Turner, of Tennessee; Lloyd E. Wolfe, of Texas; David H. Christcn.sen, of Utah; Henry O. Wheeler, Isaac Thomas, of Vermont; Joseph L. Jarman, of Virginia; Edward T. Mathes, of Washington; T. Marcellus Marshall, Lucy Robinsfjn, of West Virginia; Lorenzo D. Harvey, of Wisconsin; Thomas T. Tynan, of Wyoming; Cassia Patton, of Alaska; Frank H. Ball, of Porto Rico; Arthur F. Griffiths, of Hawaii; C. H. Maxstjn, of the Philippine Islands, and such other persons as now arc or may hereafter be as.sociated with them as officers or members of said As.se secretary of the Executive Committee, and shall fix the compensation and the term of his office for a period not to exceed four years. Sec. 8. That the principal office of the said corporation shall Ik- in the t ity of Wash- ington, District of Columbia, provided that the meetings of the corporation, its officers, committees, and departments, may be held, and that its business may be transacted, and an office or offices may be maintained, elsewhere, within the United States, as may be determined Ijy the Board of Directors, or otherwise in accordance with (he By-Laws. Sec. 9. That the Charier, Constituti(»n, and By-Laws of the National Kducalional .Association shall continue in full force and effect until the charier granted by this act shall be accepted by such Association at the next annual meeting of the Association, and until new By-Laws shall be adoijted; and that the present officers, directors, and trus- tees of said Association shall continue to hold office and perform their respective duties as such, until the expiration of the terms for which they were severally elected or appointed, and until their successors arc elected. That at such annual meeting the active members of the National Kdurational Assodation, then present, may organize and pnx ced toaKcpl 24 NATIONAL EDUCATIONAL ASSOCIATION the charter granted by this Act and adopt By-Laws, to elect officers to succeed those whosfe terms have expired or are about to expire, and generally to organize the "National Educa- tion Association of the United States;" and that the Board of Trustees of the corporation hereby incorporated shall thereupon, if the charter granted by this act be accepted, receive, take over, and enter into possession, custody, and management of all property, real and personal, of the corporation heretofore known as the National Educational Association, incorporated as aforesaid, under the Revised Statutes of the District of Columbia, and all its rights, contracts, claims, and property of every kind and nature whatsoever; and the several officers, directors and trustees of such last-named Association, or any other person having charge of any of the securities, funds, books, or property thereof, real or personal, shall on demand deliver the same to the proper officers, directors, or trustees of the corporation hereby created. Provided, That a verified certificate executed by the pre- siding officer and secretary of such annual meeting, showing the acceptance of the charter granted by this act by the National Educational Association shall be legal evidence of the fact, when filed with the recorder of deeds of the District of Columbia: and, pro- vided further, That in the event of the failure of the Association to accept the charter granted b}' this act at said annual meeting, then the charter of the National Educational Association and its corporate existence shall be, and are hereby extended until the thirty- first day of July, nineteen hundred and eight, and at any time before said date its charter may be extended in the manner and form provided by the general corporation law of the District of Columbia. Sec. id. That the rights of creditors of the said existing corporation, known as the National Educational Association, shall not in any manner be impaired by the passage of this act, or the transfer of the property heretofore mentioned, nor shall any liabiUty or obligation, or the payment of any sum due or to become due, or any claim or demand, in any manner, or for any cause existing against the said existing corporation, be released or impaired; and the corporation hereby incorporated is declared to succeed to the obli- gations and liabilities, and to be held liable to pay and discharge all of the debts, liabili- ties, and contracts, of the said corporation so existing, to the same effect as if such new corporation had itself incurred the obligation or liability to pay such debt or damages, and no action or proceeding before any court or tribunal shall be deemed to have abated Or been discontinued by reason of this act. Sec. II. That Congress may from time to time alter, repeal, or modify this act of incorporation, but no contract or individual right made or acquired shall thereby be divested or impaired. At the meeting of the Active Members at Asbury Park, N. J., July 6, Albert G. Lane, of Chicago, Chairman of Board of Trustees, submitted a copy of the following Proposed By-Laws and gave notice as required by the Constitution for their considera- tion for adoption at the next annual meeting. PROPOSED BY-LAWS ARTICLE I— MEMBERSHIP ACTIVE MEMBERS Section i. Teachers and all who are actively associated with the management of educational institutions, including libraries and educational publications, may become active members. Sec. 2. Any eligible person may become an active member upon application indorsed by two active members, and the payment of an enrollment fee of two dollars and the annual dues for the current year. Sec. 3. Active members only shall have the right to vote and to hold office in the Association, in the National Council of Education, or in the several departments. PROPOSED BY-LAWS 25 Sec. 4. All active members shall pay annual dues of two dollars, and shall be entitled to the volume of Proceedings without "coupon" or other conditions. Sec. 5. The annual membership fee shall be payable at the time of the annual convention, or by remittance to the Secretary before September i of each year. Sec. 6. Any active member may discontinue membership by giving written notice to the Secretar)' before September 1 in any year, and may restore the same only on pay- ment of the enrollment fee of two dollars and the annual dues lor the current year. A written application for active membership shall constitute an agreement to continue such membership and pay annual dues, unless written notice of discontinuance is sent to the Sec- retary before September i of the fiscal year for which such discontinuance shall apply. CORRESPONDING MEMBERS Sec. 7. Eminent educators not residing in America may be elected by the Board of Directors to be corresponding members. The number of corresponding members shall at no time e.xceed fifty. Sec. 8. Corresponding members shall be entitled to the volume of Proceedings without the payment of fees or other conditions. ASSOCIATE MEMBERS Sec. 9. Any person on paying an annual membership fee of two dollars may become an associate member. Sec. 10. Associate members may receive the volume of Proceedings in accordance with the usual "coupon" conditions, as printed on the membership certificate. LIFE MEMBERS Sec. II. All life members and life directors shall be dt-noniinated active members and shall enjoy all the powers and privileges of such members without the payment of annual dues. ROLL OF MEMBERS Sec. 12. The names of active, life, and corresponding members only shall be printed in the annual Yearbook, with their respective educational titles, offices, and addresses and the list shall be revised annually by the Secretary of the A.ssociation. ARTICLE II— OFFICERS AND COMMITTEES Section i. The President, Vice-Presidents, directors, and Treasurer shall be chosen by the active members of the A.ssociation by ballot, unless otherwise ordered, on the third day of each annual session, a majority of the votes cast being necessary to a choice. They shall continue in office until the close of the annual session subserjucnt to their election and until their succes.sors are chosen, except as hereinafter provided. committee ON RESOLUTIONS Sec. 2. At the first session of each annual meeting of the Association the President shall appcjint a Committee on Resolutions. COMMITTEE ON NOMINATIONS Sec. 3. At the third session of each annual meeting of the Association there shall Ik: a[)pointed by the President a Committee on Nominations, consisting of one member from each state and territory representefi. Such a committee shall be appointed by the President on the nomination of a majority of the active members from sui h state or ter- ritory present at the meeting caliefl for the purpose of making such nomination; provided, however, that .such appointment shall be made by the President without such nomination, when the active members in attendance from any stale or territory shall fail to make a nomination. Skc. 4. The meetings of the active members of the several states to nominate incni- bcrs of the nominating committee shall be held at 5:30 P. M. on the first day of the amnial meeting of the A.ssociation, at such places as shall be announced in the general program. ARI Ul.i; III -DUTIES OF OFFICERS THE PRESIDENT Section i. The President shall preside at all meetings nf the .Assoi iation and of the Boarrl of Direr tc^rs, anfl shall jjcrform the flutics usually devniving U|)iin a i)residing ofTirer. In his abs<-nfe the first V'i( e-Prcsiilent in order, who is present, shall |)reside; and in the alienee of all the Vi( e-Presi'lenls, a pro tempore chairman sliall Ix- ajipointetl on nomination, the .Secretary putting the question. 26 NATIONAL EDUCATIONAL ASSOCIATION THE SECRETARY Sec. 2. The Secretary shall keep a full and accurate report of the proceedings of the general meetings of the Association and of all meetings of the Board of Directors, and shall conduct such correspondence and transact such other business of the Association as the directors or Executive Committee may assign, and shall have his records present at all meetings of the Association an,d the Board of Directors. THE TREASURER Sec. 3. The Treasurer shall receive, and under the direction of the Board of Trustees hold in safekeeping, the current income of the Association; shall expend the same only upon order of said board; shall keep an exact account of his receipts and expenditures, with vouchers for the latter; which accounts, ending the first day of July in each year, he shall render to the Board of Trustees and, when approved by said board, he shall report to the Board of Directors. The Treasurer shall give such bond for the faithful discharge of his duties as may be required by the Board of Trustees; and he shall continue in office until the first meeting of the Board of Directors held prior to the annual meeting of the Association next succeeding that at which he is elected, and until his successor has been elected and has qualified. AUDITOR OF ACCOUNTS Sec. 4. It shall be the duty of the President, Secretary, and Treasurer of the Asso- ciation to appoint annually some competent person to examine the securities of the Perma- nent Fund held by the Board of Trustees, and his certificate, showing the condition of the said fund, shall be attached to the annual report of the Board of Trustees. CERTIFICATION OF BILLS Sec. 5. The President and Secretary shall certify to the Board of Trustees all bills approved by the Board of Directors. ARTICLE IV— THE BOARD OF DIRECTORS Section i. The Board of Directors shall hold its regular annual meeting at the place of the annual convention, and not less than two hours before the assembling of the Association. Sec. 2. Special meetings may be held at such other times and places as the board or the President shall determine. Sec. 3. Each new board shall organize at the session of its election. ARTICLE V— THE N.\TIONAL COUNCIL OF EDUCATION OBJECTS AND DUTIES Section i. The National Council of Education shall have for its object the con sideration and discussion of educational questions of public and professional interest; the proposal to the Board of Directors, from time to time, of suitable subjects for investi- gation and research, and the recommendation of the amount of appropriations that should be made for such purposes; the appointment and general supervision of such special committees of investigation and research as may be provided for and authorized by the Board of Directors of the Association; the consideration, discussion, and recommendation to the Board of Directors for disposition of all reports by such special committees of research as may have been appointed on its recommendation or by its authority; the annual preparation and presentation to the Association at its annual convention of a report on "Educational Progress during the Past Year;" and in other ways shall use its best efforts to further the objects of the Association and to promote the cause of education in general. MEMBERSHIP OF THE COUNCIL Sec. 2. The Council shall consist of sixty members, selected from the membership of the Association. Any member of the Association identified with educational work is eligible to membership in the Council. Sec. 3. The Board of Directors shall annually elect five members, and the Council shall elect five members, each member to serve for six years, or until his successor is elected. Sec. 4. The annual election of members of the Council shall be held in connection with the annual meetings of the Association. If the Board of Directors shall fail, for any PROPOSED BY-LAWS 27 reason, to fill its quota of members annually, the vacancy or vacancies shall be filled by the Council. Sec. 5. The absence of a member from two consecutive annual meetings of the Council shall be considered equivalent to resignation of membership, and the Council shall fill vacancies caused by absence from the Council as herein defined, as well as vacan- cies caused by death or resignation, for the unexpired term. All persons who have belonged to the Council shall, on the expiration of their membership, become honorary members, with the privilege of attending its regular sessions and participating in its discussions. . No state shall be represented in the Council by more than eiglit members. BY-LAWS OF THE COUNCIL Sec. 6. The Council may establish by-laws for its government not inconsistent with the Act of Incorporation or of the By-Laws of the Association, provided such by-laws shall be submitted to and approved by the Board of Directors of the Association before they shall become operative. ARTICLE VT— DEPARTMENTS Section* i. A department shall consist of those members of the Association who are especially interested in the consideration of a particular group of educational problems. Each department shall be administered by a president, vice-president, secretary, and such other officers as it shall deem necessary to conduct its affairs. Sec. 2. Each department shall hold its annual meeting at the time of the annual convention of the Association, except the Department of Superintendence, which may hold its annual meeting in February of each year, or at such other time as may be deter- mined by the officers of said department. Sec. 3. The objects of the annual department meetings shall be the discussion of questions pertaining to their respective fields of educational work. The programs of these meetings shall be organized and conducted by the respective presidents, in conference with, and under the general direction of, the President of the Association. Each depart- ment shall be limited to two sessions, with formal programs, at the time of the annual convention, except that a third session for business or informal round-table conference may be held at the discretion of the department officers. ' Sec. 4. Upon the written request of twenty active members of the Association for permission to establish a new department, the Board of Directors may grant such per- mission. Such new department shall in all respects be entitled to the same rights and privileges as the departments named in the Act of Incorporation. ARTICLE VII— MEETINGS Section i. The annual meeting of the Association shall Ije held at surh time and place as shall be determined by the Board of Directors. Sec. 2. Special meetings may be called by the President at tlu- requrst of \\wc directors. Sec. 3. Any department of the Association may hold a sjiecial meeting at such lime and place as by its own regulations it shall appoint. Sec. 4. No paper, lecture, or address shall be read before the Association or any of its departments, in the absence of its author, nor shall any such paper, lecture <)r address be published in the volume of Proceedings, without the consent of the Associa- tion, upon the approval of the Executive Committee. ARTICLK VllI— AMENDMENTS Section i. The.se by-laws may lie altered or amended at any annual meeting by the unanimous vote of the members j)resent; or by a two-thirds vote of the members i)resent, provided that the substance of the alteration or aincMilmenl has been proposed in writing at a previous annual meeting. At the same meeting Silas Y. (iillati, of Wisconsin, proi)osed and gave notici- of the following amendment to the Constitution to be considrrcd for ado|)tion at the next annua) meeting: Resolved, That scr. 2, Art. IV of the Constitution be amended by adding the following words to the first [laragrafjh: The active meml>ers from any stale, territory, or distric t, in altcndaiK e at the nutting 28 NATIONAL EDUCATIONAL ASSOCIATION for electing a member of the Committee on Nominations, may elect the additional member of the Board of Directors for such state, territory, or district. Resolved, That the By-Laws be amended by inserting the following paragraphs immediately after the first paragraph of By-Law No. i : "The Committee on Nominations shall meet on the second day of each annual session and nominate candidates for President, Treasurer, and a director for each state, territory, or district whose members shall not have reported the election of a director as provided in sec. 2, Art. IV, of the Constitution; and the Committee on Nominations shall report to the active members at their meeting the following day a list of the nominatiorts. " When the vote is taken by the Committee on Nominations for candidates for President and Treasurer, the committee shall report the persons having the highest number of votes, not exceeding two persons, as candidates for each office. But if, after two formal ballots, any person shall receive a two-thirds majority of the votes cast by the Committee on Nominations for any one of the aforesaid office?, then the person receiving such two- thirds majority shall be reported as the only candidate for such office." DEPARTMENT OF SUPERIiNTENDENCE LOUISVILLE MEETING, 1906 SECRETARY'S MINUTES FIRST DAY MORNING SESSION.— Tuesday, February 27, 1906 The Department of Superintendence was called to order in Warren Memorial Church, Louisville, Ky., at 9:30 A. M., President John W. Carr, superintendent of schools, Dayton, Ohio, in the chair. A chorus of fifth-grade girls from the John H. Heywood School of Louisville opened the meeting with song. Prayer was offered by Rev. Peyton H. Hoge, pastor of the church. Superintendent E. H. Mark, chairman of the Louisville Local Committee, announced that Hon. J. W. C. Beckham, governor of Kentucky, was prevented by a meeting of the legislature from being present. His representative, Hon. James H. Fuqua, state super- intendent of pubUc instruction, extended a welcome on behalf of the state. Hon. Paul Barth, mayor of Louisville, extended greetings on behalf of the city of Louisville. Bishop Charles E. Woodcock, of the Episcopal Diocese of Kentucky, welcomed the superintend- ents on behalf of the schools. A response on behalf of the department was made by President John W. Carr. Two papers on "Moral and Religious Education in the PubUc Schools" were read, the subtitles being as follows: a) "Means Afforded by the Public Schools for Moral and Religious Training": Thomas A. Mott, superintendent of schools, Richmond, Ind. b) "The Effect of Moral Education in tlie Public Schools upon the Civic Life of the Community": William O. Thompson, president of the Ohio State University, Columbus, Ohio. The discussion was led by William J. Shearer, superintendent of schools, Elizabeth, N. J. Others who participated in the discussion were M. M. Ramer, superintendent of public instruction of South Dakota; James M. Greenwood, superintendent of schools, Kansas City, Mo.; Henry Sabin, ex-superintendent of public instruction, Des Moines, Iowa; J. D. Simkins, superintendent of schools, Newark, Ohio; John W. Cook, president. Northern Illinois State Normal School, DeKaib, 111.; Silas Y. Gillan, editor of the Western Teaclier, Milwaukee, Wis.; James L. Hughes, inspector of schools, Toronto, Canada; Frank B. Ccxiper, superintendent of schools, Seattle, Wash.; F. Louis Soldan, superin- tendent of instruction, public schools, St. Louis, Mo. Superintendent E. H. Mark, chairman of the Louisville Local Committee, announced a reception to the department by the various woman's club organizations at the Woman's Club. The department then adjourned until 2 P. M. AFPERNOON SESSION The afternoon .scs.sion opened at 2:30, with President Carr in the chair. Mrs Sarah E. Hyrc, member of the Hoarfl of Education, Cleveland, Ohio, addressed the department on the subject, " Woman's Part in Public-School Education." 29 30 NATIONAL EDUCATIONAL ASSOCIATION [Louisville Reuben Post Halleck, principal of Boys' High School, Louisville, Ky., read a paper on "What Kind of Education is Best Suited to Boys?" "What Kind of Education is Best Suited to Girls ?" was the subject of a paper given by Miss Anna T. Hamilton, principal of Semple Collegiate School, Louisville, Ky. The papers were discussed by F. Louis Soldan, superintendent of instruction, public schools, St. Louis, Mo., and Charles D. Lowry, district superintendent of schools, Chicago, 111. W. T. Harris, United States Commissioner of Education, Washington, D. C, was introduced by the chair, and read a paper on "What Kind of Language Study Aids in the Mastery of Natural Science?" The president announced the following committees: COMMITTEE ON NOMINATIONS C. M. Jordan, Minneapolis, Minn. W. F. Gordy, Springfield, Mass. W. A. MilUs, Crawfordsville, Ind. George R. Glenn, Atlanta, Ga. Oscar T. Corson, Columbus, Ohio. COMMITTEE ON RESOLUTIONS E .G. Cooley, Chicago, 111. J. H. Hinemon, Little Rock, Ark. J. W. Swartz, Parkersburg, W. Va. C. F. Carroll, Rochester, N. Y. Thomas J. Kirk, Sacramento, Cal. J. L. McBrien, Lincoln, Nebr. Charles S. Foos, Reading, Pa. On motion, the meeting adjourned. EVENING SESSION The program for the evening consisted of an address by Hon. Oscar T. Corson, ex- state school commissioner of Ohio and Editor of the Ohio Educational Monthly, Columbus Ohio, on "The Superintendent's Authority and the Teacher's Freedom;" and an address "The Teaching of Arithmetic in the American Schools," by Professor Simon Newcomb, Washington, D. C. SECOND DAY MORNING SESSION.— Wednesday, February 28 The department convened at g : 30 A. M., with President Carr in the chair. The topic "Means of Improving the Efficiency of the Grammar School" was dis- cussed as follows: a) " Suggestions for the Improvement of the Study Period": Frank M. McMurry, professor of theory and practice of teaching. Teachers College, Columbia University, New York City. b) "Ehminations and Modifications in the Course of Study": Martin G. Brum- baugh, professor of pedagogy, University of Pennsylvania, Philadelphia, Pa. c) "How Can the Supervising Influence of Grammar-School Principals be Im- proved?": Lewis H. Jones, president of State Normal College, Ypsilanti, Mich. Then followed the discussion of Professor Newcomb's address by Robert J. Aley, professor of mathematics, Indiana University, Bloomington, Ind. The topic of the morning was discussed by Charles M. Jordan, superintendent of schools, MinneapoUs, Minn., and Calvin N. Kendall. sup2rintcndent of schools, Indiana- polis, Ind. BUSINESS SESSION The Committee on Nominations submitted the following nominations: For President — W. W. Stetson, Maine. For First Vice-President — H. H. Seerley, Iowa. For Second Vice-President — R. J. Tighe, North Carohna. For Secretary — J. H. Harris, Michigan. Superintendence] SECRETARY'S MINUTES 3 1 The report was unanimously adopted. The following report on behalf of the Committee on Simplified Spelling was made thru its chairman, Edwin B. Cox, of Xenia, Ohio: REPORT OF THE COMMITTEE ON SIMPLIFICATION OF SPELLING To the Department of Stiperiniendcncc of the National Educational Association: Gentlemen: \\Ticn our report was rendered one year ago, the question of the appoint- ment, by the Board of Directors of the National Educational Association, of a commission to head the sirapUficd-spelling movement and of giving such a commission funds to work with, was under consideration by the special committee of five to whom it had been referred for advice by the Committee on Investigations and Appropriations of the National Council. The Committee of Advice reported to the National Council at Asbury Park that it was unanimous in the opinion that the simplification of our spelling is an object worthy of hearty support by the National Educational Association. But on the points of creating a commission, and of providing it with money, the committee was di\'ided and submitted two reports. The minority, consisting of Superintendent William H. Maxwell and Pro- fessor Calvin Thomas, advised against the course advocated by a majority of your com- mittee in conformity with your petition. The majority, consisting of President H. H. Seerley, Superintendent C. M. Jordan, and Professor George Hempl, reported in favor of the course recommended by this department. A square deal would have taken this report under consideration before the session closed. But this was prevented by circumstances which bore the mark of design, and the report still awaits due attention. It is not the only instance in which this matter, altho indorsed by so decided a majority of this department and of the active members of the National Educational Association, has been embarrassed and hindered by the manage- ment of some who assume the role of an over-ruling providence in the affairs of the National Educational .Association. Should your committee persist in its effort to give effect to the will of the majority in this matter, our experience during the past three years shows that the final outcome would be doubtful. This circumstance, in connection with developments in this cause which are taking place in another field, satisfies us that it is best to abandon the object for which this committee was created and to discharge the committee. But so important is the rationalizing of our spelling, and so closely is it related to the work and success of our teachers and schools, that it seems to your committee that the department would do injustice to itself and to the cause of education if it should fail to keep in close touch with this movement as it progresses, and at ever)' turn to give it the utmost assistance in its power. Therefore, we recommend: 1. That the specific purpose for which your committee was appointed be abandoned and the committee discharged. 2. That a committee of five, to continue five years and with power to fill its own vacancies, be appointed by the chair, to report at our annual meetings such matters relating to this movement as it deems worthy of consideration by the department. Respectfully submitted, Edwin B. Cox, Chairman, Xenia, Ohio; C. N. Kendall, Indianapolis, Ind.; A. W. Rankin, Minneapolis, Minn.; H. M. Slauson, Ann Arbor, Mich.; Committer. The following motion was then adopted: Resolved, That the specific purpose for which the committee was appointed be aban- floned and the committee he discharged. The department voted that the following resolution lie referred to the Comniittee on Rcsfjlutions. Resolved, That a committee of five, to continue five years and with power to fill its own vacancies, be appointed by the chair to report at our annual meetings such matters relating to this movement as it deems worthy of consideration by the department. The .selection of a place for the next meeting of the department was declared the next order of business. Chicago, III.; St. Paul, Minn.; Hot S|)rings, Ark.; and Wa.shing- ton, D. C, were proposed. A vote was taken, and Chicago was decided upon as the pKu e for the next meeting. 32 NATIONAL EDUCATIONAL ASSOCIATION [LouisviUe Carroll G. Pearse, superintendent of schools, Milwaukee, Wis., made the following motion: Resolved, That the meeting of this department for 1907 be held in the city of St. Paul, Minn., or wherever this department shall at this time determine, and that each fourth year thereafter the meeting be held in such place as the department shall determine; that in 1908, and each second year thereafter, this Department meet in the city of Chicago, III.; that in 1909, and each fourth year thereafter, this department meet in the city of Washington, D. C. The department voted that the motion be laid on the table. The meeting then adjourned. AFTERNOON SESSION ROUND TABLE SESSIONS A. ROUND TABLE OF CITY SUPERINTENDENTS OF LARGER CITIES The round-table conference was held in Warren Memorial Church; leader. Miss Ida C. Bender, supervisor of primary grades, Buffalo, N. Y.; secretary, Franklin S. Hoyt, assistant superintendent of schools, Indianapolis, Ind. Topic — "Interrelation of Functions in a City School System." The following papers were read: a) "Relation of the Superintendent to the City School System": F. Louis Soldan, superintendent of instruction, public schools, St. Louis, Mo. h) "Relation of the Supervisor to the City School System": Miss Ada Van Stone Harris, supervisor of kindergartens and primary schools, Rochester, N. Y. c) "Relations of the City Normal and Training School to the City School System": Mrs. Ella Flagg Young, principal of the Chicago Normal School, Chicago, 111. B. ROUND TABLE OF CITY SUPERINTENDENTS OF SMALLER CITIES The round table was held in the Auditorium of the Walnut Street Church; leader, John H. PhilUps, superintendent of schools, Birmingham, Ala.; secretary, M. E. Pearson, superintendent of schools, Kansas City, Kans. "The Local Training School as an Agency in the Preparation of Teachers" was discussed by James M. Greenwood, superintendent of schools of Kansas City, Mo.; W. F. Gordy, superintendent of schools of Springfield, Mass.; and others. A paper was read by William McKendree Vance, superintendent of schools, Miamis- burg, Ohio, on "The Best Means and Methods of Improving Teachers Already in Service." The discussion was led by Edwin L. Holton, superintendent of schools of Holton, Kans. W. M. Davidson, superintendent of schools, Omaha, Nebr., spoke on "The Advan tages and Limitations of Pupil Government in the High School." C. ROUND TABLE OF STATE AND COUNTY SUPERINTENDENTS The round table was called to order in the lecture-room of the Walnut Street Church at 2:30 p. M. by Superintendent C. P. Cary, of Wisconsin. H. A. Dean, superintendent of schools of Kane County, Geneva, 111., was appointed secretary. State Superintendent Fassett A. Cotton, of Indiana, read a paper on "The Minimum- Salary Law and How it Operates." This paper was discussed by State Superintendents Nathan C. Schaeffer, of Pennsylvania; Thomas C. Miller, of West Virginia; W. L. Stock- well, of North Dakota; W. T. Carrington, of Missouri; and James B. Aswell, of Louisiana. State Superintendent J. W. Olsen, of Minnesota, read a paper on "Rural School Architecture." Mr. Olsen had plans for a one-room and a two-room schoolhouse in a pamphlet prepared for the occasion. John R. Kirk, president of the State Normal School, Kirksville, Mo., discussed the subject, showing plans of a model rural school building to be erected on the normal-school grounds. On motion, a committee, consisting of John R. Kirk, J. W. Olsen, and C. P. Cary, was instructed to devise means for furnishing the plans and specifications of rural school buildings to members of the round table who might wish to use them. Superintendence] SECRETARY'S MINUTES -^3 D. ROUND TABLE CONFERENCE ON SIMPLIFIED SPELLING The conference met in the First Christian Church; leader, Wilham H. Elson, super- intendent of schools, Grand Rapids, Mich.; secretary, H. M. Slauson, superintendent of schools, Ann Arbor, Mich. The leading paper was read by Chancellor E. Benjamin Andrews, of the University of Nebraska, who was followed by Professor George Hempl, of the University of Michigan; J. Geddes, Jr., professor of Romance languages, Boston University, and others. At the close of the discussion, the following resolution was offered by President David Felmley, of Normal, 111., and unanimously adopted: Resolved, That we urge the Department of Superintendence to ask the National Educational Association to appoint a commission to prepare a spelling primer containing a number of the most easy and obviously desirable improved spellings recommended by the London Philological Society and the American Philological Association; that the National Educational Association approve the use of these words and the introduction of this primer as an alternative. We further recommend this preface to the proposed primer: "The improved spellings in this little book are not yet customar)', but it is desir- able that they become customary. They have the approval of the very best authorities in the English-speaking world. Teachers who choose to teach them may do so with the feeling that they are performing an important social service. Pupils who choose to use them may do so without thereby incurring the odium of illiteracy." EVENING SESSION The program for the evening was as follows: An address, "The Incorrigible Child," by Miss JuHa Richman, district superintendent of schools. New York City. An address, "The School Court," by Ben N. Lindsey, judge of the Juvenile Court, Denver, Colo. THIRD DAY MORNING SESSIO. NT.— Thursday, March t The meeting was called to order by President Carr at 9 : 30 o'clock. The chair introduced John C. Eberhardt, ex-president of the American Association of Opticians, and member of the Board of Education, Dayton, Ohio, who read a paner on "The Examination of the Eyes of School Children." Jame-= H. Van Sickle addressed the T>eeting on "What Should Be the Basis for the Promotion of Teachers and the Increase of Teachers' Salaries?" The third paper on the program, "The Next Step in the Salary Campaign," was given by David Felmley, president of Illinois State Normal University, Normal, 111. The papers of the morning were discussed by Miss Adclaifle S. Baylor, su])erinlcn it-ni of schools, Wabash, Ind. The next topic, "Phonetic Key Notation," was presented by George Hempl, pro- fcs.s^)r of English phi!e in advance of the great majority of the American homes, and will stand forth oftentimes in contrast with tlie currcnl morals of a cjjmmunity. 2. There arc certain characteristic features of the .school that bring em- phasis ui)on what has been said. A few of these may be suggestccj. 44 NATIONAL EDUCATIONAL ASSOCIATION [Louisville Primarily, truth is the basis of all education. The schoolroom puts its emphasis here and brings allegiance to what is true. It cuts away the notion that error or falsehood or untruth in any form can have an abiding place in education. Love of the truth therefore becomes fundamental in every degree of scholarship, and increases as scholarship advances. Ac- cordingly, honesty of method is insisted upon. Every process in the school- room, however unimportant, must be an honest process. Deception of any sort tends to the destruction of all real education. No teacher conscious of having deceived a pupil can ever rejoice in that deception. Sooner or later the pupil himself detects any departure from honesty in the schoolroom, and altho he may be unable to formulate the reason for it, he recognizes that it is ahen and hostile. By easy gradation, therefore, the question of honor as between teacher and pupil, and eventually as between pupil and pupil, cannot be escaped. Before a definition of honor could be appre- ciated, the pupil recognizes the substance of it, so that we may afhrm that the relation of honor is both fundamental and vital in every school. This principle appUes equally to the requirements of scholarship. A teacher conscious of deficient scholarship will recognize the imperfection of his work, and in some degree that he is assuming what he does not have. That produces a fatal weakness in method to an honest mind. It puts an atmosphere of dishonesty in the schoolroom, for which but lame apology can be made. In education there are times when appeal must be made to authority. The teacher who is not able to speak with authority and ac- curacy cannot escape embarrassment by evasion. Recognition of authority is essential in education. It is universal in the schoolroom. Any departure from this is a partial defeat of the process of education. The teacher is the personal representative of authority. Sooner or later this situation analyzes itself, and both teacher and pupil alike recognize that authority is inherent in the truth, and only so far as the teacher is the incarnation of truth and truthfulness is his authority final and complete. It is needless to yield to the temptation to assert that this reverence for the truth and this recognition of rightful authority are funda- mental in both the moral and the civic progress of the race. Proceeding from this relation of authority, there comes to be a formal introduction of law, as a necessary part of the school organization. The conception of law, however, is not that of arbitrary authority ; it is that of formulated truth which is supreme and equally binding upon all. This high but true conception of what the law of the school is, has revolutionized our ideas of school ad- ministration; it has opened the door thru which the teacher has become the inspiring presence rather than the dreaded driver. This conception of the relation of both teacher and pupil to law and rightful authority emphasizes truth, honesty, and honor, and prepares the way for a full recognition of the rights of others, and eventually to a kindly consideration. Nothing is more important in the everyday Hfe of the school than that pupils Superintendence] MOR.iL EDUCATION IN PUBLIC SCHOOLS 45 shall learn to recognize the rights of others and to give a just consideration to other peoj^le. This is what makes democracy possible in its best sense, and thoroly enjoyable in its reahzation. The beginning of these things in the public schools has laid the foundation upon which our colleges and universities have been building. The full fruit of these principles is seen in the fact that the modern high school and university are much more demo- cratic than any school could have been two generations ago. There are other quahties in the schoolroom worthy of mention that bring the same results. I refer to the habit of accuracy, the uncompromising attitude toward error, the insistence upon exactness, neatness, cleanliness > and a score of others familiar to every teacher in the land. These are the positive qualities that build up the pupil, construct his habits, and make the atmosphere in which he hves. The modern theory and practice of education proceed along these positive lines. We reach the negative virtues thru the inculcation of positive ones. A long protest has been heard against undue emphasis upon the negatives. We are not disposed to look with favor upon the teaching that constantly cries out "don't." The con- stant reiteration of prohibitions has been replaced by a larger emphasis upon the positive achievement. The schoolroom is not bringing emphasis uj)on vice by constantly calling attention to it thru warnings. We are disposed to magnify the importance of the truth and of virtue, and to bring the pupil to a love of what is true and what is right by an enthusiasm for the construc- tive processes of education. The psalmist said: "Thy word have I hid in mine heart that I might not sin against Thee." Modern education believes that a mind filled with the truth will escape the penalties of error. Positive instruction is therefore the keynote in modern education. This prin- ciple is what has given enthusiastic interest in the educational problems and in the investigation of the child. The abiding interest of scholarship is in this fundamental question at the very beginning of our educational processes. I recognize, however, that the negative form of instruction has a correc- tive value and cannot be wholly neglected. This is due to the fact that the habit of error is practically universal. This habit must be corrected ; but unfortunately we have not always seen the corrective power of truth itself. T(jo much emphasis, therefore, has sometimes been given to the negative, with apparent oversight of the importance of the positive. The well-known tendency in the average healthy boy to want to do things prohibited, or to enjoy the hidden treasures, is not only proof of an investigating mind, but better proof of a certain cjuality in boys that needs to be reckoned with in their education. There is danger in the excessive u.se of the ncgati\e. The bands of restraint may be broken suddenly and the boy plunged into the W(jrst of excesses. The only freedom that is safe is the freedom tiiru the truth. Here modern education properly puts its cmj)hasis. in doing so it has laid in the child's mind a most importanl princ iple llial (aiuiot fail to influence powerfully the subsequent life. 46 NATIONAL EDUCATIONAL ASSOCIATION [Louisville 3 . It is important now to notice that morals should not be confounded with mere external conformity. There is a tendency for the schoolroom — ■ and for Hfe in general, for that matter — to be satisfied with an external form as a substitute for the substance of morality. Now, morality is the result of choice. The ideal must be re-enacted by each individual; the law must be personally accepted; self -legislation must be provided; every individual in that sense must make his own law and determine his own character. The statute, "Thou shalt not steal," doubtless has the intellec- tual assent of the multitudes. That is a good form of sound words. It becomes vital in life only when each individual makes it the law for him- self. Personal choice must therefore become a factor in every educational process that looks toward education in morals. The schoolroom cannot be satisfied with a mere exhibition of mottoes. It may not rest with the intellectual assent of the pupil to the truth. These methods and these principles must be re-enacted into the life of every pupil before education in morals makes any great progress. Just here is where we succeed or fail. The fact that a boy has been educated in a school where highest ideals were cherished, where the best precepts were taught, proves only that he was educated in a good environment. In order that he may be benefited by such an opportunity, he must be trained to make his own choice, to reach his own decisions, to enforce self -legislation, to determine his own conduct. We cannot force this upon him. We may urge it, we may argue it, but we come to the simple conclusion that we cannot force a man or boy to be moral. He becomes so only when he chooses to become so. This reveals the fundamental reason for giving a pupil and the advanced student more and more an opportunity to select his own course of study. No greater force in the development of the character of the modern university student has appeared than the responsibility put upon him of doing something. The old theory of authority in education, coupled with minute direction, left a minimum opportunity for choice on the part of the students, and in so far left the whole question of character out of consideration. At any rate, it was an education in which persons were trained into certain prescribed views, rather than an education in which persons were developed and prepared to choose freely and wisely whatever commended itself to a rational judg- ment. The modern view is that the child at the earliest possible moment should be given the opportunity for intelligent choosing. There should be wise direction, helpful counsel, but less of external force and more of personal choice. I am aware of the difficulty in this whole subject. The old folly was that by some means the mere passing of the years would bring the ability to choose; the newer wisdom is that the power to choose wisely is acquired by the constant exercise of the will. We are disposed, there- fore, not only to educate the intellect, but to train the will and to cultivate the emotions, to bring into our educational processes an opportunity for a rational choice, and to bring to the younger pupils such opportunities as Superintendence] MORAL EDUCATION IN PUBLIC SCHOOLS 47 they are capable of using. It may be urged that with younger pupils the course is entirely prescribed. It does not follow, however, that there is not a large opportunity for the exercise of choice and for the development of wisdom in making choices. This question resolves itself into the prob- lem of individual initiative. I beheve that every teacher should wisely urge upon every pupil the importance of this individual initiative. The training in the use of the initiative should be wisely directed. The wisdom of right initiative, with a proper regard for the rewards in such cases, should be constantly in view. By this method we not only gain strength, but prove .the value of experience, and inculcate the most fundamental ideas in moraUty. It is in this field that manual training has won some of its most valuable victories, by affording an opportunity for initiative and choice. It has cultivated an appreciation of the true and the beautiful; it has developed self-reliance and put emphasis upon the qualities so important in our civic life. Moreover, it is to be observed that in this self-legislation now emphasized we have the most fundamental principle in the determination of character. We also have a characteristic feature of modern education. The public school has thus from the very outset put appropriate emphasis upon the pupil in the matter of his choices. More than we have estimated, we are teaching self-rehance, self-direction, self-determination. The fact that the school holds up the highest ideals toward which the student's choice is directed makes it a great power in determination of character and in the fixing of moral ideals. 4. We now come naturally to the specific question as to the effect of this kind of education in the public schools upon the civic life of the community. Here I remark first of all that this principle of self-legislation is fundamental in morals and essential to the development of democracy. Self-government is the common phrase. There can be no such thing as self-government until people have been trained in decisions and choices. The public school means therefore the perpetuity of democracy. Modern education jjroposes a free individual capable of making decisions, of self-direction, and trained with a charitable frame of mind toward others. This kind of citizenship makes democracy possible and endurable; the lack of it would turn a democ- racy into an aristocracy or an autocracy. The civic life, therefore, of our community is determined largely by the character produced thru our (.du cation. It happens that our j)ublic schools arc the largest and most effective f)rganization exclusively devoted to the training of our citizenship. For this reason the school is manifestly the most |K)tent influence in (ktc-nuining our < ivic life. A serf)n(l remark is that this inlkRMue of civic life is intensified thru the quality of our leaching. Attention has been directed to the element of choice insisted upon in our modern education, and attention is now directed to the f|uality of those choices. It may be agreed that all schools arc* not 48 NATIONAL EDUCATIONAL ASSOCIATION [Louisville equal in this particular, but it will also be agreed that every school is looking upward and not downward ; that every school is looking toward better things, with a determination to use its power to direct pupils in their choices. No school ends its effort with the proclamation of an ideal; it seeks the approval of that ideal from the pupil and its realization in his daily life. The quality of these choices appears further when we remember the uncompromising attitude taken by the school. The school never seeks to revise an ideal because it is true but unattained. The right and the true, as against the wrong and the false, are sure of maintenance in the schoolroom. If in later years men and women come to compromise the truth, they also recognize that they. do it in spite of the teaching of the school, and in response to motives never approved by the teacher. A third remark may now be offered, to the effect that instruction in formal ethics is a small part of the work of the public schools. In the debates upon this question an undue emphasis has been put, in my judgment, upon the importance of formal instruction in morals and rehgion. There are times and places where such formal instruction is of the highest importance. I believe that the home and the church should recognize their opportunity in this regard. The public school, however, does its most effective work by its persistent and patient insisting, thru its ordinary exercises, upon the qualities so fundamental in civic morality. What it teaches has practically unanimous support. There can be no valid objection to the ethical atmos- phere of a schoolroom in which a boy breathes a spirit of loyalty to the truth, of honorable dealing with all associates, of respect for rightful authority, of obedience to well-established law, and of proper regard for others than himself. The criticism of incompleteness that might be brought against such principles would be offset by such objection or enforcement of the par- ticular views sanctioned only by particular classes of the people. It is well to recognize that the public school serves all the people, and serves the state most efficiently by bringing to all people the right ideals of citizenship along with the other processes of education. The most enduring effects upon our civic life will be found, not in any formal declaration of principles, or in the formal teaching upon questions of personal habits or civic morality, but in the inculcation of ideals; in the cultivation of choice, and in that normal and sane attitude of mind cherished in our best schools. It is possible, therefore, to make a definite or complete reply to the ques- tion proposed in this topic. We cannot demonstrate it as we demonstrate a proposition in geometry; nevertheless, we are not uncertain as to the far- reaching effects of our public school upon our civic life. The most funda- mental ideas in our public schools are equally important in our civic life. If these things be neglected, neither school nor civic life can be what they now are or should be. In the schoolroom more than elsewhere, as modern conditions now are, these ideals are encouraged. The school with practical uniformity and agreement brings to the millions these ideals accepted and Superintendence] MORAL EDUCATION IN PUBLIC SCHOOLS 49 approved by our teachers. As things are, neither the home nor the com- munity can present these things so persistently and so universally as the school. Manifestly, then, a great duty is laid upon the teachers and the schools of the country to be true to the interests of the pupil now, that he may be true to himself and false to none when mature years bring the oppor- tunities of life and citizenship. DISCUSSION William J. Shearer, superintendent of schools, Elizabeth, N. J. — I cannot see in the papers any points on which any of us should differ. The most important duty of the school and the home is the fixing of right principles of duty and conduct. We all must agree, first, that acts involving moral questions are the most important acts; second, that they are the most frequent acts in school. We cannot continue to rely on the unconscious influence of the teacher for the teaching of morals. The results of this kind of teaching have not been satisfactor}'. The teacher must explain to the child what is right, before the child can decide to do right. Without knowledge, can there be any moral act ? Is it not, then, our duty as superintendents and principals to see that the teacher gives to the child knowledge, in order that the child may choose ? It was emphasized in one of the papers that the basis of the moral sentiment is a sense of obUgation. Each imposes the moral law on himself. The moral law deals with motives, while the civil law deals with actions. Without raising the question whether it is right to do as Romans do when in Rome, we all agree that the standards differ in different sections. In one section it is considered right that the children should support and reverence their aged parents, and in another that they should kill them when they get old. We must find the origin of the moral sentiment in the family. I noted that nothing was said in the papers as to the difference between the teaching of morals and what should be called moral education. The latter comes from every experience of life; the former, from the precepts of the school. If there is no sense in giving instruction in these subjects, why should there be churches or teachers ? I do not think that the papers emphasized as strongly as they should the importance of moral training, in whatever way it may be given. The flefinite aim in moral training may be stated as, first, the subjection of the lower feelings to the higher feelings; second, the improving of the moral judgment; third, leading the children to observe the mural law, fourth, the strengthening of the sense of moral obligation. This can be done, it seems to mc, only by leading the child to will to do the right. It is conscience, it seems to me, that should be emphasized. The moral idea is primary, in every one of the languages anfl dialects. There is not one that does not have a word for rigkl. The whole sfKial life is rf>oted in conscience. The laws are not supposed to be for any but the lawless. The great majority are not influenced by fear of the law, but by the con- sciousness, of what is the right thing to do. Character depends more upon ccjn.^cicnrc than ujK^n anything else. Thru the feelings we may rca( h the will. It is of vital impr)rtancc that the course of study should suggest to the teacher work that can be d(jnc to train the conscience; to choose properly; and to strengthen the will to carry the deci.sion of con- science into effect. M. M. Ramer, state superintendent of public instruction, Pierre, S. Dak. — This topic is under di.scussif)n in my stale in a very {)ronounced way. It has been said that the home and the church should create character. But the fact is that they arc not doing it. A .speaker at an N. E. A. meeting, not long since, s;iid that the absence of religious teaching in the public .schfxjl is the suggestion that religious training is not necdccl. I 50 NATIONAL EDUCATIONAL ASSOCIATION [Louisville believe that the public school must instill a certain religious culture, probably chiefly in the kindergarten and primary schools. At the last meeting of the State Teachers' Asso- ciation in South Dakota we provided for a committee of fifteen from the educators fairly representative of the various shades of religious thought, and they are to report to us what common religious ground they can find, and then to report what they aU agree should be done in the giving of religious instruction in the schools. They are also to sub- mit a course of study in ethics on a basis of Scripture. James M. Greenwood, superintendent of schools, Kansas City, Mo. — We should discuss this question from the standpoint of the child, and not from the standpoint of those who have studied the philosophy of this subject. It is not worth while to talk to children about high ideals if they are not well fed at home. You should keep a child clean; soap and water are good civiUzers. The child should be a good sleeper. We should develop in the child, by a process with which teachers are familiar, the habit of right feeling. Then he should get into the habit of right thinking. With this comes right acting; then the right attitude toward those near to him, and eventually toward those a little farther away. By degrees he comes to a period when we can correct him so he can govern liimself. Under such instruction we can probably get a better crop of men and women than we now have. If we will work along lines of common-sense, we shall start from the platform where children are now. I have asked school children fre- quently what they would do with the boy who gets sulky, and they say: "Lick him!" In a colored school some of the pupils suggested that the yardstick should be taken to a sulky boy. In another school the advice given was to shake hun. The children think they know what should be done to a child to lead him to choose properly. Their notions are those of quick and prompt obedience. Henry Sabin, Des Moines, Iowa. — I rejoice to hear Mr. Greenwood advocate the old-fashioned doctrine of compelling obedience, when compulsion is necessary. I said in the National Council once, when I had a little support, that the authority of the teacher must be enforced; I am glad to see now that the old-fashioned doctrine is approved. Can we rear a good race of men and women if we leave out all idea of responsibility, all idea of God ? Our public schools never received such a blow as when some one promulgated an idea that the teaching must all be secular. I bless God, this morning, that that day has gone by. We are coming back to discover that the teaching of the doctrine of responsi- bility is the foundation of all moral training. This new doctrine that has been going into our schools for the last twenty-five years has not brought up a race of which we can be proud. We want to get back to the old foundations, and get back right speedily. J. D. SiMKiNS, superintendent of schools, Newark, Oliio. — I believe that we all agree that we should compel obedience when necessary, but we may make mistakes. When you compel a boy, and he obeys thru fear, you have not changed him. If you can get him to change himself, he is changed by the only one that can truly change him. You punish the boy, and he feels that he has not a friend on earth. The thing to do is really to beUeve that there is something good in every boy. We are not going back to the old way. John W. Cook, president of State Normal School, DeKalb, 111. — It is a matter of satisfaction to find that we are coming to some well-defined theory. I wish to express my great obligation to President Thompson for the way in which he has cleared the atmos- phere by giving us a serie.s of propositions, every one of which is clear as a bell. S. Y. GiLLAN, Milwaukee, Wis. — I desire to enter a dissent to the argument of the first paper. It has the statement that no tribe or people yet has been found destitute of religious instinct. This either proves too little or too much. We know that there are many good citizens that believe there is no need of war, and yet war has been a universal practice. There are people who believe that the vermiform appendix is unnecessary, even the its possession is general. I am impressed with the suggestion that we should Superintendence] WOMAN'S PART IN PUBLIC-SCHOOL EDUCATION $1 recommend the teaching of science. Now, are not many of the greatest scientists irre- ligious, or at least careful not to get their science and their religion mixed ? The nearest approach made here to de6ne religion is that it consists of what is agreed upon among the sects. Now, that is so far off or so attenuated as to be reduced to naught. Why does the gentleman from South Dakota leave out the Hebrew and the agnostic ? Is it for the reason of the man who, when asked why he was in the asylum, answered: "It is because we are in the minority" ? I am pleased with the second paper, in its discussion of this subject without reference to religion. James L. Hughes, inspector of schools, Toronto, Can. — I wish to say that those two papers were the best papers I ever heard at a single session of an Association meeting. I rejoice that this Association has had the pleasure of hearing such papers. I feel disposed, however, to add a word. We are not believing in all the old things. We want obedience ; but I am not going to ask any boy in the world to give obedience to me alone. I am not going to ask him to obey me alone, for he stands as my partner; I am going to be partner with him in his duty of lifting every part of his being into power. This is not obedience to me, but to the law of his life. You cannot do that by merely keeping him under. When any soul becomes conscious of subordination to another soul, power is lost. Reverence for the life of the individual is what we want. I never met a boy of the slums who did not give me as much reverence as I gave him, and I give to his personality as much rever- ence as I give to any human being. Fr.\nk C. Cooper, superintendent of schools, Seattle, Wash. — I visited a night school last night where the new boys are learning something besides reading and spelling. When it was proposed to do away with this school on a certain occasion, young men who had gone thru it said it should not be done away with for lack of money for its expenses. That school is raising boys to a higher standard. Such higher standards mean growth in moral training. WO.VAN'S PART IN PUBLIC-SCHOOL EDUCATION MRS. SARAH E. HYRE, MEMBER OF BOARD OF EDUCATION, CLEVELAND, OHIO The thought of the day seems to be that a child shall be educated in a way that will enable him to live a worthy life; that less stress shall be jjlaccd u[jon the development of his intellectual powers, and more upon his qual- ities c of the (hild; becau.se the intt-rcst of the teacher and patron can always have expression with a woman rci)resentative upon the administrative board. Two of the distinctive features that mark the services of women upon school boards are their close attention to detail and their willingness to hear the patron's side of the question. The yjublic .schools are the clo.se.st to the \>c(>\)\c of all public institutif)ns; and thru the members of its school board only can the [)Co]ilc have rej)resentation. I therefore consider this public .service and close attention to detail splendid qualifications for any member of a .school board, anrl especial qualifications for women. 'J'lie public has i)Oor service from a memlx-r of a jmblic lin.nd who, willing to sacrifice himself for the dear public before eledioii, after election jjlaccs him.self upon a periestal and rlraws the "awful (ircle" abctut himself .so that no one can ajjproac h him. Women members are interested in tlu- (jueslions of hygiene and sanitation, and especially in tho.se cjuestions of education which carry with them moral influences which go to make better boys and 56 NATIONAL EDUCATIONAL ASSOCIATION [LouisviOe girls. The married women serving on school boards, as far as I have been able to learn, are women who have had years of contact with children. The one experience which makes a mother valuable is that she has gone thru that period of rearing her children, studying their natures, sympathizing with their weaknesses, and realizing their worth. By this time what she knows about children is not "theory," but experience; and if she is an edu- cated, broad-minded woman, she can do much good in addition to being a fond mother and grandmother. The unmarried women who have been upon school boards are those who have dealt with children in a large way, and on account of that experience are quite as valuable. In order that I might not discuss this part of my subject from a theoretical standpoint, I have written to prominent citizens in several cities where women are serving upon boards of education, and asked for opinions in reference to the value of their services. The answers received show not only that these women are acceptable members of their respective boards, but that they are rendering special, and almost invaluable, service to the schools because they are women. I give a few extracts : In speaking of the woman who is a member of the board of education, the commissioner of schools at Rochester, N. Y., says: She has made a constant contribution of suggestions and intelligent discussion equal to that of any other member; she has done more visiting than all the other members together. She has interested herself in the music, decoration, and sanitation of the schools, and has brought to these subjects an experience, good taste, and special knowledge which are quite exceptional. She has been greatly interested in all that concerns the teacher, and by her remarkable gift as a pubUc speaker she has been a force in the discussion of school questions at meetings of parents — a work of education of public sentiment which has made the progress of our schools possible through steadfast popular support. I doubt if her knowledge in the matter of selecting supplementary reading for children is surpassed by that of any other woman in the country. Another writes as follows: Of the two women members at Warren, Ohio, one has been for a number of years at the head of the building committee, with excellent results, and the other has been chair- man of the teachers' and text-book committee. The first work they did was to renovate the schoolrooms. At the end of the first year that these women were on the board the city board of health, in making its report to the state, spoke of the splendid sanitary con- dition of the school houses and gave the women of the board the credit. The member at Grand Rapids, Mich, is serving her tenth year upon the board. In these years she agitated for manual training until it was established in the grammar grades. She has been chairman of summer- school work, and it is considered a success from every standpoint. She was a teacher, is a mother of children now in school, and is thoroly in sym- pathy with the work of keeping the patron interested in the school. She is independent in her thought and action, and I should say, from the splendid commendation of her I have received, that the public of Grand Rapids feel that she is one of the most valuable members of the board. Superintendence] WOMAN'S PART Ii\ PUBLIC-SCHOOL EDUCATION 57 Toledo, Ohio, boasts for the first time of a woman upon its board, and the following are extracts concerning her work: She has brought about a better feeling between teacher and parent by giving one after- noon a week to hear the patron's side of the question. She is more earnest and conscien- tious than most of the members of the board, inasmuch as she has "no ax to grind." She is conscientious and independent in her action, as has been demonstrated in several instances, but always yields gracefully when defeated. She is doing fine work, and has the admiration of the board and community for her splendid poise and tact. Cleveland has had a woman on the school board for ten years. The first one found the board renting rooms over saloons to relieve the over- crowded condition of the public schools. She protested; they insisted. She threatened to call to her aid the public press; and never since then has such a thing been proposed. These women advocated and advanced the departments of kindergarten, manual training, and domestic science, and were the ardent supporters of the present-day Deaf School. They also did much toward abolishing the use of basement rooms. The member who served upon the board from 1901 to 1903 was a success- ful business woman, having large business interests of her own. These women, who were upon the Cleveland board from 1894 to 1904, were women of education and had had an e.xperience with children, either as mothers or as teachers. They were conscientious and enthusiastic, and always for whatever seemed to be for the best interests of the children. So efficiently have these women served the public that I believe it to be the fixed policy of the i)eople of my own city to keep at least one woman on the board of education. This question of woman's part in puljlic education is no longer unsettled. It has lieen demonstrated in many cities that she has a part in the admini- strative department as well as in the educational. It is only a matter of time when every community will realize its importance, and when every superintendent will urge that he be given this aid. When this time comes, one woman — the right woman — will be a member of every board of education, whether in a large or small city. In a little drawer in my desk is a daguerreotype picture of a woman. It is an old picture, taken perhaps in the forties. The shawl that covers the .shoulders of the subject is an old-style Paisley and the bonnet would he an heirloom today. The hair — jet-black — is parted in the mifldle and is carefully smoothed up(jn the forehead. It is a plain face, but to me beau- tiful— beautiful to me because it is the face of my mother. As I .sit and look at that pi( turc it recalls to me the influence that has romc down the years and molded my life. But the devotion, the patience, the sacrifice, that shine forth from the face of that daguerreotype picture are as old as woman herself. It is this spirit of love and unselfishness that is needed everywhere today. It .should permeate our commercial and busine.ss life, and should enter into the public education of every child, to the end that he may become a belter citizen and a more lovable neighbor. 58 NATIONAL EDUCATIONAL ASSOCIATION [LouisviUe When this moral element shall become a permanent influence in our public schools, health will supersede disciphne; the heart will lead the will; knowledge for knowledge' sake will give place to knowledge of life and its human relations; and industrial and political strife will be gradually elimi- nated by the brotherhood of man. For, after all, what is the purpose of education ? Is this life a wager to see how much information can be accu- mulated and stored in the human brain; or, rather, is it a grand privilege to study and understand our relations to God, to nature, and to our fellow- man ? To set a lower or a narrower standard for the public schools of our country is to deprive our youth of the best elements of good citizenship and to lessen their opportunities for a higher life. WHAT KIND OF EDUCATION IS BEST SUITED TO BOYS? REUBEN POST HALLECK, PRINCIPAL OF BOYS ' HIGH SCHOOL, LOUISVILLE, KY. I hope to see an end to debates on the question whether one sex is superior to the other. One might as well debate whether the existence of the lungs or of the heart is the more necessary to life. We do, however, feel that our mothers differ from our fathers, not as two individuals of the same sex, but that there are striking intellectual and emotional differences. We feel glad instead of sorry that our mothers differ from our fathers; but if anyone dared raise the question of the inferiority of our mothers, the first impulse of American manhood would be to answer that question with a blow, and the more our mothers differ from our fathers, the harder would probably be that blow. Some have said that there can be no more "male" or "female" education than "male" or "female" literature. Ask any intelligent Hbrarian, who selects reading for adolescents, if he does not recognize differences of sex in making up his reading-lists, and if he might not call books on big-game hunting and adventure "male" literature. Some objectors frankly grant that there is a difference, but they say: "Educate both in precisely the same way, and you will find that they will assimilate only what their different natures and instincts prompt, just as two vegetables growing side by side will absorb only the elements which each needs." Would any agriculturist claim that it would be wise to give different vegetables exactly the same fertihzer? Could he not rightly claim that one might need more potash, the other more ammonia ? Suppose ammonia was used on potatoes, and they absorbed no more of it than their nature permitted, would there be as many and as large potatoes as if the necessary potash had been provided ? Might not also a certain amount of the ammonia be wasted ? If the two sexes differ emotionally, intellectually, and physically, it can hardly be unwise or unscientific for education to recognize whatever differ- ences exist. Boys will never receive the best education, so long as they Superintendence] KIND OF EDUCATION BEST SUITED TO BOYS 7 59 * are taught chiefly by the opposite sex. The majority of the members of the Moseley English Educational Commission, who inspected American schools, said there was occasion to view with alarm the growing preponder- ance of women teachers. Professor Henry E. Armstrong, F.R.S., says in their report: To put the matter in very simple terms, it seemed to me on the occasion of my former visit — and the impression was confirmed during my recent visit — that the boy in America is not brought up to punch another boy's head, or to stand having his own punched, in a heahhy and proper manner; that there is a strange and indefinable feminine air coming over the men; a tendency toward a common — if I may so call it, a sexless — mode of thought. Some of the members of this commission said there was a marked contra- diction in the liberality of Americans in erecting and equipping magnificent school buildings, and their parsimony in refusing to pay good men teachers enough to instruct their children. Some say that it is better to employ first- rate women than third-rate men. The only possible answer to that reply is that it is better to employ first-rate men as well as first-rate women and to pay a first-rate price for all who train American manhood. Our people are slower in educational reform than in getting improved machinery, but when we once do reaUze the importance of the highest type of men teachers, the money will be forthcoming. One boy, as a result of better teaching, may, thru his inventiveness and superior grasp of a business, give employ- ment to thousands of people and make the money spent for high-grade mascu- line teachers the best possible investment for the commonwealth. Of course, it goes without saying that we should have just as many women teachers, and of an equally high grade. At present there is not much but the mis- sionary spirit that will impel our best young men to become and remain secondary teachers. There are now many such missionaries among our high-school instructors, but many years' experience leads me to express the opinion that only third-rate men, if influenced by strictly utilitarian inducements, can afford to remain teachers in tlic overwhelming majority of our high schools. In the name of the boy, I protest against the tendency to discourage honest rivalry in the school. I doubt whether too much rivalry is necessary or desirable for girls. This question, however, is one for women and evolution to answer. With men, life is a contest; and fortvmatcly most boys love a contest. Those who do not niu>t drop to tin- rear in tlie struggle for exist- ence. That tremendous struggle, wlii( h resuhs in the survival of the fittest, and the consefjuent improvement of plant and animal and thought product, mu.st continue if life is to j)rogress. It is not the true masc uhnc s])irit \vlii< h says: "Never have honors in a school. Never pit two individuals or sides against each other. Never inquire whether John can do better work than William, but only whether John's present record shows any iinpro\(rniiit over his jia^t." If a sdiool for boys is to be (onducted on this basis, it will 6o NATIONAL EDUCATIONAL ASSOCIATION [Louisville be run out of harmony with the laws of hfe. If a member of your family had to undergo a grave surgical operation, would you employ Dr. Brown because his record of fatalities was decreasing, or would you ask for the services of Dr. Robinson who had only half as great a death record ? I know the manager of a manufacturing plant who in two years lost 12 per cent, on the capital stock. Altho his second year was slightly better than his first, the directors said to him when he argued this improvement : You forget that we are in competition with other factories in this country and abroad. You forget that these losses will force us to close the factory, throw our workmen out of employment, and cause their children to cry for bread. We shall look for a bette'r manager. The advocate of a less masculine type of education says: "Contests develop an unsocial spirit and cause hard feelings. For this reason, if for no other, we must avoid them." So Governor Folk was wrong in developing unsocial feelings among the St. Louis grafters ! So William Travers Jerome must be asked not to twist the tail of the Tammany tiger! So even our own David fighting the Goliath of trust and railroad discriminations must be ordered to take the stone out of his sling! So contests are unsocial and must be avoided! Shades of our Puritan and Virginian ancestors! Who wants to be social with the devil ? So long as evil exists in its myriad forms, we must develop fighters. The trouble with America today is not that there are too many fighters, but that there are too few Folks and Jeromes and Roose- velts. A keen German critic says: Their amiable good nature is, in a certain sense, the great virtue of the Americans; in another sense, their great faihng. It is actually his good nature which permits him everywhere to overlook carelessness and crookedness, and so opposes with latent resist- ance all efforts at reform. Modern psychology has taught educators to build on the instincts of the young. A strong instinct of boyhood, as well as a prime requirement of manhood, is this joy in honest rivalry. A boy's nature responds quickly to all contests which determine the best fellow, whether in running, jumping, shoot- ing, speaking, computing, or in any branch of physical or intellectual achieve- ment where a boy cares to excel. One of the most valuable parts of the curriculum in our high school is the reading-aloud each morning for fifteen or twenty minutes to the assembled school. In order that the tastes of the teachers may not be too strongly superimposed upon the boys, we some- times allow them to choose what they will hear. They almost unanimously prefer a bull-fight to a love-story, a Kipling poem of blood to a Tennysonian idyll, a wild tale of war and trial to one full of sentiment and analysis. Some people not only think that such a choice proves the total depravity of boys, but even sigh that the boys are not all girls, and then go to work to make them girls as fast as possible. Now I, for my part, think that if the boys had decided differently, there would have been need of a doctor. It is use- less to bewail Huxley 's dictum that what has been decided among prehistoric Superintendence] A:/iV£> OF EDUCATION BEST SUITED TO BOYS? 6l protozoa cannot be annulled by act of Parliament, or to grow impatient because we must start from a boy's present self and from the dominant inter- ests of boyhood to climb to the heights of courageous and altruistic manhood. It is only by appealing to the naturally strong instincts of the boy that he can be truly led to nobler instincts by the only sure tether of the heart-strings. I shall never forget the morning that one of our instructors — a manly, athletic fellow, admired by all the school — read aloud Davis' "Bar Sinister." The dog-fights won the hearts of the boys. Their interest was alive, their emotions were mobile, so that when the moment came for the strong, clean prize dog either to desert his old mother, dirty and only a cur of the streets, or to save her by a fight to the death, the boys, one and all, were moved to pity, love, tenderness, and even heroic impulse, by the brave fight of that dog hero. A study of heredity and evolution reminds us of the savage methods adopted by nature to achieve her ends. To improve a species, all weak members must go. To make sure that one individual may survive, a miUion are born and perhaps sacrificed. There is no compromise, no consideration for the unfit in the biological world. The Spartan abandoned his weak child on the mountain side. For the last nineteen hundred years the indi- vidual has been slowly rising, until today his rights are sacred. Sometimes the most fit in our homes are physically the weakest, those who stand most in need of our protection. In the education of boys, therefore, along with masculine aggressiveness and initiative should be developed a spirit of tender- ness and a desire to protect the weak. The successful protector must be strong and resolute, and not easily intimidated; hence courage, strength, and the power to fight must be present in the protector. It is today the strongest nations that are kindest. If a stop is to be put to the mutilation and enslavement of those wretched natives of western Africa by Portugal and Belgium, the interference must come from a nation at once strong and aggressive and tender-hearted. One of the great influences which for thousands of years have helped to develop sympathy and tenderne.ss in the Aryan race is being rapidly lost to this generation. I think that over 60 per cent, of the members of this A.ssociation who are now over forty and who have achieved the most, have had some training on a farm, and have consequently come into close contact with domestic animals. These poor creatures must l)e numbered among the greatest teachers that have helped to raise humanity to a fully civilized state. If one of our early Aryan progenitors treated his domestic animals brutally or even carelessly, he couM not succeed beside his more compas- sionate neighbor, who watched them as if they were his children, and who (arried the helpless lamb home in his arms. These domestic animals have helped to give woman her peculiar (jualitit-s, because it was she who first atta( hed them to her home, trained them, and cared for their helpless young. In return for this service, the domestic animals have given to woman a patience and a tenderness half divine. 62 NATIONAL EDUCATIONAL ASSOCIATION [Louisville We must not today lose the services of these animals as teachers in any case where they can be retained. The trolley is making suburban and country life easier, and it will give us back some of our lost teachers. It would be a partial education for every boy to own at least one domestic animal, and to care for it entirely, at first under proper supervision. I remember when as a young boy I learned one of the greatest lessons of my life. I found one of my own little chickens beaten down by a hard rainstorm and feebly gasping for breath. I took that chick in my hands, ran with him to the house, wrapped him in flannel, and laid him by the hearth-fire. In about half an hour, which seemed an age to me, I heard the little fellow say, "Peep, peep." I gave him some warm food, and as the helpless fellow nestled against my hand, I realized that I had saved him, and I felt the absolute luxury of protecting the weak. I doubt if any man who suddenly made a million dollars ever felt the thrill of a keener pleasure than I then knew. Today I thank every domestic animal that taught me in my boyhood days — every chick, kitten, dog, calf, or colt, that needed my care and protection, that shared my companionship, and that gave me ghmpses of that ineffable beatitude which has come to me only when I have protected the weak and helped to raise the fallen. To guard against a purely pedagogical treatment of the education of boys, I recently wrote a large number of letters to business men in various parts of the United States, asking what education should be given to the rank and file of boys, preparatory to successful business of any kind. The replies laid the most emphasis on the abiHty to write, speak, and spell the English language correctly. One large corporation said: We notice that slovenly penmen are usually lacking in system, accuracy, and careful methods generally Public speaking and debating ought to be a prominent part of the course in every high school for boys. Arithmetic was next stressed. A Louisville corporation informed me that a graduate of my school was refused an excellent place because he did not make well-formed, legible figures. Geography, manual . training, and history were declared important subjects. Some manufacturers said that every boy who expected to be promoted should also know something of physics and chemistry. Another insisted on adding geometry, which he said should come before algebra. The majority emphasized the im- portance of the high-school course. "It enables boys to grasp more quickly the problems which confront them." The following expression of opinion would represent not unfairly the attitude of the leading men of affairs thruout the United States: The more education a boy gets, the more apt is he ^■. discover short-cuts and avenues of saving that an ordinary mind simply will not address itself to. The most interesting feature of these replies was the emphatic expression of opinion by certain great business corporations that culture studies are of vast importance for boys. This changing opinion deserves attention at Superintendence] A'/iVD OF EDUCATION BEST SUITED FOR BOYS? 63 the beginning of the twentieth century. I wrote the Baldwin Locomotive Works, a corporation which has about 20,000 employees, to learn its position in regard to culture studies, and I received the following reply under date of January 17, 1906: Our ideas in general are that, no matter what may be his subsequent career, it is important for a boy to quaUfy himself with the broadest and most thorough education possible within the time at his command. The more thorough his mental discipline, the more complete his knowledge of mathematics, the classics, natural philosophy, and other general branches, the better is the foundation on which to build the special knowledge requisite for the specific field which he may decide to enter. It is in accordance with this view that we do not recommend manual training as an education for a boy intending to choose mechanical jnirsuits for his life-work. We feel that the time which manual training takes from study of the broad foundation branches above mentioned cannot, except at greater labor and cost, be regained later in life. When he enters the mechani- cal pursuit, his whole mind is concentrated upon it, and he can then achieve in a few weeks or a few months progress that which is more practical and more valuable than the smattering of mechanical knowledge obtained in a training school. Following the same principle, we should perhaps take a directly contrary view, were the boy to adopt a career outside of mechanics, because then the mechanical training would tend to broaden his faculties and increase his powers of observation, constituting a form of education not likely to be obtained during his later career. For one of the greatest of the so-called soulless corporations of the world to insist on the value of culture studies for its ordinary apprentices marks, let us hope, the beginning of a new epoch. Let us remember that we shall have to .search longer than Diogenes to find a middle-aged man who will bless the parent, teacher, or school official who, by argument or otherwise, deprived him of the chance of taking culture studies and of receiving enjoy- ment therefrom. Certainly those who have experienced the quality of enjoy- ment that can come only from culture would be the last to exchange it for a few more dollars and cents. If by a study of astronomy the boy can get more pleasure from looking at the heavens, then let him study astronomy. Even tlu- average workman does not limit his purcha.ses to what is strictly pra(ti(al. He demands wall-])aper and pictures for his home. .Ml that we can give boys advantageously is such general training in the foundation subjects, such power of initiative, such general culture and moral development, that they «an face and .solve the most varied problems. A boy almost always finds that his arithmetic never cjuite fits the special busi- ness that he enters. Wholesale dealers wrote letters to me complaining that boys do not at first (|ui(kly know "the equivalent in units of 3/144 of a gross, 5/12 of a do/.cn, 3/20 of a thousand," and tlial they are puzzled "in figuring fliscounls based on percentages." Husiness men have no right to c.xpec t tliat boys will ( omc to them adepts in such special lines of figuring, \)Ul they may justly demand that the boys shall have had sufTu ieiit mental 64 NATIONAL EDUCATIONAL ASSOCIATION [LouisviUe training to learn how to do quickly what is required. A young tanner, who took chemistry in college, told me that he wished he had studied a different kind of chemistry for his business. Most of us have made the discovery that college did not fit us exactly for anything. I think school and college did a large part of their duty if they enabled us to fit ourselves. We are at last slowly learning the truth that special mastery in any business must come largely thru one's own moral and intellectual power to acquire the needed knowledge in connection with experience. Josh Billings was correct in saying: "Success don't consist in never makin' blunders, but in never makin' the same one twict." We could so train a boy that he would be as accurate as an almanac along given lines, but he would soon be a last year's almanac. Our national census shows that large numbers are forced to change their occupation. Business men say that you cannot run a business today as it was conducted five years ago. I think that men of affairs will gradually agree with the opinion that education should not early in life cut too deep and unalterable a channel for the stream of thought and action, but should enrich and increase the volume of the stream, leaving the exigency of business life to direct the course. Foreigners say that of Americans of the generation now passing, those brought up on the farm, have led the world in three respects — -in the power of initiative, in the habit of relying on themselves, and in will-power. I believe that a decline in the initiative and self-reliance of our boys has already set in, and that it is the duty of every superintendent and principal to ask: "How can my school be so conducted as to increase the spirit of initiative and self-reliance ?" I believe that every one of our schools can be improved in this respect. My experience with the boys of my own school leads me to believe that under present conditions the open-air playground is one of the very best agents to develop initiative, self-reliance, and the social side which makes these quahties valuable. My boys thru their own exertions secured an entire square, of land four blocks from their school in the heart of the city. They fenced this in, laid out a running-track, tennis courts, baseball diamond, and football gridiron, and also built a clubhouse. Almost everything con- nected with this park seems to develop self-reliance and social qualities as well as initiative. Since the decline of agriculture and of Elizabethan vari- ety in England, the Enghsh have relied largely on their playgrounds to keep the peculiarly Anglo-Saxon quahties from atrophying. Welhngton said that he won Waterloo on the playgrounds at Eton. A member of the Moseley Commission expresses surprise that the Americans "are not yet ahve to the excellent opportunities for work which the playing fields afford," and he adds that no amount of physical training under cover can "ever be a satisfactory substitute for free spontaneous play." I have heard educators wrangle by the hour over the question whether Superintendence] A7.VZ? OF EDUCATION BEST SUITED FOR GIRLS? 65 knowledge of one subject confers any power to deal with subjects outside of its immediate domain. There is one kind of training, however, which fits every business of life equally well. Moral power can be used to attack any of the duties of life, no matter how dissimilar. The United States sen- ator, the hfe-insurance president, and the plumber ahke need moral training; but this is precisely the training which lags farthest behind. Intellectual culture has substituted more refined and intricate ways of wrong-doing for the clumsy, repellent methods of a thousand years ago. Robbers once held the feet of their victim to the fire to make him give up his property. Now we have the intellectual adroitness necessary to plan stock reorgani- zations, to juggle expense accounts, and to bribe commonwealths. Great corporations have said, in reply to my questions, that they are now more than ever before demanding that everyone who is placed in line for promo- tion shall have character and moral backbone. If they temporarily waive this requirement, they say that experience has taught them that they are providing future trouble for themselves. Boys will show the most rapid moral improvement only under the inspir- ing influence of the best teachers, who keep them marching forward to the music of noble ideals, until that way of marching has become a habit, and a change would cause, not only inconvenience, but positive suffering. To his dying day, George Washington said: "The mystery of my hfe is how- Benedict Arnold, American born and bred, could have become a traitor." Let us educators stress the moral side of our work, until we can say: "Our boys may go wrong, but we have trained them so that the first start in that direction will be as unnatural as the love of death." WHAT KIND OF EDUCATION IS BEST SUITED FOR GIRLS/ MISS ANNA J. HAMILTON, PRINCIPAL OF SEMPLE COLLEGIATE SCHOOL, LOUISVILLE, KY. The answer to the question, "What kind of education is best suited for" girls?" cannot be the same in detail for two successive generations; yet the work of each generation is a movement toward tlie fullillmenl of a higher civilization. Kach age carries its own demands, and in order to li\i' successfully the life of the day in which one finds one's self, it is necessary to rise to these demands. Conditions of life for women have changed so rapidly that it has been a difficult task to keep pace with these conditions in the preparation for life. So long as woman was held as a slave, valued for lier labor or for pleasure, all the education she needed was .such as rendered her a strong and healthy animal, ( apabic of manual labor, or such as fitted her to become a graceful and fascinating plaything. When she Uu)k her rightful place as wife and mother, her valu.ition was 66 NATIONAL EDUCATIONAL ASSOCIATION [Louisv-iUe much the same as in the earUer period, according to her physical fitness for these duties, different races having sHghtly varying ideas of fitness. What- ever these ideas, however, it behooved the relatives of the girl to see to it that she answered the requirements. This was her education, for it was her preparation for Hfe. With advancing civiHzation, woman rose to an honored place in the family life. She became the genius of the home, the guide and teacher of her children, the true helpmeet of her husband. Still her Hfe was compara- tively simple. She was supposed to know by instinct how to meet these obligations. Given a certain amount of natural intelligence, mixed with womanly sweetness and devotion, and it was expected that time and expe- rience would enable her to discharge successively all duties devolving upon her. Except as a mother trained and prepared her daughter, there was nothing that could be called education. All that the schools gave was a much-diluted compound of the matter given to her brothers, plus a little music, a Httle painting, and a little needlework — these last acquired by special study with special teachers. In the present day life is so complex, the demands upon women have become so varied, that we certainly cannot, with any show of justice or reason, suppose that natural instinct is sufficient to prepare her for her place in life. We expect that she shall retain the same power and sway in her own particular field, with the added charm of a deeper intellectual and spiritual development. We expect that she shall be the same loving and devoted and self-sacrificing wife and mother, and fulfill these obhgations more intelligently than did our grandmothers. In addition, her own intel- lectual development brings to her a realization that she is not merely a woman, but an economic factor in the onward movement and development of the race. To the ordinary duties, then, of wife and mother and housekeeper, she must add those into which the exigencies of the times are pushing her — namely, the duties of the wage-earner in the industrial and commercial world, "and the coming duties of citizenship, a few of which she has already under- taken. Here, then, is the call for an adjustment to a different and broader life, tho still within the realm of the feminine and womanly. Should we, as educators, fall in with this tendency, which turns the girl away from home and toward the outer world ; or should we combat or coun- teract this influence by making possible and desirable for her the more distinctly feminine role; or should we, instead, recognize the age itself and its need for the girl of today, and lend every effort to assist her in adapting herself to it ? According to economic values, our answer lies in this last thought — that girl is best educated who is best able to meet along all lines the demands of the age and country in which she lives. America grew from a certain value, just as did the girl. It has passed Superintendence] A'/.YZ? OF EDUCATION BEST SUITED FOR GIRLS? 67 thru its struggle for freedom, into a nation-building era, thru this into a period of literary culture, and then into the stronger, wide-awake, indus- trial-commercial era of the present time, which is not only bringing it enor- mous wealth, but is making it recognized as a great factor with its neighbor- nations. But, like the girl, it has yet another step to take. Some of this vast wealth must be used for culture. It must have a general culture before it can be called great, and this greatness can be reached only thru the indi- vidual members of its commonwealths. So that, with all it lias acconii)lished in the buoyant temperament and aspiration of its youth, it must turn its ambitions beyond the political and industrial record of which it may well be proud, and bend every energy to the culture period it must attain before it can claim the highest admiration of the nations of the world. This is the age, then, in which we must place our young womanhood — a womanhood that draws its spirit from the same conditions as its country; one that feels that it has the ability to train for the higher intellectual life, for the industries and arts which will develop its powers and equip it more thoroly for the duties of modern Hfe. It is a womanhood that wishes to hold itself independent, so that it may preserve itself as sacred for the purpose for which it was created, the right to hold itself as did Portia — "queen o'er herself." Further, it is not a womanhood that oflfers competition to man, but one that would assist man; one that asks of man his better manhood, and a gentler courtesy that shall be instinct with the feeling that woman is a peer, a comrade, a friend, a fellow-worker, a fellow-citizen; and with the recognition that each is the complement of the other, working together to fulfill the destiny of life. Such, then, is the spirit of the modern girl, and such is the spirit of the time; and such must be the understanding of those who have charge of the girl in the school of the present and the future. This brings us to the cjuestion: How is the school of today prepared to carry its obligation to the time and the training of the girl in such manner as will fit her for the age ? The school has had its own life to live, and has had also its stages of growth. From the log school of our earlier pioneer days to our graded school of the present, our high schools, colleges and universities, our normal schools, show .something of the progress of its onward stride. In the estab- lishment of international chairs in the United States, France, Germany, and Italy the school may be .said to be entering upon its period of culture, tho it has not yet fully adjusted itself to the rapid march of .society. The reason has been that it has been handicapped by this very .society, by lack of revenue, by its governing boards, and .sometimes even by its superin- tenflents, its princij)ais, and its teachers; and it has often been its own worst enemy in thrusting its internal troubles from one department of its own system to another, hoping thus to economi7.e in point of lime. In addition, it has been made the burden-bearer of the home, and to .some extent it must carry i)art of the problems of the church, because of its better opportunity 68 NATIONAL EDUCATIONAL ASSOCIATION [Louisville for contact with the child in point of time and influence. In spite of this, it has waxed stronger and stronger with the years, and has filled a notable part in the life of the nation. It has until recent years carried the one-type school — the academic — one that confined its education entirely to the head. Then came the time calling for an education of the hand as well, and recognition was given to the extent of establishing commercial and manual schools. Now public opinion is trying to awaken school authorities to the fact that their powers and their school funds are not being used to the best advan tage economically, and that our schools are not adjusting their work closely enough to the trend of the time, and that there is a further need of school division along the technical lines, and of a reshaping to meet the culture problems which society is bringing to the door of the school for solution. In a closer study of the school, we find evidences on every hand that educators are coming to a realization that there must be a differentiation at some point in the training given to boys and to girls. The question, how- ever, as to the point at which the differentiation should begin, and to what extent it should be carried, will depend upon the results of the investigations, observations, and experiments that are already being inaugurated by our educational scientists. In the meantime, however, the girl will continue to meet the one standard in existence, and will take whatever she may need to satisfy her present desires. Woman has demonstrated her ability to take the standard of education provided for the masculine mind, to complete with credit to herself the most exacting university course. But, having done this, has she developed in herself what was highest and best ? Is there not another self which cries out for stimulus and direction ? Let the girl take as much of the intellectual life as she will and as she is fitted for, but she yet needs some quarter of a century's training along lines that are essentially her own. The characteristic faults and weaknesses of girls are the results of woman 's history, and that education which does not plan for the character-building of our girls leaves out the keystone to the structure. If girls are disposed more than boys to win their ends by artifices, it is because in the past that was the only means at their command; if they are deceitful, it is because deceit in the past was their only weapon of defense; if they are vain, it is because man's homage put the highest premium upon physical beauty; if they are too emotional, it is because in the past the woman who wept oceans of tears over her small woes and fell into a swoon on the slightest pretext was the type of heroine most admired. These faults have been eliminated, to a great extent, by the slow process of evolution, but we can hasten the end by encouraging ideas of straightforwardness, honesty, self-forgetfulness, and courage, and, further, by building up ideals of strength and beauty as found in the examples of feminine characters of the world who have stood for the height of glorious womanhood. Superintendence] A'/ A' I? OF EDUCATION BEST SUITED FOR GIRLS? 69 An interesting study which Earl Barnes has made with regard to the ideals of a large number of girls and boys shows a great dearth of womanly ideals. Out of a group of Boston girls, when asked whom they would like to resemble when women, 68 per cent, chose male ideals for emulation. Hardly a woman in public hfe was mentioned, except Clara Barton and Helen Gould. The reason for this is plainly to be seen. Our histories arc full of the exploits of men characters which arouse admiration and a desire for emulation, and are lacking in the record of the lives of noble and courageous women. We should endeavor in every way possible to supply this lack. Prowess shown in war and conquest has appealed to our writers of history so much more than the less ostentatious part which noble and self-sacrificing women have played, that the lime-light has been thrown almost entirely upon the dramatic figure of the male hero. Through literature we can do much to build up the right ideals, and in the study of the great heroines of fiction we may beget in future years the heroines of real life. Classified courses in morals and ethics for our elementary and secondary schools would do much to raise the quality of the feminine mind. That this mind may be able to do its best and most vigorous work, it must have a body trained likewise. The pressure of our rushing nervous life makes it more necessary than ever before that the girl should have every possible aid toward building up a strong body. Women naturally husband and conserve their strength more than men, yet they do not systematize as do men. We can raise the average health of the race only by raising the health of the individual, and particularly that of the prospective mothers. The schools can do much to encourage and provide conditions for healthful activities in the way of play and manual exercise, as well as providing definite instruction in physical culture. This is being done in many of our schools, but it should be more generally and systematically done, as our indoor life today makes our strength dependent upon artificial means. Ample gym- nasiums and comi)ctent instructors .should find a place in every school. The opportunity for out-of-door life ceases for thousands of girls at twelve or fourteen years. Let them have as much air and happy outdoor activity as jKjssible in the grades. Much of this can be done in school gardens, in park and field excursions, and public playgrounds. The energy thus accu- mulated will do much to develop resistive power when their lines of life fall in shop or factory; and it will do much also to develop a (lean, wholesome, .sane emotional nature, which is even more important. The in.struction, now being given in many places, in hygiene, diit. and food values is a step in the right direction, and must in a generation liavr an appreciable effect upon the tone of licalth of the masses. By training along domestic lines in all the i)liascs of cooking, .sewing, and housekee[)ing, might we not somewhat check the tendency toward shop and factory by giving the girl a sense of power and capability in the home 70 NATIONAL EDUCATIONAL ASSOCIATION [Louisville arts ? We love to do the things we feel ourselves capable of doing. Might not the girl follow the line of least resistance and take up more easily the distinctly feminine role ? At least, she will be the better prepared when she is ready to undertake it. Woman's reaction against limitation, and her eagerness to see and be a part of life, are natural. Again, it is a part of her history, and is the result of her repression period. Since the girl must have a part in the larger social life, she must have a training for citizenship. There never has been a time in the history of civilization that woman has not wielded a powerful influence in matters of state. In the past, however, this influence was largely one of intrigue and a dominance obtained over man, not so much by right and reason as by the magic of personal charm, whereby she has many times in history been the power behind the throne and caused a radical change of administration. Again, witness the influence of the unquenchable fires of passion as displayed in the part women have played in revolutions. Observe the untamable spirit of revolt in the women of Russia at present, and how woman's natural gift of silent, secret persistence in the direction prompted by her heart has made her an element absolutely unimpressed by the iron hand of despotism. Recall how in England, and in many places in America, women have already become powerful allies in matters of state. Women are by nature partisans, because they are led largely by their emotions; and it is this very disposition to espouse a cause and to adhere to it, with or with- out reason, which is her strength and her weakness; her strength, in that it gives ardor and enthusiasm; her weakness, in that she is frequently led by unreasoning impulse in directions which a more judicial view of the ques- tion would forbid. All this shows the necessity of careful training for citi- zenship, that the girl may not use lightly and carelessly this influence which all must acknowledge. An easy and interesting approach to the subject, and an adjunct to the usually rather dry and uninteresting subject of civil government, can be given in weekly or monthly discussion of current events — not merely local questions, but international ones also being considered, since the tendency of our time is toward internationalism. EnHst her interest in all civic ques- tions; lead her to espouse the cause of right and justice, and to become the champion of the weak and helpless; to assert her prerogative of home-maker, care-taker, and peace-maker; to realize that, while her chief responsibility is toward the small circle immediately about her, she owes something to her fellows; and thus develop in her a larger sympathy which will tend to develop in her the impersonal side. As woman has set the standard for beauty, she may also be said to be most deeply appreciative of it. So we would have our girls trained in aesthetic studies. Art and beauty are the outgrowth of surplus energy — energy that has not been required to subdue material things, and hence can expend tself in pure enjoyment. In our country the leisure class — that is, the class Superintendence] KIND OF EDUCATION BEST SUITED FOR GIRLS? 7 1 which will have the most surplus energy to expend in this direction — is not a social class, but a sex class. It is the great body of women of the well- to-do, tho not embarrassingly wealthy, class who are the leaders in art, music, and general culture. Art and music have been introduced into the school to increase the capacity for enjoyment, and for higher thinking and living., and to give poise and grace and content to the lives of our girls. In addition to the enjoyment and culture derived from the study, it teaches the girl how to appreciate the beautiful in foreign art, and to value whatever beginnings there may be in her own country; and finally, in its general study and appreciation, thru- out the country it fosters a taste which may lead later to distinctive art or music creation, and which will develop the culture lacking at present in tlie United States. As woman enjoys life largely thru the emotional and personal side; and as the social circle is her largest field of influence, we should give the girl something of this atmosphere also. We can do this by creating a miniature social world in school club or school society. Here she can measure herself with her comrades, and find her strength and weakness. It teaches her law and order and subordination of self, since caprice and self-assertion can have no place when the good is not for the few, but for the greatest num- ber. The club program ofi'ers an opportunity to use the studies of the school in a new and larger relation, and from a closer and more individual view- point. The responsibility necessary for the proper management of the exercises of the hour will do much to train her for the later responsibility which are sure to be her portion. In following the girl thru the evolution of self in her relation to society and school, we have found that she is just as womanly, just as feminine, as the older type, yet in advance of that tyi)e in that her education and train- ing have fitted her for the larger service of humanity. Nothing is more beautiful than a refined, educated, cultured, sensible, practical woman, full of a great mother-heart for home and its problems, and for humanity and its y)roblems. It is in our power as educators to develop from the raw material in our schools a product that will have in embryo this mother-cle- ment, which in the following of its natural instimt will create a liiglier type of home and society. JJISCUSSIOX V. I^JUIS SOLDAN, superintendent of instruction, public schools, St. Louis, Mo. — There arc certainly sex < haracteristics in education. The ^'rl baby learns speech earlier than docs the bence of a formidable difilculty in carrying out the obvious inten- tions of the fir>t endowment, that of 1S62. In the meantime nearly thirty years had elap>ecl of experiments in collet ting and sy>teniati/ing a body of dodrinc relating to agri(uUure as it is found in the United States and elsewhere. The lime had arrived, tiierefore, when a new endowment could be guardecl in its ap])li( ation, and (lire(leon superficially acquairUed with Sanskrit recognizes the first part of the word, Putij, as meaning "five," and ah as meaning "river." Tlie Punjal) is the delta land l)etween the five rivers or branches of the Indus at its mouth. .Xn elementary knowledge of Latin anrl Greek gives one the power of retaining and of comprehending teihnical terms with a fine sense as to the .shades of meaning. It is a matti-r of every- day experience to see students not ac<|uainted with Latin make a mistake in spelling or in identifying the |)arts of a long, tediniial word, and, what 76 NATIONAL EDUCATIONAL ASSOCIATION fLouisville is worse, a mistake in getting hold of the shade of meaning indicated. Shake- speare 's plays are full of puns and of blunders founded on the mistakes of the illiterate people who do not understand the Latin part of the English language. This brings us to the insight that Latin and Greek are very far from being "dead languages." No longer used colloquially for simple conver- sational speech, the classic languages, Latin and Greek, are all the more used for preserving the results of scientific observation, and for literary expres- sion of fine shades of feeling and distinctions of thought; and it is very neces- sary to get the elementary sensuous significations of the Latin and Greek roots, which one does in his three years' high-school study of Latin, in order to acquire a fine sense of the use of these words in scientific technique. It also makes the technical vocabulary as easy to remember as the colloquial vocabulary. The word "carnivorous," for instance, has the root cam and the root vor, carnis meaning "flesh," and the root vor, "to eat or devour;" The whole word meaning "flesh-eating. " The lack of a feeling of the original meaning of these words produces the ludicrous use of language caricatured by Shillaber in his Sayings oj Mrs. Partington. Mrs. Partington is a type of the person who has no adequate sense of the original meaning of the clas- sical derivatives which she uses. Uneducated colored people often furnish examples of speech of this kind. One of them, for instance, goes to a drug store and asks for a "nanny-goat" for a particular poison, meaning anti- dote." And Mrs. Partington said that "total depravity was a very good doctrine if you could only live up to it." The Greek meaning of the word "antidote" is just as easy to remember as the name of the domestic animal to a person with a smattering of Greek, and the Latin meanings to total and depravity are equally easy to the one who has given some study to Latin. The fact that what is called a complete English dictionary contains three Latin or Greek derivatives to one word from a Saxon or any other Gothic source shows us that to the educated man the livest part of his language, so far as science and literature and the higher order of thoughts are concerned, is the Latin and Greek contingent. Any person who had to learn botany or chemistry would find it worth his while to begin by a three-year study of Latin and Greek, just for the benefit of these languages in his scientific education. So, too, for history or for poetry, and, by far more essential, for medicine, the law, and divinity. I admit that there is abuse of time and energy in studying Latin according to the favorite methods pursued in preparatory schools and colleges. I had a poet friend — a chum of mine at Phillips Academy, Andover, in the time of Samuel H. Taylor, the Greek scholar. Meeting him at a reunion of our class, after many years (a thirty-fifth anniversary), I asked him: "What did you learn at Andover, and what did our class learn?" He replied: "We learned the exceptions. To be sure, we learned the paradigms, but that did not take much of our time. " It was the committing to memory Superintendence] LANGUAGE STUDY AS AN AID TO SCIENCE 77 of lists of unfamiliar words which were said to be exceptions to the regular declensions and conjugations. The memorizing of these exceptions, how- ever, is not a serious matter as compared with the time spent in classical schools in learning the quantities of vowels in Latin words. In the English universities, Oxford and Cambridge, and at the English preparatory schools, they learn not only the laws for quantity, but they learn the numerous excep- tions and the innumerable cases of vowels which are long or short only "by usage." They learn these with such painstaking as would be required to make Latin poets, and they test the quality of their scholarship by actually composing written verses in Latin. This is all the more astonishing because no person knows precisely how the quantity of Latin vowels affected their pronunciation. There may be some shrewd guesses on this point, but there is little real knowledge on it and no complete theory. One is led to suppose that the Enghsh gentleman desires to celebrate his contempt for what is useful, not only in the line of bread-and-butter studies, but even in the line of producing science and literature. He studies the quantities of Latin vowels to show his contempt for utilities either in the conquest of nature or in the combination of men into social wholes for business or politics. I admit that in some cases, especially in those of Ten- nyson and Milton, the study of Latin quantities may possibly have quickened the ear to the melodies in the English tongue, and that we owe in the case of Tennyson and Milton much to their work in the preparatory school in the way of learning Latin quantities. But if "Shakespeare had little Latin and less Greek," he certainly excelled both Tennyson and Milton in his discovery of the capacity of his native tongue for a greater compass of music than the classic tongues ever possessed. However this may be, I for one am glad that American preparatory schools, especially the pubHc high schools, waste very little time in the learning of Latin quantities. For those who claim conservatism in this matter, and insist with great stress on the study of quantity as the real key to the benefits of Latin and Greek, there is very little defense since the studies of comparative phonology and other branches of classical philology reached their hciglit in the last gener- ation. It remains true, and will remain true, that for us Latin and Greek must be studied because they are still living in the English language, and are not dead languages; because they are living languages, not of the colloquial vocabulary of common sensuous experience, but of the scientific vocabulary; not only of the strict sciences, like mathematics and logic and physics, but of the experimental and historical sciences, one and all; and becau.se the characteristic vocabularies and styles of the great literary writers of English are to be identified thru the po.sse.ssion wliic h they show of the fine shades of meaning, as well as the possession of newly attained j>owers to exjiress moods of the soul. Their refinements of taste, their lofty aspirations and 78 NATIONAL EDUCATIONAL ASSOCIATION [Louisville subtle thoughts, are all made possible of expression by skill in using the Latin and Greek derivatives which reenforce the Anglo-Saxon vocabulary by a wealth of words three times as numerous as that derived from the old English. To prove that my sweeping statements with regard to the use of the Latin vocabulary of the English language are not exaggerated, I will quote a further Hst of the sciences, and sometimes go into their technique. There are, for instance, physiology and anatomy, anthropology, ethnology, archae- ology, philosophy (with such branches as cosmology, psychology, ontology, metaphysics, epistemology), geology, paleontology, zoology, entomology, ichthyology, biology, bacteriology; astronomy, constellations: Ursa Major and Minor, Canis Major and Minor, Bootes, Auriga, Cassiopeia, Cygnus, Orion, etc.; the zodiac: Aries, Taurus, Gemini, Cancer, Leo, etc. The great stars are, many of them, named with Arabic names: Aldebaran, Rigel, Merak, Dubhe, Deneb, Vega, and are not significant to mere Latin scholars, as are the names of the constellations to which they belong. But, on the whole, astronomy has a Latin technique. Meteorology uses Greek and Latin terminology. Medicine sets forth its doctrines in Latin and Greek, using Greek for processes and general departments: allopathy, homeo- pathy, diagnosis, nosology, therapeutics, neurology, ophthalmology, and the like; and Latin for dentistry, osteology, craniology, vertebral, cervical, cardial, arterial, labial, lingual; and so on to hundreds of technically precise terms. Botany also has a greater preference for Greek words in its technique for the larger classes or departments and the general processes. Its four general divisions as a science — structural, morphological, physiological, and systematic botany — use three Greek derivatives and one Latin. It divides plants into orders, suborders, tribes, genera, subgenera, sections, species, subspecies, varieties; paleontological, exogenous, and endogenous. Its special subkingdoms are named from the Greek words thallos, "a shoot;" hryon, "a moss;" pteris, "a fern." Most of us have read some time ago a charming piece of Herbartian writing which illustrated the mean- ing of the technical word "apperception." The book was called A Pot oj Green Feathers, and it told of an object-lesson in a London school in which the children studied a flower-pot full of ferns brought in for the purpose from a neighboring hothouse. It seems that the children had not seen ferns before, or at least had not learned the special name for them, and when questioned on it one of the children volunteered her statement as to the new plant by saying that it was a pot of green feathers. Now, it is inter- esting that the child came upon the same idea that the Greek mind had in naming a fern, for it called a fern pteris, or "feather." I continue my list of botanical terms,, v.-hich calls the fourth subkingdom of plants phaneros, or "showy." They are called showy because they celebrate their maturity Superintendence] LANGUAGE STUDY AS AN AID TO SCIENCE 79 and reproduction by showy blossoms and fruit. We have four subkingdoms of plants: thallophyta, having blades or shoots; bryophyta (moss); pteridophyta (ferns, feather-plants); phanerogamia. Hundreds of names of functions and processes, thousands and thousands of names of classes, are found in botany. These names cannot be retained in the memory without long study and great effort, but the botanist who does not know Latin and Greek finds the polysyllabic names a jargon of meaningless syllables and sees that he will save time by taking up the classic languages and continuing his study of them for three years and longer. When the parts of the long word begin each to have a meaning, and a meaning which relates to the function or process of the plant, and makes the whole word significant, the memory is relieved of a dead weight, and it hands over the larger part of its burden to the judgment and understanding. Mathematics sticks closer to the Greek than the other sciences, because it is the oldest science. The student who wishes to aid his memory by the sensuous meaning of the parts of the words that form the strict and severe technique of mathematics must take his Greek course for two years or so, mastering his paradigms, and reading simple descriptive Greek prose until the colloquial words become familiar to eye and ear. Then he will have no difficulty in memorizing the various -metries and -gons and -hedrons or the other categories of geometry. Latin will afford similar help to him in the analytical branches of mathematics. The memory, as I have said, has little to do where the causal connection is indicated in the meaning of the names and where sensuous experience is brought to mind. The constructive process, pictured by us in imagina- tion, lifts the memory on its wings, so to speak, up to intellect and reason. All these necessary requirements are provided now by the high schools, which are becoming so numerous as to be found in every small city and large village. The number for the present year is 7,500 high schools. In the public high schools in 1890 less than 35 per cent, were studying Latin, the total number being 70,411; but the 35 per cent, had risen to 51 per cent, in 1904, and the total number studying Latin had increased from 70,000 to 323,000. So the private schools, in iSgo, enrolling 145,000 in all, had 31 per cent, of their pupils studying Latin. But the j)crccntage studying Latin in 1904 in the private secondary schools had increased to 45 per cent., and the total numl)cr of .secondary students in private institutions had in- creasc-fl from 145,000 to 169,000, so that in these two classes of institutions the number studying Latin amounts to 369,329 puj)i!s. It may be assumed that nine-tenths of all of the students enrolled study Latin at some time in the course, and thus |>repare themselves for the study of science and litrr- ature. The high-school graduates who rjo not subse(|ucntly take up science or literature in college work will be able to read a higher order of literature in books and magazines, and understand a great deal i)f science. 8o NATIONAL EDUCATIONAL ASSOCIATION [LouisviUe THE SUPERINTENDENTS AUTHORITY AND THE TEACHER'S FREEDOM OSCAR T. CORSON, FORMER COMMISSIONER OF SCHOOLS FOR OHIO, COLUMBUS, OHIO [stenographer's report] Mr. Chairman, Members of the Department, Ladies and Gentlemen: Some time ago in the state of Indiana, where the president of this department Hved before he moved to the state of presidents and sons-in-law of presidents, the children were taking advantage of a recess period to engage in a game of playing school. As is always the case on such occasions, they were representing, as their conception of a school, the worst conditions they had ever met with. The boys and girls were all rebellious, indolent, and lazy. The teacher belonged to that pecuUar class who are afraid their rights will not be recognized, and, like other heathen, she used a great many vain repetitions, evidently hoping to be heard for her much speaking. With that class of pupils and that type of teacher, you can easily imagine the school. Several older people were spectators of the scene, and, as they cast their eyes over the school, they noticed one boy who seemed to be taking no account of the proceedings in particular, except to walk up and down the aisle occasionally, once in a while resting his hand upon the head of some boy, again going up to the teacher's desk and looking thru copy- books, examining the crayon used, and so on. Finally some one suggested: "This boy seems to have nothing to do." Immediately came the answer: "He is not expected to do anything; he is the superintendent." That perhaps may represent the idea some people have of a school super- intendent, and yet it is no flattery to the school superintendents assembled here or elsewhere, to say that such a superintendent is exceedingly rare. I think more and more, as the years go by, the superintendent is expected in the community — and meets the expectation, as a rule — to stand for something very definite. He represents the authority of the school. My own personal conviction is that this authority should originate with a board of education and be kept as close as possible to the people. I firmly believe that the superintendent's authority shovild give him the initiative in the employment of every teacher, and in directing the general educational policy of the community that he serves. Whatever our ideas may be on that, I think we will admit that there is a place in the educational system for authority, and that that authority should in no way, and will in no way, interfere with freedom properly understood and properly used. We find these two factors in everything. If we look about the universe, and go back to our first lessons in geography, we recall that there is one force that holds things stable, and another force that keeps things in motion. In nature these forces are always so delicately adjusted that no one can find any criticism of the results that follow the actions of both. We find these same two factors in the political world. Nobody but an unrea- sonable partisan fails today to see good in the political creed of both Alexander Superintendence] SUPERINTENDENT AND TEACHER'S FREEDOM 8 1 Hamilton and Thomas Jefferson. A few times in the history of this nation we have reached high tide under the administration of a great soul, who was competent to appreciate and recognize fully the good in both schools of politics. Under the immortal Lincoln a terrible strife of four years in this nation was so guided and controlled that, when the end finally came, the world recognized, as never before, the majesty and authority of our government; and yet at the same time a new emphasis was placed upon its being a government of the people, by the people, and for the people. No one doubts for a moment that our chief magistrate, Theodore Roosevelt, will exercise every particle of authority vested in him, in his holy warfare against organized robbery, existing either as corporate greed or political graft; and yet at the same time everybody is absolutely certain that the freedom of the humblest indi\'idual in this nation is, after all, the dearest idol of our great president's heart. It makes no difference where you go — into theology (I feel free to discuss that, because I know you all know as little of that as I do), if you please, and we hear there of the conflict between God's sovereignty and man's free will; when you come to the realm of the school, there is certainly a place for authority represented by the superintendent who gets his authority from the people thru the board of education, and also a definite place for the freedom of every sane teacher. But while this is true, I think it is very important that this relation be thoroly understood. Occasionally we hear nowadays — not from the old guard, as it were, but from the supposed advance agents of the new education — that there is no longer any need of authority in educational affairs. This last summer I sat for an hour on a platform in this countr\' and listened to a man who was introduced as an authority on elementary education, and that entire hour was taken up by him in telling the teachers that in the school he was connected with, every teacher and every pupil had absolute freedom. Why, there is no such thing as absolute freedom in this world! There is not a man in this audience tonight, however well-l)ehaved he may be when away from home, who is not subject to law; and I have always noticed that the man who obeys the law is the one who complains the least about it; on the other hand, the man who is talking most of freedom is fref|uent]y the anarchist who ought to be in jail. I am inclined to think today that the teacher who is worthy of freedom in the true sen.se is the one who rarely mentions it. while the one who is eternally talking about her individual rights is the one who is not prepared to exercise rights of any kind. I am perfectly free to admit that authority may be carried to extremes in (he .schoolroom; fKjssibly in the y)ast that has been the tendency. I know 1 have heard a great fleal of critici.sm of public schools in this country, nnuh of whidi seemed to me unfounded, which indicated that the organization of the school was Ifxiked after at the ex[)cn.se of the individual child. That may be true, but isn't it possible, my friends, that under the plea of recognizing the indivickiality of some teacher who has no individuality, who has simply mistaken a bundle- 82 NATIONAL EDUCATIONAL ASSOCIATION [LouisviUe of peculiarities for that article — isn't it possible that the child may suffer from too much of that kind of freedom ? WTien we come to the organization of the school, I take it that no sane indi- vidual doubts for a moment that we need classification. I suppose the educa- tional crime for the past twenty years in this country has perhaps been the crowd- ing of too many boys and girls into classes taught by one teacher. This depart- ment a few years ago applauded a statement that no teacher ought to have over five pupils under her control. I don't know how many of you were there, but I think nearly everyone present applauded that statement; and I commenced thinking it over. I don't know how many teachers there are in Louisville, but I do know that, if this system of education provided a teacher for every five chil- dren the city would be bankrupt in a very short time. Such a statement as that argues for the financially impossible, and also for the educationally undesirable. You will pardon me if I am personal tonight, and say I think I have done my share of teaching poor schools; but the poorest school was one that I taught in the country, having twenty-five boys and girls enrolled. I took the measles from some unknown source, was out two weeks, went back, and found that I had distributed them to nineteen of the twenty-five. I then taught school three weeks with the six children. I am absolutely certain that was the poorest school I ever taught. I could not help being amused when I heard the utterance attacking organizations of schools and saying that there should be a teacher for every five children. I could not help remembering that the man who made it had given his unqualified approval to that report, which said that the small school is necessarily a poor school; and, because a small school is necessarily a poor school, we have been talking of centralization of rural schools all over this country in order that we may get enough of boys and girls together under one teacher to give them some- thing of the inspiration that comes from class spirit. We must never lose sight of that while we are thinking of this educational problem. Too many boys and girls under one teacher is an organization that is faulty; but we need not to go to the opposite extreme to correct it. We are in danger educa- tionally from too much specialization in the public schools ? Please do not think I am attacking the speciahst. The specialist in his scholarship is an absolute necessity in this country, but his tendency to be narrow, and see only one little fraction of the educational problem, is a danger to any school system. I do not refer to the specialist in the college or in the high school, but to teachers whose idea of freedom is that they shall think only of the educational problem in the one little grade or group they teach, and never have any concern for the school as a whole. You know the criticism of education all along the line. It begins with the college. Did you ever sit in a college association and listen to the criticism of the public schools ? What is the burden of it ? The poorly prepared freshman that comes from the high school. Well, now, I have no suggestion to make to the college professors other than this, that it would be good for Superintendence] SUPERINTENDENT AND TEACHER'S FREEDOM 13 them to take a vacation once a year — and I wish it came oftener than that — and spend a good part of it in visiting some good primary school, and there sit at the feet of some woman who knows how to teach, and learn something of the sympathy that actuates the heart of a great teacher. Again, I liave often thought that, if some of our college friends would look at some of the seniors they graduate, they would complain less about the freshmen that come up from the high school. I believe that the trouble is that the average college man is thinking only of college education, and forgets the rest of the educational problem. Now, we pubhc-school teachers are just as big sinners as they arc. Go into the high school when it opens in September, and what is the burden of the complaint ? Oh, the poorly prepared boys and girls that come from the grammar school ! And yet there is not a high-school teacher that does not know that the year before he has urged the promotion of boys and girls that were not any better prepared for promotion than those that come from the grammar school. If we are honest with ourselves, we will all admit that we have to push along these boys and girls in the different grades. If we did not, they would all get in one place, and form a sort of educational drift- wood that would dam up the whole educational stream, and there would be absolutely no hope of any progress. I don't care how much you superinten- dents talk about your systems of promotion; I know what you do. You have a boy in school that can't make his grade or group. If he is reasonably faithful, and you think he will hold out to the end, you simply keep him two years in a place, and then push him on for somebody else to work with him two years longer. Now, be honest with yourselves and tell the truth about this problem. That is what you do. It is done in all the scliools all over this country. We have to do it. Have you ever heard the grammar school teacher talk ? The school opens in the fall; the boy comes home from a happy vacation; fre(|uently he has forgotten a great deal of what has been taught |)reviously; and he finds him.self in the pre.sence of some unsymi)atiu'ti( teat her who prides herself on her individuality, who begins to com])lain of the i)oorly prej)ared boys antl girls that cc)me up from the intermediate grades. If any of you are here that have ever done that, ju>t think of the sins you committed la>t spring wlien you recommended a lialfdo/.en boys to the high school who you knew were not ready f(jr promotion. The fact is, we have to meet the>c ])rol)U'ms and deal honestly with them, and u|)il >liouI(l at f)nce (one eive of 10 c>bjects as distinct from either 9 or 1 1 ; and should Iti- able to handle that conception in all the ways in which it can be handled. Here there is an ol)vious advantage in selecting such objects as ha\e the least number of qualities to distrat t the attention from the fundamental idea of number. Hence I prefer that the counting should be made upon small dots, circles, or other objects with few qualities, rather than upon more inter- esting objc( ts whi(h are met with in everyday life. In this suggestion I may seem to run counter to views whidi are entertained by very high authorities in education. There is, I admit, a very strong argvnncnt in fa\or of tin- \icw that the prirn i[)les of arilhinclic are best mastered when the ( liiid is tauglit 90 NATIONAL EDUCATIONAL ASSOCIATION [Louisville to consider them as growing out of the problems that actually confront him in his daily walks. I fully agree that the practice thus suggested is one that should be carried out, but we must not depend wholly upon it. Perhaps I am a little old-fashioned, but I would not abandon the idea of applying the pupil's nose to the grindstone. I have no objection to the grindstone being interesting, and certainly do not wish to make it painful; but I want some drill in thinking of numbers and their relations as dissociated from the actual objects concerned. Just as rapidly as this power is attained in each and every branch, lam willing to see the interesting substituted for the instructive. We now pass from this general view of the object, and method of obtaining it, to the discussion of details. As my views on some points are radical to the point of being revolutionary, I wish to borrow a suggestion from universal experience. We all know that the acquisition of a new language is one of the most difficult tasks which a youth has to undertake during the period of his school life. Our best colleges make a knowledge of French and German one of the requisites necessary to graduation. To one or both of these languages painful attention is devoted thruout a period of one or more years. In former times — to a great extent even today — several years of study are devoted to Latin, instruction in which is, in regular course, continued in the college or university. And yet it is exceptional to find a college graduate who can fluently read at sight a Latin author whose work he takes up for the first time ; who can conduct an easy conversation in French, or can write in idiomatic German an account of his day's doings. In contrast to this result is the fact that every child not a mental degen- erate, during the first few years of life, learns to use a language with an ease and fluency which a course of school instruction never supplies. What is more curious yet, there is no striking difference among children in their faculty of acquiring their own tongue. At school we have dull pupils whom it seems a waste of energy to try to educate, and bright boys, who learn more in a month than dull boys do in a year, and learn it better. But no one ever heard of a child especially bright or dull in learning to speak. Differences there undoubtedly are, but they do not compare with those shown under our system of school instruction. I consider this well-known fact to be instructive in showing that we have at least one branch of education which we find to be toilsome or difficult when the traditional method is followed, and yet so simple and easy by other methods that no special ability is required in the teacher, and no mental strain suffered by the learner. The question I submit to your consideration is: If this is true of one branch of education, may it not be true of other branches, and especially arithemetic ? I shall briefly mention the lessons which it seems to me we may gather from this fact. The idea of arranging subjects in order, and completing one before pas- sing to another, is plausible; but experience shows that it has its limitations. The great principle which the experience alluded to especially enforces is Superintendence] THE TEACHING OF ARITHMETIC 9 1 the educational value of frequent reiteration of very short and easy lessons. This is one of the main features of the system I am trying to develop. Now, as my object is a purely practical one, it is necessary to have .'^ome idea, however brief, of the method by which the purpose in view can be most readily attained. The system I advocate may be called visible arithmetic. Taking up subjects much in the order of the traditional arithmetic, the first would be numeration. \'isible numeration consists in counting and arranging objects in tens and in powers of ten. At the earliest age when simple arithmetic can be commenced, I should teach the child to count and arrange things in lo's; then to arrange real or imaginary lo's into loo's, and so on. In accordance with the general principle which I have laid down, I would begin with rows of 10 dots each, and teach the counting thru 10 such rows, making 100 in all. We could then imagine the results of laying successive loo's in flat layers on top of each other, thus getting the idea of multiples of 100 up to 1,000. It would be psychologically interesting to see whether in this way we could plant in the mind what the psychologists call a number form in a more rational shape than it commonly takes. I suppose we all have vaguely in mind from infancy a certain arrangement in series of small numbers up, say, to 100. It would be interesting to know whether a more rational arrangement would be gained by this process; but this is not important for mathematical purposes. Next would come the process of adding and subtracting grains of corn, or dots, or little o's made on the slate. Methods of doing this are so familiar that I need not dwell upon them. The practice of multiplication and division in this way does not seem to need much e.xposition. \\'e can repeat a row of any number of dots as often as we please, and count the product. We can divide any number into groups of any smaller number, and find the (juotient and remainder. All these exercises on the four rules of arithmetic need not take much time. My impression is that you will find, after a very little showing, that the child is able to perform the fundamental rules upon collec- tions of grains of corn or dots, without devoting much or long (ontinucd efi"ort to the process. The next step would be to extend the operations to continuous (juaiUity as represented by lines and areas on pajjcroron the hhukhoanl. The addition of lines con>i.sts in placing them, or lines CHjual to them, end to end, thus obtain- ing a line equal to their sum. Subtraction consists in cutting o(T from the longer line a length equal to the shorter one. Multi|)licati()n l)ya fador con- sists in adding together ec|ual lines to a number re|)resente(l by the factor. Divi>i()n takes a twofold form. We may citlu-r divide a line into a given num- ber of e(|ual parts, thus obtaining a certain length as the quotient; or we may find how many times one line is contained in another, thus obtaining a pure number or ratio as the (juolient. IMease understand that this system of visil)lc arithmetic is not a substitute for ordinary arithmetic, but an auxiliary to it. Whellier it is advisable to 92 NATIONAL EDUCATIONAL ASSOCIATION [Louisville master it before beginning regular work with figures, or to carry on the two simukaneously, only experience can tell. However this may be, in teaching written arithmetic I would have the pupil make his own addition, subtraction, and multiplication tables by the aid of countable things. Taking groups of six things — dots or grains of corn — the pupil finds the successive products of six by different factors, and writes them down in order for himself. He thus knows exactly what the multiplica- tion table means. On the subject of using it I shall presently have more to say. The treatment of fractions in a visible way by dividing lines up into parts is simply an extension of multiplication and division, and is too obvious to need development. I therefore pass on to a further extension of the method. The next subject in order would be ratio and proportion. On my plan the pupil reaches the first conception of this subject thru the eye by drawing a pair of lines of unequal length, and then other pairs, shorter or longer, in the same ratio to each other. In this way the pupil will see the equality of ratios, independent of the special lengths of the lines. He can then be gradually exercised in forming for himself an idea of what a ratio means, or how equality of ratios is to be determined by multiplication or division. I would not have measurement with a rule applied, but only eye-estimates. This, I may remark, is the general system by which I think we should begin in all cases. The reason for it is that in making eye-estimates we depend more completely upon the eye-conception than when we measure; but, as soon as the conception is gained, we may proceed to measurement. Having got the idea of a proportion of lines, we next pass to areas, including the idea of the duplicate proportion and the geometric mean. All this can be done without using figures or numbers. When the conception is well implanted, then proceed to numbers. In connection with proportion would come geometrical representation of all the quantities which enter into arithmetical problems. Take as an example questions in day's work in plowing a field. We draw a short vertica line to represent a man or his power. On this line as a base we draw a hori- zontal rectangle to represent the amount of land which the one man can plow in a day of ten hours. If we have several men, we add into one the lines rep- resenting them, and combine all the rectangles into one. Then we extend these rectangles to represent the days. To introduce the idea of compound proportion, we suppose the results of a day of eight hours by making a rec- tangle shorter in proportion. I consider any problem in compound proportion solved when, and only when, the pupil is able to represent it graphically on this system. I am sure this process would be more interesting than the use of figures. The precise purpose of this course in visible arithmetic is so far from familiar that further enforcement of it may be necessary to its complete apprehension. It must be especially understood that exercises in formal reasoning do not enter into the plan. A power of visualization and of giving Superintendence] THE TEACHING OF ARITHMETIC 93 a concrete embodiment to the abstract ideas is the fundamental point aimed at. If I should express the desire to have a pupil trained from the beginning in tlie mode of thought of the professional mathematician, I might meet the reply that this was expecting too much of the childish mind. Allow me, therefore, to put the requirement into a shghtly different form. I wish the pupil trained from the beginning in the use of those helps to thought which the advanced mathematician finds necessary to his conception of the relations of quantities. If a mathematician has no clear conception of an abstract quantity, how can we expect a child to have it ? The mathematician expresses quantities by geometrical forms and the movements of imaginary visible points. Let us, then, train the child to represent the simple quan- tities with which he deals by simple auxiliaries of the same kind, adapted to the state of his mind and to his special problems. What I wish him to use is not merely a tool, but a necessary help to thought. The visible arithmetic which I advocate bears the same relation to ordinary arithmetic that the geometric construction of complex variables does to the algebra of the mathematician. Altho I have spoken of these graphic constructions as merely an auxiliary, I would, after denominate numbers are disposed of, be satisfied with the graphic representation of all solutions required. After this point I would require very httle mathematical solution of problems, being satisfied when the pupil is able to construct a graphic representation of the solution. When he can draw proportional hnes, explain discount by cutting off and adding fractions of a line to the line itself, and in general show that he can form a clear conception of the practical problems of arithmetic, I should consider that he knew enough about it, so far as the mere numbers are concerned. Everything beyond this should be treated by algebraic methods. Thus far I have treated of only one main object of arithmetical teaching. But there is another purpose of a different kind, and that is facility in the use of numbers. The pupils must not only know the meaning of multiplica- tion and division, and understand when each is required, but he must be able to cipher rapidly and correctly. My views of the best method of attain- ing this end are perhaps even more radical than those I have already set forth. I think it can best be gained by short and frequent daily practice in the routine operations of the four fundamental rules, quite apart from the solution of problems. I would have something analogous to a daily five-minute run in the open air. The reiteration of simple problems, after the pupil sees clearly how to conceive them, is a waste of time. But this is not .so with exercises designed to .secure facility. Leaving details to the teacher, I would outline some such plan as the following: Let an entire class devote a few minutes every morning cither to reading or repeating aloud in chorus the addition, subtrac lion, or mulli|)liiation tables, until it is ascertained that the large majority of the class has them well by heart. I should not make it a pf)int to have them rcjieat the tables from 94 NATIONAL EDUCATIONAL ASSOCIATION [Louisville memory alone, because I think the result is equally well attained by simply reading aloud. Another exercise would be that of adding columns of figures, following the method of the bank clerk or of the astronomical computer. It would facihtate this to have the exercise printed on sheets beforehand. Twelve lines of figures would be a good number. The earher exercises may begin with three in a line ; when these are easily done, add a column of thou- sands, then the tens of thousands, and so on. Do the same thing with exercises in multiplication and division. These may, seem rather dull exercises, but we can easily add an element of interest by choosing some condiment of which a very little will suffice to flavor an otherwise long and tedious course. The mere act of repeating in chorus will give interest to the exercises. In addition an element of interest will be given by noting from day to day the gradually diminishing time in which each pupil can complete his exercise and prove its correctness. Thus far I have spoken only of methods of teaching. But I believe that, if the system which I advocate is intelHgently pursued, it will be found prac- ticable to curtail greatly the time spent in simple arithmetic, and thus rear- range the curriculum with the view of disposing of the subject of arithmetic, and passing on to algebraic and geometric methods, at a much earHer age than at present. In this connection attention may be invited to the report of the Committee of Ten, made in 1892, in which important changes in this direction were proposed. It must be admitted that in making such changes we shall be running counter to the ideas of the general public. When it is proposed to omit commercial and so-called advanced arithmetic from the school course, the reply is likely to be that we are considering only the require- ments of pupils preparing for a college course; and that business and com- mercial arithmetic is a prime necessity with the masses. There being in our country no body of men more influential than that here assembled in wisely directing public opinion on this subject, I beg leave to point out the fallacy in this plausible view. The experience of directors in our great enterprises shows that the best business mathematician is not the one who has taken a course in commercial arithmetic, but who has the best understanding of numbers and quantity in general, obtained by the more advanced course of a mathematical character. A problem of practical business is best taken up by one who understands it. On the purely practical side, that under- standing can be better gained in one day by actual experience than by any amount of arithmetic in a course subject to all the drawbacks of being treated as an abstraction. I once saw an interesting example of this. It was in connection with a building association on an old-fashioned plan, which, I fear, has gone out of vogue. It was a mutual-benefit association in which accumulating results of monthly payments thru a term of years were to be equitably divided month by month among the members desiring advances. The mathematical prin- ciples involved, if investigated in detail, were so complex that only a professed Superintendence] THE TEACHING OF ARITHMETIC 95 mathematician would be able to construct or apprehend the^r theory. Yet, when the problem was faced as an actual one, the whole process was gone thru with by everyday business men and laborers without the slightest diffi- culty. Not one of these could have explained the process to a learner, but he went thru each step correctly when the concrete problem was before him. We should also try to dispel the current notion that the use of algebraic sym- bols belongs to a more advanced stage of study than arithmetic. We have ad- vanced a little in the right direction since the time when the signs + and — were considered as belonging only to algebra, and therefore were not used in arith- metic. If my contentions are well grounded, the application of algebraic methods may be commenced as an auxiliary to arithmetic at a much earlier stage in the course than at present. In connection with the graphic con- struction of problems which I have suggested may come their solution in the form of an algebraic expression. If this seems too much to expect from the young mind, I think that iTnj)ression will disappear on closely looking into the case. Let us grapple with the subject by taking it up as it really is. What will 13 pounds of tea cost at 55 cents a pound? Before the arithmetical solution can be begun, the pupil must understand that the cost is equal to the product of 55 cents into 13. It follows that, if he sees this, he can write on his slate as the. answer 13X55. If a given sum of money is to be equally divided among 11 people, what will be the share of each ? The answer is to be found by dividing by 11. If the pupil knows this, he can write a fraction, with the sum to be divided as the numerator and 11 as the dencjminator, more easily than he can j)erform the division. It follows that by the combination of the two problems he can express the result of dividing the price of the tea among 1 1 persons. The same thing holds true in all the problems of arithmetic, after the first four rules are disposed of. Not only will no greater difficulty be encountered in expressing the solutioii in this way than in jjerforming it, but, since the idea to be expressed must l)c in the mind before the arithmetical solution is commenced, it will be a help to express the result in what we call the algebraic form. We shall also find that the use of algebraic symbols of (juaiitity is much simpler than is commonly supf)oscfl. If we have four .v's, it is simpler to call their sum 4.V than to (all it .v mulliplicd by 4. This suggests the idea, which I think is (nrret t, that it is simpler and more natural to consider the figures 6 and 7 together to mean 6 multiplied by 7 than to have it mean, as we actu- ally do, .sixty-seven, wlii( h latter means 6 multii)lied by 10 plus 7. (Iraiiting this, the expression of sim|)le arithmetical problems in the form of e(|uati(ins will be easy, and I should suppo^^e more interesting and more improving than requiring the |)Upil to work at the solution without using algebraic processes. It goes without saying that this use of algebraic methods in elementary prob- lems does not imply the mani|)ulation of algebraic- expressions, inc hiding their factoring and rlivision, whic h forms sf) prominent a feature- of the- usual elemen- tary course in algebra. 96 ' NATIONAL EDUCATIONAL ASSOCIATION rix)uisviUe Having suggested all these innovations, allow me to sum up in briefest compass the practical conclusions which I draw from a survey of the field. I. I do not propose that we shall train a pupil in abstract mathematical reasoning until he reaches the stage where pure geometry can be advantage- ously taken up. But, from the very beginning, he should be trained in the faculty of mental insight. This can be done by problems like this, to be answered by thought without making a drawing. Of three houses, A, B, and C, B is loo meters north of A, and C is loo meters west of B. What is the direction of C from A, and about what would you suppose its distance to be? II. I regard time spent in the schoolroom poring over problems and trying, perhaps vainly, to see how they are solved, as time wasted. Much waste in this way is indeed unavoidable; but our policy should be to reduce it to a minimum by explaining the problem whenever the pupil does not readily see into it for himself. III. Of course, we should train the mind in seeing how to attack a prob- lem. The objection may be made that whenever we help the pupil in this respect, we diminish his power of helping himself. I admit this to a certain extent; but my solution is that we should devise such problems that the course of thought they require can be seen without spending time in vain efforts. Please let me cite once more the analogy to outdoor exercise. We should all agree that, if we coupled the exercise of taking an outdoor run with the require- ment of finding out at every few steps what path was to be followed, and put an end to the exercise if this right path could not be found, it would materially detract from the good of the exercise. Let us, then, in our exercises try to promote facility of calculation by exercising the pupil in purely straight- ahead work, without requiring him to stop and think what is to be done next. IV. I have found in my own experience that words are as well and more easily memorized by repeated reading than by the same amount of repetition from memory. If this principle is correct, then we never lose anything by having the multiplication table before the pupil every time he repeats it, so that he shall read instead of memorizing it. I do not present this view as a demonstrated fact, but as one well worthy of being tested. V. The plausible system of learning one thing thoroly before proceeding to another, and taking things up in their logical order, should be abandoned. Let us train the pupil as rapidly as is advantageous in the higher forms of thought, and never be afraid of his having a little smattering of advance sub- jects before they are reached in the regular course. Let us remember that thoroness of understanding is a slow growth, in which unconscious cerebration plays an important part, and leave it to be slowly acquired. A teacher aiming at thoroness might have kept Cayley or Sylvester working half his life in problems of advanced arithmetic without reaching the standard of thoro- ness. Let us rather promote the development of higher methods in the earlier Superintendence] THE TEACHING OF ARITHMETIC 97 stages by introducing algebraic operations immediately after the four funda- mental rules. VI. Separate the actual exercises for acquiring facility in arithmetical operations from the solving of arithmetical probL ms. If I am right, it will be more conducive to progress to be satisfied with the graphic representations of problems, without the arithmetical operations of solution, than by actually going over the solution itself. MI. If I am not straying too wide from my theme, I may devote one moment to the extension of the ideas I have advocated to the mensurational side of geometry and physics. As a part of the arithmetical course let us teach geometrical conceptions, the aim being a correct apprehension of Hnes, lengths, angles, areas, and volumes, as they actually exist in the objects around us, and are to be conceived in thought when these objects are out of sight. Valu- able exercises in this repect will be endeavors to estimate a result in advance of calculating it. If a freight car is the subject of measurement, either in thought or by a picture, let the pupils form the best judgment they can as to the number of cubic meters or the tons of water the car will hold, before making the computation. Practice in estimating length and angles by the eye, and, in fact, in estimating magnitudes generally, should be a part of the elementary course. I conclude with some thoughts on what is, after all, the great question involved. What are we to expect from the introduction of such a system as I have outlined, and how far shall it be carried ? On ground which is, so far as my knowledge extends, as new as this, it would be hazardous to reach a decided conclusion in advance of trial. Here again the difficulty arises that a really decisive trial must be guided by clear apprehension of the purpose in view, which may essentially differ from that with whicli arithmetic is generally taught. Suitable exercises must be constructed ; and this cannot be done until their purpose is fully seen. If I should express the hope that, thru the proposed system, the average boy of ten might be as well (lualificd to begin algebra as he is at the standard age of, I believe, thirteen or fourteen, I should not be interpreted as meaning that the mathematical faculty would be as well dcvelopcfl in one case as in the other. As I have already pointed out, development of the mind is a slow growth. The expectation would therefore not merely be an acceleration of tlic mental growth, but a development of the faculty of using powers whidi may be awakened at an age earlier than is commonly supposed. I may make this dear by referring to the fact, already pftinled out, that a language is so easily and rapidly acquired by the nat- ural process, when the acquisition would be slow and ililVu ull by the pro- cess of teaching. If we couhl imagine a child ten years old who had l>een taught to speak only by rule and grammar, learning first nouns and then verbs, and compare him with f)ne seven years old who was without theoretical instruction, but had learned to talk in the usual way, we might perhaps find that the older boy was bcllcr developed, had a nuK h better theoretical gS NATIONAL EDUCATIONAL ASSOCIATION [Louisville understanding of words and their meaning than the younger would have. But the younger would be far ahead in the facility with which he could use language, and apply what he knew in promoting his further intellectual advancement. Something hke this I should expect from instruction and practice in visible and graphic arithmetic. Of course, it should always be understood that the process rriust begin by being a tentative one, appHed step by step. I therefore earnestly hope that some teacher will prepare, and some publisher be willing to bring out, a series of exercises of the kind I have described, to be tried on a small scale at first, and expanded as far as found successful in results. I certainly can- not conceive that the time spent in a few such trials would prove to be thrown away, even if the results did not come up to expectation. This is my first and, perhaps, my last appearance before a body of eminent educators. While I fear that the possibilities I see before me may seem to be the ideas of an enthusiast, I trust that careful thought and experience will lessen the impression. I therefore make bold to say that it seems to me quite within the power of education to make as great a revolution in the intellectual powers of the masses of our population as science has made in the powers of the few thinkers who pursue it. The scientific investigator has been aptly described as a new species of the human race ; a species so rare that it might well be considered an abnormal one. This species made its first appearance only four centuries ago, yet, it has revolutionized the con- ditions which surround humanity. I think it is possible that a similar revolu- tion may be brought about in the intellectual power of the masses to judge of and grapple with the great social questions that confront them. I see in imagination a great nation the millions of 'whose citizens shall each have clear conceptions of the nature and causes of the natural phenomena presented to him at every turn ; such an application of the forces which move both himself and his fellow-citizens that no unwise law can be enacted ; such understanding of financial problems that the public of which he is a part shall be quite secure against becoming the victim of rapacity; and such training of the reasoning faculty that the masses shall never be moved to action except by sound reason- ing, the force of which they shall be able correctly to judge. This end is not to be attained without many trials, and perhaps many failures in experiment. But every trial, whether a failure or a success, must be intelligently discussed. In all our discussions the end aimed at must be kept constantly in view. We do not propose to form a nation every citizen of which shall be a learned man, or even a well-read man ; but it is necessary that every citizen shall become a careful and correct observer of all that he sees in his daily life, and so good a reasoner, that, however unable he may be to trace out the more difiicult prob- lems of life, he shall at least be able to analyze his own modes of reasoning, and thus be secure against the acceptance of fallacious conclusions. This end will never be gained so long as we regard correct observation and correct reasoning as subjects for the college and university alone, to be taken up at Superintendence] THE TEACHING OF ARITHMETIC 99 stated times in a course of education. I therefore hope that the thoughts I have ventured to submit to your courteous consideration will not be applied to mathematical development alone, but to the mental training of the masses in an enlarged sphere of intellectual activity. DISCUSSION Robert J. Ai.ey, professor of mathematics, University of Indiana, Bloomington, Ind. — The address of Professor Newcomb is so good that it is unnecessary to praise it, and it touches the vital points so deeply that it seems almost presumptuous to undertake to discuss it. One of the points made emphatic by Dr. Newcomb is the necessity of frequent repi. ti- tion in a variety of ways of the things of fundamental importance in the subject taught. I urge this in justification of my own repetition of a few things which I regard as of great value. It is a trite, but true, saWng that to teach any subject well, one must fully understand its nature. Arithmetic, like most other subjects, is dual in character. There is a pure arithmetic and an applied arithmetic; a theoretical arithmetic and a practical arithmetic. A ver)' common mistake is the attempt to master the practical without an adequate under- standing of the theoretical. In this intensely practical age many people have been misled. Schools almost without number flaunt their advertisements in our faces, promising to prepare men and women for the highly paid practical positions in life in from ten to twenty weeks. An occasional millionaire goes into print and tells the worshiping public that time spent in studying the foundations of things is worse than lost. What is needed is a little study in the practical affairs of life. Our millionaire friend doubts the need of much school time devoted even to practical affairs. His advice is: "Get into the thick of the fight as early as possible." He points to himself with much pride, as the man who has learned to do by doing. It surely requires but little argument to convince thinking people that the best prac- tice the world knows always rests upon a sane theoretical basis. The great bridge that spans the river out yonder was a theoretical bridge, a pure structure if you please, with the strain and stress computed for every part of it, long before it stolid there a concrete embodiment in stone and steel and cement. It stands there today a monument of strength and utility, because it first stood a completed theoretical structure within the brain of the engineer who planned it. The attempt to build the practical bridge independent of theoretical considerations has usually resultctl in disaster. The technical school, that school that is supposed to be intensely practical, is every- where increa.sing the amount of time devoted to theory. It is doing this because it has founfl in its own experience that practice aUjne does not prepare one to meet the varying crinditions of life. The engineer whose sols of a generation ago much more lime was given to practice than is the case today. KxiKrriencc has taught the normal schte(l morsels oi knowledge may be swallowed and assimilated witlioiil pain or conscious effort. I04 NATIONAL EDUCATIONAL ASSOCIATION [Louisville In both cases the teacher is the acknowledged leader. It is she who takes the initiative in determining how the lesson shall be attacked; who exercises resourcefulness in meeting unexpected obstacles; who assumes responsibility for deciding what the crucial questions are, and when the answers are right and complete, and who supplies the energy that makes things go. If she is accounted a good teacher, she is fully as active as her pupils, and probably grows tired first; she is the one who does the work. Now, eUminate the teacher, and let the pupil attempt to get his lesson alone. It is no longer a question of how much two persons can accomplish together, but how much the weaker of the two can and will do alone. The work to be accomplished is the same, however, as before — i. e., the assimilation of the topic by the pupil. The means, then, must be substanti- ally the same — i. e., a careful division of the subject into parts, and the putting and answering of questions touching the meaning, relative values, organization, and bearing on life. Therefore, what the two accomplished before — with the more capable one working the harder and doing the greater part — must now be performed by the weaker one alone. He must now duplicate the teacher's task by teaching himself. How different the two situations ! Here is the explanation of the failure of the class mentioned, in spite of the fact that they were fairly endowed and responsive children, and this was their fifth year of superior instruction. For nearly five years they had been establishing the habit of waiting to be told when to step to the board, when to lay aside the pointer, what questions to consider, when an answer was wrong, when something had been overlooked or forgotten, and when they were thru with a task. They were strong as followers, as would quickly have been proved if I had been willing to play the customary part of leader. But they were untrained for such leadership of themselves as is necessary in study, because they had not been learning to take the initiative, carry responsibihty, exercise resourcefulness, and find motive for effort, by having someone else perform these duties for them. Indeed, such help from a teacher as is custom- ary undermines self-reliance and unfits for independent study, altho it may and often does result in a good fund of knowledge. This class, I think, is typical of others. The first change, therefore, for the improvement of study periods must be effected within the recitation itself. That period must accustom children to taking the initiative in the mastery of thought. Outside of school — as in games and conversation — they do this constantly, and always have done it; it is in the school, the special institution for education, where it is wanting. When instructing a fourth-year class in literature one day, I suddenly inquired: "Do you ever stop to talk over what you read?" "No," replied several. "Yes," said a few, " sometimes we do." "All right," said I to the latter. "Let us stop here and talk a few minutes. Eddie, what have you to say?" "O, we don't talk; the teacher does the Superintendence] IMPROVEMENT OF THE STUDY PERIOD lOS talking," remarked Eddie, with a most nonchalant air. How typical of the school! And how lamentable! To secure this initiative from children, radical reform in the conduct of recitations is necessary in two respects. First, there must be an ability on the part of teachers to keep still more of the time. The teacher is too promi- nent in the class. And, strange to say, in development work — which seems to be regarded as our highest type of instruction — she is most prt)mincnt. One great object of a good teacher should be to show children how to get along without her; and the longer she keeps a class, the less talking and other work she should do, because under her guidance they have learned to do it them- selves. How otherwise can they be improving in power to study alone ? Second, initiative on the part of the pupils in the mastery of les.'^ons must take the place of knowledge of subject-matter as the primary object of many recita- tions. It is well enough to recite to a teacher a portion of the time, in order to prove one's possession of facts. But reciting does not usually reveal one's way of getting the facts; it merely tests results. And it is partly because .so much time has been occupied in reciting that so little attention has been given to children's method of study. Many recitations — po.ssibly most of them in the elementary school — should be spent by the children in mastering lessons in the teacher's presence, with the aid of her suggestions — not primarily for increa.se in knowledge, but for increase in intelligence and independence in study. This change of aim might make it advisable to call the periods in general "study periods," rather than "recitation periods" — there is so much that is reprehensible in the latter name. Children would probably know as much in the end — but they would also have far better methods of working. Now, what are the facts about method of study who.se mastery demands so much time ? Teachers may be willing to practice silence in class, and to accept initiative on the part of pupils as their primary aim; but until children are very dear in regard to the directions in which initiative is to be exercised, they are likely themselves to be provokingly silent. This problem, touching the principal factors in proper study, is one of the greatest that now confront the teacher. Both children and college students generall)- recognize two main factors in study — i. e., memorizing and thinking. And which of the.se .should come first is the nr>t imj)ortant question to be met. Custom .says, "memorizing." "I-'ix the facts or thoughts in memory, tlien rellection upon ihcm can follow at leisure," is the common thought. Hut there arc always more duties in life tlian time allows us to perform, so that relledion is habitually i)ostponed until it is omitted. In consecjuence, to the great majority of i)ersons, study- ing signifies mainly the stultifying work of memorizing. Suppo.sc, now, this order were inverted, and yc)ung people were taught to undertake the first thing whatever thinking was e.xpected of them in each le.sson. They would chen at least make sure of the more interesting part, liut, more than that, thinking thoughts thru, in the various ways required in good study, is the very I06 NATIONAL EDUCATIONAL ASSOCIATION [Louisville best method of memorizing them, and psychologists recommend this method even in the case of verbatim memoriter work. Conscious effort to memorize would then be largely or wholly unnecessary, because the memorizing would become a by-product of thinking instead of a substitute for it. Here is the first great fact to be taught to young people about how to study. And if it were applied, there would need to be less of dull drill in school; one reason for so much of it now is that there is so little thinking. What kinds of thinking are to be expected is the next great question. The chief factors in reflection must be carefully taught. Let us very briefly sug- gest a few. 1. In the reproduction of stories by six-year-old children, teachers affect to make the response easy by mentioning definite points to tell about. Chil- dren in the second and third years of school easily detect the substance of scoldings received, of conversations, and of paragraphs in their readers, and they determine the substance of paragraphs for short compositions. In de- velopment work thruout the primary they are reasonably successful in com- prehending the question under consideration, and in holding to the point as the discussion advances. Here there are the beginnings of the ability- to group facts into points, or to think by points. This is one of the first requisites for the organization of knowledge, but the extent to which it is lacking in adults is suggested by the tendency of teachers to offer scattered or isolated facts in the studies, and to wander from the point in their conferences. This ability, then, needs to be highly valued and developed. Lessons should often be as- signed, or at least recited, by points rather than by pages. Marginal headings should be prepared by children, and they should learn to put their fingers on the spots in the text where the treatment of a certain point begins and ends, thus determining the places where the thought turns, and where pauses might be suitable, for reflection. Also they should verify and improve the paragraphing of the text ; should assume responsibility for detecting beginning wanderings of thought in discussion or in text; should receive practice in taking notes, by points, when the teacher reads or talks to them; and should learn so to group their ideas that they could easily number the points that they themselves make, in reciting or in writing. 2. Children somewhat easily detect the main points in a story; they often recognize trivial facts as such in development work; they are keen critics of the value of words in comparison with deeds in the conduct of their teachers and parents; and they are often distinguished for their good sense in their judgment of relative values, just as adults are. Here are the beginnings of a second mental ability of vital worth in study; and it is all the more important that it be developed, since the facts in the three R's and spelling are so nearly on a dead level, and the prevailing conception of thoroness so magnifies trifles, that the aj)preciation of relative worths is in peculiar danger of atrophy in the primary school. Whole recitation periods might well be spent primarily in the cultivation Superintendence] IMPROVEMENT OF THE STUDY PERIOD 107 of this ability. To that end children might be encouraged to mark their texts, indicating the relative value of different passages by their system of markings. Reciting usually with their books open, in history or geography, as in hterature, they should often be asked to begin with the largest thought in the entire lesson, no matter where it might be found; and, if disagreements are noted, the period might be spent in the attempts of various pupils to defend their estimates. They should practice putting large questions, as well as answering them, and should develop skill in selecting the details necessary to the support of a large thought thereby learning to slight insignificant facts. If they are not allowed to mark up their books, how are they to review them without loss of time ? And if they do not learn to neglect much of what is in a text, how are they to learn that wise selection of facts which will allow them to make profitable use of reference-books, newspapers, and maga7.ine^? 3. Children have such vivid imaginations that they are capable of becom- ing frightened by their own pictures. When they become interested in a story, it is difficult, even in the kindergarten, to check their expression of suggested ideas; conversations among them are as natural as among adults; develop- ing instruction is based on the assumption that their experiences are rich enough to allow contributions of thought, and fables, calling for interpreta- tion, are especially written for them. Here, then, are the beginnings of a third ability of great importance in study — i. e., the power to supplement an author's thought. The best of authors fail to put most of their ideas into print. Or, as Ruskin declares, all literature — hke the story of the Prodigal Son — appears practically in the form of parables, requiring much supplement- ing to be properly pictured and interpreted. The words in a minister's text in comparison with those in his sermon are perhaps as one to one hundred. The statements in any text should bear a somewhat similar ratio to the thoughts that they suggest in the reader's mind. Accordingly, much time should be occujjied by children in school in visuaHzing in greater detail the scenes in geography, history, and other studies; the bearings of facts upon human life should often be traced out with care; and comparisons of many kinds shouki be instituted. To this end fact questions, testing mainly memory, are out of place; fjuestions involving reflection should be common, if wc desire young fx^ople to become reflective. And the initiative, it muA be remembered, should come from the children. A very common remark from the teacher in the treatment of text might well be: " Do we need to stoj) here to talk over any matter?" The children .should even k-arn to call a halt themselves, at fitting l)laccs, and to offer the supplemental thougiil witliout even a suggestion from the tea( her. Thus they might be taught how to read books. Want of time forbids my doing more than merely indiiating a few other |)romincnt factors in ])Ui])er study, by means of (juestions. Is it one's duty, in reading an author, to try to agree with him; or may one disagree, and thus .set himself up as a judge? lOven six year old children are allowed to praise fairy tales that they like; have they the right «)f condemna- jo8 NATIONAL EDUCATIONAL ASSOCIATION [Louisville tion also ? I find many college students uncertain about this whole question. Should a scholar aim at firmly fixed opinions ? Or is it his duty to remain somewhat uncertain, and therefore flexible, in his views ? Again, how is a student to know when he properly knows a thing ? Or is he expected to feel very uncertain until the examination returns are seen ? In mastering a lesson or reading a book, should one study primarily for the sake of understanding what is presented? Or primarily to meet the teacher's probable requirements? Or primarily for personal profit? These are all questions of vital importance in study for all ages of students, And until they have been properly answered, and young people have been properly instructed in regard to them, home study will continue to be a bug- bear, and complaints of teachers about pupils not knowing how to study will continue to be common. We have been on the right track in the past, when we have emphasized the need of careful directions in the assignment of les- sons, so that children would know how to go to work. But we were ignorant of the magnitude of the difficulty involved. How to study is very different from how to teach, and even a broader question, I think. And we might as well e.xpect to train persons to teach merely by giving them occasional sugges- tions about teaching, as to expect to train them to study by giving occasional suggestions about study. Therefore, my main proposition for'improvement in study periods is that we begin to take the problem seriously, and go to work upon it. It involves more knowledge about how adults should study than is now easily attainable; it raises the question of the extent to which children can be expected to study; it favors radical reform in the conception of the class period — i. e., as a meeting time for the exchange and correction of ideas rather than as a time for reciting to a teacher; and it requires cultivation of initiative on the part of children to an extent that is now almost unknown. MEANS OF IMPROVING THE EFFICIENCY OF THE GRAM- MAR SCHOOL— ELIMINATIONS AND MODIFICA- TIONS IN THE COURSE OF STUDY MARTIM G. BRUMBAUGH, PROFESSOR OF PEDAGOGY, UNIVERSITY OF PENN- SYLVANIA, PHILADELPHIA, PA. The keynote of American public education is democracy. We proceed upon the theory that the school that is best is none too good for all. We have no special types of school for the different classes in the social order. Every child must pass thru the same educational evolution required of any child. Just how far the state should carry this system is as yet an unsettled question. That it should cover the periods of childhood and of youth is already assumed, and types of pul)lic schools, called primary and grammar and high schools, are everywhere accepted as part of the business of the state in education. These are evidences that this state support may yet include the college. Were it not for the fact that religion and private philanthropy have already entered upon SuperintenJence] IMPROVING EFFICIENCY OF GRAMMAR SCHOOL 109 this higher education, doubtless the state would long since have taken this also under its support and supervision. It may yet do so, just as it has supplanted the private secondary school in the great centers of population. No one questions the right of the state to provide an adequate system of education; for everywhere a complete system of elementary schools, in which is included that type of school called the grammar school, is now under state control and state support. Child-labor laws in almost all the great states of the Union prohibit the emplo^Tnent of children under thirteen or fourteen years of age. Com- pulsory educational laws require attendance at school to the same period. But this period rightly figures the period of elementary education. It is thus seen that the theory of the state is that every child must attend the grammar school. Beyond this the state does not as yet assume to dictate to the home what education the child must receive. It is significant, therefore, that the state expects and demands the pres- ence of every child in the grammar school. It also virtually announces that this same grammar school is the highest type of universal education imposed by law upon the child. All secondary and higher education is optional. Gram- mar-school education is compulsory. From the point of view of the state, then, it is fair to assume that the gram- mar school is unique, and, if for no other reason, should, perha])s under some more felicitous name, retain its integrity and individuality as such. More- over, certain considerations arise from its unique character as thus defined. In an illuminating address before this Association at its Atlanta meeting in 1904, Dr. Frank M. McMurry set up the criteria for testing the course of study in elementary and secondary schools. Before these standards he caused the detailed data of our curricula to pass. With wise discrimination he rejected the less worlhful and retained the more essential elements of the materials with which to build the real — called content or knowledge in educa- tion. This work was so well done that no restatement of that phase of our pn^blem is needed. Within the scope of that analysis fall the materials thai should be used in the grammar school. I shall, therefore accept that state- ment as a .satisfactory dictum relative to the materials of tlic grammar-school curriculum, and discuss only such additional means of improving tlu- efTi- ciency of the grammar school as seem significant. \ot all our ills are in the ciirri( ulum. Not all our reforms are to be achieved in recasting the cjuality or llie amount of material to be used in the educational process. The course of study is not the only field of struggle U|)on wliich to win pedagogic triumphs. lidutation is not alone a i)r()cess of informing the mind; it is a process of enriching the soul. It is more than fining the mind with useful facts, valual)le as this may be; it is the cultivation of all the powers of the soul, the ((iniplclc ((luipincnl of the individual for service. It thus includes, in addition to the informing of the mind, the form- ing of the mind. It has a culture aspect, as well as a knowledge as])ect, and no NATIONAL EDUCATIONAL ASSOCIATION [Louisville it is quite conceivable that the educational process may be so directed by the teacher as to produce a minimum of culture with a maximum of knowl- edge. The reverse is also true. But the better teaching is that which lays emphasis upon the cultural, not the informational aspect of the teaching. We cherish a fact as if it were a sacred thing. We neglect development of power as if it were an incidental thing. Even in the grammar school we are too much given to the worship of the things in the curriculum. We are intoxicated with the alluring wine of "education for practical Hfe." We are not educated by the mere possession of facts. When these facts are secured at the cost of the physical ill-health or mental enervation or moral bhght, we pay for the facts more than they are worth. There are thus three means of possible improvement in the efficiency of the grammar school: (i) increased concern for the physical well-being, (2) increased concern for the training of the powers of the mind ; (3) increased culture of the moral qualities of the soul. The physical well-being of the child in school is so important that it seems unnecessary to do more than refer to it. Good health is requisite to good living, to efficient service, and no school has the least justification for com- pelling a child to attend its sessions and providing no adequate care for his health. The culture of the mental powers is of vastly more significance than the meager scraps of knowledge too frequently forced unrelatedly into memory. The function of the grammar school is to create in the pupil an appetite for more knowledge, not to fill him with masses of preselected data which some self-satisfied official has ordained to be the pupil's meat and drink. True, indeed, these facts of the curriculum do have value both for what they are and for what they may occasion. But the practical judgment of the school community will always prevent these from losing their place in the processes of educating the masses. We deplore the great loss of pupils in the gram- mar grades. We regret that so few of all that should and could enter the secondary school really do so. Is not the reason in part due to the sated appetite and the quenched thirst produced by wrong nutrition in the element- ary school ? Of the need of the culture of the moral quaUties, the translation of clear thought into efficient and sufficient action is confessedly the greatest aim of the school. Since "conduct is three-fourths of Hfe," its achievement becomes the first office of the school. No school is efficient that fails to stimulate right conduct, set in the currents of the soul right habits, the issue of which is character. Not what one knows, but what one is, is the goal. To say it cannot be achieved is to confess the school a failure. To neglect its achieve- ment is treason to the child and to the state. I do not mean to imply that these great issues are wholly neglected in our schools. I know they are not. But I am constrained to say that they should have vastly more conscious attention; that, in short, they should be viewed by the teacher, not as matters to be attained incidentally, but consciously and deliberately, with the same Superintendence] /3/Pi?0T7iVG EFFICIENCY OF GFL-iMMAR SCHOOL iii care and concern that now is shown for the ordinary things of the course of study. Perhaps in no one way may these ends be so economically and so wisely attained as thru such a reorganization of our procedure as will secure to the child less facts in the curriculum, and a vastly wider identification and rela- tion of each new fact with all that has already found place in consciousness. Not more facts, but more relations for each fact, most surely promotes efficiency. This modification of the curriculum is everywhere needed. We should always distinguish between clear knowing, which sees the thing and not some other thing in its stead, and distinct knowing, which sees the thing in all its relations to other things in the mind. Thus we rise from teach- ing that is content with perception, to teaching that carries the act of percep- tion on to its fulfillment in the act of apperception. With a crowding of facts into consciousness there is left no time to relate these facts each to the other; and yet a perceived relation is usually a more essential element in learning than a perceived fact. A poor teacher may present facts to the mind ; only a good teacher knows the more delicate and essential art of building relations in the mind. Viewed, then, from its several aspects, the problem of efficiency seems to resolve itself into a problem of simplification. This simplification may be viewed from three aspects: (i) simplification by elimination; (2) sim- plification by enrichment of the materials of instruction; (3) simplification by enrichment of the teaching process. These three methods of simplification arc radically dilTerent. The first assumes that the materials of the curriculum in the grammar school are too great r^uantitatively to be mastered by the pupil. The second assumes that the amount is not too great, but that the materials are not wisely organized and that there is a consequent waste of effort, which may be corrected by a recasting of the data used in the grammar school. The third assumes that the materials of the curriculum, as to both cjuantity and quality, are not so much in need of reorganization as is the teacher of the grammar school. With the first of these Dr. McMurry has dealt adequately. With the second much is being done. There are yet other needed reforms. The attempt to secure a closer articulation between grammar school and secondary .school, by adding to the curriculum of the former some language clement or mathematical element, which was until lately held to be peculiarly and exclusively the materials of .secondary .schools, has done .some good. Wc have not yet learned the whole significance of this, especially in the s|)hcre of languages. E.xpcricnce has forced me to believe that pradically thru the grammar school two languages can be learned in tin- time given to one, and that each language will be more thtjroly ma^lered \)y reason of the other. Here at least one may predict gain of knowledge and of dist ij)line without iiu rease of effort Jjy the pupil. It may be well to ask whether a more vital articulation would not result if in some way we could overcome the great NATIONAL EDUCATIONAL ASSOCIATION fLouisviUe crisis in a child's life when he is jumped in a moment, in the twinkling of an eye, from instruction under one teacher in the grammar school to depart- mental teaching in the secondary school. And in overcoming this irrational procedure at the very age when the tension of compulsory attendance is removed, let us not forget that the welfare of the many in the grammar school is of more moment to the state than the welfare of the relative few in the secondary school. The third method of securing efficiency — by enrichment of the teaching process — is comparatively the most significant. In the last analysis, the teacher is the course of study. No mechanism can be devised that will in any adequate way compensate for the absence of a thoroly trained and widely informed teacher. And this teacher must be more than a scholar. He must understand the whole round of youth's activities, and enter heartily and sympathetically into all that the pupil rightfully should know, do, and be. He must be a superb teacher, whose presence and process alike challenge the pupil to his best efforts, and whose systematic training in the principles and methods of teaching dispose him to discipline as wxll as to inform the expanding powers of the soul. Such a teacher is the best enrichment the school may hope for, the best enrichment it can command. HOW CAN THE SUPERVISING INFLUENCE OF GRAMMAR- SCHOOL PRINCIPALS BE IMPROVED? LEWIS H. JONES, PRESIDENT OF STATE NORMAL COLLEGE, YPSILANTI, MICH. The statement of my theme implies the feasibility of the organization of the agencies employed in pubhc education into some unity of purpose, to the end that each of those agencies may have its individual efficiency increased, and that there may be a definite increase of the collective result. This possi- bihty of the improvement of the agencies at work in the school is based upon a fundamental fact in human nature — namely, that there are large classes of people engaged in every vocation, in every province of human effort, who have not the training which enables them to transmute into valuable experience the life-occurrences in the midst of which they move and work; so there must be some means taken to develop in these people that alertness of mind which makes them sensitive to their surroundings, which brings to the forefront of their consciousness their entire past history and achievement, their complete set of mental i)ossessions, so that these shall be the means of the interpretation of the circumstances in which they live and work. The entire situation is tyinfied to my mind by an occurrence that took place some yea'rs ago. I am the owner of a little farm in the neighborhood of Indiana- polis. In the early eighties, during two successive summers, I moved from Indianapolis to this farm, and drove back and forth to my teaching each Superintendence] SUPERVISIXG INFLUENCE OF SCHOOL PRINCIPALS 113 day. \Mien on the farm I assisted somewhat during evenings and Saturdays in the work, and specifically I helped in both years in the planting of potatoes. An aged patriarch, living on the farm just across the road, seeing the young city farmer at work, came and climbed on the top rail of my fence, and dis- covered that I was planting potatoes in the light of the moon. He proceeded to show that potatoes so planted, in the light of the moon, would grow into foliage, but would not produce tubers; while those planted in the dark of the moon would produce large tubers and little foliage. I went ahead, how- ever, and plantecl my potatoes in the light of tlic moon. I cultivated them carefully, and used paris green to save their ample foliage from the bugs. He planted his potatoes in the field just across the way in the dark of the moon; but he forgot to till them, and the bugs held riot on the few leaves that came above the ground. He did not even try to dig his potatoes, so poor was his crop; but when I had dug mine, I had more than I needed. I generously supplied his table with potatoes from my cellar. What surprised me was that the ne.xt spring, when the time came again to plant potatoes, that man, with the strength in him born from eating my potatoes which had been planted in the light of the moon, came across that same road, climbed that same fence, sat on the same top rail, and told me that same story; and said that during a long and useful life, devoted to piety, patriotism, and potatoes, he had never known his rule to fail. I give this as a sam])lc of failure to learn from experience. We as teachers live daily in the midst of a set of facts which might become the inspiration of our lives in our chosen work, and from which we might learn how to correct our errors. In many ca.ses, however, the efi"ect is to deaden us to all helpful influences, so that each year of so-called experience makes us poorer teachers than before. Sometimes, when a candidate files with me the statement that he has had ten or fifteen years of experience, I say: "How sad! It almost precludes the jwssibility that you can grow into a good teacher, because the probability is that you have hardened yourself into habits that cannot be broken." This whole theory of improving the teacher is basefl on our ability to get spiritual stimulus and professional helj) out of the ordinary occurrences of everyday life. The .solution of the f|uestion, "How can the supervising influence of the grammar-school principals be im])roved?" dcjjends upon three elements: the room-teacher, the building j)rincipal, and some super- vising power that shall lead these two forces into effective co-operation. Some means must be found whereby the principal and the room-teacher can be matle to co-operate in the direc tion of greater efl'u iency. It is the bu.sincss of the superintendent to [)roject the theory of this improvement and to a.ssi.st in carrying it into execution. The very first thing that the sviperintendent must do in this connc( tion i^ to lead the teac her himself or herself to desire to be a better teacher. .Mi lliose outside or external inducements — such as the offer of |)romotion, the iix rease of salary, the choice of [)osition — are each and all legitimate in their place. Fiut none of them can take the |)lace J NA TIONA L ED UCA TIONA L A SSOCIA TION [Louisville of a desire to increase one's efficiency. I believe that it is just as necessary to teach the teacher to ideahze the reals of her work as it is to ask her to attempt to realize the ideals of teaching. The greatest power that culture gives to a human being is the power to look an imperfect thing squarely in the face, and see with the mind's eye the perfect thing that should be in its place. Soon the interest of the teacher will center in the possibly perfect thing. The superintendent must begin by teaching the principals of the buildings how to deal with their teachers, and stimulate them to desire improvement in teaching for improve- ment's sake. The very first thought is that the principal and the teacher must work together in the schoolroom with the children. Of course, the principal should have an office for some phases of his work; but when he becomes chiefly an office-holder, his value as a supervisor is largely lost. The principal must go into the schoolroom, sharing responsibihties there, developing sympathies, measuring successes, detecting failures, and always eulogizing the best things found, criticising adversely as seldom as may be. The superintendent himself should often go with the principal, in this way criticising the work of the room. In this way must be developed a profes- sional comradeship, for the improving of the efficiency of the schools thru the improving of the efficiency of the teacher; and this comradeship will grow eventually into a feeling of perfect confidence and sympathy, until, w'hen principal and teacher meet to talk over the experiences of the day, there will be absolute freedom. It is impossible to develop the highest efficiency in a teaching force by cynical criticism. It must be done by stimulating the highest powers. There must be all the time developing in the mind of each teacher a growing ideal of what efficiency consists in, and all else must be subordinate to a desire for growth. The essence of the whole matter is developed in this comradeship in effort. A principal of a school building who cannot share the teaching work of the day with the room-teacher ought to fit himself for such supervision by practical teaching. Instead of having charge of some special subject or special grade, the principal should put himself into sympathy with all the teachers ; until at last he shall be considered as a helper — one to whom the teacher can go for comfort in her struggles and help in her difficulties. Soon there will come a sense of growth, and that greatest reward that the teacher can have — namely, the feeling that all the agencies are work- ing in harmony toward the increasing of the efficiency of all, and that all are working in harmony with the great Creator in the redemption of the world. DISCUSSION C. M. Jordan, superintendent of schools, Minneapolis, Minn. — I have been asked to speak particularly of the seventh and eighth grades, and I feci impelled to say that, in my judgment, neither paper has touched the vital point as to improving the efficiency of these grades. The papers have gone upon the assumption, altho it has not been boldly Stated, that the purpose of the grammar school is to fit pupils for the high school. I con- Superintendence] SUPERVISING INFLUENCE OF SCHOOL PRINCIPALS 1 15 tend that this is only part of its purpose, and the smallest part, and that its n-al purpose is to fit the pupil for life. It is a fact without question that a large percentage of the boys and girls in the high schools of this country are not getting enough out of the high-school course to pay for the time and money which it is costing them and their parents. The first thing to do, then, is to fit the seventh and eighth grades to the demands of those pupils, as well as to the demands of those who will go forward into the high school. I feel that it is our duty, in these higher grades, to make the pupils acquainted, as far as possible, with the demands of life. I would say to the boy of these grades: "You may go to school in the morning and study the regular subjects of the curriculum; and at two o'clock in the afternoon you may return, and we will give you a thoro course in manual training." The reply at once is that such a course would not fit a boy properly for the high school. My answer would be to make the kind of a high school that such a boy will fit. I do not understand that boys are made for the high schools, but that the high schools are made for the boys. I often ask myself if it is not possible that the more system we have, the less true education we are giving the children. I am not extremely particular about the course of study. There is not a man within the sound of my voice who has a course of study in his schools which he would select for his own children to follow. What I want is what Dr. Brumbaugh demanded. I want the teacher. Especially for the seventh- and eighth-grade teacher I would rather have the reformed sinner than the plaster-of-Paris saint. I want a woman who knows something of fife; who knows something of boys and girls; who knows the conditions into which they arc going; and who knows the temptations against which they should be warned. I care little whether the teacher is a man or a woman. The question of sex does not trouble me in this par- ticular. But I want the teacher. And when I have the right teacher, I want her to stay with the boys and girls long enough so that she can impress upon them her personality. I have often thought that it would be a wise plan to arrange a system of rotation for teachers — a system by which the first grade teacher could retain her pupils for two years, and then put them into the hands of another teacher who would retain them for two years, and so on thru the grammar-school course. Under the present arrangement, in most graded schools, the teacher is with the children so short a time that she hardly makes their acquaintance. The objection to this is at once suggested by the question: "Sup- po.se you were to have a poor teacher?" The answer to that objection is obvious. How long would the people tolerate a poor teacher, if they understood that she was to remain with the children for two years ? Many teachers are retained in the public schools today whose equipment and success are not what they should be, because of the dilliculty of dismissing them, and because the parents feel that the children will not suffer materially Vjy bsolutely necessary attributes of a supervisor in his relations to the 8up<-rintendent are unqualified loyally and candid frankness. There slujuld Ix- no hesi- tancy to exi)ress a conviction regarding the policy in vogue. He should at all times set before the superintendent his plans and methods of instruc lion, so that all instruction given or changes in plan may go to the tea( hing (orps, first having iiceive' method of teaching and every problem of discipline. Many of my own pet theories have been exploded during such conferences. The supervisor needs to carry into every class-room : one measure of ability to put himself in the teacher's place and stand the fire of inspection; two measures of the saving sense of humor; three measures of appreciation for the effort put forth; four of timely suggestion; and five of stimulating words of encouragement and commendation. If to these you add a very large measure of tact and sympathy, the prescription left will prove a never-failing remedy for all errors, and sunshine will come into the life of many an overburdened teacher thereby. As year after year he goes the round of the city, visiting classes and counseling with teachers and principals, he comes to have a bird's-eye view of the whole. He knows and has advised with the teachers who are taking special courses, because they are ambi- tious to succeed and desire promotion. He knows those of marked and exceptional ability, who possess the keenest and most sympathetic grasp of the fundamental prin- ciples as laid down by the policy of the system, and hence may be ready for promotion as critics or model teachers in the city training-school, or for promotion to a principal- ship. When modifications are necessary in the course of study for the best development of the children of a given community it is the supervisor who can touch the vital point. Why ? Because he has watched the development of the work with the children, and has counseled with the teachers regarding the practicability of the method used. He sees where, if certain transfers were effected, the work would be strengthened. He knows and can point to the overcrowded cla.ss-rooms, where teachers arc struggling to meet the demands of the work as laid down by the authorities. He can point out where the strong and skillful work may be found; where the specific defects of the incompetent arc. He finds the young teacher who is fresh from the normal school, who is struggling with a class of irrepressible youngsters, in a new world under new conditions; helpless, but not hopeless. He detects crying evils which exist in certain buildings by the mass of belated pupils, and counsels with the superintendent that these evils may be rectified at once. Conditions of all sorts and kinds which need to be modified come to his atten- tion; even to pleas for more cuplx)ard room, new blacklwards, new window-shades, etc. Complaints arising from the exactions of the sp<-cial sui»ervisors, which are making grievous inroads U{)on time, strength." and energy, n-ach his ears. Here his work is most effective, in that he is able to assist in organizing the work of the special .supervisors so as to unify the whole. From the [Kjint of view of a well-roumled scheme of educ ation he is able to jKjint out most definitely whire drawing, manual training, and domestic NATIONAL EDUCATIONAL ASSOCIATION [Louis%Tlle arts may be co-ordinated with the other subjects of the school curriculum. This uni- fying process can be accomplished only where the super^-isor has gained the confidence of the special teachers thru helpful suggestions, candid criticism, and frequent confer- ences which will help them to see the system as a unified whole. With this general view of the situation, seeing and realizing the needs, the super- visor brings to the superintendent invaluable assistance. The hour for the discussion of these problems from the field, of ways and means for bettering conditions, proves of mutual benefit to all when brought out thru the superintendent's round table of assistants or co-workers. Teachers' meetings hold an important position in harmonizing and unifying the work of a city system. Just how to conduct and make these meetings most effective is often a problem not easy to solve, especially when there are a nvmiber of special super- visors, each eager to develop his own subject to the highest point. If I may be pardoned a personal reference, I ^\'ill outline a system used in my own city that has proved exceedingly valuable. In accordance with the provisions of the state law which allows to each teacher five days of institute work during the school year, there has been developed a system of grade institutes. The institute is held on Friday of each week, vdxh. morning and afternoon sessions, the pupils of the particular grade being dismissed for the day. VCe have held each year for the past five years an average of over thirty institutes, thus bringing together the teachers of each grade at least three times during the year. Teachers' meetings after school should be reduced to the minimum. In thus devoting three days of regular school time to the institute, the number of grade meetings that would have otherwise been essential has materially been reduced. The coming-together of the teachers of any grade for the day, when they are fresh and rested, develops a spirit of interest, open-mindedness, sympathy, co-operation, and sociability on the part of all, which cannot be obtained at a grade meeting after the fatigue of a day's work. The aim in all these institutes has been to bring to the teachers good cheer thru helpful sugges- tion and inspiration. In the beginning illustrative lessons were taught in all grades by the general super visor. Ways and means for the development of the course of study for the particular grade have been considered and discussed, an effort always bemg made to meet the needs of the teachers of the children of all locaHties. In many instances suggestive outUnes for the illumination of a subject have been given, these outlines often coming from the teachers themselves. Specimens of class work of all kinds from various schools are always displayed for study, suggestion, and comparison. The special supervisors are in attend- ance for the entire day and here outhne their work. The teachers themselves have come to contribute largely to the success of these institutes by the skillful conducting of class exercises. This feature of the work has been full of suggestion and inspiration. We have had from time to time class exercises in all of the branches of the school curriculum, and have aimed to make the conditions surrounding such exercises as nearly those of the schoolroom as possible. To the superintendent and the supervisor possibly the most gratif}dng results from these institutes were shown in the last series held, when each teacher was asked to bring a hmited number of specimens of her class work in all subjects — these to represent the best, medium, and poorest in each group — and to place them on the wall for study. Subjects were assigned to each grade for a free and open discussion. The aim and purpose of the leader of these conferences, whether superintendent or supervisor, was to bring out the best from each individual; to mold all diverse opinions into a harmonious whole; in short, to arrive at the truth by comparison of views and suggestions from one another. In every instance the discussion extended beyond the allotted time, and was full of valuable suggestion, both for teachers and supervisors. Superintendence] CITY SUPERINTENDENTS OF LARGER CITIES 121 Through these institute conferences \ve have come to know our teachers more inti- mately. We discover often that someone who is retiring in disposition, and whom we have not considered especially strong, is, when once brought out, a teacher of exceptional ability. I believe that meetings, the character of which I have described, whether held all day, a half-day, or after school hours, will secure the confidence of teachers, and will aid the supervisor to impress himself upon them, not as a dictator, but as a counselor, guide, and friend, working with them in full accord and for a common end. In meetings, of whatever character, the supervisor should make clear his ideals, views, and aspirations, and %nth such a spirit of frank opcn-mindedness as to impart enthusiasm to his teachers. The work cannot rise much above the level of the supervisor, and its progress may be fairly measured by the character, energy, skill, and personal attainments which he possesses, and the zeal with which the teachers co-operate with him. The head and heart and soul of the supervisor must be great enough to check when necessary, to direct definitely, to encourage on every possible occasion, to stimulate to the highest ideals, and in all things to prove himself worthy of being a leader. THE INFLUENCE OF THE CITY NORMAL SCHOOL OR TRAINING- SCHOOL ELLA FL.\GG YOUNG, PRINCIP.\L OF CHICAGO NORXL\L SCHOOL, CHICAGO, ILL. The problem, stated definitely in its bearing on the di%-ision of the forces mentioned in the topic, is sometlung hke this: The city normal school should be a recognized power in the system of which it is a part; and if it does not command the respect and co-operation of the high-school faculties, and of all the elementary-school principals and teachers, why ? Graduation from a city normal school; service at the head of a practice school, and in the academic department of a normal school ; and membership in a state board of education whose interest hes primarily in the state normal university, make it possible for me to discu.ss the weakness of the normal school without creating the suspicion of hos- tility to that school which, notwithstanding its weakness, represents the best efforts making for the advancement of the elcmcntarj- schools. Some day the high school will be included in those to be aided by the normal school. The function of the normal school, whether exercised within the limits of a state or of a city, would be generalized in the same terms: It is to maintian a high standard of life in the school system. The normal school fails of its purpose if it does not nourish the entire school system, making the reality of life more definitive and the charm more genuine. There are two groups of persons whom the normal school aims to influence direi tly: those preparing to teach, and those engaged in teaching. Difference in the extent of territory of whii h the training-schw)! or coIKge is the center does not affect the generalization of the fun( tion of a state or a city normal school. In questions of detail, however, there are modifications, arising because of the close proxim- ity of the schools with which the city normal is identified; modifications that arc not apparent in the state s< hool. The rapid increa.se in the memlx-rship of the lowest primar)'- grades, especially in the crowded districts peopled with immigrants from the continent of Europe, made it evident to city sup<-rintendents at an early date that cheap service r|ui(kly prepared was eminc ntly d( sirable. Because of the emphasis thrown on the desirability of < heap iaU>r, the < ity normal s< hl wjus founded on that practice whit h, under the peculiar title of "segngalion," h.us Ixin exploited in the Mis-sissijjpi Valley in very ncml lime, as new and exjjcrimental. 122 NATIONAL EDUCATIONAL ASSOCIATION [Louisville Young women, and young women only, were admitted to classes preparing to teach in city schools. As a result of this plan, the city normal schools have always been given over to young women students, who are valued very largely as prospective teachers in the most poorly paid part of the service, altho superintendents of schools and principals of normal schools are loath to state the matter so baldly. Yet such is the condition, and because of it the quahty of the work has been materially lowered. To plan a course of study that shall ostensibly fit students to instruct in any grade of the elementary school, and then to administer it with the consciousness that an over- whelming majority of the class will be fitted to teach in the first two or three grades only, must influence the genuineness of the instruction. In course of time some of the grad- uates arc transferred to the higher grades; but so insincere has been their preparation for advanced teaching that they influence almost not at all the scholarship or method of the upper grades by means of the theory and practice of the normal school. They repro- duce very largely the methods and point of view of the teachers who taught them when they were pupils in the upper grades of the elementary school, and so it comes about that the normal school is not felt to any appreciable extent thruout the entire city school system. Efforts made in recent years to draw young men into the city normal school have not had a marked effect on the situation. Of course, the same conditions, commercial and professional, have been operative thruout the country, have been effective in the large cities; but the taint of "segregation" is on the city training-school for teachers. The standard of admission has been raised thru the efforts of progressive superin- tendents. This has not affected the personnel of the student body, altho it has increased the average scholarship. Much of the woik attempted in the upper grammar and high- school grades bears evidence of haste and superficiality. The high school meets the evidence with the assertion that its best graduates rarely enter a normal school. This is a foolish subterfuge. The high-school student carries too many subjects. - Every city normal school has manv students who are endowed with fine minds and have strong characters. The difficulty there is in the failure of the school to develop talents. The old, narrow plan is still in force for students who are not fitting to take a speciahst's diploma. Those who are intending to enter the grade- or class-rooms as teachers are not given opportunity to develop their powers as in colleges and polytechnic schools. The all-around fallacy still has sway in one school beyond the high school — the normal school. The lack of initiative in original work is generally admitted to be a weakness common to city normal-school graduates. Why not develop the strength of the student body? In turning to the second group, we find that the state training-school for teachers has always had a large clientele of experienced teachers, who take vacations from teach- ing in order that they may return to complete a course of study begun years before. This explains the early appreciation of the whole situation by the state school, before the city school realized that it should stand in direct relation to teachers in active service. Today, however, the conception of a city normal school is not limited to an activity that influences the school system thru the young teachers only; it is expanded to a form and quah'ty of life that pervade the whole teaching corps, energizing the system thru its many members. But the members forming the group of experienced teachers do not present the same conditions to the faculty which desires to influence them. There are those who eariy in their professional career abandoned all efforts in Hues of advanced study. Often this was the result of assignment to a school not enveloped in an atmosphere of invigor- ating work; to a school whose principal was not a leader. But, in the large cities, the number lost to all interest in higher pursuits is less than the number endeavoring to keep up some line of advancement. It is a revelation to many a stay-at-home bookworm to hear the descriptions of travel, the discus.sions of art or music, the accounts of club Superintendence] CITY SUFERIXTEN DENTS OF LARGER CITIES 123 work, entertainingly given by city teachers. It goes without saying that the hirge cities, with their restless, seething thousands of human beings, develop an elasticity of mind and a poise of judgment in teachers that make discriminating and appreciative workers of a large part of the second group which the faculty of the city normal school aims to influence directly. The means of approach to this ser\-icc are thru instruction in the principles, history, and practice of education; thru instruction in advanced academic subjects; thru lab- oratory work in the method of the arts and the sciences. This instruction and work, to be valuable, must keep active in the consciousness of the students and the teaching body, not only those knowledges which are the conservators of the best which the race has done, but also those forces which purposely develop the originality of the individual. It is a dehcate task to discuss the method of instruction in the normal school. With a few conspicuous exceptions, instruction in the various topics under education might be described as philosophizing in the shallows. As a rule, educational psjxhology and the philo'iophy of education are presented before the students have a basis in psychology and philosophy from which to develop the applications; before they have even a little e.^pericnce in that sort of thinking. Educational psycholog)', which is the application of psychology to teaching, is taught before the students have acquired the power to analyze their own consciousness. The history of education is discussed from a philosophical standpoint before the students have a bo\\-ing acquaintance with a single system of philosophy. A few words and phrases are associated with the names of Plato, Aristotle, Kant, and Hegel, and used as satis- fying substitutes for great theories of life. The application of psychologic terms before the principles for which they stand have been thought out, and the phrasing of philo- sophic truths before the generalizations which they represent have been grasped, give a fictitious command of a technical vocabulary, develop a language technique, which mis- leads the student, who acquires facility in juggling with the strange tcmiinolog}'. The result of this method is apparent. On every hand complaint is made that normal- school graduates are too vague and indefinite in their educational comprehension of problems in a strange environment; that they do not get close to the actual conditions in the problems of the schoolroom, and in those arising out of the social relations of the childr .n. Experienced teachers often discover in this kind of teaching a new way on the part of the instructor of stating a merely personal opinion that differs from their own. Observers sometimes say that they can see no difference between the methods of teachers who have studied psychology and those who have not. Both the discovery and the observation may be due to the inability of the listeners and the observers to understand all that is before them; or contrariwise, they may be correct. There is a study of psychology that develops power in observing and interpnling mental activity, but it does not begin with the enunciation of the applications. Tlure are truths about life that are intelligible to all students and teachers, but they should not be conveyed in the peculiar terminology of an unfamiliar school of philosophy. Under such conditions their meaning is hidden. It is not only permissible that they be incor- porated in the talks and lectures on education and life; it is obligatory upon the teacher of the theory of education to bring great truths into the petlagogic consciousness; but they should Ije clothed in choice Ivnglish undefiled. Becaase of the limited range of subject-matter presented to students preparing to teach, the instruction in academic suljjccts is devoted to gentle assumptions as to the manner in which the pedagogical child would approach a given bit of subject-matter. Too few have an understanding of scientific method in teaching. Every graduate of a normal school should acquire the jxjwer to feel the method of mind in the subji-ct studied; should recognize her own mental activity in getting at the secret of the subject-matter which cmlx>die3 the exi>crience of the race and is intirj)nted by her own ex|KTiencj-. 124 NATIONAL EDUCATIONAL ASSOCIATION [Louisville Attempts to do the interpreting for children not present, and to decide how to teach that whose method is a mystery to the class, wearies the best minds, dulls the faithful who do not know that they don't know, and graduates many an incompetent one into the teaching corps. The idea that a teacher learns in a different way from that in which other people learn is pernicious. The teacher acquires knowledge as other human beings acquire it; and then goes on to organize the material so that he may set a problem, or make plain the conditions of a problem, for the pupils. The deepest convictions of the normal school should be a belief in the subtlety and effectiveness of thought, and a belief in development thru the achievement of the indi vidual. With these convictions incarnate in its workings, the city normal school will command the respect and co-operation of the elementary and the high school. Thru its young graduates it will give added vigor and fulness of life to the system. By means of its work in classes of experienced teachers it will break up the tendency to ossification in the system. Everywhere the evolution of the pubHc school system as an organic part of the life of the city has been singularly uneven and inadequate. The city normal school should function more positively in supplying the system with the means of life, not the means of repetition merely; it should anticipate a progress that proceeds spontaneously and constructively toward an end which is within the activity of the school itself. B. ROUND TABLE OF SUPERINTENDENTS OF SMALLER CITIES TOPIC— THE LOCAL TRAINING-SCHOOL AS AN AGENCY FOR THE PREPARATION OF TEACHERS WILBUR F. GORDY, SUPERINTENDENT OF SCHOOLS, SPRINGFIELD In discussing this subject it is well to bear in mind that the point of view will greatly depend upon the conditions under which the superintendent finds that he must work. In Springfield, for instance, it is easy to reach many towns and cities in a densely popu- lated state like Massachusetts. But in other places, where the population is not so dense, of course the difficulties of securing teachers are much greater. There are manifest advantages in having a local training-school as an agency for the preparation of teachers. Such a school oS^ers an opportunity for specific training in response to local needs and ideals, it insures a plentiful supply of teachers to meet every emergency, and in some cities and under existing conditions it enables the school authoi ities to maintain a higher standard of teaching efficiency. But there are disadvantages. In the first place, small cities are not likely to spend enough money upon a local training-school to give the broad, thoro training which the present complex educational situation demands. The taxpayers are not willing to vote a sufficient sum of money to train teachers in a broad way. State normal schools can get large enough appropriations to do the work as broadly as the importance of the training demands, and state institutions will, therefore, better serve the interests of the teaching profession than the local training-school is hkcly to do. Never before have the schools so greatly needed teachers of accurate scholarship, pedagogical insight, and teaching skill. We often speak of an enriched and broadened course of study, but it is well to keep constantly before us the important fact that there arc in reality two courses of study; one of these is that outlined and existing on paper, and the other is the one which is actually carried out in the everyday work of the schools. After all, the course of study will be no broader than the teacher's power of interpretation. If the teacher is Superintendence] SUPERIXTEXDENTS OF SMALLER CITIES 125 narrow, the course of study wnll be narrow in its operation, no matter how broad it mav be as outlined by pedagogical experts. There is not so much lack of ingenuity in the use of devices and methods as in the ability on the part of the teacher to select those ped- agogical facts that best illustrate the vital forces and truths which should be taught. It has often been said, but it needs to be repeated, that quality rather than quantity should be the key-word in the schoolroom. One reason why the curriculum is so over crowded is because, thru a lack of perspective, the selective principle is not properly applied. Therefore we need a larger number of well-equipped normal schools under the control of the state. But not only will the state normal school be likely to do a broader work than the local training-school, it will also be much freer from the baneful influence of local politics. Many a local training-school is an open door to inefficiency, and furnishes the petty poli- tician an opportunity for putting into practice his pet theory of doing the thing that bene- fits the community. ^Vhat he really does is to benefit a class at the expense of the entire community. The interest of the community is served by getting the most efficient teachers possible, wherever they may be secured, and the politician would benefit the class by selecting from that class people to do the work of the schools, whether they do it effi- ciently or inefficiently. If there is a local training-school, the pressure of local politics is likely to be so strong that a very large percentage of local people who wish to teach will be admitted to the school, and will be allowed to remain until they graduate, and then secure positions, irrespective of their ability to do the highest grade of work. This condition of afi'airs is true in many cities in various parts of the United States today. The local training-school is easily accessible to the people who are not by nature fitted to become teachers, and who would not go to the expense and trouble of attending a normal school that is not within easy reach. Many such people had better go into other occupa- tions, and are likely to go into other occupations if a local training-school is not near at hand. The result is that the selections are made without any reference whatever to the ability of the teacher to do the work. The selection is made on the basis of favoring those people who desire to get something to do; therefore a small class in the community gets the advantage, while the community at large suffers. Higher professional standards must be insisted upon before the American people can get the best returns for the money they are investing in education. We need scholarship and professional training; but, most of all, we need virihty and vitality of a high order behind the teacher's desk. Let us as professional educators make a courageous stand for these things, and we shall find public sentiment rallying to our support. DISCUSSION Superintendent J. M. Greenwood, of Kansas City, Mo., said that he had not recommended training-schools and did not have for them the highest admiration. He entered upon a very critical analysis of the qualifications of good teachers. Superintendent J. N. Study, of Fort Wayne, In heart-sore because of precedency; sometimes it will be the lists, where he who will may shiver a lanre; sometimes, a forum for the full and formal di.scussion of educational creeds and doctrines; sometimes, a field of tactical review and maneuver; at other times, and oftenest, it will \h: the olive grove of Academus where all, superintendent and prin( ijials and teachers, go to school together. However, this ought not to be the place, in spite of my figun-, where things academic are learned. Not infrequently superintendents, either from a sprit of mistaken altruism, or hecau.sc they are unable to rondurt a Iwtter kind of teachers' meeting, form clas.srs for the review of common brant hes to enable th' that the farmer's children be educated in harmony with these many improvements? Is it not necessary to his future standing financially and socially to keep up with modern advancement at school as well as at home ? Cause of low salaries. — It should not be forgotten that tlie salary the teacher receives represents the community's estimate of the value of the school to the community. The people exalt material things and depreciate the spiritual things. They generally use good judgment in their business transactions; they want the best lawyer to look after their business interests; they choose the best physician for their families; but, somehow, they continue in the notion that anybody can teach school. But it is fair to say that lack of prep;iration on the part of the teacher is partly responsible for the estimate the public places upon his work. Just as soon as the people learn the ditlerencc between good and poor teaching, and just as soon as they learn that a good school, as well as scien- tific farming, pays, then will they demand good teachers regardless of the cost. Again, the proper relation does not always exist between teacher and patron. The teacher does not know the people, and hence is not the power he should be in the commu- nity. For this condition the teacher is responsible. Sometimes he does not even live in the community, and of course can take no interest in it. Sometimes, when he does live in the community, he acts as if he were merely a transient sojourner, and does not enter into its Hfc. Sometimes he is pedantic, narrow, and not well enough informed to be socially agreeable. He docs not consult with the leading men and women with regard to the needs of the community. He docs not invite the patrons to his school and confer with them in regard to his work and that of their children. On the other hand, the patron is responsible, too. He is not informed on schools and is not interested. He does not cultivate the acquaintance of the teacher. Sometimes he stands in awe of the teacher's superior learning, and there is a kind of a restraint Hke that which sometimes exists between pastor and church member. He thinks the teacher doesn't know any- thing but books anyhow, and that he is incapable of unbending. The fact is that, if patron and teacher would only take the trouble to get acquainted, each would be sur- prised to find what a good fellow the other is, and that humanity is pretty much the same the world over. Lack oj revenue. — It is often said that salaries of teachers are as high as the revenues will permit. But why are the revenues so limited ? The answer is that men arc not convinced of the large merits of education — they do not see that it pays. As soon as they understand that it will pay large returns, they will be willing to tax themselves for good schools All men should pay school ta.xes willingly. The man with children, that his children may be educated; the man with no children, that the children of his poorer neighbor Inay be educated, his property protected, and peace preserved. The man of wealth often does not seem to appreciate the close relation existing between free- dom and free schools; between the safety of his property and education. He does not see that the more school tax he pays, the less he will Ix- taxed for prisons, courts, poor- houses, and tramps, to say nothing of graft. The demands of the twentieth century are large. — Our schools must really educalr tin- children — teach them to do things, and to do thtm well and skillfully. Mnii)lish things in life is worw than worthless. The si iuM>l mu.st Ix: brought closer to the home, to industry, to out-«f-doralion»," .-iIkjvc. ' In Imliana wc liavc 16,495 Icachcrn, whcrraji«on the lioniit of ^o \t\\\A\* lo llir tcn> litr. wr nrnl only 13,750, tomritiitiK likr 3,ooj traclum niorr llimi nrtcim.iry. Tlirrc ihousnixi Iciuhrrs. nl avrriutc annual salary of $.172. l to aalnry of llic 1.1,750 nc«rMary. wouM rainc avrr.T«c annual talary from $.472 lo $575, or an inrrra»c of $103 for rath trai lirr. NATIONAL EDUCATIONAL ASSOCIATION [Louisville people should be held there. The school hall should be the public hall for township meetings of the people, and there everything pertaining to the pubUc welfare should be considered. It should have a small farm, equipped for scientific elementary nature study or agriculture. It should have manual-training departments for boys and girls. It should be in session at least eight months in the year. Finally, it should have for teachers the best-prepared men and women, who have chosen teaching as their life-work, who shall live in the community, and who shall be paid respectable salaries. Such a system would reduce the number of teachers and encourage better preparation. CONSOLIDATION OF SCHOOLS IN INDIANA In the matter of consoHdation substantial progress has been made. The following statistics recently collected will show the actual status of this problem better than any discussion : The Small School 1. Number of schools with 5 pupils or fewer 49 2. Number of schools between 5 and 10 pupils 286 3. Number of schools between 10 and 15 pupils 1,090 4. Number of schools between 15 and 20 pupils Ij932 Consolidation 1. Number of schools abandoned 699 2. Number of consolidated schools 280 3. Number of wagons used in transporting children 484 4. Number of children transported 8,312 5. Cost of transportation per day $824.85 6. Average cost of wagons per day $1 . 70 7. Number of townships in which roads are suitable for transportation. . . , 659 8. After a fair trial, are the people in favor of transportations. Forty-three counties answer "Yes;" nine counties answer "No;" forty counties answer, "Not sufficiently tried to determine." THE NEXT STEPS IN EFFORT TO SECURE BETTER SALARIES In these days of great prosperity, living expenses are perceptibly higher than they were in less prosperous times. Under such conditions many of our best teachers leave the profession. Something must be done to attract the best men and women to teaching, and make it worth while for them to undertake it as their life-work. All are agreed that something must be done, but it is difficult to name the next most important steps. In my judgment they are as follows: The people must be aroused. — First, the public must be awakened to an appreciation of good teaching. The people are always willing to pay for good school advantages. The one thing that most parents are striving for is the happiness and welfare of their children, and there is no sacrifice they will not make for this purpose. Looked at from this point of view, the welfare of teachers lies ahnost wholly in their own hands. Better preparation, more professional zeal, larger interest in the children, closer study of the needs of the community, will bring immediate returns and a large promise for the future. More adequate facilities for training teachers. — Second, the state must raise its standard to make large requirements in scholarship and professional training on the part of teachers. The standard must be raised to eliminate those who are poorly prepared and those who are "makeshifts" in the caUing. When the supply is less than the demand, sufficient funds will be provided to induce the best young men and women to prepare for the work. This can be brought about very easily. The school authorities can set a date for better conditions, and everybody wiU work toward their accomplishment. Suppose it should be agreed that after September, 1911, no teacher will be employed who does not have certain qualifications; there would be five years and more for prepa- ration. I do not know just what the qualifications ought to be, but surely something like this: (1) Teachers in the rural schools, and in the grades of towns and cities, should Superintendence] STATE AND COUXTY SUPERINTENDENTS 139 have scholarship equivalent to that of a graduate of a commissioned high school with one or two years of professional training. (2) Teachers in high schools should have a scholarship equivalent to that of a college graduate with one year of professional train- ing- (3) These would certainly require more adequate facilities for training teachers. These might easily be provided in a system of training-schools over the state which would sustain short courses, graduation from which would entitle to teach in the district and grades three or four years without examination. Then those who remain in the pro- fession might be required to pursue their work in the central graduate school. Such a system of preparation would certainly raise the standard of teaching and do much toward making the calling the profession it ought to be. A commission appointed by the governor. — Third, the whole question needs the care- ful study of experienced educators. At our last state teachers' association the writer suggested that a strong forward movement can be best determined by a commission, composed of our best students of the problem, to be appointed by the governor. By unanimous vote the association requested the appointment of such a commission. The teachers must organize. — Fourth, finally, there should be a perfect organiza- tion of the teachers themselves to aid in bringing the recommendations of this commis- sion before the next general assembly. This organization should be undertaken by the state teachers' association, which should appoint and pay some competent man to take charge of the work. This chief should call to his aid a number of men and women, who shall constitute the state advisory board. This board might be composed of one person from each congressional district. This member from the congressional district should in turn have a board made up of members chosen from the counties in the district, one from each county. The members of the congressional district board should in turn be the head of a county board made up of members chosen from each township in the county. Then each township should have an organization of the teachers of the districts. With such an organization the teachers could make an intelligent, aggressive, educational cam- paign, and could secure recognition at the hands of the legislature. Can we afford to pay larger salaries? — Here are some actual figures of American expenditures: Annual national government expenditures S 600,000,000 All other government expenditures 2,000,000,000 .Annual national pensions to old soldiers 145,000,000 .\nnuai drink expenditures 1,450,000,000 .Annual expenditures for beer alone 700,000,000 .•\nnual expenditures for tobacco 750,000,000 .Annual expenditures for education 275,000.000 The annual per capita expenditure for alcohol and tobacco is $29, and for all forms of education $3. 50. Our national wealth anfl annual bu.siness are each rated at nearly one hundred billion dollars. We do not begin to compn-hend our stupendous resources. We simply do not know what fjossibilities are within our reach. The outlook encouraging. — With all our difliculliis, we are making i)n)gress. The outlrxjk w;is never more hoprful. The calling was never more respected. The pi-ople never showed a more willing spirit towarfi educational work. They were never more willing to pay teachers respectable salaries. And teachers have never realized inori- fully than they do now that something depends ujKjn them. Patrons and teachers are awake to the imfKjrtance of the problem, and both sides have determined on Iktler things. No more splendid army ever marched to victory than the nnghty army of .s( luwd- tearhers who have their faces sf ljffic(T has r(f|U(Ster| me to "pre.scnl some rural schls modern and sani- 142 NATIONAL EDUCATIONAL ASSOCIATION [Louisville tary, I would say that the writer has had always in mind such schools as may furnish to the growing and coming generations a more pleasing picture than "the little red school- house" brings before the retrospective vision of the older generations. It is only to the narrow mind of a Gradgrind that the beautiful and the useful are incompatible. The school site should be selected with as much regard to its natural surroundings and its scenic possibilities as the hmitations of district distances will admit. Those in- trusted with the choosing of it should see that it affords ample scope for playgrounds deserving of the name. The school should not, for penny-wise economy, be relegated to some lonely, isolated spot that makes drainage impracticable and miniature farming and landscape gardening a chimera. It should fitly crown some elevation near main traveled roads — a beacon light of prosperity and culture to the wayfarer, an abiding joy and pride to its district, the real ethical schoolhouse. The structure itself should be an expression, in stone or brick or wood, of the best in modern architectural thought. It is not necessary that it be costly, but it should be true in proportion, graceful in line, harmonious and restful in coloring, simple and dignified— architecture humanized; a building that is at once an invitation, an inspiration, and a fadeless memory, free from obtrusive gaudi- ness, rich in essentials. In igoi the National Educational Association declared itself as follows: We believe that the standards for school architecture, including the proper seating, heating, lighting, ventilation, and ornamentation of school buildings, should be as definite as the standards for teaching. The law should fix the dimensions and all other require- ments for school buildings, as well as the size and character of the school grounds. On p. 54 of the Virginia School Laws (edition of i892)we find that "no pubhc school shall be allowed in any building which is not in such a condition, and provided with such conveniences, as are required by a due regard to decency and health," and that it shall be the duty of the county superintendent to condemn unfit schoolhouses. Legisla- tion should be enacted giving independent central authority, under safe restrictions, power to condemn unsuitable buildings and sites. Massachusetts, New York, and Pennsylvania, have reaUzed the importance of more adequate ventilation of public buildings than now exists, and have passed laws, calling for the proper heating and ventilation of public-school buildings. Massachusetts has a state inspector to whom drawings may be submitted with a view to determining whether or not the plans meet the requirements of law and can be approved; while par. 6, art. 4, p. 556, Vol. II, Laws 0} New York (1894) reads as follows: No schoolhouse shall be built in any union free school district until the plans for the ventilation, heating, and lighting of such schoolhouse shall be approved in writing by the school commissioners or commissioner of the district in which said schoolhouse is to be built. Many states have laws adequately protecting the inmates of almshouses, jails, prisons, and other charitable and penal institutions, providing them vrith fresh air, and other means for comfort and the preservation of health. Too often the poorest, most unsightly, and worst-adapted building in a whole neighborhood is the schoolhouse, frequently insanitary and endangering the health of the pupils, who can do their best work only in the most health- ful and comfortable environment. No wonder that country children seek the city with its attractive school surroundings! The time has come when educators should have the courage to make themselves heard in behalf of our school children, that at least the same protection be afforded them as is thrown about our paupers and criminals. Not only should the central authority have power to condemn unsuitable buildings and sites, but, when buildings are to be constructed, the plans should be subject to its approval. This docs not necessarily mean added cost for construction; but experience has shown that many of those who plan school buildings, even with the best of intentions, do not under- stand how to provide proper heating, lighting, and ventilation, nor how to arrange the black- boards, cloakrooms, and seats so as to secure the greatest convenience and economy of space. Superintendence] STATE AND COUNTY SUPERINTENDENTS 143 The material most suitable for schoolhouse construction depends upon climate and other local conditions. Architects who can plan a hannonious and well-appearing exterior, and who can give directions as to the most suitable buiUiing material, can everywhere be consulted; engineers can plan and install heating and ventilating plants; but not one architect in a hundred can plan a schoolhouse, especially a small one, so that its in- terior arrangement "will aid modern methods of school work and facilitate discipline." I shall, therefore, devote most of the time allotted me to a discussion of the schoolhouse from the teacher's point of view. The schoolhouse should be situated on a dry hill, so that the ground slopes away from it on all sides. If the locality is flat, the basement should be well set up, wilhout much excavation, and the ground should then be graded up about the outside, so that the hill to some extent will be made where the building stands. It should not be situated near stagnant pools, as dangers arc often associated with the putrefaction of organic matter. It is not desirable to place the schoolhouse on or below the north slope of a steep hillside, because this will prevent the free access of .sunlight during the winter months. Where a basement is not provided, the grpund under the schoolhouse should be as free as possible from dampness. If necessary, a drain should be built from under the building. The site most suitable will depend in a measure upon the climate. In a warmer climate, the advantages of placing an attractive schoolhouse upon the highest hilltop seem manifest. On the other hand, in a severe climate it is better to build in a less exposed place. It should have some trees about it — natural timber pre- ferred— to form a setting, and to afford shade and protection; but not so many as to shut out the light, to make it damp and unhealthful, nor to close out altogether the view. The soil should be porous, making drainage easy. In ray judgment, the following are desirable features to combine in every school- house, and in the plans submitted it is aimed to combine them: 1. A large porch, protected by a roof, in which the pupils may exercise in damp weather and be benefited by the fresh air, instead of suffering from undue exposure. 2. U'ell-ligltted, long cloakrooms, in which the pupils may keep their wraps, and thru which they may pass in and out in regular order. It is very desirable that tluse should open in plain view of the teacher's desk. 3. Sanitary lighting. — The light should come in at the left side of the pupils and, on dark days, from the top of rear windows near the ceiling. (I think we have about come to the conclusion that Ught should be brought in over the left shoulder of the pupil.) The windows at the pupils' left side should reach to within a few inches of the ceiling, and should be grouped with as little space as possible between them. The best light comes in from the highest point. Blinds or dark shades should not be used. The narrow stn-aks of light admitted thru blinrls are injurious to the eyes. The shades should roll upward from the Ixittom, and should be made of light-colored, translucent material. The wintlows in the rear of the room should not be more than a third the length of tho.si- at the side, should Ix* placed as close as possible to the ceiling, and should Ix- protected by curtains of light material that can be drawn aside on cloudy days as necessity demands. 4. Pupils should be seated facing the main entrance. — This will tieter thciu from involuntarily turning around every lime the front dolnM)m, where lxK>ks and charts can be kept clean, and not be subjected to unu.sual wear and tear. This rcMim, if needed, tan Ix* used for .siK-cial .study and as a nxitation utom. 144 NATIONAL EDUCATIONAL ASSOCIATION [Louisville O/V'^ /fOOAf ^C^OOL 3U/LD//VC^ \S 20 i -- H -35 • 6" Superinttndtncel STATE AND COUNTY SUPERINTENDENTS 145 0/y^ /foOM c)Ct-/0OL Bu//^i)//y^ rAO/VT ^ '^ ^v/w 7 /o/^ ^ ^ lO' I'i' [^6 NATIONAL EDUCATIONAL ASSOCIATION [Louisville 7. An exterior plan so arranged that three sides appear to be fronts. — This adds to the beauty of the building and helps to prevent any controversy as to which way it should face, if situated where the roads cross. 8. Sanitary heating and ventilation. — The heating and ventilation system should fur- nish ample heat, evenly distributed thruout the schoolroom, should introduce fresh air in proportion to the actual needs of the pupils, and should draw off the foul air from near the floor thru a shaft or shafts properly heated for the purpose. There are two means of venti- lation: (i) mechanical power applied to the forcing of air by fans; (2) the gravity system- ventilation by motion of air resulting from the difference in the specific gravity between the hot air and the cold. For our rural schools it is useless to consider the elaborate machinery of the fan system. We must content ourselves with the less scientific gravity system which, if properly installed and used, will greatly improve conditions for physical and mental development. In Massachusetts the law provides that schoolhouses shall be so constructed as to supply each pupil with 1,800 cubic feet of fresh air an hour. To comply with this law, the air of a schoolroom (30X24, with a 12-foot ceiling) must be changed every Qy*^^ minutes, or six times every hour. Special provision should be made for drawing off the foul air from the cloakrooms, to prevent its contaminating the schoolroom. Every school- room should be provided with a fireplace, not only to add beauty and homelikeness to the room, but to take off the chill and dampness on those days when furnace heat is unneces- sary, and in warmer weather to provide ventilation, which may be secured by heating the fireplace shaft with a lamp. Burrage and Bailey, in their work, School Sanitation and Dec- oration, in discussing this subject say: Each school building requires a special study by itself. Two buildings constructed on exactly the same architectural plan might require entirely different heating and ventilat- ing systems because of slightly different orientation or exposure. This is true; but, as a general rule, I beUeve it advisable to have the fresh hot air introduced for the entire schoolroom from one place about eight feet from the floor near the center of the end wall that is least exposed. Let it sweep thru the schoolroom and return, to be drawn off from near the floor thru a foul-air exit under the hot-air intake. In a one- room country schoolhouse, where a responsible janitor cannot be in constant attendance, and where the fires must be looked after by the teacher, furnace heat from the basement is considered by some a doubtful good; it is maintained by them that more satisfactory results can be had from the right kind of stove with a proper ventilating system attached. (It is, however, to be borne in mind that provision must be made in any event for the admis- sion of fresh air from without in such a way that it can be thoroly heated before it is thrown into circulation in the room, and for drawing off the foul air from near the floor thru a prop- erly heated shaft.) In case the plans here submitted are followed (except that no base- ment be made), another room on the same side as the library and shop should be added for the fuel, and should be connected with the schoolroom proper by a door. 9. The water-closets for the boys and girls should be separated, should be of ample size, and should have'each apartment divided into stalls. "In no case should the boys be exposed to one another when standing at the urinals." The passageway from the rear doors of the schoolhouse to the closets should be inclosed for the girls, so that they may not be unnecessarily exposed to the weather. The cost of this building will depend upon local conditions. Some years ago when materia! was cheap, a building practicallv the same as this one, except that the porch was not provided (the inside measurements of the schoolroom being 23X33 feet, with a 12-foot ceiling; the Hbrary and teacher's office, 8X10; a fuel-room instead of the shop, 12X8; a 6-foot hall running across the front end of the building; no fireplace) cost for timber of good quality, carpenter's work, and everything complete above the foundation, except blackboards and furniture, $765, not including the hauUng of the lumber from the station to the schoolhouse, which labor was contributed by the patrons of the district. Supcriniendencf] STATE AND COUNTY SUPERINTENDENTS 147 '-t 1 i 1 SO • N X 5 ' OPVEREC POK>CH II.' / 14' FIRST Ti-OOR PLAJS HERM^vTSAi KRETZ. ARCHITECT. 3T.T=AUi- , M I /W ri SIDE -ELEVATIOAS HEn>\AAiy4 KRETZT.AHCH. 148 NATIONAL EDUCATIONAL ASSOCIATION ,Louisville It vdW be seen that the essential features of the building may be retained, even if it be necessary to reduce its size and eliminate some of its conveniences. I submit herewith plans also for a two-room building, in which I have tried to keep the advantages described, with the added one of throwing both schoolrooms into an auditorium. As the school should be a social center, it is well to have such a place where lectures, concerts, and other entertainments may be held. The partition between the two schoolrooms is provided with counter-weights, so that it can be raised when necessary. This building also has a library and teachers' room directly connected with both rooms. As you will see from the elevation, the purpose is to locate it on a hillside, to make excavation and drainage easy. This, too, will make it com- paratively easy for the building committee to have the basement as small or as large as funds will permit. The halls are light, and when the cloakroom doors are opened, the teachers can see practically clear thru them; while a stairway leads directly from the hall into the basement, thru which the girls may pass to the closets without undue exposure in severe weather. This is a modified form of a building put up in a rural district in Dakota County near the city of St. Paul, in 1899. It cost as follows: Contract price $2,285.26 Furnace 150.00 Slate blackboards 115.00 Desks and window shades 263.78 Total $2,814.04 I trust that these plans may furnish suggestions or points for criticism that will enable the combined wisdom of this body to submit to the public better plans for rural school- houses than have hitherto been devised. D. ROUND TABLE CONFERENCE ON SIMPLIFIED SPELLING SIMPLER SPELLING: WHAT CAN BE MOST WISELY DONE TO HASTEN IT? E. BENJAMIN ANDREWS, CHANCELLOR OF THE UNIVERSITY OF NEBRASKA, LINCOLN, NEBR We shall help spelling reform much by clearly explaining what it is not. Unfortunately, reform spelling is often straightway identified with phonetic spelling. No alphabet ever popularly employed is complete. Till such is invented and introduced, silent letters must often be used. A letter itself silent may be needed to tell the sound of a neighboring letter. Instance the a in the present tense of read. A letter otherwise idle may be of value in distinguishing one sense of a word from another, like the u in Saviour, more specific than savior. The late Professor Whitney's retention of the u in Saviour in editing the Century Dictionary was wholly consistent with his position as a devotee of reform spelling. Progress in orthography is hindered by what is understood as the "immediate eman- cipation " program. Many changes in the word-forms are desirable and ultimately possible which you cannot bring about today or this year. Crudities in spelling must be laid aside a few at a time. The late Francis A. Walker, an enthusiastic tariff reformer, lamented that the Wilson tariff bill attacked any other duty than that on wool. Introduce the wedge by its bit, he said. Many people quite willing to spell reasonably recoil before the philo- logical societies' "Ten Rules." Not a few find the reform ridiculous because of the assumption, which some of its champions appear to make, that if all crooked spelling were today straightened, characters perfectly representing sounds, reform would thus be achieved fully and forever. That woyld, of course, not follow. Human nature being what it is, the devil of bad spelling is Superintendence] CONFERENCE ON SIMFLIEIED SPELLING 149 not cast out so easily. Whereas the sounds of words, being liquid, ever tend to change, the script forms of words, not being liquid, ever tend to fixity. But the fact that many reform spellings, if adopted, would in time themselves have to be reformed is no argument against endeavor to introduce them. If script can never be made perfectly to imitate sound, Kt not the gap between them widen to a chasm. The cause is aided also by showing that the slowness of its progress is naught against it, but rather precisely what we ought to e.xpect. Follies in spelling take their own time in passing away. Vou cannot hurry them with the lash. No step in the progress of orthography is made possible or easier by efforts at coercion or dictation. The movement has always been spontaneous and will continue so- You cannot hasten it by edict any more than you can stay it by jest. If a man wishes to write though for tho, using just 100 per cent, more time, work, jjajjcr, and ink than neces- sary, it is of no use to flay him; better humor him. Wisdom is justified of her children. Thoughtful men and women become impressed with the unreason of such spelling, and little by little change their practice. Others follow, influenced by example. All is voluntary. Innovators and laggards alike are derided, The first spelling reformer who wrote music for musick was pronounced a crank. After a time any who added the k were considered cranks. And so the reform has spread, never swiftly enough to pacify faddists, laughed at by the thoughtless, but not materially retarded by any of its opponents. Ardent reformers fail to appreciate the dilficulty which one wishing to spell well en- counters in writing for different sets of readers. In making manuscript for one's own eyes, or to be read by a spelUng reformer, one can with impunity spell well. Not so in working for the press or in miscellaneous correspondence. One rule in an exceedingly useful style- book for proofreaders lying on my table bids: "Unless otherwise instructed, follow in spell ing the authority in use in the office." People not proofreaders often, in effect, have to 'follow authority" in spelling. Even if not bound to do this, you may have drilled your- self to certain forms so as to vary with difiiculty. Then sometimes you fail to vary when you would have hked to, and find you have offended a friend or lost a market for a manuscript. Stenography adds its plague. Stenographers, of course, employ common- law spelling. If you use a stenographer, you must follow custom in spelling, or else be incessantly revising his work — a frightful task. These practical difTiculties discourage many proselytes, who, tho .sighting a better life, continue in their sins. Were one with a sense for sane spelling to write without reference to his readers, his spelling program would be simple enough. Remembering that a letter may be silent and vet of use to tell the sound of a near letter or to distinguish one sense of a word from another, he would proceed according to precepts somewhat like these: 1. When a letter or combination of letters is in no sense helpful or necessary, leave it out. 2. When a letter or combination differing from the usual one renders the sound Ixttir than the usual one, substitute it for the usual one. But such a program, simple as it is, would, if carried out all at once, produc e odd and surprising changes, which, as so many of us write for non reformers and rhili.stines, would give much offense and hinder progress in spelling instead of sjjeeding it. Real refonn must, therefore, perforce, be moderate, not attempting too muc h .it once. Advcnacy of the use, forthwith, of many new spellings, or of siM-llings over which men i)ause to a.scertain their meanings, is the sign of the doi trinaire. A spiller who, as a good Ix-ginning, .simply writes tho, and keeps the ue off prohf^ and its cognates, helps the ( ause much more. To make the two rulis workable, real nua.sures of reform, I therefore saalhs of the mind, ;\nd work away from sun to sun To do what other men have done. 1^2 A^^ TIONA L ED UCA TIONA L A SSOCIA TION [Louisville They follow in the beaten track. But how the wise old wood-gods laugh, And out and in, and forth and back, Who first saw the primeval calf: And still their devious course pursue, Ah! many things this tale might teach- To keep the path that others do. But I am not ordained to preach. Of course, reformers' last and chief resort is the positive argument in favor of simpler spelling. If spelling refonn be understood as a sober propaganda to effect in time, by those gradual changes which alone can be expected, the closest desirable paralleHsm between the correct sounds of words and their written and printed forms, the argument for the reform is imposingly strong. Serious people, who can be induced really to consider it, will not dismiss it as a fad fussed into notice by the idle, the thoughtless, and the queer. Why do men write or print at all ? Is it not that they may communicate thought ? This is the final cause of all speech. Whatever on the whole ministers to this end is good, and ought to be encouraged. Any method of writing, on the other hand, which hinders communication, puts friction into it, makes it awkward, cumbrous, needlessly consumptive of time, or in any way detracts from its efficiency, is an evil to be abated. We do not write to preserve the history of speech, still less to pubhsh the whims or igno- rance of obtuse printers in past ages, but to be understood here and now. To say the reverse or to go upon any other principle is pedantry. Turgid spelling, the weighting of words vdth idle letters, is no more justifiable than pleonasm, verbiage, or tautology in rhetoric. THE EVILS OF TRADITIONAL SPELLING Nothing is more certain than that the current spelling of our tongue needlessly clogs communication, needlessly interrupts the flow of thought between human beings. It renders writing and printing lo per cent, unnecessarily slow, laborious, and expensive, inevitably lessening to a great extent the use of these invaluable devices. It obstructs reading, prolongs the time necessary for a given amount thereof, and wastes eyesight power. In this way again the usefulness of reading is seriously restricted in scope. The force of this point may be easily tested. Let a person acquainted vrith English and equally so with Italian (whose spelling closely follows sound) try the two languages, printed in type of a given size, in a very dim light. He will find the Italian a great deal the easier to make out. A consideration of moment quite independent of the above is the waste of time involved in learning the traditional spelhng. The estimate that tliis amounts to two years in educated persons' average School life seems to me within bounds. Here is the chief reason why American youth of eighteen, constantly in school since they were six, average to be in studies two years behind German and French students of the same age likewise in school since six. The foreign boy, that is, has learned in ten years as much as the American in twelve. French print, too, has its useless letters, but they occur according to a method which keeps them from balking the learner as ours do. Spelling is not alone at fault in the above matter, for there are other particulars wherein our pedagogy is behind Europe's best. But the defect is mainly due, directly or indirectly, to our difficult spelling. The evil reaches the latest school years, inferior composition being among its baneful sequels. Every teacher charged wdth the correction of juveniles' manuscripts bewails the precious hours he must spend in amending orthog- raphy, which, were this unnecessary, he might devote to promoting literary power. I reckon that thoro spelling reform would each year save about lo per cent, of the English-speaking worid's printing bill. The work of proofreading would be reduced more than this. I think half of it would be saved. The cost of composition, ink, paper, press-work and power therefor, electrotyping and the interest of capital invested in print- ing would each be extensively lessened. I have at hand no means of computing the Superintendence] CONFERENCE ON SIMPLIFIED SPELLING 153 aggregate which useful economy in spelling would thus yearly add to the world's wealth, but it would clearly reach nullions. A needless drain would be stopped in the schooling of the young. One of the two school years above described as practically sacrificed to bad spelling between the ages of six and eighteen is lost in the first eight years of this time. With amended spelling the eighth year the entire cost of the eighth grade could be ehminated, pupils learning as much in seven years as now in eight. Upon a rough computation, in which the cost of land and buildings is ignored, I make out that by carrying its elementary schooling thru seven grades only, and canceling the eighth, Chicago could save not less than 4 per cent, of what the present eight-grade system costs. The lessened amount necessary for land, buildings, and high-school expenses would certainly swell the saving to 5 per cent. This percentage might be expected to amount to a considerably higher figure but for the following reason, which shows that it is impossible to separate this economic consideration from the pedagogical one. Sane spelling, by cutting off a year from the elementar}'-school course, would very considerably increase the proportion of the pupils who complete that course and the proportion who press on into and thru the high school, thus enabUng the school system to accomplish its end much more completely than now. Suppose the percentage of reduction by this means suggested to be but 5 per cent., the yearly saving effected by Chicago, with a population of, say, two million, would approxi- mate three hundred thousand dollars — enough to make a sensible addition to teachers' wages. At the same rate a nation of eighty million would save yearly twelve million dollars. This figure relates only to the public or common schools. • For all the schools, academies, colleges, and universities of every kind in a nation of eighty million it would probably rise to fifteen milhon dollars or more. To make the above remarks practical, I beg leave to move as follows: Resolved, That the Department of Superintendence be recommended to overture the National Educational Association to order the twelve forms "bizncss, " "enuf, " "fether, " "mesure, " "plesurc, " "red" (past tense of read), "ruf, " "trawf, " "tru," "tuf, " "tung, " "yung, " used hereafter in all its publications instead of the longer forms now used. Resolved, That the Department of Superintendence be recommended to urge that -superintendents advise their teachers that in appraising pupils' work words spelled after the styles of the National Educational Association be not considered misspelled. WHAT CAN MOST WISELY BE DONE TO HASTEN SIMPLER SPELLINGS J. GEDDES, JR., DEPARTMENT OF ROMANCE LANGUAGES, BOSTON UNIVERSITY, BOSTON, MASS. A bric-f answer to this question may .saf,.'ly be offered in the reply: .'\t the out.si't, it were certainly most wise to endeavor to profit by the hard experience of the past. Inas- much as this problem has presented itself for generations in many countries, notably in England, France, and Germany, th;'re is considerable experience to draw from. More- over, the present moment appears particularly opportune for continuing to enlist public interest, for the subject has received of late an unusual amount of attention at home and abroad. Japan is on the eve of adopting a phonetic alphabet of Roman letters. In (Jemiany the university men and the magazine writers are bringing strong influence in the direction of common-sen.sc to bear upon the written language. This is seen particu- larly in the adoption more and more of Roman type in.stead of the German in printing, anrl in the suf)j)nssion of capital letters in the spelling of common nouns. Useless letters arc being gradually rlriven out; for example, the words for animul, worth, and red are no longer spelled with an h as formerly, but, nsp(( tively, Iter, iverl, rot. Tradition, prejudice, and con.servatism offer formidable op|)osilion to such innovations; yet, not- withstanding, sfjmelhing in the way of simplification is gradually being accomplished. France has been aroused as never before by the rejwrt of the learned commi.ssion 154 NATIONAL EDUCATIONAL ASSOCIATION [Louisville appointed by the minister of public instruction. This commission was intrusted with the duty of presenting suggestions for the simplification of spelling. The report was presented in July, 1904, and created a sensation. Nevertheless, according to M. Paul Meyer, the well-known professor at the Ecole des Chartes, the reforms recommended were not revolutionary, merely aiming to preserve the spelling that corresponds to the true pronunciation as well as to logic and common-sense. The principle seems to have been to suppress useless letters, and, in a certain number of words, to adapt the spelling to the pronunciation. The arguments for so doing were based on logic or common-sense. The opposition was violent. It came largely from artists, poets, or prose-writers, to whom words mean more than mere stenographic signs. They cannot bear to see the poems of their favorite authors, and especially their own productions, appear in a form which renders them monstrous or comical. To them such simplifications are sacrilegious and the reformers are hateful iconoclasts. The report of the French Academy accepted changes in 150 words only, for which two spellings will be tolerated, one the proposed rational, the other the traditional. This result shows the force of the resistance that any similar proposition is bound to encounter. Here in our own country there are several quite well defined movements aiming in the same general direction, that is, toward the simpHfication of complex conditions — the - Ben Pitman, the Carnegie, the Phonetic English Alphabet recently prepared by a joint committee representing the National Educational Association, the American Philological Association, and the Modern Language Association of America, and lastly the Boston University movement. All of these efforts deserve the cordial support of those who desire to see something accomplished in the direction of indicating pronunciation phonetically. The principle involved is absolutely right. As a matter of fact, the progress that any of these efforts makes in bringing to pass the object aimed at is almost infinitesimal — cer- tainly out of all proportion to the time, labor, and money expended. Tradition, force of habit, conservatism, and indifference are some of the immediate obstacles that have proved practically insuperable — not to mention direct opposition. It is obviously easy to criticise each of the above plans for bringing about ultimately the object sought— simpUcity of sound-notation. Pitman's dot, for instance, making the vowel long, occur- ring rather frequently, is nothing other than a diacritic, the absence of which, inadvertently or otherwise, works complete disaster. Of the twelve words — program, catalog, etc., proposed for simplification by the promoters of the Carnegie movement, the two just cited are those that have had some measure of success. The serious obstacle encountered here is that, even tho you write these words as suggested, the publishers will rarely print them so. This method has been compared to trying to shave one's self by pluck- ing out each individual hair. The growing keeps pace with the plucking. The time, effort, and money expended is out of all proportion to the tangible results. As regards the Joint Committee's Phonetic English Alphabet, it simply takes its stand with the series of other phonetic alphabets awaiting recognition. Moreover, prepared by American scholars, without the participation of English scholars, it is questionable whether the latter will use it. This effort, then, simply continues existing conditions, and adds one more key to the numerous dictionary keys already in existence. Besides, inasmuch as the Joint Commission decided to adopt the system of the International Pho- netic Association to indicate the pronunciation of French words used in English, we have here two keys in one dictionary. As the foreign words are those most likely to be looked up for pronunciation, the chances are that the foreign key will become the more familiar of the two. These remarks are in no wise intended to disparage the above laudable efforts, but to show the nature of the criticism upon them. Lastly, the Boston University movement, aiming primarily to secure uniformity in indicating pronunciation in all dictionaries and standard works of reference; and, sec- Superinlendence] CO?^FEREXCE OX SIMPLIFIED SPELLING 155 ondarily, by so doing, accomplishing something in the direction of simplification of spelling. On August 26, I904, Boston University, complying with a request indorsed by some 120 prominent men, issued a preliminary' circular inviting opinions on the proposal to hold an international phonetic conference for the purpose of adopting a universal alphabet to ser\e as a key to pronunciation in dictionaries and standard works of reference. Briefly summarized, the need of such an alphabet was explained as follows: As a matter of necessity, ever)- important dictionary uses a key to pronunciation, but, owing to the multipUcity of keys, not one of them becomes familiar to the public; on the contrary, the number and divergence of these keys render them for the majority of students prac- tically useless. There is no satisfactory reason why Murray's English Dictionary should use one system for indicating pronunciation, the Century Dictionary another, and Web- ster and Worcester still another. That is, there is no good reason why all these dictionaries should not use the same key to pronunciation. Moreover, there is no adequate reason why the letters comprising that key should not have such form as would be convenient also for ordinary writing and printing. Such a universal key to pronunciation would at once estab- lish a universally recognized phonetic spelling. Students of foreign languages would find it convenient to have the pronunciation indicated to them by letters with which they were already familiar. The system once introduced in all dictionaries would soon be used in manuals, primers, and in all books in which it is desirable to indicate pronunciation. The criticisms to the movement for a universal alphabet, together with the replies thereto, will be found in the Circular Inviting Opinions issued in 1905 by tlie Boston Univer- sity. Let it suffice here to say, in reply to the objection that the scheme is impractical: Look at the extensive use to which the alphabet of the International Association is already put for every kind of purpose here and abroad. The reply to the objection that such an alphabet, in the nature of the ca^e, must be cumbersome is that the average student has no occasion to use all the signs, and generally uses but a few more than he is obliged to in transcribing his native tongue. Practically, instead of being applied to all languages, as the name "uni- versal" would imply, the alphabet would largely serve its purpose in its application to Eng- lish, French, German, Italian, and Spanish. The three last-named tongues being written far more phonetically than either English or French, the alphabet would have its greatest practical bearing upon these two unphonetic tongues. A uniform system once generally recognized for indicating the pronunciation of these five world-languages would make its influence felt upon other languages in the direction of their conformity to the universal, or world alphabet. Thousands of children who arc now growing up and receiving a good education are taught not only the essentials of one foreign language, but of two, or even three — Latin, French, and German. Phonetics is not a fad in language studv; it has come to stay. The |)rinriples involved in acquiring the soun doing illustrate as never Ixfore tin- value of the science of phonetics. Introduced into geographical, s( ientific, and language works, in wiii< li iiroruiiiit ation i.s u.sually indicated, the ri.sing generation, continually in touch with the system thru jiriniers anrl manuals, will gel into the habit of using that alphaUl whenever liny have occasion to indicate pronunciation. They will Inconie familiar with the |)l)onetic s|K-lling as well as with the tradititjiial. 1^6 NATIONAL EDUCATIONAL ASSOCIATION [Louisville The main object desired, then, is not merely an alphabet — because there are scores of them and good ones — but an alphabet that will be used. The stress is emphatically upon the will be used. For the past four centuries, alphabets have been invented and treatises written in the orthography of the inventor. These alphabets have been singularly unsuc- cessful in gaining the attention of the pubHc. Nevertheless, the ardor of inventors who continue to offer phonetic alphabets has in no wise diminished. The stress has always been placed on perfection instead of utihty. In the nature of the case, perfection is an impossibility. What alphabet, however restricted, is perfect ? In the solution of this prob- lem, perfection is a relative factor, whose importance has been so magnified as to nullify almost completely, up to the present time, the end in view. In a certain sense, it may be said, the more perfect the alphabet, the less its utiHty. Consequently, alphabets for specific needs have but few who use them. The cUmax of the quest for absolute accuracy is reached when each dictionary employs a key of its own. In this country there are three main objects for which a phonetic alphabet is useful: (i) as a key in dictionaries; (2) in dialect research; (3) in class work in languages, parti- cularly French. The first use of a phonetic alphabet, as a key to pronunciation, in dictionaries, is so obvious that it is needless here to say more. Let it suffice to say, in regard to the second use, that of dialect research, that there is sufficient work of that character done in this countrj' to justify the existence of the American Dialect Society. It is in the third use, that of lan- guage work in classes, that the use of a phonetic alphabet is most clearly shown. It is here, too, that its ultimate influence in hastening simplicity in spelling is likely to make itself most felt. At the present time, for example, a certain French grammar indicating the pronuncia- tion by means of the symbols of the International Phonetic Association is very widely used thruout the United States and Canada. The meaning of this statement is that now thou- sands of children are familiarizing themselves with this system of indicating pronunciation. Moreover, a whole series of international dictionaries with this same system of figured pronunciation is in process of publication. The volume French-English and English- French has already appeared, and is being much used in school, college, and library work. This statement, like the preceding, is significant. Aware of what has been done in the past, as well as of what is now taking place, it is the belief of the promoters of the Boston University movement that what can most wisely be done to hasten simpler spelling is, first and foremost, the avoidance of the repetition of the experience of the past. Instead, then, of adding to the numerous phonetic alphabets already in existence by inventing a new one, take the one already most widely used thruout the world for the purposes just enumerated, and use it for just such purposes. The ex- perience of four centuries shows that any new system, be it ideal if you will, simply has to take its chances vnth all the others already awaiting recognition and go thru precisely the same vicissitudes. Of the scores of existing phonetic alphabets, there is one that is decidedly in the van. This well-known method is being used more widely than ever, not only on the continent and in England, but in this country. It employs the phonetic transcription of the Inter- national Association. At present, in different countries, there are published more than one hundred books in which this uniform alphabet is used. Some of these works have had a very large sale, spreading the system far and wide: the Passy-Rambeau Chrestomathie Frangaise, the best-known book of the kind in this country, and the most generally used of the works on French phonetics; Miss Soames's book in England; the Passy books in France; Rossmann and Schmidt in Germany; the Eraser and Squair French Grammar in this country; and also a set of international dictionaries of foreign languages published by Hinds, Noble & Eldredge in New York. The Fraser and Squair Grammar has been widely used thruout the United States and Canada, and is today the most effective means of intro- ducing the system of the International A.ssociation to the rising generation. Superintendence] CONFERENCE ON SIMPLIFIED SPELLING 157 The Hinds, Noble & Eldrcdgc dictionary enterprise bids fair to erlipse in magnitude all similar ventures, and to spread far and wide this useful phonetic system, which is com- ing of itself, and which can easily be promoted and hastened. It must be obvious that in any attempt to adopt universal alphabet the International System will have to be reck oned with. Meantime, the question is: What can most wisely be done to hasten the coming of simpler speUing ? The reply is: Using the moSt widely used phonetic alphabet. That will hasten what, as just pointed out, is already coming of itself. The principle involved is that a system that is uniform, tho far from adequate, if it comes into general use renders incomparably better service than the countless individual systems employed only by their inventors. In order the sooner to secure an alphabet that will be generally used, all of those inter- ested in the simplification of spelling, in uniform keys for dictionaries, in dialect research, and in language instruction in class work should get together in a solid phalanx and use for their particular purpose one unifonn system. In reply to an inquiry, the editors and pub- hshers of the leading American dictionaries have declared, with practical unanimity, that if phonetists would agree on a uniform scientific alphabet, that alphabet would of necessity be used as a key to pronunciation in future editions of dictionaries. The importance of this statement can hardly be overestimated. It has been truly said: "Agree on a uniform alphabet and fold your arms, the spelling reform will come of itself." Out of some eight hundred replies received by the promoters of the Boston Universitv movement for securing uniformity in indicating pronunciation, comprising many from the most qualified experts at home and abroad, only three per cent, were opposed to the project. The ninety -seven per cent, composing the majority declared a conference to be the only satisfactory means to arrive at any agreement. Without an agreement, reform cannot be hastened. Reform, in fact, means agreement. The problem is then reduced to a question of money. The foremost authorities in phonetics are well known. Even tho all the results hoped for thru such a commission might not be rcaUzcd, yet many points upon which agreement is possible and desirable could be settled. For instance, the marking of stress, quantity, nasality, voice, voiceless, word-division, etc. This result in itself, small as it may seem, would make a conference worth while, and hasten the ultimate object. Besides the efforts of Boston University for the cause. New York University, Leland Stanford, the University of Wisconsin, and the I'nivcrsity of Maine arc acting as receivers of funt to maintain di.^ci- pline by driving the troublesome boys out of school. But this condition has gone by in New York. "Compulsory truancy" is a thing of the past, because every child must now attend school, even tho for the younger children in some sections, owing to the lack of accommodations, only part-time instruction can be afforded. In consequence of better administrative methods, hundreds of children, mainly boys, have been brought into the schools, lawless, undisci- plined, untutored; fitted by age and size for the middle and upper grammar grades, unfitted in book-learning for any l)ut the lowest primary classes; ignorant as new-born babes of all that the course of study demands; wise as veterans in all street shrewdness and knowledge of the seamy side of life. Introduce five or six of these street arabs into any class, and can you not foresee the result ? Tired, discouraged teachers must refer extreme cases of discipline to the principal; tired, discouraged principals must give valuable time and their best energies to the investigation and treatment of the acts of delinquents. Add to these internal burdens the additional one of the boy paroled by the children's court; the boy known to be a thief; the boy known l)y his classmates to have been arrested; the boy known by his confederates to have been sent back to school unpunished; the boy whose answer to the (juestion, "What did they do to you in court?" is, "Oh, nuttin'; dc judge jest talked soft ter me" — and the result is disheartening. The incorrigible child, now counted by the score, must soon be counted by the hundred, unless remedial and preventive measures can be immediately applied. On the one hand, there are the boys already bad, who nuist he reclaimed; on the other hand, there are the boys not yet corrupted, who must be saved. In every clas.s there are children several years beyond the age for which the regular grade work is designed. Think of the cfTcct upon tiie boy of twelve or fourteen who, having spent years upon the street peddling, gambling, and often .stealing, is forced to attend sduiol with forty, or lifty. or sixty little felNjws of six or .seven, and compcllc.j to repeat with tlu-m, "One apple and two apples are three apples'." Think, too, of the etTe( t upon these .six- or scven-ycarold babes of associating with the boy who swears, gambles, and smokes, anrj who has eaten of the fruit <.f llic tree of knowl edge, of less good than evil. Let me say right here that tlie first year classes are meant for the babes, and the second year clas.scs for those a bit older; and the c hilfl of ten or eleven or twelve or older has no place in the regular cla.sses of the first three years, no matter how ignorant he may be of reading, writing, or arithmetic. .Such a classification of the older boy has a bad siibjec tive j6o national educational association [Louis^•me influence upon him, and a correspondingly bad objective influence upon the child for whom the grade work was planned. My first recommendation, therefore, to meet the>e conditions, is the forma- tion of special classes for the children over age. It will be found that, with few exceptions— so few as to be almost a negUgible quantity— the incorrigible child will find his way into the special class, which at once reHeves the regular classes of the most objectionable material. The teachers for special classes must obviously be selected with great care, in order to secure for these back- ward children the teaching power and the sympathy and the encouragement necessary to bring them forward more rapidly than is possible in the regular classes. The so-called non-essential studies should be taken from the course, and the teacher's whole energy devoted to carrying the children on to meet the academic requirements of the child-labor law. Much attention, too, should be given to physical training. Promotion from group to group and from class to class should be promised, and given at any time that progress is evident, and each child should be made to understand that this special grading is solely for his benefit. In New York this, experiment showed good results from the beginning. ]Many a boy, responding for the first time to a real interest in his welfare, began to realize the importance of trying to please his teacher; and later not only showed interest in his work, but a real desire to learn. Many of these boys, who had been, or were destined to become, incorrigible under the old classification, were saved by being placed where work was provided suited to their years and ability, and where an earnest teacher was willing and able to give them the individual help and encouragement they needed. The formation of special classes helped much, but it did not solve all the difl5culties. The incorrigible child and the chronic truant were still too much in evidence. The former, after having had a fair trial under at least two teachers, was officially suspended by the principal. To have returned to his old school, a suspended boy, whether sinned against or sinning, would not only have had a bad efi'ect upon other children, but it would have made it difficult for the delinquent to do his best. -There is much truth in the old adage: "Give a dog a bad name and hang him." The transfer to another school was accompanied by a warning that a second suspension would result in commitment to the truant or parental school — a threat invariably executed. The principal of the school whither the boy was transferred, was made acquainted with the circumstances, and the boy placed, if possible, in the class of a good teacher. He was also placed on parole to the district superin- tendent, at whose office he was compelled to report every Saturday, bringing with him a record of daily attendance and conduct. In like manner, all chronic truants, and all children placed on probation by the children's court, -were compelled to report to the district superintendent. A word of praise, a word of admonishment, a moment's friendly conversation, the loan or gift of a book, a ticket to a ball game or some good entertainment — these things Superintendence] THE INCORRIGIBLE CHILD l6l give the superintendent a hold upon paroled boys, and a claim which most of them will recognize. In my experience, several got to a point where they would polish their shoes, smooth their hair, and wear collars, when they came to see me. I did not always talk "soft." When a boy deserved a scolding, he got it; and he respected me all the more for it, so long as I "plaved fair." It is "playing fair" that wins a boy's heart. On one occasion I gave a letter to a paroled boy who had removed. In this letter I asked the principal of an up-town school to place Harry in the class of a teacher who would encourage him when he tried to do what was right. I read the letter to the boy and asked: "Do you know what I mean by that, Harrv ?" "Yes, you mean a teacher who won't holler at me for every little thing." It is the teacher who "hollers" at a boy or class "for every little thing" that helps to make the incorrigible child. If only all teachers could be taught to "play fair"! The chronic truant gives much trouble. There are many causes which lead to truancy, and scientific treatment will eradicate much of the evil. The subject, however, merits a chapter of its own. "The call of the street" is irresistible to some boys. After two or three attempts on the part of the attendance officers to keep a truant at school, the parent and child are summoned to appear before the district superintendent. If upon inves- tigation it appears that the parent is to blame, the case is dismissed upon the understanding that following the next offense the matter will be taken before a magistrate, with a request that he impose a fine upon the parent. If, owing to lack of parental control, the blame rests solely upon the boy, he is warned, placed upon parole, and upon a repetition of the truancy is committed to the truant school. Unfortunately, the capacity of the two truant schools in New York i> only about one hundred and eighty. With a school population of over half a million, such an equipment is absurdly inadequate. Better accommodations are under way, but some of our troubles past and present are due to this inadequacy. It takes but a few weeks after the opening of the fall term to fill the truant .schools; then follow other trials and commitments. In order to accommodate the newer commitments, vacancies in the truant school nui>t be created, either by returning a good boy to his home or by sending an exceed- ingly troublesome (^nc to some reformatory institution. Tiiis is tlie weakest and wickedest i)art of the truancy system. The boy sent lumu' too soon invariably has a relapse. The boy sent to a correctional in>titution, after some months u^iually comes back wholly cf)rrupte(l. Intimate association with hoys worse than himself corrupts the individual boy to a point almost beyond rcdemj)tion. Last s[)ring the rcmctval from our city of one threat institution .sent about a thousand children back to their homes. .Ml under fourteen were ordered to attend .school. Many of these became the most demoralizing element in the schools, and witliin two months the majority of those sent to niv district had to hi- recommitted, eilht-r thru the children's 1 62 NATIONAL EDUCATIONAL ASSOCIATION [LouisviUe court or thru my office. Unfortunately, however, before their recommitment they had organized their own Httle gangs, and had started other lads on the evil road. Many of my paroled boys, perhaps more weak than wicked, attracted by the strong personality of one or another of these young law- breakers, drifted into evil ways, and arrest often followed. For a time last spring it seeemd as tho all our efforts, which for many months had been unremitting, had proved futile; complaints from the schools became more frequent; discouragement met us at every turn. The heaviest burdens were directly traceable to the " ticket-of-leave " boys from correctional institutions. With this absolute knowledge in my possession, there came a determination to keep my boys, even my " incorrigibles, " out of all institutions if possible, and to try to bring about reform in some other way. It was easy to determine that I should recommend no more for commitment; but what could I do with the bad boy ? To turn him adrift was out of the question; to keep him in the regular school was equally out of the question; I would not send him to the truant school; consequently a special school was needed. Our school board authorized the establishment of a special school for truant and incorrigible boys, using for the purpose a small, old-fashioned school building in my district. (The bad girl must be differently dealt with, and before long something definite, I trust, may be undertaken for her recla- mation.) Altho this special school was designed solely for the most unde- sirable material in the regular schools, it was deemed ill-advised to stigmatize it by giving it a name which might carry with it offense either to the children enrolled or to their parents. Therefore it goes by its old name. Public School 1 20, under the same general management and supervision as the regular elementary schools. It was, of course, essential that no mistake be made in the choice of a principal. Not only was it necessary to find some one fitted to do this delicate and important work; it was quite as necessary that he or she should be will- ing to undertake a task so beset with trials and opportunities for discourage- ment. Thank God that among the men and women in our profession there are not a few of the class whom Matthew Arnold characterizes as "divinely touched," and a more capable, patient, earnest, loyal, God-serving group of men and women than forms the teaching force of Public School No. 120 it would be hard to find. The school was organized about the middle of last October. The pupils were taken from a new and novel kind of eligible list. Every principal within my districts was directed to make a Hst of the most serious discipline cases among the boys in his or her school, writing out a short history of each case, and arranging the list in the order of demerit — the worst boy at the top. I shall never forget the impression made upon me upon my first visit to that school. About sixty boys, every one of them with a history; hardness, miitrust, ugliness, written on almost every face; a latent desire to resist authority in every heart — it seemed to me as tho I had done a cruel thing in loading such a responsibility upon the principal and her teachers. Superintendence] THE IXCORRIUIBLE CHILD i6; That was four months ago. Today those same boys, and others of their kind, who have since been sent to the school, are growing more and more susccp- lible to good influences; and I believe that from their ranks there will come boys so clearly and definitely started in the right way that many of them will develop into respectable citizens, if not even successful men. The majority of the boys, altho averaging thirteen years of age, were absolutely unfittetl for intellectual work of any kind. Some could not write their names; some could not work the simplest examples; most were chronic truants; almost all were cigarette-smokers and crap-shooters; most were liars; many were known to be thieves; ])rofanity rolled from almost everv {)air of lips. One feeling, however, was strong within me: that whatever might be the effect upon the boys, the teachers, or the ])rincipal of this school, the effect upon the regular schools, brought abt)ut by the removal of this element, must be tremendously helpful. Every incentive was offered to make the school attractive. Academic requirements were kept in the background, until resjject for the teacher- respect for authority, and self-respect had been, in part at least, developed. The school was a boon to those boys: boys who had been driven from pillar to post; boys who had been the disturbing influence in their classes; boys who had been beaten by their parents with or without cause; boys who had been run down by the police — the veritable pariahs of school life. Have you any idea what it means to such a boy suddenly to find himself under an iniluence so directed that he discovers that he is of interest to .somebody; that someone cares for him; that when lie tries, someone is plea.sed; that when he backslides, someone is grieved. This is what many of those bovs found for the first time; and, under the sunshine of friendly interest and thoughtful care, some of the hardness that had grown about the tender spot which can be found in almost every boy's heart began to .soften and to melt; a> the soft spot showed its pre.sence, the skillful teacher, tenderly, carefully, I>rayerfully, kept on melting the hard outer crust and giving the warm >i)ot encfturagemcnt to develop; and as the heart grew warm, .something in the face changed. The hard, sullen, rebellious look disappears at times; occa- sionally there is the light of hope on the face; in a few ca.ses the old look has entirely disa[)peared. Some day some of these boys, who but for this inllu- eiK (• in their lives would have found their way into the House of Refuge, and into f)thcr hotbeds of vice and inicpiity, will Ik- alilc to hold u|t their heads a> honest, decent, law abiding citizens, ("an any greater rewanl i oiiic lo the teacher than the knowledge that he or .she has achieved this? Success has not come in every case. One boy has already had to be given up as ho))eless, not only because he would not lend himself to any of the good influences at work, but because his inlhicncc over the other boys was .so terribly demoralizing that for their sakes he h.id to be rcinoscd. His case was referred to the Children '> Society. .Another boy had to be sent to an asvlum for mental defectives. Kive or six have been lo^t to ns Ixi.iusc; J 54 NATIONAL EDUCATIONAL ASSOCIATION [Louisville of criminal conduct outside of school, which led to their arrest and commit- ment by the court. Some were sent back to the regular schools at the begin- ning of the February term, pronounced absolutely cured by their teachers and principal. Several were carefully prepared to meet the academic require- ments of the child-labor law, and they have gone out to work now properly quaUfied and properly certificated. In some of these cases the boys were carried forward thru the essentials of three or four regular grades. Many of them had keen minds and needed merely to be shown how, and to be encouraged, to enable them to make astonishing progress. The boys are proud of their school, and in most cases a class pride has enabled them to make effort that was impossible to the individual child. Considerable attention has been given to physical training and athletic development. One of the most astonishing phases of this work was disclosed when these boys, who had lived their lives on the street, were found to be absolutely unable to do regular physical exercises. They seemed to be utterly without muscular development; the simplest physical tasks seemed beyond them. They were awkward, unwieldy, and heavy-footed. The change in this direction has been marked. A basket-ball team was organized soon after the opening of the school, and the boys have learned how to do creditable team work. Their team had been practicing less than six weeks when they asked permission to compete in an interschool contest in the district. They were of course beaten, because the other teams had been in practice for many months. They took their defeat amiably, but demanded that they should be taught a school cry of their own, because the winning team had its school cry. Many incidents might be here recorded, but for lack of time I shall narrate only one. Philip, thirteen years of age, was placed high upon the eligible list at the time that the school was opened. He was a chronic truant, and at the time of his transfer was a vagrant, not having slept at home for some time. It took two attendance officers and two teachers three weeks to find the boy and bring him into school. He remained about two hours and then ran out, and was gone for another week. Finally he was brought back again, and this time he remained. About four weeks later, during which time he had not once played truant, and in several other ways had shown a desire to do well, he went into the principal's office, where the following conversation took place: Boy: Say, Miss Jones, there's two fellers on my street what don't go ter school. If I make 'cm come, will yer take 'cm in ? Principal: Why don't they go to school ? Boy: They ain't been in no school for a long while. Principal: Where did they use to go to school? Boy: They didn't go ter no public, they went ter dc Brudder's. Say, Miss Jones, won't yer take 'em in if I make 'em come ? Principal: You can't make them come. Boy: Now, never yer mind what I can do. Will yer take 'em in if I make 'em come ? Principal: I'll take them. And he went off. Next morning he came into Miss Jones' office and literally threw two boys at her, having brought them into the school holding each by the collar. Their Superintendence] THE INCORRIGIBLE CHILD 165 home was fully half a mile from the school. "Here's them two fellers. Didn't I tell ycr I could bring 'cm?" And he had. The two boys in question, upon investigation, were found to have been away from school for seven months, spending their entire time upon the street. They were at first irregular in attendance, but two or three visits to the home of the grandmother, with whom they lived, and a rather sharp letter to the father, brought about reform in this direction, and they are now attending regularly. I leave it to the psychologist to discover what was Philip's motive in bringing these two boys into the fold. In my optimistic moods I like to believe that, having felt the good inlluence of the school, he wished his friends to share that influence; but there are other times when I think a feeling of envy that these boys could be on the street while he was at work mav have been the dominating force. However, this is not the time to analyze motives. Three chronic truants are now attending regularly, and that in itself is ju.sti- fication enough for the existence of such a school as the one I have described. One of the teachers in this special school told me that he never hesitated to talk to the boys about their bad reputation: They knew that they were bad boys, and they knew that I kne%v it. By comparing the results of honest life and earnest work with the results of dishonesty and idleness, I aroused a slight spirit of shame and hurt pride, and, I beUeve, created a little desire to do right. I appealed at first to the material side of every question of right and wrong. I talked dollars and cents as the result of work, and the lack of them as a consequence of neglect. The response was astonishing. Later, after I had gained a fair control of the class and developed some spirit of right-doing by simple talks, I tried to get the Ixays to do right because they wished to do so. Having grown up in New York streets myself, I am "wise" to everything they do. I astonish them a little by a few stories about the street, and make them understand that they are wasting time when they try to lie to me. In consequence they have stopped lying, and now only exaggerate. The gymnasium and shop raised high hopes of having a fine time. These hop^-s were turned to use, and the boys were led to accomplishing set tasks. Their predominating characteristics arc personal pride and a supersensitive feeling of injustice to themselves. By app>'aling to class pride I have had an almost perfect attendance for many weeks. .'\ boy played truant one morning; about half-past ten he came in, confessed he hac aroused. Here, also, the matirial side of life must be us<-d as an argument. I reminoy. The hoi)e of reward proves a stronger incentive than to l56 NATIONAL EDUCATIONAL ASSOCIATION FLouisville ordinary boys. They are born "grafters," and will work for prizes or pay, when work for work's sake is impossible. Because of the hope of reward and some form of praise, I have scon my class, as a whole, steadily working at one set task for a full hour. That alone, in my opinion, was a victory over them; that alone showed the worth of just such special treatment as we are now giving them. It is possible to make these boys worth much, altho the process is long, tedious, and at times very discouraging. They do not retain well anything that is taught them, except possibly arithmetic. This, however, should not prove discouraging, because there is enough victory for the teacher if these boys can be induced to attend regularly, obey willingly, and apply themselves to work. A premium should be placed upon effort, not knowledge. This causes the boy to try. Our work here has been difi&cult; but all of us feel that the school has met a great neighbor- hood need, and that it is achieving an immeasurable amount of good. From all the teachers I have reports on individual progress. Every case is worthy of record. The limitations of a single address make it impossible to do more than quote one typical case. S., age fourteen, was both a truant and incorrigible. For the first few weeks he persisted in leaving his seat, walking about the room, and talking every minute of the time except when fighting his neighbor. His main purpose seemed to be saucy to his teacher and to let everybody know he had no fear of punishment. He knew absolutely nothing. He could not read and would not attempt to read. He would grow ugly if I made the mistake of asking him to do so. I found out that he Hked arithmetic because he knew a little more about such work. I gave him twice as many examples as the others, assuring him that I knew he could do double the work that any other boy could do in the same time. Later I informed him that, if he could read as well as he could cipher, he might stand highest in the class. He waited after school every day for private help. I began with the blackboard and a first reader; later a second reader. In six or seven weeks he had mastered the subject. Today he will read any book he can lay a hand on. I consider this boy one of the best cases of reform in the school. The other day he handed me an old blankbook and said: "Please write in here the things you said about me. My father doesn't think it's true that T am a good boy." Recently he changed his seat to get next to a friend. Foreseeing the result, I said: "S., you may, if you wish to, sit there; but I should like to see you sitting just where I can look at you and where I always know I can find you." A smile came over that face, and the reply was: "I don't care much for myself; it is just as you want me." Within a month this boy will be able to take out his employment certificate, and will carry with him into life respect for every individual in authority. How can I help calling this a case of complete reform ? The following table is a fair, accurate statement of the condition of the special school on February i : Total number admitted to date 140 Sent back to regular schools cured 5 Received employment certificates (3 more to go soon) 4 Went to work at sixteenth birthday 6 Mentally not responsible *i2 Mi-ntally lacking (not so pronounced as former) "i'6 Arrested and committed by court since admitted to Public School No. 120 ... . 6 Arrestcrl and paroled^-fiitto " 7 Chronic truanLs before attending Public School No. 120 118 Number of these absolutely cured of truancy 100 (Those not yet reformed are mainly pupils lately admitted) Number thoroly reformed on all charges 33 (Of these 5 will always need special care) Number improving steadily 42 * Soon to be placed in a special class for defectives. Superintendence! THE INCORRIGIBLE CHILD 1 67 Number impro\nng spasmodically 32 Number improving but vcr}- slightly 10 NumlxT showing no improvement at all 20 (This last item includes 6 arrested and committed, and 6 not yet attending a month) Surely, no further evidence is needed to convince even the most skejjtical that a school of this kind would Ije a benefit to any community. But such schools would not be so imperatively needed, had i)ro|ier measures always been applied in our regular schools and classes. If the true hi>t()rv of each one of these boys were written, it would be shown that many sins of commis- sion, as well as of omission, on the part of teachers, principals, and superin- tendents, helped to make tliesc deiinciucnts what they were. I referred some time ago to the special classes for children over age. This cjuestion needs attention. The special class appeals stronglv to the Ijackward child, who has often been troublesome because he was not interested in the work of his class. An appeal to his good .sense brings about a co-operation with the teacher in her efforts to carry him thru two or more grades of .school work in one term. I have on hand many records wliicli read as follows: L v., age twelve, went from iB to 4A in five months. E.xtreme discipline problem bc-fore being put into special class; now an earnest worker. L. R., age fifteen, from 2A to 4B in five months. Bad boy before being placed in special class; now good and industrious. J. S., age thirteen, from 3A through 5.^ in seven months. Had been very trouble- some; now obedient and industrious. H. S., age twelve, t,.\ to 5A in seven months. Very disorderly before being placed in special class; thoroly reformed. The foregoing were all boys. L. S., a girl, age twelve, from iR to 3B in five months. Previously known as a bad girl. S. K., age eleven, iB to 3B in two months. Previously known as a bad girl. R. F., age twelve, from 2B to 4.^ in seven months. Troublesome and dilTiruU to handle before being placed in special class; now gives no trouble. And so the records run. Is there anything that can be done for the iiuorrigible child, where con- ditions are not favorable for organized reform along tlie lines of special clas.ses or special schools? Have you ever seen a number of dnldren playing the game < ailed "Follow Master"? The leader is (lio>fn, or i hooscs himself, and the laws of the game recpiire all that follow him to imitate exac tly what- ever he docs or .says. Xo matter how al)suril. no mattir liow ridii ulous, no matter how foolish, no matter how dangerous his movements may be, the game riemands from all the others blind, unthinking imitation. We, at the top of our professi<»n, are leading our |)rintipals and ti-ai hers in a great game of " follow master. " .\re we po.ssibly leading our followers to do what is absurd, or ridiculous, or foolish, or even dangerous? There is something pathetic in the way prim ijials and tc-ai hers try to do those things wliiili they liflic\i- the superintendent desires them to do. Are we superinttndiiits always leading wisely in this great game ? Is it n«)t |)().ssible that while we have been j68 NATIONAL EDUCATIONAL ASSOCIATION [Louisville leading toward penmanship of a certain character and style; reading accord- ing to this, that, or the other method; brilliant, immediate results in arith- metic or technical grammar; marvels in the production of juvenile composi- tions; wonderful exhibits of manual and constructive work; high averages for promotion or graduation; or the other details which to us seem pedagogi- cally important, we may have forgotten to lead along those lines which would have helped the incorrigible child and prevented some others from joining the ranks of the incorrigible ? Do you not feel, in this blessed privi- lege of leadership that has been given to us, that if we had made it clear to those who follow that character means more than knowledge; that effort in the right direction means more than tabulated results; that the rescue of the soul of one child is a greater achievement for any teacher than the promotion or graduation of 90 per cent, of his class, possibly more might have been done for the incorrigible child ? Is it not time that all superin- tendents should declare: "It is not what your children do, but what they are, that is the measure of your success; it is not the number of questions your children can successfully answer, but it is the number of temptations that they can successfully resist, that proves you to have been a successful or an unsuccessful teacher"? Our poor teachers! They work so hard; they work so incessantly; and the pity of it is that so much of their energy is misdirected. Why ? Chiefly because from time immemorial we have placed the shadow above the substance. We have prided ourselves on what has been done for the child who survives. We have never recorded what has become of the child who fell by the way. Is it not time that a higher standard be imposed ? Does not this country need character more than it needs knowledge of facts ? Understand, I know full well that all good teachers and good principals constantly hold before the children standards of right living and of true worth, and that many a child is benefited thereby; but this has not prevented thou- sands of children from going thru school and out into life with a lack of character that is a reflection upon any school system, and that tends to lower the standards of citizenship thruout our land. We are expected, in com- munities largely made up of foreigners, to give correct American standards of living to the children of the alien. Are the standards of living in American communities wholly creditable ? Would the general corruption in municipal government, would the general unethical basis of the commercial world, be possible, if correct ethical standards had been given to the men who control the affairs of the world today, at the time we had them as little boys in school ? But, as Kipling says, "that is another story;" so let us get back to the incor- rigible child. There are home conditions of poverty and of degradation, or of indulgence and bad judgment, which send even the httle child to us, morally, if not intellectually handicapped. It is the sacred obHgation of the teacher in whose class this child is first placed to find out something of his home conditions, Superintendence] THE INCORRIGIBLE CHILD 1 69 and by a deeper interest, a sweeter patience, an infinite tact, to make good to that child what it failed to get by the accident of l)irth. Under such treat- ment, what do you think would be the response from the child ? Do you think that the baby under this special sympathetic treatment would develop the germs of incorrigibility ? Pass him on to the next class, and let the teacher who sends him on pass on a word of enHghtenment to the next teacher, so that she too may take the little fellow into her heart and smooth out the path for him; and so on term after term. Is this Utopian? I think not. But it is impossible when the teacher lacks tact, patience, and warmth of sym- pathy. "The teacher who hollers at you for every little thing" is the dis- penser of as much poison as is the hospital nurse w'ho mistakes a bottle of carboUc for a sedative! We have reached that stage of civilization and enlightenment in municipal affairs where the first indication of contagious physical disease is detected, and the patient is removed for the protection of the rest and for the improvement of its own condition. Is it not time then for us to begin to train teachers to look for and detect the first symptoms of contagious discipHne disease, and to compel them to take proper means to insure, not only the safety of others, but the improvement of the child in whom these symptoms have been detected ? The first symptoms of contagious discipline disease — what are they ? Were one to ask our teachers to answer that question honestly, I believe that a majority of the replies would give evidence that they are laying too much stress upon unimportant things. To require children to sit perfectly still, in furniture often physically uncomfort- able, is, I think, the root of many of our discipline problems. To keep them at tasks lacking every element of interest increases the evil. The energy, the time, and the nervous strain expended to make children do what is not worth the doing is appalling. I remember well in my early teaching days when, in every penmanship lesson, tremendous emphasis was laid upon the proper crossing of the / and the accurate dotting of the i. Most of us have rei>ented in sackcloth and a.shes for our folly in this direction, and realize now that, if penmanship be free, rapid, and legible, it makes no dilTerence where the / is cros.sed or where the i is dotted; but in tho.se days wc made so much oi the cro.s.Mng of the / and the dotting of the / that we lost sight of the impor- tance of freedom and speed. Are we not living thru a similar crisis in our dis( ipline problems ? Do not some of the things that teachers demand (and, remember, teachers and [jrincijjals are playing the game of "Follow Master," and, as a rule, demand what they think the superintendent desires)— do not sf)me of these things bear the same relation to true disc ipline that the crossing of the / and the dotting of the / bear to real penmanship? Wiiat we need is clearer vision for ourselves. ;\ vibrating enthusiasm for any great move can be aroused in any teadiing body, provided enough enthusiasm goes out from the leader to set in motion the vibrations in the mass. If we feel this to ije true and translate our feeling into our utterantes, both sp«)ken and written, c an we not thereby < reate a public opinion that will fon <• its way l^O NATIONAL EDUCATIONAL ASSOCIATION [Louisville thru our utterances to the attention of the living, acting community? If, on the other hand, we feel that our ofhcial duty is discharged by the occasional commitment of an incorrigible child, instead of tracing incorrigibility to its causes, and trying to remove those causes, do we not show ourselves unfit for the responsibility of leadership ? It is too late to solve discipline prob- lems when the extreme case is brought to official notice. We must begin lower down, and we must begin at once. For a time the present trouble must last, because lawlessness has been so steadily on the increase among our boys that remedial measures will be required for some time; but this same lawlessness will increase at an appalling rate unless we capture the little ones now and remove from their lives those influences which have made the bad boy of today what he is. Boys already so defiant of all authority, so willful and disrespectful, as was the material out of which my special school was constructed, must be removed and placed in small classes under specially chosen teachers. But that is not enough. Permanent preventive work can come only from taking measures to change the standards of discipline in the entire teaching body. We must watch closely every teacher in whose class truancy and other violations of the law are most frequent; and if lack of sympathy, lack of tact, or bad temper on the part of the individual teacher is found to be responsible, in whole or in part, for these troubles, we must have the courage to prefer charges against such a teacher, and remove him or her before further damage results. Drastic measures in removing two or three of the worst offenders would insure an improvement on the part of others who by their harshness, injustice, and unkindness are helping to embitter the school life of many a child. Emmy Lou's "Ogress" must disappear from our schools; Emmy Lou's "Dear Teacher" is needed in every room. We hear very little about the incorrigible child from "Dear Teacher." If, however, the fault does not lie with the teacher, there must be something inherently wrong in the troublesome child, or something in his environment that tends to mih- tate against the best influences of the school. Some plan must be devised to make special provision for the proper training of such children. Children who cannot, or will not, obey the laws of a school, as administered by a sane, tactful, sympathetic teacher, must be treated as diseased, and must be iso- lated for their own good and for the protection of others. We dare not wait until the child infected has advanced in years, with ever-increasing disrespect for authority. The disease must be treated in its incipiency. Physicians have proved beyond question that a cure is possible in every case of incipient tuberculosis, if pro])erly treated. Beyond the incipient stage recovery is less frequent, and the danger of infection to others immeasurably greater. So, too, with our discipline problems. In the incipient stage, under proper treatment, all, or practically all, can be cured. Once allow a child to get well beyond the incipient stage of lawlessness, and recovery is not only doubt- ful, but the spread of the disease is a natural sequence. Superintendence] THE INCORRIGIBLE CHILD I7I It has taken years to educate the public to a proper conception of the duty of every individual toward checking the spread of the white plague. It must now become our duty to educate teachers, parents, and public opinion generally to the fact that defiance to authority presents a greater menace to our country than does tuberculosis. The spread of moral disease is infinitely more far-reaching in its influence for evil than the spread of physical disease. If, then, it be essential for the public to help physicians stamp out incipient tuberculosis, how much more necessary is it that the same jniblic should be appealed to, to help teachers stamp out incipient lawlessness ? Let me continue the comparison. What would be thought in medical circles of physicians and nurses, charged with the care of tuberculous patients, who recklessly scatter the germs of disease instead of carefully destroying the same ? What, then, must be thought of the teacher or principal whose prime function is to train the child of today for future citizenship, if he recklessly scatters the germs of incipient lawlessness so that the spread of the evil is bound to follow ? Such germs must be exterminated ; proper preventive measures must be applied to the control of the contagion. The teacher, under the influence of nervous excitement and irritability, due to conflict with the troublesome child, is recklessly scattering these germs, so that others in her class not yet contaminated are in the greatest danger. Tact, courage, sympathy, and infinite patience on the part of the teacher arc the only remedies for incipient lawlessness. Teachers must learn that, if the strong will of a child is set up in opposition to the teacher's mandate, insist- ence upon immediate surrender to the teacher's will is l)()un(i to carry with it humiliating consef|uences. It is far better to ignore such an outbreak, to take no notice of the child at that particular moment, and to wait for the right opportunity in which to gain the (li>pute(l ])oiiit. Thi> point is rarely gained by forcing the issue at the moment that the child is controlled by stubbornness, and the teacher by temj^er. Many a boy has grown hard and ugly as a result of 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 control, not only of the teacher over the child, but possibly of the child over himself. Here, then, is one line of thought for the teat lier who is tormented by an unruly boy. Posse.ss your soul in ])alience and await your oppdrtunily. How (an you e.xpet t to teat h a willful t liild xlf i iintml, uluii yuu iannol control your own mood under provoi atioii ? \ (onte.st with an angry child, or with a sullen (hild, is bound to s|)read the germs of disea.se. Treat the case scientifically, an of these sound photogra|)hs. Sight is purely a mental plu-nomenon, for tlie image of cxtt-rnal ol)jei Is reflected ujKjn the inner wall of the eye is transmitted over tlu- million nerve fibers comjjosing this wall to the innermost recesses of the brain, where con- sciousness of vision is bftrn and where al><», phonogra|)h like, mental im]»res- sions are retorded, whic h, even after the lap^e of years, will i-naiiic llic mind's eye to pass in review that whic h caused them. In the phonograph we know the accuracy of construe tion and dc-iii acy of 1-4 NATIONAL EDUCATIONAL ASSOCIATIOK [Louisville adjustment essential to its satisfactory operation. We should certainly be equally critical in dealing with that choicest of possessions — the eye. Environment largely influences the mind for good or evil. The deformed eye therefore, which constantly transmits to the brain distorted images, must undoubtedly have a demorahzing influence upon the mentality. That this is true is evidenced by the statistics of our reformatories, homes for the feeble, minded, inebriate retreats, and insane asylums, showing, as they invariably do- large percentages of visual defects in the inmates. Allen Greenwood, M.D., in an address before the Boston Medical Society, recently urged that municipalities take up the investigation of the eyes of schcol children, emphasizing the fact that alarmingly large percentages of backward and feeble-minded children examined had been found to be afflicted with de- formities of the eyes impairing vision, all of whom evidenced marked improve- ment mentally and physically when defects of sight had been corrected. The Medical Review oj Reviews quotes the results of investigations con- ducted by Dr. Theodor Gelpe, of Vienna, in which he states that 72 per cent, of feeble-minded children examined had been found possessed of extremely defective eyes, largely of a congenital character, capable of marked improve- ment by properly adapted glasses. Dr. John J. Cronin, chief of division of school inspectors of New York City, reports that out of 7,166 pupils examined TjT, per cent, were found to have defec- tive sight ; whereas in Philadelphia the health board recently recommended that the authorities provide funds for supplying suitable examinations and glasses to the large numbers of poor school children in need of them. One of the frequently encountered defects is a marked deformity or sub- development of one eye, which, owing to the resultant low vision and conse- quent non-use, leads either to its total loss, a condition of cross-eye, or the various phases of nerve-suffering and mental degeneration herein referred to. During childhood, when development is as yet incomplete, nature sends to each function blood and nerve supply, not only for the purpose of enabhng it to perform its work, but also to contribute to its growth. If, therefore, owing to a deformity or faulty development, an excessive activity is involved, a correspond- ingly excessive expenditure of nutrition and energy will result, depleting the part and interfering with its development. The question presenting itself is, therefore : Can an effective and feasible means be provided by which these cases can be discovered ? It has been found impracticable to acconipUsh this by means of speciahsts, as the task, owing to the large numbers involved, is a difficult, if not an impossible, one. Several years ago the speaker suggested a plan which, if carried into effect, would result in the discovery of at least many such afflicted pupils. For this purpose the regular wall test-chart is used. As many pupils as possible are seated in two rows facing the wall, and about twenty feet away. The rest of the puj)ils leave the room. Each of these pupils is provided with a sheet of paper on which to write his name. Superintendence] EXAMIXATIOX OF EYES OF SCHOOL CHILDREN 175 The pupils are now requested to cover one eye with a handkerchief (or strips of musHn can be used), the teacher displays the test-chart on the wall, and the pupils are instructed to copy the test-letters thereon, holding up their hands when completed. Some will accomphsh this task quickly, while others will hesitate, and after considerable effort abandon the attempt. (The teacher can here obtain considerable information of their acuteness of vision.) When sufficient time has been allowed, the chart is removed, and the pupils are re- quired to cover the other eye, when the reverse side of the chart, containing other letters, is displayed and copied in a similar manner. These papers will at once indicate the acuteness and accuracy of vision of each eye, those showing unsatisfactory results being later again submitted to the test. Where one or the other eye is very deficient, the result will al once indicate it, and parents can be notified. The principal should always have this chart at hand for the purpose of investigating the eyes of the dull, non-studious, un- ruly, or truant scholar, which may freciucntly furnish evidence of inestimable value. Experience has demonstrated that marked deformities of the eye are fre- quently due to malformations of the skull, which the analytical observer readily learns to recognize, whereas those pupils having deeply wrinkled foreheads, or those comjjlaining of periodical headaches, .should always be suspected as being possessed of eye-defects, and be subjected to e.xaraination. The following cases are typical and demonstrate possibilities: Two years ago a boy thirteen years of age was brought to me. His virion was stated to be .satisfactory, but nerve disturbances, which had evidenced themselves since his first school year, had gradually become more marked, until they had devel- oped into a well-defined condition of e])ilc])sy, the Ijoy having had .several attacks of falling fits monthly. He had been under treatment for four years, without relief, whereas recently attacks had become more severe and frequent. E.xamination revealed an extreme distortion of the left eyeball, with vision in this eye very imi)erfect and accom])li>hed at the cost of great strain, leading to acute headaches if the eyes were used for any length of time. The (orrec tion of the defect by the rcfjuisite glass, and the enforced at ti\ ity of the defective eye, graduall\' not onl\- brought vision in this vyc u|) to tlu- nor mal, but has contributed to such an extent to imi)roved ])hysiial conditions that for the jKist eighteen months he has attended school regularly, wliic h he had not been al)le to do for .several years ]irior to tliis tinii-, and nrrvc disturb ances have entirely disappeared, the boy not having liad an attac k in over a year, whereas his school |)enentages show a marked advanc e. The .second case was that of a boy of twelve bntught inc by one of our j)rin( ipals. He was the M)n of extremely poor parents, who ridiiuled the idea of glasses. He was given to truancy, was ditlu ult to (ontrol, was non studious, and apparently was mentally deficient. The corredion of an extreme ana- tf)mi(al deformity of both eyeballs by suitable glasses not only (levelo|)ed vision where he had been to all intents blind, .so far as <»l»je( ts !>evond ten feet 176 NATIONAL EDUCATIONAL ASSOCIATION [Louisville were concerned, but his vicious tendencies disappeared, and he became fond of his studies as evidenced by the marked change in his percentages. He is now working after school hours, and his employers commend him and are interested in him, and I am firmly convinced that the boy's future has been largely influenced for good. The third case was that of a young girl, age sixteen, who since her eighth year had suffered from periodical attacks of headache, which in recent years had been accompanied by digestive disturbances, evidencing themselves by acute nausea, which had defied medical treatment. An examination revealed the fact that, while the left eye was normal, the right was so defective in formation that well-defined vision was an impossibility. Upon being ques- tioned, she insisted that her vision was perfect, she being able to see test-let- ters either on the wall chart or at reading distance. Upon being requested to hold her hand over the left eye, she for the first time reaHzed that she had no vision in the right beyond the ability to perceive light. With the proper glass before this eye she could with difficulty vaguely discern letters one-half inch in size when brought to within six inches of the eye, and these for only a minute, when they became blurred and then faded away. Why ? Because, owing to the existing deformity and consequent non-use, the visual func- tions in this eye had not developed. Spectacles containing an opaque glass before the normal eye, and the corrective lens before the deformed eye, were prescribed for exercise use. By this means the dormant eye was forced into activity for short periods at first, as exhaustion speedily evidenced itself. After the first week improvement was marked, and the eye could now read headlines in a paper for ten minutes. At the end of the second month the eye was able to read regular newspaper print for half an hour. At this time clear glass was placed before the good eye, and glasses have since been worn constantly. Recent examinations reveal vision to be normal in the deformed eye thru the corrective lens, but, what is most significant, headaches, and nerve and stomach disturbances, have disappeared, and the general health is vastly improved. This case would undoubtedly have been discovered by the test suggested, because the girl could not see even the largest letters on the test-chart with the defective eye, whereas a study of facial proportions at once revealed a marked distortion of the right side of the face, due to a cranial deformity. The query constantly propounded by the pubhc is: "What has caused conditions necessitating the extensive use of glasses by the young?" Sta- tistics dating back to the early part of the last century show that in the uni- versity centers of the Old World the percentage of defective sight among students was very large, and scientists now generally concede that, at least so far as that condition known as myopia or near-sightedness is concerned, defi- cient light, and the consequent tendency on the part of the pupil to approach abnormally close to his books, is, in a manner, responsible; whereas many maintain that, in view of the fact that the human eye in early childhood is mark- Superintendence] PROMOTION AND INCREASE OF SALARIES i-jy edly subnormal in development, whereas the demands upon it are constantly increasing, e'cry effort should be made to assist it by proper apfniratus during this period, wherever such are found acceptable. But, what of the conditions here so briefly described ? Anatomists are agreed that the violation of nature's laws, attending the demands of modern fashion, has to such an extent modified certain portions of the female anatomy as to make motherhood extremely dif- ficult, necessitating in a constantly increasing percentage of cases the aid of mechanical adjuncts, to the use of which the cranial deformities referred to can, in a large measure, be traced. Can we contemplate these possibilities unmoved? How many children may be struggling on under your very eyes, condemned to live within a circum- scribed mental as well as visual horizon, to whom science might give invaluable sen'ice were she but appealed to ? Cultivate the ability to read aright the hieroglyphics graven by suffering upon the faces of the young. Note the faulty position assumed by some students, the extreme tilting to one side of the head, a disposition to squint until the eye is scarcely visible. Add to this the simple visual test suggested, and you will encounter, where you least suspect them, visual deficiencies, the correction of which will not only be of great value to the ones afflicted, but will prove a fascinating and grateful field of research, and lead to the discovery of new truths. WHAT SHOULD BE THE BASIS FOR THE PROMOTION OF TEACHERS AND THE INCREASE OF TEA CHERS ' SA LA RIES ? JAMES H. VAN SICKLE, SUPERINTENDENT OF SCHOOLS, BALTIMORE, Ml). By "promotion of teachers" I understand adxance to positions of greater responsiliility or authority, as, for example, head of department, first assist- ant, vice-principal — positions in which a higher order of executive ability is required than is essential in work limited to a single class-room. The kind of executive ability required in a given jjosition must be discovered chielly by observing the individual's way of doing things, his judgment dis])layed in meeting difficult .situations, and his .skill and tact in preventing difficulties from arising. An examination .serves this purpo.se but little, exccj)t in so far as it widens the area of choice of candidates by inviting competition from beyond the home locality. An examination may, liowever, serve to disclose weaknesses that were not even suspected; and, when this is the lase, its negative value is very great. In the twenty minutes allotted to me I prefer t<> M.nsiijer tlu- ^eioiid jiaii of the tojnc, "the basis for inc reasc of leailiers' salaries," as I believe tlii^ to lie the more vital of the two phases of the subjec t at the preMul lime. Salary should not depend upon grade taught. I do not here refer to extra compensation given in certain grades for 178 NATIONAL EDUCATIONAL ASSOCIATION [LouisviUe teaching special subjects, as Latin or a modern language; nor to the higher salary which in some places is given to male assistants, teachers of ungraded classes, or such special positions; but to regular salary schedules. To make increase in salary depend upon assignment to a higher grade is to cause teachers to regard their present work as temporary and of relatively small im- portance, and to divert their attention from the finer problems of the work with the group of children immediately in their charge. This poHcy in school management tends to lessen the efficiency of service in the grades from which transfer is sought. For the sake of the children for whom the schools exist, therefore, teachers should be able to secure advance of salary in present work, not exclusively away from it; at least they should not be forced by considera- tions of salary to bend their efforts toward getting away from present work- Taste and aptitude should govern in such adjustments. To place a higher money value on teaching in the upper grades would imply that these grades require more of the teacher in education, training, skill, and effort than is required for thoroly good work in lower and intermediate grades. Really good work anywhere costs effort. Poor work is no more to be tolerated in the intermediate grades than in those above. If the authorities fix a higher salary for upper-grade work, teachers not well adapted to it will seek it solely on account of the financial inducement offered. It is to be expected that they will magnify the value of the work that carries the higher salary, and to a proportionate extent belittle the value of service in lower grades. Teachers whose powers and aptitudes point to seventh- and eighth-grade assignment as most appropriate are not, as a rule, found averse to taking such assignments even where no salary inducement exists; furthermore, when a mistake is made in assigning a teacher, it is much easier to correct that mistake when such correction involves no loss of salary. From various points of view, therefore, it seems to me unnecessary and unwise to offer financial inducement to teachers to take upper-grade work. It may immedi- ately be asked, then: Why pay high-school teachers more than elementary- school teachers? We demand of all who teach in elementary schools the academic attainments evidenced by the high-school diploma; from those who are to teach in our high schools, the attainments evidenced by the col- lege diploma or its equivalent. At the point where we estabhsh the higher educational requirement we may admit the force of the argument for a differ- ent schedule of salaries based on the added cost of collegiate education. Even tho we grant that a teacher can do business after a fashion in the lower grades on a smaller capital of knowledge than would be required to avert failure in the upper grades of the elementary school, we find that our recognized national standards do not set up a lower educational demand for lower-grade work. For the elementary-school teacher, both in primary and grammar grades, the recognized standard on the academic side is high-school graduation. We do not willingly accept less even from those who are to teach in our kindergartens. Superinlendcnce] PROMOTION AND INCREASE OF SALARIES 179 When advance in salary comes from good work in anv grade, teachers seek assignment to the grade for which they are best fitted by disjwsition and attainments, whether that grade be high or low; not so when increase in salary depends upon transfer to a higher grade. For the sake of teachers and children, the suj)erintendent should have the greatest possible freedom in lixing and changing grade assignment. This can be had onlv bv elimi- nating grade taught as a factor in salary advance. The same priiu i])le should hold also in the high schools: highest salaries should not be given exclusively to teachers conducting the most advanced work; first-vcar })U])ils should share with advanced puj)ils the best instruction that the school affords. Salary advance beyond a certain ])oint should not be ba.sed on vears of service. For a time, the period differing in individual cases, there comes increased efficiency with increased experience. This is likely, however, after the first few years to be limited to ease of control, with small increase in teaching skill. There is a tendency — a very strong one, too — to fall into a lifeless routine; to lose the early interest in the work itself; to perform the dailv duties as a task rather than as a vitally interesting piece of the world's work. Tho this tendency may not ap])car in the "born teacher," yet the great army of teachers, like the great army of people earning their daily bread in other occupations, begin their work without any heaven-sent call. They must be trained. In these days, when salary advance is in the air, we owe it to our calling — which we hope, if not now, then at an early day, to call a pro- fession— we owe it to our profe.ssion to see to it that, in the words of the Com- mittee on Taxation of our A.ssociation, "we can i)oint to a dollar of value in .service for every dollar added to the tax budget;" or, as I prefer to say, we can point to the best possible teaching that the money of the taxjiayers will secure. Thi.i has seemed to me to be the consideration that would guide the owner of a large private business in employing the members of his force and in fixing their salaries. To test this, I addres.sed ten letters of iii(|uiry to as many representative men in mv city, each interested in the management of a bu.sine.ss involving large cajjital, and emjtloying many subordinates. The questions were as follows: 1. Do you pay level salaries in a given departmcnl ? 2. To what extent, if any, (lesides being the vehicle of instruclicjn in all other subjects. If, then, any one study should engage the attention of a young teacher on her way up to tlu- first regular salary level, that study is English. It i'^ a good thing for tlic tc-ruhcT during her l82 NATIONAL EDUCATIONAL ASSOCIATION fLouisville first three years of service to be preparing to meet the EngHsh test — a good thing for the teacher, and a good thing for the children she teaches. Study carried on with a view to such an examination in English will be directed along hnes helpful to the schools. This is our purpose — to strengthen the language side of our work. As to Part II of the promotional examination, a teacher may take it after the fifth year of service, if she has been promoted under the rules governing Part I. By this time she should have developed some independence and considerable professional skill. The test imposed for eUgibility to the maxi- mum salary is one in the power to discover problems in the daily class work. It is a test in thoughtfulness — ^not in memory. It is a highly professional test. Its tendency cannot fail to be toward greater sympathy with children, closer observation of their individual characteristics, their home environment, and the many things which the true teacher needs to take into consideration, if she would reach a high level of efficiency. It may be objected that the so-called cultural studies are too little in evidence in this examination. This will hardly be charged of Part I, the test in English. As to Part II (the discovery of a problem and the prepara- tion of a report upon it), such a defense of the report is required as will evince familiarity with the educational hterature bearing on the problem studied. To some extent, surely, this is cultural; if not sufficiently so, we can easily improve it in this respect when we are able to add another $ioo to the annual salary, not now very high. The two tests have the merit of being progressive. The second is in no particular a repetition of the first, either in substance or method of management. An examination conducted on the plan of the thesis and its defense attains a dignity that the ordinary examination lacks, and it affords the examiners an opportunity to know more fully the profes- sional equipment of a teacher than it would be possible to learn by the obser- vation of schoolroom work alone or by the ordinary written examination. Each teacher who submits a report must be able to explain it fully, and defend it by reference to recognized authorities and to actual conditions in her own schoolroom. In order to do this well, it is necessary to make thoro prepara- tion. To one well prepared the ordeal seems easy enough, and so it should be; but to one who so underestimates its searching character as to sHght in any way the prehminary work, or to adopt any fine-sounding pedagogical phrases not clearly understood, the examination seems, as it should, severe indeed. Both parts of the examination — Part I and Part II — have the merit of directing the attention of the teacher to the regular daily work, and to the children she is to teach. In order to retain the maximum salary, a teacher must continue to render acceptable service; the advance is not, therefore, to be regarded as neces- sarily permanent. Altho it does not come exactly under the topic of this paper, I venture to mention another problem taken up by the Baltimore board — it is the prolilem Superintendence] NEXT STEP IX THE SALARY CAMPAIGN 1S3 of the teacher who has served the city many years, but who, thru advancing age or other causes, is no longer efficient. A school system as extensive as ours requires a large number of substitute teachers to take temporarily the classes of regular teachers who are visiting other schools or are absent on account of illness. It is the opinion of the board that teachers no longer fully efficient, but who have given their best days to the schools at a salary out of which they have been able to lay up little or nothing, may, with entire justice to the taxpayers, be allowed io do as much of this occasional substi- tute work as they are able to do, and such clerical work as all large schools afford. For three years a rule has been in existence which allows such teachers, upon their application, to be ])lace(l upon a list of special substitutes at a salary of S360 per year. Our city has as yet no fund for pensioning teachers. The state pension is only $200 per year. Our special substitute list is, therefore, a welcome half-way station for worthy teachers who can no longer do full work. It is not difficult to estabUsh new rules for new teachers; but when the new rules operate to stop the unconditional advance of the less meritorious teachers of the regular force along the new salary schedule, a situation arises that must be met with firmness, and yet with kindness and consideration. The care now exercised in training our teachers, the freedom from inter- ference which we enjoy in sifting out the unpromising, and the encourage- ment offered to teachers while in service to become highly efficient, should in future enable us to ehminate to a great extent the problem of the inefficient teacher. THE XEXT STEP IN THE SALARY CAMTAIUX DAVID FELMLEV, PRESIDENT OF STATE NORM.\L UNIVERSITY, NORMAL, ILL. The discussion of this topic as a question of national scope is rendered some- what difficult by the fact that teachers are selected and their salaries deter- mined by local authorities, limited only by state regulations regarding revenue and teachers' qualifications. In some communities in every state an intel- ligent and insistent public oj^nion demands that salaries be high enough to secure and retain teachers of personal worth and adecjuate training. In some states where the educational forces have been so fortunate as to .secure wise and capable leadership, ample revenue, a high standard of (lualiluations, and a living salary have been .secured by legislation. The splendid advaiue in the neighboring state of Indiana made during the last four years, under the leadership of y(jur president is a case in jjoint. Hence any detailed discussion of this topic must is for the entire state. The increase, however has been mainly in Cook County, employing one fourth of the teachers, and in a few large cities outside. In 62 counties out of the 102 the average salary of women teachers is less than S40 per month; in 4 it is less than S30. In 10, men are paid an average salary of less than $40 per month. Tlie 10,000 teaih- ers in our rural schools average less than S300 per year. From the re])orl of your committee it is evident that similar lonchtions exist in every northern state east of the Mis.souri River, witli the exception of Massac hu>('tt-~. Kliode Islanfi, New Jersey, and Inrliana. In 36 Illinois counties the average montldy wages of men teachers arc lower than thirty years ago. In iS, women are ])aid less. In the meantime the population of the country has douhk-d; its wealth has trebled. Land and all produ( Is of the land have risen in value. Wages for every other species of .service demanding skill and lidclily liavi- risi-n. ICven wiiere teachers are most libc-rally paici, all skilU-d mec lianics brie k- lavers, mac hinisls, moMc-rs enjov a larger annual income, while the common l86 NATIONAL EDUCATIONAL ASSOCIATION [Louisville laborers on the streets and sewers are better paid than the lowest teacher in these same cities. In 1902, the last year for which we have complete statistics, the average annual earnings of all the workers — men, women, and children — in fifty-five leading manufacturing industries in Illinois was $502.92. The average annual earnings of men teachers the same year was only $490.69. It is not necessary to multiply evidence upon this point. It is a matter of common knowledge that the country schoolmaster is fortunate whose net earn- ings are better than those of a good farm hand. Many good teachers earn less than stenographers, seamstresses, and cooks. Our wages have remained prac- tically stationary, while the cost of living has advanced nearly 20 per cent. Moreover, the demands upon teachers have multiplied. Institutes, books, periodicals, and summer schools have brought home to them the need of pro- fesssional preparation. When this need is realized, the conscientious teacher feels that he must obtain the preparation or quit the ranks. I believe today that the demand for this preparation is stronger among teachers than among employers. I have personally known several promising teachers who have left the work because they keenly felt this need, but could not realize from present salaries enough to make the necessary expenditure. The inadequate compensation is not because our people as a whole do not believe in education, nor spend money generously for its support. During the past twenty-five years the cost of public education in Illinois has increased 175 per cent., while the population has increased only 70 per cent. ; but the enlarged expenditures have been for fine buildings, for equipment, apparatus, libraries, and especially for developing the somewhat expensive high schools in our cities and towns. Salaries in the elementary schools have seen the least advance. A fine school building especially appeals to the American spirit. It is the pride of the town to be exhibited to the prospective investor. It is regarded as a wise expenditure for advertising purposes. But teachers' wages are largely determined by custom. No organization or trades-union methods have been operative to force them up. Competition has been unrestricted. With unre- stricted competition, wages are bound to sink to the lowest level at which laborers will consent to live. This level is reached in that large class- of young women, fresh graduates from the public school, who, while Uving with their parents, are willing to accept any small salary sufficient for their per- sonal expenses. Wherever school boards are willing to employ teachers with this standard of preparation, all discussion of the salary question is useless. What wages should teachers receive ? What wages should be paid for any service ? The answer is: Society should provide for all its servants charged with any vital function the conditions and means essential to effective service. Teachers should be free to teach. The citizen teacher of the early days could teach in winter and farm in summer. Few teachers are content with the standard of excellence then possible. Excellence in the calling now involves professional training, books, magazines, summer schools and institutes, travel, Superintendence] XEXT STEP IN THE SALARY CAMPAIGN 187 lectures, and concerts. A vacation outing is no extravagance if it buvs vigor and inspiration for the schoolroom. The teacher's salary should be sufficient to reimburse him for his outlay for professional training, to maintain his pro- fessional growth, to enable him to live in the part of the town and dress in thp style which the community demands, to bring up and educate his family, and lay by something for old age. In the Indiana Report on Taxation and Teachers' Salaries the following recommendations are made: For the rural schools, $400 to $600 per year. For grade teachers in towns and villages, S480 to $650. For grade teachers in cities of 25,000 inhabitants, $600 to S800. For grade teachers in cities like Indianapolis, S750 to $1,000. For principals of elementar}' schools in smaller cities, $900 to $1,000. For such principals in larger cities, $1,200 to $1,800. For high-school teachers, the same salaries as for ward principals. For high-school principals salaries should be about 50 per cent, greater. County superintendents should be put on a par with other county officers. City superintendents should be paid as well as the postmasters of the same cities. In Chicago and a few of its suburbs the superintendent of schools is better paid than that official. In the 220 Illinois cities paying their school superintendent $1,000 or more the postmaster's salary averages one-third larger. His responsibilities are surely no greater; the required standard of character, ability, knowledge, and culture, no higher. Three remedies are proposed for the existing salary situation. The first is a sort of laisser-jaire policy that would rely upon the methods that have hitherto bettered conditions in our progressive conimuniiios. It would say to teachers, in the words of Newton Bateman :_ The higher law by which teachers' salaries are graduated by the (|iiaiity of service rendered, and the law of supply and demand, will not be set aside for their benefit; that law is unchangeable and inexorable; it is a cold, relentless, emotionless principle of politi- cal economy which has controlled the whole question of wages with a pitiless and des- potic sway for centuries past. Hence the thing to do is to quit weeping and wailing over low wages and the non-recognition of the teachers' profession, so long the twin themes of unmanly lamentation, and go to work. There is plenty of room higher up. If you are willing to spend th'.- time, thought, energy, perseverance, and money vital to the best preparation and service, the world will recognize you, appreciate you, reward you. The trouble with this policy is that it presumes a larger measure of interest in education and knowledge of good teaching than school boards yet po.ssess, or are likely to [jo.s.scss for a long lime to come. Teaching is harder to judge than any other form of expert .service. In most services requiring special knowledge or skill, if we cannot judge of the work while in progress, we can judge of the results. If the blacksmith is un.skillful, the horse goes lame. If the builder is a botcher, his roof leaks, his doors sag, his paint scales, or liis plaster falls. The poor lawyer loses his case; the physician, his patient. lUit for [)oor teaching there is no |)rompt or ready test. In fad, most otherwise intelligent ])eople have very hazy notions of what the s( hool ought U\ liriiig to NATIONAL EDUCATIONAL ASSOCIATION [Louisville pass. Our people believe in "education," without knowing exactly what the word means. Suffice it to say that from a good school the youth should come forth with a body sound, healthy, graceful; with a mind furnished with a goodly stock of knowledge of the sciences that underlie our civilization, and of the best litera- ture in which its ideals and spirit are expressed. It will have trained his powers of perception and reasoning; it will have estabhshed that scientific spirit that does not believe and take for granted, but weighs and considers; it will have secured reasonable proficiency in reading, writing, drawing, computing, sing- ing, speaking, and the art of good behavior. The daily administration of the school will have established habits of punctuality, order, industry, courtesy, and self-control, of fideUty to obliga- tions, and a due sense of responsibihty. It will have implanted high ideals of life, the love of excellence, a passion for justice, a chivalrous sense of honor. In brief, the school should turn out — to adapt the words of Milton — honest, honorable, high-minded men and women able to discharge justly, skillfully, and magnanimously all the duties of public and private life. Now, the best teaching will not always bring this to pass. It may be nulli- fied by the influence of home and street, of press and stage. The point is that few employers know what to expect from the schools ; fewer still can separate the mingled currents in adult knowledge and character, and trace each to its source. In any case, to judge of today's schools by results, we must wait a generation. Evidently, then, those charged with the employment and supervision of teachers must be able to know good teaching when they see it. Now, the average layman asks only two questions: "Do the children like the teacher?" "Does he keep order?" Both are good tests, as far as they go; yet this audience knows that the affection of children is easily won^quite as easily by him who entertains as by him who instructs. The value of order in the schoolroom depends very much upon whether it is secured by threats and bribes, by appeals to fear or selfishness, or whether it is secured thru the preoccupation of the children in interesting and profitable work. What we call the atmosphere of the schoolroom is not a decisive test. Often school exercises that seem skillful or even beautiful are, when judged by standards of ultimate educational value, useless or worse. I cannot argue this point further. I sulmiit the proposition to your serious judgment that in no other form of service is the difference between true excel- lence and mediocrity harder to detect. This fact puts trained and worthy teachers at a serious disadvantage in competition with relatives of the board, with "deserving girls" from the "home school," and the general pressure of "economy." So long as teachers are everywhere employed by local boards, and are licensed by a county superintendent elected by popular vote, the silent plea of effective service will not alone bring the salary deserved. The second remedy is the poHcy that has been so effective in raising wages Superintendence] NEXT STEP IN THE SALARY CAMPAIGN 189 in the skilled trades and in enhancing the prices of hundreds of staple com- modities of commerce organization. In the country where I Hve a lawyer in good standing must have his $25 to handle the most trivial case before the circuit court; the physician, $2 per visit ; the plumber, 60 cents an hour. These prices are fixed by "an understanding among gentlemen," by a resolution of the county medical society, or by the union scale. The person employed fixes the price for his services; if I need the service, I must pay the price or go without the service. But teachers' salaries are usually fixed by employers. Yet under our school laws, especially where the bulk of teachers' licenses are issued by the county superintendents, teachers may, with the help of that official, obtain almost any reasonable in- crease in salary. This has been effectively demonstrated by the teachers of one lUinois county. In February, 1904, the Saline County Teachers' Asso- ciation appointed a committee on the state of teachers' salaries. The com- mittee examined the assessment records in the office of the county clerk, con- sidered llie number of pupils enrolled in the various schools, and prepared a schedule of minimum salaries carrying from $25 to $100 per month for the various positions in the county. This schedule was mailed to every teacher in the county, with a request that he stand by the committee's schedule. Many of the directors complained bitterly of the proposed increase, when they found that every applicant for a particular school demanded the same salary; but the best sentiment of the county supported the teachers. Only fifteen of the 125 teachers accej)ted positions at less than the scheduled rate, while some boards paid Sio or $15 above the scheduled minimum. Several superior teachers were attracted from neighboring counties. There has been a revival of educa- tional sentiment in the community, and of professional s])irit among the teach- ers. The average monthly salary of men is now $45; of women, S40. The average three years ago was for men, $34.77; for women, $28.87. Teachers know that, when they go into the market with their earnings to buy the services of others or the goods of manufacturers, they find in nearly every ca>e tlie price of such services or goods enhanced by combinations formed to resist or control competition; they know that in all other callings de- manding special knowledge or skill, organization may go on unrestrained, while llieir own .salaries are subject to the free play of competition: The tiniptation to use the weai)on to secure just (onipelilion is very great; yet nio>t of us do not lake kindly to this idea of organization to enforce our demands. Ourioal indu-try now |)re>ents the spectacle of two arnuil ( ;nn])s one of slot kholdiTs and investors, the other of wage earners whose olVu ers o( coionally meet under a Hag of tru. The next year the legislature established minimum salaries of $600, S800, and Si, 000, according to the num- ber of schools in the county, and a maximum of $1,252. After twenty years these results appear: The maximum salary is paid in 84 counties, altho rc(iuirc(l by law in but 60 counties. The limitation, while possible in 42 counties, is ai)plicd in only 18. In no county is the salary held down to the limit permitted to the county board. At a convention of school officers I heard one say: "I believe we are all agreed that salaries in this county ought to run ten dollars a month higher than they do; and I beheve we are also agreed that the present teachers arc not worth more than they are getting." For such a condition a law providing a decent minimum is a remedy. Surely better teachers will not appear until salaries are improved. High salaries attract and retain superior teachers, and make it possible to raise the standard of (jualifications. If paid for a year or two to the present poorly qualified force, they are enabled to cjualify themselves by further schooling for meeting the advancing require- ments. In many states a minimum-salary law will not be elTective unless supple- mented by suitable means for securing a high standard of qualifications. This will not always result automatically from better pay. Some rural districts and most villages are scarcely able to raise revenue enough to pay liberal salaries under the revenue laws of many states. The number of such rural districts is not great. A minimum-salary law might impel small and weak districts to consolidate. In the states where .schools are supported mainly by local taxation, there should be provided a state school tax supplying one third of the total school revenue, to be distributed in such a manner as shall espe- cially encourage backward districts. In our great cities the wealth on the avenues helps to educate the children in the slums. No argument is needed here for the wisdom of such policy. In tlu- same way llic wealth of all the state should stand pledged for the schooling of all the c hililren in tiie >tate. no matter where the diildren may haj)|)en to roide. Tlic bulk of the funds should -till be rai-i-d by local taxation to stimulate in the peoi)le local [trifle in Ihrir .-(hool,an(l at the same time promote a due (•(onoiny in expenditure. I believe, Mr. President, that the next step in the salary campaigu .should be to sec ure the cnac tment of minimum salary laws in the various states, sup- plemented i;y such other legislation as may be needed to make them elTective. There seems to be no way to overcome the inertia of our village and rural com- munities. As a great body of |)ublic servants diarged with a fuiu lion mt)st vital to the prosperity and perjietuity of the {(tmmonwealth, we may with flignity and .self-respect ask from our legislatures sU( h tonipensatioii as will enable Us to do the work whercunto we are cilled. jg2 NATIONAL EDUCATIONAL ASSOCIATION [LouisviUe DISCUSSION Miss Adelaide S. Baylor, superintendent of schools, Wabash, Ind. — I agree with ail that President Felmley has said concerning legislation. But it seems to me that the next step is to find what can be done to raise the standard of teaching. With the question of salaries, let us also consider what are the requirements for admitting people to the profession of teaching, and what we are doing for the growth of those already in the profession. I ask this with the greatest respect for those who are teaching. I know however, that there are those in the profession thoroly incompetent both by nature and by training. About three weeks ago a young lady in my own city came to me and said: "I should like to enter the training school." I remembered her as a young girl in the high school, being without any special qualifications for teaching — sensitive, not self- assertive, not especially popular among the students, and not very sympathetic. I had a long and earnest talk with her, and she left saying she would consider it. I asked her mother a few days later as to her daughter's plans, and was told that she had plenty to do at home, but the folks at home thought that it would be a nice httle experience for her to teach a year or two. I wondered what would be the experience of the children for the year or two under her teaching. Three years ago a principal was taking me past one of the rooms, and when I proposed to go in, she said: "We do not often take visitors in there." Recently I asked that prin- cipal how the teacher of that room was getting along. The report was that she was still doing poor work. T have wondered whether it would not be wise to appoint a committee to investigate these conditions and make such report as would aid school boards in dealing with such conditions. Our courses of study have been revised thru the recommendations of N, E. A. committees of investigation. We ask a teacher: "What are you doing in history or in English?" and the reply is: "I am following out the recommendation of the Committee of the National Educational Association. ' ' Book-publishers are preparing books in accordance with the recommendations of the Committee of Ten. We hear constantly of the Committee of Ten, or Committee of Twelve, or Committee of Fifteen. If these reports can produce results so general, if a Report on Taxation is helpful in shaping plans for taxation, I think a report on standards of teadiing would be advisable. The work of such a committee should consist of a systematic investigation of standards thruout the country. In at least ten large cities in the country, standards have been estabhshed for the placing and promotion of teachers, and in many smaller cities there are such merit systems. Such systems of promotion for teachers should be known thru- out the country. I think, therefore that the next step in the salary campaign should be in this direction, and recommendations resulting from such investigation will put back- bone into school boards and superintendents in the selection of teachers, and when proper efficiency is secured much of the salary problem will be solved. THE NEW PHONETIC ALPHABET GEORGE HEMPL, PROFESSOR OF ENGLISH PHILOLOGY AND GENERAL LINGUIS- TICS, UNIVERSITY OF MICHIGAN, ANN ARBOR, MICH. There are three movements on foot at present, which are more or less related, and therefore likely to be confounded. These are: (i) the move- ment for the reform, or at lea.st the simplification, of English spelHng;^ (2) the movement aiming at the establishment of a uniform phonetic alphabet designed to indicate English j)ronunciation in dictionaries, spellers, readers, etc.; (3) the movement that looks to the establishment of such a uniform ■ Address for information : The Simplified Spelling Board, i Madison Avenue, New York City. Superintendence] THE NEW PHONETIC ALPHABET 193 phonetic alphabet, not only for English, l)ut for all the most imj)ortant modern languages.* Whatever the interrelations of these movements, no one of them is depen- dent upon the other two; and any man may favor and advocate one and be inditTcrent or hostile to the others. It is therefore necessary to be care- ful not to transfer thoughtlessly to the others such unfriendly feeling as one may chance to entertain for one of them. For e.xample, many a person who is averse to spelling reform will, on consideration, lind much to enhst his sympathies for the movement that aims to furnish a uniform system of repre- senting English sounds and groups of sounds. It is this latter movement about which I wish to say a few words this morning. I shall limit myself to stating what is aimed at, and to pointing out the chief advantages of the project. The movement originated in the minds of members of this Association and in response to a great need felt by practical teachers. No one or two dictionaries now hold the lield and wield authority. The growth of scholar- ship and the development of the English-speaking world have demanded and made possible the preparation and sale of many good dictionaries. These have different .systems of indicating pronunciation. A\'hen it is necessary to look up a word and compare authorities, the searcher is at once confronted by the task of deciphering and interpreting the various letters and diacritic marks employed, and these are so different and so differently used in the \ arious dictionaries that it is often almost impossible to find out and remember what the authorities have to say on the subject. If teachers and other adult users of dictionaries find this proce'ss beset with diflSculty, what must it be to the children in our schools ? How serious this matter is and how real the trouble, one may estimate when he learns that practical dictionary workers, the men who make dictionaries and are daily empk)ycd upon them, and who are sup- posed to know the different systems thoroly, constantly hud lluMUselves mis- interpreting and confusing the signs emplo}ed. I may cite one or two cases in illustration of the dilluulty that (ontroiUs the users of our dictionaries. The j)ronunciation of either is given in most dictionaries as e or i, in the 0,\ford dicli(jnary as i or >'/, in the Stamlard as i. Xcnv, all these mean the same, exce|)t that tlie Staiuiard docs not care to rec og- ni/.e the younger pronunciation. But who will blame the boy who comes back from a search of the dictionaries and says that the Oxford Dictionary favors the pronunciation with ei sounded like- eye and that tlic Standard all(jw> only this? When one finds the pronunciation of mustiuhe, or moiis hidie, given as folhnvs, what i>he to make out of it ? Cassell »<e with the differences in marking, for the .same .sound has one sign in one die lionary and ancjther in another, and the same sign has different values in different ' I or ind.rmalion ;i«l that can and should enter into the all-around symmetrical development of the country child in his training for service in the new age of countrv life. My discussion calls for a consideration only of "What Form of Industrial Training is More Practical and Best Suited to the Country Child." .\11 those interests and activities that relate to agriculture in an elementary way — quite elementary for a while — are practical and suited for the training of the country child. The prosperity of this nation in its last analysis rests upon agriculture. A very great majority of the children enrolled in the country schools will remain on the farm, and the country school slu)ul(l lielp them to a better understanding of the new phases of agriculture. The number remaining on the farm will increase when right ideals prevail in the instruction with reference to the dignity, worth, and luiancial possibiliiic> of tin- kind of farming that is "higher education." To Ije specific, a study of soil by means of the school garden is practical to a certain extent in every country school. To be sure, a live teacher will get more out of it than a dead one who does not yet even know she is dead, liut s(jmething is done and can be done. A start i> being made. To wait till all the teaching force is ready is to do nothing. La.st year the Department of Agriculture at Washington surveyed oxer fifteen million acres of farm land. 'Hie state of Illinois is s])endiiig $25,000 annually in its soil survey and .soil e.xperimetits. Thus far sixtmi (ounties have been surveyed, and the e.xpectation is to (ontinuc till tlir nitire 102 (ounties arc surveyed. Every type of soil as small as ten aire lots is map|)f(i aiifl described. A various-colored m.ip is publishnl and put in bulletin form. Mere is a map of one county (sliouiiig) wliii li gives you an idea (tf the work uf the .soil bureau. \'ou see tlie dilTerent types of soil for this particular 200 NATIONAL EDUCATIONAL ASSOCIATION [Louisville county represented by different colors. The printed matter in connection with this map gives an accurate account of the early settlement, chmate, physiography and geology, description of the types of soil, agricultural con- ditions, markets, transportation facilities, etc. Laying aside all thought of industrial training, and the so-called ehmination of "culture," and the alleged "making farmers" of our country children by "putting agriculture" into the country school, just think how valuable this bulletin is simply for the study of home geography! Surely there is time for the study of geog- raphy in the average country school. A copy of this map and bulletin was put into the library of every country school of this county. The expense was nothing. And this map, so far as it goes, is far more valuable for the teaching of agriculture than the so-called agricultural charts for $40 which some school officers are buying of agents who are posing as apostles of agri- cultural instruction for the country school. We are not quite accurate when we speak of "putting agriculture into the country school." Rather let us attempt to put the school into agriculture — into right relation to its environment. A school garden is practical. True, it is in its experimental stage as yet. So was manual training for the city child, and is so to a certain extent today. But no one would ehminate manual training because teachers do not yet know all about matter and method. We do not know all about the school garden as a means of giving instruction with reference to soil and plant life- We can learn, however, and learn by doing, even if the doing is crude for a few years. The best way to have a garden in the country school is to have it, even if it is not larger than four feet square. A start can be made, and that is a great deal. To sit down and contemplate the difficulties is to remain seated. School-garden work, manual training, and domestic arts for the country school will be put on a more intelligent and permanent basis when there can be trained supervisors for this work, such as many city schools now have. This will come when the county superintendent can change the ideals of the country people so that they will regard the office for educational leader- ship, and not subject to the exigencies of party politics. The job of changing the ideal in this respect is a fairly big one. True, if we could have such gardens as the Macdonald gardens of Canada, better results would be obtained. If millionaires of this country would find it possible to do as this man is doing — doing something for the country child — a great educational uplift would come to all phases of country life. Here [showing] is a most interesting pamjjhlet describing the Macdonald gardens- There are special traveling instructors for these gardens, which are two acres in extent. One or two quotations are sufficient to reveal their character. With reference to the place of the garden in school work : The work of the garden is recognized as a legitimate part of the school program, and is already interwoven with a considerable part of the other studies. The garden is Superintendence] INDUSTRIAL EDUCATION FOR CITY CHILDREN 2CI becoming the outer class room of the school, and the plots arc its blacklx)ards. The gar- den is not an innovation, or an excresence, or an addendum, or a diversion. It is a happv field of expression, an organic part of the school in which boys and girls work among growing things, and grow themselves in body and mind and spiritual outlook. Of the advantages the following summary only is given here: 1. Educationally it affords a release from the dull routine of the school- room and puts the pupil out into the fresh air and sunlight. It is a means of help by affording scope for motor activities that are natural to growing chil- dren. The garden work is correlated with much of the formal work of the school, as arithmetic, reading, composition, drawing, etc. It serves as an introduction to the development of literary appreciation, as the "ability to appreciate the charm of many of the best poems depends not a little on abihty to form visual images of natural objects." In this respect, if the teacher in the country school is alert, the country child has the advantage over the city child. For "the urban eye of the town-bred child, who has never been inter- ested in garden or field, must fail to catch the imagery of our best nature poems. " 2. Economically the school garden teaches the composition and care of the .soil, be.st conditions for plant life, value of fertilizers, seed selection. 3. Nationally the school garden develops an interest in the fundamental industry of the country. There develoj) the sense of owncrshij) and respect for property. In the care of their own plots the pupils fight common enemies, and learn that a bad weed in a neglected plot may make trouble for many others. The garden is a pleasant avenue of communication between the school and the home, relating them in a new and living way, and thereby strengthening the public interest in the school as a national institution. A study of the development of plant life is practical and suik'(l for tlic country child. For years we have had the thorobred horse, the j)ure-bred cow, and now comes the high-bred corn. Here is an ear [showing] of high- bred corn rai.sed by the president of the Illinois Corn-Growers' Association. This was taken from a field that easily made one hundred bushels per acre. To be sure, to rai.se hundred-bu.shel corn there must not only be one-hundred- bushel .seed, but al.so hundred-bu.shel soil and a hundred-bu.shel man. ( )ur industrial training should teach the children in the country schools to strive for these three things, viz.: better .seed, increa.singly fertile .soil, and more intelligent methods of operation. Here is an opportunity for the school to co-operate with the home and train the ( hiidrcn to study (urn on cx|»c'rinu'iital plats at home. Likewi.se some training with rcfercMci- to farm anrnial life ;ind a con .sideration of some of the elementary principles of the business end of farming is practical and suitable. Farm economics is |)ractical arithmetic, and (ould well take the pla( e of nnu h text-book matter that is "taught at. " Surely, the average country school has time to Ic.k h the ariihinctii thai the pupils mu>t Use after leaving school. 202 NATIONAL EDUCATIONAL ASSOCIATION [Louisville With the country high schools — that is, the village high schools — and the country consolidated school as centers, manual training for the country child should begin. From these schools this educational activity will spread into a large number of one-room country schools. This will be slow; for the average farmer does not yet distinguish between manual training and manual labor. If all the data could be collected, it would appear that quite a considerable amount of manual training, elementary in form, is now being carried on in the country schools. Here is a great opportunity for the school to co-operate with the country home; and thru the inspiration and help of a live teacher a work-bench can be installed in the home workshop, if it seems impracticable to install one in the country schoolhouse. The boy at home, and the girl too, along home economy, can make a small collection of simple tools, and from the teacher receive instruction as to processes of work, etc. The country school and the country home should come closer together. The lines of industrial work suited to the farm and farm home offer an exceptionally fine opportunity for this closer union for a common purpose. Most of the old farm home activities have gone since the introduction of farm machinery of improved make. With this change have gone some elements in the training for the country child that must be supplied by the new country school and the new farm home, to meet the new conditions of country life in the age of telephones, trolley cars, daily delivery of mail, improved farm machinery, discoveries relating to the science of agriculture, and improved methods of farm operations. For the boy this manual training will consist in a working knowledge of the care and use of simple tools for repair work on the farm, the elements of simple carpentry, farm mechanics, etc. With this will go a practical knowl- edge of materials. For the girl there will be instruction in household economy and manage- ment, food materials and the preparation of food, sewing and a study of textiles, etc. There need be no alarm that the country child will not receive culture along these lines. As has been well said: To teach a boy the mechanics of homekeeping, to teach a girl the chemistry of homekeeping, is as much self-culture as to teach either what kinds of homes the ancient Greeks and Romans possessed. Our present self development is too narrow. We need to broaden it. Manual training is necessary to make the "all-round" man. We can take this culture to the country child, and in addition take to the country school good books, art, and music, and we need no longer be under the necessity of tearing up the farm home by its roots and taking the children to the city in order to secure the country child's right to partake of the best educational opportunities that the age has to offer. Superintendence] INDUSTRIAL EDUCATION FOR CITY CHILDREN 203 FORMS OF INDUSTRIAL EDUCATION BEST ADAPTED TO CITY CHILDREN CHARLES H. KEYES, SUPERIXTEXDENT OF SCHOOLS, SOUTH DISTRICT, HARTFORD, CONN. The traditional subjects of the school curriculum aim to train the child thru exercises whose perception basis is either visual or auditt)rv, or both. The child's seeing and hearing alone, condition all his learning within the scope of the time-honored subjects. But manual training aims at the devel- opment of the individual thru the introduction of e.xperiences based on other sense-perceptions than those of sight and hearing. Touch and muscular resistance are called into j^lay because they furnish, independently and in con- junction with the other sense-avenues, ex])eriences which react in the devel- opment of nervous centers and forces otherwise left practically impotent, so far as the training of the schools is concerned. In deciding what forms of manual training are especially valuable for the child of any determined envi- ronment, certain governing principles must be kept clearly in mind: I. This training must develop capacity which is a new, additional positive contribution to the child's unconscious endeavor at self-realization, and the school's conscious endeavor to transform his po.ssibilities into powers. 2. This training should furnish him experience which enlarges his capacity to adapt himself more easily and efficiently to his life-work and environment when school days are finished. He should begin to learn as a boy things he mu.st do as a man. 3. This training should not neglect to furnish him some experiences lying entirely outside the field of his prospective life-activity, and e.specially .some of that cla.ss of experiences w-hich will enable him to understand and sympathize with the endeavor and aim of large grou])s of his fellow men whose surroundings and occupations are decidedly unlike his own. He should begin to get the view-point as a boy of a position he will not occupy as a man, but which will be occujjied by thousands of his fellow-men with whom the good of the commonwealth and the nation demands that he shall have intelligent sympathy. 4. This training is the resultant of excrci.ses in which the pu|)il is making high endeavors at .self-cxi)ression. His ideals of strength, utility, beauty, and honesty arc modeled in the day, ( ut and carved in the wood, bent and forged in the iron, braided and wo\en into the raflia and rcc(U which lu- manipulates. With these print iplc> in mind, and a rc( ognilion of the fai t lli;it the inunr diate direction of the manual training work of the great majority of lity (hildren must be in the hands of the regular grade teaiher, we may i)n)ceed to make some specific answers to the (juestion: "What forms of industrial training are best suited tf) the diild of any determined envir<»nmenl ?" Obedience to the first and fourth of these ]»rin( i|)lcs will eliminate .some 204 NATIONAL EDUCATIONAL ASSOCIATION [LouisviUe of the common forms of manual training frequently used as pedagogical soothing syrup, under the name of "busy work," in many primary schools. It will do away with much of the work on hard and fast models, in which the pupil has Httle or no choice or initiative, and which admit of only a com- paratively low order of self-expression. So far as the Hfe of any particular city or class of cities is distinctive, its conditions must guide us in applying the second and third principles, which chiefly determine the forms proposed for our discussion. Recognition of the principle that in manual training and industrial educa- tion the pupil should be taught to know and do, as a boy, things which he will have to do as a man, is now widespread. We have ceased to apologize for any special form of manual training having educational value, because it gives a boy the skill of a craft in which he may later earn his living. We are no longer ashamed to acknowledge that many of our pupils are taught in our schools the very art or arts whose exercise in the business world gives them their support. This conclusion is the only justification for the large place that cooking and sewing have long enjoyed in the schools of our most progressive cities. Call it trade-school work if you will, but remember that all our girls must be trained for the vocation of homemaker, and be skilled either in practising these two arts or in the direction, supervision, and training of others in their exercise. I may probably best indicate by illustration what I deem to be wise opera- tion of the law that the special character of the business Hfe of a city should affect the forms of industrial education in its schools. My own city (Hart- ford) is known thruout the business world as a banking, insurance, and manufacturing center. We employ thousands of clerks, accountants, copy- ists, bookkeepers, typists, and stenographers in these offices of our banks, insurance companies, and factories. The factories are devoted largely to the production of high-grade metal manufactures. Our guns and auto- mobiles, our tires and bicycles, our typewriters and automatic machinery, go into every quarter of the world where efficiency is prized. In their pro- duction we employ thousands of machinists, pattern-makers, draftsmen, smiths, and other high-grade mechanics. The ranks of all these must be annually recruited from the boys trained in our public schools. We recognize, accordingly, that penmanship has in our schools a place which it is not generally accorded or entitled to in many other cities. We deliberately teach it as an important manual art all thru the nine grades of the grammar schools, and in the high school as well. Similarly, work in wood and iron is begun as low as the fifth grade of the grammar schools and carried thru the high school. Drawing and design begin in the kindergarten? and are available thru every year to the end of the high-school course. Type- writing, stenography, and bookkeeping are taught in our high school. Our work in pattern-making, mechanical drawing, and machine-shop practice is more extended than might be justified in a city of different commercial hfe. Superintendence] IXDUSTRIAL EDUCATION FOR CITY CHILDREN 205 Our evening high school has not hesitated to undertake the training in its shops and drafting-rooms of ambitious young men from the factories. With- out conscious formulation of the doctrine that the schools of the community should teach whatever the business of the community demands in a large way, we have accepted it in our practice. Because of recognition of the principle that every man's vocation, as well as his location, puts limitations upon his life and thought, we have always deemed it necessary to teach pupils many things in history, literature, and language, largely for the purpose of enabling them to understand people far removed from them in time or territory. We know the moral value of the suggestion, "Put yourself in his place;" but we have not fully learned that due appreciation of the dignity of manual labor, and its possible intel- ligence and self-respect cannot be gained without doing this in some practitc(l al>o in private, nuniiiipal, and national enterprises, tho what has been ac(omi)lished is a very small part of what is to be. Elaborate jircparations are on foot in many of our (ities to adopt a style of an hitei turc ada|)ted to the ( limate and most fitting tlie natural environment; also to give su(h (itie> an arrangement of pul>Ii( l)uildings that will add an hilec tiiral beaulv, and at the ^anie time suit the coiivinieiue of the 2IO NATIONAL EDUCATIONAL ASSOCIATION [Louisville public. The conception of artistic civic centers, with landscape gardening, boulevards, and parks, is growing in popularity every day, and evidences in a profound way the increasing public appreciation and demand for the union of arts and handicrafts. In many of our American cities the union of the beautiful and the useful is being expressed in every detail coming under municipal control. We find artistic feeling expressed even in the poles and fixtures for electric and gas hghts, in bill-boards, shop fronts, fire-alarm boxes, plates naming the streets, letter-boxes, electric-light signs, pavements, fountains, monuments, and the arrangement of steps, flowers, shrubs, trees, and lawns. Striking examples of this harmonious blending of the arts and crafts may be found in public buildings, such as the Boston Public Library and the South- ern Pacific Railroad Depot at San Antonio, Tex. The latter has an entran- cing architectural charm, and seems to bespeak the climate, history, and char- acter of the Texan people. The simplicity, beauty, and unity expressed by the Boston Public Library are beyond description. One can simply breathe the atmosphere and receive the inspiration. Every minute spent within its walls only enhances the ennobling influences which administer to the spiritual emotions. In government buildings such as the Congressional Library and the new San Francisco Post-Office we see indications of a growing national desire for the correlation of handcrafts and arts. Tho these national buildings may not fully satisfy our ideals for unity and simplicity, nevertheless, when viewing them, the aesthetic element dominates one's feelings. At the Louisiana Exposition much of the so-called arts and crafts was ex- hibited in the Palace of Fine Arts. Porcelain, glass, and metal- work, textiles, and household furnishings, were awarded honors and prizes on equal terms with paintings and sculpture. It is gratifying to note this national approval of the art-craft movement. It would seem in place now to ask the following questions : Should teachers of art or of manual training ignore the ofiicial position of the government in this matter ? Should they ignore the desires and needs of society? Should they be taught largely for art's sake, and manual training; or should they both be taught wholly for the pupil's sake, and for the sake of society whom we serve ? It is unfortunate that teachers of art and manual training have been so slow to recognize each other's virtues; for the work of either is essential to the welfare of the other. If the fault lies unevenly, it would seem to rest on the side of those who are mechanically inclined. The all-important thing at present is to harmonize these elements, and thus secure a reciprocal influence between art and construction. The most useful things are artistic, and the most artistic things are in the highest sense useful. The artistic project is becoming the ideal of the artisan, while usefulness and fitness are being recognized by artists as concomitants of the beautiful. Superintendence] ART AS RELATED TO MANUAL TRAINING 21 1 This meeting upon common ground of art and industry is due in no small measure to our changed and changing notions of education, thoroness, and specialization. The specialist of today is not that person who knows one thing and only one thing, but rather that person who knows one thing in re- lation to all other things to which it is in some way related. There is no adverse criticism of the artist who makes a .shelf, or plants and cares for a flower garden; on the contrary, we credit him with being an artist of the broader sort. The artisan in the .same way is considered a more pro- ficient man if he gives a touch of beauty to the form and color of his work. The present tendency to introduce art and manual training into the already crowded curriculum of our pubHc schools is due to this broader view of edu- cation, thoroness, and culture. Both these subjects touch in a vital way the very heartstrings of every boy, girl, man, and woman. Each of these branches is related in some way to every other subject in the curriculum, and by denying either of them a place in the course of study we only weaken that course, and consequently the pupil; for we are thereby cutting off the full supply of experiences which give life and m()ti\e to the thoughts and actions of normal children. The school-teacher who objects to art and manual training on the ground that there is not even time to teach reading, writing, and arithmetic thoroly, is like the farmer who spent all his time plowing, harrowing, irrigating, and fer- tilizing; but, as he never found time to do these things thoroly and perfectly, he therefore objected to planting any seeds. This school work that is always getting ready for life and forever says to the child, "Don't touch life till you are thoroly prepared by studying text- books," is like the experience of the farmer who refu.sed to plant seeds until the propitious time had passed, or like the boy who was trying to swim before venturing into the water. I have little patience with that form of education which is based wholly ujKm a preparation for life; if the school work isn't life, and life-work, it isn't worthy the name of education. Eclucation means life. "1 am come that they might have life, and that they might have it more abundantly." The life of every boy and every girl is an unfolding, a growth, a participation in some form of life's duties; and the process is internal application, not external. We have looked upon the child too much as we would a watch with all its wheels, springs, screws, and cogs, thinking that, as the watchmaker may adjust and lubricate till the j)erfec t timepiece is produced, just so the teacher may force his ideas and imprcs.sions upon the child, regardless of the duld's apti- tudes, jjrevious exjjeriences, or attainments. If this theory were true, we should have found the perfect man long ago. We shall make educational jjrogress faster and more naturally by thinking of the c hild rather as a plant which does and must develoj) largely ac ( ording to its natural inclinations. We can nourish, protect, and guide; but we cannot safely force either the growth of the plant of the (|(\ »l()|)iiiciit nf llic ( liild. NATIONAL EDUCATIONAL ASSOCIATION [Louisville As a means of natural unfolding and self-expression, we find both art and manual training to be safe and reliable agents. The correlation of these two subjects is the great need of each. This can- not be done by discussing the relative merits of each, nor by emphasizing the strong characteristic features of one for the purpose of improving the other. What we must do is to seek common ground, and work together along the line of least resistance for common ideals. We have already shown that there are certain fields of educational work and of industrial enterprises and of prac- tical everyday affairs which look to both art and mechanical skill for their highest and richest realization of success. Speaking broadly, we find that even remote and apparently unrelated branches, such as music, poetry, and literature, are dependent in no small way upon the fine arts for a full and complete interpretation; the mechanical element, likewise, is necessary for any expression of cadence and rhythm in either poetry or music. It is in the field of industrial arts that hand-skill and fine arts are obviously related and interdependent. In the preparation and serving of foods, in the planning and making of clothing, in the construction of homes, business houses, means of transportation, and in the various other conveniences serv- ing the aesthetic and practical needs of man, we find the common ground referred to — the workable field for both fine arts and manual training. In considering the various subtopics coming under the general heading of industrial arts, we find some lines, such as pottery, basketry, and metal-work, lending themselves most naturally to the artistic designer; there are other lines, such as textiles, cardboard, and wood- work, offering many Hmitations; while still other lines, such as joinery and machine-shop work, admit of very little art expression. Let us now consider what phases of art are best suited to manual-training courses. Both applied design and art interpretation may well serve the man- ual-training teacher; for the former deals with the size, form, and color of construction, and the latter allows a universal appHcation of art principles. It is evident that other important lines of art, such as a study of pictures, and the Hfe and works of artists, of historical and inspirational master- pieces, as well as the production of pure or modified representation, are less intimately related to structural work. That branch of art known as design seems, then, to be most vitally related to hand-work; indeed, it is an essential part of that work; for it deals not only with decoration, but also with construction and arrangement of parts. By design I mean the "conception and expression of form and color ideas, including all kinds of construction, arrangement, and decoration." The main purposes of design are to secure unity, simplicity, and beauty; the specific principles of balance, rhythm, harmony, variation, etc., are also to be ever kept in mind. Every design must be influenced by, and must conform to, the ideas of use to Superintendence) ART AS RELATED TO MANUAL TRAINING 213 which the thing is to be put, to the essential structure, to the materials of which it is to be made, and to its surroundings. It is in these last ideas that the artist tinds his greatest difficulties when trying to assist the manual training work. The art teacher who has never made a basket can hardly be e.xpected to direct the work in designing baskets. The same diflkulites arise in designing for sewing, bent-iron work, cabinet-making, or any other line of hand work. The question naturally arises: "Where may the teacher be found who is at once artist and mechanic ? " One rarely fnids an artist with the accurate training of a mechanic; the artist rather deplores accuracy as being destruc- tive to art. On the other hand, how few technological students tind real pleasure in fine arts; they rather look upon artists as visionary j)ersons who have a superstitious reverence for beautiful forms and color. Occasionally we find an artist who sees how art may be api)lied to the work of securing and making food, clothing, and shelter in such a way as to adminis- ter to the aesthetic feelings as well as to the material comforts of man. Occasionally, too, we see a manual-training teacher taking fine-arts courses, and getting the appreciation and spirit of art, perhaps as a controlling influence over all he sees and hears and thinks. While we are expressing our desires and ideals concerning the simultaneous teaching of hand-work and art, the fact still remains that the artist-artisan who is at once an artisan-artist is rarer than the four-leafed clover — I might say after the frost. What education needs today is men and women who are well balanced in these two related subjects, who appreciate both, and who can teach both with- out under- or over-estimating either. The teacher of design should fully understand tlie limitations of materials to be used; such knowledge is impossible to one who has not had nuu h ex])eri- ence in the manipulation of substances involved in manual-training tour.'^es. The teacher of hand-work has the limitations of material well defined; he usually has his ideas of design well defined also — too well in fact, for the straight edge and compasses are still used at the expense of free hand doigns, and consequently the X'sthetic element is not given its rightful |)lace. It is practically impossible for the art teacher and the manual training teacher fully to agree upon the design and structure of a given pmjei t, and this lack of agreement indicates the desirability of .securing a tea( her who is well balanced in designing and construction. Such combined (|uaHtications, as has been pointed out before, are rarely found in one teai her. And this inrlicates the cru.x of the whole matter. When our training .school.^ and col- leges can .send out well balanced teachers of the arts and i rafts, teachers who understand both, and teachers who love to teach both, the (|Uestion before us now will not be a difiic ult one to .solve. This does not mc-aii that teachers without training in each line .should be forced to teach both ; for if the teac lur is an artist, it is futile to trv to get an cxac t l)alan( e of the- two. if tin- teat Iwr 214 NATIONAL EDUCATIONAL ASSOCIATION fLouisviUe is a mechanic, the same is true. Let the teacher teach that which he loves, that which he feels and lives in, that which he has the power to enthuse his f)upils with, and to give them a thirst for more. To state briefly our conclusions: 1. Art and manual training are fundamentally related, and should be so considered in elementary and secondary schools. 2. In all lines of industrial arts hand-work and design may be advanta- geously correlated. 3. The double purpose of this correlation is to elevate and refine the work of the artisan, and at the same time to make the artist's work practical and essential. 4. From the pupil's standpoint this correlation gives interest, reason, and motive to both art and hand-work. Lastly, the ideal is to make of every teacher artist an artisan-artist, and of every teacher artisan an artist-artisan. REPORT OF THE JOINT COMMITTEE, REPRE- SENTING THE AMERICAN LIBRARY ASSO- CIATION AND THE NATIONAL EDUCA- TIONAL ASSOCIATION, ON INSTRl'CTION IN LIBRARY ADMINISTRATION IN NORMAL SCHOOLS PREPARED BY ELIZABETH G. BALDWIN LETTER OF TRANSMISSION To the President and Members of the National Council oj Education: This report is made in accordance with the following resolution of the Li- brary Department of the National Educational As.sociation, passed at St. Louis, June 30, 1904 : It is the sense of this department that greater uniformity in library methods would be effective in bringing the benefit of library work to all classes of schools, and it is there- fore recommended that the Library Department be authorized to prepare a manual of librarj' methods, to be printed and distributed in the same manner as was, in 1897, the "Report on the Relations of the Public Libraries to Public Schools." The National Educational Association has never felt it desirable to under- take the publication of manuals or text-books. Accepting this policy as settled and wise, this committee named by the Library Department (and confirmed by your Council), and charged with the duty expre.'^scd in the above resolution, entered into extended correspondence with the leading normal schools of the country, and prepared a preliminary report, presented at the .\sbury Park meeting, July, 1905. It was there ordered that the Committee [)r()cccd to elaborate the report, and that when comi)leted it should be |)rintcd for dis- tribution to members of the Council and others; and the sum of three hundred dollars was appropriated for the necessary expenses. The committee expresses its great obligation to Mi.ss Elizal>clh G. Baldwin, librarian of Teachers College, one of the several colleges of Columbia Univer- sity, by whom the body of the report has been comjiiled. She is daily in con- tact with the very best forms of normal instrui tion and the very best tyjtes of normal students, and therefore is doubly pre|)are(l for a .sali.sfactory i()ni|>l(tion of this generous unrlertaking. The work has been done under the general supervision of the (liairnian of the committee, aided by constant suggestions of other members. It has been difTu ult, be( ause of different ( onditions to be ((>nsiked and rer|uired to contribute toward its cost. Public library purpose. — In the particular case under consideration, that something is the general rise in the average line of life, of intelligent and tliere- fore effective citizenry, an advance beyond that whic h the |)ublic .schools are able to accompli'^h. The demand for this intelligent and efTectivc citi/enshi|) i> increasing daily, for two reasons. First, the |)rol>lems of public life and of public .service, of communal existence (local, state, and national), arc daily l)e( oming more complex, more diflk ult of satisfactory .solution. Second, we are recognizing more clearly than ever before that our fjrcsent success and j)rcstigc ,i8 NATIONAL EDUCATIONAL ASSOCIATION are due (more than to any other cause) to the fact that more than any other people in the world's history have we succeeded in securing the active partici- pation and practical co-operation of the whole people in all public affairs. In the whole people are we finding and are we to find w^holesomeness and strength. Public schools not enough. — But coincident with this discovery, this keen realization of the place and value of all in advancing the common interests of all, has come the feeling, first, that the common public schools must be made good enough for all; and, second, that even at their best they are insufficient. The five school years (average) of the American child constitutes a very narrow portal thru which to enter upon the privileges and duties of life, as we desire life to be to every child born under the flag. There is need of far more infor- mation, instruction, inspiration, and uplift than can possibly be secured in that limited time. Libraries supplement schools. — Casting about for a satisfactory supplement and complement for the public schools, we find the public library ready to render exactly this service; to make it possible for the adult to continue thru life the growth begun in childhood in the public school. Only in this way and by this means can we hope to continue the common American people as the most uncommon common people which the world has yet known. Henceforth then, these two must go hand in hand, neither trenching upon the field of the other, neither burdening or hampering the other, each helping the other. The public school must take the initiative, determining lines of thought and work, developing in each child the power to act and the tendency to act, making full use of the public library as an effective ally in all its current work, and making such use of it as to create in each pupil the library habit, to last thru life. The public library must respond by every possible supple- mentary effort, by most intelligent co-operation, by most sympathetic and effec- tive assistance, and by giving the pupils a welcome which they will feel holds good till waning physical powers make further use of the library impossible. Teachers and libraries. — Those who are to enter upon the profession of teaching will find themselves necessarily and gladly in this contact with the public library. Often they themselves must add the duties of librarian to other daily tasks. In some communities the school library is the only collection of books available to pupils, or which find their way into homes. It is exceedingly desirable, therefore, that teachers learn the elements at least of library administration, and that there shall be more uniformity in school- library methods. Method of instruction. — The ideal method of presenting this subject is by a thoroly trained and experienced librarian and teacher. In larger normal schools this demand ought to be met by their own librarians, who should inva- riably be as well trained and as efficient as any member of the teaching force. Wherever this is not feasible, the normals of a state, and even of adjoin- ing states, may o-operate and secure a " traveling instructor. " When this seems impracticable the school should do the best it can, with whatever assist- REPORT ON INSTRUCTION IN LIBRARY ADMINISTRATION 219 ance or instruction is possible. Under either method, and in any event, this report proposes to be helpful to both instructors and teacher-students. The proposed instruction covers scarcely more or other than anyone ought to know if he is to gather wisely even a private library; surely not more than an active citizen should know if he is to serve etTcctively as a trustee of a public library, and certainly not more than ought to be perfectly familiar to every teacher from the standpoint of either her professional work or of general influ- ence in the community in which her lot is cast. Indeed, there is little which outruns what nowadays may be called common information. There would be something rather j)itiful in the position of one who hoped to l)e much of a force in any segment of human society, yet was without at least this much knowledge of these everyday matters. In a word, there seems every reason for offering this in.struction in normal schools, and possibly even in high schools which are preparing their graduates to teach; and no possible e.xcuse for ignoring this. Limits of instruction. — The kind and extent of instruction in library economy given in a normal school will be determined by the time secured ft)r lec- tures and practice-work. The following will be found suggestive: The Indiana Public Library Commission has published a normal-school course. The director of the library school of the Western Reserve University has planned a course on reference and bibliographic work as subjects to be taught in high schools and normal schools, based upon materials of instruction found in school curricula. The Illinois State Normal University (at Normal) gives a course of si.\ weeks in formation and care of school libraries; including selection and pur- chase of books, classification, cataloguing, care of school libraries, and treat- ment of pictures, pamphlets, clippings, etc. The State Normal School at Whitewater, Wis., has publi.shed u very hclj)ful outline of quite similar work. A brief statement of the course given in the Cleveland Normal ScIiodI, fur- nished by Miss E. L. Power, is a type of this class of library instruction: The course ranks with other subjects in the curriculum. Tlirce hours a week for two terms of thirteen weeks each are assigned. The public hbrary is used as a laboratory for student practice-work. The first part of the course is the practical use of reference Ixxjks, and of the library facilities of Cleveland. The work correlates with the school work in naturf-stuecial privileges. This is followed by elementary instruction in the principles of die tionary cataloguing and of the decimal classification. Practical problems in the use of the catalog are given, and students are required to arrange IxmjIcs on tin- shelves of the normal school library. After eighteen lectures, the drtailid slutly of reference-lxjoLs is commence«l, with practical work in the jjublic and s( h(K>I library. .After two weeks, students work without supe eliineiilary m hools are then discussed. NATIONAL EDUCATIONAL ASSOCIATION Selection and use of schoolroom libraries lead to the second part of the course, viz., juvenile literature. The aim is (i) to gain a wider knowledge of children's literature; (2) to study the best methods of presenting good literature to children (story-telling, reading aloud, etc.). Public Libraries: McNeil, A. H. What the normal school may do to provide for library work in schools. 1901, 6:80-81. Milner, A. V. Instruction in use of catalogues and reference books in normal schools. 1899, 4:324-326. Salisbury, G. E. Library work in a state normal school (Whitewater). 1903, 8:93-94- Warren, Irene. Instruction in the use of books in a normal school. 1898, 3: 151-153. Library Journal: Adams, E. L. Instruction in the use of reference books and libraries in normal and preparatory schools. 1898, 23 :c 84-86. Clatworthy, L. M. A library course given to city normal school students. 1906, 31 : 160-163. Cooper, T. B. Is there a need for instruction in library methods by the normal schools and universities ? 1906, 31 : 157-160. Mead, H. R. Training students in the use of books. 1905,30:082-84. (Intended for college students.) Vitalizing the relation between the library and the school, (i) The school, by M. L. Prentice. 1901, 26:78-80. (An account of the instruction given in the Cleveland Normal School.) N. E. A. Proceedings: Brett, W. H., and Ahern, M. E. Library instruction in the normal school. 1903: 971-981. Noss, T. B. Library work in normal schools. 1904:912-917. Salisbury, G. E. Discussion. 1904:917-918. Schreiber, M. E. Training of teachers so that they may co-operate with librarians. 1897:1008-1014. Warren, Irene. What the normal schools can do for teachers on the library side, 1901:841. Wilkinson, J. N. Duty of the normal school in relation to district school libraries. 1904:919-923. Your committee suggests that the instruction offered ought to cover the following subjects: School libraries: place and value both as general collections and for special instruc- tion, types, how to organize. The public library and the public school: the field of each and general relations, loans, bulletins, class-room libraries, museums. How to use a library: books as tools, care of books, book-making, reference-books. The school Hbrary room: location, light, heat and ventilation, equipment. Selection and ordering of books: authority of librarian, sources of material, aid in selection, sales catalogs, methods of ordering and accounting. Children's reading: finding lists — for teachers, for children. Incoming books: invoices, accessioning, marks of ownership. Cataloguing and classification: systems of each, forms, preparation of cards. Library routine: loan and charging system, call-numbers, shelf-list. Binding: material, pamphlets, general care, repairs. Library associations: national, state, local; Hbrary schools. « State laws relating to school libraries. REPORT ON INSTRUCTION IN LIBRARY ADMINISTRATION 22 1 I. SCHOOL LIBRARIES Place and value. — Primarily, the function of a school hbrary is to furnish an additional incentive for intelligent and independent work in the schoolroom; to arouse interest in the unexplored field of knowledge outside the text-book; to bring students into personal touch with the best writers on any given subject ; and to insure some appreciation of high forms of literary production. If used in the right way, a well-selected school library will prevent both teacher and pupil from lapsing into those cut-and-dried methods which invariablv result in limiting all effort to the mere routine of recitation. In addition to this function, which may be designated "first aid to the schoolroom," it is de.sirable (but not necessary) that the school library shall furnish, by means of suitable books, recreation for the ])upil in school and at home; and, by means of papers and magazines, shall stimulate a desire to know what is going on in the world, an interest in everyday events both at home and abroad. Like the school, the hbrary is no respecter of persons, but offers all pupils equal opportunities to derive either information or plea.sure. Reference libraries. — School libraries may be divided into two distinct types. The first is a purely reference library, which in addition to the ordinary collection of dictionaries, cyclopedias, etc., does not attempt to provide more than the hterature relating directly to the subject-matter of the curriculum. In a strict and technical sense, it "supplements" the more formal instruction of the class-room, and must be regarded as an essential part of the school equipment. This type reaches its highest development in a closely organized school, whose teachers have been trained in the more modern theories of pedagogy, and who are ever on the alert for ways and means of awakening and holding the pupils' interest in class-room work. In a school of this type the teachers are all specialists, and usually take entire charge of the children's reading; directing them not only to a particular book or books, but to definite chapters and pages where the indicated references may be found. Collateral reading is recommended and encouraged, but each pu:>il is held responsible for the assigned reading only. There is danger that this method of using a library, if rigidly followed, will be( ome mechanical, and will fail to develop either interest or independence of thought in the pu])]!. But the saving of time, possible because of the training and knowledge of the teacher, is perhaps justifiable where a crowded curriculum necessitates the strictest economy of the jiupil's ciTorl both in and out of si hool. For a library of this type i)erhaps three thousand volumes (maxiniiiin) <.f the best and mo.st modern writers will meet all reasonable demands. An occasional weeding out of obsolete literature is necessary to maintain the limits of a purely working collection. There should 1)C a generous duplication of more important books, the extent dcixnding upon the iniinbcr of pupils using the library. NATIONAL EDUCATIONAL ASSOCIATION Crunden, F. M. Books and textbooks: The library as a factor in education. (Second International Library Conference, London, 1897, Transactions, 46-54-) N. E. A. Proceedings: Dewey, Melvil. Place of the Ubrary in education. 1901:858-864. < Millis, W. A. The hbrary as an educator. 1902: 799-805. Atlantic Monthly: Scudder, H. E. School libraries. 1893, 72:678-681. Library Journal: Sharp, K. L. Libraries in secondary schools. 1895, 2o:c5-ii. Warren, Charles. Place of libraries in a system of education. 1881, 6:90-93. General libraries. — The second type of school Hbrary is found in rural dis- tricts, or in villages and towns which have no public library. They serve the school, and generally the public as well, by combining the features of both school and public library. The function of this type is not only to supplement instruction in the class- room, to offer recreation to the children in and out of school, and to afford pleasure to the family in the home, but also to promote general culture in the community, and to guide and direct the public in the use of books ; so that not only the reading habit may be acquired, but the habit of reading good literature. To those who read good books this library will offer a wider range of subjects and more extended choice of authors than is possible in the average home. This type, more than the first, needs a trained librarian who can give her entire time to supervision and administration. American Monthly Review of Reviews: Poe, C. A. Rural school Libraries in North Carolina. 1903, 28:338-339. N. E. A. Proceedings: Robertson, Agnes. School hbraries in rural districts. 1902:818-824. Southern Education, 1903, i, No. 18, Rural libraries. (Published by the Southern Education Board, Knoxville, Tenn.) How to start a school library. — If a school has no funds for buying books and depends entirely upon its own efforts for starting and maintaining a library, the following suggestions may indicate ways and means of organizing this im- portant department of public education: E.xhibit a number of popular magazines. After looking these over, the children will probably decide to contribute a few pennies each month and sub- scribe for several, especially if they are told that the magazines can be taken home. Encourage the circulation of these periodicals in the family circle, in order to arouse the interest of parents. Collect pictures and photographs to illustrate history, literature, and science. Perry and Cosmos pictures can be obtained for one cent each. Pleasing and really artistic illustrations may be cut from publishers' circulars, railway advertisements, magazines, worn-out books, etc. The need of a good dictionary, gazetteer, and atlas will be appar- ent to the most conservative and utilitarian trustee. This material is the nucleus of the Hbrary. Attractive supplementary readers may be secured from publishers, either as a gift or at a nominal price. Borrow or beg from other libraries. Publish in the local paper a list of books needed for school use, and REPORT ON INSTRUCTION IN LIBILiRY ADMINISTRATION 223 ask parents and public-spirited citizens to furnish them. Avoid indiscrimi- nate gifts of books, if possible. Raise money by entertainments given by the children, garden parties, costume parties, barn dances, song festivals, cake and candy sales, Mrs. Jarley's wax-works., and private theatricals. The women's clubs, the village or town literary and debating societies, if any, should be interested. In several states the Women's Federation of Clubs has organized a system of traveling libraries which circulate among the rural schools. Normal schools, following the example of Hampton Institute, might send out traveling libraries to public schools in which its graduates are teach- ing. The state library commission, if any, will give valuable aid. Give a library exhibit in the school, make the room attractive with picture bulletins, serve tea, and invite trustees and parents. Keep the subject before the public thru the local paper. Relations with trustees. — Friendly relations between teachers and trustees are indispensable. In an informal talk before the board the better methods of presenting a subject to a class with the aid of reference-books may be demon- strated A teacher who has patience, tact, and enthusiasm can influence the school board even to the point of levying a local tax for the school library. The size of this combined school-pubHc-library may vary from one thou- sand to ten thousand volumes, depending upon local conditions. Parents and the community at large should understand that the library is for their use, and will be accessible during vacations,, and on specific days after school hours. Traveling libraries, if any exist in the state, may be called upon to furnish more popular reading. An independent public library should be started as soon as possible, and the greater part of the school library transferred to this. More than one public library has had its origin in a small school library. First arouse interest in the children, then in the i)arents, then in school ofti- cials, then in the general public. Public library a distinct organization. — The |)ublic library ought to be an entirely distinct organization under a separate board of trustees. The reasons for this are thus summarized by W. R. Eastman, state inspector of libraries for New York : 1. To command public attention. As a part of the school system, the library is sure to take a subordinate place in the public mind, and to lose something of its indi- vidual appeal. 2. To secure the best management. The best body for any public service is one especially selected because of fitness for that particular service. People whose interests are divided between the library and schof)l will fail to give the best service to eith/. Nicholas: Paine, A. B. The children's room at the Smithsonian, kjoi, 281:964-973. Class-room lilmirics. Tiic \aliio of < lass mom libraries can hardly be over- estimated. These collections vary in size from twelve to fifty volumes, and shoulfl include books both for reference and lending. The public library lan not take the place of the class-room library. The five or tin miiuites whi( h a chiM may have for reafling at the close of a study |)eriod or during re( ess on a stormy day W(juld be wasted in a journey to the general s( hool library in anttther part of the building, while a trip to tin- i)ubii( library would be out of the (|uc> tion. In the schoolroom the < hildren have an o|)porlunity to talk over the books with one another or with the teacher; arwl as the greater nunilxr of book.s 228 NATIONAL EDUCATIONAL ASSOCIATION should be lent over night only, the excuse so often heard, that a particular book "was not in, "cannot be offered for a badly prepared lesson. Children who carefully refrain from reading, apparently on "general princi- ples," in the schoolroom can be led to regard books in the Hght of a mild enter- tainment, and will of their own accord apply for membership in the public library. As a rule, every child will feel responsible for the condition of books in the schoolroom. This is specially true if each child is in turn appointed acting librarian. But the class-room library cannot take the place of the public library; where the child comes in contact with a larger number of books, has the benefit of the impression which massed books always make, and unconsciously learns cer- tains facts thru picture bulletins, exhibits, etc. Here he meets other children who are interested in some favorite author or some special topic, and he enlarges his own range of knowledge by becoming acquainted with their particular fads and fancies. Class-room libraries may be provided by the school board or by the public library. If under public-library control, funds should be furnished by the school board to enable the library to care for this work intelligently and eco- nomically by means of a traveling library department. Public Libraries: Berkey, M. L. Primary schoolroom libraries. 1901, 6:77-79. Dodd, H. P. Schoolroom libraries in Newark, N. J. 1903, 8:317-318. N. E. A. Proceedings: Kaltenbach, Millicent. Room libraries. 1897:1021-1025. Leland, C. G. Mission of the class library. 1903:953-956. III. HOW TO USE A LIBRARY Instruction in use. — Instruction in the most efficient use of a library should form as important a part of the curriculum as instruction in language or in history. It will exert more influence on the pupil's future career as a useful, because an intelligent, citizen, than any two subjects in the course of study. The library rather than the school makes possible and probable a continuation of intellectual activity and progress after school life is finished. Instruction in the use of libraries will be of service to the student who enters college, and by encouraging individual investigation and research it will de- velop a habit of reading good literature in the boy who leaves school to engage in business, or in the girl who will be chiefly occupied with social matters. Care oj books. — Children should be taught how to care for books; how to open and close them; how to place books upon a desk, table, or shelf ; the objections to pencil marks, to turning down leaves and other injuries, to leaving books out in the rain, or dropping them in the mud, to the unsanitary practice of moistening the fingers before turning leaves; and above all they should learn the necessity of clean hands. REPORT ON INSTRUCTION IN LIBRARY ADMINISTR.\TION 229 The Library League formed among child-readers of the Cleveland pubhc Library has resulted in a marked improvement in their treatment of books. Library Journal: Eastman, L. A. The Cleveland Children's Library League. 1897, 22:151-153. The library and the children. 1898, 23:142-144. Dousman, M. E. Methods of inducing care of books. 1900, 25:60-62. Public Libraries: Hammond, Miss. Library league. 1899, 4:32-34. Dana, J. C. Care of books. (Library Primer, 1903:73-75.) Making a bibliography. — Each student should be required to make at least one brief subject-bibliography. After assigning the subject, which may relate to school work or to some individual fad of the student, the mechanical method of making a bibliography should be discu.ssed: why cards are prefer- able, information to be recorded on the card — the atithor of the book or arti- cle, the title, where it may be found if an analytical or magazine article, some note or annotation as to its character or value. Arrangement of the cards should be explained. If the subject is at all prolific, at least one hundred cards ought to be accumulated during the school terms. Book-making. — Almost at the opening of instruction in details some time should be devoted to the general make-up of a book. A brief history of book- making will serve as introduction. Putnam, G. H. Books and their makers. 1896-97. New York: Putnam. S2.50. Public Libraries: Hoag, J. P. Co-operation of Public Library and Public School. 1904. 9:226. Then the form and use of the title-page may be described, together with the dedication, preface, introduction, table of contents, chapter headings, running- title, and footnotes. The inde.x, with its often complicated a])l)rcviali()ns, .should be carefully explained, with illustrations. That a library may be used to the best advantage, .somcclcnunlary iii>truc- tion should be given as to thescojic, character, and value of tlu'diiYcrent clas.^es of reference-books. Reference-books. — The following brief enumeration of the more im])ortaiU of the.'-e will indicate to both teacher and pupil those general .sources of informa- tion to be found in nearly all large libraries. Instructors should discu.ss each of them with the class. The catalog ought to .show what is in the library. Having found out whether the books desired are in the lil)rary, the next step is to .send for thi-ni or go to the shelves for examination. If the catalog or shelves do not furni>h the desired information, consult the librarian, who will be ready to iiitrr]. ret the catalog or other library aids. The best-known of all reference books is tin- I'.ni^'li^i dii lionary; but evi-n with daily hanrlling there are always some pu])ils who do not know just how much information a plain, unabridged dictionary can offer, with its various ajjpendiccs and supjjlements. 230 NATIONAL EDUCATIONAL ASSOCIATION The merits and characteristics of the Century, Standard, International, and Murray's EngUsh dictionaries should be discussed. The next most useful book is a general cyclopedia. Explain the difference between a dictionary and a cyclopedia; also why the Britannica is most useful in certain investigations, why an American cyclopedia is better for general use, and why mere compilations "made to sell " are dear at any price. Then there are the special subject dictionaries and cyclopedias — those covering antiquities, biography, botany, chemistry, education, fine arts, history, law, literature, medicine, mythology, political science, quotations, religion, etc. Biographies of special countries — American, English, German; of special classes — artists, authors, missionaries, musicians, saints, scientists, women. Valuable also are gazetteers, atlases, (geographic and historic), guide-books (Badeker and Murray), street directories; such annual publications as States- man's Yearbook, almanacs (Whittaker, World, Tribune) ; such special works as commentaries and concordances; special handbooks of information in litera- ture and history, and other topics, as Brewer's Dictionary of Phrase and Fable, The Reader's Handbooks, Wheeler's Familiar Allusions, Haydn's Dictionary of Dates, Harper's Book of Facts; and such special bibliographies as Adams' Manual of Historical Literature. Teachers should be interested in the special bibliographies of education published annually, as the "Bibliography of Educa- cation for the Year," pubHshed in the June number of the Educational Re- view; the "Bibliography of Child Study," in the Pedagogical Seminary, and the Psychological Index, published in April of each year. The place and value of the following should receive careful consideration : General indexes: Poole's Index to periodical literature, with its supplements, the Animal Literary Index, Reader's Guide to Periodical Literature (Cumulative Index), Library Index. Catalogs: Important printed catalogs, as that of the British Museum, Astor, Boston Athenaeum, Peabody Institute. Public documents: These include national, state, and municipal publications. Only a superficial knowledge can be obtained of government pubHcations in this brief examination, as they are numerous and complicated. The more important are: publi- cations of Congress, the library of Congress and of the departments; of the more important bureaus and commissions, such as Labor, Education, Census. Cbnsular, and of the National Museum, Smithsonian Institution. Wycr, T- D. United States government documents (N. Y. State Library Bulletin No. 102). Albany, N. Y., 1906. 15 cents. A list of public documents useful in a public library is given in the A. L. A. Catalogue 1904, Part 1:367-372; also in Minnesota State Library Commission, Publication No. 2. Public documents in the small public library, and in the Free Library of Philadelphia, Bulletin No. 6, selected list oj United States public documents specially useful in a small 'ibrary. 1905. The Catalogue of United States Public Documents, issued monthly by the superin- tendent of documents, shows the nature and extent of the current federal publications. The Index and Review (monthly), published by Young in Washington, D. C, also gives a list of these publications as they are issued; American Catalogue, 1890-95, Appendix "Government PubHcations." REPORT ON INSTRUCTION IN LIBR^ARY ADMINISTRATION 231 State publications: The state departments which issue reports are usually divided as follows: executive, legislative, judiciary, inspection and regulation, institutions. American Catalogue, 1890-95, Appendix, state publications. Bowker, R. R. State publications, 1899, Parts 1-2. Municipal reports: Civic departments follow quite closely the aflministrative divi- sion of the state; as, education, health, finance, etc. The organization of cities may be found in any recent book on city government. Brief mention should be made of the publications of important national and local societies and associations — as the American Historical Association. American catalogue, 1890-95, .Appendix, Publications of societies. General national and trade bibliographies: American Catalogue 0} Books, United Stales Catalogue, Cumulative Book Index. Publisher's Weekly, Publishers' Trade List Annual, Bookseller (English). Kroeger, A. B. Guide to the study of reference books, 1902. (A. L. .\. annotated lists.) Supplement to the same: Recent reference books. Library Journal, 1903, 28:823-828; 1905, 30:5-10; 1906, 31:3-7. Koopman, H. L. Reference books and catalogues. (In his Mastery of Books, 1896:48-62.) Many of the preceding reference-books will not be found in a small public or school library. But instruction need not be confined to books within reach. Practical wcrk, however, must be limited to these. Ordinarily the foUowinfi; will be available: catalog of the library, dictionaries, cyclopedias, cla.ssical dictionary, general biographical dictionary, gazetteer, almanac, atlases, hand- books of information (such as Brewer's), the A. L. A. catalog, and periodicals, the use of which for purposes other than recreation should be explained. Library instruction in schools. — Normal students ought to know that instruction, not too technical, in the use of the library may be given as early as the fourth or fifth grade. The younger children can be taught how to use the catalog, dictionaries, and cyclopedias, as well as the location of dilTcrent classes of books in the library. With the children in lower grades informal talks are better than formal lectures. Public Libraries: McCrory, H. L. Library work for children. 1901, 6:93-95. (Inhndid for sixth-grade children.) High-school instruction.— lAhnxry instruction in the high school has been systematized in a highly satisfactory manner in the Central High School of Detroit.' Teachers of English co-operating, library reference work is made part of the Knglish courses. One lesson a term is devoted to the study of library aids. Kight liljrary courses are correlated u itli tiie eight l''iighMi (ourM-s iiu hided in the four years oi high-.school work. Course i includes the use of inde.xes, abbnviatintis, heavy type indii .itinj; iniportanl page.s, index to a work in many volumes, atlas index, use of a i onrordanc r, a liriif ixi>la nation of Poole's Index. Course 2 covers the use of a ( ard < .italo^ and brief t.ilks on ( lassifu alion :ind K<"<''al rcference-lxK)k.s, such as dii tionarii-s, ga/ettecrs, and ry(l()|>e{lias. 'Compilrtl (r«?n llic- N. E. A. I'rtxerihngi, Kjot,, wilh iirrmiMion o( Morcnrr .M. Ilupkinii. 232 NATIONAL EDUCATIONAL ASSOCIATION Course 3 includes periodical indexes, Poole's Index more in detail, Reader's Guide, Library Index, and the value to young people of the index to St. Nicholas. Preface, publisher, and date of pubHcation are explained. Such reference books as Harper's Book of Facts and the Brewer series are discussed and compared. Course 4 considers elementary bibliography, such as the bibliographic references found in modem text- books and at the end of articles in modern cyclopedias. The A. L. A. Index to General Literature is explained with particular reference to the method of indexing reports of official institutions, and Baker's Guide to Best Fiction, Granger's Index to Poetry, and special bibhographies like the Warner's Library, Lamed '.y History for Ready Reference, and Strong's Yearbook of Social Progress. Course 5 covers annuals, almanacs. Statesman's Yearbook, biographic annuals. Who's Who, annual literary index (supplement to Poole's Index and A. L. A. Index to General Literature), reports of city officers, city and state manuals {Blue Books). Course 6 takes up dictionaries, cyclopedias, special indexes, and cyclopedias or dictionaries of special subjects. The Geneological Index, the A. L. A. Catalogue of 8,000 volumes, and the A. L. A. Guide to the Study and Use of Reference Books, are con- sidered special indexes. Use of Publishers' Weekly, Trade List Annual, U. S. Cata- logue of Books in Print, and the Cumulative Book Index. Course 7 includes United States reference publications, Congressional Record, Congressional Directory, Document Catalogue, Statistical Abstract, Census Abstract, Statistical Atlas, Labor Bulletins, Consular Reports, and the more important publications of the departments of state. Course 8 is a review of the preceding courses, with practice work. During instruction the books under discussion are used in a room outside of the Hbrary. To save time, printed lists of the books are distributed. The course is given in eight hours of the four years of high-school -work, two hours for each year. Sets of questions, requiring the use of the books explained, are worked out in the librar}' by each student after each talk. The papers are corrected by the English teachers, with usual credits. By request, the publishers of Webster^s Dictionary have prepared for this English and library instruction a pamphlet for class drill in the proper use of a dictionary and its appendix. Sample pages are given, illustrating the important facts and the different kinds of information which may be found in Webster's International Dictionary. These pamphlets are distributed gratuitously. The following illustrate questions given to students: Nathaniel Hawthorne and His Wife, by Julian Hawthorne, is in two volumes. Con- sult the index under "Brook Farm," and name the volume and page which give the fullest account. Who is the author of the following (give play, act, scene)? "Neither a borrower nor a lender be." Look up the seven wonders of the world in two different books. Name the books. Name three important reference points covered by the Century Dictionary of names. What is the "Reader's Guide" to a selected list of periodials, and what points does it cover? Name three good books in which you could find an allusion to the "Field of the cloth of Gold." Find a novel on the subject of chivalry. Give author and title. REPORT ON INSTRUCTION IN LIBILARY ADMINISTR.4TION 235 Name two sources by means of which you could be guided to material for an essay on Easter. Name five reference points indexed in the World Almanac. Who is secretary of the Department of Commerce and Labor? Where was he bom ? What classified catalog of books has been carefully prepared by the libraries of America recommending good books on leading subjects ? What cyclopedia would you consult for very full articles ? What cyclopedia would you consult for very brief articles ? What cyclopedia would you consult for medium articles ? What is the Document Catalogue? How frequently is it published ? Examine the volume for 1899-1901 and give a reference on the subject of insurance. What is the Statistical Abstract? By means of it find the number of pounds of cofifee imported in 1890. What is the Congressional Record ? Name the books or books in which you think the answers for the following ques- tions will be found: Kind of government, present officers, etc., of Denmark. Translation of the phrase "Alia Zappa." Brief biography of prominent men. Leading athletic events of the past year. Present secretary of the navy. Bibliography of any subject in which you are interested. Abbreviations. Index to scattered selections of poetry. Condensed report of the last census by color. Speeches in Congress. For further details of this work .see: N. E. A. Proceedings: Hopkins, F. M. Methods of instruction in the use of high school libraries. 1905: 858-864. For Hbrary instruction in schools in general see: Library Journal: Ames, A. S., and Rathbonc, J. A. Instruction in the use of reference books and Ubraries in high schools. 1898, 23:86-91. Doren, E. C. Library and the school work now done. 1904, 29:c 153-157. (Sta- tistical account of reference work and hbrary instruction in schools.) Fletcher, M. J. Instruction to high school students in u.se of libraries. 1904, 2<): 481. Mead, H. R. Training of students in the use of books. 1905, 30: c 82-84. Quigley, M. G. Systematic instruction in the use of tlie library at Clrand Knpids. 1906, 31 : 166-167. Sargent, A. L. Reference work among school children. 1895, 20:121-122. Stanley, H. H. Reference work with children. 1901, 26:c 74-7*'- Wait, M. F. Library work in a preparatory school. 1904, 29:18a. Pufjlic Libraries: Ellis, Elizab<-th. Instruction of school children in the use of library catalogs and reference Ijooks. i8f>9, 4:311-314. linney, B. A. High schcx)! instruction in ust; of reference Ixjoks. i8<;(^, 4:3'.S-.3'7- Hanna, B. S. Reference work with chihlren. 1004, 7:149-151. Hopkins, F. M. Library work in high schools (Central High ScIkkiI of ])( troit). 1905, 10: 170. Hopkins, J, A. A les.son on the rard ratalog. 1903, 8:156-158. Moore, E. L. Library work with children — prize contest. 1901, 6:418-419. 234 NATIONAL EDUCATIONAL ASSOCIATION IV. THE SCHOOL LIBRARY ROOM Location. — The library of a school should be accessible, and yet remote enough to escape the noise and confusion which prevail near the main stairway or elevator, and should be out of the way of the casual visitor, who often regards it as a convenient and attractive waiting-room. If no provision has been made in the school building for a Hbrary, any large room on the second or third floor will serve this purpose. For all details of library construction see New International Encyclopedia or Ency- clopedia Americana, article "Libraries." For a new school building the architect should consult a library expert in regard to location and every detail of interior finish and arrangement of the library room. Light. — If there are windows on one side of the room only, they should extend from within three feet of the floor to the ceiling. Light is more important than heat, and there is usually danger of too little rather than too much. If there are windows on two sides of the room, they may come down only to the top of the bookcases, in order to give wall room for shelving. Care .should be taken, however, to avoid, if possible, what is sometimes called the "dungeon" effect of windows. Artificial light must be provided for short winter afternoons or possible evening use; and whether oil, gas, or electricity is used, the light- point should be properly shaded to prevent unpleasant glare or reflection. The "Rochester" oil lamp, and other similar burners, give a soft and pleas- ant light for reading. The best gas Hght is furnished by acetylene or by the Welsbach burner. Each table should have one or two adjustable lights pro- tected by a deep, cone-shaped, enameled tin or glass shade, green outside, light polished lining inside, so arranged as to shield the eyes and throw the light on the table. Portable lights, with a metal half-shade which throws the light on the backs of the books and protects the eyes, are best for the shelves. Very little general artificial lighting of the room as a whole is desirable. Some architects advocate brilliant illumination of the room by means of ceiling clusters. They argue that this secures a light more nearly resembling that of the sun, and therefore is the natural method; but this is practically and theoretically wrong. Nothing relating to the education of the child is more important, and noth- ing so universally neglected, as the right light for reading or study. Pupils should never face a strong light, or read in insufficient light, whether natural or artificial. Heat and ventilation. — Heat should be so regulated as to secure a tempera- ture of 68°. The room should be ventilated several times daily by lowering the windows from the top, and should be well aired both before and after use. Systems of indirect ventilation, by forcing fresh air thru registers, tho theoret- ically perfect, are rarely quite as satisfactory as the air carefully taken directly thru an open window. REPORT ON INSTRUCTION IN LIBRARY ADMINISTRATION 235 Much of the restlessness and general perversity of children both in school- room and library are due to the demoralizing effects of foul or over-dry air. Library Journal: Dcwcy, Mclvil. Heating libraries. i88r, 6:93-96. Lincoln, D. F. \'entilation of libraries. 1879, 4:254-257. Patton. N. S. Heating, ventilation and lighting of libraries. (In U. S. Bureau of Education Papers, prepared for the World's Library Congress held at the Columbian Exposition, 1896. 718-724.) Shelving. — Shelves should e.xtend along the sides of the room as far as the wall space permits. The top shelf should be within reach of a child of fourteen of average height — say 64 inches from the floor. The top of the upright, exclu- sive of molding, should be 74 inches from the floor, including a base of 4 inches which will protect the books from a too vigorous broom or mop. The shelves should be adjustable, i inch thick, 8 inches deep, not more than 3 feet long (30 inches would more surely prevent bending under the weight of books), and placed between uprights at intervals of 9^ or 10 inches. Two large shelves next the floor, 12 inches deep, 14 inches apart, will accommodate large books. A ledge i inch thick and 3 or 4 inches wide, separating the upper and the lower shelves, adds to the gei>eral appearance of the room and is a convenient place for books ready to be returned to the shelves, but interferes somewhat with the use of the lower shelves. If the lower shelves are not all needed for larger books, they can be fitted with drawers or doors, and utilized for storing pictures, photographs, and library sup{)lies. Backing for shelves is desirable, but not necessary. Moldings should be plain. Fancy beading or ornamenta- tion of any kind collects dust. If finish is desirable for ends of ca.ses where the continuity is interrupted by door or window, inlaid panels look well and pre- vent warping, especially if the material is oi\k\ ])ut arc not necessary, and increase expense. When the wall shelves are filled, additional .shelving may be obtained by forming alcoves with double-faced floor cases placed at right angles to tlic wall. A thin strip of wood two inches high placed between double .shelves will prevent books from slipping back, and is cheaper than full backing. Quartered oak is the best material for wood-work, but pine or whitewood make fairly satisfactory substitutes. Shelves can be made of pine with a one- inch veneer of oak on the front ehould feel that the use of a library is a privilege, and not that they are con- ferring a favor on the librarian by their mere presence — a spirit that is sometimes manifested in the children's department of a public library. Report. — The librarian should make a formal rejxjrt each year to the board of education, giving statistics of the circulation and other uses of the library, an account of all money passing thru her hands, result of the annual inventory, record of gifts, list of new books received, account of technical and routine work, and other items of interest regarding any special work with tlie children and teachers. The local paper will gladly print such a rcj)ort. V. SELECTING AND ( )RI)I:RING BOOKS L.hnirian final authority.— The librarian, constantly advising with teachers and with school authorities, should be the final authority in selec tingbooksforthe schcxjl library. Hy keeping in touch with both tea( hers and pii|)ils, .she is in a jM)si- tion to know what l>ook^ will be most useful in the library; and she alone knows the funds available, and how these niav be distriltuted most wisely and cfjui 240 NATIONAL EDUCATIONAL ASSOCIATION tably. From time to time teachers should send to the librarian lists of books needed for their work, indicating those which are wanted for immediate use, that these may receive prompt attention. But teachers are not always infallible in their judgment regarding books. They may be highly efficient as teachers, and yet know little about juvenile or even adult literature; and it is quite prob- able also that they know comparatively httle of the cost of books, and may ask for expensive editions when something less costly would serve their purpose quite as well. If the library is in a rural district, serving the neighborhood as well as the school, the needs of the school must be met first, as the library is first and last an educational institution, and the children have the first claim. Judging from the results of an investigation made by W. H. Cheever in Wisconsin, published in Public Libraries, 1897, 2:349, teachers are not always given opportunity to say what kind of hterature they wish placed in the school library. The county superintendents to whom inquiries were directed seemed to think that this was because teachers are not considered competent to decide what books should be bought for school use. In one district books were se- lected and bought during the summer vacation when the teachers were away! The town clerk or some other public official may be authorized by law to make contracts and pay bills, but final word in selecting books ought to lie with the librarian. A county superintendent describes in a recent number of Public Libraries the kind of school library which may result if the choice of books is delegated to the wrong, incompetent official. The town clerk of a certain dis- trict thought it desirable to make the school library popular. He therefore bought books which the people would read; with the result that the girls quarreled over Bertha M. Clay's novels, and the boys fought over biographies of Frank and Jesse James. Pupils should be encouraged to express opinions in regard to books read, and, as far as may be reasonable and possible, their likes and dislikes should be respected by the librarian. If due allowance is made for personal or professional bias, the advice of specialists is sometimes desirable, especially as to scientific books. If the selection must be made from lists prepared by the state superin- tendent the librarian should still make the final choice, and should be held responsible for this. Such lists are usually revised from time to time and if they do not at first include just what the librarian thinks necessary for her library, by presenting her case to the proper authorities she may obtain the literature from some future official list. Principles oj selection, and aids. — Certain fundamental principles should be followed in selecting for purchase. It is useless to fill shelves with classics never read, merely because they come under the head of good literature. Publications containing notices of new books are usually issued weekly and monthly. As a rule, reviews are written for the general reader rather than for the student, more space being given to fiction and other literature which appeals to the public. REPORT ON INSTRUCTION IN LIBRARY ADMINISTRATION 241 The librarian of the school library is more limited in her field than is the public librarian, and a conscientious examination of these reviews will seem at times to be without adequate results For general text-books or works on education it is advisable to rely upon notices published in such educational periodicals as the Pedagogical Seminary, Educational Review, Journal 0} Pedagogy, etc. Unfortunately these periodicals do not give many reviews, and frequently a book is on the market several months before they refer to it. For scientific books, read reviews in Science, Nature, School Science, etc. Books on kindergarten, manual training, and other special topics are reviewed in Kindergarten, Manual Training, and other special periodicals. The Dial (semi-monthly, Chicago, $2), Nation (weekly. New York, $s),Oullook (weekly, New York, $3), are most reliable of the critical reviews. The Bookman (monthly, New York, $2) is more popular and entertaining in stj'lc, giving chatty items about authors as well as books, and docs not treat of literary topics exclusively. The New York Times Saturday Review has a wide circulation because it is inexpensive and up to date, reviewing books almost as soon as they leave the press. For a selected list of books consult the A. L. A. Book-List, published monthly except during the summer. Publisher, price, and imprint are given, with annotations made by Ubrarians; also the bulletins of A. L. A. Committee on Book-Buying, and suggestions and rules for the Library of Congress cards. The later numbers give the classification of each book according to the decimal and expansive system, with suggested subject headings. It is intended to aid those who are buying small libraries. For a complete list of current publications consult Publishers' Weekly (New York, $3) and Cumulative Book Index (monthly, Minneapolis, $5). Publisher, price, and imprint are given, with annotations for more important works. The Publishers' Weekly issues a special spring announcement number in March, a summer number in May, an educational number in July, a fall announcement in September, a Christmas number in December. The Cumulative Book Review Digest (monthly, Minneapolis, $5) gives descriptive notes and a digest of reviews which have appeared in forty of the leading periodicals in English. All large publishing-houses issue annotated lists monthly or at longer intervals. A number of these make a specialty of schoolbooks and children's literature. American Catalogue (not necessary in a small library), 1875-1900, five volumes, gives lists of books printed in the United States during these years, and includes some importations; the information is very full, gives publisher and price of book, with date of publication. Volumes 2, 3, and 4 give lists of United States government publications, classified by departments; also publications of literary and scientific societies; also a list of state publications. These lists were omitted in the last volume, as the same information appears in another publication. One of the most useful features of this catalog is the subject-index which follows the author-ind.x and forms Part 2 of each volume. One is enabled to find out from this catalog what lx>oks on any subject have lx:cn published in the United States during the period covered. This is too costly, however, for most small libraries. The earlier volumes are out of print, and 1890-95 and 1895-1900 arc $15 each. The Bookseller Cmonthly) and the English Catalogue (annual), each 5.?., represent current English publications, but would nf)t be us<-fl to any great extent in a small library. For standard Ixxiks still in i»rint the most useful gui«le is the A. L. A. Catalogue of 8,r)<>f) Volumes (1904, Wa-shin^^ton, Sup< rintendent of Documents, 50 cents). This list wa,s compiled by exports, and is an invaluable guide to libraries and teachers. It is fully classified and indexed, give.s publisher and price, and romprehensivc annotations. 242 NATIONAL EDUCATIONAL ASSOCIATION Winser, Beatrice. Some of the recent and current aids to book selection. 1905, Public Library Newark, N. J. For prices and information concerning reference-books consult A. B. Kroeger, Guide to the Study and Use of Reference Books with supplements published in the Library Journal. Lists of books suitable for school libraries are mentioned under the topic of "Books for Children and Teachers." Ordering books. — After selections have been made, and contracts, if any, have been closed, the librarian should be authorized to order books according to the contracts and regulations made by the state or by the local school authorities. If, however, the power to buy rests with the town clerk or some school official, the librarian should have the privilege, approved by the school board, of ordering books needed for immediate use. A book wanted for class- room work at the beginning of the term may be quite useless a month or six weeks later. Records of orders. — A record of all orders sent out should be kept in the library on orderslips, to be had of the Library Bureau, or made by the local printer. Any blank cards of standard size will serve. Author's name, title, edition (if known), publisher, date, and hst-price of the book are recorded on the order-slip, with name of agent and date when ordered. Before the order is sent, each entry should be compared with the library catalog and with the list of outstanding orders, so that unnecessary duplicates will not be bought. When the books are received, corresponding slips should be dated and cost- price recorded. Slips for filled orders are then filed in a separate alphabet (see details under topic "Checking Invoices"). The order sent to the agent should contain the same information given on the order slips and may be copied from these slips on a sheet of paper, and stamped with name of library and date. Each order should expressly state, that, if not found within (say) thirty days, it will be considered canceled. A small rubber stamp may be used to print this condition. Not all of these details are necessary in a small library, but records should be accurate and complete. Purchasing agents. — It is advisable to buy from one agent. By this method accounts are simplified, mistakes are more easily rectified, more interest is shown, and better discount is granted by the dealer. In choosing an agent, it will prevent criticism if lists of the books to be bought are sent to several agents, including the local dealer, with a request for lowest terms, keeping in mind that the man who is the cheapest is not always most rehable. It is better to pay a local or other agent a little more, and secure convenience and good service. When possible, an agreement or contract for the year should be made with the agent. Large publishing houses act as jobbers, selling publications of other firms as well as their own. Because of greater facilities, they can give, perhaps, better discounts than the home dealer, and can more readily obtain books out of print. However, the question of express charges and possible delay, as well as of friendly relations, must be considered. REPORT ON INSTRUCTION IN LIBRARY ADMINISTRATION 243 In case of large orders, a reduction of 30 or 33^ per cent, may be expected, unless books are "net," when 5 or 10 per cent, or no discount is allowed. Magazines also should be bought thru one agent. Public Libraries: Underhill, C. M. Book ordering and buying. 1903, 8:142-144. Generally, avoid all dealings with itinerant book agents, buying neither subscription books, nor on the installment plan. These methods are more e.xpensive than buying thru regular channels, and are undesirable in every way. Most subscription books can be bought in open market for abi)Ut half price six months after the last part or volume is issued. Foreign books intended for educational institutions may be imported free of duty. Editions. — Expensive editions, editions de luxe, have no place in a school library, unless as gifts. If the print is good — that is, not fine or blurred — a cheap edition is desirable, as it can be thrown away when soiled or worn out and replaced by a new copy. Standard literature is issued in an attractive form, at reasonable prices, by many publishers under some such title as "School and Home Classics," "Classics for Children," "English Classics," "Riverside Literature Series," "Temple Classics." These should be ordered in cloth bindings, never in paper. A really poor edition .should not be placed on the shelf or accepted even as a gift. If dealing with a reliable firm, the agent may be trusted to supply a good working edition of any book. Auction and second-hand catalogs. — Auction catalogs contain little to interest school librarians. Bargains in standard literature or books out of print are sometimes found at auction sales; but unless books are examined personally or thru an agent, poor editions and cheap bindings are frequently obtained in this way. Catalogs of .second-hand dealers offer the same class of material as auction catalogs, but are j)erhaps a little more satisfactory, as a fixed price is fiuoted and books may be returned if found undesirable. Regular book agents will advertise for any Ijook out of print, or the librarian may do so thru the Publishers' Weekly. Regular trade-lists, catalogs, and special advertisements of leading publi.sh- ing houses are the most important and reliable channels for a knowledge of the current literature i.ssued. iJati.'i, J. C. Buying Ixjoks. (In his Lilirary |)riinir, 1903:63-68.) Di-nvcT Public Library, Ilandlxjuk. i8(;5: 29-33. .Milncr, .\. V. Formation and tare of schi>ol librarii.-s. 1902:2-4. I.ihniry ./i/iiriiiil: How wc choose and buy new l>ooks. i88ook.s. 1HH7, 12: 155-156. 244 NATIONAL EDUCATIONAL ASSOCIATION VI. CHILDREN'S READING So much has been said and written on children's reading that it seems superfluous to add anything to the abundant material already accessible to those interested in this 'topic, so important to the school and pubHc library. It will be sufficient, perhaps, to call attention to articles written and lists com- piled by library and school experts. It has been stated by authorities in literature and education that no list of children's books having a literary and educational value in the highest sense has yet been prepared. It is to be hoped that at some time in the near future these critics will issue an ideal list, and thus for the first time meet all reason- able requirement"?. Lists. — Lists of juvenile literature are of three classes: those intended for use in the children's department of a public library, .such as special lists of the best books for boys and girls; or lists of fairy-tales, legends, travel, biog- raphy, etc.; or lists of books, articles, poems, etc., relating to special days, as Christmas, Lincoln's birthday, or Flag Day. For use of both teachers and pupils lists of books suitable for a school library have been compiled, or approved, and recommended by librarians, teachers, and school superintendents. Lists combining the features of both classes have also been compiled for use of those in charge of rural libraries which supply reading for school use and for recreation. All lists available should be consulted in selecting or recommending books for a school hbrary, and no one list should be followed too closely. All con- ditions of school work and library work differ in different communities. Besides, in a certain sense any list is out of date as soon as issued, because of the flood of new books. OFFICIAL LISTS Wisconsin Department of Public Instruction. List of books for township libraries com- piled under the direction of the state superintendent, iqoi, 1902, 1903, 1904, 4 vols. List of books for high school libraries. 1902. (Free to schools in Wisconsin; outside of the state a charge of 25 cents is made.) These lists are among the most useful issued by state departments of public instruction. The first is intended for use in selecting books for school district libraries, and is divided into primary and intermediate grades. Both lists are classified by subjects, as biography, science, etc., and include reference- books and periodicals. Full information is given in regard to author, title, date, binding, pagination, illustrations, publisher, and list-price and discount- price, with author, title, and subject indexes. The descriptive notes accom- panying each book cited are comprehensive and helpful, and are written from the teacher's standpoint. In 1904 the Connecticut State Board of Education issued a list of books for schoo libraries, classified by subjects; and in the same year the Connecticut PubHc Library REPORT ON INSTRUCTION IN LIBRARY ADMINISTRATION 245 Committee issued a list of books in the traveling school libraries loaned by the Connecti- cut Society of Colonial Dames of America. Departments of public instruction sometimes print book-lists as part of their annual reports or of some other otlicial publication. In his annual report for 1902 the state superintendent of New York published a book list under the title School Libraries and Reading. In 1905 the Illinois and Missouri Departments of Public Instruction issued courses of study for rural, graded, and high schools; followed by a graded list of books for school libraries, including reference-books. Illinois and Nebraska publish lists of books recom- mended for teachers' reading-circles, with reviews of some more recent publications. The Board of Education for New York City published in 1904 a Catalogue of Books /or Public School Libraries, a list graded from the kindergarten to the eighth grade. This gives publisher, price, illustrations (if any), descriptive note, and author index, followed by a classified list of books for reference libraries and for teachers' libraries. In the annual report of the Columbus (Ohio) Public School library, for 1904-5, the librarian publishes a list of books in that library for supplementary reading, arranged by grades and subjects. A list of books for supplementary reading for the Milwaukee public schools was issued in 1904, graded and classified by subjects, and followed by a list of general refer- ence-books. The committee appointed by the National Educational Association on Lists of Books for Reading and Reference in the Lower Grades of the Public Schools published in the Journal of Proceedings for 1898, pp. 1016-22, graded lists of books suitable for a school library. The committee appointed by the National Education Association on Relations of Public Libraries to Public Schools, in a special report for 1899, published under the title The Relation of the School to Libraries, a "List of Books for the Grades," pre- pared by Charles A. McMurry, and a "List of One Hundred Books for High Schools," prepared by J. C. Hanna. The same report contains a " List of Books to be Read in Grades I to XII Inclusive, with Special Reference to the Average Country School and the Average Grade Teacher," compiled by Sherman Williams. The Southern Education Board in Southern Education, 1903, Vol. I, No. 18 ("Rural Libraries"), publishes" A List of Books for a Rural School Library," classified by grades, with unsually full descriptive notes. It is intended to be used as a guide in starting a rural school liljrary. LISTS FOR SCHOOL LIBRARIES Oregon Library Commissif)n, List of books for school libraries, 1906. Part i, B(M)ks for elementary schools; Part 2, B(joks for high schools. This list gives price, publisher, and annotations, aLsl Holiday Series" the Cleveland pul>lic library i.ssues special reading-lists for Thanksgiving Day, Christmas, Abraham Lincoln, George Wiishington, Memorial Day, New Year's Day, Arljor Day. The BulTalo Public Library, H)02> Classroom Libraries for Public Schools. This list is graded from the first to the ninth grades, with a su|)|ilementary list of picture-lxKjks for first and second grades. A s< parate classified list is given of reference-lxjoks, including lx)ok3 for teachers, on teaching, psychology, child-study, religion, ethics, etc. 246 NATIOXAL EDUCATIONAL ASSOCIATION The Springfield (Mass.) City Library, January, 1899: List oj Books in the City Library recommended for Outside Reading to the Pupils of the Springfield High School by tJie Teachers. A classified list but without annotations. The Evanston (111.) Public Library, 1902: A Graded and Annotated List of Five Hundred Books in the School Library Department, with author and title index, and a list of good stories for boys and girls. New York State Library (Albany), 1901: Bulletin iVo. 65," A $500 Library Recom- mended for Schools" (15 cents). An annotated classified list, with the abridged decimal classification nimaber for each book, and author index. The New York State Library has issued a number of library bibliographies at prices varying from 5 cents to 35 cents; such as Fairy-Tales, Froebel. Domestic Economy, etc. It also issues annually a selection from the best books of that year, for children and adults, classified by subject (10 cents), .\ltho the list is prepared for the use of pubUc libraries, it includes many books useful in schools, and therefore is of interest to teachers. The decimal classification number is given for each book. The Department of Psychology and Education of the University of Colorado pub- lished in 1903 a Bibliography of High School Reference Books (50 cents). This is an excellent list, classified by subjects, with full descriptive notes, and is useful for teachers as well as students. READING-LISTS FOR CHILDREN Hardy, G. E. Five himdred books for the young: a graded and annotated list for schools. 1892. New York: Scribner. (A good fist, but somewhat out of date.) Sargent, J. F. Reading for the yoimg: a classified and annotated catalog. 1890. Boston: Librar\' Bureau. Si. Supplement. 1896. $1. These are most valuable guides to juvenile literature. The age of the children for which the books are most suitable is indicated by letters, a, b, c. An author and subject index follows. Hewins, C. M. Books for boys and girls. 1904. (A. L. A. annotated lists.) 15 cents. (Lists compiled by Miss Hewins are always safe and helpful guides.) Carnegie Library of Pittsburg. Annotated catalog of books used in the home Libraries and reading clubs conducted by the children's department. 1905. 25 cents. (This is a carefully prepared fist, di\-ided into "Books for younger children," "Books for boys" "Books for girls," and an author and title index. The character of the book is told in a brief statement, and the classification would at once attract the attention of any child. Stories are grouped under such headings as "Detective stories," "Sea stories," "Popular stories," "School stories," "American army," "Indians." etc.) Iowa Library Commission. List of books recommended for a children's library, com- piled by A. C. Moore. (Classified by subjects, with a list of reference-books, pre- ceded by suggestions for the selection and purchase of children 's books.) Brooklyn Public Library- : Books for boys and girls, compiled by C. W. Hunt. (A clas- sified list. Books that should be given first choice or duplicated are indicated by a star. "Easy books" for first three school years are indicated by "c." Includes a reference collection for a children's library.) Leypoldt, A. H., and lies, George. List of books for girls and women. 1895. Boston: Library Bureau. $1. (.A.n excellent guide for standard works. Twenty-one hundred books on various subjects are recommended, accompanied by biographical and critical notices of authors, and a brief description of works cited.) Forbush, W. B., compiler. Books for boys. (How to help boys, April, 1903.) 14 Beacon St., Boston. 25 cents. (There are five divnsions of this little manual and guide: "Helpful lists from which to select books for boys," by W. B. Forbush; " Lists of books for boys' reading," by C. M. Hewins; "List for a boy 's own library, " by F. J, Olcott; "Natural science, electricity and useful arts," by E. S. Smith; "Periodicals suitable for boys," by M. D. Crackel.) Welsh, Charles. Right reading for children. 1902. Boston: Heath & Co. (A com- pilation of what has been said on the subject by experts, followed by a graded and annotated list of books for children.) REPORT OX INSTRUCTION IN LIBRARY ADMIN ISTR.A.TION 247 READING-LISTS FOR TEACHERS Nearly all official lists of books recommended for school libraries contain lists of books for teadhers. The following also are suggestive: Monroe, W. S. Bibliography of education. 1807. New York: AppK-ton. $1.50. (Contains 3,200 titles, classified, with an author index and a few annotations.) Columbia Universitj-. Books on education in the libraries of Columbia University. 1901. $1. (A classified list of about 14,000 titles, with author index. Value and character of the books not indicated.) Lord, I. E., and Wyer, J. I. Bibliography of education. (PubUshed annually, since 1900, in the June number of the Ediuational Rn-irw. Includes the most important books, articles, periodicals, and special chapters in books published during the year in England and America, with critical annotations.) \\ ils«n, L. N. Bibliography of child study. (Published annually, since 1898, in the Pedagogical Seminary; since 1005 published by Clark University Press. Includes iHHjks, periodicals, and articles in all languages.) Bishop, W. W. Books for teachers in secondan.- schools. Educational Review, 1900, 10:177-186. {.\ helpful and suggestive list.) Brooklyn Public Library. Books useful to teachers. (A compilation of books "from wfeich information can be obtained quickly," to be used in the class-room, with reference to the course of study.) REFERENCE-BOOKS Kroeger, A. B. Guide to reference books (A. L. A. annotated lists"). 1902. Boston: Houghton, MifSin & Co. $1.25. {\ very useful book in any libran.-.) A. L. A. Catalogue: Eight thousand volumes for a popular libran.-, with notes. 1904. Washington: Superintendent of Documents. 50 cents. (A guide to standard literature now in print.) Abbott, E. L. Bibliography in a small library. Public Libraries, 1902, 7:8-13. Baker, C. A. Reference books for a small library. (Dana, J. C., Library Primer, 1903:46-52.) BOOKS ON children's READING For teachers and librarians who wish to study the subject of children's reading, how to read and what to read, the following books will be found to treat the matter exhaus- tively from the standpoint of the teacher: Chubb, Percival. Teaching of English in the elementary and secondary schools. 1903. New York: Macmillan. $1. Carpenter, G. R.; Baker. F. T.; Scott, F. N. Teaching of English in the elementary and secondare' schools. 1903. New York: Longmans. $1.50. McMurry, C. A. Special method in primary reading. 1003. New York: Macmillan, 60 cents. (Includes lists of books for children in the first, second, and third grades, and books of material for teachers.) Special method in the reading of complete English classics in the grades of the common school. New York: Macmillan. 75 cents, (.\ppended are lists of books with brief notes, gradi-fl from fourth to eighth grade. Under each grade lists are di\nded as follows: (i ) books for regular reading lessons, (2) supplementary and reference-books, (3) Teachers '-books.) , Burt, M. E. LitTar)' landmarks: a guide to good reading for young people. 1893. Boston: Houghton, Mifflin & Co. 75 cents. (Aims to show a profitable use of books in the chiss-room, and is followed by a list of books mentioned in the text.) Srudder. H. E. Litf-raturr in .vhool. 188R. Boston Houghton, Mifflin & Co. 15 cents. ^Placc of literature in common schools, nursen.' classics in school, Ameri- can classics in school.) ARTICLES ON CHILDREN'S READING N. E. A. Proceedinf^^: Hardv. G. E. Literature for children. 1802: T!;4-ii;A. Lawrence, Isabel. How shall children be led to love good books? i90i:Ri;o-858. Mefcalf, R. C. Supplementary reading. ^Report of the committee on the rela- tions of public lihraries to puMir v. hooN, 1800:18-24.) Schreilier, M. E. How to dinct f hildrrn in their reading. 1900:636-643. Williams, Sherman. Reading listj for public schools, how preparrd, how used eflFecfivelv. 1898:1022-1028. NATIONAL EDUCATIONAL ASSOCIATION Public Libraries: Conover, Mary. What can the Ubrary best do for children ? 1899, 4:317-320. Crafts, L. M. Reading of our youth. 1902, 7: 117-119. Galbreath. L. H. Books for various grades. 1897 2:304-310. Klink, J. S. Use of libraries by school children. 1897, 2:16-19. Nichols, F. W. How to induce school reading. 1897, 2:9-10. Temple, Mabel. A selected Ubrary for children. 1901, 6:406-408. Upton, G. E. Best reading for the young. 1901, 6:88-91. Library Journal: Bean, M. A. Report on the reading for the young. 1883, 8:217-227. Books for children: (i) Fiction, (2) Fairy tales, (3) Science. 1901, 26: 063-70. Dana, J. C. Children's reading: what some of the teachers say. 1897, 22: 187-190. Foster, W. E. Developing a taste for good literature. 1897, 22:245-251. Hewins, C. M. Book reviews, book lists and articles on children's reading. 1901, 26: C57-62. Olcott, F. J. Rational hbrary work with children. 1905, 30:71-75. Sickley, J. C. Plan for course of reading for pupils of the Poughkeepsie public schools. 1887, 12:372-377. Stearns, L. E. Report on reading for the young. 1894, 19: 081-87. U. S. Bureau of Education: Fletcher, W. I. Public Ubraries and the young. (In Public libraries in the U. S., 1876 : 412-418.) Hewins, C. M. Reading of the young. (In Papers prepared for the World's Library Congress, 1896:944-949.) Atlantic Monthly: Repplier, Agnes. What children read. 1887, 59:23. Vn. INCOMING BOOKS Checking invoices. — Check bills as books are unpacked. Take order-slip for each book from file of unfilled orders. Compare author, title, and editor with title-page of the book, and price with price on the bill. If mistakes have been made in fiUing the order, or if any item charged on the bill is missing from the package, notify dealer at once. Stamp order-slip with date of receipt, record cost-price, and then file order-slip with orders filled. Source, date, and cost-price are usually penciled on the left margin of the leaf next after title page — a convenient but not necessary memorandum. The book is now ready for accessioning. It is again true that not all these details are necessary in a small library. The accession-book. — The necessity of the accession-book is much disputed among librarians. Some libraries, large and small, have either discarded the accession-book or have never kept one. It is for the use of the librarian mainly, and is a chronologic record of all books added. If accurately kept, it gives the history of every volume in the library. It tells how many volumes were in the library at any given time, when each volume was added, accession number of last volume added, from whom bought or by whom given, cost, call number, author, title, place of publication, publisher, date, pages, size, binding, and any fact relating to its loss, withdrawal, or rebinding. It is a most useful record to con.sult in compiling an annual report, because it gives statistics and information difiicult to obtain from any other source. It is also a means of identifying lost books. REPORT ON INSTRUCTION IN LIBRARY ADMINISTRATION 249 It is the business record of the library, and, if kept in a safe place, may be used as an inventory for insurance. One record is more easily kept and used than several records. Many substitutes have been tried by librarians who do not api>rove of tlu' accession-book. The growth of the library is sometimes recorded on the book invoices, which are filed alphabetically by dealer's name, and then arranired chronologically, with a separate record for gifts. The Wisconsin Library Commission recommends a printed form on separate sheets for keeping the record of additions and withdrawals. Price and source, with date of purchase, are sometimes noted on the shelf- list. The order-slip and accession items are combined in some libraries. The standard accession-book, however, has the great advantage of being a plain record easily understood. Its use, and the method of keeping it, are self-evident even to an untrained librarian. For large libraries the standard accession-book, \sith printed headings at the top of each column, consecutive numbering, and printed rules for entering books, is furnished by the Library Bureau in different sizes, from 2,000 to 5.000 lines (entries), at a cost of from $4.35 to $8. For ordinary public, school, or private hbraries the condensed accession-book is more convenient and less expensive, costing from $3.60 to $5. A book containing 1,000 lines (entries) in press-board covers is furnished at Sr .25. Certain information for which space is provided in the accession-book is not essential, and if the saving of time and effort is important the following items may be omitted: class and book number, pages, size unless a quarto or folio, and binding unless other than cloth. The date should be written at the top of the left-hand page, if the entry begins on a new page. If a new accession entry is made anywhere except on the top line, the date should be written in the margin before the accession number. Numbers run consecutively, and each entry has a separate line. The same accession number should not be assigned to a second volume, or to works or sets as a whole. The author's surname, with initials, and brief title of the book, should be used. For volumes of pamphlets give author and title of first pamphlet only. For bound periodicals leave author colunui blank. Do not accession material such as periodicals or pamphlets until bound. If a volume is withdrawn, lost, sold, rebound, etc., nolc the fact in tlie "Remarks'' column. After the accession entry is made, the accession number assigned to a book is written or stamped on the lower margin of the page following the title-page. Because they are conci.se and save time and space, Arabic figures and library abbreviations should be used on all library records. Accession rules are printed in the accessicm-book, with a li^t of library abbreviations, and directi(jns for use of capitals. The following [nibli< ations will be found heliiful: 250 NATIONAL EDUCATIONAL ASSOCIATION Salisbury, G. E. Library methods for school teachers. 1903:8-11. Dewey, Melvil. Sioaplified library school rules. 1898. Library Journal: Bliss, H. E. Economy in accession records. 1903, 28:711-713. (Describes a substitute for the accession-book.) Dewey, Melvil. A model accession catalog. 1876, 1:315-320. Accession catalog. 1878, 3:336-338. Fellows, J. D. Cataloguing, accessioning and shelf listing for small Hbraries. 1899, 24 :c 68-70. Hall, D. B. Classified and condensed accession record. 1903, 28:830-832. (A substitute for the accession-book.) Poole, W. F. Shelf lists vs. accession catalogues. 1878, 3:324-326. Weitenkampf, Frank. The accession book — why? 1903, 28:295. Public Libraries: Fiske, A. J. Accessioning books. 1903, 8:146—147. Tyler, Miss. Accessioning. 1899, 4:383-384. Underbill, C. M. Accessioning. 1903, 8:147-148. Jones, G. M. Accession department. (In U. S. Bureau of Education, Papers pre- pared for the World's Library Congress, 1896:809-826.) (A selected bibliography given on selection of books, duplicates (buying and disposal), specializing, buying, gifts, collation, and accession-book.) t.j .^jBiji Opening a new book. — The following excellent directions have been given by William Matthews, for opening a new book, to avoid injury to the binding: "Place the book with its back on the table, let the front cover down, then the other, holding the leaves in one hand while you open a few leaves at the back, then a few at the front, and so on ; alternately opening back and front, gently pressing open the sections till you reach the middle of the volume. " Cutting leaves. — Care should be taken, in cutting the leaves, to avoid tearing the paper. Never use a knife or other tool with a sharp edge, or a hairpin. A flat bone or ivory cutter is the best, used evenly along the edges and clear into the joint at the top. Marks of ownership. — Several kinds of stamps are used in libraries as marks of ownership. The perforating stamp is costly and mutilates title- pages and plates, but it is most permanent. A book-thief can remove it only by cutting it out. Rubber ink stamps are used more than any other because inexpensive. They are ugly, and can be erased or removed with an ink eradi- cator. An embossed stamp is least objectionable and can be removed only by an adept. The lettering should be as plain as possible, and include the name of the library, place, and state, without the oval lines usually inclosing this kind of stamp, because such lines tend to cut thru the paper. Private marks of ownership are sometimes used, such as a pinhole in the last figure of the main pagination, but these are rarely worth their cost in time and trouble. Book-plates. — A book-plate lends a certain air of dignity to a book. Besides denoting ownership, it is a convenient place for recording the class, book num- ber, and name of giver if the book is a gift. A plain label of cream tinted paper, 2X3 inches, bearing name and address of the hbrary, is recommended. A pictorial or armorial design should be engraved or etched in order to look well, and this process and the entire cost of printing it are too costly for the average library. The book-plate should be pasted inside the front cover. If REPORT ON INSTRUCTION IN LIBRARY ADMINISTRATION 251 a plate, autograph, or any valuable printed matter is on this cover, the library plate should be pasted above or below this, or be "ti])ped in" on edge of cover. Library Journal: Kent, H. W. Library book plates. 1902, 27:932-934. Pockets. — The book is now ready for the pocket which serves to hold the book-card. Pockets can be made of ordinary writing-paper, 4^X4^ inches. Fold over the lower edge and sides of the book-card, crease down with a paper- cutter, paste the inner edges, and then attach to the inside of the back cover. The card, when in the pocket, should not project above the top of the book. Another form for the pocket opens on the side toward the inner edge of the book. It can be made from a manila envelope with the open side cut in a curve, so that the card may be taken out more easily. The pocket, like the Acme pocket, used in many libraries, may be used as a book-plate if pasted on the inside of the front cover. Besides name and address of the library, rules and regulations arc often printed on the face of the pocket. In pasting plates, labels, and pockets, use paste sparingly, and with care and neatness. After they are in place, rub over with a clean cloth to smooth out wrinkles. The book should be left open until the paste is dry. VIII. CATALOGUING AND CLASSIFICATION The catalog. — The catalog is a record used by the librarian and by the public. It is a list of the books in the library, giving author and title of each. In addition, it ought to show the contents or subject of each (where the sub- ject does not clearly appear by the title), and the location of each in the library. From the catalog the reader should be able to learn wlu'thor the works of a certain author are in the library, by what books he is represented, whether a book with a certain title is in the library, and how much anrl what material on a certain subject the library contains. In other words, the catalog •should show the resources of the library. Difjercnt catalogs. — This is accomplished in a variety of way.s. The public usually prefer a printed catalog, because it seems less formidable and is more easily handled than a card catalog. It has, however, two serious disad- vantages for either large or small libraries: it costs too much, and it is out of (late the day after it leaves the press — because of incoming new books. Any local newspaj)er will probably print, on re(|uesl, sjiecial lists of books: as, on nature study or on bil to print a catalog of the entire library i^ not achi-al)!*-. 252 NATIONAL EDUCATIONAL ASSOCIATION The method of cataloguing books on sheets bound in book form is too obsolete to need discussion. It will not be used in a library which is growing or shows any other signs of life. A card catalog is by far the most satisfactory form, when the prejudices of the public are once overcome. It can be kept up to date without rewriting. When a new book comes in, the cards are made for it, and then filed in the card catalog without delay. The disadvantages of the card system are possible loss or displacement of the cards, and they cannot be turned and examined quite as quickly as the eye and the finger can run down a printed page. But there is much less chance of missing a title — by oversight. Having decided upon a card catalog, the technical preparation for it should be considered. The style of writing most suitable for a card catalog has been much discussed. It is really a matter of convenience to the users, not of personal preference. Typewritten cards are uniform in appearance, and can be written much faster than by hand; therefore they are better and cheaper. The disadvan- tages are that, unless the right kind of machine is used, and unless the operator Has had considerable experience, the ink on cards will be either thick and blur- red or so faint as to be almost illegible. Alignment also sometimes becomes faulty. A good typewriting machine is a luxury for a small Ubrary. The visible writers, which are the best for library use, cost libraries about sixty- five dollars. An expert operator is also expensive, but almost any librarian can soon learn to run the machine faster and easier than she can write by hand. The noise of a machine is a serious objection in a small library, where the librarian usually constitutes the library staff and catalogs during the leisure moments of library hours. If a machine is used, a separate room and an extra assistant should be provided, or the cataloguing must be done out of library hours. Hand-printed cards. — Next to the typewritten, the disjoined printed hand is most legible, uniform, and pleasing. It is easily acquired, being merely a question of practice. The one disadvantage of this hand is that most people write it slowly. The library hand is more rapid than the disjoined, and has always been popular. Its disadvantage is that it is difficult, and for some persons almost impossible, to acquire. Copies of the standard library hand- writing, joined and disjoined, may be had from the Library Bureau at a cost of five cents each. Arrangement oj cards. — The card catalog may be arranged by either of several systems. Author- and title-cards may be arranged alphabetically in one file, and the subject-cards arranged in a separate file, numerically accord- ing to the Decimal classification, or on some other logical or systematic plan ; authors, titles, and subjects may be arranged in a single file, alphabet- ically from A to Z, as a dictionary catalog. This is usually recommended for a school library, as it is very easily understood, and can be used by anyone who "knows his alphabet." REPORT ON INSTRUCTION IN LIBRARY ADMINISTRATION 253 Catalog cards. — The small card, approximately 2X5 inches (5X12.5 cm.), is less expensive than the large size, and is more economically stored. The large size, appro.ximately 3X5 inches (7 .5X12.5 cm.), is more generally used because carrying more matter, and because the Library of Congress uses that size. Nearly all catalog trays are made for this .size. Heavy bristol board is used in many libraries. A medium weight, however, costs le.ss, occupies less space, and unless subjected to rough usage ought to be prac- tically permanent. Use white cards, absolutely uniform in size, weight, and ruling. If the tops are red, these will not present the dirty appearance fol- lowing constant handling. Elementary catalog rules. — Every book is represented in the catalog by an author or main entry. The author is responsible for the publication, and may be an individual, society, institution, or an official department of city, state, or national government. Make the author card first. Write the author's surname on top line, at the right of the first red vertical line (standard ruled catalog card), followed by the Christian name or initials. In case of two authors, follow the name of first author, written as above, by the surname of .second author, with initials, and connect the two names by "&." Then write a separate card with name of the second author first, followed by the name of the first author, reversing the order of the first card, viz.: 1. Horton, Charles & Shaw, J. C. 2. Shaw, J. C. & Horton, Charles. In case of three or more authors, write name of first only and add "& others;" viz.: Bronson, William, and others. If an author is better known by a pseudonym than by his real name, or if his real name is not known, use the pseudonym followed by the abbreviation "pseud;" viz.: Twain, Mark, pseud. In case of an anonymous book, for whiili no author can be found, leave the top line blank and enter the book under the title on the second line. A government department, a society or an institution which is.^^ues jjublica- tions, is regarded as the author, and the entry corre.s|)onds to thnt made for a i)ersonal name, viz.: U. S. — Geological Survey. U. S. — Education, Bureau of. Boston — School committee. New York Historical Society. Smithsonian Institution. Harvard University. In case of a colIe( tion of jxji-try or essays by (lirfcrcm ;\iitliors, tin.- . ompiler or editor is regarded as the author, and his name is followed by llu- ;dil>re\ia- tion "ed " «)r "(omp." 254 NATIONAL EDUCATIONAL ASSOCIATION Sacred or classic works of unknown or composite authorship are entered under the name of the work, viz.: Bible, Koran, Nibelungenlied, Arabian Nights. Enter periodicals and cyclopedias under the title on the top line, usually at the right of the second red vertical line. Write the title of the book on line below author's name, beginning at the second red vertical line and at the left margin of the card on the following lines. Omit the initial article, if EngUsh. Other omissions may be made to shorten the title, provided they do not change the meaning; but no additions, transpositions, or other alterations in the title should be made. The imprint, if given, is divided into three groups: (i) edition, if more than one has been published; (2) pages if a single volume, or number of volumes if more than one, illustrations, maps if any, size of book; (3) place and date of publication. Leave a space of i cm. after the title and between each group of the imprint. For the catalog of a small library, the author's name, brief title including the editor's or translator's name, if any, with the date of publication, will be sufficient. In addition to the author-card, all novels, plays, poems, or books bearing striking or unusual titles should be represented by a title-card. In a library for children more title-cards are needed than in a library for adults only, as children remember titles rather than authors. Books published anonymously need title-cards. The title-card consists of a brief title (omitting initial article if English and not necessary to the sense) written on the top line at the right of second red vertical Hne, with the word "see" written at the end of the line. The author's name is on line below, beginning at the first red vertical line, as on the author-card. The subject-card ranks next to the author-card in importance. Fiction, poetry, plays (unless historic or biographic in character), and books treat- ing of no subject definitely, do not need subject-cards. Other books require one or more subject-cards each, according to the charactei of the book. Subject entries are more conspicuous and more easily distinguished from title- and author-cards if they are made in red ink. Write the heading on the top line, beginning at the second red vertical line, the rest of the card being a copy of the author-card, except that contents, given for a collection on the author-card, may be omitted. Cross-references written like a title-card, in black ink, are made from one or more forms of an author's name to the form selected for the main entry, viz. : Thompson, Ernest Seton, see Seton, Ernest Thompson. Write subject cross-references in red ink, viz.: Hymenoptcra, see Bees. REPORT ON INSTRUCTION IN LIBRARY ADMINISTRATION 255 Cataloguing. — Catalop;iiing is a science somewhat difficult for an untrained librarian to master. One who understands the theory of the subject becomes an expert only after much practice. A catalosi should be well made or it is worse than none, because it mis- leads. The form adopted should be closely and consistently followed. In choosing a form of entry for author or subject, the standpoint of the public rather than of the librarian should be considered, and the simpler or better- known form selected. George Eliot and Mark Twain are better known than Marian Lewes Cross and Samuel Langhorne Clemens. "Birds" is a better subject-heading than "Ornithology." But in all such cases there should be at least one "cross-reference" card, bearing the less familiar name or title. Entries should be uniform. Bulwcr's works should not be entered under both Bulwer and Lytton. If "In.sects" is chosen as a subject entry for one book, the next one on the .^^ame subject should not be represented under the heading "Entomology." Reference-cards should always be made from all probable or possible entries to the one chosen. The catalog should give information which cannot be obtained from any other library record, but to what extent this information is carried depends upon the size and kind of library. In the large library, author's full name is desirable if it can be obtained without too much effort. The form of the name as it appears on the title-page cannot be accepted without question, as the same author sometimes prints his name difTerently on different title-pages. A woman may write under her maiden name, and perhajis later under her married name. Choose specific rather than generic terms for subject headings. Enter a book on trees under "Trees" and not under "Botany." Remember that the title of a book does not always indicate its subject. Mark all cards for a book, except a cross-reference whi( h may stand for any number of books, with the call-number of that work. It is usually written in the upper left corner of the card, in blue or black. Certain information for the use of the librarian is recorded on the back of the main entry or author-canl; viz.: accession numbers, subject headings, and the number of cards made for the book. Analyze books containing es.says or chapters on specific topics, and rci)re- scnt the result by subject-cards in the catalog. Analytic work is peculiarly im|)ortant in a small library, where every scrap of information ought to be made available. A useful reference-book for subject analytics, cspci i.illy if tiu- school is near a large public library, is W. I. Fletcher's A. I.. .1. Itulcx to doicral Literature (second edition, Boston, iqoo; Sio). This contains subjed- rcfcrenccs to j)a|)crs, monographs, and essays of value, with a list of the works indexed. Its continuation, the Annual Literary Index, is published yearly by the Publishers'' Weekly {%t,.^6). These publications arc costly, and refer to material probablv not found in the average school library. The same objec- 256 NATIONAL EDUCATIONAL ASSOCIATION tion holds good as to Poole's Index to periodical literature. A rural library, then, dependent entirely upon its own resources, should make its own analytics for books and periodicals. Settle rules for punctuation, capitals, abbreviations, indentation, and spacing in the beginning. Altho not of vital importance, the neatness of the catalog depends upon uniformity in these matters. Capitals and punctuation are used sparingly by the cataloguer. Further discussion and amplification of these details, and lists of library abbreviations illustrated by sample cards, will be found in the publications referred to later. Printed catalog cards. — The printed catalog cards issued by the Library of Congress may be used, if preferred, for current publications. Order as many cards as are needed for each book. The cost is two cents for the first card and one-half cent for each additional card, for the same book. An objection to these cards is that sometimes they give too much information. It is apt to be confusing, especially to inexperienced readers, who do not understand what it all means. Periodicals. — Unbound periodicals need not be catalogued if an alphabetic record of current numbers is kept in a book or on cards, with the name of tlie giver if a gift, of the agent and price if bought. Check each number under the date, as it is received. Library Journal: James, H. P. Current magazine checklist. 1889, 14:377-378. Pamphlets. — Catalog pamphlets separately, even when bound together, as if they were individual books, noting on each card: "No. — of a vol. of pamphlets." If unbound, pamphlets may be catalogued as above, without the note. Place several pamphlets relating to the same subject in a box, label like a bound volume, and put on the proper shelf. Alphabetizing. — After necessary cards are made for a book comes their arrangement in the catalog. Alphabetizing is not as easy as it sounds. Just how author (individual orofacial names), subject, title, .series, periodical, editor, and translator cards should be placed, and still retain an alphabetic relation as a whole, requires judgment and experience. If an author is represented by many cards, place the subject-cards, biog- raphies, and criticisms first, arranged alphabetically by the author's name; then the complete works, then partial collections, then single works arranged alphabetically by titles. If an author has written a book with another author, place the joint-author card after the single-author cards. Additional cards, like editor, translator, or annotator, are placed last. Alphabetize authors by the surname first, then by the Christian name or initials. If the same word represents the name of a person, place, and title, place the name of the person first, then the name of the place followed by the title, viz.: REPORT ON INSTRUCTION IN LIBRARY ADMINISTRATION 257 1. London, Jack 2. London, W. J. 3. London (Eng.) Customs (subject) 4. London (Eng.) Education Society (author) 5. London Pride (title) File Christian names used alone in order of rank, monarchs of the same name alphabetically by countries. These precede similar names representing surnames^ viz.: 1. John, St. 6. John, J. D. 2. John v., Pope 7. John River (N. II.) 3. John II., King of France 8. John Bull 4. John II., King of Portugal 9. John Inglcsant 5. John of Gaunt Alphabetize abbreviations like Mc, St., as if spelled Mac, Saint, etc. Arrangement of names beginning with a prefix: De Coverley Papers Democracy Deering, John Denmark Defence of ignorance DeQuincey, Thomas Defoe, Daniel Derby, E. G. De Garmo, Charles De Vere, M. S. Dckker, Thomas Dewey, John De Mille, James Di.sregard the initial article of titles of books in alphabetizing. The following arrangement of entries will illustrate some of the principle? of filing in an alphabetical order: The book buyer New London Book of commerce New Manual Book of golden deeds New Mexico The Book-lover New party Book plates New South Wales A day at Laguerres New York (city) Day dreams of a schoolmaster New York (state) A day in ancient Rome New Zealand Day of my life Newark The day's work Newburgh Days and hours in a garden Newcastle New, Walter Newspapers New American Series Nrwton, J. K. New Jersey GmiWw.— Guides of heavy cardboard, cut in thirds, properly labeled, are needed to complete the catalog {Library Bureau Catalog). Specific rules for different kinds of entries cited and for many others not mentioned, such as series, .secondary entries, editor, tran.slator, compiler, and the treatment of analytics, continuations, contents, notes, etc., have been carefully comi)iIed by speciali.sts and arc in the following publications (given in the order of their usefulness to the untrained librarian) -one or more of which .should be in every lil)rary, and within easy readi of every student of library arlmini^tration • 258 NATIONAL EDUCATIONAL ASSOCIATION Salisbury, G. E. Library methods for school teachers. 1903: pp. 13-22. (See list of works in Appendix.) (Simple cataloguing rules for the use of the inexperienced librarian. Entries for societies, institutions, public documents, etc., are discussed, and illustrated by fac-simile cards.) Hitchler, Thercse. Cataloging for small libraries. 1905. (A. L. A Library Tract, No. 7.) Boston: A. L. A. PubUshing Board. 15 cents. (A useful guide for the cataloguer, with fac-sunile cards to illustrate different cases mentioned. Arrange- ment of cards and alphabetizing are discussed, with examples of different methods. The book contains a list of most essential reference-books for cataloguers, and a list of definitions of bibliographic and typographic terms.) Dewey, Melvil, ed. Simplified library school rules. 1898. Boston: Library Bureau. $1.25. (Intended for use in a small library, applicable to both a dictionary and classed catalog, illustrated with sample cards. Covers more ground than the preceding, going farther into details. Indentation, spacing, call-numbers, arrangement, capitals, punctuation, abbreviations are discussed, and library terms defined.) Cutter, C. A. Rules for a dictionary catalog. 4th ed., 1904. U. S. Bureau of Edu- cation. Free. (The standard work, but rather abstruse for the uninitiated.) Crawford, Esther. Cataloging. 1906. Chicago: Library Bureau. 25 cents. (A clear and sensible exposition.) A. L. A. List of subject headings. 1898. Boston: A. L. A. Publishing Board. $2. Ames, Sadie. List of subject headings for use in dictionary catalogues of children's books. 1903. Carnegie Library of Pittsburg. New York State Library. A selection of cataloguer's reference books. 1903. Albany. 25 cents. The A. L. A. Catalog will serve as a guide for form of entry of authors' names, full names, and subject headings. The following are useful in identifying authors, and will answer many questions asked by the public: Thomas, Joseph. Universal pronouncing dictionary of biography and mythology 3d ed., 1901. Philadelphia: Lippincott. $15. Phillips, L. B. Dictionary of biographical reference. New ed., 18S9. Philadelphia: Gabble. $2.25. Allibone, S. A. Critical dictionary of English literature and British and American authors. 5 vols. 1859-1902. Philadelphia: Lippincott. $17.50. Who's Who. 1906. New York: Macmillan. $2. Who's Who in America. 1906-1907. Chicago. Marquis. $3.50. Century cyclopedia of names. 1901. New York: Century Co. $10. Lippincott 's Gazetteer of the world. New ed., 1905. Philadelphia: Lippincott. $8. GENERAL ARTICLES ON CATALOGUING Library Journal: Fellows, J. D. Cataloging, accessioning, and shelf listing for small libraries. 1899. 24:c68-7o. Lane, W. C. Cataloging. 1893, 18:238-240. Van Dyke, J. C. Making of library catalogs. 1885, 10:126-127. Also in Inde- pendent, April 16, 1885. Whitney, J. L. Catalogues of town libraries. 1879, 4:268-275. Public Libraries: Benedict, L. E. W. Suggestions to beginners in cataloguing. 1896, 1:266-267. Bullock, E. D. Practical cataloguing. 1901, 6:134-138. Bushy, M. J. Cataloging. 1903,8:148-150. Catalog Symposium. 1901, 6:150-154. Clatworthy, L. M. Cataloging. 1904, 9:107-109. Ganley, Marie. Some problems in cataloging. 1901, 6:139-143. Jones, E. L. Making of a card catalog. 1904, 9:109-113. Jordan, F. P. History of printed catalog cards. 1904, 9:318-321. Reinick, W. R. Cataloging of government publications. 1900, 5:83-87. Simpson, Frances. Some problems in cataloging a normal school library. 1901, 6:153-154- Smith, F. E. Best catalog for a small library. 1901, 6:147-150. Wellman, H. C. Cost of cataloging. 1902, 7:314-315. REPORT ON INSTRUCTION IN LIBRARY ADMINISTRATION 259 Barrett, F. T. Alphabetical and classified forms of catalogues compared. (Second International Library Conference, iSg;, Transactions, 67-71.) Brown, J. D. Manual of library classification and shelf arrangement. 1898. London. Librar\' Supply Co. 45. Atlantic Monthly: Fiske, John. A librarian's work. 1876, 38:480-491. Nation: Hagen, H. A. The librarian's work. 1877, 24:40-41. (On Dr. Fiske 's article.) Cutter, C. A. The cataloguer's work. 1877,24:86-88. (An answer to Dr. Hagcn.) Classification. — Like catalo<2;uing, classification is a difficult process for the untrained and inexperienced librarian. The purpose of classification is to bring together on the .shelves the books which treat of the same subject, and in this way to make the resources of the library more readily accessible to both the lil)rarian and the public (the "open shelf system" is taken for granted). Whatever system is adopted, it should be permanent, and should be elastic enough to provide for growth without reclassifying every few years. The usefulness and efficiency of a library depend more on its proper cataloguing and classification than upon any other detail of administration. Both require technical knowledge, and a large amount of common-sense and good judgment. No scheme of classification has yet been devised that is perfectly satis- factory (e.x'cept to the inventor), because authors will not write books from the standpoint of the classifier, and it is sometimes difficult to find just the right place in any scheme for a given book. Certain rules and principles must be followed in cataloguing and clas.sifi- cation, yet it is necessary to recognize occasional exceptions or the system breaks down. The character of the library must be taken into con.^ideration, and books must be classified where they will be most naturally sought and will be most useful. The use made of the books in a public library is finite dilTercnt fn)m that in a school library. Having decided upon a definite location for a book, the classification of which seemed rather dul^ious, the next book like it should be classified in the same place. The public naturally think the methods of the librarian radically wrong if two l;ooks similar in charac tcr arc .so cla.ssificd that they are found on opj)osite sides of the room or in ditTcrcnt rooms. A book treating of two (»r more subjects should genenills \k- (la-^ificd according to the one most important fo that particular Iil)rary. Hooks should not be classified simply by title, wiiich is sometimes mi.s- Icarling. The table of contents may not indicate .sufficiently the t harai ler of the book, and even the text may fail in this respect. The classifier sonu-times finds a clue in the jjreface, in whit h the author states his object. The disadvantages of the "fixed location" used in older libraries netii not be discus.sed, as this classification has very generally been abandoned. A book classified by this system always stands ab.solutely in the .same place, in 26o NATIONAL EDUCATIONAL ASSOCIATION respect to shelf, tier, and room, irrespective of its subject or relation to other books. Systems of classification. The two systems of classification most widely known are the Dewey Decimal System and the Cutter Expansive System. Both are used in modern libraries. The first, which this report recommends for a school library, has the advantage of being better known because it has been longer in use and has been adopted in a large number of libraries. It is claimed for the Decimal System that it is more easily understood than other systems, is adapted to small or large libraries, is flexible, admits of broad or close classification, and may be elaborated without reclassifica- tion as the library grows. As the name imphes, it is based upon the decimal system of notation, the books so classified standing on the shelves in numerical order. Dewey, Melvil. Abridged decimal classification and relative index. 1894. Boston: Library Bureau. $1.50. The Alphabetic Index of subjects (with references from synonyms) gives the corresponding class number for each, and indicates its exact place in the preceding tables. The preface fully explains its use, with practical suggestions to beginners. Inexperienced classifiers will be aided by the following: A. L. A. Catalog: Kroeger, A. B. Guide to the study of reference books. N. Y. State Library. A $500 library recommended for schools. Selection of best books (for the year). Published annually. Note. — These three publications give the Decimal classification for each work. Public Libraries: Bullock, Edna. Problems in classification. 1900, 5:6-8. Preparing books for the shelves. 1898, 3:117-118. Tyler, A. S. Classification. 1899, 4:377-380. Van Valkenburgh, Agnes. Classifying and cataloging a small library. 1898, 3:199-201. Library Journal: Fletcher, W. J. Library classification: theory and practice. 1889, 14:22, 77, 113. Foster, W. E. Classification from the reader's point of view. 1890, i5:-c 6-9. Gifford, W. L. R. Difficulties in the Dewey classification and their adjustment. 1896, 21:494-498. Small libraries. — For a library of five hundred volumes or less, a list of authors and titles on cards will serve the purpose of a more formal or sys- tematic card catalog. The cards should be arranged alphabetically by authors, and can be used in place of the accession-book and for taking the inventory. OUTLINE OF A SCHEME ADAPTED FROM THE DECIMAL CLASSIFICATION 0 General works, cyclopedias, periodicals, etc. 1 Philosophy, ethics, logic, etc. 2 Religion, Christian and non-Christian. 3 Sociology, political economy, political science, law, education, commerce, customs, folklore. 4 Philology, English, German, French, etc. 5 Natural science. REPORT ON INSTRUCTION IN LIBR.4.RY ADMINISTILiTION 261 6 Useful arts, medicine, engineering, agriculture, domestic economy, manufactures, etc- 7 Fine arts. S Literature. 9 General histor)'. 9. 1 Travel. 9 . 2 Biography. 9.3 Ancient history. 9.4 European history. 9 . 5 Asian history. 9 . 6 African history. 9.7 North American and United States history. 9.8 South American history. Book-shelving. — Arrange book.s on the shelves according to subject — science, literature, history, etc. Arrange books belonging to the same class alphabetically by the author's name, except in biography, where it is more important to arrange them by the name of the person written about. The first figure of the Decimal Classification indicating the class to which the book belongs, with the initial letter of the author's surname below, can be written on the inside cover and on a label pasted on the back of each volume. Write the combination of da.ss number and author's initial in the upper left corner of the catalog card which represents the book, as it identifies the book and locates it on the shelf Untrained librarians who feel unequal to cataloguing and classifying their libraries may prepare for this work, to some extent, by a six-weeks' course in one of the summer library schools; or may engage an expert cataloguer tem- porarily, under whom the librarian can work as an apprentice until she can carrv on the work unaided. IX. CALL NUMBERS, SHELF-LIST, LOAN SYSTEM Book numbers. — After books have been assigned a class number, it is neces- .sary to distinguish those belonging to the same class by means of a book number or author numljcr. Many books may receive the same class mark, but the book number belongs to one book only. It is as distinctly individual as a j)crson's name. If a work consists of two or more volumes, the same book number is assigned to each volume; but each volume must be distinguished from the rest of tlie >-ct by \\> volume number — 1,2, 3, etc. Cutter tables. — The orrler usually adopted for arranging books bclonginu to the same class is al{)habelic. The library may contain twenty-five books on l>otany by Brown, Jones, Smith, etc. By using the Cutter author tal)lcs {Library Bureau, $1.25) in assigning bf)ok numbers, these books will stand on the shelf al|)habeli(ally by authors. The (Alitor table consists of the initial letter of the author's name, if a con.sonant, followed by two figures. If tlic initial letter is a vowel, the table gives the two first letters followed by one figure. The book number for an author named Brown is B81. A second edition of the .same 262 NATIONAL EDUCATIONAL ASSOCIATION book receives the book number B811 ; while a different book by Brown, on the same subject, receives the book number B812. Books are arranged on the shelves first by class number, then by book number; and under book number, first by letter, then by figures. For a small library the initial letter and one figure will give a shorter book number. The second figure may be added to distinguish two authors of the same name. If the Cutter table is not accessible, the initial letter of the author's surname - may be used, adding i, 2, 3, etc., to indicate different books by the same author, or books by different authors having the same initial letter. Names beginning with the same letter can be kept together under one class by this method, but not in a strict alphabetic order. In biography the book number is for name of person written about and not for name of author. It is more important to keep biographies of George Wash- ington together on the shelf than to alphabetize them by author's name. The letter Z is a convenient book number for a volume of pamphlets or for a box of unbound pamphlets. Such a collection by various authors will stand on the shelf at the end of their class. For simplified book numbers, including special schemes for keeping books by the same author (in literature) in an alphabetic arrangement, see Melvil Dewey, Simpli- fied Library School Rules. Shelj-list. — Having assigned a class number and book number, compare this assignment with shelf-list, to be sure that it has not been used already for another book. The combination of class number and book number together is the call number (see below). The shelf-list is a record which represents the books as arranged on the shelves, first by classification, then by book or author numbers. Enter every book on the shelf-list as soon as the book number is assigned. The shelf-list has several important uses. It must be consulted in assigning book numbers, as it is the only record which shows what call-numbers have been used for other books. When the proper classification of a book is doubtful, the shelf-list may be consulted for the classification of books of similar character. If the card catalog does not include subject entries, the shelf-list may be used as a subject catalog, but it will not (like the catalog) give subject analytics. The shelf-list is also used in taking the inventory of the library, and is a source of interesting statistical information. Shelj-list sheets. — The shelf-Hst may be kept on sheets laced in a binder. Standard shelf-list .sheets, with or without printed headings and binder, are made by the Library Bureau. If kept on sheets, the entries are made as follows: Write the class number on the upper outside margin of the sheet, where pagination is printed in a book. If the class is not Hkely to grow rapidly, two subjects may be entered on the same sheet, the second being written half-way down on the outer margin. If decimal classification is used, its numbers are arranged in numerical order, of REPORT ON INSTRUCTION IN LIBR^iRY ADMINISTR.ITION 263 course like the books on the shelves. Book numbers under each class are arranged alphabetically, as far as possible, in book-number column, the accession number (or numbers) is written next, followed by number of volumes if nn)rc than one, author's surname, with initials and brief title. It is impossible to keep book numbers in a strict alphabetical order as new books are entered. From time to time the sheet must be copied and entries rearranged. To avoid much of this copying, the New York State Library has adopted a smaller shelf-list sheet containing ten lines to the page instead of twenty-tive, and one subject only is put on a sheet. Shelj-list cards. — Another method of keeping the shelf-list, one which is used in .several libraries, is on cards. The.se never need to be copied. A card is made for each title and dropped in place as soon as made. Items on the shelf- list card are copied from the catalog card, and consist of call number, author's surname, brief title, and accession and volume numbers (if more than one volume.) Cards are filed in boxes or drawers in the order in wliich the books are arranged on the shelves. The cards may be thinner than catalog cards. The objections to the card shelf-list are the same as those raised against the card catalog. The cards may be lost, stolen, or displaced, and are not as easy to consult as a page containing a number of entries over which the eye mav glance without the trouble or loss of time entailed in handling separate cards. Many librarians consider these objections insurmountable. Dewey, Melvil, ed. Simplified shelf list rules. (In his Simplified Library School Rules, 1898.) Public Libraries: Crawford, Esther: The shelf list. 1899, 4:381-383. Inventory. — The annual inventory is more quickly taken ])y two persons, one reading numbers of books on shelves while the other checks num])erson shelf-list. Note all missing books on a separate sheet, and look up afterward. They may be charged out to readers, at the joinder's, or out of place in .some other [)art of the liljrary. The best time for the inventory of a scIkk)! library is during the long vaca- tion, when most of the books are in. Call-numbers. — After the call-number is assigned an\' book, record it in upper left corner of all cards for that book, with class ninnber on the lop line, the book number just below it; on slu'lf-li>t, on book plate, on l)ook lard, and card-pocket — class number in the left corner, book innnbir in tin- riglit rorni-r. It should also ai)pear upon the back of the book, and here a variety of methods are in use in dilTereiit libraries. The number should be at the same distance from the bottom of each book, lii;it tin- lnn ks may a|»pcar iniil'orm 011 ihc .shelves. The number may be gilded on by a binder. This is very sali>fa( torv, especially to the eye, but it is too costly for a small library, from three to five cents a volume. In niar)y libraries Denni.son gummed labels are UM'rary prinur, i(;03:i 16-121.) Plummcr, M. W. Charging system. (In her Hints to small iiljraries, 1894:35-41.') Steams, L. E. Loan system. (In her Kssule(l without ( li.irge. ' This w.i,n murr ili.in a rommiMion, rcolly n dUlinct itkle department. 2 74 NATIONAL EDUCATIONAL ASSOCIATION For information on the history, organization, work, and publications of state Ubrary commissions, see — Public Libraries: Brigham, Johnson. . Synopsis of laws authorizing library commissions. 1905, 10:83-87. (Gives organization, purpose, and state appropriation.) Reports from state library commissions. 1905, 10:62-67. Stearns, L. E. Traveling libraries. 1905,10:76-81. Library Journal: Brigham, Johnson. A model library commission law. 1905, 30 :c 46-51. Countryman, G. A. State aid to libraries. 1904, 29 :c 148-152. Traveling libraries. 1905, 30:056-58. Hewins, C. M. The work of an eastern library commission. 1905, 3o:c 51-55. Legler, H. E. State library commissions. 1905, 30:0 40-45. Thomson, John. How to secure a state library commission. 1901, 26:191-192. State library associations. — The state library associations are unofficial in character, and resemble the A. L. A. in scope and aim. Membership includes those engaged or interested in literary work. Special efforts are made to secure the attendance of library trustees, and also of library assistants who are unable, on account of the time and expense involved, to attend A. L. A. meetings. Where no state hbrary commission exists, the state association frequently undertakes the work of the commission, securing the enactment of library laws, circulating traveling libraries, holding Hbrary institutes, encouraging co-opera- tion, and in general promoting library interests thruout the state. One or several meetings are held during the year, and handbooks and book- Hsts are pubhshed. New York has the oldest state association. It was organ- ized in i8go, and holds a largely attended "Library Week" each September at Lake Placid, at which papers are read and addresses made, followed by infor- mal discussions. Other states than New York are represented, and the meeting is second only to the A. L. A. The association carries on institute work, pub- hshes co-operative book-Hsts, watches Hbrary legislation, undertakes general oversight of professional library training, and has a committee on pubHcity to promote intelligent use of the local press for library advertising in small com- munities. Each state association, of which there are now thirty-one, has accomplished similar work, modified by local conditions, and is planning to accomplish more in the future. Local library clubs. — The local library clubs, city and state, are like the state associations, except that their interests are confined to a smaller territory. Meetings, informal in character, are held several times during the year, and special efforts are made to promote acquaintance among librarians and to advance library interests in that particular vicinify. The clubs usually pub- lish a handbook or manual, and several have issued other publications of local importance. New York is again the pioneer in this form of library organization. The city founded the first library club in 1885, ^^^ years before the state association was formed. The New York Library Club published in 1887 a Union List of REPORT ON INSTRUCTION IN LIBRARY ADMINISTRATION 275 Periodicals in New York libraries, and in 1902 Libraries of Greater Xeiv York, in which are given the history, regulations, and resources of the New York I)ublic and institutional libraries. The Chicago Library Club issued in 1901 a list of periodicals in Chicago libraries. Other clubs publish book-li.sts, bulletins, etc. There are at present twenty-one local library clubs in the United States. The proceedings of the state commissioners, associations, and clubs are published in the Library Journal and Public Libraries during the year. An alphabetic list of these organi/.ations with the name and address of the secre- tary is given in the .1 . L. A. Handbook. Library Journal: Green, H. E. Tabulated reports of state library associations. icSgi, 16:^2-^6. Dana, J. C. ^^'hat state and local library associations can do for library interests. 1905, 3o:ci7-26. (Followed by a list of associations and clubs, American and foreign. For each association are given the name and address of the secretary, date of establishment, amount of dues, number of members, and meetings during the year, publications, and special work.) Jones, G. ^I. State and other local clubs and meetings. 1898, 23:138-139. Tillinghast, W. H. The field of work in state and local clubs. 1898, 23:519-521. Public Libraries: Farrar, I. F. How shall the program for a state library association be made up to be of the most use to the librarians of small libraries? 1902, 7:363-365. Library schools. — The first school for training of librarians was established by Melvil Dewey in 1887 at Columbia College. New York. Two years later it was removed to Albany and became the New York State Library School, with Mr. Dewey as director; which po.sition he held until January, igo6. Other library schools are: Pratt Institute Librar}' School, Brooklyn, N. V.; Mary W. Plummer, director. University of Illinois Library School, Champaign, III.; Kathcr- ine L. Sharp, director. Drexel Institute Librar}' School, Philadelphia, Pa.; .\. B. Kroi^ger, director. Carnegie Library Training School for Children's Librarians, Pittsburg, Pa.; Frances J. Olcott, director. Simmons College Library Training Course, Boston, Mass.; Mar)' E. Robbins, instructor. Western Reserve University Library School, Cleveland, (Jhio; \V. H. Brett, dean. Southern Library School, .Vtlanta, Ga.; .Anne Wallace, director. Summer library schools are conducted by the Chautauqua Assembly, Indiana Public Library Commission, New York State Library School, and the Universities of Wisconsin, Iowa, and Minnesota. APPENDIX USEFUL BOtJKS ■ Saiisbur)', V,. E. Library methods for school teachers. 1903. Wliitcwattr, Wis.: Pul)lished by author. 25 cents. InnmUfl to lulp IcarhiTS who have had no lil.r;ir> Iruininn, anc rallcl ii|»in to suixrvino School lilirarics. Steams, L. E. E.s.sc-nlials in library alin ix Kivcn, loKclhrr with n graphic ■(counl of Grnrral Knton'i ilintinguishrd ervices in orgiiniring the work of the I-'rcrclmrn'i Hurcmu in the Southwest. For ■ full •(cuuiil ice Annual Htport oj the U. S. Comminionfr of l-Ju the chief work of this Bureau, the annual collection of statistics by means of statistical schedules, which were sent to all institutions and all general officers to be filled out and returned to the Commissioner from year to year. In this way he trained educators to keep original records of their operations and made these records available for analy- sis and comparison. From the first he sought to make the Bureau a great national "clearing- house" of educational information. But while thus diligent and untiring in disseminating information of the work of the schools and higher institutions of learning, he was not willing to confine the scope of his office to them exclusively. In his first annual report he took the stand that education extended from birth to the grave. In this ideal every educable force, whether affecting body or mind, in childhood or age, of the individual or communities would have its appropriate place. Education must lift this conception up before the people. He always kept before him the fact that he was not dealing primarily with abstract theories, but with men, women, and children, whom it was his duty to help. He sought to bring the best standards into direct relations with the existing daily needs of the people. Moving along these lines his commissionership was crowded with successful enlargements of the educa- tional field. Space prevents the record of each of these extensions of educational work in detail. Suffice it to mention that he early advocated and promoted with all his energy the establishment of kindergarten; the introduction of domestic science, industrial and manual training, into public schools; the creation of commercial, agricultural, art, and nurse-training schools; the higher educa- Sketches] IN MEMORIAM J0HN['EAT0N 289 tion of women; schools for the bhnd and feeble-minded, and technical schools of all kinds; free libraries, and school savings-banks. He gave valuable aid and encouragement to General Samuel C. Arm- strong in his school for Indians and negroes at Hampton, Va., to General R. H. Pratt, U. S. A., in his Indian school at Carlisle, Pa., to Dr. Sheldon Jackson in bringing before the public the importance of educating the Eskimo and other natives of Alaska, and to many others engaged in similar work. He was a pioneer in the now universal custom of utilizing the great national and international e.xpositions for the purpose of educating the public and increasing the popular interests in education. He represented the Depart- ment of the Interior at the Centennial Exposition in 1876, the educational interests of the United States at the International Exposition at Vienna, Austria, in 1873; he was prominent in connection with educational affairs at the Louisville Exposition of 1883-84, was chief of the Department of Education at the World's Cotton Exposition at New Orleans 1884-85, secured educational representation of foreign countries and was president of the International Congress of Education at the New Orleans Exposition. He was also the representative of the Department of the Interior at the World's Columbian E.xposition in 1893. Following along the lines indicated by Horace Mann in his fifth report (1841), "Illiteracy and Crime," "Education and Industry," General Eaton published a series of articles on the relation of education to industrial activities and the general advancement of the wage earner. Among the great efiforts of his commissionership was unquestionably the attempt to secure national aid to education. With President Grant, Senator Hoar, and other far-seeing statesmen, he firmly believed "that only an adequate provision for universal education by Congress could justify the fifteenth amendment, or avert the menace from ignorance and greed which demoralizes our political and social life today." Accordingly he supported, with all liis remarkable power. Senator Henry W. Blair of New Hampshire, the leader of the bill during the ten years' struggle (1880-90) in Congress. This is said to have been "one of the most brilliant legislative elTorts ever made in this country." Three times the measure successfully passed tin- Senate, and would undoubtcflly have passed the House of Representatives if the opposition had not prevented its coming to a vote. A masterly array of figures and statistical tables in its behalf was i)r(])ar((I uiulcr (Itiural Eaton's personal supervision. Altho the bill failed to become a law, yet the debate profoundly stirred and enlightened the whole country and will yet bear fruit. Hut the sphere of General Eaton's influence on education was not coiiliiuil to the L'nited States. It was world-wide. Foreigners who came from older countries to study the marvelous growth <»f the United Statrs recognized that one of the leading causes was its school system, and they eagerly sought conferences with General Eaton. Education in every nation in l-airope 290 NATIONAL EDUCATIONAL ASSOCIATION [Memorial was more or less influenced, changed and helped by the example and success of American schools. The annual reports and bulletins issued by him, were eagerly studied in foreign lands by leading educators who sought the latest and best methods of education. In recognition of his great service to the cause of public education General Eaton was tendered an honorary membership in the French "Ministry of Public Instruction, " which he declined, as it was not then considered proper for American officials to accept "decorations" from foreign governments. At an "International Congress of Education" held at Havre, France, he was elected and served as vice-president. The Department of Education of England also sought his advice, and he had a personal conference with her leading educational officers. Upon his two visits to Europe, as the repre- sentative of the United States to various international conventions, crowned heads, scientific and educational organizations gave him marked attention. Visiting Rome, the king of Italy sent his royal carriage, and deputed his minister of foreign affairs to meet General Eaton upon his arrival at the rail- way depot, escort him to his hotel, and afterward show him the city. Royal decorations were offered him, which he declined. His counsel was sought not only by the most highly civilized nations of the world, but also by those just emerging from barbarism. When the governments of Japan, South Africa, Egypt, Bulgaria, Brazil,^ Columbia, Peru, Chili, and Argentina awoke to the importance of educating the masses, they solicited General Eaton to map out for them suitable school systems and assist them in finding the agents and teachers, who should be selected to set these systems in opera- tion. These labors undermined his health, and in November, 1886, against the wishes of the President, he felt compelled to resign his commissionership. In 1870 the Bureau had two clerks of low grade, 100 volumes in its library, $6,000 for its maintenance, and no reputation, being considered a failure. In 1886 thru the labors of General Eaton it had 38 paid clerks in the office and 9,000 unpaid volunteer assistants in the United States and foreign lands collecting statistics; 18,000 volumes and 47,000 pamphlets in the library, which is considered the ntost extensive and complete pedagogic collection in existence; $102,284 for the maintenance of the Bureau, with its reputation world-wide. It has been declared to be "the most influ- ential educational office in the world." During the years from 1875 to 1886, it is not too much to say that General Eaton wielded a larger influence in educational affairs than any other person in America. In anticipation of his resignation he was, in the fall of 1885, elected presi- dent of Marietta College Ohio, which position he filled until 1891, the college having then attained its largest attendance. After a season of rest and re- ' In recognition of services in the organization of a school system for Brazil, the Emperor Dom Pedro tendered General Eaton "The Order of the Commander of the Rose," which he declined as he had done in similar cases. Sketches] 7A- MEMORIAM JOHX EATOX 291 turned health, he was, in 1895, unanimously elected president of Westminster College, Salt Lake City, I'tah. This position he hrld until 1S99, ^^'hen he resigned to accept a call of the government to organize the American school system in Porto Rico. Owing to his large experience in shaping and organ- izing the educational systems of the several South American republics, as thev threw off the Spanish yoke, thus mastering the various i)rol)lems involved in the change from a Spanish to an American system of education, he was selected, upon the American occupation of Porto Rico, to inaugurate Ameri- can schools on that island. In this work he was superintendent of schools, director of public instruction, and chief of the Inireau of education, under military rule. Haxing thu-< the sui)port of the military authorities he was able successfully to change the old established customs and reform the abuses that had grown up under Sj)anish rule, which, while profitable to certain privileged classes, were injurious to the masses. He abolished the "substitute system," whereby a person could draw the full salarv of a teacher, and then employ a cheaj) and inefficient substitute to do the teaching. He reformed the school curriculum, requiring more attention to regular school studies and less to church catechisms. He abolished the "fee system" which debarred the children of the poorer classes from school privileges, and made the school free to all between the ages of six and eighteen years. Where a district was able to provide but one school, that school was required to receive girls as well as boys, thus greatly enlarging the opportunity of educating the girls, especially in the rural districts. He changed an ancient and effete school system into one up to date. In other words, he founded the American school system in Porto Rico, and opened the way for his successors both under the military and civil government. THE STATKSMAX While (ieneral Ktton w;i-> known in Wa>hiiigton as the able and success- ful Commissioner of the Bureau of Kducation, it was not known, except to a very few, that he was a confidential ad\iser of Presidents Lincoln, Crant, and Hayes on great nationil and international (|ue>ti<)ns, and that he was ( onstantly consulted by leading men f)f the day both in and out «if Congress. During the Civil War he was sent by (Irant to Lincoln and by Lincoln to (irant with ( omminiications loo important to entrust in the nviil or |o the care of other agents, sometimes too conlidential to be placed on paper. .\ear the (lose of Lincoln's first administration, when his candidacy for a second term of ofl'ice uas being bitterly assailed in Mime of the papers, the Prc-sidcnl sent Ceneral lOaton as his personal re|)resentali\c- to (ieneral (Irant to learn his views as to the expedienc y of llu- President running for a second Ic-rm. Cc-nc-ral (irant ^cu\ bac k word l!ial "Mr. LiiKoln's re-election was as necessary as that the army should be successful in the tield." .Mr. Lincoln frecjuently conferrcci with (Jeiicral Lalon with regard to proposed important movements, espec iailv those c ounce led with the interests of the negroes. 2g2 NATIONAL EDUCATIONAL ASSOCIATION [Memorial At the expiration of his office in the winter of 1869-70 as superintendent of public instruction for the state of Tennessee, General Eaton visited Wash- ington to ask from his friend, President Grant, an appointment as minister to Turkey, in order that he might be in a position to be of service to the American missionaries that were at work in that empire. President Grant, wishing to keep him, where he could be of greater assistance to himself, appointed him commissioner of education. General Eaton was probably the closest and most influential of all President Grant's advisers during both presidential terms. He was also closely associated with President Hayes. Both Presidents Grant and Hayes consulted him freely in the preparation of their messages, even occasionally calling at General Eaton's office to do so. General Eaton was a member of various religious, philanthropic, and scientific societies. He was one of the three incorporators of the National Educational Association in 1886; one of the early members of the Public Health Association of the United States and a member of its advisory board; vice-president of the American Association for the Advancement of Science; twice president of the American Social Science Association; president of the American Society for Religious Education; trustee of Lane Theological Seminary, Cincinnati, of Howard University, of Columbian University, Washington, and of Marietta College, Ohio. He edited a History 0} Thetjord Academy, was author of Mormons of To-day; Freedmen in the War (report) ; Schools of Tennessee (report) ; Estab- lishment of American Public Schools in Porto Rico (report); Reports of the U. S. Bureau of Education, together with bulletins and circulars issued during his sixteen years' administration of the office; also numerous addresses and magazine articles. He left for publication the manuscript of a book entitled Lincoln, Grant, and the Negro. In recognition of his distinguished services Rutgers College conferred upon him the degree of Ph.D., and his alma mater, Dartmouth, that of LL.D. General Eaton possessed by nature a strong mind in a healthy body, and grace gave him a strong, unwavering, religious faith in God as an over- ruling Providence, in Jesus Christ as a personal Savior, and the Holy Spirit as an ever-present daily helper. While firm in his own convictions, he had a broad charity for those who differed from him. He was endowed by nature with a marvelous faculty of organization that enabled him, as if by intuition, to group and systematize his forces and the essentials neccessary to success, and from his earliest years he possessed the power of imparting his own enthusiasm to others. He had a keen diplo- matic sense that enabled him oftentimes to accomplish a distant purpose by using the opportunities that were at hand. He was not more remarkable for his great gifts and phenomenal success than for his humility. He was ever more anxious to serve than to record his services; to set others to work along his Hues of activity and give them the credit of the results, than to receive the honor to himself. His constant Sketches] IN MEMORIAM WILLIAM RAINEY HARPER 293 unselfish, loving recognition of the good in others and the value of their work was a prominent trait in his beautiful character. His indifference to record- ing events connected with himself has made it very difficult to give a full and adequate account of his great work, but it is a satisfaction to his friends to be able to see the large fruitage. Resourceful in expedients, unwearied and unflagging in work; with a tenacity of purpose that never let go; enthusiastic in any cause that com- mended itself to him; wonderful in his ability to present the best standards of living in their direct relations to the existing needs of men; unblemished in character; loyal to God, his country and his friends, with world-wide sympathies, it is not strange that he excelled in every position in life to which he was called. In May, 1899, while engaged in the establishment of American common schools in Porto Rico, he was stricken with paralysis, which finally closed his earthly life at Washington, D. C, February 9, 1906. His body was reverently buried among his comrades of the Civil War, in the National Cemetery at Arlington, Va. With his departure, the United States, the Christian Church, and humanity are poorer. An educator, whose fame has gone into all lands, who enrolled nations as pupils, has closed his school. The adviser of presidents and statesmen has ceased his counsels. A father in Israel has gone to join the long roll of prophets and teachers around the throne of God. WILLIAM RAINEY HARPER BY HARRY PRATT HUDSON, CHICAGO, ILL. It is a significani fact in Dr. Harper's educational life that he was never officially connected with public education in any form excepting only during his three years' service as a member of the Board of Education in the City of Chicago. His direct experience thereioie lay in institutions on private endow- ment. \()twiths»andingthat fact, he had a most enlightened and keen interest in all question^ of public education, and came to problems connected with |)ublic sch(K;K rarelv efiuijiped to contribute toward a wise .M)luti()n. IVrhaj)-- fiom the fact of hi.s ajjproacliing these questions from the outs'de, he was able m some respects to get a perspective even better and more advantageous than had he been m the thick of the contest. The report of the educational commission aj)pointed by the mayor of Chicago, of which commission Dr. Harper was an active member, and to which rej)ort lu- very largely coiitril)Uli(l, was in many ways a remarkable ilocument. While there may be dilTfrence of oi)inion among educators as to the merits of suggestions embodied in it, there can be very little diff'-rcnce of opinicjn as to its great breadth of view, 2g4 NATIONAL EDUCATIONAL ASSOCIATION [Memorial its grasp of principles, and its intelligent adaptation of existing means to the ends of public education. As a student, Dr. Harper's work lay in a field remote from the ordinary pursuits of active life. His scholarly research and his teaching belong to the Semitic languages and literatures. The drift even in the Christian ministry of late years had been decidedly away from Hebrew scholarship. It was Dr. Harper's peculiar contribution to the world of thought that, on the one hand, he was instrumental in bringing about a thoro revival of acquain- tance with and interest in Hebrew, and that at the same time he vitalized not merely the Hebrew scriptures but also English understanding of the Old Testament in a way which was beyond the dreams of the generations past. He made the life and thought of the Hebrews of old vivid and real. He was not burrowing into dust heaps of forgotten and antiquated lore. On the contrary he was bringing out from the storehouse of ancient thought treasures of real value to the daily life and thought of our own age. In other words he was a modern man in every sense of the term quite as much when studying the Hebrew prophets as when engaged in the activities of university educa- tion. This essentially modern character of the man, rare enough among students of an ancient civilization, suffices to dignify every enterprise in which he engaged and to give it an important practical bearing on life. He was a great teacher. The history of colleges in this country records not a few men among college presidents who were in the truest sense teachers — Mark Hopkins, Wayland, Nott, Anderson. Dr. Harper was marvelously different from anyone in this list. He had, however, first of all, the teacher's enthusiasm. It was his delight to impart instruction, to invigorate the ambi- tions of young men, to draw out their strong qualities, to surround his subject with living interest. He had the teacher's faculty of winning young minds. He never ceased to be in thoro sympathy with the thought and ideals of youth. He could therefore fully understand how the mind of the young man worked, how it made its approaches toward grasping a new knowledge, how it grew and developed in many ways. He had the rare faculty of organizing his material in a lucid and rational way. He was always an inspiration in the classroom, and further he had also this very peculiar faculty of the true teacher, that the classroom was always an inspiration to him. If fate had cast his interest in the field of mathematics, of chemistry, of Latin, or political economy, he would have been the same tireless and original scholar; he would have left his mark in the same way on generations of young students. He was a great educational administrator. His active mind was keenly interested in all problems of adjustment connected with the organization and administration of educational institutions. In his early experience he was principal of an academy connected with Denison University. In this position he showed the same versatility and knowledge which later was so conspicuous in the organization of the University of Chicago. He was by no means narrow in his conceptions of relative values in educational work. The organization Sketches] IN^ MF.MORIAM WILLIAM RAIXEV HARPER 295 and working of an academy, of a high school, of an elementary school, appealed to him with quite as keen zest as the organization of a college or a university He recognized them all as parts of a common whole and felt that no one of them could be considered by itself, but each had a bearing, and an impt)rtant bearing, on all the rest. For these reasons Dr. Harper was by no means merely a college president. He was not merely a scholar, a teacher, and a university administrator, but beyond all that he was a student of education in its broadest and highest sense. Another striking fact in the idiosyncrasies of Dr. Harper was his great personal interest in people. He was concerned not with men and women in the mass, but with individuals. He was eager to know them thru and thru. He was interested in the development of character in all its varied indixidual forms. He made very warm friendships among men of vcrv different types. This fact was conspicuous at the time of his death. It was a surprise to many to find the cK)se attachment felt for him bv men of all sorts — .scholars, business men, teachers, men engaged in politics, and students. A perennial source of interest to him was the forming of new acquaintances and learning to appreciate some new kind of life or some new phase of character. Those in the Association who knew him will remem- ber that it was not merely a formal acquaintance; that there was a real i)er- sonal relationship established in almost every case. In othir wortls. Dr. Harper was not merely an official, but he was to almost everyone he met a personal friend. This fact was true even with those who strongly disagreed with him in his policy. Disagreement on questions of opinion was l)y no means inconsistent with the most cordial jjersonal relations. He never ( herished any resentment against those who ojjposed him, even if they took the strongest possible ground. He was catholic enough in hi> mind to realize the wide range of thought and the wide range of o])iin'on nece^sary in a large ( ommunity. As he said to one of his admiin'strative heli)ers in the university: "This man wliom we ha\e been discussing \'ou adniil lias many gooti points and one or two very objectionable ones. Why not let the objectionable points go and draw upon the good side as strongly as possible?" This was in a way a key to his jxnver in handling men and in getting from ilu'in tlu'ir best. The National FOduc alional .Association, comprising in it> ineinber^lii|) those interested in e\erv form of cdiu atioii:il work, at oik c ;i|»|)CMlcd to him ;i> being not merely a meeting ])lace for educational experts from all parts of our ( ountry and from all fields of educational activity, but also as being a |)owerful agency for ediKational achanic. He n-t ogni/.i-d the gri-at poifnli:il force of |)ubli( opinion, and fell that the |)iibli( opinion of teat hers if brought together and brought to bear on some good purposes could be made available for mo>t important cdiK ;ilion;il reforms. I'or these reasons l)r. Ii,ii|>er b(( ame interested in the work of the .Asmk iation and a regular attendant on its meetings. He valued the pers<»nal asslished only by a woman with a relentless purpose, with deep convictions, with a senii-mcdical training with a legal cast of mind, witli brilliant platform ])t)wor, and keen skill in deal- ing with men of affairs. Her great talent is best tcslitied to l)y lheachie\ements which could only have come from the elTorts of a person of keen and \igorous intellect, of intense and well-directed activity, of nol^le inheritance projected toward the coming generati()n. Mrs. Mary Hanchett Hunt honored the National Educational Association by serving as one of its life-directors for a fjuart-er of a century. ALBERT GRANNIS LAM'. BY JOH.\ \V. COOK, DKK.M.H. 11,1,. It is .sometimes said that the biogra[)lH'r is in danger of missing that sense of balance that should characterize his estimate of his subject if lime has not lent its perspectives and settings. Doubtless the suggestion has much of value as a generalization. (Jrdinarily a life does not intlicate its significance until its work emerges from the social comjjle.x and isolates itself by its de- structive or constructive infiuence. There arc fields of rndeavor in which the season is long between the j>lanling and tlic liaixc-t. ( )n ilic other liaiid, ii is often true that a (areer can be i-stimali-d ju>tly only as it is seen at >liort range. The personal eijuation may be tlu- main factor after all. Tlic touch of a hand, the smile of encouragement, a word litly spoken, a lieroi( i\v{(\ in some critical test of ihara( ter may come to more of iiilli and niununl in the life of a community than the dramatic movements of (ircat L.'iptaiii.s willi llu-ir ^\n\s and drums. 298 NATIONAL EDUCATIONAL ASSOCIATION [Memorial While some men seem to effect their purposes in an impersonal way, others fill whatever they touch with the genial warmth of a vivid and charming personality. In contemplating them we change the sentiment of the oft quoted verse and know instead that Though we may forget the song We shall not forget the singer. So pervading and permanent is the influence of certain rare souls that they and their cause are one. Such men can be understood as they deserve only by those who not only touch elbows with them in the common work of life, but sit with them as well in the scant spaces of blessed leisure, where heart speaks to heart with no restraints of convention nor haunting fear of misconception. Albert Grannis Lane should be seen from both of these points of view. Perspective brings into finer relief what personal intimacy discovers, just as familiarity with the springs that fed his life explains the deeper meaning of his aims and achievements. In attempting to understand such a character one naturally turns to his family history and to the circumstances of his childhood and youth. His father, Elisha B. Lane, was of New Hampshire birth and his mother, Amanda Grannis, a native of New York. Both came of Revolutionary ancestry, and both v/ere of good, sturdy stock. They located in Chicago in 1836, six years after the first plat of the village was filed for record. The thriving settlement had already extended beyond the original town, which was about equal in area to the territory now included within the "loop" of the elevated railroad. The county of Cook was only five years old and the city did not receive its first charter from the General Assembly until a year later. They found a community of thirty-five hundred people, most of whom, like themselves, belonged to the pioneer type, the most enterprising element in any population. The first home was not in the town but, instead, a few miles away on what is still known as the Gale farm, near the present town of Oak Park. There Albert, the eldest of the eight children, was born on the fifteenth of March, 1841, Shortly after the family removed to the town and occupied the one- story wood cottage that had been prepared for their coming. It was located on the northeast corner of State and VanBuren, the present site of Roth- schild's department store. Not long since Mr. Lane indicated the exact position of his childhood home for some deeply interested friends. With the growth of the city the little dwelling was removed to West Monroe Street where it continued for many years to be the home of the family. A half- century later it again yielded to the encroachment of the town and on its western journey stopped over Sunday directly before the residence of Mr. A. G. Lane, superintendent of the city schools. His intimate acquaintance with the city is thus explained. He was Native here, and to the manner born. Sketches] IN MEMORIAM ALBERT GRANNIS LANE 299 It served him well in many of the situations of his busy life. He saw- Chicago change from a town of less than six thousand to a city of two millions. He was thoroly familiar with every aspect of its wonderful growth. No one could be more at home in its cosmopolitan life. The great problems of a metropolis developed under his eyes. It was indeed a rare experience. Albert was sent to school at an early age. His parents believed in educa- tion, and the home atmosphere was very favorable to the development of intelligence. But his father was dependent upon his trade — he was a car- penter— for his income. The family was large, the wages were low, and there were interruptions from bad weather and scant business and all of the inev- itable misfortunes of life. A dollar and a half a day seems a pitiful allowance for a family of eight or ten, even with no loss of time. In consequence there was the most evident need of Albert's assistance in securing the ordinary necessi- ties of life, as soon as he was old enough to find remunerative employment. And this time arrived just as he was finishing the grammar school. But the new high school was ready to open its doors to the boys and girls of the city, and he could complete its course in two years because of the advanced work of the elementary school. The ardent boy's desire for further education had been fanned to a flame, and it seemed a cruel despoiling of hi? hopes for him to be obliged to give up his cherished ambition. There was a family council, and a conclusion was reached which declared his strength and intelligence to have become a marketable commodity whose value was greatly needed by the family. He accepted the situation, asked for an assessment of his obligation, and entered into solemn league and covenant to turn into the general treasury weekly the three or four dollars which his services were assumed to be worth. Giving up his plans for an education was something which he could not entertain. Of course it was a trying time for the fifteen-year-old lad, but he kept his obligation. At three o'clock in the morning he went to the Tribune olTice and folded his papers and tramped his round. He herded cows in the afternonii on the prairies of the West Side where the poj)ulation is now the densest He picked up odd pennies at odd jolis, and he kept his obligation. Who sh.ill tell how many times, in the nineteen years that he was |)ayiiig his "iiatioiiaj debt," his mind reverted to the struggles of his Ixtyhood to meet the weekly assessment and remain in school. He entered the high school on the first day of the first term and remained there two years. He fell a little short of attending until graduation, altho a few weeks more would have accomplished it; but he was after the substance rather than the external show, and he accepted the situation without rorn- pl'-iint. It had been a great discipline for him, and it gave (nlor to all of his subsequent life. He (ould sympathize with poverty, for he had experiem ed it. He (oiild appreciate the inestimable worth of an edmalion, for ln' had bought it with energy and privation and self denial. He (ould inii-t the 300 NATIONAL EDUCATIONAL ASSOCIATION [Memorial humblest laborer upon his own plane, for he too had been a toiler where the wage was very small. It was worth all that it had cost. He was no sooner out of school than he was elected to the principalship of a grammar school — the old Franklin, now known as the Lyman Trumbull. He could safely lay claim to the honor of being the youngest man ever elected to such a position in the whole history of Chicago. He was barely seventeen when he entered upon the discharge of his duties. The suggestion of such a situation would now be regarded as preposterous. He retained this prin- cipalship until 1869 when his larger career began. In November of that year he was elected to the county superintendency of schools of Cook County. He was then in his twenty-ninth year and in the full, overflowing vigor of a splendid young manhood. He was good to see. Tall, muscular, handsome, with a clear, ringing voice, a face that won its way to the fullest confidence at the first meeting, and an unusually magnetic manner. He lived in an atmosphere of perpetual sunshine and ardent enthu- siasm. His sense of duty was exceptionally keen, and was grounded in a deep religious conviction. Like Abou Ben Adhem, he loved his fellow-man. Like Pestalozzi, he saw the cure of the greater part of our social woes not only in an education of the head but, as well, of the hand and especially of the heart. It was clear that his life had a deeper anchorage than that of most men. This was an impression that he invariably gave to all who knew him at all well. He seemed to draw his inspiration from unfailing hidden springs. Think of such a man in conjunction with such an opportunity! How beautiful it was to see him press himself against his task with all of the ardor of a crusader. Ready for any drudgery yet idealist to the core! The best schools were poor enough and the rural schools v^'ere worst of all. They were held, ordinarily, in poor buildings, with little in the way of apparatus and nothing in the way of libraries. Even blackboards were a novelty in many localities. There was no definite course of study, no uniformity of textbooks, and rarely a trained teacher. And the multiplicity of duties devolving upon the superintendent was something appalling. He must be lawyer, man of business, peace-maker, educational exhorter, inspirer of indifterent commu- nities, teacher, school examiner, and, most difficult of all, perhaps, licenser of teacher. He was all of these and more. And best of all, he brought to the discharge of his manifold duties a sympathetic personality that made him not only a public official, entrenched behind the law and exercising his formal authority, but a warm-hearted friend, as well, all full of gracious courtesies to everyone. PoHteness has been defined as "the ceremonial form in which we celebrate the equality of all men in the substance of their humanity, " and it found a fine illustration in his attitude toward his fellow-men. He unraveled legal tangles; examined accounts of trustees and treasurers; ad- justed neighborhood quarrels; pleaded with parents for the inalienable rights of their own children ; urged more " generous appropriations upon penurious voters; encouraged over-worked and poorly appreciated teachers; Sketches] IN MEMORIAM ALBERT GRAN N IS LANE 301 sympathetically eliminated the inefficient by tactful methods; organized insti- tutes for the instruction and inspiration of all, and did it all with tireless patience and abounding good nature. Under his guidance the work which that faithful pioneer in education, John F. Eberhart, had started, began to expand and develop. He was espe- cially impressed with the superiority of the town schools over the country schools. It was easy to see that the difference was due mainly to the better organization of the former and, scarcely less, to their relation to the secondary schools. He accordingly introduced into the country schools of Cook County a uniform course of study. Thereafter the children were permitted to move from grade to grade until they had completed in a system- atic way the rudiments of an English education. Before this had been accom- plished the waste of time and effort was little short of tragic. The constant change of teachers — a succession of three or four in a single year was not unusual — involved constant interruption in the continuity of studv. Each teacher was of necessity left almost entirely to his own devices, and could not be informed as to what his predecessor had done. Thus the children in large numbers of schools walked a mechanical round of uninteresting and unprofitable routine. No other one thing was in any way comparable to this one reform. He had the gratification of seeing his plans put into execution in many other localities, both in Illinois and in other states. This one prob- lem put on the way to its solution, he attacked the second and was largely instrumental in the multiplication of high schools, until the country child had within his range the possibilities of a secondary education, and quite at his own door. In 1873 an event occurred to wiiith an allusion has alrcad}- been made. Mr. Lane was loaded with a grievous burden which was to require almost a score of years of unremitting self-denial upon his own part as well as upon that of his family. He had in his j)ossession an undistributed school fund amounting to $33,000. The county commissioners approved the Franklin Bank as a depository, and there he deposited the money. With the coming of (he panic the bank fell to pieces like a house of cards. Nothing was saved from the wreck, at least nothing of consequence. The deposit was a total loss. It is probable that the action of the commissioners relieved ^^r. Lane from all res[Kjnsibility under the law. But Mr. Lane lived under the higher law. Nothing could persuade him ihal a legal technicality rrlicvcd him from a moral responsibility, and that was enough to settle the matter. The ad\i( c of his friends was of no avail. It was all in vain that they declared his design to be (|uixotic ancl sentimental. Since he was in no way to blanu- for tin- disaster, why should he burden his life in an atlem|)l to restore the fund ? The commissi(jners had relieved his bondsmen as well as himself in ap|)roving the depository, and his friends would not be lo.sers as they couM nol be tdin- pelled to make good the dclK it. Let the county do it; it would be but a feather's weight for the whole community, while for one man it would l)e the 302 NATIONAL EDUCATIONAL ASSOCIATION [Memorial severest task for a lifetime, if, indeed, he could ever hope to save so large a sum from the comparatively small earnings of his profession. To make the situation still more desperate Mr. Lane failed of re-election in the following November. But he did not discuss the question. He called his bonds- men together and told them that he expected them to make good what they had assumed in becoming his sureties. He mortgaged all of the property in his possession and thus raised ten thousand dollars. It was immediately applied toward the payment of his debt. His bondsmen paid the rest, and the county did not lose a penny of its fund. No teacher nor child ever knew of the matter except as a news item, for there was no delay on that account in the payment of a single salary, nor was there the interruption of the schools for a single moment. He gave his notes, interest-bearing notes, to his bondsmen for the amount which they had paid, and then he bent himself to the task of redeeming the notes. And there was no complaining; there was the same smile on his face and the same good cheer in his life. Having lost his educational position, he went into business for the.next four years, but returned to the work in which his heart delighted at the end of that time. He was restored to his former position by the free choice of the people, and there he remained until his resignation fifteen years later, when he was called to a position of greater honor, responsibility, and financial reward. It took him more than nineteen years to make himself square with the world but he did it. He repaid to his bondsmen every dollar that he owed them and with interest for every day. When the great task was completed he had put forty-five thousand dollars of hard cash into the enterprise — a snug little fortune for a man of modest desires. In a most touching tribute to his memory Mr. O. T. Bright says: It was my good fortune to call at his office at the consummation of this struggle. I found him out of the office but he came in soon after, and I shall never forget the kind of glory that enveloped him as, stretching to his full height, he brought his hand down upon my shoulder and said with the utmost intensity, "Bright, I have paid the last dollar of it." In the annals of Chicago can be found nothing more thrilling than this heroic struggle of Albert Lane. His will be a name to conjure with in teaching civic virtue when that of many a Chicago millionaire will have passed into oblivion. My own experience is not unlike that of Mr. Bright's. We were coming home together from a meeting of the State Teachers' Association and he told me that his "national debt" was paid at last. I am sure that our hand grasp was intelligible to us, whatever those who were seated near us may have thought. For nineteen years he directed the educational affairs of Cook County. Colonel Parker came to the head of the county Normal School while he was superintendent, and everyone knows now what that meant for education. He always fought the battles of the Normal School, and there was no dearth of them in those "good old times." Our militant friend, the colonel, never could have survived the shock of the persistent assaults that were made upon Sketches] IN MEMORIAM ALBERT GR.4NNIS LANE 303 him but for the presence in the ranks behind him of the loyal county superin- tendent. It was the very irony of fate that Richard Edwards should be defeated for the state superintendency as the assumed father of the "Edwards Bill" when it should have been called, in the interests of historic accuracy, the "Lane Bill." The Saturday before the election he said to me, "Tomorrow the great body of German Lutherans in Cook County will vote for me and against Dr. Edwards, yet I am rather the one upon whom they should visit their wrath. I cannot make them understand that he is not responsible for the law. " On the twenty-first day of March, 1S91, the day on which he touched his half-century mark, he was invited down to the Normal School. It was a happy day ior him and for the children, all of whom knew the familiar face that had so often smiled upon them in their work. They brought him their gifts, which they had made for him with joyful anticipations of the day, and they sang him their songs, which they had prepared especially for him, and Colonel Parker told him how they all loved him. His sterling honesty, his Christian virtues, his unwearying helpfulness to his teachers, his unobtrusive devotion to the right, "as God gave him to see the right," were most inviting themes, and the orator of the occasion did not spare him. Mr. Lane was deeply moved. He expressed in faltering tones his keen appreciation of the love that had prompted the children to prepare their beautiful souvenirs, and he told them of the inspiration for the future which their touching tributes brought him. The children of the Sunday school of his church celebrated his fiftieth birthday as the children at the Normal School had done. The pastor of the church presented their offerings of flowers and conveyed their love and thank- fulness in words that must have warmed his heart. The leading paper of his denomination in the West published an account of his life and especially of his services to the church of which he was a member. But he was soon to receive a merited promotion. In the summer of 1891 George Howland retired from the superintendency of the city schools, and that Albert Lane should succeed him was in the thought of almost everyone. The action of the city board in selecting him for the place received the cordial endorsement of the sincere friends of education everywhere. For the next seven years he was to be in the thick of the fight against all of the evil forces that were attempting to use the schools for the furthering of personal and political interests and at the sacrifice of the rights of the children for whom alone the schools exist. The howl of the "gray wolves" was a familiar sound to all who were in any way connected with the dispensing of positions. The savagery of the "gang" passes human belief. They were men ilcss in their greed and conscienceless in its gratifictter than any man I am acquainted with, and was simply invaluable. He served as the president of the Board of District Supt-riniondenls and guided and directed their roun.sels in trying to bring aljout a more uniform (ondition in various parts of the system. His special efficiency lay in his patience, industry, and absolute devotion to the interests of the public scho(jls. The city of Chic ago and the entire country have suffered a great los.« in his death. Thus far I have been occupied with the |)ubli( life of Mr. Lane. Wlial I have written was seen of all men. iiut men of his ( haracter perform a large l)ublic service of whi< h the many know nolhing. Tluir broad cxpcriciK e (lualifics them for rare helpfulness in (hose voluntary organi/.atioii> that do 3o6 NATIONAL EDUCATIONAL ASSOCIATION [Memorial so much for community and national life. Ordinarily these services are without compensation, except of the kind that comes from the gratitude of those who depend upon the quiet workers behind the scenes for the success of the more public presentations. The National Educational Association is one of the largest organizations of its kind in the world. With the single exception of a similar English association it is without a rival. Any sketch of the life and work of Mr. Lane would be lacking in completeness if it omitted his relation to this educational institution, for such it is in its essential nature. He became a member of the Association in July, 1884, at the Madison meeting, and his membership was continuous for the succeeding twenty-two years. He served as state director for Illinois for the years 1888-89 ^^ vigorous constitution within the last few years. Occasionally he had been (ji;lig('d to drop his work for a season and seek a milder climate for recui)era- tion of which he stood in great need. There were haunting fears in the hearts of some of his friends, yet they were imprci);ired for the lragi<;d ending. He was much run down at the close of the last school year, and went reUn l- antly across the lake in llie ii"|)e i.f .1 si)ee(ly recovery. Hi- failliful uiti' had pleaded with him to give up his work before it should be loo late, l»ul il was very liard to indue e him to yield until his increasing weakne^s made ils neces- "-ily apijarenl even to him. lie did not gain as he had imped, and returned in the middle of Augu^t to linger only a few days in the home that his presence had made beautiful for so many years. 3IO NATIONAL EDUCATIONAL ASSOCIATION [Memorial In "Morituri Salutamus, " one of the sweetest of our American singers chants his valedictory to his surviving classmates of half a century before : O ye familiar scenes, — ye groves of pine, That once were mine and are no longer mine, — .... we who are about to die Salute you; earth and air and sea and sky, And the Imperial Sun that scatters down His sovereign splendors upon grove and town. Ye do not answer us ! ye do not hear ! We are forgotten; and in your austere And calm indifference, ye little care Whether we come or go, or whence or where. And so thruout the larger part of this beautiful poem there is every- where the haunting echo of a pensive melancholy. Yet the good poet was not old. The love of his fellow-men had crowned him with unfading laurels. He had not escaped sorrow, it is true; but it is the common lot of mortals, and it had come to him as it comes soon or late to all. At last a more hope- ful spirit inspires the theme, and the note of repining sinks to a minor under- tone as he consoles himself with the reflection that .... As the evening twilight fades away The sky is filled with stars invisible by day. Ulysses had a braver spirit. Come, my friends 'Tis not too late to seek a newer world. Push off, and sitting well in order, smite The sounding furrows; for my purpose holds To sail beyond the sunset, and the baths Of all the western stars, until I die. The Board of Managers of Lewis Institute, of which he was a member from the time of its original organization, adopted resolutions on October 9 that only repeat the universal sentiment — thankfuhiess for such a hfe of consecration to duty and sense of profound loss at his untimely death. The City Normal School held a beautiful service in his memory, and again the fine old theme of devotion, gladness, inspiration, touched the hearts of the Hsteners. On Sunday, November 18, the Centenary Methodist Episcopal Church devoted the morning and afternoon to Memorial Services. In the morning the Sunday school, of which Mr. Lane had been a member for more than sixty years, unveiled a bronze tablet which had been placed in the wall to commemorate his worth. Addresses and music expressed the children's love and their sorrow for his loss. In the afternoon a large gathering assembled to do honor to his memory, Dr. Quayle gave the address. Albert Grannis Lane was not old, yet the assaults of disease had made him battle for his life more than once within the last few years. But it was Sketches] IN MEMORIAM CHARLES DUNCAN MC IVKR 311 the unconquerable spirit of Ulysses that inspired the heroic figure so familiar to us all. The eyes lost none of their luster and the earnestness and fervor of the uplifted face were undimmed. He was never younger in his spirit than when he fell asleep. ]\Ir. Lane was married on July 18, 1878, to Frances Smallwood. She had taught ten years in the city, nine of which were in the old high school. She stood by his side whether in sunshine or in shadow. They have two daughters: Clara Lane Noble, and Harriet Lane. I would not invade the sanctuary wherein they dwell with the radiant memory of their dead, but upon the threshold of that inner chamber would lay a wreath of simple flowers, mule messengers of the love we bear him. CHARLES DUNCAN McIVER BY EDWIN A. ALDEKMAN, CHARLOTTESVILLE, N. C. At Lake George last summer in the home of a dear common friend, looking out over a scene of peace and quiet beauty, Charles Mclver and I were talking of life and death and the flight of time that had carried us so swiftly past boyhood to middle life. Our moods alternated between boyish, unrestrained merriment and a certain strain of premonition and sadness. I recall saying, "Charles, you will outlive me and you will probably have to write some resolutions or say something about me when I am gone. Make it short. Just say that we had a good time together, pt)unding away at real things." He answered quickly, "Ed. Alderman, tho I look stronger than you, you may outlive me after all, and I will give you the same counsel." We were talking like children in the dark, as all of us poor mortals must talk, but I realize today how impossible it would be for me to speak of this strong and faithful friend, whom I knew and loved so well, and with whom I worked so intimately in the service of society, in any stately form of funeral eulogy. My very nearness to him, the elemental and vital character of his personality, make it most difficult for me to set down even this brief .ippreciation of him in formal sentences. All of us who were close to him have the imi)ulse to say simply, "Here was a great, strong, hopeful, buoyant, friendly soul who loved his fellows and builded enduringly for their welfare, and should be forever honored by them." Further words seem vain. Certainly, I shall not seek to recount tlu' details of his career, nor to enumerate the positions he held, or could have held; nor, in any fashion, to use this memorial hour in a formal l)iography of him. Charles Duncan Mclver was born in a rural Scotch home, in the simplest part of the simplest democracy in America. This Scotch home was full of cleanness and reverence and faith in the dignity of luMu.iniiy and tiu- power of knowledge, and all of its ideals were ideals of self-respect and manly ambi- tion. In the existence of a multitude of such homes lies the antidote for the 312 NATIONAL EDUCATIONAL ASSOCIATION [Memorial dangers of our over-nourished civilization and the safeguard of our repub- lican ideals.^ I saw him for the first time in the autumn of 1878 at the State University of North CaroHna at Chapel Hill, whither he had preceded me as a student by- one year. There was no mistaking the quality of this great big country boy, eager, restless, purposeful, hopeful, with a face and an eye wherein humor and sympathy and shrewd discernment struggled for the mastery. He had already become a leader among his fellows. There was no better place, I think, for the making of leaders in the world than Chapel Hill in the late seventies. The note of life was simple, rugged — almost primitive. Our young hearts, aflame with the impulses of youth, were quietly conscious of the vicissitudes and sufferings thru which our fathers had just passed. "The conquered banner" and the mournful threnodies of Father Ryan were yielding place to songs of hope. A heroic tradition pervaded the place, while hope and struggle, rather than despair or repining, shone in the purposes of the resolute men who were rebuilding the famous old school. All of us were poor boys. Those who came from the towns looked, perhaps, a trifle more modish to the inexperienced eye, but they were just as poor as their country fellows, and had come out of just such simple homes of self-denial and self-sacrifice. The unconscious discipline and tutelage of defeat and fortitude and self-restraint had cradled us all. We had all seen in the faces of our patient mothers and grim fathers something that we knew, if we could not express, was not despair, and, somehow, life seemed very grand and duty easy and opportunity precious. Reflect upon just a few of the names of the boys that were there then, and perhaps you will agree with me: Aycock, Mclver, the Winstons, Doughton, Strange, Phillips, Murphy, Gattis, Noble, Joyner, Thomas, Peel, Battle, Dancy, Worth, McAllister, and many others high in industrial and commercial life. Student ambitions in that day tended almost entirely to law, or politics, or scholarship. The great industrial awakening, which has since beckoned, and now beckons, to so many of our young men, to take a hand in transform- iDr. Mclver was born Sept. 27, i860, on a farm near Sanford, Moore County, N. C. His paternal ancestors were from the Highlands of Scotland while on his mother's side he was a descendent of the McNeills of Scotland. His first seventeen years were spent on his father's farm and in attendance on private schools of the neighborhood. He entered the State University of North Carolina in 1877, graduating with high rank in 1881. In the following fall he became an assistant in a private school in Durham, N. C, and within a few months was elected prineipal of the school. He served as principal of the Durham public schools in 1883, and of the public schools of Winston in 1884 and 1885. In September, 1886, he was elected principal of the the Hterary department of the Peace Institute at Raleigh, N. C, where he remained until June 1889. In 1891 he assumed charge of the State Normal and Industrial College for Girls at Greensboro which he had labored so earnestly and successfully to establish and in which the most important part of his life work was done. — [Editor.] Sketches] IX MEMORIAM CHARLES DUNCAN MC IVER 313 ing our civilization from an agricultural into an industrial democracy, had not begun to make its appeal. After four happy years of steady growth in scholarshij) and character, Mclvcr passed from the university to the schoolroom in 18S1. I followed him into the schoolroom in 1882, and our intimacy as fellow-workers i)egan in 1886, lasting unbroken and curiously interwoven, until that cjuiet hour at Lake George, and in a deep spiritual sense, forever. He did his dutv as an undergraduate respecting his body and liis spirit. He even won Greek medals, but his thought was on men and student issues and college policies. The story of his life from 1S82 to 1896 is a clear, high story of hmnan idealism and human achievement, which every boy in North Carolina should know and ponder, and which should cause the older men and women, who listen to the strident voices of unrest and pessimism, to know that the heart of this republic is true and sound, and that a heroic and noble simplicity lies at the root of our life. It is not an eventful story. It is not a storv of thrill- ing vicissitude or startling change of circumstance. It is a story of earnestness and insight, of faith and purpose. His marriage to a noble woman, who sustained and strengthened him every day of his life; his clear sight of a great institution for the education of women in North Carolina; his brief and resistless battle for the attainment of that vision; a widening of that great conception into a passionate and whole-hearted dedication of himself to the education of all the people; the expansion of his nature under the spur of these high ideals; a splendid, joyous growth of his powers as they faced and over- came the dilftculties that blocked his pathway; a serene and noble satisfac- tion in beholding his youthful dreams embodied in the school which he founded in forms of dignity and beauty and human training; the recognition of his worth, and the deep national value of his services by the whole republic, and a sort of unconscious apotheosis of him as the most useful citizen of his native state; the leader in all of its good causes. Is there not essential grandeur in the unbroken unity of this upward-striving story ? There are some scenes in our common experiences between 1886 and i8go that my heart recalls, and that I shall mention even at the risk of bringing myself into a picture, which I would fain fill with his own glory and his own worth. The original idea of the establishment of the State Normal and Indu>trial College in Nrain of Charles Mclvcr. He did not borrow the idea frf)m Massachussetts or New \'ork. The wlu)le scheme forced itself uj^on him out of the dust of injustice and neghgeiue right under his eyes. I recall the da)' at HIac k Mountain in 1S86, when he sjtoke of it to me in his compelling way, and wnn m\ (|uick .sympathy and interest in the irlea. His busy brain and unwearying energy rapidly drew friends to the movement, for no one who met him failed to hear of it. Together we drew uj) the first memorial to the legislature in its behalf, ami I rcmfmlxr the day in 1HH6 that he as < h.iirman, and George T. Winston, iMlward P. .Moses and myself as asstx.ialcs, presented this matter to the Committee on Kducation. 314 NATIONAL EDUCATIONAL ASSOCIATION [Memorial We knew that it was doomed, but we came away elated and somewhat excited over our first contact with legislative responsibility and greatness. We might not have been so elated, if we could have forseen how much contact we should have in the years to come — tho, if he were here, I believe he would agree with me in saying that the contact did us good, and surely he gave back more than he received. I recall Commencement night at Chapel Hill in the year 1889. We were to start out in a few days on a new and untried experiment in North Carolina or the South, a deliberate effort by unique campaign methods to create and mold public opinion on the question of popular education, involving taxation for the benefit of others. We were in the twenties, and there w^ere young wives and children at home, and the work we were undertaking was a tem- porary creation, due to the suggestion of the State Superintendent of Public Instruction and the good impulses of the legislature, which could not quite make up its mind to have done wath us once and for all. There was no precedent for what we were trying to do, except Horace Mann, and he seemed so far off and so great, that each one of us would have laughed at the other for mentioning the comparison. I remember that we talked about our plans and purposes and difficulties until the cocks began to crow. I told him to let me say one more word and then let us both go to sleep. He replied, in his hearty, wholesome way, that he did not propose to be put to sleep and let me have the last word at the same time. We then decided to make a night of it, and talked on until the sun arose. I am inclined to think it about the best night I have ever spent, for an intelligent and unselfish idea held our youth under its spell, and bound us for life to a service, which was not the service of self. As I think of it today, the grim old room in the inn at Chapel Hill, and the silent watches of that night are lit with the light that never was on land or sea. For three years^ in every county of this state, we sought to mold pubhc sentiment and direct public opinion toward the development of an adequate system of popular education and toward the establishment of a school for the training of teachers. Some day I shall hope to tell in detail the story of this crusade, for such it was in spirit and purpose. It had its discouragements and its comedies and its mistakes; but it was a time of full-blooded enthu- siasm, exaltation, and faith in the people, and the experience taught Mclver and it taught me the essential lovableness and justice and dignity of character and openmindedness of the average North Carolinian in a way we could never have otherwise learned. And some good seeds were sown, I think, which have increased some thirty, some sixty, and some an hundred fold. Mclver was doubtful at first of his ability as a public speaker, but forgetting self in his purpose, he achieved in an amazing way the very thing that he did not think himself equal to, and quickly became the most effective speaker for public education that I have known in America. It was a dull and sense- less audience that did not respond to his earnestness, the breathless onrush Sketches] IN- MEMORIAM CHARLES DUNCAN MCIVER 315 of his appeal, heated red hot in the glow of his personality, and lighted with a homely humor and a shrewd adaptation of story and anecdote, unequalled in North Carolina since young Zeb Vance won his triumphant way. His task was to plead with an individualistic and conservative community, hating overmuch by reason of robbery and suffering the very word tax, for a demo- cratic and communal institution costing large sums of money and a world of patience. His weapons were persuasion and charm and earnestness and humor and pleading and sympathy. They seem feeble weapons as compared to the money of the plutocrat or the force of the despot, but they found the heart of this just and reasonable democracy, and seem to prove that the solu- tion of our peculiar difficulties must come not by might or force but by the spirit of love, justice, humanity, and progress. In company with Major Sidney M. Finger we wrote the law now upon the statute books, creating the State Normal and Industrial School of North Carolina at Greensboro, and selected the location for the building; and I should be false to justice and generosity, if I did not here pay tribute to the earnestness and enthusiasm and faithful support given to us during these days by Sidney jM. Finger. An interesting characteristic of the inspiring career of Charles Mclver was its large unity and freedom from complexity. In studying either the man or his work, one does not meet with subtleties or whimsicalities or irritating contradiction, but one beholds rather a large movement of beneficent purpose, struggling onward to perfectly clear ends, and a big hearty nature ever "greet- ing the unseen with a cheer. " In a true sense, his earthly career began with his sight of the school, over which he presided to the day of his death, and it ended where it began, but behold the all-embracing character of such spacious singlemindedness. As a consequence of this stimulating vision, came increased interest for popular education; as a result of his philosophic grasp of the meaning of popular education to a democracy, came a whole great theory of civic service and community helpfulness, and common-sense patriotism that tied him in closest sympathy to everything helpful, from hang- ing i)ictures on the walls of dreary country schoolhouses, to large sentimental schemes of relighting the fires of love for the homeland in the hearts of those who had strayed away. A clear vision, therefore, and a clean consecration of himself, in the generous ardor of youth, to the pursuit of that vision, wrouglu and molded him into a kind of perfection as an American citizen, e.xhibiting all the moral jjcrsistence of the Puritan in a setting of sunshine and sympathy. One who never -turned his baik, but man hed breasl forward, Never tloubted tlouhip of the schools, but rather a genius for sympathy with scholarship. Life was his thesis and men were his bo(jks and Love his method. The Scotch passion 3i6 NATIONAL EDUCATIONAL ASSOCIATION [Memorial for metaphysics had passed him by, leaving in its stead, a certain large under- standing and a hearty insight that revealed any matter to him whole and entire. He gave the physical impression of being in a hurry, but he was never in a hurry mentally. He was a wilful man in a good sense, and loved to have his own way, but I have known no man with fewer blind prejudices to obscure his vision. He was not the sort of man who wanted everything, but the few fundamental things he sought, he kept a searchlight upon, and his hurrying figure could be seen moving toward them with resolute purpose. This freedom from hindering prejudices, and this singlemindedness, gave him a fine genius for co-operation and made him a beautiful man to work with, for you knew that his pride was not sticking out to get wounded, or his feelings to get hurt, or his toes to be trod upon. You were dealing with sanity and good will that knew when to compromise, when to surrender and when to fight. Men called him a good politician and so he was, if you will let me define a good politician as one who knows how to compel men to do deeds of public service that they would not have otherwise thought of. He was a royal good fighter, too, if you will let me define a fighter as a peaceful man, who is clear as to his purpose, who will not be gainsaid, who will not be set aside, who will not be cajoled, and who will come to his point. Besides, he was a Scotchman and had to fight something, and ignorance was his natural foe. Men of strong character are sometimes good haters. Mclver was a very poor hater. He could not hate men and always exhibited a sort of pained surprise, unaccompanied with any ill-will or malignancy when men despite- fully used him. He simply could not waste his moral strength in that most immoral of all passions, hatred. If I were asked what was the greatest thing about Charles Mclver, I should say that it was his interest and sympathy and love for men and women ; not attractive men and women alone, or good men and women, or great men and women, but men and women. To him had come perhaps dimly the feeling that in rights and opportunities the final manhood of earth will be "classless and tribeless and nationless." A crowd always interested him and stirred his powers no matter how weary he was, and he moved about the crowd with a vast human interest shining in his face. I have seen him stop and speak to a young boy, half-formed and immature, with an interest informing his countenance, like that which shines in the face of a natural- history collector, who has just found a new object for his collection. The story of the rise of man is full of men like Thomas Jefferson, who loved human- ity, and were willing to die for it, but often they were shy of the units in the mass of men. Mclver loved men and women as he foiuid them, and they returned his love. Few men have worked thru so busy a life, with so much sympathy and appreciation. He simply got what he gave. Men who build or develop institutions, men who strengthen or preserve the social forces of their times, do so thru the exercise of faith and enthu- siasm and patience and courage and energy, and these words might form a Sketches] IN MEMORIAM CHARLES DUNCAN MC IVER 317 brief biography of Charles Mclver. As our revolutionary age demanded the prophet of human freedom, and the civil war period demanded steadfast courage, and the industrial period, the man of imagination and daring, so the decades between 1880 and 1906 in southern history demanded men with faith in education as a great agency for molding social and economic forces, and with power of personality and of brain to influence that most majestic of all human agencies — public opinion. Our institutii)ns needed to be democratized; our thought to be nationalized; our life to be industrial- ized, and the whole process was one of education. The school was the heart of the South's problem and ISIcIver saw that truth, and he will live forever in the history of this state as a great leader in this movement of transformation. It was, besides, his unique distinction to build outright a great institution. The State Normal and Industrial College, planted in the love and in the hearts of the people, v.ill grow fairer in outward form, and richer in inward power, and as it grows the great traditions of his devotion will grow with it. In Emerson's fine phrase, this institution will be for all time the lengthened shadow of one man's life. It is the purpose of those who love him to erect a statue to his memor}-. In so doing they will honor themselves and teach objectively a great lesson, but his school is his real monument. An institution of learning is the best earthly type of immortality. It is the only thing under the heavens that grows younger and stronger with the years. It is a creature of deathless function, of endless needs, of immortal youth. Great-grand-daughters will journey to it as to a pilgrimage, while young children will be playing about its knees, and the influence of all influences that will guide its life will be the influence of Charles Duncan Mclver. As for me, his death struck close at the foundati(Mis of my life. It was a thing my mind had never contemplated; for a certain unconquerable boyish- ness in him precluded the very thought of silence and the grave. I could not think of death in connection with this happy-starred, full-blooded man, in love with life and work. His passing closes for me a cycle in my life, a companionship of dreaming and work, of hope, and accomplishment, asso- ciated with the morning of life. Such work as he did must always go on and I would fain be in it and of it, but his absence somehow gives it another hue and quality. After I left North Carolina, by a strange ct)inci(lence to which he often alluded, we drew closer to each other in actual intimacy iliaii ever before. Henign fortune set us to doing over an area extending from tlic Culf to the PcAomac, what we had once tried to ilo over the hills and valley> of North Canjlina. We nut often each year, .sleeping in tin- same n.om, arul talking in the night. 1 saved my stories for him. and he saved his for me. He imarnated North Carolina to me, suggesting its wholesomeness, telling me its incidents, its ambitions, its jjrogrcss, and bringitig me news of our olfl friends— those that had :abililv have rendered this act on his part neccss.Try. In this connection the Board recalls with deep sensibility its own indebtedness and that of the state to the singularly devoted and efficient services by him continued with unflagging zeal thru thirty years. When the his- tory of education in Rhode Island during these years shall be written, it will present Mr. Stockwell as the foremost among many able men and women doing effective work for the better education of all the children of the state. A born teacher, i. e., having the ability and aptitudes for the nurture and training of youth, and enthusiasm that was nothing else than a consecration to the cause as his mission in life, ambitious for visible results, he welcomed the office he now retires from. .\n impulse of new life and interest in education was soon felt in all parts of the state, and it did not stop with the boundaries of Rhode Island. Teachers felt a new strength as of a leader and helper come to their aid. Parents were awakened, and legislators listened courteously to calls for appropriations that the new possibiUties might te realized. In a word, the wheels of progress began to turn and the movement has gone grandly forward to this day, when we can justly and prouflly say Rhode Island is quite abreast of the noblest states in our country in the matter of popular education. Mr. Stockwell is an American of the best type, public-spirit'^l, patriotic, with the courage of his convictions, progressive, his whole character seasoned by lilieral studies and the spirit of a Christian gentleman. Quick to see opportunities of improvement, he has been wise and prudent in creating the public sentiment necessary to the adoption of new measures. Crotchets and fads have never beguiled him. With .singular discrimi- nation he has followed the verifiable paths of real progress. Educational forces have been concentrated, harmony promoted, a system established that has the prestige of the world's approval. In it all the place of Mr. Stockwell is unique, for it is largely his monument. The Board congratulates him upon the fact that he retires from the fieki of his lalK)rs as the victorious soldier retires when the battle has been won and a grateful people give him joyful greeting. This Board voices the general sentiment of this commonwealth when it wishes him a glad future, sweet and inspiring, with the love of a generation he has .served and blessed. The following is from a minute adopted by the Central Congregational Church of Providence. On the ninth of February 1906, Deacon Thomas B. Stockwell entered int«> rest. Had another year been allotted to him, he would have completed forty years of memU-r- ship and thirty years in the office of deacon in the Central Congregational Chur- h. During that long perieen constantly al tin- service of the church in all itJi Christian activities, making him prominent in the (.in- ference meetings, in the Sunday schocjl, .and in the scjcial interests of the chun h His kind and cordial manner and his o|)en sincerity made his acquaintance a pic.isiire to old and ycmng; while his ready sympathy prompted him to minister as fur a.: jjo.ssible to the relief of the sic k and afllic ted by visits of condolence or other tokens of interest .md brcjtherly love. Brother Stcnkwell wan firnilv allaihed to the old st.ind.inls of (hiisti.in Ulirf. .Ninic! 322 NATIONAL EDUCATIONAL ASSOCIATION [Memorial all assaults upon the credibility and authority of the Sacred Scriptures, he remained unmoved in his adherence to them as the only safe guide, and in loyalty to "the faith once delivered to the saints." This church desires to place on record the esteem with which it regards the character of our departed brother, and its sorrow for his loss. His best memorial will be the recol- lection of his many valuable services to his fellow-men in public and private. ALBERT PRESCOTT MARBLE BY CLARENCE E. MELENEY, NEW YORK CITY Albert Prescott Marble was born in Vassalboro, Maine, May 21, 1836, and died in New York City March 25, 1906. He was a son of John and Emeline Prescott Marble, of old New England stock. His early life was spent on the ancestral farm where he developed a robustness and vigor which laid the foundation of a well-developed physical and mental force that carried him thru a long and active career. By his own industry he laid up a small sum, sufficient to enable him to attend the academies at Yarmouth and at Waterville, and to begin his college course. He was over twenty-one years of age when he entered Colby University, then old Waterville College. It was the practice of students in that institution in those early days to earn their way thru college by teaching school during a winter vacation, and to pursue their studies thruout the rest of the year, except three or four weeks in summer. This short vacation was spent in the hay fields upon the home farm. Mr. Marble inherited not only a strong physique but marked intellec- tual ability and the moral qualities that characterized the men and women of New England communities. In college he was a diligent student and, having acquired more than the average of maturity thru years of labor and application to his books, he was able to excel in scholarship and to take high rank in his class. He won prizes in oratory and carried off many honors during his course. He graduated in 1861, and when later the Phi Beta Kappa was established he was enrolled as one of the early members of the chapter. In 1864 he received his master's degree, and later was honored with a docto- rate. Dr. Marble had already begun his long life work as a teacher in elemen- tary and high schools. He was principal of the Boynton High School in Eastport, Maine, of the Berkshire Family School in Stockbridge, Mass. In 1862 he went to Wisconsin, as professor of mathematics in W^ayland University at Beaver Dam. Returning east. Dr. Marble became principal of Worcester Academy. At this time the academy was in the depths, both financially and educationally, and the trustees decided to give up the undertaking and turn over what funds there were to Newton Theological Institution. Power was asked from the legislature to do this, but Dr. Marble had the wisdom and courage to oppose the proposition, and his opposition was so effective that the power was not granted for the transfer. Thus a useful and worthy insti- tution was saved for general education, which became under his management and during recent years one of the most important and successful secondary Sketches] IX MEMORIAM ALBERT PRESCOTT MARBLE 323 schools in the country. His success in this institution led to his election as superintendent of schools in Worcester in 1868, which position he held till 1S94. During these twenty-six years Dr. Marble became one of the most active and prominent superintendents in the country and a leader not only in his i)wn state but in the nation. He took charge of the schools in Worcester when there was practically no organization, and built up an effective city school system. He gathered around him a group of masters and a corps of teachers that worked in the greatest harmony with him during his incumbency of this responsible position. He was an administrator of tact, discretion, and power. He showed remarkable wisdom and foresight in what he did and a construc- tive force of the highest order. He anticipated what the requirements of the future would be, and fitted the present needs to these conditions. He was able to w'in to his support rival elements in his school committee, to conciliate opposition, and to direct and control both radical and conservative forces. He gave much attention to the proper construction and equij)mcnt of schoolhouses, realizing the importance of modern sanitary and hygienic conditions. For many years the school buildings in Worcester were regarded as the best models in the state, and his leadership in this work had a great influence in establishing in Massachussetts the system of schoolhousc sani- tation which has made the state famous. Dr. Marble was the author of a work on School-House Construction and Sanitation published by the U. S. Commissioner of Education. In the administration of the schools of Wor- cester, Mr. Marble recognized the ability, the resourcefulness, the integrity and the loyalty to the system of the principals of his schools and the directors of the special branches. He had absolute confidence in them and they believed in him. He realized that they were able to work out the details of in.struction, and to put into that effort their individuality, their enthusiasm, and their professional spirit. He never hampered or retarded progress by petty criticism, too close oversight, or the obtrusion of his own theories. He was recognized as a friend of the teachers, observant, symjjathetic, appre- ciative. He never occasioned fear in the breast of the timid or inexperienced teacher, nor did he worry the moderate or an.xious seeker after truth. He realized the limitations of human effort, and accejHed the results of faithful and conscientious service. The State Normal School in that city supplied the schools with many of the teachers, and they found under his supervision the necessary opportunity for apprenticeship and for the divcloitnunt of efficiency. In those years Worcester like many other cities in the country i)rove(l to he a field where it was always necessary steadfastly to maintain tin- |)osition, the rights, and the i)rerogative of the superintendent. There were earnest and well-meaning people who were impatient of delays and eager for the adoption of the most advanced ideas on school work. To ilu in Dr. Marble appeared to stand in the way of progress. Nevertheless the elementary schools maintained a high standard and the high schotjls became models of 324 NATIONAL EDUCATIONAL ASSOCIATION [Memorial efficiency. Dr. Marble was one of the first superintendents to recognize the importance of the Enghsh high school as differentiated from the old-time classical school, and he had the honor of founding an institution of that kind that had the effect of raising the standard of secondary education along all lines of training and culture. When the advocates of manual training became active and proclaimed this feature of school v^ork as the measure of educational progress, Dr. Marble was not carried away with it, nor did he join in the procession. He had little respect for "newness," and placed his confidence in the "presumption of brains. " He was wise enough to recognize the value of a system which could be worked out by a conservative study of all the elements that contribute to a complete education. In his mature experience as an educator he came to realize the broader means of training of the young, and contributed his strength to the establishment of all-round courses of instruction. From Worcester Dr. Marble went to Omaha as superintendent of schools, but remained only about a year in that city. In 1896 the school system of New York City was revolutionized by an act of the legislature which author- ized the appointment of a new board of education and provided for a board of superintendents which should institute all educational measures, examine candidates for principals and teachers, and establish eligible lists, make all nominations, recommend the establishment of schools, the courses of studies and textbooks, and administer and manage the schools. In June the new Board of Education elected several men who had acquired experience in other states to membership in the Board of Superintendents, one of whom was Dr. Marble. This was a field in which he was qualified by years of persistent and energetic work to undertake great responsibility. His knowl- edge and ability was soon recognized and he was made chairman of the Com- mittee on High Schools. In this position Dr. Marble achieved a success which was the crowning work of his long career. It made him the leader in the organization of the three first high schools established in the city of New York, the preparation of courses of study, and the selection of principals and teachers. To support him in the Board of Education in all legislation and in financial matters necessary for the erection and equipment of new build- ings, he had a committee headed by Hon. Henry W. Taft whose wisdom, foresight, and energy were essential to ensure the success of so great an under- taking. When the new charter of the greater city was put into operation, by which the schools of all the boroughs were placed under one management. Dr. Marble was elected to the new Board of Superintendents and appointed chairman of the new committee on high schools. His knowledge of high- school work and his wide acquaintance with high-school principals and teachers qualified him in an eminent degree to undertake the work of organ- izing and extending this department of the school system. He retained this position until his impaired health and declining powers made it necessary for him to be relieved. He also retained his intereest in and relations to the Sketches] 7A' MEMORIAM ALBERT PRESCOTT MARBLE 325 elementary schools. He was an intelligent and sympathetic advocate of the progressive yet conservative development of the school system in all its varied activities. He encouraged the development and extension of kindergartens, manual and industrial education, and the vacation schools. He took a large view of the important educational prol)lems being worked out in the metrop- olis, realizing the breadth and comprehensiveness of all their relations. He was not easily disturbed by the slow develoj)nient of great undertakings and seldom ruffled by opposition or criticism. He always had absolute confidence in his associates, respected the opinion of others, and co-operated unhesi- tatingly in every undertaking of importance. He made friends among the teachers by his genial and sympathizing interest in their work and was always welcome in the classroom. In New York, Dr. Marble was identified with many organizations of school men, including those engaged in public and private institutions. He contributed from his wide experience to their deliberations and discussions of live subjects. He was warmly greeted in social circles, and his ready wit and good common-sense always contributed to social enjoyment. He was blessed with an even temper, an open-hearted generosity and a cheerful disposition. He was always approachable, courteous, dignified. He com- manded respect at all times and was admired for his courteous and gentle- manly qualities. During the last quarter of the century Dr. Marble has been recognized as one of the prominent educators of the country. He was active in state and national gatherings of teachers, contributing by service and by his papers to the success of the organizations. He was one of the founders of the N. E. A. and held the office of secretary and president. He was the presitlent of the Department of Superintendence of the N. E. A. in 1S69. In those years he was a fluent and engaging speaker, winning his points by his practical and common-sense views. He contributed much to educational discussions by his addresses, his school reports, and his articles in educational periodicals. Dr. Marble did not confine his interests and his activity to the i)ublic schools. His counsel was sought by other educational bodies, he having l)een a member of the boards of trustees of several of the higher institutions of learning. .\n editorial estimate of Dr. Marble in a Xew York ])aper was expressed, lu-rhaps justly, as follows: lie was an outgrowth of ihu iiukpciKlL-nl, silf-rf.spc( ling New lingland s( liool of clu- cators, who have taken a leading share in establishing the standards of public fdu< ation in the country. He was perhaps not in close touch with many of the extreme ideas that l)ccame ( urrent and jKiiiuiar during the last dec a of our edut ;ilitin;il life (luring this half-century can be mentioned lu-rc, ;in(l llityiaii be incnlioiicd only with the utmost brevilv. 330 NATIONAL EDUCATIONAL ASSOCIATION [Anniversary 1. The enormous growth of pubHc high schools in this period has fre- quently been mentioned. It is not only the numerical increase of such schools and of their attendance of students which is notable, but the fact that in this period the public high school, occupying a central position in our series of educational institutions, has come to exercise a most significant influence upon the whole educational system. Closing up, by an irresistible growth, that great gulf between the schools of the whole people and the institutions of higher education, the high school and its problems have come to constitute a very center of interest in all American education, an interest shared by schools both above and below the high-school grade. The historical table carefully prepared by Dr. Harris shows that there were in existence in the year i860 only 69 high schools having a well-defined high-school course of study. The number of incomplete high schools at that date was much larger; but the standard American institution of that period, for secondary education, was still the privately managed academy. With the increase of population in the decades following the Civil War, the attendance on both public and private schools of secondary grade steadily increased, but the public high schools grew more rapidly than their competitors. In the decade between 1880 and 1890 the center of gravity of our secondary education, as shown by the attendance of students, shifted from the side of the private academy to the side of the public high school. Since that time the privately managed institutions have continued their steady growth, but the growth of public high schools has been so great as to constitute one of the most striking features in our educational history. The 202,963 students in attendance on these high schools in the year 1890 had increased in the year 1905 to 679,702 students. In the same time there had appeared many of the most notable publications yet issued in this country relating to the problems of secondary education ; and the influence of schools of this grade, and of various bodies of teachers representing the schools of this grade, had grown enormously. 2. The period last referred to might indeed be designated as the age of the high school, were it not that with even more reason it may be called the uni- versity age of our history. Indeed, the last half-century has been a time of remaking of our higher education. Practically the whole history of the Ameri- can university falls within that period. It is a most significant fact in our American life that the university, which has come into being so rapidly, yet so largely without observation, has come to exercise so powerful an influ- ence in the higher life of the nation. Before the time of our Civil War there had, to be sure, been foreshadowings of the American university. Harvard, bearing the university name, had already begun to experiment in the elective system. Francis Wayland, one of the seers among our college presidents, had dared propose radical changes in the college system of his time. Scientific courses had begun to appear in the colleges side by side with the ancient course leading to the degree of Bachelor of Arts. President Tappan, of the University of Michigan, had received a Papers] FIFTY YEARS OF AMERICAN EDUCATION 331 profound impress from the university system of Germany, and had })ubh'shcd large plans for the development of the institution over which he presided. But the real university movement in this country followed the Civil War. Some of its characteristic signs were private endowments of university instruction, the upbuilding of instruction in natural science, the introduction and s])read of laboratory methods of teaching and of the modilied German Seminar, the rapid extension of technological training, the development of graduate schools, and the spread of the conception of independent research. Among the land- marks in this movement may be mentioned the establishment of Cornell Uni- versity in 1868, with the purpose that it should be an institution where any man may receive instruction in any subject, and the direction given to the first embodiment of that purpose by President Andrew Dickson White; the presi- dency of Charles W. Eliot at Harvard, beginning in 1869, and extending over three-fourths of the period represented by the history of this Association — a presidency marked by positive leadership in the making of many-sided aca- demic freedom, in the advancement of American standards of professional training, and in the vital co-ordination of elementary and higher education; the long leadership of Michigan University among the state universities of this country, under the presidency of James B. Angcll, beginning only two years later than that of President Eliot, which in largo measure fulfilled and in many respects surpassed the vision of President Tappan, and contributed greatly to the unification of public education in our state systems of schools; the opening of Johns Hopkins University in 1876, and its early organization under Daniel C. Gilman, as the first American institution to give precedence to the advanced study and research distinctive of the modern university; the decisive emphasis upon the idea of graduate work in the establishment of Clark Uni- versity in the year i88g, and its organization by President G. Stanley Hall as an institution definitely raised above the baccalaureate rank; the long develop- ment and all-round organization of the various elements that go to make an American university in the history of ColuniI)ia College, later Columbia University, under President Barnard and his illustrious successors; later endowments of great magnitude, such as those of the University of Chicago and the Ixland Stanford Junior University, together with new endowments of older institutions. It is a record of vast significance, and this l)rief enumera- tion has only begun to mention the names of those who have borne large responsibilities in its making, the foumiiitions thru \vhi( li il has been pro- moted, and the intellectual and si)irilual achievements with whii ii it ha> lieen attended. The 225 (olleges and universities of 1S60 had risen to ,^17 in 1S70, and to 512 in 1905; thr 2.5, .^^92 (ollege and university students in 1872 had increased to 126,404 in 1905; while the 198 graduate students of 1870 had increased to 6,829 '" '905- 'I'^i^^^t-' figures, however, give no adecjuate indica- tion of the growth of the university spirit in American affairs. The very idea of free s( ienlific resean h, as it has gained ground with the American public, has helped in a remarkable degree to educ ate and mold the American character. 332 NATIONAL EDUCATIONAL ASSOCIATION [Anniversary The university extension movement in its various forms, and to a vastly greater degree the organic integration of American educational systems, from the lowest schools to the highest, has given a general currency to university con- ceptions, which had probably never been reached before over so wide a terri- tory and among so numerous a people. The university insistence upon pure competence, impartially determined, and upon the willingness to wait, in any controversy, for the word of the man who knows — a spirit which is none too widely spread abroad even at the present day — has, I think, gone further in the thought of our American people than was ever known in any preceding age. 3. It is in these fifty years that the constructive side of education has fairly begun to assert itself — -that side of education which represents the skilled hand, under the control of a disciplined imagination, and guided by knowledge of the physical world and of the products of human history. Here, as in the teaching of natural science, there have been movements from the side of both the highest and the lowest in our educational systems, which have met and mingled in the intervening grades to make some semblance of a continuous education of a constructive sort. The kindergarten has played its large part in this movement. That brilliant invention of the pure-minded German enthusiast has indeed aimed at other and larger things than merely intelligent work of hand, but in no one direction has its influence been more discernible than in that of making the hand the ally of the spirit in the process of education. The growth of schools of technology has given new dignity to the higher constructive activities, and the intermediate development of manual training, through many mal- adjustments to the philosophic purpose of the kindergarten and to the profes- sional purpose of the school of technology, has been finding its place and doing its work, till it has come to be a marked feature of our American systems of education. There were 42 kindergartens in this country in the year 1S73. This number had grown in the year 1902 to 3,244, of which 2,202 were connected with public- school systems, and 1,042 were private institutions. The earliest report of manual-training schools, that of the year 1890, shows that such training was given in 37 cities of this country. The number had increased in the year 1905 to 420 cities. These figures do not take account of the considerable work which has been done in the establishment of manual-training schools under private auspices, and privately managed trade schools. Some very small beginnings have even been made in the introduction of regular trade schools into public-school systems, and it is not unlikely that this movement may go to great lengths in the coming years. Since the close of the Civil War the establishment of technological schools and of technological courses in universities has been very rapid, there being now more than one hundred institutions offering courses in civil engineering and almost as many offering electrical and mechanical engineering courses. Papers] FIFTY YEARS OF AMERICAN EDUCATION 33^ There are enrolled at the present time 29,200 students in engineering and other technical courses of college grade. 4. In connection with the development of higher technical instruction in this country, special attention should be paid to the great national system of agricultural and mechanical colleges, which was inaugurated by the Morrill Act of July 2, 1862, and has been greatly furthered by later acts of Congress and by legislation in the several states. The initial act of this series constitutes the great contribution of the war period to the development of a national system of education, and is in some sense the crowning educational service of President Lincoln. The deep devotion with which Justin S. Morrill fathered this measure and labored for llu> improvement of the schools which he had helped to call into existence, forms one of the finest passages in our educational history. It was a matter of the utmost difficulty to bring into being, at that period, efficient institutions for instruction in agriculture and technology. Without the encouragement of the national government, and the painstaking labors of educational pioneers in the several states, the great results which the Morrill Act sought to accomplish could hardly have been attained. It may be doubted whether the nation fully appreciates to this day the magnitude of the resulting system of technical institutions. Fifty state colleges and universities have either sprung directly from this national endowment, or have received from it new direction and encouragement, in addition to si.xteen schools specifi- cally for colored students in the southern states. The terms of the national endowment, as embodied in the first Morrill Act, were so liberal as to enable the institutions founded thereon to be comprehensive universities of the American type; they must lay due emphasis on instruction in agriculture and the mechanic arts, but are enabled to bring such instruction into organic inte- gration with a well-rounded system of higher education. Here is already a national university, in sixty-six free and independent schools. The secondary influences which have flowed from this foundation are already of very great importance, and promise to be still more largely infiucntial and useful in the future. Particularly in those states in which the benefits of the Morrill Act have been concentrated in the state university, as in Wisconsin, Illinois, and California, there has come into being a remarkable type of higher education. We see here a whole people engaged most intimately in the conduct of a higher institution of learning, which at the same time is educating the whole p('0[)lc. 5. The mfjvement toward a more efiective supervision of the public schools, which was greatly furthered by the educational revival, has gone steadily forward during the period now under consideration. In every one of the states is now found a regularly organized stale department of education, Delaware, the last of the (jldcr states to organi/.c such a department, having taken that step in the year 1875. In recent years the tendency to centrali/,a- tion of educational control in these state departments of education has con- 334 NATIONAL EDUCATIONAL ASSOCIATION [Anniversary I stituted a well-defined movement, some of the states, as New York, Wisconsin, and Minnesota, having taken very long strides in this direction. By town and county organization, the country schools of all of the states are brought under some form of inspection and guidance. Supervision has, however, reached its most complete development in a number of our larger cities. In fact the whole movement in the organization of city school systems, which has gone over into a distinctly new stage in the past ten or twelve years, is one of the most marked changes which this half -century has brought about. It is a change which, along with the other urbanizing tendencies of this modern age, is spreading its influence to the remotest school districts of our land. One could hardly begin to set forth the characteristics of this recent movement in such a paper as this, nor is it necessary, in view of the fact that the movement has been widely discussed in books and monographs and articles in our maga- zines. The careful separation of the business side of school supervision from the pedagogic side, the constitution of boards of education with a view to a fair representation of the educational purposes of the community and the suppres- sion of political partisanship in their affairs, the organization of such boards in eflftcient working committees, the provision for systems of school finance intended to secure adequate funds and to accomplish a wise distribution and expenditure of such funds, the organization of large supervising bodies, with deputy and district superintendents, supervisors of special subjects, and principals of separate schools ; and all manner of special provision for different subjects of instruction and for the training of different classes of pupils, for hygienic management, for school extension of many kinds — all of these things have combined to render the educational systems of our large cities among the most interesting social engineries of modern times. 6. This movement in school supervision in state and city and far-outlying country community has taken on the greater part of its active efficiency during the lifetime of this Association. In accordance with the early historical character of our government, we have no centralized national system of educa- tion. But while the supervision of our state school systems does not devolve upon the national government, the fact was early recognized that a great work was needed in the form of a wide dissemination of such information as makes for educational progress, and that this work and many incidental services connected therewith could be adequately performed only by a national, govern- mental institution. At an early stage in its history the National -Educational Association called public attention to the urgency of this need, and out of its agitation emerged the Bureau of Education of the United States. This educa- tion office, ten years younger than the Association, has, in the first thirty-nine years of its existence, been under the administration of only four commissioners, the present incumbent being the fifth in the Une. Without attempting any summary of its history I may mention the following facts with reference to these four administrations: The office was first organized by Henry Barnard, who was already, and had Papers] FIFTY YEARS OF AMERICAN' EDUCATION 335 been for many years, in his individual capacity, a national collector and dis- tributor of educational information. Under General John Eaton, who presided over its activities for the term of sixteen years, the system of annual reports took definite form, together with the publication of circulars of information and miscellaneous educational bulletins. In his administration, the conduct of education in Alaska was placed under the direction of this oflSce. The three years' commissionership of Colonel N. H. R. Dawson is remembered especially for the inauguration of that comprehensive series of state educational histories the publication of which was extended over many years of the administra- tion following his own. That fourth administration, of Dr. William T. Harris, marked in many ways a great advance in the history of this office as regards its educational dignity, its reputation, national and international, and its personal influence in our American civilization. The course of Dr. Harris' administration was signalized by the more thoro organization of the statistical work of the bureau, by a great increase in the volume of its publications, by the extension of its special activities to include the supervision of the allotment of the national appropriation for agricultural and mechanical colleges under the second Alorrill Act, of August 30, 1890, and by the addition to its other educa- tional service in Alaska of the introduction of domestic reindeer and of indus- trial training in connection therewith. In the prosecution of these various educational activities, this education office, this foster child of the National Educational Association, has collected a truly national library of educational documents, and has brought into being a system of practical relationships with educational movements thruout this country, which have enabled it to share in one way or another in a large part of the distinct educational achieve- ments of this past half-century. 7. The period under review has been characterized by an enormous increase in the funds made available for education in the several states and territories of our Union. In the year 1870, with a population of thirty-eight millions, the expenditures for education in the several states aggregated sixty-three millions of dollars; in the year 1905, with a population estimated at eighty-two millions, the expenditures for education in the several states aggregated two hundred eighty-eight millions of dollars. That is, an expeiuliture i)er capita, for education in the public schools in the year 1870, of $1 .64, had increased in the year 1905 to an expenditure per capita of $3.49, while an expenditure of $2. lo in the year 1870 for each $1,000 of estimated true value of pr<)j)erty had increased to $2 . 70 for each $1,000 in the year 1905. These figures relate lo public systems of education alone, and do not include expenditures for stale universities. The expenditures for higher education, public and private, within that same period of thirty-five years, have advanced from seven mil- lions of dollars in 1873 to forty-two millions of dollars in 1905. It is estimated that the total exjjenditure for all forms of education in this country, public and j>rivate, in the year 1905 had reached the truly colossal sum of $376,996,- 472. This amrtunt equals 26 per rent, of all expenditures for governmental 336 NATIONAL EDUCATIONAL ASSOCIATION [Anniversary purposes in this country, national, state, and local; while the expenditures in all of the states for publicly supported education constituted in the same year 22 per cent, of the total public expenditure of all the states, counties, and lesser political units for all purposes whatsoever. 8. In no other direction has this enormous expenditure of funds for public education produced such conspicuous and tangible results as in the erection of buildings for educational purposes, and the furnishing and adornment of those buildings, together with provision of laboratories for teaching purposes, and other appliances. This is one of the first aspects of American education to strike the attention of our visitors from abroad. It may be said that in the main these expenditures for the material equipment of our schools have been justified, and the results have been such as may rightly arouse our national pride. Especially is this the case where adequate care has been taken to secure in our school structures not only suitable proportions and well-considered lines of architectural beauty, but more particularly where care and expense and inventive genius have combined to produce structures which are hygienic in plan and construction; where such buildings have been provided with gymnasiums, playgrounds, baths, and other appliances for promoting the health of pupils ; and where these appliances in turn have been supplemented by instruction, medical inspection, and personal oversight, directed to the making of sound health in our school population. 9. When we come to consider dominant tendencies in our ordinary school education, in city and country alike, we are met with a fact which is strongly emphasized by foreign critics of American schools, a fact, too, which we may easily recognize here at home. I refer to the great regard which is paid in American education to the characteristics and inclinations of individual pupils — to what one of our recent foreign visitors calls our American respect for "the right of personality." There is no doubt that we have gone further than most of the nations of the earth in our deference to the leadings of nature, as shown in the varying bent and tendency of childhood. We pay respect to the leadings of personality and of individuality in our education of every grade, looking upon these things as the very data from which our educational doctrine and method are to be constructed. The elective system in our colleges is of a piece with this regard for the leadings of child nature in our elementary schools. We have here a well-defined tendency in our American democracy. It has been made in part and in part discovered by some of our best-known leaders of educational thought and practice. In some sense, this tendency all goes back to the Pestalozzian movement, back to Rousseau and the Emile. It received vigorous emphasis at the hands of Francis W. Parker, whose virile leadership and whole-souled devotion to his ideal were at once intensely Pesta- lozzian and intensely American. A new direction of a most significant sort has been given to this tendency by the philosophic insight of John Dewey. And with it all, a veritable fire mist, which may be for the making of new Papers] FIFTY YEARS OF AMERICAN EDUCATION 3^7 worlds, psychological and educational, has spread abroad from that central glow at Clark University. This is all very democratic and very American. In our democracy we have had many leaders of public thought who in large measure were men self-educated. We know something of the weakness of self-education but we know also very much of its strength; and it is hardly too much to say that our American educational ideal has come to be the ideal of organized self- education. We would make of every school a favoring environment, in which each pupil shall find his own opportunity and stimulus, and shall begin the working out of his own true destiny. This is well-nigh an impossible undertaking — to present in a few pages even a bare hint of the movement of American education in the fifty years which are under review. Nothing has yet been said of the slow de\elopment of our commercial education, which has taken on new promise within the past few years ; of the movement in coeducation and the higher education of women, in which the first difficult problems have already been solved, and others equally difficult and important are immediately before us; of the new educa- tion in physiology and hygiene, with its regard for both hygienic and moral values ; of the peculiar and noteworthy development of school systems in the southern states since the close of the Civil War; of provision which has been made for the education of the negro and the Indian in our states and terri- tories, and of peoples both of our own race and of alien races in our more recently acquired dependencies; of the special education of members of both defective and delinquent classes; of the great development of public libraries, those indispensable adjuncts of a highly developed educational system; of summer-school instruction and university extension in all of their numerous forms; of movements for making a more varied use of both tlie puljjic school "plant" and of systems of public parks for manifold purposes of i)ublic educa- tion ; of the remarkable growth of tlie text-book business and the varied business of school supply, which have been an essential element in the making of Ameri- can education, while new evils and new problems have grown up with their gnnvth. And nothing has been said of the integration in single institutions of many diverse intellectual and sj)iritual interests, touching the fine arts, tech- nology, commerce, journalism, and others without limit, which has become a characteristic of the American type of univirsity ; of the transformation of our I)rofessional schools, particularly those of law and medicine; of the devilopmcnf of learned societies and the increase of productive scholarship in the higher fields of learning, which made possible, on American soil, the Congress of Arts and Science at Saint Louis in the year 1904; of j)rincely benefactions for education of every grade- -ten millions for the endowment of research, a like amount for the endowment of college teaching, again a like amount for the furtherance of general education, and other gifts that are (•om|)arable with these; nor of the significant advance of that international spirit whit h is 338 NATIONAL EDUCATIONAL ASSOCIATION [Anniversary binding the schools of all civilized nations into one great world-institution — a new world-power which transcends even national lines. All of these matters and many others call for extended and careful consideration, which they cannot receive in this paper. While there is much in the history we have been considering that adds of right to our national pride, we must not overlook the fact that even now we are only at the beginning of things. The end of this fifty-year period finds us on the threshold of a new age, with new problems before us and difficulties greater than those we have surmounted. Some of these unfinished ends of the work of the years now past have already been referred to above. Our secondary schools must become better differentiated to meet the needs of our people, and more widely extended to meet the needs of all. Their adjustments to schools above and below must be made closer and more vital. Our universities have only begun to deal with the problem of educating vast bodies of immature students in single institutions, and their problems of professional and graduate study are numerous and are pressing for early solution. The great unsettled question, too, of the new place and purpose of our old national type of higher education, the American college, is one that cannot be ignored. Our schools and colleges for trade and technical instruction have not yet come into their full adjustment to either our educational or our industrial system. We can not doubt that these institutions are to see a very large development in the near future, and with that development will come new and difficult and often extremely delicate readjustments between our education and our national life. The external organization of our school systems and our systems of inspection and supervision still calls for great improvement, particularly at that weakest point of all, the county superintendency and the supervision of country schools. Here very great improvements are urgently required. Here, too, important beginnings have already been made, in the consolidation of rural schools, in township supervision, and in the establishment of educational requirements for the county superintendency. But it is clear enough that much remains to be done. Thru all of these fifty years the country has been endeavoring to bring its population of school age into the schools. Compulsory education laws have been adopted and are now in force in 36 states. Such laws are now supple- J mented with their natural and necessary accompaniment, that is, with laws restricting the employment of children, in 32 of these 36 states, while in 11 other states there are child-labor laws unaccompanied by laws for compulsory education. Vigorous organized efforts are making to improve the operation of these laws and secure their adoption in states in which they are not now in force. By truant schools and truant officers and children's courts, this move- ment is, in various parts of the country, receiving added reinforcement. In spite, however, of all these efforts, our school attendance still falls far below that which we ought to have if we are to be a thoroly educated people. In the year 1870, there were 57 per cent, of the children of school age in this Papeis] FIFTY YEARS OF AMERICAN EDUCATION 339 country enrolled in public schools. In the year 1905 this proportion had risen to 70 per cent. Another hard campaign is before us, to bring this very moderate percentage up to what may be regarded as a normal standard. Even of the children enrolled in the schools, only 70 per cent, are in average daily attend- ance during the school year; and that school year, on an average, is only 150 days in length, instead of 200 days, which may be regarded as normal for our more favored American conditions. If we should take onl\- that part of our school population which is actually enrolled in the schools, with its irregular attendance for a short school year, and bring it up to regular attendance for a school year of reasonable length, we should thereby increase bv over 90 i)er cent, the amount of education enjoyed by our American children. But modern education calls for schooling for those who are nt) longer in school. By means of evening classes and correspondence courses and various other provision, the range of schooling is indefmitely increased. Such increase must be regarded as extremely desirable and worthy of being regarded as among the fir^t things to be considered in our next educational advance. That all of these various improvements may be made, the central and vital need is that the schools be provided with an adequate supply of adequatelv trained teachers. When this Association came into existence, there were, all told, 10 state normal schools in the United States. This number has now been increased to 130. Near the middle of this fifty-year period there began a defmite movement for the higher training of teachers at the colleges and uni- versities of the land, with particular reference to the needs of secondary schools. Early experiments in this field had been made at the University of the City of New York (now New York University), at Brown University and the Uni- versity of Iowa, when in 1879 ^he University of Michigan established its chair of the Science and the Art of Teaching, which has had a highly inlluential history. The University of Wisconsin and other institutions followed in the eighteen-hundred-eightics, the movement reaching at length the large develop- ment seen in the professional schools of university grade at Columbia and Chicago universities, the University of Missouri, and several other institutions, ^'et the projxjrtion of teachers whose training is fairly well suited to the grade of school in which they teach is still relatively small. Sucli figures as are obtainable shcnv that in Massachusetts 61 per cAt. of the teachers in the common schools are normal school or college graduates. In Maine 24 per cent, are graduates of normal schools. In many of the states the i)roportion is undoubtedly much lower than these figures indie ate. With su( h advance as has l>een made in the training of teachers, (lure has Int-n an efjually marked advance in tlie produt lion of an American pedagogical literature. E.specially as regards tin- literature of secondary education, we may say that it has grown from pra( ti( ally nil to its present proportions within the past twelve or fifteen years. The National I'.diu alional Assot iation has had a direct and liu the methods which they have used. It is true that they can be tested on 346 NATIONAL EDUCATIONAL ASSOCIATION [Anniversary the previous lesson, but it would be better to have them responsible, also, for a definite amount of labor on the lesson of today. Meanwhile, if the oral instructor is comparatively no better than a majority of teachers in schools as they are, it is evident that the pupils will not be powerfully aroused to self- activity of any sort except play. Yet even memorizing the words of the book is self-activity, altho of a low order; it is certainly a higher activity than the process of repeating statements after the dictation of the teacher. But the good teachers will strive by all means to develop in his pupil the most rapid growth of mental independence. He will teach him how to pursue his investigations on any topic by sifting to the very bottom the statements made in the book. Under the good teacher a pupil will learn to compare one assertion with another, and one man's view with another; to verify his ideas by consulting different authorities, and to gain a comprehensive insight by exhausting the sources of information on a given subject. Original investi- gation should not so much precede as follow a mastery of what has already been accomplished. No one in his senses would recommend a young man to spend his time endeavoring to make discoveries in electricity or chemistry before he had made himself acquainted with the present developments in those provinces. Let us pause here to consider the bearing of this work of the class in reci- tation upon the training of the pupil's will-power. No matter what the lesson is, whether language,, mathematics, history, geography, grammar, manual training, cooking lessons — all these require two kinds of industry, the private individual industry and the social industry or class work. These involve two applications of will-power. Let me discuss this more at length. School industry.- — Industry may be of various kinds, but the industry of the school is essentially the study of books. The pupil, as we have shown, is to add to his own feeble and undeveloped powers of thought and observa- tion these faculties of thought and observation as exhibited in the strongest of his race. The printed page is the chief means by which he adds to his own observation and reflection what has been observed and thought out by fellow-men especially gifted in these things. The pupil shall learn by master- ing his textbook how to master all books — how to use that greatest of all instruments of culture, the library. He shall emancipate himself by this means from mere hearsay. information. In the case of oral information the pupil must wait upon the leisure of his good-natured neighbor or gossiping friend, trusting to his memory for the words told him, and pondering them on some future occasion. In the pres- ence of the book he can take the sentences one by one and reflect carefully upon the meaning of each word and each sentence. The book waits upon his leisure. The book contains the most systematic presentation of its author's ideas. Thru the book the observers and thinkers of the past become present. Those of distant and inaccessible countries come to his side. Papers] HOW TO CORRECT DEFECTIVE CLASSVVORK 347 This shows us the significance of the kind of labor which the pupil per- forms in his school industry. In the schoolroom industry — let us repeat the assertion — there are two kinds of attention which the pupil must cultivate and exercise. There is, first, the attention already discussed at length — the attention which the class must give collectively to the recitation and to the teacher who conducts it; and there is, second, the individual industry of the pupil working by himself in the preparation of his lessons. But it is in the development of these two kinds of attention that the chief value of school- room industry consists. In the recitation the teacher examines the work of his pupils, criticizes it, and discusses its methods and results. The pupils in the class, we have said, all give attention to the questions of the teacher and to the answers of their fellow-pupils. Each one learns b«jth positive and negative things regarding the results of his own studies of the lessons. He finds some of his fellow-pupils less able than himself to grasp certain points in the subject of study. He finds others who are more able than himself — pupils who have seen farther than himself, and developed new phases that had escaped his attention. He is surprised, too, at sides and points of view which the teacher has pointed out; items of information or critical points of view that had escaped his own attention and the attention of his fellow-pupils in the class. The pupil gains an insight into human nature such as he never had beft>re. He sees the weaknesses and the strength of his fellows; he sees the superiority manifested by the teacher who is maturer than he, and who has reinforced his own observation and insight by the observation and insight of observers and thinkers as recorded in books. The pupil measures himself by these standards and comes to that most important of all knowledge — self-knowledge. This kind of attention which he exercises in recitations or class e.xercises is a kind of attention which I have called critical alertness directed outward to the expression of other minds, namely of his fellow-pupils and teacher. Step by step he watches carefully the unfolding of the lesson, comparing what is said with what he has already learned by his own effort. After the recitation is over, he takes up the work of indi\ iilual preparation of another lesson, but he has improved in some respect his method, because he is now alert in some new direction. He has an intellectual curiosity in some new field that he had not before studied; what the teacher has .said or what some Ijright pupil has said gives him a hint of a new line of inquiry which he ought to have carried on in his mind when he was pre|)aring his lessfjn of the day Ijcfore. Now he is con.sciously alert in this new direction, and he reaps a harvest of new ideas that would have been pa^-ed over in neglect had he not received the benefits of the kind of attention wlii< h 1 call "critical alertness" in the work of the recitation or lesson. This kind of attention is something that cannot be developed by the !)Upil in any other way so well as in that school device calietl the "reiitalion" or "lesson." 348 NATIONAL EDUCATIONAL ASSOCIATION [Anniversary I^et us now consider the other kind of attention which the pupil cultivates and exercises in school. While pupils of one class are reciting, the pupils of the other class (I assume that there are two classes in a room) are preparing their lesson. Each individual is or should be absorbed in the work of prepara- tion, not jointly with his fellows, questioning them or answering them, but by absorption on the part of each in his own work, having no communication with the other pupils in the room or with the teacher; each one must be able to study his own book and resist the tendency to distraction which comes from the recitation that is going on with the other class. To shut out from one's mind all objects that do not concern it and con- centrate one's thought and observation upon a special given subject, whether it be a scientific presentation of the textbook, or whether it be the investiga- tion of some subject by means of objects themselves, or by the use of many books — this kind of attention is of the utmost importance. It is that of indi- dividual industry, or absorption, while the other kind is that of critical alert- ness. Critical alertness follows the thoughts of others; takes an active part in the dialogue which is going on. The ancients called this business of questions and answers and critical alertness the dialectic, and this kind of attention is that which is trained in the old dialectic. But the attention which is absorbed upon its object is a different matter, altho of equal importance. The pupil should learn how to neglect the distracting circumstances of the schoolroom, the movements of pupils in the tactics of the class, the dialectic of question and answer going on with illustration and points of interest, and equally the work of his fellow-pupils in the class preparing themselves by absorbing study like his own. He lets these all slip by him, disciplining him- self to abstract his attention from them and to hold himself in utter indiffer- ence to these outside events. He brings to bear his best intellect upon the problems of his task, critically questions the meaning of his author, and applies himself to the work of veryifying by his own observation and reflection what is compiled for him by the author. He is learning by this private industry how to reinforce himself by the work of his fellow-men; he cannot help himself thru the help of others unless he verify their results. Verifi- cation is always an act of self-activity. Memorizing the text of the book, committing to memory what has been told one, this is not self-help until the internal work of verification has been accomplished. The second kind of attention that we are here considering has therefore its most important feature in verification. What someone else has seen and recorded the pupil must see for himself if possible. What someone else has reasoned out by inference he must reason out for himself, and test the result by the activity of his own intellect. At first the pupil finds himself with feeble will-power and unable to absorb himself in his own task. He is easily distracted by what is going on around him. By using his moral will in self-control he gains strength from day to Papers] HOW TO CORRECT DEFECTIVE CLASSWORK 349 day in concentrating his attention and neglecting all that is not essential in his individual industry. The two kinds of industry, the recitation and the preparation of the lesson, form the work of the school and furnish a ready test to the principal of the school, or to the superintendent, of the quality of teaching. Upon entrance into the room the supervisor notices the two kinds of industry going on without interference with one another. The pupils in the class are alert, paying critical attention to the teacher and to the answers of the pupil reciting. The pupils not reciting are concentrating each his attention upon his own task, apparently oblivious of all else in the schoolroom. The superintendent knows by this that the teaching is good. The pupils have acquired the essential methods of school industry and will become stronger from day to day. The teacher cannot produqe this condition in his room as an empty show. If his pupils are careless and do not pay real attention in the recitation, or do not acquire the habit of genuine absorption in their work of preparation, they cannot simulate it upon occasion to deceive the supervisor or the visiting examiner. Listlessness will show itself in the faces and attitudes of those affecting to study; those in the class will lose the thread of the recitation and the teacher will not be able to draw out their knowledge to correct the mis- takes or supplement the deficiencies of the pupil reciting. One or both of these kinds of attention will be found wanting and the teacher's work will be noted as failing in the essential purpose of the school. I Have tried to set down some of the features of the true method of con- ducting a class recitation, and to point out their advantages over the teaching of a private tutor or over the old memoriler system supposed to be still in vogue in many schools in this country. I have also ^)\\n how the industry of the school, its essential purpose, consists in the two kinds of attention, one of which is developed in the well-conducted recitation. The supervisor can judge of the efficiency of the work of the teacher by a brief inspection of these two kinds of industry in his school. I sum u|) the conclusions of my thesis as follows: SUMMARY In the ungraded schools the naturally l)right pupils accomplish a fair amount of work if they happen to have good textbooks. They are able to leach themselves from the Ijooks. But tlu- rank aiul tUc of the school It-arn a little reading, writing, and arithmetic, and |)robably study the sanu- i)ook for several winters, beginning at the lirsl |)age on the first day of school each year. Those who need no heli> linni tla- teacher Uarn t.. lulj. themselves and enjoy a delightful freedom. 'J'liose who are slow and dull do not get much aid fr( the congreM — both papers and di*- cti*«ion« — have been imblisbcd in French in eight volume*. 352 NATIONAL EDUCATIONAL ASSOCIATION [Anniversary different countries) were represented in the congress. Among American organizations represented were the National Educational Association and the National Congress of Mothers. The congress was organized in four departments or sections. The first section had for its central theme of discussion the study of children; the second section, the care and training of children in the family; the third section, the education of defective children; and the fourth section, agencies for the protection of childhood and youth. The second section, which was the largest of the congress, was again subdivided into four subsections — (i) general problems touching family education; (2) education in the family before the school age; (3) education in the family during the school age; (4) family education after the school age. Professor J. J. Van Biervliet, of the University of Ghent, presided over the first department; and sixteen papers on various aspects of child-study were presented by representatives from France, Belgium, the United States, and Holland. Professor Alfred Binet, director of the psychological laboratory of the University of Paris, gave two papers. In his first paper he suggested a plan of co-operation among the scattered fields of genetic psychology, and he asked the congress to name an international committee to co-ordinate and unify the labors of the numerous workers represented at Liege. Such a committee was subsequently appointed, including Binet of France, Schreu- der of Holland, Ufer of Germany, Diess of Austria, Popovisch of Hungary, Pereira of Spain, Van Biervliet of Belgium, Monroe of the United States, Mme. Koschkine of Russia, and Miss Pycroft of England. In his second paper Professor Binet pointed out the need of definite studies on the aesthetic reactions of children. The problem of mental fatigue, and its relation to mental work and school life, was presented in two papers — one by Professor P. Malapert, of the Lycee Louis le Grand in Paris, and the other by Professor Van Biervliet, of the University of Ghent. The question of school hygiene was discussed by Professor William H. Burnham, of Clark University, Worcester, Mass. ; and Mr. L. Laberthonnifere, editor of Annates de philosophie chrelienne, pointed out the relation of the results of experimental and genetic psychology to pedagogy and education. Methods of studying children were discussed in a half-dozen papers. Professor Anna Buckbee, of the State Normal School at California, Pa., gave an outline of the methods of studying children in American normal schools; Principal J. Klootsema, of the Reform School at Alkmaar, Holland, pointed out the scientific value of current child-study methods; M. Marius Dupont, of the National School for the Deaf at Paris, suggested the needs and methods of studies in anthropometry; and Will S. Monroe, of the State Normal School at Westfield, Mass., traced the development of child-study methods in the United States. The subject of child-study in clubs composed Papers] INTERNATIONAL CONGRESS AT LikGE 353 of parents was discussed by Miss Harriet A. Marsh, principal of the Han- cock School, at Detroit, Mich. The second section of the congress — education of the child in the family — appealed to a wide range of interests; and, because of the large membership and the numerous papers presented, the department met in four subsections. -Mmc. Lucie Felix-Faure Goyare presided over the subdivision devoted to the education of the child in the home, and forty papers were read. Among the notable papers were the following: Family Instruction Concerning Sex, l\v Dr. F. L. Blanchard, of Grenoble, France; Study of the Child in the Home, by Mme. Nadine Koschkine, of St. Petersburg, Russia; The Art in the Home, by Dr. Ernst Buss, of Glarus, Germany, and An Appeal to Work- ingmen and the Clergy for Co-operation in Family Education, by the Abbd Simon, of Namur, Belgium. The second subdivision of the department, which considered family education, had as its special theme the care of the child in the home before the school age. The Baronne de Pitteurs de Budingen, of Li^ge, presided, and thirteen papers were read and discussed. The topics discussed included: Personality of the Child, by Dr. Frederick Eby of the United States; Rela- tion of Play and Education, by Leo Claretie; Value of Kindergarten Train- ing, by Maurice Wolff; Spinal Troubles of Young Children, by Dr. A. Kai- sin; and The Training of the Child's Senses, by Mme. Gest. Education in the family during the school age was the general topic of the third section of family education. Thirty-three papers were presented for discussion. The following titles will give a notion of the range of the papers: Collaboration of the Family with the School, by Eugraph de Kova- levsky, of the Russian ministry of public instruction; The Rcafling of Chil- dren, by Mrs. Heller, of Omaha, Neb.; The Inllucnce of the Weather on Children, by Professor Edwin Grant Dexter, of the University of Illinois; Pedolcjgy, the Science of the Study of the Child, by George Walforce, of Lii?ge; The Utility of Parents' Clubs for Child-Study, by C. Lachal, of Quincie, France. A notable speaker before this section of the congress was the emi- nent French historian, Professor ICrnest Lavisse, of the University of Paris, who made an earnest i)lea for in( ulcating in children a genuine love of nature. The fourth section of family education discussed the child tijicr the school age, and some oi the problems of adolescence. Hon. M. Priim, of the Duchy of Luxemburg, j>re.sided. Twenty-four papers were presented, including: Training for Social Servi( e, by Mile. S. Lefebvre, of Amsterdam; Aids in llie Choic e cjf Careers, by G. Bille, of Fonl:iine rEve(|ue; The I'rotedion of N'oung Girls, by Mme. de Monlenaek; Instruction of (iirls for Motherhood, by I)r. i;. C(jrdier, of Hru.ssels; Domestic Instruction of Girls, by Mme. (iautier-Laca/.e; Training in Social Purity, by J. Renault, of Namur; Instruc- tion in Sexual Hygiene, ity Professor F. (iache, of Alais; Inlluen* e of Military Tniiiiing on \n\iu^ Men, by Alice M.iy Douglass, of .Maine; and The Kcin- 354 NATIONAL EDUCATIONAL ASSOCIATION [Anniversary stallation and Revivification of the Hearth-Side as a Factor in the Education of the Adolescent, by Pastor Charles Wagner, of France. The third section of the congress was composed very largely of medical men and directors of institutions for defective, dependent, and delinquent children. The general topic of the section was the care and training of the defective child. Professor Jean Demoor, of the University of Brussels, presided, and thirty-nine specialists presented addresses and papers. Dr. Bourneville, the distinguished director of the Bicetre in Paris, opened the congress with a comprehensive address on the problems touching abnormal children. Dr. Decroly, of the policHnique of the medical faculty of the Uni- versity of Brussels, suggested a scheme for the classification of abnormal chil- dren. Professor Alfred Binet, of the University of Paris, and Dr. Simon, of the Hospital of Sainte-Anne, discussed the mental training of backward children. Dr. Guillaume, of Berne, traced the forces which had decreased cretinism in Switzerland during recent years. Dr. George E. Shuttleworth, the most distinguished English authority on the education of feeble-minded children, told the congress what was being done in England for feeble-minded and other mentally defective children by voluntary and state appointed agencies. Dr. Fletcher Beach, also a well-known English alienist, discussed the care of mentally and physically abnormal children and epileptics in England and Scotland. The juvenile delinquents and incorrigibles were discvissed by Professor Jean Demoor, of Brussels, Mile. Muller, of Rouen, Charles L. Brace, of New York, and Miss Anna Gamewell, of Glen Mills, Pa. Orphans, ille- gitimate and abandoned children were treated by Director Dario Trentini, of Matarello, Tyrol. Speech instruction for the deaf was the subject of a valuable paper by Miss Mary S. Garrett, of Philadelphia. Professor Edou- ard Drouot, of Paris, also discussed the family training of deaf children. The education of the blind was presented in papers by Michael Anagnos (since deceased), of the Perkins Institution for the Blind, Boston, and by J. Sternheim, of the National Institution at Paris. Speech defects, aphasia, and kindred disturbances were discussed by Drs. Jean Gresslar, M. Dufour, and Georges Rouma; and Dr. Bourrillon, of St. Maurice (France), gave an account of educational establishments for crippled and deformed children. The nature of the care and training of epileptic children was presented by Dr. Alexandre Paris, of Nancy, Dr. Kolle, of Zurich, and Dr. Fletcher Beach, of London. The fourth section of the congress concerned itself with associations and other agencies for the protection of youth. Professor Dejace, of the Univer- sity of Li^ge, presided and thirty-eight papers were presented. Eight papers discussed the alcohol problem and the nature of temperance instruction and societies. Two papers dealt with the tobacco habit and its effect on the development of youth. Moral purity was presented by several speakers. School excursions and vacation colonies, school and postal savings banks Papers] THE TEACHER AND THE LIBRARIAN 355 and other thrift agencies, literary societies for young people, and a dozen other topics of a like nature were discussed. Two important papers before this section were: The Juvenile Courts of the United States, bv Richard S, Tuthill of Chicago, and Benevolent Agencies iov Children in the United States, by Professor Charles R. Henderson, of the University of Chicago. THE TEACHER AND THE LIBRARIAN^ NATH.\N C. SCHAEFFER, PRESIDENT OF THE NATIONAL EDUCATIONAL ASSOCI- ATION, HARRISBURO, PA. When I accepted the invitation to meet the American Library Association y)n this day I made up my mind that I would resist the masculine tendency to give advice. The proverb, 'tis more blessed to give than to receive, must have been written of advice. I am here rather for the purpose of glorifying the vocation of the teacher and the librarian, and of uttering a sort of Mace- donian cry, "Come over to us and help us;" for the National Educational Association — especially the library section — needs very much the help and co-operation of the American Library Association. We need that help quite as much as the teacher needs the help of the librarian, and I might announce my point of view as being strictly in accord with the sentiment expressed in this report, namely, that the library as well as the public school forms an integral part of a system of free and public education. We who teach and supervise schools need your help, for the sake of uplift- ing the industrial classes. Will you look at this matter for a few minutes from my point of view ? I live in the richest agricultural county in the United .States, a county that has more money deposited in its national banks than any one of seven southern states that might be named, and the wealth of that county is due to the fact that it is a great tobacco county. There is per- petual warfare between the school and the tobacco factory. The boy aiul the girl leave the school just as soon as the law allows them to go to work, in very many cases, and the owner of one of those industrial establishments assures me that during the noon hour the telephone is kept in constant use by the young people who are engaging scats upon the roof garden for the evening. I confess to you I have sympathy for those young people. I have heard of industrial establishments where it takes 22 persons to maki- a pin; where the leather passes thru 64 hands before the shoe is reaily for the market. I have never been able to ascertain thru how many hiinds the tobacco passes until it ends in smoke and ashes, but think of a human iK-ing spending his time on every working day from the first ui January until the last day of December making the twenty-second part of a pin, the si.xly- fourlh part of a shoe, the infinitesimal part of a cigar, and you can realize for yourself the monotonous drudgery of that sort of Ijfi- and the iiniate ' An aililrnui licforr the Amrrimn Lilirnry A»«Kialiiin. nt il» Annual I imvrnlicm nt N.irrnRttnuct I'irr. R. I., July, 1906, by I'rcsidcnl St hncflfrr as the offidal rcprT»rntnlivc ol ihc National i:duc«ll^tery. Here the one scores a jioint, and here the other. I'ra< ti(;il ( ointiiicni i- rallur lh;in political theory is settling tin's new iialam c of pducrs: ilic probabililN i-> lli.it 362 NATIONAL EDUCATIONAL ASSOCIATION [Anniversary we shall have a composite system of educational government in which the central power of the state and the decentralized power of the local authority will play the part of the different metals in a compensating pendulum. Modern administrative education is dogged by one great danger. It is very costly. If the new educational movement in England breaks down on any one point other than dissidence in social ideals, it will be upon the question of expenditure from national and local funds. We have much leeway to make up in educational provision, according to modern standards. A great deal has had to l^e done very quickly to overtake arrears. And modern elective bodies seem to delight in bricks and mortar. The result is that the mass of local indebtedness in Great Britain is already considerable. Yet very much of it represents expenditure which is directly remunerative. Much that is not directly remunerative has been indirectly beneficial. But the aggregate of indebtedness is none the less serious. According to the last published returns (those for 1903-4) the local debt of Great Britain is £,^(>g,- 231,417. Twenty-five years ago it was less than ;i^ 100,000,000. The differ- ence marks the change in our conception of the functions of local government. Educational expenditure will steadily become a more important fraction of the whole. The local rate-payer already raises cries of distress. Govern- ments take a popular step when they shift the financial burden from local rates to the central treasury. And the result of this tendency is that the expenditure from the imperial exchequer upon education in the United Kingdom is advancing by leaps and bounds. Last August, on the motion of Mr. Thomas O'Donnell, the government issued returns relating to the cost and to other statistics of education. All statistics are a dangerous ground on which to tread. Educational statistics are particularly full of traps for the unwary. These government returns, ' the first of their kind and interesting from many points of view, show that the total expenditure from the imperial exchequer on primary, secondary, technical, and university education in England, Wales, and Scotland in the year 1904-5 was ;^i4,985,i35. This means that, apart from the cost of central administration, the amount paid in grants from the imperial exchequer for the different forms of state-aided education was 6 s. 11 d. per head in England and Wales. By a curious coin- cidence, exactly the same contribution per head was made in Scotland. But when we come to add together the educational expenditure from national taxes and from local taxes, we find that England and Wales run ahead of Scotland. Out of local taxes every man, woman, and child in England and Wales paid, in 1904-5, 5 s. ^\ d. for education. The corresponding figure in Scotland was only 4 s. lo^ d. The total expenditure on education from the imperial exchequer and from local rates in 1904-5 for the whole United Kingdom was ;^26,9i3,364. Of this amount, England and Wales were respon- sible for ;^22,303,i56. But changes in the form of educational administration and the rapid ' House oj Commons Return, No. 305 (1906). Price li d. Papers] EDUCATIONAL AWAKENING IN ENGLAND 363 increase in the cost of educational supply are only symjitoms (jf a much deeper change in public opinion. It is not too much to say that the last ten years have worked a revolution in the standpoint from which tlie more thoughtful of English citizens view the problem of how best to train boys and girls for social efficiency and for the duties of citizenship. Educational thought is broadening. The old bad habit of speaking of education as if it were simply a matter of school-teaching is losing its hold. It is now coming to be more clearly understood that the physical side of education is not less important than the intellectual. Ever since the time of Locke, English people have been predisposed to take this view. But modern science has emphasized the importance of physical training, of proper and sufficient food, of adcfjuate sleep, of pure air, of wise limitations of labor. l''ngland too, especially since the time of Dr. Arnold, has always laid stress on the moral side of education as at least equal in importance to the intellectual. But it is now being dimlv perceived that this requirement of right physical, intellectual, and moral conditions in training really involves the provision of a suitable social envi- ronment for young people from their earliest years. And thus there is break- ing in upon our thoughts the view that all education worthy of tlic name is but one aspect of the social question. The shrewder sort of English thinkers on education have always seen this. Robert Owen saw it; Carlyle saw it; Ruskin saw it; and the teaching of these three men is part of (he intellectual and moral influence which lies behind the rise of the new Labor Party. We in England, however, are not agreed about our social ideal. The result is that there is opening up a new field of educational contn)\ersy which really turns upon an ideal of social environment. ]Iaj)pily there is a large field of agreement in which common action will be possible. The educational awakening in England, with its broadening of view and new complexity of varied purpose, is the result of many influences, social, economic, ethical, and scientific. Always in the welter of our eduiational thought, influences from abroad have ])layed their j)art. The soc iai organi- zation of the German empire, tho clearly unsuited in many respects to the temperament of the Englishman, has never before had so jxiwcrful a influence upon English ])olitiial thought. ;\n iicnctraling lia\e been the influences from beyond the Atlantic American zeal for edmational reform, American faith in free public education as a factor in the well-bi-ing of the modern state, have had a |)rofoime more and more literary in the true sense of the word. Tliu^, with pu[)ils of si.xteen and Uftward, Racine and Corneille, so out of pla( e in the lower classes, should now be studied rather than second-rate modern novels. Sui li pu|)ils should be able to appre( iate the fine literary lla\(>r of these classic authors, haxing by this time become possessed of a standard of comparison, thru their accjui.sition of the m-Klcrn it teachers must be put on at the bottom and the top of the school. It is everything to get the foundations in properly. Even if the teaching falls off in the middle, the bovs who have been well grounded can be pulled together again in the ui)])er classes. 13. Hut the teaching in any one form should never be divided up if })os- sible. To give one man the translation and the other the composition is to cut the latter off his legitimate source of supplies. Only when there is a foreigner on the staff is it advisable to give the translation to an Englishman. But in that case the pu])ils ought to read witli the foreigner. The use of a young Erenchman in this respect as an assistant has much to commend it. He can take the upper boys not only in reading but also in con\ersation and occasionally in free composition, while his presence on tiie stalf gives the teachers a chance of keeping up their Erench. 14. Altho we have a certain number of very ca|)ablc foreign teachers, the experience of Erancc and Germany is overwluliningly in favor of the eflkient home-bred teacher. lie j)robai)ly does not know the language so well, but he knows its difficulties better. And in teac hing it is not enough to know; one must also be able to locate tlic impil'.- >t;ind|ioint in order lo tini>w him a ro[)e across the unknown. Moreover, the liomc-i)red teacher knows the temper and temperament of his own countrymen as the foreigner never can. 15. All these questions of smaller classes, reduced hours of teaching, and competent teachers are at bottom purely financial (|uestions. They mean more teachers and better rates of |)ay. \o modern te;u lur ouglil to btart on less than £iS°t when one (onsiders what h\^ training has (ost him. 376 NATIONAL EDUCATIONAL ASSOCIATION [Anniversary Our one hope of the estabhshment of modern languages on a sound basis must, in the face of the niggardly doles of the Board of Education, rest with the new local authorities as far as the aided schools are concerned, one of which has recently solved the financial problem at least. The London County Council instituted last July a new scheme of salaries for teachers in its secondary schools. Men assistants can under certain circumstances rise to a salary of £,^,$0 a year, and women teachers are correspondingly liberally treated. 16. But if these bodies come to the rescue, it is sincerely to be hoped they will in return demand that the schools they aid offer a complete and well- organized course of study in modern languages. This does not mean the infliction on these schools of a rigid curriculum, but only the observance of certain definite principles in the teaching of the subject, while at the same time allowing a wide latitude in the degree in which they are enforced. Such principles would involve, for instance, an oral treatment of the language at the start, recognition of conversation as a branch of the subject, the mother- tongue being made the basis 'of linguistic instruction, and languages being taken up in their proper order of study, 17. In order to hasten the adoption of these principles, the local authori- ties would have to take steps to improve the existing teachers and secure a supply of properly trained and qualified teachers in the future. To effect the former object, assistants might freely be introduced into the schools. In university towns the lectors who ought to be attached to every chair of lan- guage might conduct conversation classes for teachers and give them lectures on French life. The local teachers' guild might start a French club, and this might find premises in the teachers' institute, which every large town should possess. Again, in university towns the universities might so organize their courses as to allow for graduate or post-graduate study in the evenings. Local authorities might offer to pay fees at such courses and also at holiday courses abroad. And lastly, after seven years' service, every teacher should have a right to claim a year's furlough on full pay with a view to visiting other schools and getting out of the rut into which the best of us are liable to fall. As for the training of secondary teachers, the whole thing is so much in the making one can only throw out a hint or two. Local authorities might offer scholarships at the local university in modern languages; they might also encourage students already in residence to spend their vacations abroad ; and lastly, they might copy the example of certain German towns and give traveling scholarships to those who have already taken a degree. In conclusion, I would wish to emphasize two points. One is the need of establishing certain principles at the very start. If this is done, we shall be saved from the danger of adopting en bloc any stereotyped curriculum and refusing to alter any jot or tittle in it; on the other hand, if we always have these principles in view when building up a curriculum, we shall be saved from incorporating in it practices which are really incompatible with sound Papers] SECONDARY EDUCATION OF GIRLS 377 educational theory. And lastly, I would once more emphasize the fact that the ultimate solution of the problem is very largely a solution of ;i^. .f. d. It is money that makes the mare go, and it is money that alone can make the best of schemes work. SECONDARY EDUCATION OF GIRLS DURIXG THE PAST FIFTY YEARS I. IN ENGLAND BY DOROTHEA BEALK, PRINCIPAL OF THE CHELTENHAM LADIKS' COLLEGE, ENGLAND ^ I propose to give some account of the marvelous change that has taken place during the last half-centur\- in the education of girls. I shall speak only of secondary and higher education, and of the great enlargement con- sequent thereupon of the sphere of women's work. Fifty years ago, " society" excluded from its ranks any who earned money. A "lady," if she could by small economies manage to live, was expected, on pain of losing caste, to do nothing to increase her income. The "old maid's" was a pitiable lot for most, and it was so proclaimed. I have had to listen to a clergyman, a teacher of girls, saying that a woman who did not marry was a "social failure," and another advised a father not to allow his five girls to teach because their "prospects would be injured." Those to whom a substantial mental diet w^as as necessary as food for the body were fain to take it in secret, with blinds drawn down, lest IMrs Grundy should espy them. It was under protest that Elizabeth Barrett learned Greek — her grandmother wanted to keep her to needlework; and Mary Somerville anxiously enquired if it was "wTong for girls to learn Latin." The excellent classical scholar, Caroline Cornwallis, wrote on philosophy under the title of a Pariah; her books were much read, but she j)reser\t'(l lur incognito as scrupu- lously as Junius, until her death. Her mother was a good Hebrew scholar, and a cousin was well versed in the three classical languages and in mathe- matics. These and a few like-minded, as Miss Sw^inwick, the author of translations of Aeschylus, obeyed the inward impulse to unfold to the light the intellect which (iod had given them. \\y their faith, mountains of prejudice have indeed been removed and cast into the sea. W i' ha\e lived to see the • It becomes a sad duly lo announce the dciith of Miss Uokoiuka Hkai.e on November 9, 1906, in licr iscvcniyfiflh year. This article which she, as a corresponding member, had consented to prepare for the Anniversary Volume was the last p.ipor wTitten by her, and is a review of the growth of the great work of which she wa.s the distinguished leader in l.ngland for half a century. After serving several years with dis- tinction as a mathematical and classical tutor in Queen's College, and for one year as head tutor in tlieClirgy Daughters' School at (!astcrIon — Charlotte Hrontc's " Lowood" — Miss Ucalc was appointetl in 1838 head mistress of the famous Ladies' College of Cheltenham, in the fourth year of its existence, which position she held continuously to the time of her death. She was the virtu.d founder and creator of this great schtKjl for girls. It is impossible here to review her services as [irincipal of this schrx)! for nearly lifty years and her efforts in every part of the I'niteil Kingdom in Ijchalf of educntion for girls; a work which pl.ices her l>csidc .Mrs. William Grey, the pioneer of the modem education for girls in Kngland. One of her former pupils closes a touching " Appreciation" with the words, "bhe has l^cn, and still is, to thcjsc who knew her, a true Dorothea— the gift of God." — [Dditor.] 378 NATIONAL EDUCATIONAL ASSOCIATION [Anniversary daughters of prime ministers and bishops not ashamed to become paid workers like their brothers and fathers. Half a century ago certain subjects were considered masculine and others feminine, and the general opinion regarding the right and the duty of women to use their intellect is perhaps made more evident by such protests as Mrs. Jameson's in her beautiful lectures on the Communion of Labor, than by any direct attack — even as the Apologies of the early church show the existing ideas of the heathen world. We are told [she writes], practically to seek the shade till morally we fear the light. Why cannot we walk bravely, honestly, serenely, yet simply, along the path to which it hath pleased God to call us, instead of creeping about in a spirit of fear ? There are men manly and far-sighted, eager to instruct us, eager to recognize in us companions by the grace of God. She enlarges on what was "surprising and delightful, that there were found eleven distinguished professional men, ready and willing to deliver lectures to ladies on practical subjects." She adds — it is not anywhere indicated that weakness and ignorance are to be accounted as charms in women by which they are to recommend themselves to intellectual men; or that it is unfeminine to study the conditions of health; or that the desire to know something of those divine laws through which she lives, and moves and has her being, is the result of a "de- praved imagination." She gives the astounding fact that out of nearly 80,000 women who married in 1854, 68,000 could not write their names. "Morally," she writes, "a woman has a right to the free and entire development of every faculty God has given her." One was ever hearing that women were made to be wives and mothers, and it was not apparently evident that they could be neither in the fullest sense, unless they were "beings breathing thoughtful breath." Bishop Dupanloup in his Femmes savantes, modestly suggested that the parable of the talents applied to women as well as men. I might also refer to Miss Davies on Higher Education, to Miss Shirreff's book, to Miss Parke's Essays, and to an article of mine in Eraser'' s Magazine for 1866. Mrs. Gamp ruled in the hospital; soldiers died on the battlefield without educated nurses; the poor were untaught; the middle classes learned in the schools "words and facts ;"^ science was studied unscientifically, drawing was copying other drawings, music, playing pieces. There were no schools in London corresponding with the grammar and public schools, which daughters of well-to-do people could attend; the middle classes were taught by resident governesses and perhaps sent for a short time to boarding schools. In the fashionable boarding school, "accomplishments," as they were called, were the chief occupation, and the committing to memory of words, empirical unconnected facts, and rules of grammar prevailed. ■ Report oj the Schools' Inquiry Commission (1868). A few copies remain and will be sent to those mem- bers of the National Educational Association who ask me for them. Papers] SECONDARY EDUCATION OF GIRLS 379 The first detinite movement for the higher edueation of women may be traced perhaps to the foundation of the Governesses' Benevolent Society in 1S43. -"^ registry was opened by the society, but it was found almost impos- sible to distinguish real governesses from mere pretenders. There was abso- lutely no test. To those who can read between the lines, the following sen- tences, in the rei)ort for 1846, speak of vain efTorls to found a college, to get an examining board recognized, and to obtain government grants; there was opjiosition from some subscribers, whose idea of charily was the giving of m(.)ney. The Committee expressed their disappointment. They were not prepared to find the higher authorities of the country unawakened to the importance of female education in its bearing upon national character, and thus upon national prosperity, nor to find that those legislative favours which have been lavished so freely upon the Endowed Schools and Universities for the one sex, should be withheld from the first effort ever made to place female education upon a proper basis. In the Report for 1847, ^^'^ read: The College has commenced its operations this year. Her Majesty has permitted the use of the " Royal name for Queen's College." Some of the professors of King's College in October, 1847, began to examine gratuitously and to grant certificates to governesses, and the pro- fessors of King's College kindly opened free evening lectures for ladies engaged in teaching. Miss Buss writes, "Queen's College opened a new^ life to me intellectually; to come in contact with the minds of such men was a new experience to me and to most women. I was a member of the evening lectures at the outset." Early in 1848 a series of opening lectures were given which were afterwards published in a volume, and helped much to modify public opinion. Mr. Llewellyn Da vies has rightly called the establishment of Queen's College an epoch in female education. Some of the first teachers were Fred- erick Denison ^Maurice, E. Hayes Plumptre (afterward Dean of Wells), Richard Chevenix Trench (afterward Archbishop of Dublin), Dr. Brewer, the historian, and other leading men. Lady Stanley, of Alderley, Lady Monteagle, Lady Canning, Mrs. Wedgwood, and many others became lady visitors. The queen founded scholarships. It is strange from the vantage ground of the present to read the apologetic tone of these early papers: the prophecy of the ffjunders of Queen's College has indeed been fulfilled. They write, "When the whole class lity anjse of testing the (lualifications of those who had no university degree. Examin;itions were ojiened for men and wonuii alike. The success of (^)ueen's Ccjllcge led to the eslablishinent in 1S49 of Bedford College ujKjn an undenominational basis, folhjwing the lines of University CcjUege, as opposed to King's. Irancis Newman, Dr. Morgan, and Dr. 380 NATIONAL EDUCATIONAL ASSOCIATION [Anniversary Carpenter were among its first teachers. Erasmus Darwin, Thomas Farrar, and Hensleigh Wedgwood became trustees; Miss Jane Martineau was secretary. Then Miss Buss, who had been carrying on a private school determined to develop it on the lines of a public endowed school. In 1854, the Cheltenham Ladies' College, the first proprietary school for girls, was established on the model of the Cheltenham College. Some good private schools were opened, but it was more than ten years from this time ere any great public movement was made. The astonishing ignorance disclosed by examinations opened to governesses caused some ladies, under the leadership of Miss Emily Davies, to press upon the Schools' Enquiry Commission to get if possible some insight into girls' schools above the elementary. Miss Davies, Miss Buss, myself, and other ladies gave evidence ; the portion belonging to girls' schools was by permission of the commissioners afterward condensed by me into a handy volume and reprinted with an introduction. I quote here a few passages from reports of some of the Assistant Commissioners. The noxious brood of catechisms [exclaims Mr. Bryce]. These books teach facts, such facts for example as the number of houses burnt in the fire of London Such knowledge is fragmentary, known, not scientifically as a subject, but merely as so much information, and hence, like a wall of stones without mortar, it readily falls to pieces. ' Mr. Fitch writes : I have seen girls learning by heart the terminology of the Linnaean system, to whom tlie very elements of vegetable physiology were unknown. They learn from a catechism the meaning of such words as divisibility, inertia, who know nothing of the physical facts of which these words are the representatives. We find [writes Mr. Norris], as a rule, a very small amount of professional skill, an inferior set of school books, a vast deal of dry uninteresting rules put into the memory with no explanation worthy of the name, a very false estimate of the relative value of the several kinds of acquirement, a reference to effect rather than to solid worth, a tendency to fill or adorn rather than to strengthen the mind. Mr. Fitch also dwells on the wasteful expenditure in small schools. Of nearly 80, whose statistics I obtained, only 5 contained more than 40 scholars, including both boarders and day pupils. Nothing can well be more extravagant than the waste of money, and of educational resources in these small schools. There is little life, no collective instruction, and nothing to call forth the best powers of either teacher or learner, in a school where each class consists of two or three pupils only. As we talk of pre-Raphaelite painting, we might speak of pre-Victorian education, so great has been the change. There are evils now, but those who have read the Reports of the Royal Commission of 40 years ago must acknowl- edge that the improvement in the education of girls is something to be thankful for. Thackeray's description of the past is scarcely overdrawn. This is the condition of a young lady's existence. She breakfasts at 8 ; she does MagnalVs Questions till 10; she practices till one; she walks in the square with bars ■ Report oj the Schools' Inquiry Commission (1868). Papers] SECONDARY EDUCATION OF GIRLS 38 1 round her till two; then she practices again; then she sews or reads French or Hume's History; then she comes down to play to papa, because he likes music, whilst he is asleep after dinner. The evidence collected by the commission made a great impression, esi)e- cially (n\ Mrs. Grey and Miss Shirreflf, the daughters of Admiral Shirretf, and under their able leadership, the National Union for Improving the Education of Women was founded. They worked on in faith, and gradually the mountain of prejudice yielded: llu-ir high intellectual endowment, their power of expres- sion, their gentleness and strength, above all their lofty and unselfish character lifted the workers into a region too high for the ignorant and worldly to climb or for the arrows of ridicule to touch them. Whilst their work was chiefly to address meetings. Miss Davies set herself chiefly to collect facts. She and the ladies acting with her prevailed on the University of Cambridge to allow girls to take informally the papers set in the "local examinations" for boys. Many evils were predicted, especially the ruin of girls' health. The fight in which our American sisters, under the leadership of Miss Brackett, contended so bravely will not be forgotten. Miss Buss and I led the forces in England. It is now, I believe, universally admitted that the intellectual development has coincided with bodily development, and a higher standard of health. In 1869 girls were regularly admitted to local examinations and later a higher examination was opened by Cambridge University and Miss Davies established at Hitchin, near Cambridge, a college for women, in which the course of study and examination was made as nearly as possible identical with those of the university. The London University in 1869 opened a si)ecial examination for women; it was almost identical with the matriculation. Very few women came forward. In nine years only 139 passed; more than half of these were pupils of two .schools, 44 were from the Cheltenham Ladies' College, 28 were from that founded by Miss Buss; the first to take a certificate in mathematics was from Cheltenham. Professor Smith used to tell how the beadle came to him on seeing this solitary examinee, and in a loud whisper told him that "if anything should occur there was a female attendant in the next room." In 1870, Josiah Mason by a deed of fouiidalioii gave to Hirniingham a Science College open to men and women. Its object was to create a sounder public opinion with regard to education itself and the national imporLince of the education of women, and thus to remove the gnat liin- drance to its improvement, the indilTerence witli whicii it is regarded l)y the puljlie. In 1872 Miss Buss, giving \\\) lier ])ri\ale properly in Iut s( iiool, madi- it a public school by placing it in trust. Meanwhile ladies' associations were formed in various large towns, and a very important movement began. Lec- turers chosen by Cambridge were sent to give courses of systematic instrui tion. This has since developed into the great university extension movement. Cirton had insisted rather on the importance of conforming its course and examinations to those instituted for men. Many women desired university 382 NATIONAL EDUCATIONAL ASSOCIATION [Anniversary culture, without being prepared to go thru the regular studies which were familiar to boys, but difficult for those who had taken other lines. To meet their wishes, Merton Hall had been opened in 1871 by a committee of which Professor Sidgwick was the leading spirit, and Miss Clough (sister of the poet), who was full of devotion to the cause, was appointed head. It was removed later to Newnham. The Girls' Public Day School Company was founded in 1873, and the Froebel Society, the outcome of the efforts of Mrs. Grey and Miss Shirreff. Meanwhile opportunities for obtaining higher education were extended. A university college was opened at Aberystwith, where education was offered on equal terms to men and women. Subsequently similar colleges were added at Cardiff and Bangor. The small Women's College at Hitchin was removed to Girton, and it has never ceased to grow. A most important movement had been going on in which again our American sisters took the lead. In 1858 Dr. Elizabeth Blackwell had taken her M. D. in Switzerland. Soon after Miss Garrett began to seek medical educa- tion in London. In 1866 she became a qualified practitioner, but the door thru which she had entered was immediately closed, and then began a desperate struggle against women doctors on the part of the less enlightened of the profession. It culminated in 1873 when the women students of medicine were driven from Edinburgh to London. Not until 1882 were English medical degrees opened to women. In 1866, by the energy of Mrs. Jellicoe, supported as she was by Arch- bishop Trench and the provost and fellows of Trinity College, Alexandra College, Dublin, was founded. Also existing colleges continued to grow. The Ladies' College at Cheltenham, once a school, had developed into a real college; and in 1872 it was removed from a private house into a beautiful college designed for 250 pupils; it now numbers about 1,000. In 1874 Bedford College moved to York Place and a medical college for women was founded in London. Miss Buss formed in 1874 an Association of the Head Mistresses of Endowed and Proprietary Schools. There were only eight present at the first meeting. It now numbers a membership of 230. In 1875 an endowment of ;^2o,ooo was assigned to the Camden schools by the Charity Commissioners, and the Clothworkers added ;£3,ooo in 1878. Miss Ewart had already in 1872 given ;^i,ooo to the lower school. In 1879 the handsome buildings of the North London Collegiate School were opened by the Prince of Wales. Mrs. Bryant, D. Sc, London, a woman of quite exceptional talent and distinguished equally in mathematics and mental science, became the able vice-principal. An important step was taken in 1877 by the establishment of training col- leges for teachers in high schools. Miss Newman (sister of Mr. William Newman, the distinguished fellow of Balliol, and recent editor of Aristotle), opened a small house in connection with the Cheltenham Ladies' College. At Papers] SECONDARY EDUCATION OF GIRLS 383 her death, money was collected, and the College of St. Hilda's, Cheltenham, now accommodates 50 students. The following year, 1S78, the Maria Gray Training College was estab- lished in London, and King's College again took the lead in a movement for the extension of women's education. The year 1879 was a memorable one in many ways; the London Uni- versity having given up its cry of }ion possumus, had obtained a supplemental charter, and for the first time admitted women on the same terms as men; but the medical faculty was strong enough to exclude them from medical degrees, and it was not until three years later that this citadel was carried. AA'hile Cambridge was ever offering fresh advantages to women and London was giving degrees, Oxford reluctantly offered its local examinations; and it was not until ten years after the Hitchin College had been opened, ten years after the London University had examined women, that the Ladies' Association was formed, and two colleges were founded — Somerville and Lady Margaret. In 1880, Owen's College, Manchester (founded in 1852), became the \'ictoria University, and received power "to bestow degrees on all persons, who shall have pursued a regular course of study in a University College, and shall submit themselves for examination." The Liverpool and Yorkshire College at Leeds now formed part of the Victoria University. The association has however been since dissolved, and all our principal towns are now asking that university colleges should become universities. These all admit women to classes and grant them degrees. In 1882, the Cambridge tripos examination was opened to women. After a desperate fight at Oxford, the honors examination was also opened, but the degree was still refused. Meanwhile there had been growing up all over the country large and efficient schools for girls; also the endowments, which had been diverted to boys alone, were now being restored to girls, and a number of old foundations were revived. Five of the most important were the Blue-Coat, the Grey-Coat, Westminster, the Bedford, the Askc and Mary Datchelor Schools. In 1883 another important movement began. The idea originated with Miss Buss of uniting into one great body teachers whether men or women, forming a body of great weight and importance, and thus the Teachers' Guild was established. In 1H84 Miss Prideaux obtained brilliant honors in the medical examina- tions of the London University. She died the following year of diphtluTia, caught in the discharge of her duties. Ihr iiiicllectual superiority and the beauty of her character helped to break down the remaining prejudices felt for women doctors; the last vestiges disap|)eare(l when the suffirings of the Indian women were brought before the English community by the Marchioness of Dufferin and Ava, and a national associatinti fdrincd to supply female medical aid. The Jubilee year was signali/cd iiy the oj)eiu"Mg of liic inagiiirucnl I loljoway 384 NATIONAL EDUCATIONAL ASSOCIATION [Anniversary College. At Cambridge women won special distinction, Miss Ramsey being Senior Classic, and having the whole class to herself; Miss Harvey occupying a similar position in the mediaeval languages tripos; and in 1890 Miss Philippa Fawcett was placed above the senior wrangler. At length Oxford opened the Honour Schools in Lit. Humaniores, but refused to permit women to enter for the pass examination. Women gained special distinction this year in the examinations of the London University, one took the gold medal, being the highest in classics at the final M.A. In the B.A. classical honors. Miss Richardson of Cheltenham was bracketed equal second. Dr. Sophia Jex-Blake was appointed extra-mural lecturer on midwifery. This is the first instance of the official recognition of a woman as a lecturer in a public medical school in this country, and it is of particular significance as representing the progress of opinion in Scotland where with much difficulty the lady students, excluded from the university, obtained their education in the Extra-Mural School of Edinburgh. Another step toward breaking down the intellectual barriers which separate men and women, was taken in the summer meeting for Oxford extension students at Oxford in 1S88. From all parts came men and women, brothers and sisters, fathers and daughters, heads of schools, teachers and senior pupils, workingmen and people of high position, social and intellectual. The large rooms in the new schools were crowded every morning with eager listeners ; afternoon or even- ing lectures were also given. Meetings were held for the discussion of educa- tional subjects, and a great stimulus given to university extension work. Schemes were discussed for bringing the university into still closer relations with students in large towns, by the forming of reading circles, the granting of certificates, etc. The subsequent meetings have been very numerously attended and the 1889 and 1890 meetings, which have combined a month of quiet study after for a select number, have been much appreciated. In 1893 I opened St. Hilda's Hall at Oxford, a beautiful house built by Sir Benjamin Brodie, looking down on Christchurch Meadows and Magdalen College. It accommodates 30 students. It has been several times enlarged, and I have now given it to the association of St. Hilda's Incorporated College, and thus connected it with the Cheltenham College of St. Hilda's which takes 58. Let me try to sum up the chief changes : There was until forty years ago no college where women could receive anything corresponding to a university education. There are now large and important colleges in London, Cambridge, Oxford, Edinburgh, Dublin, and Glasgow. All the universities existing in Scotland and Wales and all in Eng- land except Oxford and Cambridge are open to women, besides many uni- versity colleges. Women are admitted to the tripos and honor examinations at Oxford and Cambridge, tho they have no degree: several have been appointed extension lecturers. University local examinations were first opened to girls in 1868, now all the universities admit boys and girls to the local exami- Papers] SECONDARY EDUCATION OF GIRLS 385 nations on the same conditions, and the Oxford and Cambridge Schools' Examination Board grant certificates to both. Thus education of the best and highest kind in all departments is now open to girls and women. Women hold leading positions in numerous hospitals for women and children in Eng- land, and in India, and no hospital is complete without its higlily educ 'ted sisters and thoroly well-taught trained nurses. Now that women have shown themselves capable of doing good work they are employed not only by private associations but by the state in the post-office, and women have become clerks on the Labor Commission ; they are poor-law and factory inspectors. All has been done quietly, gradually. The old idea of a "lady " being one who came to be ministered unto is gone — to render service is felt to be the highest privilege. The desire to serve has made women contend for the means of education and training. The passion for service, as Ruskin has taught, stimulates every faculty, glorifies and gives insight into nature, and hallows all art. This, as our great musicians have shown, ennobles the emo- tional nature, and exalts its expression. But as women have come to feel more and more that culture is a good for the human being, they have longed U) lift up those who had not their advantages to a higher level; the many unmarried women have become working bees in the social hive. Everywhere ladies have been found ready to leave a home of comfort and even of luxur\- to become national school-mistresses, to minister to the poor in hospitals and workhouses, in asylums for the insane, and in the homes of the sick poor. They arc working in prisons and penitentiaries; they have been elected guard- ians of the poor, and county councilors; in the Salvation Army as in the Society of Friends they hold equal rank with men. Large organizations have been formed and managed by women, notabl}- the Girls' Friendly Society, the Melrojtohtan Association for Befriending Young Servant Girls, the Christian \'oung Women's Association, the Young Women's Help Society, the Girls' Club Union, and the College for Working \\'omon. The (Oxford and Cam- bridge colleges and Cheltenham Ladies' College have established settlements of their own in the poor i)arl (^f London. Many outcasts too have been gath- ered ill by the Church Peiiilenliar\- aiul similar societies, and wonic-ii have been leaders in the great crusade against the most terrible evils which aftlict human- ity. Women entirely manage the /enana,and take active ])art in foreign and home missions as accredited agents of the great societies. They have become lecturers and writers c)n social topics, forming societies for iinigralion, for sanitar)' science, and giving lectures on temiti-rance, dress, cooking, hoinc arts and industries, plain and art needlework, slojd, etc-. Sonic- lake u]) let luring as a profe.ssion, and are emjjloyed by the Palestine and I-'.gyptian l'',x|)loratioii Societies. Others have taken up physical culture, regarding it as a maltc-r of national iinjiorlaiH c Tin- old prejudice that for a woman to earn money was to lose caste is a thing of the jtasl: those who are admitted to the highest circles of society have accepted lieadshi|)s of women's colleges: head-mistresses rank with lic-ad inastc-rs. F.ady physic iall^ and other ]>ripfc-ssioiial woiiic-ii 386 NATIONAL EDUCATIONAL ASSOCIATION . [Anniversary now take the place to which they are entitled, women medical officers have even been appointed to government service, and it is not thought unwomanly to lecture and address large audiences. Women are carrying on business as printers, lithographers, law-copyists, photographers, architects, etc. ; they are found in insurance and other large offices, to say nothing of the ever womanly callings in the management of the home. It is a cheering sight when the National Union of Women ^^^orkers holds its annual congress. Here assemble most of those engaged in some important philantliropic work — able to write and speak clearly, to organize and direct; and the last development of a world-wide intellectual organization for women — by means of the Lyceum Club — has brought together a large number of the leading writers and workers of Europe. It is true that still women pass the same examinations with men at the old universities, but are denied the title which has been won ; but these anom- alies must surely vanish before long, and may we not hope that some day the iron age will end, that some crying wrongs will be redressed and our hearts cease to bleed for those who are now trampled in the dust and who exact a terrible revenge ? It seems as if again a voice had gone forth as to the daughter of Jairus to the women of England — "I say unto thee, arise." It is true that they have been deprived of the seat to which they were entitled as members of school boards and not allowed to be elected to county councils ; it is true that they pay rates and taxes but have no voice in an expen- diture; but when we consider what has been done during the last fifty years, we thank God and take courage. Especially do we feel strengthened as we see the good work being done in all countries by our American sisters. They were the pioneers in the most beneficent reform, the opening of medical edu- cation to women, in missionary work, and in many of the reformatory experi- ments of our time. But I must not encroach on the space in which the great achievements in behalf of education for girls will be recorded. THE SECONDARY EDUCATION OF GIRLS IN FRANCE CAMILLE s£e, counselor OF STATE, PARIS, FRANCE The secondary education of girls is entirely the work of the Third Republic. "It alone of all our institutions of public instruction owes its initiative to Parliament" as Mr. Gabriel Compayr^,' one of our most eminent university men, remarks. The education of women under the old regime was confined to the mon- asteries. As Mr. Gabriel Compayre says:^ "Women were trained up only for heaven or for the religious life ; spiritual exercises formed the sole occupa- tion of the pupils, and study was hardly thought of. " This was the position ■ Repertoire du droit administratif , T. XIX, part 4, " Enseignement secondaire des jeunes filles," p. 180, col. 2, by Mr. Gabriel Compayrfi, Inspector-General of Public Instruction, formerly Deputy, formerly Provost of the Academy of Lyons. ' Hisloire de la pedagogic, p. 177. Papefsl SECONDARY EDUCATION OF GIRLS IN FRANCE 387 of affairs in the middle of the seventeenth century. Even at Port Royal the Jacqueline Pascal scheme of education was limited to instruction in cate- chism, reading, and writing, and there was an hour's arithmetic on holidays. M"^- de Scudery in 1750 writes: "I am astonished to see so many women of quality with an ignorance so gross that they dishonor one's sex. " "Nothing is more neglected," said Fenelon in 1687, "than the education of girls." This was at the time of the foundation of St. Cyr. There Madame de Main- tenon tried to train up young girls for the convent. In reality from the outset, when "Esther" and "Athalie" were performed, the syllabus was limited to reading (which never included the profane authors), writing, and music, with a little orthography and some very summary notions of the history of France, "comprising the knowledge of the national princes and a sufficient cognisance of them to prevent the confusion of our kings and their courts with the princes of other nations .... but all this without rule or method. " This syllabus concerned the young girls of noble families alone. "For the girls of the middle classes all this is useless, " said M'"^ de Maintenon. "It is sufficient to teach them to recite the catechism and to read and write. " As for the edu- cation of girls of the lower class it was not even thought of. When in 1697 M™^ de Maintenon turned St. Cyr into a monastery, even the girls belonging to the nobility were taught only reading, writing, and arithmetic. The education at girls' convents in the eighteenth century was the same. The assemblies of the Revolution took an interest in the education of women, but they opened to them only the primary schools. Talleyrand, the reporter of the Assemblee Conslituante, opened the public schools for boys to girls under the age of 8 years. The reporter of the Assemblee Legislative, Con- dorcet, arranged that, when there was only one primary school in a locality, the boys and girls should be educated together under the same instructor and given the same instruction. The reporter of the Convention, Lakanal, put boys and girls on a level as regards j)rimary teaching. However, for the girls he substituted visits to manufactories for military drill, and needlework for apprcnticcshij) to a trade. Daunou, who succeeded Lakanal, passed girls over in silence. Fourcroy sj)oke of them only to say that his scheme (May, 1S02) flid not concern them. And this observation applies also both to the lir'-l Empire and to the Restoration. I'nrlcr the monarchy of July, Cuizol's scheme (183,^) of priniar\' iiislrui - tion (ontainecl a section on the instruction of girls. The minister, at the n(|uest rtf his friends, left this part of the scheme in abeyance. l.'nflcr the Republic, in 1848, Monsieur lii|i|io|ytc Cariiot, in his s( liciiie of |)rimary education, revived the (|uestion of the education of girls. The reporter of the scheme, Mr. liarthdkniy Saint Ililaire, asked that every town- ship with more than 800 inhabitants should be compelled to have a girls' school, and that in other towns the girls should be received into the boy's schools. This scheme was not debated. It was replaced by the scheme which became law in 1H50, the loi I'alloux. livery town containing more 388 NATIONAL EDUCATIONAL ASSOCIATION [Anniversary than 800 inhabitants was compelled to have a primary school for girls, but on the condition that it defrayed the expenses out of its "own resources. " The effect was to leave the primary education of girls to the initiative of individuals and particularly of religious associations. Victor Duruy, under the Second Empire, remedied this state of things in the law of 1867, by calling upon the department and the state to contribute to the expense of the foundation and upkeep of primary schools for girls. Every town with more than 500 inhabitants was again compelled to maintain a public school for girls. But in this law as far as girls were concerned it was only a question of primary elementary teaching, that is to say of instruction given up to the age of 12 years. This was what Jules Simon stated on the platform of the corps legislati} in 1867, when he said: " Girls, even in the most advanced boarding-schools, receive a futile education, wholly lacking in accomplishments." And the bishop of Orleans, Mr. Dupanloup, confirmed this opinion several months after when he wrote: "The instruction of girls is scanty, trivial, and superficial, even when it is not factitious."^ It was under these circumstances that, in 1867, the minister of public instruction, Victor Duruy, asked the provosts to invite the municipalities to open to girls courses of lectures in literature, modern languages, science, and drawing. These courses were to extend over a period of six months, and the staffs of the boys' schools were to be called in to undertake them. Some municipalities endeavored to carry out the desire of the ministry. In Paris at the Sorbonne an association was actually formed, which included 116 girls in 1868-69, and 162 in 1869-70. All or almost all the courses dis- appeared with Mr. Duruy. Manifestly, they were not destined to live. They had no organization, no management, no staff, no buildings. Each town had opened courses of lectures as it wished. In one place they were elementary in preparation for the brevet simple. In another place they were intended for those pre- paring for a commercial or professional career. In some places they were of the nature of lectures tentatively established for the daughters of university men. There were towns which had two or three courses on literature, history, and science; or on science; or on modern languages; or again on history, geography, and literature. The law was not posted up in the town. Further, these courses lasted for a few weeks only. Hygiene, domestic economy, and pedagogy were everywhere passed over in silence. These courses had no common program. There was absolutely no connection between them. They were open by chance, if the municipalities were wiUing; there were no professors with degrees, no directresses, no listeners, far less pupils. These courses, in reality, were more in the nature of a diversion or passe-temps than of actual instruction. No conditions of age or abihty were required of the girls. The professors did not know them. There were no exercises and no questions. It was even the same at the Sorbonne, where it was the excep- ■ "Femmes savantes et femmes studieuses " Le correspondant 1867, Vol. LXX p. 765. Papers] SECONDARY EDUCATION OF GIRLS IN FRANCE 389 tion for anv notes taken by the pupils to be corrected by the mistresses. Finally there was no place for these lectures to be held in, and the Hotel de \'ille olTercd the hospitality of one of its rooms. To sum up, there only existed for girls the public schools, which offered primary elementary teaching; private schools which added to this instruction some accomplishments; and the convent. Such was the sad position of women willi regard to education. The task presented itself of making the general culture, which secondary education ofifers, accessible to them. It was only justice to assure this right to woman, as long as she existed with her personality and her responsibilities. It was a social obligation of the first magnitude to undertake the education, moral and civic, of the wife and mother of tomorrow, "so that all the children of the same family, who are often alienated by different influences, might be brought up in accordance with the same principles and endowed with the same spirit.'" All of these reasons made it imperative to establish secondary education for girls, suitable to their vocations and future careers. This w^as the work of the law of December 21, 1880.^ The law was vigorously attacked by the partisans of religious teaching; they fought it with the greater energy because, until that time, the clergy had had, as it were, the monopoly of the education of women. We have .seen that this education had been reduced to primar>' education, and that it was a question of establishing secondary education for girls and leaving it to the initiative and sole charge of the state. The supporters of the convents disputed the right of the state to teach. They maintained that to establish schools for the secondary education of girls in the name of the state, would be an infringement of liberty. They knew, however, that it had not even been suggested that this education should be obligatory, and that the father of a family would be free to send his daughters to a convent as before, or to have recourse to state establishments. They went farther; they pretended that not only was liberty menaced, but, what is still more serious, that liberty of conscience, that most precious of all liberties, was violated, notwithstanding that in the law scrupulous care had been taken to respect it. However, to violate freedom of conscience means, for some |)ersons, not to make Catholic religious teaching in the classes obligatory for those pupils who are not Catholics. The [)roi)osals of the bill submitted for delil)erati()n to the Chamber of Dejjuties concluded with the establishment by the state, with the co-operation of the (k-i)artmeiits and towns, of secondary education for girls analogous to that which is given in the boys' high schools. 3 The bill proposed that the ■ Report 0} the Miniiler of Publu Imlrudton, M. Armantl Falliircs, to the President of the Republic, 1889. T. I,p. li. • Proprjflcd by Cam 11 Ic S^, Chaml)cr of Deputies, 1878; re|)ortcr to the ChiimIxT of Deputies, C.imillc Sc<; reporter to the .Senate, .VIr. Urot.i. afterward Henri Martin. > It in the hiKh !i Condorcet, Vol. VII, p. 104. 1 Papersl SECONDARY F.DUCATIOX OF GIRLS IX FRANCE 393 Finally, and above all, an important place had to be given to hygiene as well as to domestic economy, theoretical and practical, which are as it were leading examples of the kind of teaching required. They are, above all, the sciences which give the scope for the preparation of girls for their future careers as wives and mt)thers, and which he!]) them in a worthy manner to occupy their place at the domestic hearth and vigilantly to watch over the well-being of their families and homes. Those who have been charged with the practical working of the law have not entirely conformed to its tenets, when it was a question of regulating the extent and duration of studies. They did not sufficiently regulate tne preparatory classes. They reduced the duration of real secondary teaching to five years, when six or seven years should have been devoted to it. They set aside completely the enactments of the law when, in revising the syllabi in 1797, they limited the time devoted to hygiene and dt)mestic economy in a way which showed that they were bent on its suppression. We have had to limit ourselves in this short account to the main outlines of the law. We have passed over the details of the measures taken by the minister of public instruction to assure its being carried out. Thus we have passed over all that concerns scholarship, for secondary education is not gratuitous like primary education. The number of scholarships is fixed in the agreement between the minister of public instruction, the department, and the township where the school is established. At the same time we have omitted university abatements or exemptions, which benefit the children of professors at secondary schools for boys and girls as well as those of the functionaries of primary education. We have at the same time passed over everything concerning the conditions of establishment, of upkeep, and of the financial regime of the schools. We have also taken no account of all the regulations relating to the duration, division, distribution of teaching, etc., and also those relating to entrance examinations, examinations during the course, leaving diplomas, etc. Readers who wish information on these points will find it in the (jlTicial article published by Gabriel Com|)ayre." We refer them also to this article for all that concerns llic staff (coiKlilioiis of nomina- tion, [privileges, salaries, pensions). Finally, we will speak of the training- college for secondary teachers at Sbvres, established to form this stalT. The result of liie law with regard to the >(•( i)ne(omlirv ediualioii of girls, was proposed and • Reperluirt du ilruil ailniiniUrati/, Vol. Xl.\. "I'lihlii Insliuiiinn." |);irt iv, "St'CDinlary 'I'c.ii liiiiK fur GirU." 394 NATIONAL EDUCATIONAL ASSOCIATION [Anniversary carried through by Parliament.^ A boarding-school, according to the word- ing of the law, is a school to which girls obtain entrance by competition and are supported free. All that concerns the syllabi, the duration of the course of study, the staff, the conditions of admission, and the leaving examinations, was referred back by the law to a regulation debated in the conseil superieur of public instruction. The school is composed of two sections, viz., arts and science. The length of the course of study is three years. At the end of the second year the girls compete for the certificate of ability to teach in secondary schools for girls (certificat d'aptitude a V enseignement secondaire des jeunes filles). The examination for this certificate comprises arts and science, including written tests, followed by oral tests, if the candidate has passed the written examination.^ At the end of the third year, which only girls who have obtained the above-mentioned certificate can enter upon, is the competition for a higher certificate of ability to teach in secondary schools for girls (agregation de V enseignement secondaire des jeunes filles). The exami- nation for this certificate includes arts, subdivided into two sections, literature and history, and science, subdivided into mathematics and physical and natural science. ^ The schemes of study and the syllabi are arranged by the professors of the school. These professors have the title of charges des con- ferences. They are borrowed from the faculties and the boys' high schools in Paris, and are paid au cachet 70 francs a lesson. There are some lady professors with degrees, for elocution, drawing, English, German, and dress- making. There are besides four assistant mistresses, two for arts, two for science, as well as two for supervision work. Among other conditions with regard to the reception of girls at the school, it is necessary for them to be not less than 18 and not more than 24 years of age. 4 All expenses, except for dress, are borne by the state. But the young girl must undertake to teach for ten years in the public schools. If the engage- ment is not kept, she is obliged to refund ;i^40 for each year passed in the school. Such is, in brief, the reform by which France has profited for more than a quarter of a century, and which will not, we trust, be without its influence on her destiny. BIBLIOGRAPHY Louis Baugon, La loi Camille See, i volume, Paris, 1881. Gabriel Compayre, Histoire critique des doctrines de V education en France, depuis le seizieme siecle (prix de I'Academie des sciences morales et politiqucs, en 1877), Paris, 1879. Gabriel Compayre: Histoire de la pedagogic, Paris, 1884. Camille See, Lycees des colleges de jeunes filles, 7th edition. A. Villcmot, Etude sur I' organisation, le jonclionnement et les progrhs de V enseignement secondaire des jeunes filles en France de 1879 a 1887, i volume, Paris, 1888. ' Proposed in the Chamber of Deputies by Camille S^e; reporter to the Chamber of Deputies, Camille S^e; reporter to the Senate, Mr. Ferrouillat. » For all these regulations see the article of Gabriel Compayre. 3 See Gabriel Compayr6, Repertoire, loc. cit. * Ibid. Papers] HIGHER EDUCATION FOR WOMEN IN PRUSSIA 395 O. Grcard, Education, Instruction, T. I, Paris, 1887. Henri Marion (Professor in the Faculty of Arts in Paris), U education des jeuttes fiUes, Paris, 1902. E. Levort, Histoire de la troisihme republique, Paris, T. III. Gabriel Compayre, Repertoire du droit administrat if, Tome XIX; Part iv "Enscignement secondaire des jcuncs fillcs. " . " L'enscignement secondaire des jcunes filles. " Review founded and organized by Camille See (50 volumes). THE MODERN SYSTEM OF HIGHER EDUCA TION FOR WOMEN IN PRUSSIA^ FRIEDRICH PAULSEN, STEGLITZ (bERLIN) I. It seems now as if higher education for women is at last on tlic point of emerging from the period of fluctuating discussion and groping exjxM-iment, and that it is about to fmd itself settled on lasting and enduring foundations. Far-reaching plans on the part of the minister of public instruction, which were furthered by a conference called for the purpose, have led to the adop- tion of a scheme of a joint organization which, it is hoped, may at no distant day find its development in a well-considered curriculum and in other well- ordered arrangements. The determination that was apparent, thruout all the dclil)crations over the proposed law, as submitted, was, to provide for two independent and complete systems of higher education for girls, each of which had to work out its own minor details, as based on the accepted plan. First, a school was planned whose ten-year course was designed to end concurrently with about the sixteenth year of the pupil's age, and which undertakes to give a general preparation for the duties of life and for the activities of woman's existence, and which, on the whole, embraces the course followed in the so-called Real- schulen for boys. The second is a school offering a prc])aratory course for the scientific studies of the high school, corresjjonding to the course in the higher grade of our Gyvuiasien. For the fir^t, the name Lyzniiii and for tin- second, Oberlyzeum, has been proposed. The ruling idea in the elaljoration of the plans ami the i iiiii( uluin for both schools will be to lead the scholars to earnest menial cnilcaN'or and to an inde[)endcnce of thought and act which in its turn will result in ihc molding of ( haracter by bringing the will and the mental fa( idlies inidcr lull (onlrol. Hitherto, girls' schools, more particularly private sch direction the school had accommodated itself to liic o|)inions of so( iity. 'i'lie ■Translated at the University of Chii.iKo PrrM. Clii(.ini., 111. 396 NATIONAL EDUCATIONAL ASSOCIATION [Anniversary social idea of "culture," of "higher education," particularly as regards women, admits of but one point of view, i.e., that "culture" consists, above all, in the ability and the readiness to carry on conversation and to express an opinion, even in foreign languages. That the acceptance of such an ideal produced such resultant fruits is not surprising; the "finished" daughter, the natural product of the "finishing-school for girls, " was a being who was- partly ridiculous, partly to be pitied, with a nature that neither took itself seriously nor was taken seriously by anyone else; and who, when life finally presented itself as a serious affair, was dazed and lost in the face of her respon- sibilities: she had thought to be able to settle everything with "conversation" and chatter. On the other hand, those girls who had attended the public schools were far better off. They had been seriously instructed in serious subjects with the boys, often in close association with them; they had learned arithmetic and had read the Bible; it had never been suggested to them, either at home or in school, that the ability to "engage in conversation" was such an especially important affair. And so, from the outset they bore them- selves toward life as toward a serious thing; they regarded the home as a scene of work and of duty, not as a doll's house for the exhibition of affectation and for indulgence in gluttony. True, the "cultivated" family did not, in every case, measure up — or down — to this standard ; but it can no more be denied that the model woman of "good" society thoroly approved of this standard, than it can that the higher "finishing-schools" had grown to be altogether too complacent toward the dictates of this class. It will be admitted that society molds the school — not the school, society. In the meantime views have changed to some exte nt, as have the circum- stances themselves. However perplexing, unusual, fantastic, and even impos- sible, the "woman's movement" may have appeared to many, it is, on the whole, actuated by a consistent purpose: the determination to achieve a definite object in life, and, above all, to elevate the "polished" woman above the insignificance of society's pursuits of the doll's-house variety, and to lead her to substitute for the latter a serious purpose and an honorable occupa- tion, A new ideal for the education of women is in process of development — an ideal which contemplates more earnest, perhaps even more austere aims, than the old order of things: the production of an independent, industrious woman, able to stand alone and to demand her rights; in other words, a more virile woman. In the one case the result is that the woman of the working and middle classes is becoming, in an ever-increasing measure, a factor of importance as a self-supporting worker in the trades and professions. This transformation has become both possible and desirable thru the development of modern methods of household management which have made it easy to break away from the old preconceived notion that woman must confine her activities to domestic affairs: the demands of business are ever more and more circumscribing the claims of mere household manage- ment. In the other case, it is apparent that, among those of the educated Papers] HIGHER EDUCATION FOR WOMEN IN PRUSSIA 397 classes, the failure to marry is becoming more frequent; the absence of skill in household management and the increase of social demands and activities even among the bourgeois classes, combine to render a man more and more cautious in taking upon himself the burden of a family. For this very reason, the girls in this class of society are finding themselves in increasing numbers forced to seek an independent means of livelihood; their dependence on a support from their family constantly becomes more and more an uncertainty, and the necessity more and more pressing of establishing for themselves a position in business life, if they would avoid the alternative of becoming a mere dependent. 2. The Lycf»w.— This great change in attitude and outK)ok must, gener- ally speaking, stamp itself on the new higher schools for girls. And this will be the case, not only in the Obcrlyzeum, where the preparation for really scientific studies to which matriculation is a condition precedent will naturally entail serious and constant application and study, but in the Lyzeum likewise. The hitherto vapid and light-minded "linishing-school" will give place to one with more earnest aims. The prospect of a possible future activity in mercantile business, in manufactures, in traffic, will make itself felt as a stimulus. Commercial arithmetic and mathematics which, until recently, many girls' schools seemed to consider as superfluous for women — possibly, also, as being beyond the capacity of the feminine intellect (tho with what slight justification!) — will now be seriously taken up; the natural sciences will follow, and will coincidently attract an eager following; the teaching of languages will then be taken up with more thoroness and persistency. And so, in every direction, the girls' curriculum will be estab- lished on a plane more nearly approaching the more difficult courses that obtain in the boys' schools — to the advantage of the individual and of the movement itself. It is as true in the case of the woman as it is in that of the man that Wcr mil dcm Lcben spiel t, Kommt nic zurccht; Wcr sich nicht sclbst Ix-fichlt, Bleibt immrr Knecht.' In the original plan to place the Lyzeum on a parity with the si.x-graded Realschule, and which served as a basis for all the discussions of the Confi-r- cnce which followed, it was pointedly insisted tliat "tlie Lyzeum shall olTer a course which shall be, at the very least, the ecjuivalent of that followed in the si.x grades of the boys' schools." "Ecjuivalent," it may be i'.\i)lained, means "uniform with;" and thus the special branches of instruition as well as the ' The translator of thin paper has thouKht it to l>e in licttcr taste to let the al>ove stanr^-i, as quotcf German boys and girls. The western nations simplify the ques- tion for themselves, or Uix their youths: they make two modern languages optional. They have the advantage of an older and more independent ( ulture. In Germany the feeling that rooted itself in the national miixl at the time of the greatest degradation of our national life, still exists, that to 400 NATIONAL EDUCATIONAL ASSOCIATION [Anniversary attain culture, or even to the true dignity of manhood, the acquisition of foreign languages was indispensable. He who knew no language but German was classed as one of the vulgar rabble, with whom it was in no sense profitable to converse. It may be that some day the German people will grow brave enough to regard foreign languages more in the light of an accessory, rather than as the actual substitute, of culture. If, as is the proper way of viewing the matter, foreign languages come to be valued merely as a means to an end, rather than as a criterion and token of culture, we shall, I fancy, be ready to declare that, as a rule, a young girl has, provisionally, acquired enough in acquiring one foreign language, both in respect to linguistic and grammatical knowledge, as well as every practical need. If, later, the necessity of learning another arises — well, the possibility of learning it does not cease when school is left behind. And for all the purposes of the school itself, a tolerable pro- ficiency in the use of one foreign language would prove in the end of far greater value than the doubtful advantage of having "taken" two. There can be no doubt that, some day, the death-knell will sound for the compulsory learning of two foreign languages, in favor of the more thoro acquisition of the really material subjects in the curriculum. There is weary sighing now to be heard in all the higher schools, without exception, under the present heavy burden of the requirements in languages. 3. The Oberlyzeum. — The proposed regulations for the Lyzeum encoun- tered at no time any basic criticism or opposition in the Conference. The debate was limited almost exclusively to a discussion of the grammar-school curriculum for girls. So much stress was laid, by the advocates of higher study for women, on the question as to the relation of the curriculum of the Oberlyzeum to the preceding curriculum of the Lyzeum, that it seemed to be the main question at issue. It is noteworthy that no one seemed for a moment to draw in question the necessity of according to women the right to pursue the studies conducted in the colleges, and to accord them untrammeled access to the preparatory courses of the Gymnasien; so thoroly has the "woman's movement" triumphed in these days over the old-time prejudices and obses- sions. The only question that was raised was: How shall we arrange the curriculum of the Gymnasium for girls, and, in particular, how are the stages leading to the higher schools for girls to be worked out ? The discussion proceeded on the assumption that the Oberlyzeum was to be established as an educational institution entirely independent and com- plete in itself. Of course, it takes for granted that a suitable preUminary education has been obtained; but its course is not confined to being a direct continuation of that of the Lyzeum. Just as the latter has an independent standing and position of its own, so has the Oberlyzeum. It can maintain relations with a Lyzeum, and can, nevertheless, exist as a thoroly inde- pendently organized institution — very much as is the case with the "college" in England and America. And on this basis the internal government of the institution has been estabhshed: there is no hard-and-fast, unchangeable Papers] HIGHER EDUCATION FOR WOMEN IN PRUSSIA 401 curriculum which is forced on all alike; but a variety of courses with optional subjects in each. The course customarily followed resembles that of the Oherrealschiden, with sciences and modern languages as the principal sub- jects. A second course closely follows that given in the classical Gymna- sium, with the dead languages as the prominent feature. And, finally, there is the course occupying a position midway of the two others, patterned largely after the plan of the Real(^ym>iasium, with Latin, but not Greek. As a rule the ultimate object is matriculation preparatory to entering college; yet even so, the training obtainable in the Oberlyzeum is of distinct value. This is apparent, also, in the permission which it is contemplated extending to girls to attend lectures, in cases where they arc following a limited number of distinctly optional subjects. The normal length of this course will be four years. At this point arose the opposition, whose principal mouthpiece was INIiss Helene Lange. This opposition was based on the following contentions: that in the usual course of events preparation for the Oberlyzeum naturally succeeds the Lyzeiim itself, that is, in a ten-year course. Add to this the four years of the Oberlyzeum course itself, and you have an aggregate of fourteen years' preparation for college: two years longer than the corresponding course for boys. Thus girl students would reach the university at twenty years of age instead of at eighteen, as in the case of the young men, and they are therefore proportionately delayed in their preparation for embarking on their life-work. This results in a heavy burden being imposed on the indi- viduals and on their families, since, as a rule, the women pursuing higher studies are not to be found among the well-to-do classes. And this imposi- tion is the more unfair since it will be conceded that it is only girls earnest and gifted above the average who devote themselves to scientific .studies. For this reason, it was declared, the demand that girls be enabled to reach the university thru a twelve-year course is reasonable. And it was urged that to this end the Lyzeum curriculum should be bifurcated, so to speak, after the pupil is twelve years old; that the course of the general higher girls' school should branch off at this point with Latin, which thus would lead to the final examination in six years. In .spite of the most brilliant and importunate advocacy, the demand failed of approval; a large majority of the members of the Conference held fast to the outlines of the original plan. I believe they were right. The following reasons seem, in the main, to be the ones to be taken into account. Under the constitution of the higher-girls'-.school system, it is impossible to make provision for the smoothest possible road to the university by means of a uniform short cut thru the curriculum. Under the enactment of the boys'-school system, the situation is somewhat different. With them the matriculation examination and the succeeding academic studies must be consistently i)lanncd for with a more or less dcfmitcness of aim. .And in practice the higher bf)ys' s(hof)l is regarded as a college. In earlier times (he 402 NATIONAL EDUCATIONAL ASSOCIATION [Anniversary higher middle-class school achieved for itself some sort of independence of the college under the guise of the so-called Realschule. What, however, seems contradictory is the fact that even among those who need and desire a higher middle-class-school course to follow after they have reached their sixteenth year, the practice is, nevertheless, to complete their studies in the lower and middle classes of the Gymnasium and the college — a situation that results in serious regrettable interruption and drawbacks. In the school system for girls there is no necessity whatever for duplicating this intrinsically objectionable combination of college and higher middle- class school. Under this system, matriculation and college studies will always be regarded as the exception. And, owing to the lengthening of the general course, this exception will come to be all but overlooked. The higher girls' school, from now on, will have to develop its own curriculum entirely with reference to its own needs and conditions, without taking into considera- tion a possible scientific course to follow. If the proposed bifurcation of the course were to be inaugurated, and thus provide a special course after the twelfth year of age for those who contemplated a university course later on, it would result in a deep-seated disturbance in the curriculum planned for them after they have attained their sixteenth year. Parents and young girls would then be confronted with the question, — a question it would be far too early to be able to settle properly: Shall it be college or higher girls' school ? And the disquieting discussion would not only result in unnecessary heat, but would probably often lead to far-reaching dissension. Parents' pride and daughters' hastiness, ambition and jealousy, combined with the reflection that it can always be tried, and, if it does not "go," can always be abandoned, added to the fact of holding one's self free to make the choice as is the case with the boys' school, would prove the death-blow to the college course. And the result would then be just the same as in the case of the boys' school: that after longer or shorter trial the experiment would have to be abandoned, ending, after futile labor, in a bungling, half-acquired knowl- edge of Latin. Or the result might be that, pride forbidding the admission that one was mistaken concerning one's strength and talents, a determination might be reached to follow to the end the course originally decided on, in spite of all the handicap of nature. And we should then find the number of unfit young men (of whom there are not a few at the universities) augmented by the presence of unfit young women, with the sad prospect of the disillu- sionment awaiting them. But, passing from this extreme possibility, have we any real occasion, by so arranging the curriculum, to attract the daughters of the leisure class, and then to "crowd" them in their studies, as, it must be admitted, is done with their sons at the Gymnasium? I think, on the contrary, it is desirable rather that they should be held back, not to say, even deterred. It seems to me wholly undesirable that we should follow America's example of making the^learned professions more and more accessible to the female sex: (i) On Papers] HIGHER EDUCATION FOR WOMEN IN PRUSSIA 403 account of the thing itself; for we can scarcely believe that the professional duties of the j)hysician or of the teacher can be more effectively undertaken bv women than b\" men. Howexer great may be the achievements of a few, we shall, nevertheless, have no occasion to abandon the old conviction that in general a manV* ^trengtll and skill in these callings are greater, more reU- able, more lasting, and more persevering than a woman's. From the facts alone that the woman ages earlier, and there always remains in the back- ground the possibility of her marrying, it may be urged that her training for these professions, demanding so long a preparation as it does, is more un- thrifty than in the other case. Even the Americans are Ix'ginning to give iheni.-elves pause and to ask whether, in the highest sense, it is expedient that their school matters should be so preponderatingly controlled by women; whether in training boys to become men, it is not better to intrust their man- agement to men. (2) On account of the individuals themselves: for the woman scarcely e\"er finds the same satisfying gratification in such a calling as does a man. The proof of this is seen in the reachness displayed by women to embrace each offered opportunity to escape from their profession and to enter the married .state as the one true and sati>fying vocation. (3) Anc', la>tlv, not on account of the joint contact of the se.xcs involved. The crowd- ing of women into the learned professions is followed by the immediate result of a prejudicial effect on the establishment of families; not so mucli, perha])s, because it diverts the woman's thoughts from marriage — she will cast furtive glances at it anyhow — as that by her presence she crowds out from such positions the men who would be able to support a household if they occupied them themselves. Ten thousand self-sustaining female teachers — would it not be more desirable for the sake of the community if we had in their j)lace ten thousand married male teacliers ? True, they would cost more; but would not ten thousand teachers' families with their accretions more than recoup this e.xpense ? Who shall say how weighty is the influence which tlie teacher's house, serving, so to speak, as a gang- |>lank between the lower and u])per classes of society, has exerted and will c(jntinue tf) exert — the school teacher's house, but, etjually, the head-master's family. The>e are all things whose value cannot be exactly computed in figures; they touch us closely, however, and are not without weiglit. We cannot — nor would we — altogether exclude women from the karneil j)ro- fessions; but, on the other hand, it is e(|uall\ out ol llic ([Uolion tlial we should, by means of an adjustment of the school curriculum, present to them, as something necessary or natural, a c hoice of such u career. To stamp the higher .schools for girls with sudi ( liaractcristics as graihuilly to lause the well ts advantages in their influence on character-builcling, and in rcsjiect to the development of individuality which the family training does not exhil)it in every case. It remains to be seen whether the time will (ome wlien wealth will be devoted more than at i)rcsent to the founding of such establishments. Finally, girls' schools would progress to greater signifuaiKe and imjtor- tance if ({ualified teachers did not consider themselves too good (<> remain permanently on their stalT. That (ould not be said of them as long as the higher girls' school was not regarded as belonging in the higher edut aiioiial circles, but was relegated to the class represented by tlic public ^i IkkiI. \\ iih the establishment of the Lyzcutn as c)ne of the higher s( iiools, this obstac le will disiippear. Presumably male teachers will still (onliiuie to bend their efforts toward obtaining positions in (lie iiyiinuisiitni, as (Ju- older and more 408 NATIONAL EDUCATIONAL ASSOCIATION [Anniversary agreeable institution. On the other hand, the new Oberlyzeiim, with its new practices, its greater adaptability of courses, and its highly qualified scholars, offers an attractive prospect to which male teachers may well remain loyal. The new arrangements for girls' schools, under the auspices of the state, is practically little more than a plan, a plan which the state will not undertake to carry out or develop, but which is turned over to the cities and to private enterprise, even tho the establishment of a few such institutions by assist- ance from the state is not altogether impossible. Such interest on the part of the state might concern itself with institutions conducted on the plan of boarding-schools resembling the ancient Fiirstenschulen, designed for the benefit of indigent but talented daughters of officials, teachers, and ministers. In the main, however, the benefit of this plan would consist in the fact that gradually all the existing establishments, conducted by the city or private enterprise, will develop into such schools. The resulting advantages would suffice for external justification. A more intimate justification, however, must lie in the conviction as to the applicability of the plan. For my own part, I believe it will bear honest and thoro examination. ON THE DEVELOPMENTS AND CHANGES IN PRIMARY TEACHING IN FRANCE DURING THE THIRD REPUBLIC (1870-1906)^ PIERRE EMILE LEVASSEUR, PROFESSOR AT THE COLLEGE OF FRANCE, PARIS Public instruction has been the object of very keen anxiety under the Third Republic. It has had ample and varied development, it has aroused long and ardent debates, and in its legal organization and in the constitution of its schools, it has undergone very great changes, which have been imposed upon it by republican policy. Without too minutely recalling the system in vogue previous to 1870, it will be useful, before speaking of the achievements of the Third Republic, to divide the history of that system into five distinct periods. 1. During the great Revolution of 1789 to 1795, the subject of general edu- cation had awakened an interest in the minds of the leading authorities, which resulted in the formation of important bills followed by the enactment of some into law; but the greater part of these laws had not been applied. 2. This education had been the subject of no special law during the First Empire and the Restoration. Nevertheless, during the Restoration it had been the object of numerous special endowments and was the cause of ardent rivalry between the ecclesiastics who pursued the plan of teaching in classes, and the liberals who argued in favor of teaching singly. 3. It was during the reign of Louis Phillippe that the first organic law establishing primary teaching — the law of June 28, 1833, known as the Guizot 'Translated at the University of Chicago Press, Chicago, 111. Papers] PRIMARY TEACHING IN FRANCE 409 law — was enacted. As a result, the establishment of numerous public schools followed; while the number of pupils registered in primary schools, both public and private, increased in 1847 to 3,530,000. 4. Under the Second Republic, the fear that socialistic ideas might be promulgated by means of the school was mainly instrumental in bringing about the passage of the law of March 15, 1850. On one hand, this rendered the maintenance of girls' schools obligatory for townships of more than 800 inhabitants; and on the other, it organized the administration in sucli a way as to place the teachers under the influence of the clergy and to favor the development of clerical schools. All lay teachers were regarded \vith suspicion during the first ten years of the Empire. 5. With the new direction of imperial politics after the war with Italy, the school situation changed during the latter half of the Empire. Under Victor Duruy as minister, adult courses were greatly encouraged. The law of April 10, 1867, made the maintenance of girls' schools mandatory for town- ships of more than 500 inhabitants, and authorized each townshij) to give free primary tuition on condition that four centimes be added to the three centimes by which the four direct tax-levies were increased, and which already sufficed to pay part of the salary of the teachers and the expense of maintaining the schools. In 1850, under the Second Repul^lic, there were to be found in France 60,579 primary schools, public or private, and 3,332,000 pupils enrolled in these schools (a number inferior to that shown by the minister's report at the end of the reign of Louis Phillippe). In 1872, after the fall of the Empire, there were 70,179 schools and 4,722,000 pupils enrolled. During this time (1850- 72) the number of lay private .schools had decreased, while the private clerical .schools had increased. The number of public schools had also increased, principally those belonging to the clericals, which had been augmented from 6,564 to 12,060 between the years 1850 and 1863. This progress of the ecclestiastical schools, which was tiue to tlie law of 1S50 and to the policy oi the government during the first years of the I'.inpire, hafl been momentarily checked during Duruy's ministry. The first years of the 'I'liird Republic are chiefly noticeable on account of the |)e iiu rcascd from ihice centimes to four centimes the additional amount whic h the townsiiips sliould vote for the support of their schools, and increased the minimum .salary for men teachers to 1,200 francs and for women teat hers, to 900 franc s. It was only after the defeat of May 16, when the rc])ublican party came into power, that the reforms .so long considered by them began to be executed. 41 0 NATIONAL EDUCATIONAL ASSOCIATION [Anniversary The first and one of the most important reforms related to school buildings. Many schools were still installed in rented houses very poorly adapted to the needs of instruction and to the requirements of hygiene. The law of June i) 1878, compelled the townships to own their school buildings. It appropriated a double fund, one of 60,000,000 francs intended for distribution among them in the form of subsidies ; the other, of 60,000,000 francs, intended to be lent for the purpose of assisting in the cost of construction. Subsequent laws have at various times augmented this fund, while the form of the loan and the subsidy has varied. In 1902 the budget set forth the fact that seven hundred and eighteen miUions had been distributed in subsidies and loans, and had served to con- struct 37,908 schools, 182 normal schools, and to buy or improve 26,314 school furnishings. These seven hundred and eighteen millions form only two- thirds of the total sum spent; to this sum must be added about three hundred millions for the account of the large cities which did not have recourse to the state. This brings to about one billion francs the total sum devoted to the work of school-building from 1878 to 1902. Parliament still votes every year a large sum to aid in the constructions. The reorganization of instruction upon the plan conceived by the republican party commenced a short time after the promulgation of the law of June i, 1878, and continues to this day. As early as the year 1872 the French League of Instruction had presented to the Bureau of the Chamber of Deputies a petition bearing more than a million signatures asking that primary education be made obligatory, free, civil. This triple desire long cherished by the republican party was realized by the laws of June 16, 1881, of March 28, 1882, and of October 30, 1886, and was followed by other complementary laws. These, which aroused heated debate in the press and whose elaboration and discussion in Parliament were slowly and laboriously accomplished, are today the organic laws of education. Three men have contributed much to the preparation of the bills and the application of the laws: Jules Ferry, as minister of public instruction; Paul Bert, as reporter in the Chamber of Deputies; M. Buisson, as director of primary instruction. 1. The law of June 16, 1881, abolished entirely all charges for primary, elementary, and higher education in the public schools. 2. The law of March 28, 1882, inaugurated the principle of compulsory education, requiring every child of from six to thirteen years of age, viz., during a period of seven years, to attend a school, public or private, unless his educa- tion at home were provided for. This law at the same time determined the subject-matter of primary education. 3. The law of October 30, 1886, on the establishment of primary education, followed by several explanatory enactments, provided for the classification of schools into three grades: infant schools, formerly known under the name Papers] PRIMARY TEACHING IN FRANCE 411 of salles d'asile; elementary primary schools; and higher primary schools, which had been omitted by the law of March 15, 1S50. The infants' schools which existed in 1886 had to be annexed, under the title of infants' classes, to the several primary schools. Primary schools were able to add to their elementary classes a course in higher primary instruction extending over one or two years. The law provided that the instruction in all public schools should henceforth be non-sectarian; that the laicisatiou, that is to say, the substitution of non-sectarian for clerical schools should be completely accom- plished within the space of five years for boys' schools, and without time limit after tlie death or withdrawal of clerical instructresses for the girls' schools. How are these laws applied ? Free education led to a complete change in the financial policy of primary education. Formerly the budgets of primary instruction had been provided (i) by township funds derived principally from the four additional centimes in the direct ta.x-levy ; (2) by an additional levy of four centimes for the benefit of the departments and devoted chiefly to maintenance of the primary normal schools; (3) by grants by the state which supplemented the scanty township resources; (4) finally, by academic fees whicli parents who were not poor paid for the schooling of their children. The townships furnished forty-one millions (all their expenses were not then known): academic tuition-fees provided sixteen millions; the depart- ments eight and one-half millions; the state, whose contribution had much increased since Victor Duruy had been minister, twenty-three millions. The law of July, 1889, made the public school teachers officers of the state whose salary is paid out of the general budget of the ministry of public instruc- tion. They no longer depend upon municipal councils, altho the town- ships still vote them supplementary salaries, some determined by law, others optional. The tuition fees which the parents paid were entirely abolished. The expense which fell upon the departments for the support of the primary nrimary education was two hun- dred and thirty six millions in 1902, the last year for which the entire expendi- tures are known, the sum payable to the state was 65 per cent, of this. Its share 412 NATIONAL EDUCATIONAL ASSOCIATION [Anniversary has almost quadrupled in 22 years. It is still increasing and will continue to increase: primary education is allowed one hundred and seventy-two and three-quarter millions, in the budget for igo6. To the two hundred and thirty-six millions of the year 1902 there should be added the expenses of private primary instruction; but these are nowhere obtainable. The figures relating to the number of schools, public and private, and to the number of teachers, male and female, are recorded every year in the report called etats de situation which the primary inspectors send to the minister of public instruction. Comparison of the year 1876-1877 which preceded the reforms of the republican government and which is on the other hand the first year of which the commission of statistics of primary instruction (established in 1876) published the results in detail, with the year 1904-1905, the last for which complete statistics have reached the minister, furnishes a statistical measure of the progress accomplished. We give the figures (for France alone, in 1876-1877, for France and Algeria together, in 1904-1905) grouped in two ways: (i) in public schools and in private schools; (2) in non-sectarian schools and in clerical schools. Primary Schools Public : boys' and mixedi girls' Private: boys' and mixed' girls' Public : non-sectarian Private: non -sectarian Public: clerical Private : clerical 1876-77 71.547 39.764 19.257 2.657 9,869 44,928 23.365 3.396 10,116 71.547 45,816 5.841 13,205 6,685 81,805 67,499 10,697 794 2,815 81,805 ' Mixed schools, viz., those receiving boys and girls, are classed with the boys' schools because they are most often taught by men teachers. In the course of these twenty-eight years, the number of schools has increased more than 10,000, especially in the direction of the public schools which have increased more than 9,000; and among the public schools, the non-sectarian schools have gained nearly 22,000 while more than 12,000 public ecclesiastical schools were closed. On the other hand, the figures indicate that there has been a very slight increase in the number of private schools (986) and that this increase is entirely to the advantage of the non- sectarian schools, the clerical having diminished 3,870 in number. It had been otherwise up to 1902-03. The number of the public clerical schools had become in fact less from year to year; the diminution had been 11,000 in twenty-six years. But, in compensation, the ecclesiastics had opened private schools, and the number of these new creations was 3,500. Papers] PRIMARY TEACHING IN FRANCE 413 The suppression of clerical instruction, of which we will speak farther on, produced a sudden change, and the schools reconstructed under non-sectarian form by the Catholics have for two years been taking tlie place of the proscribed clerical schools. Naturally there are more teachers than schools, and the number of the former has proportionally increased more than the latter because the number of pupils in the city schools, especially in Paris, has increased, and because, in general, for the rural as well as for the urban schools, the administration has endeavored — without always succeeding — to give the instruction an assistant when the number of pupils exceeded fifty. School Teachers 1876-77 Public: boys' and mixed schools. girls' schools Private: boys' and mixed girls' Non-sectarian, public, private . Clerical, public , private 46,400 33.663 S.3I7 25.329 ' 57.331 54.817 9.003 29,716 110,709 53.240 10,785 26,823 19,861 150,867 110,757 27,002 1,391 11,717 110,709 150,867 The public schools have gained 32,000 men and women teachers, and as clerical instructors, male and female, have decreased by 25,532 in these schools, it follows that there is an increase of 57,517 in the non-sectarian teachers. In the private schools, on account of changes necessitated by the suppression of clerical instruction, the teachers of this class have decreased about 8,000, while statistics show an increase of more than 16,000 of the city. The number of pupils has increased also; but not as much proportionally as tliat of the teachers. Here are the figures given by the statistics. Pupils of Primary Schools Public: boys' and mixed girls' Private: boys' and mixed, girls' Non-sectarian: jjuIjUc. private. Clerical : public private. 1876-77 2,197,632 i,625,6<;6 203,230 690,357 4.716,935 2,337, '93 3">36<) 1,628,2X9 440,084 4. 7 » 6,935 1904-S 2,442,598 2,070,616 360,001 694,815 5,568,030 4,446,693 710,145 66,521 344,671 5,568,030 During this jjcriod of twenty-eight years, the number of primary schools has increased 14 per cent.; the numl)er of men and women teachers 36 per 414 _ NATIONAL EDUCATIONAL ASSOCIATION [Anniversary per cent.; the number of pupils 20 per cent. The increase has been greater for girls than for boys because in 1877 there were still many girls who did not go to school. The public schools which enrolled in round numbers 2,109,000 pupils more in the non-sectarian schools, and 1,562,000 pupils less in the clerical schools, have gained a total of 548,000 pupils. The private schools have gained about 303,000 entirely to the advantage, in the last two years, of the so-called non-sectarian schools; total increase, 851,000. The total number of the pupils enrolled in the primary schools, public and private, has increased from year to year, from 1876-77 to 1888-89, when it reached the number of 5,623,401. This is the highest enrollment which has been reached up to this time. The following years it dropped to 5,526,800 in 1900-1; from 1901 to 1904-5 it rose again slightly. To what cause can this decrease, or at least this stationary condition extend- ing over 15 years, be attributed ? The principal and most apparent cause is assuredly the lowering of the birth-rate in France. In 1880 the state had registered 920,000 births; in 1897, 859,000. The school children who were nine years old after these two dates could not be, supposing that none of the survivors failed to be enrolled, as numerous at the second date as at the first. Other causes, such as irregularity of attendance, or even total withdrawal of a certain number of children notwithstanding the compulsory education law, and the confusion caused in certain families by the closing of the clerical schools, have probably also influenced the enrollment. However these are secondary causes; the birth-rate is the principal one. The question of clerical instruction has been one of the gravest with which Parliament and the minister of public instruction have had to deal for the past twenty-five years. Between the republican party and the Catholic church friction and political antagonism had existed for many years. When the organic laws of 1881-86 entirely separated primary from religious instruction the latter of which had henceforth to be given, not by the school teacher but by the religious teacher and outside of the school— the Catholics manifested the fear that this absolute separation might lead to the "school without God" and from the school without God to the "school against God"; that is, that it might inculcate materialistic ideas in the minds of the children. It was then that they struggled to increase the clerical schools so as to compensate for the successive closing of the public schools of this order that had been proscribed by the law of 1886. Thus it was that the city of Paris having in three years closed 136 public clerical schools containing 41,479 pupils, the diocesan board of the Christian schools founded 291 Christian schools which received 54,280 pupils. Radical deputies often complained that the transformation took place too slowly to suit them. The law relating to articles of association, promulgated July t, 1901, established in the first place freedom of association ; but it made an exception of religious congregations which henceforth could be founded only after author- Papfre] PRIMARY TF. ACHING IN FRANCE 415 ity had been conferred to by law, and it specified that no person belonging to an unauthorized congregation could give instruction. In virtue of this law, the minister, during the years 1902-1903, closed 10,049 clerical schools or classes. The Catholics for their part opened 5.839 new private schools directed by ecclesiastics or by lay teachers. To put themselves in harmony with the law, a large number of congregations addressed a request for the above-men- tioned authority to the government. The government, thru the Chamber of Deputies, rejected en viasscTxW these requests (March 18, 1903). The law of July 7, 1904, definitely settled the question by prohibiting all clerical instruction, by deciding that the suppression of this instruction should be made completely within the space of ten years. More than 3,000 clerical schools or classes have already been closed from 1904 to 1906. In this grave matter, the government has been more desirous of getting rid of religious instruction, which was contrary to republican policy, than of respecting liberty of thought or education. This suppression of schools by authority explains why for the last three vears the number of clerical schools has considerably dimin- ished, and how, altho in a much smaller ratio, the number of non-sectarian schools, by which the Catholics have tried to replace them, has increased. Statistics furnish only very insufficient information about the results of primarv instruction. They show that in 1877, in round numbers, 85 recruits out of 100 knew how to read, and 70 wives out of 100 had signed their own marriage certificates; that in 1904 there were 96. 5 per cent, of recruits know- ing how to read, and that in 1901, 94.2 per cent, of wives were capable of signing their names. The census of 1872 enumerated in every 100 people of more than 6 years of age 42 illiterates (not knowing how to read or write) ; that of 1901 enumerated 18 illiterates of more than 5 years of age (14.9 per cent, of males, 20.2 percent, of females), a proportion which is much less in the younger generations (5 illiterates out of 100 boys from 10 to 14 years; 4.9 out of 100 girls) than in the generations of an advanced age. This testifies to the present progress of primary education. In reality, primary education has gained much more than the figures indicate. Teaching in tlu' primary normal schools has been transformed, and the teachers who are now obliged to procure teachers' licenses, are in general better informed than their i)redecessors. The material for instruction, books, maps, pictures, has been renovated and imjjroved. The number of pupils who obtain the certificate of primary studies on leaving school has increased sixfold. Auxili.iry institutions of primary education have received amj)le develop- ment under the Third Rc|)ul)li( . Uefore the elementary primary school, the child of from 2 to 6 years is received free in tiic kindergarten. In 1S76 77 statistics showed 532,000 children in the kindergartens; in 1901-2, it showed 753,000. Above the elementary primary school which comprises 3 courses, 41 6 NATIONAL EDUCATIONAL ASSOCIATION [Anniversary elementary, intermediate, advanced (implying ordinarily six years of study), is placed usually the higher primary school, or the complementary course taught in the elementary primary school. The higher primary schools did not appear in the statistics of 1877; they were then not very numerous. In 1901-2 these schools and the complementary courses comprised 66,600 pupils. In the primary school, the treasury allowed grants to support school can- teens furnishing luncheon to the children at a low price; or sometimes even without charge; school libraries have been installed; pupils have received practical ideas of economy by means of the school savings bank which receives cent by cent their deposits, and more recently by means of school mutualities operating as mutual-aid societies and retiring funds. Vacation colonies have been organized, thanks to which poor children pass a fortnight in the country or at the sea-shore. The adult courses are a very useful complement of the primary school. They were in high favor after the passage of the law in 1833 during the reign of Louis Philippe, and then during the ministry of Victor Duruy under the Second Empire. They had been very much neglected during the first twenty- five years of the Third Republic. Since 1895 the minister of public instruction has given them anew a vigorous impulse. In 1905 examination showed 47,330 adult courses, followed more or less regularly by about 400,000 pupils in the public schools and, in addition, about 6,000 evening courses taught by societies of public instruction, the principal ones located in Paris being: the Polytechnic Association, the Philotechnic Association and the Young Peoples' Union; at Lyons, the Professional Association of the Rhone; at Bordeaux, the Philo- mathic Association, etc. These courses are also taught by extension schools, syndicates, etc. Several societies, particularly the French Educational League, have made important contributions by congresses and by a resort to propaganda and patronage, to the development of public instruction and to the republican edu- cation of the French youth. The primary school, even if no child evaded the compulsory law, would not comprise the total of the young generation of 6 to 13 years inclusive, for the pupils, provided with their certificate of primary studies, can stop before attaining the age of 13. On the other hand, there is a certain number of children who receive instruction at home, or partly at home and partly in private courses (in some large cities only). There are several thousand children who receive their instruction from the beginning in institu- tions of secondary instruction. Upon leaving primary school, the great majority of pupils enter the active life of labor as aids to their parents, as apprentices, or as junior workmen; a certain number enter professional or technical schools ; a certain number also begin their secondary studies. A volume would be necessary to set forth the history of primary instruction in France under the Third Republic. We have been obliged, in the space at our disposal, to limit ourselves to sketching a few of the most characteristic Papers] FRANCE'S^EDUCATIONAL DEBT TO AMERICA 417 traits of this history, mentioning the date of the laws and the statistical figures. The subjects mentioned 'suffice to~make clear the fact that considerable changes have been introduced into the system of primary education, and that this period of thirty-five years has been one of the most active in the general history of the education of the people in France; and that, if liarmony has been disturbed by religious and anti-religious antagonism which has reduced the number of schools and increased the expenses of the state, very notable progress has, nevertheless, been accomplished along several lines of pedagogical work. WHAT FRANCE OWES TO AMERICA IN THE MATTER OF EDUCATION' J. J. GABRIEL COMPAYR^, RECTOR OF THE ACADEMY AXD UNIVERSITY OF LYONS, FRANCE The Atlantic Ocean separates us, Americans and French, but it does not divide us. Between two peoples who have never made war upon each other — a rare thing in the history of the world — there are affinities and sympathies which have often already exhibited themselves in the past and which, as we sincerely hope, will do nothing but develop in the future. In vain does the ocean separate the two countries by its vastness of distance: it does not prevent the same trees from growing, the same plants from flourishing, and the same sentiments and passions from expanding and growing on the two shores so widely divided in a geographical sense. • It would be a promising and attractive field of study to investigate what are the m(jral debts which our country has contracted toward yours in the course of the past century, to be followed by an inquiry of how far the influence of ihe American democracy has made itself felt by the French democracy. I am restricted, in this pai)er, to sketching rai)idly a few traits of this aljsorb- in<^ and important lii>tory. In the first place we cannot forget that our Declaration of the Rights of Man and the Charter of Republican Lii)erties is modeled upon lines of a similar Declaration by means of which the United States of America, a few years before our great Revolution, had defined the limits of the independence which ihey had won. How dare one call in (juestion the infiuence which your country has exercised u|)on ours in \iew of tlic fad that it was Lafayette who, after having gloriously served your cause and ins|)ire(l with the friend- ship of Washington, was llie fir>t at the National Assembly of July i 1, 17^(7, to propose the drawing u|) of ;i declaration? How continue to doulil when one compares the texts of the two documents, and reads, for instance, in the Dec laration of Indepenck-nc e, voted in July, 1775, by the Congress at Phila- dc.-lj)hia, passages such as these: ".\ll men are crcMtcil c-(|iial; they are en- dowecl bv their Creator with inalienable rights, among wliic h are to be counled 'Tr.inslaicfl ai ihc UnJvcrrily of Chicago I'rcss, Chicago, HI. 4l8 NATIONAL EDUCATIONAL ASSOCIATION [Anniversary life, liberty and the pursuit of happiness." "When a government abuses its power, it is the right and even the duty of men to throw off or to destroy this government. " Is this not the same language which our ancestors of the Revolution used when, "in the presence and under the auspices of the Supreme Being, " they attested solemnly the "sacred and inalienable rights of equality, of liberty, .... of resistance to oppression." The eminent philosopher Paul Janet, who has closely studied the question in his History of Moral and Political Philosophy, does not hesitate to conclude that the French declara- tion is in great part the translation of the American declaration. "These noble ideas," said a member of our Constituent Assembly, "conceived in another hemisphere, should by preference transplant themselves first to the land of France. " Thus, since the end of the eighteenth century, there has been exchange and intercommunication of social ideas between France and America, and our growing democracy has found itself united to yours by a close community of views. Since then, it is true, our destinies have been different. You have marched in a straight line and without interruption in the path of democratic progress. Our course, on the contrary, has led us in irregular directions, a course often diverted from its goal. We have at times experienced backsHd- ings and retreats. It is none the less an unforgettable period in the history of humanity when Lafayette and his companions went to place their swords at the service of American independence and when, having returned from the New World, they brought back to us the rights of men. Of all these rights, not one is more precious than the right of instruction; and it is in this particular, especially, that the republic of the United States has been our model and our guide. Doubtless our fathers of the Revolution may be said to have beeen the first to conceive the true principles of public education and to dream of the establishment of schools open to all the chil- dren of the nation, free for all, and likewise compulsory for all. But they did not have the time to apply their lofty ideas; it is you who, in advance of us, have put them into practice. The reactionary governments which have three times checked the progress of liberty, the first Empire, the Restoration of the monarchy, the second Empire, have likewise considerably retarded the establishment of a national system of education so that, you having antici- pated us in theory, we have been, as a matter of fact, no more than your imitators. We have had to wait for the actual advent of our third Republic before being allowed to witness, after a delay of one hundred years, the dreams and the ideal of the Revolution of 1789 becoming a reality on earth. If, at the opening of the twentieth century, the United States of America displays before an admiring world a marvelous ensemble of educational institutions whose far-reaching influence no country can excel, nevertheless, France, too, making up for lost time, has estabhshed upon an enduring foundation a public-school system, free like yours, compulsory like yours. The man who contributed most, under the ministries of Gambetta, Jules Papers] FRANCE'S EDUCATIONAL DEBT TO AMERICA 419 Ferry, and of Paul Bert, toward the inauguration of educational reform, M. Ferdinand Buisson, was permeated with the American spirit which he absorbed on the occasion of his visit to the great expositions at New Orleans and Philadelphia. Had your great school organizer, Horace Mann, lived in our time and repeated his trip to Europe, he would not have brought back from his visit such an unfavorable impression as the French school system made upon him in 1843. He would gladly have admitted that we have made progress and that we have followed the path blazed out by you. He wanted suitable and comfortable, well-ventilated and spacious school buildings; and we have built by thousands such buildings as have been called "educational palaces." He attached the highest importance to normal schools where instructors of both sexes are trained in approved methods, and we can count more than two hundred of such. He desired no more of these paying schools which he judged to be a blot on civilization. All of our primary, elementary or superior schools are free. Even the lay nature of our neutral, non-sec- tarian instruction which, with its free and obligatory character complete the three terms of our educational motto, was in part inspired by Horace Mann. Was it not he in fact who declared that direct religious instruction had no place in the public schools, because the teaching of dogmas and tenets of special religions is "despotism on the part of the teachers, and slavery for the children ?" Channing is a classic in our country, at least for the higher examinations in primary schools, on whose educational programs he prominently figures; and in many ways, especially thru his never-faltering belief in the necessity of universal education in a democratic republic, Felix Picard, the most note- worthy of our recent educators, appears to us as a French Channing. But it is not alone our primary departments which have put the examples from America to profitable use. The latest reform in our secondary instruc- tion, occurring in 1902, also owes something to the practices in vogue in your colleges. The minister Mr. Alexandre Ribot, who presided over the great public investigation into secondary instruction, recalled in his Report that I had visited the United States in 1893, and said: "Mr. Compayrd has brought back from America interesting information as to the way in which American educators came to modify the rigidity of the class system and to avoid over- burdening the students, while constantly increasing each year the variety of tin- curricula. In all the schools tlurc are certain refjuired subjects and others which are unqualifiedly elective to the students." Following these views the four sections of our secondary education were established four years ago, and in the limits of these the students can choose what they believe to be best suited to their a[)titudc and ambition. And when the partisans of the old routine opposed the establishment of the new rdgime, saying, "That is impracticable, " they were told, " You sec very well that it is not, since that is done in America." Our universities also sometimes take yours as examples. To be sure, they do not receive gifts as munificent or as princely as those made by Rockefeller or 420 NATIONAL EDUCATIONAL ASSOCIATION [Anniversary Carnegie: everything in America is on a more liberal scale than in France. However some public-spirited men have been found who have contributed from one to two hundred thousand francs to the universities of Paris, Lyon, Bordeaux, Nancy, etc. On the other hand, the work of higher education is being more and more turned, as with you, toward scientific research and laboratory experiments, we having lost our taste for the vain oratorical dis- plays of former years. Again, it is in your schools that our psychologists have learned to study the psychology of the child and to practice the methods of the investigator and student of research, which, a few years ago, were entirely unknown in France. The little which we have here said is sufficient to illustrate. THE REHABILITATION OF PHILOSOPHY IN GERMANY^ HERMANN SCHWARTZ, HALLE AN DER SAALE All of the individual sciences had their origin in philosophy. For that reason it was at one time styled "the mother and queen of all the sciences." But, in the opinion of some, this mother of the sciences bears a strong resem- blance in certain particulars to a human mother. The band of children to which she has given life grow up and develop, while she herself ages and dies off. And thus philosophy has been, and still is, regarded by many as a moribund discipline. Even in the days of Kant (about 1780) it was felt that philosophy might be treated scornfully, like an antiquated matron. With the aid of Kant and the great German idealists, Fichte, Schelling, and Hegel, philosophy experienced a victorious renascence and ruled supreme for some time. After 1840, because of the rise of the natural sciences, philosophy again began to sink in the estimation of the people, and its entire dissolution was looked for. It was asserted that it should be distributed among the indi- vidual sciences, without being permitted to retain even a remnant of its own existence. This suggests the idea of the amoeba, the lowest form of life. When an amoeba divides, a number of new amoebas remain : the mother has ceased to exist, having disappeared. And thus in the sixties the individual sciences felt called upon to enter completely into the inheritance of philosophy. The claim was advanced that there were and could be only individual sciences, psychology being considered the last branch separated from philosophy, and the idea of recognizing a distinct science of philosophy, in addition to the others, was declared foolish and antiquated. Many scholars, whose educa- tion is rooted in that period of the absolute sway of the natural sciences, have maintained this opinion down to the present day. Philosophy, however, is not a moribund but an eternally young science, and the fountain of youth for all the other sciences. Its relationship to the individual sciences is not that of a declining human mother to her offspring, > From the Illustrirle Zcitung (August 23 1906). Translated bv Professor Rudolf Tombo, Jr., Columbia University. Papers] FIFTY YEARS OF PHILOSOPHY IN GERMANY 421 nor that of an ^imoeboid mother-cell to its divided parts, but rather that of the sun to the planets. The sun has sent off one planet after another, yet it has not lost its power to give forth light. And likewise it sends forth heat to invigorate and strengthen its children, the planets. Life upon these planets would cease, they would lose both light and heat, if the rays of the central body did not shine continually. In the same way the individual sciences must never lose touch with philosophy, the science from which they have all sprung, if they would retain their scientific character. Only an ever-watchful philosophic criticism of its foundations, methods, and limita- tions can save it from degenerating into dogmatism. And nothing but the general view-point of the philosopher can guard against the diffusion into which individual investigation, with its ever-increasing specialization, is threatening to draw the modern consciousness. In recent times we have again become conscious of the fact that philosophy is an indispensable discipline. The call to philosophy is today heard loudest of all in the camps of the individual sciences. Historians and scientists themselves are turning to philosophical investigation, either to clarify their fundamental conceptions and to verify their methods, or to present a specu- lative universal picture of the results of their investigations. Under these circumstances it behooves us, in adopting the new, frequently one-sided and premature tendencies of scientific research, not to forget the many old but valuable ideas contained in the rich storehouse of the history of philosophy. At one time the history of philosophy was regarded as a graveyard of dead opinions. At the present day the significance of historical continuity in philosophy, too, is recognized and honored. We know that it is a living intellectual inheritance, which the great thinkers of earlier days have be- queathed to us. All new philosophical creations must be imbued with this 1 ife, in order that they may rise all the more calmly, clearly, and consciously to new summits of knowledge. In the following paragraphs the reader may make the acquaintance of a number of living German philosophers. In the first place, I wish to mention some of the worthy men who arc endeavoring to unlock the rich philosophic inheritance of the past. Kutio Fischer was born on July 23, 1824, at Sandewalde in Silesia. Krom 1856 tf) 1872 he served as full profes.sor at Jena, and he has been at Heidelberg since the latter year. As a student of theology and philosoj)hy, he was at first attracted by Hegel; later he was one of tlu' ln>l to pnjnl bac k to Kanl, and still later he was influenced by the i)hilosi)i)h\' of (ioetlic. He has lluis sought his inspiration on the summits of (lerman thought, in order (hat he might, from this high vantage-grouml, 1(;h1 us bac k to tlu" realm of lliouglu of the earlier philosophers. His ep<)( li making life-work and niaslc rpici e, his Gcschhhte dcr neucnn J'Jiilosopliir, which first a])pcarc(l in six \(>lumes from 1852 to 1877, and which was rejjublished in nine Miluniis in iSc^y, is written from this standpoint. Prominent among his otiicr productions is his Kritik dcr KtitUischcn Philosophic (1HH3). His literary works, Coclhcs 42 2 NATIONAL EDUCATIONAL ASSOCIATION [Anniversary Faust (1878) and Shakes peares Hamlet (1896), are of profound interest also to non-philosophic readers. Max Heinze, who was born on December 13, 1835, at Priesznitz (Sachsen- Meiningen), has likewise combined the study of philosophy with that of theolog\\ He was full professor at Basel and Konigsberg from 1874 to 1875, since when he has been at Leipzig. His excellent w^ork, Die Lehre voni Logos in der griechischen Philosophie (1872), had its origin in a union of both subjects. Many of the other publications of Heinze are devoted to Greek philosophy (for example, Erkenntnislehre der Stoa, 1880), but the modern field has also benefited by his careful researches, as is evidenced by his Plai- ner als Gegner Kants, 1880; Vorlesungen Kants iiher Metaphysik aiis drei Semestern, 1894. From the fact that Heinze revised, enlarged, and con- tinued Uberweg's Grundriss der Geschichte der Philosophie (now in its fifth and ninth editions, respectively), his name has become known and honored in wide circles. Georg Freiherr von Hertling was born at Darmstadt on March 31, 1843. He has held a full professorship at Munich since 1882. He is a member of the Imperial Diet and one of the most prominent leaders of the Ultramontane party. He has especially advanced most effectively the history of philosophy in the Middle Ages, by publishing (with Klemens Baumker in Strassburg) a periodical devoted exclusively to this phase of the subject, and by writing valuable monographs, as Albertiis Magnus (1850) and Augustin und der Untergang der antiken Kultur (1902). He has appeared as an intelligent representative of teleological philosophy in his Grenzen der mechanischen Naturerkldrung (1875). His important political and social activity is re- flected in his Naturrecht und Sozialpolitik (1892) and Das Prinzip des Katho- lizismus und die Wissenschajt (1898). Eduard Zeller, born at Kleinbottwar (Wiirtemberg) on January 22, 1814, originally a theologian, has occupied chairs at Bern, Marburg, Heidelberg, and Berlin (i872--94), but he is now living as an emeritus at Stuttgart. His comprehensive work on Die Philosophie der Griechen (1879, 6 vols.; now in its fifth edition) assures him for all time an honorable place in the history of science. His Geschichte der deutschen Philosophie seit Leibnitz (2d edition* 1875) is also widely read, and justly so. Of his monographs, those on David Friedrich Strauss (1874) and Friedrich der Grosse als Philosoph (1886) deserve special mention. In the political field, too, Zeller is no stranger, as is shown by his instructive volume on Staat und Kirche (1873). Attention should be called here above all to his treatise tfber Bedeutung und Aujgabe der Erkenntnistheorie (1862; enlarged edition 1877), which has directed the attention of philosophers in a decidedly inspiring manner beyond the his- torical field, and opened up one of the most significant realms of activity in modern philosophy. A comparison of modern philosophy with the earlier systems, at once reveals a complete absence of system in the former. The layman can scarcely Papers] FIFTY YEARS OF PHILOSOPHY IN GERMANY 423 conceive of a philosopher except as a man who, in a professional way, as it were, has established a system of his own, that is, analyzed uniformly all the problems of existence thru comprehensive speculation, and solved them, at least to his own satisfaction. Such activity in speculation has become rare at the present day. Another form of energ>' reigns supreme in the philosophy of today, that of scientific self-knowledge. Taken as a whole, modern philosophy ought to be regarded as a grand science of self-knowledge rather than as the speculative development of systems, complete sketches of a bold cosmology. The modern force of philosophic self-knowledge has created three mighty movements. One of these, which is devoted to the historical study of phi- losophy, has just been described. The fundamental scientific value of the great philosophical systems of earher days is investigated, their ultimate motives are examined, in order that we, more critical than our predecessors, may realize the value and the validity of these motives. Among the important organs for this phase of the subject are the Kanl-Studien, published by Hans \'aihinger, of the University of Halle. The second movement is known as epistemolog}'. All philosophical epistemology signifies a self-consciousness, not reflected backward into the past, but concerned with the present state of the individual sciences. The various individual sciences are artificially developed methods of acquiring knowledge. The individual investigator, to be sure, handles the machinery of such a process in masterly fashion, but is seldom clear as to the principles involved. In order to master the latter, critical reflection is required, that is, a guiding back or turning back of one's thought to the validity and the scientific value of one's own laws of thought. Epistemology and philosophical criticism, which go back to Kant, represent this reflection. It is the science of all the laws of thought characteristic of the various sciences. As a theory of knowledge it investigates the validity and the conditions; as a critique of knowledge it examines the limits of the application of these laws of thought. One of the most imiwrtant results which nKjdern philosoi)hical investigation has attained in this field is that the methods and laws of thouglit of the natural sciences have a dilTerent logical structure from those of the historical sciences. We should not, therefore, altemjjt to confuse the two; there is many an historical investigator who should take this fact to heart. Another inii)ortant result is often ft)rgotten by philo.sophical investigators in natural science, namely, that care must be taken not to treat the said laws of thought without further ado as metaphysi- ( al realities. The cc^unters of the intellect, atoms, for example, are l)y no means keys to the universe. Among the phiiosopliers especially able in the criticjue of knowledge the following may Ijc mentioned, withroadly >j»ecialized and fertile branch of study devoted to the investigation of (jur own psychic states. Not history of iiliilo-opliy, not ejiisti'mology, but |).sythology is the shibboleth that unites the repre^entalives of this third party of modern |)hiloM)phers. There is no al)solute agreement among them as to the obje( I anrl the methods of ps\( lioloL'i( al investigation. One in\i>ti gator is attracted more by the specilK maiiife^lations of soul life, anotlur by its typical traits. The methods employed are still more at variance. Tin- intro.spective jjsychoiogist regards iruier (on<(i)fion and ininuiliatc analysis as the (hief soune of |)sycliologi(al knowledge, while the experimeiUal psy- chologist lays the main stress on psychologic al tests. Not a few of the Cjcr- 426 NATIONAL EDUCATIONAL ASSOCIATION [Anniversary man universities are svipplied with psychological laboratories. Every other year the experimental psychologists hold a convention in Germany, at which the results of the numerous careful investigations are communicated and examined, all bearing testimony to a diligently conducted, comprehensive, and well-classified line of investigation, which has produced valuable results, as, for example, the accurate and interesting analyses of memory, of atten- tion, etc. A few of the contemporary German psychologists may be mentioned here: Franz Brentano, born at Marienberg, near Boppard on the Rhine, on January i6, 1838, is a leader of the introspective school. He was consecrated as a priest in 1864; eight years later he was appointed regular professor at Wlirzburg, but resigned in 1873 as an opponent of the Vatican. From 1874 to 1880 he held a chair at the University of Vienna, but withdrew from his academic position, this time in consequence of his marriage. He continued to lecture as a Privatdozent, and has been living in Florence since 1895 {"'-'ide his Meine letzten Wunsche jiir Osterreich (1895), ^^'^'^ '^"'' eJierechtlichen Frage in Osterreich). His chief works are his Psychologic vom empirischen Standpitnkl (1874) and Vom Ursprung sittlicher Erkenntnis (1889), both con- taining a wealth of keen and thoro investigation. Our moral judgment, according to Brentano, does not depend upon arbitrary laws, but upon a pecu- liar activity of the emotions, the love or hate, respectively — "characterized as correct per se" — which all men possess by nature. Brentano possesses a tremendous fnfluence because of his educational activity. Such leading scholars as Alexius Meinong and Karl Stumpf belong to his school, altho, to be sure, they have maintained their critical independence with reference to Brentano's special theories. Alexius Meinong von Handscliuchsheim, born at Lemberg on July 17, 1853, has served as full professor at Graz since 1886. Among Meinong's numerous publications there should be mentioned in the first place his splendid investigations in the field of the psychology of knowledge; these are his Hume-Studien (Vol. I, "Zur Geschichte und Kritik des modernen Nominalis- mus," 1877; Vol. II, "Zur Relationstheorie," 1882), Uber Gegenstdnde hoherer Ordnung und deren Verhdltnis zur inneren Wahrnehmung (1899), Uber Annahmen (1902), a work in which Meinong o])ens up and analyzes an entirely new field of facts of immense importance for the understanding of art and play; "Uber die Erjahrungsgrundlagen iinseres Wissens^^ (1906) in the Abhandlungen uber Didaktik und Philosophie der Naturwissenschajt (No. VI). His Psychologisch-eihische Untersuchungen zur Werttheorie (1894) are devoted to the moral problem. The elementary moral functions he regards as "conceptions of value," which are invariably based upon a knowl- edge of the existence or non-existence of their object; for the expression of the activity of these conceptions, Meinong employs mathematical terms in an astonishing manner. Karl Stumpj, born at Wiesentheid (Bavaria) on April 21, 1848, has occupied Papers] FIFTY YF.ARS OF PHILOSOPHY I X UFRMAXY 427 chairs at Wiirtzburg, Prague, Halle, and Munich, but has been connected with the University of Berlin since i8g4. Tlie accuracy and clearness of his doctrines are reflected in his writings. He has given to psychology two of its chief works: Ubcr den psycliologisilicn Urspning dcr Rtiitnri'orslellioii^en (1873) and Tonpsychologic (\'ol. I, 188,:;; \'ol. H, i8qo). By means of the former he helped bring alxiut the victm^y of pswhological iiativism, the doc- trine that in the visual sensation we are immediately and originally conscious of spacial differences. The second work ranks worthily beside the famous writings of Helmholtz on our sense perceptions. Willielm Dillhcy, born at Hiebrich on the Rhine on November 19, 1833, has served as full ))rofcssor at Basel, Kiel, and Breslau, and, since 1882, at Berlin. Dilthey, like Windclljaiid. enipha>i/.es the j)ecuh'arily and indepen- dence of the mental sciences in contnuHstinction to the natural .sciences, but he does it in a >omewhat different manner. The basis of the mental sciences, in his o])inion, is j)sychology — not one that works with hy])othescs and is on the hunt for "explanations" of psychic life, but rather a descri])tive and analytic p.sychology; not an intellectualistic but a voluntaristic psychology, in accordance with which, for instance, our conviction of external reality does not go back to logical o])erations, but to exj^eriences of our Noiition (im])ul.-e, intention, resistance). He claims that the descrijjtion and aiial\:is of historical and social realit\' is no longer known as ])svchol()gv. l)Ut that it is p.sychology and that it takes j)lace in the mental sciences. Dilthey's best- known work is his Einlciiuiii^ in die Geislesii'issenschcijlen, Versuch einer Grimdlegung jiir das Shidium der Gesellschajt iind der Ueschiihle (1883). His treatises in the reports of the sessions of the Berlin Academy of Sciences are no less fertile in comj^rehensive and valualjle suggestions. {Beilrdge ziini Shidiiim der I ndividualildl, 1896; Beilrdi^c znr Lbsinii^ der Fnit^e 7u>ni Urspning itnscres Glauhens an die Realildf der Ansscn'well, 1894, etc.) Dil- they alM) enjoys a well-deserved reputation as a hi-torian. He is editing the first C()m|)lete edition of the writings of Kant, which is being pulili-iied under the au-pices of the Berlin Ro\al .Academy of Sciences. Among his own historical works, >],(•( iai attention is called to his biography of Schleiermacher (1870). 'I'heodiir lApps, born at W'allhalben (Palatinate) on Jul\- jS, 1S51, full professor at Breslau (1890-94) and Murith (i8(;4 ). i> in the fir-t place an introspective |)sych()logist, who has succee(lc-d adniiralily in analyzing psyc hie phenomena clearly and sharply. Such an analysis of general psychic proces- ses is given in his Grundlalsaehen des Seelenlehens (i8c)3) and in his I.eitjaden ilrr I'sychologie (1Q03, and 1906). in the- opinion of Lipps, |).sychology con stitutes the starling jxiint abo for logic and ethics, and in accordance with this view he has written his Grundzuge der Ijigik (i8cj8), his striking /'Jliiselie Griindjragcn (1899; 2d edition 1^05) and numerous works on ;i>lhelics (Der Strcit iiher die 7'ritgodie, i8r;i; Koniik nnd U iiinor, i8(;8; Asthetisdie I'liktoren der RiinniitnM lianung, i8(;i; Asllielik, \'ol, I, i(>03). The mcllnnl, 428 NATIONAL EDUCATIONAL ASSOCIATION [Anniversary content, and comprehensiveness of these writings assure Lipps a place among our leading jestheticians. Wilhelm Wundt, born at Neckarau (Baden) on August i6, 1832, full professor at Zurich in 1874, and at Leipzig since 1875, is — as the successor of Fechner — the co-founder of experimental psychology. He has completed and generalized the experimental methods of Fechner, which were confined to the measuring of degrees of sensation, and applied them to the whole field of psychic phenomena. For these studies he has arranged a laboratory at Leipzig which is provided with ingenious instruments of extreme delicacy, and which has become the model for all similar laboratories in the world, especially in the United States. The experimental method developed by Wundt has given a great impetus to the study of psychology; many questions have assumed an entirely new aspect; new disciplines of considerable prac- tical value have been established, as experimental didactics and the psy- chology of evidence, which have thrown new light on pedagogical methods and legal proceedings, respectively. But Wundt has accompUshed wonders not only in the psychology of the individual, to which his Grundzuge der physiologischen Psychologic (3 vols., 1874; 5th edition, 1902) is devoted; he has done pioneer work also in his Volkerpsychologie (Vol. I, "Die Sprache," 1900; 2d edition, 1904; Vol. II, "Der Mythos," 1905), in which he has treated the psychology of language, of religious conceptions, etc.; exhibiting tremendous grasp of endless material. Wundt's importance extends beyond the psychological field. In his Logik (Vol. I, "Erkenntnislehre," 1880; Vol. II, " Methodenlehre, " 1883), his Ethik (1886; 3d edition, 1903), and his System der Philosophie (1889; 2d edition, 1897), ^^^ advances step by step, always resting upon the founda- tion of exact science, to a compact idealistic philosophy. In this respect he appears at the same time as a representative of the fourth group of German philosophers. The scholars mentioned aliove all agree in rejecting metaphysical ten- dencies. The antimetaphysical trend of Hume and Kant has not yet lost its influence, a trend which regards all metaphysical problems as mere illusions of human reasoning. In order, therefore, to escape the criticism of trans- gressing the bounds of knowledge, many modern philosophers have turned all the more eagerly to historical retrospect, epistemology, and psychological investigations. But metaphysical problems cannot be rejected as pseudo- problems; they possess an objective value which reacts upon the knowledge struggling with them, dispensing Ught and power, in the same way that every function develops thru employment and activity, whereas it languishes as a result of disuse. The philosophers still to be named combine a compre- hensive survey of empirical actuality with a bold courage in metaphysical reasoning. Thus the conception of will reigns supreme in Wilhelm Wundt's "actual- istic" view of life. The will which, as apperception, acts also in all reasoning Papers] FIFTY YEARS OF PHILOSOPHY IN GERMANY 429 and in feeling, is actuality, pure happening. To its pure causality, which is bound to no substance and to no "soul," the law of the equivalence of cause and effect, which is, in the material world, manifested in the law of the con- servation of energy, does not apjily. Spiritual life possesses the attribute of "creative synthesis" and continually increases in energy, in accordance with a "heterogeneity of aims," which is the fundamental form of all spiritual evolution. Whenever an aim is realized, unforeseen foundations and impulses for new aims are thereby created, so that the success of every actual endeavor is richer than the original motive. In the social communities of human beings a new energy of volition is manifested, a true common will, which unites all humanity in the conscious accomplishment of definite endeavors. All the wills of the entire world are united in the reality af a supreme common will, namely God. Rudolf Eucken, born at Aurich on January 5, 1846, who has filled a chair at Jena since 1874, is a fervent supporter of an objective idealism. In his writings he strives after life and spirituality, which we hope they will arouse. Among his important works may be mentioned Die Einheit des Geisteslebens (18S8), Der Kampj um eincn geisligen LehensinhaU (1896), Der Wahrheits- geluill der Religion (1901; 2d edition, 1905). He has also published note- worthy historical works: Geschichte der philosophischen Terminologie (1879), Die Lebensanschauungen der grossen Denker (1890; 6th edition, 1905), Thomas von Aquino iind Kant, ein Kampj zweier Welten (1901). Of great value, too, is his Grundbegriffe der Gegenwart (1878; 3d edition, 1904). Eucken teaches that in all intellectual life, uniform and supercosmic associations are at work, which tend toward the formation of a "personal world." He regards intellectual Hfe as higher than dead mechanism, some- thing higher, too, than mere psychic vitality, just as personaltiy is more than individual existence or subjectivity. Personality, according to Eucken, is spiritualized individuality, and it becomes so thru the process of the "( reation of entities." Whenever we become immersed in a spiritual content and the latter reacts upon us, the formation of real nature takes place, in the form of a double-sided development — of us thru spiritual content, and of spiritual content thru us. By means of the contact with the ideal object spiritual life arises within us, and thru the work of the soul the material is disclosed and developed. Worlds of the good and the beautiful and the true open up to .sight and reveal to us supercosmic depths. This sui)ercosmic ( haracter, however, can be maintained and carried out only if we connect all real spiritual life with God. Among the metaphysicians may be found also the most renowned of the living non-academic philosophers of Germany, Eugen Diihring. Eugcn Diihring, born in Berlin on January 12, 1833, is a clear-sighted philosopher and spirited author, whose sad experiences embittered him against all aiadcmic philosophy. Allho lie had become i)lind, he began to lecture with much .success at the University of Berlin in 1863, but was deprived of 430 NATIONAL EDUCATIONAL ASSOCIATION [Anniversary the privilege in 1877, because of the extravagant attacks upon Helmholtz included in the second edition of his Kritische Geschichte der allgemeinen Prinzipien der Mechanik (prize-essay, 1873; 3d edition, 1887). In this work he emphasized the prior claim of Robert Mayer to the discovery of the law of the conservation of energy, unjustly refusing to give Helmholtz any credit v^^hatsoever. He also honored the highly gifted Heilbronn physician in a special work {Robert Mayer, der Galilei des 19. Jahrhunderts, Vol. I, 1880; 2d edition, 1903; Vol. U, 1895). Diihring is the author of mathematical, economic, and political (anti-Semitic) works; he has also labored in the field of the history of literature, as well as in that of philosophy. His most note- worthy philosophical pubHcations are the following: Natilrliche Dialektik (1865), Der Wert des Lebens (1865; 6th edition, 1902), Ersatz der Religion (1882; 2d edition, 1897), Sadie, Leben, tend Feinde (1882; 2d edition, 1903). Diihring attacks the criticism which denies the knowability of being. Our understanding can grasp reality as it is, but in his opinion, it should rest content with the apprehended facts. He considers it foolish to attempt to "explain" them in the bargain. The perception of reahty culminates in that of the all-embracing being, which in its self-sufficiency has nothing beside or above itself, yet is not infinite, but Hmited. Philosophy, according to Diihring, however, is not merely perception of reality. He conceives of it also as the representation of a sentiment directed toward a nobler humanity. This sentiment repudiates pessimism — for men should become better, in order to become happier — as well as egoism — for the happiness of the individual should be incuded in and made subservient to the general good. In the above paragraphs I have attempted to describe the different ten- dencies of German philosophy by presenting the theories of a few, not all of its prominent representatives. In all philosophy, in the words of Eucken, there is a struggle for a spiritual life-content. It is a struggle against the naive but bold dogmatism of materialism, which renders the spirit empty and the heart poor. Yet it is also a struggle waged by philosophic ideas with and against one another. Nietzsche once referred to the ideas that control man as spirits more beautiful than himself, as "invisible heralds of things to come." And similarly, another saying of Nietzsche may be applicable to our philos- ophers: "Inventors of images and spirits shall they become in their enmities, and with their images and spirits they shall some day fight the supreme fight again.st one another." THE PAST AND THE FUTURE OF GERMAN EDUCATION' FRIEDRICH PAULSEN, UNIVERSITY OF BERLIN It seems appropriate to conclude this historical survey with a prophecy about the future. This must naturally be based upon a consideration of the ■ Book IV, chap. iii. of Das Deutsche Bildungswesen, by special permission of the author transhitcd by Professor Rudolf Tombo, Jr., Columbia University. Papers] PAST AXP FUTURE Of GERMAX EPUCATIOX 431 previous course of development, and I shall therefore emphasize once more the tendencies of the movement. I need scarcely point out lliat the element of absolute certainty will, as a matter of course, be absent from any jjredic- tions I mav make: disturbing influences and destructive catastrojjhies are likelv to occur and seriously obstruct t)r alter the path of develojuiu'iu. Never- theless it is true that the more universal tendencies of civilization are scarcely afTected by the accidental interruptions of the external course of events. His- torical [)rogress. after all, is not determined by accidents, but rather 1)\ the conscious operation of vital forces. The idea acts as a hidden ])()\ver of attraction and thus determines the direction of the development. In looking back over the entire field, we observe that two general i)rincij)les stand out quite prominently: on one hand, the constant tendency to .secularize institutions of learning and to j)lace them under the management of the state, and on the other hand, the continuous dissemination of systematic school training over ever-widening circles of the communily, or, if 1 may use the term, the "democratization" of education. The first of these tendencies, which we might (all progressive declericaliza- lion, manifests itself first of all in external secularization, that i-^, the i)assing of the control of education from the i luirch to the sl;itc. In the Middle .\ges the entire educational sy>lem was vested in the iluin h, while at t!ie present day the state has assumed control everywhere, merely intrusting to the church, with a greater or smaller semblance of good-will, ])ower of no definite extent, especially in the field of puiilic education. 'Ilie universities .set the ball roll- ing in the Middle Ages, the higher schools followed their e.xample after the Reformation — at first in Trotestant territory — and during the eighteenth and nineteenth centuries the public schtjol has been passing more and more under the control oi the state. The cau.se of this movement evidently lies in the general deterioration of the church, and in the advancement of the slate as the ruling power in modern life. This circumstance again is iiitiinateh related \() the tendencies of the \vesterii peoples to lay greater and greater emphasis in their mode of thought and feeling upon the life upon earth; tht' romeplion of the life hereafter is continually losing its for* e and its power of nioti\ation, and as a result the inlluence of the church is waning. The outward secularization of education has been accompanied l)\ a trans- fer of instruction from the clergy to laymen. Teachers, from the univirsilv down to the common school, are no longer ecclesiastical olTicers. Sec ular sciences and arts constitute the major portion of the |>rograms of slud\ . 'i'he arrangement of instruction according to the doctrines <»f the church has dis appeared. The universities were the tirst lo dixnd the oM s\^tc-m, ihi- |)ro(esN taking place definitely and gciierallx during the eighteenth century; prior to that lime, at le:ist the faculty of philosophy, in addition to the theologi- < al faculty, was elfectively controlled by the ecclesiastical system of instruc- tion. .At the present day, even theology has become a science that measures truth bv means of immanent .standards, at least that is the ca.se in the evan- 432 NATIONAL EDUCATIONAL ASSOCIATION [Anniversary gelical church. Ecclesiastical organs are attempting to fetter investigation with dogma, but on the whole these efforts have not been successful, altho they have been effective now and then in specific instances. As far as the school is concerned, religious instruction under the control of the church has not been exterminated, to be sure, yet it has lost its power. Less than two hundred years ago the entire school system, private as well as public, was steeped in ecclesiastical matters and denominational instruction; since then, however, religion has come to be ranked with other subjects, no longer over- shadowing them in importance. In many cases it is regarded as a subject in a class by itself; indeed, it is occasionally looked Upon as an alien subject, one which has outlived its usefulness, which is in reality no longer compatible with the general structure, and the removal of which is accordingly only a question of time. Such has been the trend in the past, and there is no reason to suppose that a retrograde movement will take place. Partial and temporary reactions are of course possible. The church has by no means renounced its right to control the schools; the Catholic church especially maintains its claims firmly, and, as is well known, when a claim is once advanced by this church, it is never receded from. As a matter of fact, we must confess that education really belongs to the field which the church regards, and cannot but regard, as its proper sphere, that is, to the field of the cum animarum, the guidance of the soul and of morals. It is, however, impossible to alter the received situa- tion. The state will not surrender the right to regulate education after having once attained this right, and we must not forget that the assumption of the control of education by the state is largely due to the fault of the church, which since the close of the Middle Ages has been almost entirely a retarding factor in the development of culture. Besides, we cannot deny that educa- tion is too intimately associated with the enlarged purposes and tasks of the state for the latter to coiuitenance a return from the new political to the old ecclesiastical order. Every modern civilized nation conceives as its mission the preservation and elevation of its people. From the political and eco- nomic, the intellectual and moral standpoints, indeed, a nation is nothing more than the organization of the people with this end in view. This being so, the state cannot be indifferent to the education of the rising generation, upon which the maintenance of all culture directly rests, nor can it assign the diffi- cult task to a power not dependent upon it, in the belief and expectation that this power will perform the task as the state desires and will serve the state's ends. This is such a self-evident fact, that even the nations who had been longest indifferent to this problem of the political community, like England, for example, have begun during the generation just past to take a profound interest in the regulation and advancement of public education. It is safe to say that the recent successes of the German people have done much to convince other nations how important is a national system of education and training for the entire population, for the efficient self -development of the Papers] PAST AND FUTURE OF GERMAN EDUCATION 433 people from the military and economic standpoints as well. The careless- ness with which many nations have in times past intrusted education to the church or to self-regulation according to the law of supply and demand has been supplanted in all European countries and elsewhere by paternal solicitude on the part of the state for educational efficiency. This movement will proceed without interruption to its ultimate results. Among these I may mention in the first place the absolute control of all school inspection by the state. I am convinced that the heritage of the ancient ecclesiastical authority in school affairs, in the f(jrm of clerical school inspec- tion^ will disappear before very long, since it is in all respects incompatible with the organiz;ition of the modern educational system. District-school inspection, especially, will soon pass out of the weak hands of the clergy. The task has become a great and difficult one, which demands the entire strength of competent professional officials. The teachers have been of this opinion for some time, and they regard the system of placing them under control of an alien calling as a slight upon their profession and their standing, especially in view of the fact that the clergy exercise this control, without any inherent reason, primarily as subsidiary to their real vocation. Every advance in the development of our educational system and our systems for the training of teachers renders the old order more imi)ossible, and at the same time more unbearable from the personal standpoint. The clergy, too, have recently called public attention more than once, and in emphatic fashion, to the dis- advantages of this condition. The same process will take place in local school inspection. There is no reason why a clergyman should not serve as local school-inspector when he possesses the necessary qualifications and the inch'na- tion, and when the community desires it, but there is no reason whatsoever why a clergyman not possessing the necessary qualifications should be called upon to fill a position in which he is not wanted. A hundred years ago, to be sure, there was some reason in appointing to the position of school- inspector the only highly educated person in the community, that is, the clergyman, but this one-sided condition has since been remedied, especially thru the development of the teaching profession itself. I regard the separation of the ministry of education from tlie state achninis- tration of ecclesiaslit ;il jioh'cy as another consequence of llu' divelopmi-nt. The latter flepartment, in case it is not established as a separate ministry, might most api)roi)riateIy be ccmibined with the ministry of justice. If this were done, it would at the same time bi." made evideiU that it was not a (jues- tion of church aulh to point the moral, iwid wc max .say that, as matters stand at jtresent, and in \ icw of the- i liarac tcr of our tc;u hers and students, it is the task of the sc hool to im|)art an historical knowledge of Christianity and its faith, its literary monuments and its vital forms, its growth 436 NATIONAL EDUCATIONAL ASSOCIATION [Anniversary and its revolutions. To convince the young of the absolute truth of one set of doctrines or another is a task which exceeds the capacity and the mis- sion of the school. Were we only to adopt this conclusion, we should above all attain one thing, namely, that our teachers could again discuss religious matters with good conscience. No doubt many teachers suffer at present under the burden of dogmatic religious instruction. This is especially true of Protestant teachers, in whose case the matter is always ultimately left to the individual conscience, whereas the Catholic teacher can find a way out by explaining that it is the church that expounds the doctrines. I realize that instruction shorn of all denominational tendencies would not lack internal and external difficulties, but it would serve as a great step away from a posi- tion that has become intolerable. Perhaps the return of frankness and impar- tiality in the treatment of religious material would bring with it a greater willingness and desire to include the subject in the course of study. It goes without saying that there is a wealth of wisdom and precept contained in the writings of the Old and New Testaments; indeed, the Bible is a universal book without compare in regard to content and form, and there is absolutely no collection of writings that is as valuable to the teacher in initiating the young into the understanding of moral and ethical questions. I am quite certain that religious life will not suffer either when denomina- tional instruction is abolished in the schools. Certain formulations of reli- gious ideas as we find them in the large catechisms, as, for example, the doc- trines of original sin and the forgiveness of sins, of God incarnate and the crucifixion, of salvation and atonement, faith and justification, will then be heard more seldom, but that would be no loss, since under the old scheme pupils discuss problems and events which, as a matter of fact, are incompre- hensible and meaningless to children of their age, and which only lead to senseless repetitions — the death of religious sentiment. Religious living is inspired by the contemplation of pious lives, especially of those with which the young come into personal contact; and the instruction itself can be made effective only by presenting illustrations of pious lives borrowed from history and literature. For the moral training of youth, however, the effectiveness of biblical \\Titings would not be felt until they were freed from the strictures of dogmatic interpretation, and treated as purely human records of human events. None but a prejudiced person will fail to realize that we cannot dis- pense with the Scriptures in the important branch of education which is con- cerned with the formation of moral concepts and indirectly of moral volition, nor can we substitute selections from the literatures of the world, as the Bremen school demands. The absolute value of the Scriptures, as well as their important historical continuity, will always retain for the Bible a unique place in our world. By means of such an inner development of religious instruction, we should furthermore be preparing for the goal that seems to lie in the future of our people, namely, a universal interdenominational public school. The univer- Papers] PAST AXD FUTURE OF GERMAN EDUCATION 437 sal and systematic introduction of the so-called undenominational school (Siniullanschule), which political parties are at present ardently advocating, I do not consider an ideal solution of the problem; at all events, it is an abso- lute impossibility at the present day. If forced upon certain portions of the community ]\v law, it would lead to a bitter educational conflict, and a further consequence would be, in case the law could be made operative, that denomi- national private schools would arise beside the undenominational national school, especially in Catholic, and presumably also in Protestant, territory. And the ultimate consctjuence of such a movement, dictated, not by positive necessity, but by poHtical doctrinarianism, would be not the desired obhtera- tion of denominational contradictions, but rather their intensification and aggravation. On the other hand, if matters are allowed to develop in the direction suggested, which is indicated by the great historical movements, if biblical instruction is permitted to advance more and more at the cost of dog- matic denominational instruction, for which no legal measures are required, but merely a wiUingness on the part of the administrative authorities to satisfy proper demands, then the time will come when the school will be inwardly prepared for the final step, common biblical-historical instruction in Christianity for all denominations, to which may be joined special instruc- tion on the part of the churches as a preparation for admission to active mem]:)er>hip. I realize fully that this prospect will be regarded by many as Utopian, by opponents as well as by adherents of such a movement. Nevertheless, I am firmly convinced that future developments will tend in this direction. The ver}- blending of denominations among our people, which is becoming more and more rapid, will help to accelerate the tendency; soon there will not be a city in the empire nor a large rural district, where Protestants and Catholics will not dwell side by side. The spread of interdenominational schools, at least of the association of children of different denominations in the same school, as well as the increase of mi.xed marriages, will inevitably result. The more frequently the people of different denominations intermingle, the more rapidly will the element of estrangement disappear; they will learn to know and understand one another, for these two things are synonymous here. And the develoj^ment in this direction will be aided by another factor, namely, the advancing nationalization of the German people. There is no doubt that the national clement, as oi)posed to the denominational, is gaining more and more in imi)ortancc in the life and sentiments of the people. We must not be deceived by the .seeming inten.sification of denominational contrasts in the nineteenth century, thru the sudden violent tension of the culture-conflict; that was nothing more than the final spark of an old hostility, brought about by clerical fear for the control of souls, and by political bungling. In reality the Lutherans of Hanover or Schleswig-Holstein and the Catholics of Bavaria were very much farther apart at the beginning of the ninetcentli century, in spite of the peace in clerical circles, than they are after the rehabilitation of 438 NATIONAL EDUCATIONAL ASSOCIATION [Anniversary the empire at the beginning of the twentieth century. And this development will continue; should the love the different sections of the empire bear one another not be strong enough to assure it, then the hatred of the surrounding peoples will accomplish what remains to be done to weld the Germans into a homogeneous nation. Education, too, has long followed this course: the national element has made constant progress at the expense of the denominational. Whereas in the middle of the eighteenth century the old denominational school still existed in all its onesidedness, especially in Catholic territories, since that time the humanitarian influence, on one hand, and the national influence, on the other, have become more and more powerful in Germany, as well as in other countries. In the national schools of France the cult of the father- land has to a certain extent replaced the clerical cult. Altho we have kept aloof more from such exaggerations, we have nevertheless assigned a very promising place to instruction in the language, hterature, and history of our country. Our common schools have long since ceased to be denominational schools, so far as instruction is concerned; they are national schools, which, to be sure, allow for denominational dift'erences. The same trend is visible in the position of our higher schools; while in the eighteenth centurv they were still entirely under the influence of the international Latinity and the denomina- tions, they have become in the course of the nineteenth century more and more pronouncedly national schools, in which instruction in German forms the focus of the course of .study. They have cast off during the nineteenth century, at least in all essentials, the formal denominational character, which in the eighteenth century still adhered to them as a matter of course, and they are now, for the most part, schools with religious equality, or interdenomina- tional institutions. It will, therefore, be perfectly safe for us to let the fruit mature; the ele- mentary school will follow this course of its own accord. To be sure, it will not follow the road of the "religionless" school, to which not a few evidently believe they are leading it when they passionately advo cate the undenominational school {Simultanschule). The only way in which this could come about would be under the condition that the Christian peoples inclined to it of their own accord. I believe, howe\'er, that those who foresee this result are greatly mistaken. The human spirit will never find complete satisfaction in science — not in this world. This fact will become all the more pronounced as the attempts to force the mind toward faith and thoughts of the hereafter will cease. But if religion continues to remain a manifestation of the s])iritual life of the great world, it will not disa])pear entirely from the small world of education. There are countries in which no other way was ])Ossible: in Catholic France, for example, governmental and national edu- cation could be secured only at the expense of the exclusion of the religious element. In Germany, however, I consider the step neither neces.sary nor possible. I consider it a fortunate condition of our development that we do Papers] PAST A X D FITV RE OF UEKMAN EIU'CATIOX 439 not have to pay this price for our national education, that our teachers may continue to impart in>trui tion in rcliuion and retain their hold upon tlic Bible: it is thu.> made pos>ible for iheni to he "'niolikM^ of xoutli " in the fullest sense of the term. There is another etTeet of the secuhiri/.ation of echuation whiih I desire to discuss brielly, and that is the ever-increasing strictness of regulation, which has for some time been at work in the direction of a decrease in free- dom and spontaneity. This re>uUs from the thanuter of the slate, whicli, in its origin, is concerned with reguhilions for the maintenance of justice and defense; in these fields strict and uniform law reigns supreme and behind it stands force. In the same measure in which the state has assumed control of the admini>tratit)n of culture, it has made itself felt in the field of education, where law and force are no longer unknown. The church, from the very nature of the case, founded as it is entirel\- u])on faith, hope, and Io\e, was always .somewhat more reluctant to employ force; and besides it did not pos.sess the means. The last great advances in school regulation were made in the nineteenth centur\-. Prior to that time compulsion for the most i)art was concerned only with externals, as with the foundation of schools and attendance upon them, but during the last century, internal matters have become subject to rigid control. Educational manifestos. ])romulgated with legal .sanction from a central bureau, began to prescribe in detail for each school the subjects of study and the course of instruction, the number of hours and the ground to be covered in each field. Offices were establi.shed for the sjjecific {)urj)ose of enforcing the regulations by means of stated inspec- tions and examinations. The control was gradually extended also to the method of instruction, and even to prescribed sentiments among teachers and j)upils, esj)ecially as a consequence of party s])irit. In this wa\- a degree of constraint has made it.self felt in educational matters, which \iolentlv limits the personal initiative of the teacher, who, in a i)articular lase, acts not in accordance with what is ])ossible and necessary, but rather in accordance with the regulations that happen to be in force. And the-e are not likely to be more acceptable because they change every ten or twenty years; on the contrary, arrangements of a permanent character come in time to be regarded as natural laws, whereas constant change is traced to mere i hante and arbi trary substitution. There is no doubt of the fact lliat tin's resnj, ti,,n is in rnany cases felt as a heavy bunlen by teachers, es|)e(ially b\ tlie most power- ful and inde|)endent natures. And this burden is felt abo b\ the pupils, e.spedally in the highest grades of the Civiiniiisiiini, in uliic li the |>upils more advanced in age resist the continuation of the regular sc hool di.seipline and mode of instruction, with their daily a.ssignmenls ;tnr| their control in all subjects. Much of the ruling dissatisfaction with present cdut ational con- ditions, which frequently finds voice in violent, unjustified, and e\lra\agant statements, may be traced ba< k to these causes. Perhajjs we may now add that administrative aulhorilics ha\e ne\er 440 NATIONAL EDUCATIONAL ASSOCIATION [Anniversary understood this dissatisfaction so thoroly, or shown such a desire to remedy the evil, as the Prussian authorities do today. It is to be hoped that their endeavor to remove the grievance will be successful, more successful, at any rate, than L. Wiese's was fifty years ago, for he approached his task with the same understanding. These efforts are certain to be crowned with success if the energetic and consistent desires of the government are met half-way by the good-will and proper understanding of the other side, above all and primarily by the teachers — a desire for freedom united to self-discipline and a feeling of responsibility are a sine qua non. Then, if the officials will learn to respect every serious manifestation of good-will, and to treat it with care, or correct it with gentle hand whenever it seems to be steering a questionable or wrong course, we may be permitted to hope that bureaucratic methods and reluctance on the part of the pupils will gradually disappear to make way for joyous initiative on the part of both teacher and pupil. To be sure, even then the school will not correspond to the ideal of the most recent group in pedagogical literature, which we might call the anar- chistic group; it will never be able to satisfy the demand to abolish all com- pulsion, and not only all compulsion, but also all strict order, and with it all required studies, by rnaking instruction dependent upon the particular incli- nation of the pupil. The preceptor and teacher should by all means listen to the longings concealed in the breast of the child and pupil, and endeavor to fathom his soul; but that is not synonymous with abandoning all firm guid- ance; indeed, we may say that the child and pupil thoroly appreciates a firm guiding hand which teaches him gradually to become master of his vacil- lating inclinations and impulses, to acquire a will, and to develop into a per- sonality. A good regimen, for which we pray in Luther's fourth supplica- tion, is what in youth we can spare least of all, and we are never more contented, than when we are assured of strong guidance. A good regimen is of course not a harsh and pedantic or even an ill-tempered and angry one, but one which leads to the goal with strength and a firm will, to the goal which the one governed really wishes to reach. The pedagogical anarchism to which I referred above is nothing more than the natural reaction against exaggerated bureaucracy; but the reactionary movement is itself unduly exaggerated, as well as unsound. When in this age of neurasthenic authorship the move- ment seeks expression in mad clamors, as has happened here and there, it merely compromises, just as political anarchism does, efforts that are iji themselves sound and essential. Freedom has no worse enemy than anarch} As a second tendency beside the continuous secularization of the school and of education, we notice the unceasing advancement in the dissemination of education over ever-widening circles of the population, what we might call the continuous "democratization" of education, going hand in hand with an increasing "socialization" of educational provisions. This development may be traced as follows: During the Middle Ages there were public institutions of learning only for the highest class, namely, Papers] PAST AND FUTURE OF GERMAN EDUCATION 441 the clerical, and the prevalent educational ideal was accordingly a clerical one. With the Renaissance and the Reformation, the lower classes began to participate in the movement. After the universities had, even in the second half of the Middle Ages, loosened the old constraint of purely clerical education, nobles and citizens began to an increasing extent to assume con- trol of education and the means of education. First an aristocratic educa- tional ideal, prepared for in the Renaissance, lent its character to the seven- teenth and eighteenth centuries; the secular nobles •determined the type of aristocratic education. Since the age of enlightenment and neo-humanism, toward the close of the eighteenth century, the citizen classes have assumed control, and during the nineteenth century these determined the character of the reigning educational ideal, namely, that of Hellcnizing humanism. In addition, the masses had gradually begun to take an interest in education and the means of education: reading and writing had become more and more common since the si.xteenth century; during the nineteenth century the old j)urely clerical character of the common school also was gradually transformed along the lines of the humanistic-civil ideal. If we pursue the lines of the |»revious development farther, the twentieth century would bring a universal education of the people, in which the lowest class, too, the great mass of population, would have full share, thus realizing Fichte's ideal of a national education which does not recognize any 01 ttoAXoi. The goal would not be equality of education for all, but participation of all classes of the people, each according to power and opportunity, in a uniform, pojiular, intellectual culture, accessible to all. I wish to point out a few tendencies which aim at progress along tliis line. The last generation has brought us visibly nearer, not to the uniform school, but to a uniform national-school system. The old dividing line between the education of scholars and that of the people is being eliminated from both sides. The Gymnasium has long since lost the characteristics of the old Latin school, a school in which the Latin language was dominant from the very beginning and the German language was proscribed. With the aboli- tion f)f the Latin essay it has also abandoned the fiction, long extant, that the world of scholarship writes and speaks a language different from that of the people. The physician, the juror, the pastor, the teacher, the .scholar, n<» longer affect a peculiar vehicle of expression, as was still the case a few generations ago; all citizens speak and write the same language. Indeed, students who do not know any Latin at all are beginning to attend the uni- versities. The advance of the new form of Rejorm^ymnasiiim also tends in this flircction, inasmuch as Latin, wliii h was formerly begun in I lie >i\th year, is now postponed to the twelfth, whcn-by miu h room !> gained for a common foundatifiU. From the other side, the commttn school is reaching out toward the higher school. The raising of the standard of the course facilitates advancement to the intermediate school and the higher-grade school, and thru the Obcr- 442 NATIONAL EDUCATIONAL ASSOCIATION [Anniversary realschiih to the university. The incorporation of a foreign language in the course of study in the normal schools for public-school teachers shows that, in view of the increasing intensity of trade, instruction in a foreign language is considered a task also for the upper grades of the advanced public schools of the large cities, especially the coast cities and commercial cities. We are thus likewise approaching a more uniform class of teachers, as has already been shown. While at the present time the difference between the teacher who has received a normal education and the one who has received an academic education is now and again emphasized with some degree of sharpness, there is no doubt of the fact that, so far as preparation is concerned, the two classes have approached each other considerably during the past century. The teachers who graduate from the new normal schools of 1901 will possess such a splendid scientific preparation, that no higher-grade school, even if it takes to itself the title of Realschule as a part of the system of higher educa- tion, need be ashamed of them. Thru an increase in university attendance, by means of common courses and conferences, presumably at some time, too, by means of the establishment of a uniform central school-board, we shall further approach the goal of a uniform national teaching force, not divided by all manner of rents and fissures. There is another universal tendency working toward an internal assimi- lation of the separate spheres of education which I wish to point out, and that is the realistic feature that pervades the entire educational system of the present, and that draws it to reality, to work, to action. In the upper spheres, the old purely aesthetic-literary education, in vogue a century ago, which entered the Gymnasium in the form of Hellenistic classicism, has been dying out ; reality has progressed in the world of thought at the expense of the classi- cal world of fancy. As a matter of fact, classical philology itself has become more realistic: it seeks and observes in antiquity historical reality, with its limitations and its shadows, in the place of the old ideal picture of humanity. Mere appearance has lost in value everywhere, and nowhere, perhaps, is this more strikingly evident than in the education of women. A different type of woman is arising, whose characteristics are no longer aesthetic sentimen- tality and beautiful Schwdrmerei, but clear, resolute bearing and serious pro- fessional occupation. It has begun to transform the system of education for women; in school the sciences are advancing at the expense of instruction in languages and literatures, and to this is added a special preparation for some future profession. The same tendency has for a long time been visible in the development of boys' schools; a realistic educational system has come to be recognized beside the old literary higher school, and there is no doubt that in the coming years the former will develop at the expense of the latter. In the same way the technological schocls have become rivals of the univer- sities, which have themselves, during the century just ended, passed thru a tremendous change in favor of realism. And everywhere, from the univer- sity down to the public school, a corresponding change is taking place in the Papers] PAST AXD FUTURE OF GERM AX EDUCATION 443 method of instruction, that is, a change from mere literary l)ook-learning to the immediate comprehension and employment of reality. Independent research and experimentation in the scientific and medical faculties of our universities have gradually replaced the old tyjjc of teaching and learning by mean> of textbooks and lectures. The same mo\ement is going on in llie lower schools and will increase in force and volume. The United States and England have preceded us in the establishment of school laboratories and schot)l workshops, and the ])upils, e\cn in the publii >(,hoi>l>, arc thus led to independent observation and action. In consequence of thi> we experience a certain leveling of educational differences. There is no doubt of the fact that these differences are less strongly accentuated in the case of a realistic- technical course than in the case of an aesthetic-literary course. Educational pride especially thrives much better on the soil of a'stheticism, of book knowl- edge and linguistic knowledge, than on the soil of the natural sciences and technologv. People who never learn to understand and appreciate t)ne another thru the medium of mere conversation will do .so when tlicy work side by side. Real educational snobbishness has been to thisda\- ihe |)ii\ iicgt' «)l" ilir philolo- gists. The spread of gymnastics and sports is working toward the same goal. When everv city and every village possesses an athletic lield, where the xoung can measure their strength, then this too will act as a conmioii rallying jjoint for those who were separated by the old system. Finallv, I wish to call attention to an effort which has recentl\ asserted itself with some measure of success, namely, the striving once more to bring the people and art together — for they belong together. Art is the universal language of the soul, rather than science, which always becomes exclusive at a certain jjoint. Art itself is assisting in the rapprochement. If you |)hu e the work of two artist> like Thorwaldsen and Constantiii Meunier sidt' b\ >ide, you will realize at once how even sculpture, the most reserved of all arts, is getting closer to the people; in ihe works of Thorwaldsen we have a re|)rc-entalion of grace and of jijay baxil upon ( )1\ nipir in\lhology, while in those of Meunier we get a repnnku lion of \ igor and labor, growing troin tlie intimate life of the people and readily intelligii)le to everybody . And m) we mav safely say that everything which serves to encourage tlie arti>tic sense and le-thetic ap|)recialion among the great masses of the jjopuiation, tends at the >ame time to remove the differences in education. In lin> minu'clion the development of the natural impulse to reproduce the form of objects especially deserves every encouragement. The old schematic geometric drawing sue cceded not seldom in destroying this impulse instead of eniouragiiig it; whereas we mav expect that the new method, which |)roceeds from objec'^s actually seen, will maintain and encourage the- joy in oi»>er\ation and repro- du< tion. At the same time, such a s( heme of inslruc tion in drawing, wliii h of course inc ludes the study and use of color, will prove- an c ifc-t li\c- aid in the direction of the s.ime realism to whic h reference lia> been made above. It leads M hool and pupils from the bo<»k to the objec ts themselves, from book 444 NATIONAL EDUCATIONAL ASSOCIATION [Anniversary knowledge, acquired by rule, to a sense of initiative in observation and execu- tion. At the same time this method bears a direct relation to subsequent practical employment in the solution of many vital problems in every trade and every art; and continued thru all kinds of academies and extension classes, there is no reason in the world why it should not become an important life-interest for all classes of the population.^ This movement from above is aided by an eager striving from below. There has never been a time when the mass of the population has been imbued with such a thirst for education as that shown at the present day. Connected with this condition is the fact that there has never been a period in which the individual has been offered better opportunities to rise to higher positions and more extensive activities. The elasticity and optimism of the New World beyond the ocean, which offers to everyone — irrespective of birth and origin — who is willing and able to work, an opportunity to employ his powers, is imparting an invigorating influence upon the Old World, since the way to the new lies always open. And why should not a new world grow up also on the soil of the old ? We may blame the workingmen's movement, which is so powerful in these days, for many things; we may reproach it for the indifferent attitude it maintains toward the nation — which, in my opinion, would, if it ever came to the point, prove to be nothing more than a baseless charge raised against it by hostile parties — for the bitterness of its polemics, and for the carelessness of its dispositions for the future, but in spite of all this, it signifies a great upward movement: the masses have been aroused from their dull existence made up of work performed with apathy and mere sensual enjoyment. An idea of the future has been awakened in them and draws all powers into its service. A wealth of living interests has thereby been liberated; nature and history speak to men who have a question — the question of the future — to put to them. An extensive literature in the form of books and magazines has arisen, which imbues all objects with this new idea. This class of literature may stray very far from scientific accuracy and critical refinement, even from the truth itself, but it possesses one advan- tage: it is read, studied, imbibed with passionate eagerness; indeed, it is this class of writings which has made readers of the masses. And further- more, I am convinced that the new labor movement has also liberated moral forces, forces of self-control and of self-discipline, of devotion and of personal sacrifice for a cause. No matter whether the cause per se be good and pos- sible, these moral forces will retain their value and will not be lost. Perhaps here too we may have a repetition of the old experience: we go out to seek a realm of dreams and find a real world. Perhaps the Utopia of the social democrats may not be found in this world, but if the search for it furnish new ideals and new powers to our society, which is apparently unable to emerge from the baneful influence of mere tradition, it will have fulfilled its destiny. ' I would refer the reader to the beautiful work of Kerschensteiner (of the Munich board of education), Die Enlwickelung der zeichnerischen Begabung (1905). It shows how instruction in drawing may become an important aid in leading children to the objects themselves, and in developing the productive faculties. Papere] AGRICULTURAL INSTRUCTION IN HUNGARY 445 To sum up: there is no phase of historical life more likely to make one optimistic for the future tlian the history of education. Thru all the external changes in the fates o( nations, an idea seems to have Iieen maintained and preserved here which is closely bound up with the destiny of our race, the idea of humanity, which in the course of time and in the multiplicity of nations is developing more and more. In tlie lleld of education, j)eaceful emulalii)n and hospitable exchange are taking place among nations that compete with one another for wealth and power and that wage war among themselves. The right of hospitaHty of institutions of learning is as old as the nations them- selves. Upon the same soil, too, harmony, understanding, and confidence will thrive among social classes which are hostile to one another in their political and social life. There is no more beautiful hope than that those who have been estranged may be reunited thru mutual giving and taking. And this would be the ideal of a truly national education: not ecjuality in the education of all, but — upon the basis of a uniform education of the people, which itself would constitute a link in the chain of the education of human- ity— a ma.ximum of individual accomplishment in the infinite variety of tasks, powers, and endowments which creative nature brings forth. And the ideal of a national system of education would be that every individual would be given an opportunity to develop himself to a maximum of personal culture and social efficiency according to his gifts and his determination. AGRICULTURAL INSTRUCTION IN THE KINGDOM OF HUNGARY B]6lA DE TORMAY, counselor in the royal HUNGARIAN MINISTRY OF AGRICULTURE, BUDAPEST, HUNGARY' A century and a half ago agriculture in Hungary was in a primitive stage. Pastural areas and j)lowed fields lay dormant. Cattle-raising was discon- tinued in consequence of almost two hundred years of Turkish rule. Cen- turies of war — the Hungarian nation being the bufTer state for the European civilization — had depojndated the country and impoverished tlie peo])le; and the wounds infiicted healed very slowly. The great stretches of pasture land made tin- raising of domestic animals the only profitable branch of farming; and therefore the greatest attention was paid to the increase of live stock, both by the large land-owner and the farmer. I'or the raising of grain and of other conuiien iai prodiK t> but a restri( led area was available, and this only in the valleys in tlu- neighborhood of navigable streams, siiK e in the remaining jtarts of the country the cost of transportation to the (enters of consumption (dnsiderably ixc ceded the value of the field products. It folhnvcd that their prodiu tion was rotrii ti-d to domestic needs. Later, two movements |jut an end to this condition of affairs: the one was the establishment of stud stables, for the ini|)rovemeiit of the breed of horses, ' Annfnjnccmcnl of ihrdralh i,t Munsirur Mila Tominy dc Niduviir nl Uu(lji|x-st on Dccriniicr ao, igo6, Has been receive*!. (Kdilrir). 446 NATIONAL EDUCATIONAL ASSOCIATION [Anniversary under auspices at first military, later agricultural; the other was the intro- duction of Merino sheep. By means of the stables, the standard of horse-flesh was vastly improved- Thru the rapid increase in Merino herds agricultural activity was forced into certain new but highly profitable channels. Fodder-raising was inau-~ gurated on the larger landed estates; and here and there the more intelligent agricultural specialists found employment. In a few quarters a demand arose for skilled sheep-raisers and overseers of farm hands. It is noteworthy that the first efforts were not directed toward producing trained specialists in agriculture, but Hungary's first concern was to elevate and improve the condition of the rural population in the direction of devel- oping good farm overseers for the larger estates, and of instilling in the minds of the serfs an ambition for better management of their holdings. The cause for the slow development of agricultural schools whose curri- culum embraced the application of science to agricultural methods was that the land-owners did not yet comprehend the utility of this class of institutions, and because the state, or the "Gubernium" of that time, encountered no demand from any quarter for the founding of such expensive estab- lishments. The first agricultural school in Hungary was founded by a pastor, Samuel Tessedik by name, in the year 1779, in Szarvas, which soon gained a high reputation. Tessedik was also the one who introduced alfalfa into Hungary and induced its adoption and cultivation thru his pupils. In the last decade of the eighteenth century a new and energetic champion appeared to advocate giving his country scientifically trained agricvilturalists, and thru them to bring about the cultivation of the spirit of investigation in Hungarian agricultural life. This extensive and prominent land-owner and patriot was the late Count George Festetics. Count Festetics was the first to undertake the special training in agricul- tural branches of men whom he had engaged on his teaching force, and who had already acquired a reputation in their specialties. He sent them to Italy to study irrigation ; to France to study viticulture ; to England to study cattle-raising. He engaged the best obtainable botanist, a prominent zool- ogist, etc. After sending out the teaching force, he began the erection of the buildings for an admirable agricultural school. The adjoining farm constituted a supplement to the school buildings. Thus the first higher agricultural school of Hungary was opened. Count Festetics furnished his school in Keszthely, which was called the Georgikon, with all necessary and obtainable appliances for instruction and experiment, and combated with energy and success the many who opposed his plans. He and his descendants defrayed all the expenses of this institution up to the year 1848. In that year began the struggle for liberty in Hungary. The entire youth Papers] AGRICULTURAL INSTRUCTION IN HUNGARY 447 of the Georgikon enlisted under the tricolor to stake blood and life pro patria. The institution, from lack of pupils, had to be closed. In the year 1799 the late Cristof Valko erected on his beautiful estate in Szcnt Xiklos a second agricultural school, with the sole purpose, originally, of training skilled farm laborers for his own estate. For fully nineteen years after this no further steps were taken by anyone in this direction. Then, in the year 1818, Archduke Albert Kasimir founded another agricultural institution upon his large estate at Magyar Ovar, which exercised a wide- spread and lasting intluenco uyion the (levcl()i)nu'nt of agriculture in the monarchy. At the close of the great F.uropean wars, in the third decade of the nine- teenth century, there began a greater activity in the iiulustrial life of all of western Europe, and more especially in that of Hungarw Foremost in all this must be mentioned the lal^ors of the great Stefan S/.echenyi. He brought life into the problem. He founded the Academy of Sciences at the cost of great personal self-sacrifice; and later was the father of the first steamship comj)any which possessed itself of the control of the navigable waterways. As a result of his efforts governmental regulation of rivers and streams fol- lowed. He built the first steam mill, and thcrcb\- laid the foundation of the present milling industry in Hungary. Thru his instrumentality dikes were built, resulting in the reclamation of vast tracts of inundated land which had hitherto been useless, and grazing came to be of secondary importance. Grain-raising slowly l^ccame the prominent factor; and this, together with the coincident construction of xhv iwA railroad, marked aiiotluT epoi I1 in the agricultural history of Hungary. Then came the struggle for freedom in 1848, already nuntionc'd. .\t a stroke the serf became a freeholder of hi-> land. ("oni])ulsory service and titles ceased. The lord of the manor of his own volition gave up his rights, and found himself no longer with serfs to work his estate. In order to make a li\ing it became imi)erative for him to ai)aii(lon the old iii(!u>trial methods; anfl, because he j)ossessed no ca|)ital with which to work "intensixely, " he took up the then verv profitable occupation of distilling grain and the maiui- fa( ture of wine, and ( arricd on a temporarily prot"itai)k' ri'taii li(|Uor luisiness. Grazing was crowded out bv wheat-raising, the cattle-raising industry again shrank considerably, and the e(|uilil)rium of the industrial forces became again greatly tli>lurl)ed. .\ recovery in the si.xties followed the cU-pres^ion consecjuent on the reign of terror which was maintained thruout the fiftic-s. Many agriculturists recognized that wine manufacture- and grain rai-ing alone would Ic-ad to no very profitable or desirable results; there was a reccignized neecl of intelligent men thoroly trained in s|)ec iai lines of agriculture. The first ste|) in this revival was the founding of two agric ultural schooU. Ami, tir^l, in Ke>-/.(lic!y, a new school arose from the ashes of the Georgikon. These two new institu- tions— the second jocatecl beyond Koenigsteig -were very c|uic kly succeeded 448 NATIONAL EDUCATIONAL ASSOCIATION [Anniversary by two others: one in the Hungarian lowlands, at Debreczen, the other in the upper Hungarian mountain region, at Kassa. Further, in various sec- tions of the country, nineteen schools of husbandry were shortly established. At that time, then, there were to be found in Hungary (i) an academy in Magyar Ovar; (2) four agricultural institutions; and (3) nineteen schools of husbandry. Of these, thirteen were supported by the state. Count M. Eszterhazy bore the total expenses of one, two. were aided by the state, and three were communal, i. e., supported by their respective districts. Later, it became more and more apparent that, in view of the subjects to be mastered, the length of the course in the academy (two years) was too short and that the preparation required in the common-school course for admission to the agricultural institutions had been set too low. The academy could not accommodate the great numbers who reported for admission, and consequently students possessing the required maturity and preparation for admission to the university were enrolled in increasingly large numbers in the "agricultural institutions." These conditions induced the present minister of agriculture, Daranyi, to remodel the higher courses of instruction. The agricultural institutes were raised to the rank of academies. The length of the course in all five was made three years, and admission to the academies is now permitted only to those ready to enter the university. Well-to-do agriculturists desiring to acquire scientific training in particular directions are permitted to enter on payment of tuition fees. Connected with three academies are dormitories in which students may obtain room, board, heat, and light at a cost of forty kronen per month. Tuition, matriculation fee, and use of library cost fifty kronen per semester. Each academy has an experiment farm of 300 to 700 acres. On these experi- ment farms tillage, all branches of cattle-raising, horticulture, and viticulture are carried on. There is also a course in forestry. The method of instruc- tion in all practical branches is concrete, and the lectures are always combined with practical and experimental demonstrations. The quizzes are obligatory. The final examinations are only on distinctly agricultural subjects. After successfully passing the final examinations the student receives his diploma. Two decades ago experimental methods were not much in vogue and were subordinated to class instruction ; but step by step they pressed into the foreground, becoming co-ordinated with class instruction, and now proceeding hand in hand with it. With each academy experiment stations are now established; there are likewise stations for plant culture, for agricultural chemistry and seed development, as well as phyto-pathological stations. For studying tobacco culture there is a separate large station connected with the academy at Debreczen, with two substations. In the chemical-experiment stations as well as the seed-development stations investigations, tests, and experiments for farmers are made free of cost. In the laboratories the stu- dents of the academies receive the necessary instruction. The results of investigation are added to the material for instruction, and are also published Papers] AGRICULTURAL IXSTRUCTION IN HUNGARY 449 in periodically printed pamphlets. With each of the five academies a "con- sulting board" is connected. This board gives advice to farmers on request, and works out or approves farming plans on any scale. The expense incurred in this direction is met by the state. If journeys are necessary, the cost of such is paid by the farmer benefited, who is instructed on the spot. In connection with the agricultural instruction offered, there is also the school of veterinary medicine in which the subject of cattle-raising is treated on a broad basis: six semesters (of the prescribed eight semesters) are devoted to zootechnique; and for the necessary practical training students spend a considerable time at the state's expense at the large state farms on which the state maintains stables in which all branches of breeding are carried on. Classifying the foregoing statements, agricultural instruction in Hungary may be summarized as follows: The methods pursued in agricultural instruction may be divided into the "direct" method and the "indirect" method. "Direct" instruction is given at the five agricultural academies to young men ripe for the university, along the lines of natural science and practical demonstration. In the schools of husbandry the sons of small land-owners receive their education. The schools of husbandry, altho they are of secondary rank, are all supplied with suitable material for instruction. In these schools i( is intended to train small farm-owners and overseers for larger estates. The primary object in view in these schools is thoroly to accustom the student to the familiar use of farm implements and machinery; to show him the possi- bilities of dairying; and to develop a skilful and practical applicability in all farm work. The teaching is practical. The course in theory is restricted principally to elementary subjects and to the elucidation of the tasks and branches of production connected with a farm. The hours of theoretical instruction come early in the morning and in the evening after completion of the farm labors, and on days when the weather does not permit outdoor wmk. To the schools of husbandry such young people (sons of farmers and of agricultural laborers) are admitted as have comjileted the elementary branches of instruction in the jieople's .schools (Volksschuleii), are at least seventeen years of age, and have stnmg and healthy lK)dies. The course in these schools extends over two years. All are supplied with dormitories in which students live at such a cost as to enable them to lay aside some part of their earnings accruing to them from their labor. Tuition jjupiis are diarged twenty five kronen [)er month as their total living e.xjjenses. I'or those desirous of taking up individual branches of agrit ultuial prai- tice, such as dairying, chicken-raising (both also for young womt-n), bee culture, horticulture, and viticulture, there exist separate sch«)ols niaiiilaincd by the state. Forestry is taught in the academy at Selmeczbinya; tluic are also gamekeeper's schools. In view of the unmethodical methods of agriculture jjracticed in many parts of the country by the small landowner, and im many other im|)orlant 450 NATIONAL EDUCATIONAL ASSOCIATION [Anniversary reasons, "indirect" agricultural instruction is of far-reaching significance and results. This form of instruction embraces first of all the normal schools for teachers. At these schools there are able and cultured faculties who train their pupils (the future common-school teachers) in the encyclopedia of agriculture. Following these, indirect instruction extends to the people's school teachers whose field of action is the graded schools of the villages. For these teachers separate courses of instruction in the schools of husbandry as well as in the horticultural schools are given annually, at which the teachers are received upon the nomination of the minister of public instruction. They live in the dormitories of the schools, and, in addition to theoretical instruc- tion, they are drilled in practical exercises. The total expenses for board, traveling, and excursions are met by the state. In these courses 400 to 500 village school teachers participate annually. Still another method of instruction is carried on in the public schools, and that largely by means of itinerant schools. This branch of the agricul- tural educational field receives the most liberal support from the minister of education. Agricultural societies and certain communities inaugurate the instruction, in which the methods most suitable to the particular locality are taught, and complete courses in agricultural domestic economy are also offered. Those co-operating in the above instruction are traveling teachers (institute conductors); teachers in the schools of husbandry; those who are engaged in teaching in normal schools; teachers in the Volksschnlen who are fitted for this work; veterinary surgeons; and specially trained agricul- turists who are best able to meet the local needs. In the domestic industries the teaching is done by skilled workmen. In these institutes instruction is given during the winter months, and also by means of Sunday lectures in summer, all of which may be attended by men and women alike. The teachers of the Volksschnlen, as well as the students in normal schools, are supplied with textbooks without charge by the ministry of agriculture. The teachers who co-operate in the winter itinerant schools distribute printed matter, written in a popular style, relating to various agricultural questions which interest the locality. This instruction is either maintained entirely or supported in part by the ministry of agriculture. The members of the courses on domestic economy frequently combine to form societies which, during the winter months, carry on studies of the subject in which instruction has Ijeen given, in its application to trade or industry. The attendance at the several schools is as follows: Veterinary high school 389 Agricultural academies 316 Special higher schools 443 Total receiving higher instruction 1148 Special instruction in individual branches . . . .618 Schools of husbandry 510 Total in special schools 1128 Total receiving direct instruction . . . . 2276 Papers] ACRICn.TURAI IXSTRUCTldN IN HUNGARY 451 Indirect instruction: Attending winter courses 2,676 Attending courses for domestic industry 6,002 Attending lectures of traveling teachers 126,420 Total receiving indirect instruction 135,098 The expenses which the state incurs for ai^ricuitural instruction (e.\clu>ive of forestry instruction and training of "meadow masters") arc as follows: Expenses For veterinary high school 564,348 K. For agricultural academies 1,501,524 K. For schools of husbandry 1,607,225 K. P\)r indirect instruction 434,200 K. Incomes Excess of Expenses 55,200 K. 509,148 K. 356,978 K. 1,144,546 K. 340,324 K. 1,266,901 K. 9,200 K. 425,000 K. 4,107,297 K. 761,702 K. 3-345'595 ^• This, in brief, is a sketch of the system of agricultural instruction in force in Hungary, at the present time. In this chain, according to the view of many agriculturists, there is still lacking one link, and that is the training on a broad scientit'ic basis, of the teaching force and the specialists who will be called to work in the academies and e.\])eriment stations. Whether this link should be sui)plied bv an independent school; wIh'IIut it •-hould be added to the university course; or whether an agricultural high school may be united with the existing veterinary high school, are (juestions for the future. HISTORICAL CHAPTER I. EDUCATIONAL ASSOCIATIONS ORIGIX OF FREE SCHOOLS IN THE AMERICAN COLONIES The foUuwing account of associated effort in tlie establishment of free schools is quoted from Barnard's American Journal of Education, Vol. XVI (1866), pp. 311-12: The historj- of associations for the estabhshment of schools and the advancement of education in this countrj' — or the assent of several persons to a common method of accom- plishing a specific educational purpose — begins with a subscription commenced by the Chaplain of the Royal James (Rev. M. Copeland), on her arrival from the East Indies, in 1621, towards the erection of a Free School — or an endowed Grammar School, in Charles City, Va. The first school in New England was probably started in the same way — that is, by a subscription by the "richer inhabitants of the town of Boston on the 2 2d of August, 1636," "towards the maintenance of a free schoolmaster for the youth with us." The free schools in Roxburie, designated by Cotton Mather as the Schola illustris, was estabHshed by an agreement or association of a portion of the inhabitants who joined in an act or agreement binding the subscribers and their estates to the e.xtent of their subscription, "to erect a free schoole" "for the education of their children in Literature to fit them for the publicke service both in Churche and Commonwcalthe in succeeding ages." Nearly all that class of schools now known as Grammar Schools, Academics, and Seminaries, except the Town, or Public High Schools, were originally established on the principle of association. So was it with nearly every College in the country. The ten persons selected by the synod of the churches in Connecticut in 1698 from the principal ministers of the Colony to found, erect, and govern a "School of the Church," met and formed themselves into a society and agreed to found a college in the Colony; and for this purpose each of the Trustees at a subsequent meeting brought a number of Ixjoks and presented them to the association, using words to this effect, as he laid them on the table: "I give these Ixjoks for founding a college in Connecticut," "wherein," as afterwards declared, "youth shall be instructed in all ])arts of learning to qualify them for public employment in church and civil state." Although the Common School generally was established by act of legislation — as in Connecticut and Massachusetts — to exclude from every family that "barbarism as would allow in its mid.st a single child unable to read the Holy Word of God and the gOfKJ laws of the Colony," thf>se of Philadclpliia and New York originated in voluntary ass<'H:iations <>l lx;nevolent and palrioiii individuals. All of those edu(ational enterprises, in whi< h the religious element constitutes the leading object, su< h as the Sunday-School, the pul)li< ation and di.ssemination of the Hible anrl religious ljaratus, niethod>i of instruction ami discipline, the 453 454 NATIONAL EDUCATIONAL ASSOCIATION [Historical professional training of teachers, and the whole field of school legislation and adminis- tration, were fully and widely discussed. Out of the popular agitation already begun, but fostered by the Lyceum movement, originated, about 1830, many special school conventions and associations for the advance- ment of education, especially in public schools. Most of these associations, having accomplished their purpose as a sort of scaffolding for the building-up of a better public opinion, and of a better system of school legislation, have given way to new organizations founded on the same principle of the assent of many individuals to a common method of accomplishing special purposes. The following descriptions of "Home and School Training" about 1776, in two typical sections of the country, characterize the educational forces and methods of that time before the school had become the leading factor in education. HOME AND SCHOOL TRAINING IN NEW ENGLAND IN THE COLONIAL PERIOD REVEREND DR. THOMAS BRAINERD, OLD HADDAM, CONN.i A boy was early taught a profound respect for his parents, teachers, and guardians, and implicit, prompt obedience. If he undertook to rebel, "his will was broken" by persistent and adequate punishment. He was accustomed every morning and evening to bow at the family altar; and the Bible was his ordinary reading-book in school. He was never allowed to close his eyes in sleep without prayer on his pillow. At a sufficient age, no caprice, slight illness, nor any condition of roads or weather, was allowed to detain him from church. In the sanctuary he was required to be grave, strictly attentive, and able on his return at least to give the text. From sundown Saturday evening until the Sabbath sunset his sports were all suspended, and all secular reading laid aside; while the Bible, New England Primer, Bunyan's Pilgrim's Progress, Baxter's Saints' Rest, etc., were commended to his ready attention and cheerfully pored over. He was taught that his blessings were abundant and undeserved, his evils relatively few and merited, and that he was not only bound to contentment but gratitude. He was taught that time was a talent always to be improved; that industry was a cardinal virtue, and laziness the worst form of original sin. Hence he must rise early and make himself useful before he went to school; must be diligent there in study, and be promptly home to do "chores" at evening. His whole time out of school must be filled up by some service, such as bringing in fuel for the day, cutting potatoes for the sheep, feeding the swine, watering the horses, picking the berries, gathering the vegetables, spooling the yarn. He was expected never t(j be reluctant, and not often tired. He was taught that it was a sin to find fault with his meals, his apparel, his tasks, or his lot in life. Labor he was not allowed to regard as a burden, nor abstinence from any improper indulgence as a hardship. His clothes, woolen and linen, for summer and winter, were mostly spun, woven, and ■ made up by his mother and sisters at home; and as he saw the whole laborious process of their fabrication, he was jubilant and grateful for two suits, with bright buttons, a year. Rents were carefully closed and holes patched in the "every day" dress, and the SaVjbath dress always kept new and fresh. He was expected early to have the "stops and marks," the "abbreviations," the "multiplication table," the "Ten Commandments," the "Lord's Prayer," and the "Shorter Catechism," at his tongue's end. ' This sketch is quoted from Barnard's American Journal oj Education, Vol. XVI (i866), pp. 335-36. Chapter] FREE SCHOOLS IX THE AMERICAX COLOXIES 455 Courtesy was enjoined as a duty. He must be silent among his superiors. If addressed by older persons, he must respond with a bow. He was to bow as he entered and left the school, and bow to every man or woman, old or young, rich or poor, black or white, whom he met on the road. Special punishment was visited on him if he failed to show respect lo the aged, the poor, the colored, or any persons whatever whom God had visited with infirmities. He was thus taught to stand in awe of the rights of humanity. Honesty was urged as a religious duty, and un])aid deists were represented as infamy. He was allowed to be sharp at a bargain, to shudder at dependence, but still to prefer poverty to deception or fraud. His industry was not urged by poverty but by duty. Those who imposed upon him early responsibility and restraint led the way by their e.\ample, and commended this example by the prosperity of their fortunes and the respecta- bility of their position as the result of these virtues. He felt that they governed and restrained him for his good, and not their own. He learned to identify himself with the interests he was set to promote. He claimed every acre of his father's ample farm, and every horse and o.x and cow and sheep became constructively his, and he had a name for each. The waving harvests, the garnered sheaves, the gathered fruits, were all his own. And besides these, he had his individual treasures. He knew every trout-hole in the streams; he was great in building dams, snaring rabbits, trapping squirrels, and gathering chestnuts and walnuts for winter store. Days of elec- tion, training, thanksgiving and school intermissions, were bright spots in his life. His long winter evenings, made cheerful by sparkling fires within and cold, clear skies and ice-crusted plains and frozen streams for his sled and skates, were full of employment. And then he was loved by those whom he could respect, and cheered by that future for which he was being prepared. Religion he was taught to regard as a necessity and lu.xury as well as duty. He was daily brought into contemplation of the Infinite, and made to regard himself as ever on the brink of an endless being. With a deej) sense of obligation, a keen, sensitive conscience, and a tender heart, the great truths of religion appeared in his eye as sublime, awful, practical realities, compared with which earth was nothing. Thus he was made brave before men for the right, while he lay in the dust before God. lloMK AND SCHOOL TRAINING IN THE SOUTH IN THE COLONIAL PERIOD THOM.VS JEFFERSON WERTF.NBAKER, GRADUATE STUDENT, THE UNIVERSITY OF VIRC.INIA, CHARLOTTESVILLE, VA." It is to the home that one must look chiefly for the training of the Southern hoy of the Colonial period. Economic conditions were such as to render the building u]) of a serviceable scHckjI system impossible. The people lived almost exclusively on large jjjantations and farms, and such towns as existed were scarcely worthy of the name, con- si.sting usually of but a score or more of houses, and seldom boasting more than a few hunrlred inhabitants. As it was impossible to have more than one or two schouls in each parish, it lK-(ame necessary for many children to come miles to attend their le.s.sims. This (lifTK uhy was made worse by the condition of the roads, and it would have In-en insurmountable, had it not Ix-en for the fact that horses were so pUnliful that even the |K)<>rest planter ( ould furnish his children with means of conveyance to and from school. But few of these .schcjols taught more than the most elementary .subjects. All that was expected of them was lo give the pu|)il a good knowledge of reading, writing, and arithmetic, and to drill him thorr)ly in the Ten Commandments, the I^)rd's Prayer, and the Catechism. If the |>arent desired a higher education than this for his child, he- had ciihertostnd him to a high sc hool at some distant |H>int, or toemploy a private tutf tin- (orcgoinK fikrlch «f Dr. riwinnas liraincrd. 456 NATIONAL EDUCATIONAL ASSOCIATION [Historical There were several excellent high schools in Virginia at the outbreak of the Revolu- tionary War, situated in the most populous districts. Some of the best known of these were the schools of Thomas Martin, who prepared James Madison for Princeton; of James Marye, the preceptor of Thomas Jefferson; of William Yates, which was attended by John Page, Colonel Lewis Willis, Charles and Edward Carter, General Thomas Nelson, John Fox, and Colonel Robert Tucker. The teachers were men of the highest char- acter, and were usually graduates of either O.xford or Cambridge. They impressed upon the minds of their pupils the principles of honor, of duty to God and man, of patriotism and reverence for the king. They were taught that a chivalric nature was the highest object to be obtained in this life, and respect for womanhood was placed next to the fear of God. These schools were modeled after those of England, and were admirably conducted. Latin, Greek, and Mathematics were the subjects held in highest esteem, altho a thoro training in English language was usual. French and Italian were also often taught. Many families preferred to employ tutors for their children, and there were scores of these in Virginia at the outbreak of the Revolution. Chief Justice Marshall was instructed by tutors. A private tutor was employed to teach the four celebrated Lee brothers — Arthur, Richard Henry, Francis, and William. Rev. William Douglas taught in the family of Colonel Monroe. Not infrequently some young man was brought from Eng- land as an indentured "servant," to act as tutor in some private family. Thus John Carter, of Lancaster County, directed in his will in 1669 that his son Robert should have a young servant bought for him, "to teach him his books in English and Latin." The custom was continued until late in the eighteenth century. But by far the most important influence in molding the mind and character of the young southerner was his home life. First of all he was taught to command. He was made to realize that some day he must take from his father's hand the charge of the vast plantation with its thousand cares and responsibilities. Even as a boy he was given authority over the slaves and made to direct them in their work. He had to accompany the overseer in his rounds and to learn all the countless things that had to be done in con- ducting the estate. He had to know how to farm, how to cultivate grapes, to plant corn, how to raise tobacco, and how to cure it and prepare it for shipping; he had to know how to build houses, for there was constant need of constructing and preparing barns, out- houses, and the slaves' quarters; he had to be a stock raiser, for upon the plantation were scores of horses; and finally he had to be a merchant, for he knew that some day would fall upon his shoulders the responsibility of disposing of all the products of the little world in which he lived. The plantation life gave him an intense love of out-of-door sports. He delighted in horse-racing, in hunting, in fishing, and swimming. He loved horses, and fox-hunting early became with him a favorite pastime. All this tended to make him practical, self-reliant, intelligent, and robust. He early learned from his father the duty of hospitality, and he looked upon the guest as a privileged person. He was taught to love music and art, and there were few colonial mansions that did not contain a violin or guitar, or were not decorated with such paintings as their owners could procure from England. Usually a large and well-chosen library was at his disposal so that he could atone for the limitations of his education by a wide and helpful course of reading. Lastly, he was made to feel that some day he was to take an active part in politics, and his interest in public affairs was early awakened by the conversations of his father with his guests. As a boy he was made to know the principles of the opposing parties, the meaning of different bills, and all the details of the political system. His mind was thus made enquiring, and his reasoning powers developed and sharpened. When we contemplate the influences that acted upon the youth of the South in the Colonial period, there can be no surprise that they produced that galaxy of great men that came to the front in the Revolutionary War, and brought honor and success to their Chapter] AMF.RICAX IXSTITL'TE OF IXSTRUCTION 457 country. Sound in mind and in body, well schooled in politics, practical yet forseeing, habituated to command, they were well fitted to join hands with the best men of New England to assume the lead in the great crisis, and to drive back from their native land the English invaders. II. THE EARLIEST EDUCATIONAL ASSOCIA- TIONS IN THE UNITED STATES It is diflicult to determine e.xuctly the question of priority of organization among several educatit)nal associations of a national or semi-national char- acter in the United States. The period of earliest activity in the direction of organization for the advancement of educational interests seems to have been about 1830 and the following years. It ajjpears. however, that the position of seniority belongs to the American Institute of Instruction. This association was organized in Boston, Mass., in August, 1830. The preface of the volume of proceedings of this meeting (350 pp.) recites that a meeting was held in Boston in March, 1S30, for discussion of educational questions and remained in session four days. A committee was chosen to prepare a constitution. Several meetings of this committee were held in May and June. A meeting for organization was held on August 19, 1830, and following days. The constitution was adojjted and officers elected. The following historical sketch of this association was prepared for the Anniversary Volume by Dr. .\. K. Winshij), editor of the Journal oj Education. Till: AM ERIC AX IXSTITUTE OF INSTRUCTION ALBERT E. WINSHIP, EDITOR OF THE "JOURNAL OF EDUCATION," BOSTON, MASS. The American Institute of Instruction was well born in the Massachusetts State House, August 19, 1830, with President Francis Wayland, of Brown University, as president. The changes in the educational wcjrld since then are incredible. Prior to 1830 there had been no educational association, barring one or two tenipur- ary gatherings, notably one at Brooklyn, Conn., in 1827. Today there are city organizations that will have an audience of 2,000, counties that can gather 3,000 teachers, sectional state meetings with 4,000, state associations with 5,000, while the National Educational Association lias r( ac lu-d 40,000 paid membershi|)s in a year. There are more than a thir work at the iiid of M-ven years, and it began its migratory life. It would be iMtere>ting to know the line of argument that controlled affairs in 1H37. l'erha|)s President Calhoun had wearied of that stage ride from S|»ringruld; but, be that as it may, Mr 460 NATIONAL EDUCATIONAL ASSOCIATION [Historical Mann got the Massachusetts legislature to appropriate $300 a year toward the expenses ; and the next seven meetings were held in Worcester, Lowell, Spring- field, Providence, Boston, New Bedford, and Pittsfield. This appropriation, increased in 1866 to $500, was continued until 1873. Despite the legislative subsidy, the Institute was not in as good financial condition for forty years after as it was in the first seven years. The American Institute of Instruction fostered the public-school senti- ment and developed it into a scheme which more nearly approximated a "system" than was to be found elsewhere in the United States; but this great service was not appreciated by the beneficiaries of its labors. No gram- mar-school men took any part in its ofiicial Hfe for sixteen years. The manage- ment was in the hands of the classical men and educational statesmen. While public-school positions were multiplied and salaries increased be- cause of the association, the public-school people shunned the meetings, and proceeded to organize state associations in Massachusetts (1845) ^^^ Connecti- cut (1846) in which no one was admitted to membership who was not actually engaged in teaching, and they had a teachers' program and published a teachers' monthly. It is assumed that they meant well, that they sincerely believed that professional class consciousness would be advantageous; but this we do know, that they dealt a serious blow to the American Institute of Instruction, and to the cause of education. The men at whom the act of elimination was aimed were Horace Mann, Dr. S. G. Howe, Gallaudet, Charles Sumner, Edward Everett, Josiah Quincy, Edmund Dwight, Gardner Brewer, and their distinguished associates, who proceeded to eliminate themselves from all responsibility, organized various other associations for the exploitation of their philanthropic purposes, and the pubhc school felt the loss of these influences. It is never an easy matter to think in large units, or in extensive units, and these men surely failed, so others have failed, in seeing the danger in the narrowing influence of pro- fessional class consciousness. The state association took up its specific work, and these same men came into control of the Institute of Instruction and ran it along broader fines than the state association, but on narrower lines than those of its early years. While the meetings were interesting and important the finances were a constant source of trouble from 1845 to 1875, when a new order of things pre- vailed. It is commonly spoken of as "the coming of the reign of Rhode Island." For eight years thereafter there was not a Massachusetts man in the presidency, and eight years out of ten there was no Massachusetts man in the secretary- ship. Prior to that time there had never been a secretary who was not from Massachusetts. This was in no sense intentional or the result of a conspiracy. The Massachusetts men had wearied of the burden, and some of them desired its abandonment for the advantage they thought would come to the state association. It is a sad fact, that, left to the Bay State men, the historic and glorious American Institute of Instruction would probably have departed Chapter] AMERICAN IXSTITUTE OF IXSTRUCTIOX 461 this life before it was fifty years old. To Rhode Islanders is largely due its new life and prosperity. True, they commercialized it, hut the stimulant was indispensable to its life. These men put the American Institute of Instruction on a new tack, leading the world in the idea of making the reduced raihoad rate dependent upon membership in the association. Since then the income has been much larger, but unfortunately the style of expenses increased as well as the income, and for twenty years after the notable meeting at Fabyan's, presided over by T. W. Blcknell, there was frequent anxiety as to the meeting of expenses; but in 1897, at Montreal, there was not only a larger enrollment than ever before, but the expenses were radically and permanently reduced so that since then the treasury has always had several thousand dollars at com- mand. Therefore the last ten years have been the most prosperous, financially, since the first seven years. Of course, it all looks small beside the N. E. A. membership and fund, but its prosperity, in view of all the facts, is highly gratifying. The meetings have not been large as compared with some state and county associations. The largest enrollment was at Montreal in 1897, when there were 2,234, which was nearly 200 above the meeting at Fabyan's, which was next largest; but the program has always been of the highest order of talent, of the best of spirit, and has had a noble purpose. PLACES OF MEETING The first seven meetings were held in Boston, while only one meeting has been held there in the last forty years, and in the last thirty years but one has been held within forty miles of Boston. The original idea was to save as much travel as possible, but for forty years it has been to get as much as jiossible. Then they dodged travel ; now we seek it. They sought ])Iaccs with the most j)eople; we seek places with the fewest. In the seventy-six years two meetings have been held outside the United States, at Montreal and Halifax; four in Saratoga; and one at Troy; so that a tenth of the meetings have been held out of New England. One-third of the meetings have been held in Massachusetts; but of the twenty-four meetings fifteen were prior to 1855 and Ijut one since 1875. New Hampshire has had a fourth of all the meetings, but of seventeen twelve have been since 1875, and hut two before 1855. Thi- W'liiti' Mountains haw lu-cn the greatest |)(Tmanent attrac tion. 01 riCI.M, I.KADI'RS Incvilalily thire has always been a group of nnii dirtt ling ihi- alTairs of the American Institute of Instruction. In the first sixteen years these men wcii' educational statesmen, and their programs and pur|)oscs were broad hut di^tinctly educational. There were few actual teachers in the ranks of the a.ssocialion. For the next thirty years the men were all teachers or practical school men, m<»stly from near Boston. The last thirty years have largely eliminated the teacher from the oflkial life, and enthroned the "administrator." 462 NATIONAL EDUCATIONAL ASSOCIATION [Historical In the first forty-five years there was never a superintendent of any kind in the presidency, while in the last thirty years there have been five state superin- tendents, two assistant state superintendents, and two city superintendents. There has been no normal-school man in the presidency, but one college presi- dent, and one professor. Two-thirds of the presidents have been Massachu- setts men — one-half of these from Boston. In the first forty-five years three- fourths were from Massachusetts, and in the last thirty years only a third have been from that state. The executive board has always consisted of the president, secretary, and treasurer, making in the executive board, for the seventy-six years, eighty- one men. Of these men more than fifty have lived in Boston, or in its immedi- ate vicinity. In the last fifty years six presidents and two-thirds of the secretaries have been grammar-school principals. In this regard the American Institute of Instruction is in a class by itself. Almost nowhere else, even in state asso- ciations, has the grammar-school principal been largely in evidence officially. The same is true as to high-school principals. There have been ten high- school principals in the presidency, which is highly significant. In other words, for the past half-century it has been, very largely; distinctly a teachers' organi- zation officially, tho its program has been exceedingly broad in its personnel. I recall the meeting of 1894, in the White Mountains, at which there were five New England college presidents on the program. These men, with their wives in most cases, were present for several days; and at table, in the parlors, on tramps and drives, they were hearty in their comradeship with any grade of teachers who chanced to be thrown in their way. THE SOCIAL FEATURES In forty years of attendance upon the leading educational meetings of all parts of the country the one distinctive feature of the Institute of Instruction has been the uniform accessibihty of the eminent men to the humblest members. There has never been anything of the professional caste spirit. This, together with the fact that the offices are open to high-school and grammar-school men, has made these meetings of inestimable benefit to the rank and file of the men. Personally, I have known the American Institute of Instruction for forty years, attending the meeting at Burlington, Vt., in 1866; and three years later, at Trenton, N. J., I began my attendance upon the National Educational Association ; so that I have known both associations, and have loyally enjoyed both these many years. Of course it is impossible to compare them, tho the personality of each is as fascinating as it is distinct. The quiet, peaceful, cozy comradeship of the older has never lost any of is charm when contrasted with the magnificence of the larger. The American Institute of Instruction is today in better condition in every way than it has been for seventy years. Its treasury was never more satis. Chapter] WESTERN UTEILIRY INSTITUTE 463 factory, and it never presented a better program than for the past few years. At Xew Haven last July there were addresses by men who were in attendance in 1S46 and 1S51, and in the counsels of the official board these men were ardent champions of the most progressive policy. The inlluence of the grammar-school principals and of the high-school men. is, unft)rtunately, less and less in evidence. The program is broad and noble, but the attendance is now due almost exclusively to excursion attractions. The rank and file do not go unless there is ample reward in sight-seeing at the lowest available rates. But in this feature the American Institute of Instruction is not alone. In age it is peerless, in historic educational prominence it is unsurpassed, in delightful professional comradeship it is in a class by itself, and the present prosperity is adequate for all of its necessities. The past is glorious, the present gratifying, and there is no reason why the future should not bear out its early prophecy of service to the public. The Western Literary Institute and College of Professional Teachers came second in order of organization, altho by some it is claimed to be the oldest educational association in America. This may be true if we consider that its existence dates from 1829, when the Western Academic Institute and Board of Education was organized in Cincinnati in 1829 thru the exertions of Albert Picket and Alexander Kinmont, both teachers in Cincinnati. At the first annual meeting of this institute the name Western Institute and College of Professional Teachers was chosen. A constitution was adopted with the following preamble : Whereas, The convention of teachers assembled in Cincinnati, deeply impressed with the importance of organizing their profession in the valley of the Mississippi by a permanent association, in order to promote the sacred interests of education so far as may Ix- confided to their care, by collecting the distant members, advancing their mutual imjjnjvement, and elevating the profession to its just and intellectual and moral influence on the community, d(j hereby resolve ourselves into a permanent bon whom the most weighty res|)onsibilities have In-en cast; and from who.se aclministration, the- matured fruits of wisdom arc- cx|iec ted. Now all teac hers have felt the- genial ancI upholding influences of sympathy, in discharging ilu- (luiiis of tin- s< liodir.M.in. 468 NATIONAL EDUCATIONAL ASSOCIATION [Historical All have grown wiser while listening to the counsels of experience. The teacher who has met a hundred of his fellow-teachers in a public assembly, and communed with them for days, enlightening his own judgment by the results' of their experience, and kindling his own enthusiasm by their fires, goes back to his schoolroom with the light of a hundred minds in his head, and with the zeal of a hundred bosoms burning in his heart. Now, if school teachers need this encouragement and assistance in their labors, and can be profited by them, how much more do those high officers need encouragement and assistance upon whom rests the responsibility, not of one school only, but of all the schools in a state. If the vision of the one, in his narrow sphere, needs enlightenment, how much illumination ought to be poured over the vast fields of the other. I see those around me who have been engaged in the great work of organizing systems of education for a state; I see those on whom has devolved the statesman-like duty of projecting plans of improve- ment for a whole people around them, and for generations after them, where a mistake would bring calamity to the most precious and enduring interests of mankind, and where wisdom and genius would throw forward their light and happiness into coming centuries; and I know I shall have their assent when I say that no position in human life could impose more anxiety and solicitude and toil upon its possessor than the perilous position they have occupied. Without guide, without precedent, without counsel, they have had no helpers but in their own forethought, fidelity, and devotion. How cheering and sustaining to them must be such opportunities as the present, where the errors of others may become admonitions to them, and the successes of others may be used for their guidance. Still better is it, when the teachers of schools and the superintendents of schools can meet together, as on the present occasion, and render reciprocal aid in the discharge of their respective duties. At meetings like this, whatever wisdom the country possesses on the subject of education may be brought into common stock, and, by self-multiplying process, the whole of it may be carried away by each individual. At least, so much of the whole may be carried away by each as he has capacity to receive. By a national organization of teachers, great and comprehensive plans may be devised, to whose standard each state may be gradually brought into conformity: for instance, such as relate to the organization of territory into school districts; to the proper age at which children should go to school; or, as the Germans so beautifully express it, when a child is " due to the school." These advantages pertain to the head, to our ability to conduct the great work of education, in the wisest manner and with the most beneficial results. But the heart may be as much warmed as the head is instructed. By the communion and the sympathy of assemblies like this we can hot only enlighten the guiding forces of the mind, but we can generate the impulsive forces of the heart. We can not only diffuse new intelligence, but we can excite new enthusiasm. Throughout the whole country the machinery of education needs to be increased in strength, and worked by a mightier power. In all material inter- ests we are proverbial as a people for our enterprise. Let us seek for our country the higher honor of becoming proverbial in our regard for moral and spiritual interests. Let us devise systems of education that shall reach every child that is born in the land; and, wherever political privileges exist, let the intelligence be imparted and the virtues incul- cated, which alone can make those privileges a blessing Look, too, at the condition of our country, and see what need there is of comprehen- siveness in our plans and of energy in their administration. We have a higher object than to prepare a system of education for any one locality, or for any one party. To the West a region spreads out almost interminably — a region to be soon filled, not with savages, but either with Christians, or with men as much worse than savages as Christians are better. On the East, there comes pouring in upon us a new population, not of our own production, not of American parentage nor the growth of American institutions. Owing to the marvelous improvements in the art of transportation, the Atlantic Ocean has been Chapter] SCHOOL. TEACHERS AND SUPERINTENDENTS 469 narrowed almost to a river's breadth. The western and the eastern continent by the jjowcr of these improvements He side by side of each other. Their shores, for thousands of miles, lie like two ships, broadside and broadside; and from stem to stern the emigrant population of Europe is boarding us, ti-ns of thousands in a tlay. We must provide for them, or we will all sink together. .\nd what are we doing to prepare for the great exigencies of the future, whii h the I)rovidence of God seems to have placed in our hands; and, I speak it with reverence, to have left to our disposal ? .\ responsibility is upon us that we cannot shake off. We cannot escape with the lying plea of Cain, ".^m I my brother's keeper?" Let us then be aroused by every consideration that can act upon the mind of a patriot, a philanthroi)ist, or a Christian; and let us give our hands, our heads, and our hearts to the great work of human improvement, through the instrumentality of free, common schools. As far as in us lies, let us save from ruin, physical, intellectual, and moral, the thousands and hundreds of thousands, aye, the millions and hundreds of millions of the human race, to whom we are bound by the ties of a common nature and of kindred blood, and who, without our assistance, will miserably perish, but with our assistance, may be saved to usefulness and honor, and immortal glory. The discussions of the convention were confined closely to the following topics, relating to the organization and administration of a system of j)ul)lic instructit)n adapted to the different sections of the United States, introduced by the business committee, of which Henry Barnard, of Connecticut, was chair- man. 1. Territorial, or civil subdivision o) llic stale: — Involving the extent to which the district system, .should be carried, and the modifications of which the same is susceptible; and the official superintendence required for each subdivision, state, county, town, and neighlx)rhood. 2. School architecture: — Including the location, size, modes of ventilation, warming, seating, etc., of buildings intended for educational purposes. 3. School attendance. — Including the school age of children, and the l)est modes of securing the regular and punctual attendance of children at school. 4. Grades oj schools. — The number and character of each grade. 5. Course oj instruction. — Phy.sical, intellectual, moral, and religious; esthetical; industrial. Studies: books, apparatus, methods. 6. Teachers. — Their qualifications; their e.xamination and compensation; normal schools, teachers' institutes, lx)oks on the theor}' and practice of teaching. 7. Support. — Tax on property, tax on parents, school funds — local and state. 8. Parental and public interest. 9. Supplementary means. — Library, lyceum, lectures. CLOSING ADDRESS. In ^i^ing to adjourn the (onvention, as the clock struck ten, the hour fi.xed on for closing its proceedings, the president (Horace Maiiii) remarked as follows: Ccntlemrn oj the convention.— The clock is now striking the hour— the air is now waving with its vibratif)ns — at whi( h it has been de( i\ A.MIM l\ T OF RDUCATIOX WILL S. MONROK, STATK NORMAL .SCHOOL, WKSTFIKLI), MASS. The Americiin Association for the Arlvancement of Kducation, the parent of the Natir)nal Teachers' Association and the gr.in(l|)arent of the National Educational Association, (jriginated in a meeting hi Id in l'liihi(Ieli)hia in 1849. 472 NATIONAL EDUCATIONAL ASSOCIATION [Historical The first meeting was in response to a call for a '* National Convention of the Friends of Common Schools and of Universal Education," and was signed by thirty-seven representative schoolmen, twelve of whom were state superin- tendents of pubhc instruction and several were presidents of colleges. The purpose of the convention, as stated in the preliminary call, was "that the great cause of popular education in the United States may be advanced and the exertions of its friends strengthened and systematized by mutual consulta- tion and deliberation." Two meetings were held in Philadelphia; the first, October 17, 18, and 19, 1849, and the second, August 28, 29, and 30, 1850, under the auspices of the convention of the Friends of Common Schools and of Universal Education. Horace Mann (i 796-1859), then secretary of the State Board of Education of Massachusetts, presided at the first meeting, and Ehphalet Nott (i 773-1866), president of Union College, presided at the second meeting. The printed Proceedings of the first meeting cover 40 pages, and of the second meeting, 175 pages. Among the topics discussed were : "School Organization and Supervision;" "Normal Schools and Teachers' Institutes;" "Moral and Reli- gious Instruction ;" " Evening Schools ;" " School Architecture ;" "The Grad- ing of Schools;" "The Teaching of Phonetics;" "School Funds;" "The Smithsonian Institution;" "Plan of a National Teachers' Organization," etc. Among those who participated in the proceedings were Henry Barnard, John Griscom, Joseph Henry, Alonzo Potter, Gideon F. Thayer, John S. Hart, Nathan Bishop, and John Kingsbury. At the second Philadelphia meeting (1850) it was resolved to adopt a permanent constitution and to take the name of the American Association for the Advancement of Education. Alonzo Potter was chairman of the committee on a constitution for the organization of the new association. The membership fee was fixed at two dollars, and it was provided that annual sessions, of not less than four days, should be held during the month of August. The third meeting (first under the new organization) was held at Cleveland, August 19, 20, 21, and 22, 1851. Alonzo Potter (1800-65), then a bishop in Philadelphia, presided. The topics discussed included "Influence of the Spirit of the Age upon Education," by Samuel P. Bates (1827- ), super- intendent of schools in Crawford County, Penn ; "The Use of School Libraries," by Professor Daniel B. Reid (1805-63), of the University of Indiana; "The Office and Influence of Women in Education," by Professor Agnew of the University of Michigan. Among others who participated in the proceedings were: James Johonnot, Samuel S. Greene, Loren Andrews, Asa D. Lord, Ira Mayhew, and Samuel Galloway. The Proceedings and Journal of this meeting were printed in a pamphlet of 146 pages. Bishop Alonzo Potter also presided at the fourth meeting held at Newark, N. J., August 10 to 13, 1852. Among the notable papers and addresses were the following: "Value of Educational Periodicals," by Thomas Henry Burrows (1805-71), superin- tendent of public instruction in Pennsylvania; "The True Function of Text- Chapter] ASSOCIATIOyJ FOR ADVANCEMENT OF EDUCATION 475 books," by George Barrell Emerson (i 797-1881), principal of a girls' school in Boston; "School Discipline," bv Asa D. Lord (1816-75), superintendent of schools at Columbus, Ohio; "Cultivation of Taste and Imagination," by Barnas Sears (1802-80), secretary of the State Board of Education of Massa- chusetts; "Etymology," by Professor Samuel Stchman Haldeman (1812-80), of the University of Pennsylvania, and "School Architecture," l)y William D. Swan (1809-64), principal of a grammar school in Boston. The fifth meeting was held at Pittsburg from August 9 to 12, 1853. Joseph Henry (i 797-1878), the director of the Smithsonian Institution at Washington, ])resided, and his presidential address on the "Objects of the Smithsonian Institution" was a notable paper. Several Englishmen were in attendance, and C. \\'entworth Dilke of London spoke on "Agricultural Education in England" and "The School of Arts in London." "The Care and Training of Backward Children" was discussed by James B. Richards (1817-86) of the Pennsylvania school for feeble-minded; and there were papers and addresses on: "The Teaching of Drawing;" "The Use of Museums in Science Work;" and "The Education of Girls." The sixth session of the association was held at Washington, December 26 to 29, 1854, with Alexander Dallas Bache (1806-67), president of Girard College, as president. John S. Hart (1810-77), principal of the Philadelphia high school, read a paper on "The Study of the Anglo-Saxon Languages;" Henry Barnard (1811-1900) gave an account of the educational congress and exhibit held that year in London; Zalmon Richards (181 1-99), of Washing- ton, discussed "Mental and Moral Discipline;" and W. P. Ross gave a paper on "The State of Education among the Cherokee Indians." The seventh meeting was held in New York City, August 28 to 31, 1855, with Henry Barnard (1811-1900), commissioner of common schools in Con- necticut, as president. This was in some respects the most important session thus far held. The late Bishop Frederic Dan Huntington (1819-1905), then a pnjfessor in Harvard College, gave his classic, "Unconscious Tuition," at this meeting. The subject of "A National University" was discussed by Alexander Dallas Bache (1806-67), Professor Samuel S. Haldeman (1812-80), Charles Hrooks (1795-1872) and Professor Benjamin Peirce (1809-80). President Henry Philii]) Tappan (1805-81), of the University of Michigan, gave an ac- count of the recent educational movements in Europe. Professor Denison Olmsted (1791-1859), of Yale College, discussed "Democratic Tendencies in Science." Charles Brooks (1795-1872), a leader in the New England normal-school movement, gave a comprehensive paper on " Moral Education." President Frederic k A. P. Barnard (1809 89), c)f the I'niversity of Mississippi (and later of ("olumbia University), outlined needed improvements in Aintri- can colleges. John George Hodgins (1821- ), (lei)Uty su|)erintcn(l(nl of education in Ontario, reviewed educational conditions in Canada. The subject c»f ccjmpulsory religious instruction in the schctol occ upiecl three scs- 474 NATIONAL EDUCATIONAL ASSOCIATION [Historical sions and called forth the keenest discussion in the history of the association. Professor Charles Da vies (i 798-1 876), of the Albany Normal School, intro- duced the resolution, which, after a vigorous discussion by Superintendent Samuel S. Randall (1809-81), of New York City, Principal William Harvey Wells (1812-85), of the Westfield Normal School, Ethan A. Andrews (i 787-1858), Gorham D. Abbott (1807-74), of New York, Bishop Potter, Professor Huntington and others, was (with the amendments) laid upon the table. The eighth meeting was held at Detroit, August 12 to 15, 1856, with Chan- cellor Henry P. Tappan (1805-81), of the University of Michigan, as president. Henry Barnard (1811-1900), the retiring president, gave three addresses: (i) "Magnitude of the Educational Interests of the United States;" (2) "Extension of the System and Agencies of Public Instruction in the Several States;" and, (3) "Reformatory Education." President Charles White of Wabash College, Indiana, presented a paper on "The Relation of Education and Religion." Professor A. S. Welch (1821-89), of the Michigan Normal School, made a plea for "A Higher Order of Instruction," and President Tappan gave a paper on "The Educational Views of John Milton." This was the last meeting of the association concerning which I have been able to get detailed information. In the educational journals of the day I find announce- ments of a ninth meeting held in New York City in 1857, and a tenth at Albany in 1858; but I have been unable to obtain records of either of these meetings. The National Teachers' Association, discussed elsewhere in this volume, was organized in 1857 and naturally absorbed the American Associa- tion for the Advancement of Education. III. OTHER EDUCATIONAL ASSOCIATIONS The logical order of development would require that the history of the National Educational Association follow the historical sketch of the American Association for the Advancement of Education, but it is deemed best to insert here sketches of other associations and agencies, national and semi-national, which during the past fifty years or more have contributed to national educa- tional progress. The oldest of these associations, the American Association for the Advance- ment of Science, is the successor of the Association of American Geologists which was organized in Philadelphia in 1840, and reorganized as the A. A. A. S. in the same city in 1848. It has held annual sessions from 1840 to this date, 1907, except during the five years of the Civil War, from 1861 to 1866. The following historical sketch was prepared for this volume by Dr. L. O. Howard, the permanent secretary: Chapter] ASSOCIATION FOR ADVANCEMENT OF SCIENCE 475 THE AM ERICA X ASSOCLITION FOR THE ADVAXCEMENT OF SCIEXCE (1838- ) L. O. HOWARD, PERMANENT SECRETARY, WASHINGTON, D. C. This organization, which represents for America the held covered by the British Association for the Advancement of Science and the French and German associations of similar character, is at the present time composed of some four thousand two hundred members and fellows, representing all sections of the United States and including many Canadian members, some Central American members, and many Americans resident in different parts of the world. The fellows of the Association comprise, in the words of the con- stitution, "such of the members as are professionally engaged in science, or have, by their labors, aided in advancing science." There are at the present time 1,864 fellows. The field covered by the Association is a very large one and its component sections are as follows: (a) Mathematics and astronomy; (b) Physics; (c) Chemistry; (d) Mechanical science and engineering; (e) Geology and geography; (/) Zoology; (g) Botany; (//) Anthropology; (i) Social and economic science; (k) Physiolog}- and experimental medicine. The Association, moreover, has under consideration at the present time the addition of psychologj- to section //, making it "Anthropology and psychology," and the formation of an additional section, namely (/) Education. The Association had its beginnings in 1838 in a correspondence between certain leading geologists among whom were Professor Edward Hitchcock, of Amherst, Henry Darwin Rogers, of Philadelphia, and the four New York geologists, W. \V. Mather, Ebenezer Emmons, Lardner V'anuxcm, and James Hall, and the paleontologist, T. A. Conrad. The latter live gentlemen held a meeting in 1838 at the house of Dr. Emmons in Albany, and agreed to bring together an organization of scientific men by means of correspondence. In 1840 the Association was founded at Phila(k'li)hia on Aj)ril 2, in the rooms of Franklin Institute, and the name adoi)tctl was "The Association of Aiiuriian Geologists." With the adojjtion of a constitution at the third annual meeting the title was changed to "The American Geologists and Naturalists," indicat- ing a desire for a broader scope. The aiuuial meetings continued undrr ilii> title until 1848 when on acc(junt of the increased interest in certain branches of science, notably mathematics, astronomy, physics, chemistry, ethnology, zoiilogy, and botany, a widening of the sc<)j>e of the Association seemed to be necessary and with it a ( hange of name. At the Boston meeting of the Asso- ciation of Ameritan (ieologi>ts and Naturalists, in 1847, it was resolved tt) enlarge the .scope of the exi.sting society and devi-lo]) its organization so that other workers might be in( hided, and the machinery was put in operation to cfTe< I the transformation. Tiierefore, in 1848, the first meeting of the .Ameri- can Association fliip of .\(>i. Annual nuelings were held until i86i. 'J'he meeting in i860 had been held at New|)orl, R. I., 476 NATIONAL EDUCATIONAL ASSOCIATION [Historical with 135 members in attendance and a membership of 644. The meeting for 1861 had been phmned for Nashville, Tenn., but owing to the breaking-out of the Civil War this plan was abandoned, and on account of the unfortunate condition of the country for the next five years no meetings were held. In 1866, however, sessions were resumed on August 15, at Buffalo, with an attend- ance of 79 and a listed membership of 637. Since that date there has been at least one meeting a year down to the present time. The objects of the Association, as set forth in the constitution, are "by periodical and migratory meetings, to promote intercourse between those who are cultivating science in different parts of America, to give a stronger and more general impulse and more systematic direction to scientific research, and to procure for the labors of scientific men, increased facilities and a wider usefulness." For a few years the greatest possible simplicity was maintained in the organization, the officers being president, secretary, and treasurer. In 1872 two sections were established, a and h, with a vice-president for each section. These sections were (o) Mathematics, physics, and chemistry, and, {b) Natural history. In 1882 nine sections were established, which correspond with those listed above, from a to h, with the exception that instead of {g) Botany, there was {g) Microscopy. In 1886 the section of microscopy was given up and botany was split off from Section /, which, up to that time, had been a section of biology. There is now a vice-president for each of the sections and a secretary also for each section. The vice-president is elected annually and delivers an address on retiring from office. The secretaries of the sections are elected for terms of five years each. The permanent secretary and the treasurer are elected also for terms of five years each. All of the formal legis- lation of the Association is enacted by its Council, which is composed only of fellows, and on the Council a certain degree of permanence is assured by the election of the fellows from each section and of fellows also by the Council itself for terms of three years. Of late years the interest of scientific speciahsts in the Association has been divided by the founding of many national scientific societies of specific and restricted scope, such as the great engineering societies, the American Chemical Society, the American Physical Society, the Society of American Geologists, and others. It has resulted from this that interest in the work of the sections has fallen off to some extent, but the desire on the part of mem- bers not only to associate with specialists in their particular department of work but to affiliate with specialists in other branches of scientific investiga- tion has rendered the meetings of the Association even more numerously attended than before. The founding of these societies has also brought "about another condition of affairs which has resulted in the establishment of many of these organizations as societies affiliated with the American Association. A specific society of sufficiently high aim may be made an affiliated society on vote of the Council of the American Association and is then entitled to epresentation on the Council of the A. A. A. S., so that this Council as at Chapter] ASSOCIATIOX FOR ADVAXCEMENT OF SCIENCE 477 present constituted is the broadest and most representative body of active scientific workers in existence in the United States. The publications of the Association consist of an annual volume of Pro- ceedings, and the weekly journal Scioice has since 1900 been the official organ of the Association and publishes all its reports and notices. It is sent free to all members of the Association. The fees are: life membership, $50; entrance fee, S5; and annual dues $3. The meetings of the Association are migratory and the more recent ones have been held in the following cities; 1894, Brook- lyn; 1S95, Springfield; 1896, Buffalo; 1897, Detroit; 1898, Boston; 1899, Columbus; 1900, New York ; 1 901, Denver; 1902, Pittsburg; 1903, Washing- ton; 1904, St. Louis; 1905, Philadelphia; 1906, New Orleans; 1906 (summer) Ithaca. Down to the time of the Pittsburg meeting (June, 1902) the Association met in the summer, but, beginning with the Washington meeting, the so-called "convocation week" was established, viz., the week in which the first day of January falls, and the annual meetings have since been held during that week. .\n occasional e.xtra summer meeting like that held June 27-July 3, 1906, at Ithaca, may be held. Considering the Association of American Geologists and Naturalists as essentially the same organization as the American Association for the Advance- ment of Science, there is then a history of 66 years to cover in any account of the activities of the Association. It is safe to say that all American scientific men of prominence have been connected with it, and it is also safe to say that nearly all of the great scientific discoveries during that ])criod have been an- nounced at its meetings. Its position at the present time is a strong one, and its intluence toward the advancement of science is greater than ever before. The present officers are: President W. H. Wi.i.cn, Johns Hopkins University, Baltiiiioro, Md. Vice-Presidents A. — Mathematics and Astronomj — Edward Kasner, C'olunihia University, Nt'w ^■ork, N. Y. B— Physics — W. C. Sabine, Harvard University, Cambridge, Mass. C — Chemistry— Clifford Richardson, 122 E. 34th St., New York, N. Y. /^—Mechanical Science and Engineering— W. R. Warner, 1722 Euclid .\ve., Cleveland, Ohio. £— Geology and Geography— A. C. Lane, State Geologi.st, Lan.sing, Mich. /•— Zoologj'— E. G. CoNKLiN, University of Pennsylvania, Philadelphia, Pa. (;— Botany— I). T. MacDougali., Carnegie Institution, Washington, I). C. //— Anthropology— Hudo MOnstkr»er<;, Harvard University, Cambridge, Ma.ss. /—Social and E<o3. June 23-27. . H(04. Oct. 17 -22... K/3S July 4-8 Jun 1898 1899 1900 1901 iyo6, June 29-JUI.6 John Cotton Dann \Vm. How.ini Brett Justin Win.S()r HerlKTt I'utnani \Vm. Coolidgc Lane Reuben (iold Thwaitcs.... Henry James C.irr John Shaw Hillings James Kendall llosmer.... Ilerlx-rt 1'utnani Krnesl C'u.shman Kichardson Krank Pierce Hill Held at Cleveland Philadelphia I^ndon (international) Lakewo>oks owned. 6. As a check list of books read, personal notes being added in margins. For the World's Columbian Exposition of 189^ an edition without notes was issued, called Cutaloi; oj A. L. A. Library. The classified and annotated .!. /,. .1. Calaloi^ of 190.;, |iri|)ariil for the St. I>ouis Exposition, in( ludes 7,520 volumes best adapted to small iiliraries and th(jse just starling, but suitable also for any public' library. I.IMKAKV SCHOOLS 'I'lie j>ublic-school system amounted tal. Thi^ |)rovi(le> for llu- \'\r>\ time a j)ermanent central home for the great colltn tion of library blanks, forms, pictures, models, and a|)plian( es ( <>lle< Icrl by the various ollicers and commit- tees since 1876, and (l(|)o>ilfd with the Library S( iiool, because liu' A. L. ;\. had not yet a place of its own for exiiibiting them. In these flays of rapid library jirogress every librarian who wishes to keep 490 NATIONAL EDUCATIONAL ASSOCIATION [Historical abreast of his profession must keep in close touch with this representative national body. In it are enrolled from all parts of the country, not only libra- rians, but also many others interested in libraries as an educational agency. To its leaders libraries everywhere turn for advice as to buildings, adminis- tration, and employees; and from its ranks nearly all important library posi- tions in the country are filled. A recognized authority says: This national body has already accomplished a great and steadily growing educa- tional work. It is not merely a union of professional librarians, but includes many who appreciate that the greatest educational problem is development of public libraries as a supplement to public schools, and who recognize in this association the organized forces now shaping the modern Hbrary movement in America. The time was when a library was a museum, where visitors looked with curious eyes at ancient tomes and manuscripts, and the librarian was a mouser in musty books. The time now is when a library is a school, and the libra- rian in the highest sense a teacher. Two recently organized boards for the advancement of public education in those sections most needing aid are here presented in sketches by the re- spective secretaries of these boards. GENERAL EDUCATION BOARD WALLACE BUTTRICK, SECRETARY, NEW YORK CITY The General Education Board is an organization chartered by Congress, with offices at No. 2 Rector Street, New York City. It employs a force of experts in the continuous and systematic study of educational conditions in all of the states of the Union, and the intelligent promotion of education, by means of gifts and otherwise, in the discretion of the Board of Trustees. The scheme originated with Mr. John D. Rockefeller's Committee on Benevo- lence, and was under advisement in his office from time to time for several years before the organization was finally effected. The plan of such an organi- zation was designed and adapted to assist Mr. Rockefeller in distributing his gifts to education ; but it was not the purpose to confine the work of the organi- zation to the administration of funds given by Mr. Rockefeller. It was de- signed to meet a wider need and to afford a medium thru which other men of means, who desire to promote education in its various forms in the United States, could do so in a systematic, intelHgent, and effective way. The gentlemen forming the first board were the late William H. Baldwin, Jr., Wallace Buttrick, the late Hon. J. L. M. Curry, Frederick T. Gates, Daniel C. Gilman, Morris K. Jessup, Robert C. Ogden, Walter H. Page, George Foster Peabody, John D. Rockefeller, Jr., and Albert Shaw. These gentlemen were all chosen for their knowledge of educational conditions and their experience in educational benefaction. They were already members either of the Peabody Board, or the Slater Board, or the Southern Education Board, or other organizations aiming to foster education in the United States. Chapter] GEXEILIL EDUCATION BOARD 49 1 The board in its make-up was thus re]>resentative of all educational interests and of all sections of the country. These gentlemen met at the in\itation of Mr. John D. Rockefeller, Jr., at his home in New York, on February 27, 1902, Mr. Edward M. Shepard being present also as counsel. A temporary organization was there formed pending the securing of a charter by act of Congress. A few days later Mr. John D. Rockefeller j)ledgcd a million dollars to the work of the board, confining its use particularly to the study of education in the southern states and the promotion of the same — a contribution which he had long had in mind to make so soon as a suitable organization could I)e prepared for the proper administration of the fund. A broad and generous charter, pre))are(i bv Mr. Edward >r. Shepard, was passed by Congress and signed by President Roosevelt on the 12th day of January, 1903. The permanent organization of the board was completed at a meeting in the City of Washington on the 29th day of January, 1903, when formal by-laws were adopted. Mr. W. H. Baldwin, Jr., was chosen chairman, Mr. George Foster Peabody, treasurer, and Mr. Wallace Buttrick, secretary and executive officer. Subsequently the membership of the Ijoard was enlarged by the addition of Mr. Hugh H. Hanna, of Indianapolis, Mr. Starr J. Murphy, of New York, the late President William R. Harper, of the University of Chicago, Chancellor E. Benjamin Andrews, of the University of Nebraska, President Edwin A. Alderman, of the University of Virginia, Acting President Harry Pratt Judson, of the University of Chicago, and Principal H. B. Frissell, of Hampton Institute, The board has been dej)leted by the death of Mr. W. H. Baldwin, Jr., Hon. J. L. ^E Curry, and President W . R. Harper. SUR\i:V OK Till', I'IKM) The board opened an office in New York City on .\pril i, 1Q02, and form- ally began its wcjrk. Its first attention was given to a larcful sur\cy and study of educational conditions and needs in the southern states. Thru the courtesy of state officers conferences were held with state and county su|)er- intendents and leading educators in eight of the southern states, iilanks were prepared and sent to incorj)()rated schools of all grades in the southern states and to county superintendents of schools. Agents of the board traveled e.xtensively in all of the states of the South, conferring with sc hool authorities and otlicr ( iti/.ens interested in education. Catalofove expenses of administration to be di.stributcd to, or used for, the benefit of such institutions of learn- ing, at such times, in such amounts, for such purposes, and under such conditions, or employed in such other ways, as the board may deem best adapted to promote a coni- prchcn.sive system of higher edu( ation in the United States. Yours very truly, (signed) F. T. GATES. This large gift Mr. R(m kcfcllir paid in cash, and the board, in accepting 494 NATIONAL EDUCATIONAL ASSOCIATION [Historical it, designated it as "The John D. Rockefeller Foundation for Higher Education." The income of this large foundation for higher education enabled the board to extend its work thruout the whole country, as contemplated in its charter. Studies had already been made of the colleges in the southern states and such studies were at once made of the colleges in other parts of the United States. After such comprehensive study and the careful considera- tion of how best to aid in the development of an adequate system of colleges in all of the states of the Union, the board adopted the following principles as defining its general policy: To co-operate sympathetically and helpfully with the religious denominations; to choose the centers oj wealth and population as the permanent pivots oj an educational system; to mass its funds on endow- ments, securing in this work the largest possible local co-operation. Conditional appropriations have been made, from the income of the John D. Rockefeller Foundation, to colleges in the states of Iowa, Kansas, Wiscon- sin, Virginia, North Carolina, South Carolina, Georgia, Alabama, Mississippi, Louisiana, Tennessee, Missouri, Colorado, Indiana, Ohio, Maine, Con- necticut, New Jersey, and Pennsylvania. Applications from all the remaining states and territories of the Union are now under consideration. The total amount conditionally appropriated by the board up to March 26, 1907, was $1,702,500. When this sum has been paid and the conditions fulfilled more than $9,215,000 will have been added to the endowment of the colleges of these nineteen states. From the original one million dollar gift to the board by Mr. Rockefeller, appropriations have been made to schools in the South amounting to $416,000, one-half of which has gone to schools for the colored people. On February 7, 1907, at a special meeting of our Board, the following communication was received : General Education Board, 54 Williams Street, New York City. Gentlemen: My father authorizes me to say that on or before April i, 1907, he will give to the General Education Board income bearing securities, the present market value of which is jibout Thirty-two million dollars ($32,000,000.), one-third to be added to the permanent endowment of the Board; two-thirds to be applied to such specific objects within the corporate purposes of the Board as either he or I may from time to time direct, any remainder not so designated at the death of the survivor, to be added also to the perma- nent endowment of the Board. Very truly, (signed) John D. Rockefeller, Jr. This fund has also been turned over to the custody of our Board. On April 4, 1905, Miss Anna T. Jeanes of Philadelphia, Pa., gave to the board in trust the sum of $200,000, the income of which is to be used for the "assistance of the negro rural schools in the South." The board accepted this gift and named it "The Anna T. Jeanes Fund for the Assistance of Negro Chapter] SOUTHERN EDUCATION BOARD 495 Rural Schools in the South." By request of Miss Jeanes the income of this fund is appropriated for the present on the joint recommendation of the Prin- cipals of Hampton Institute and Tuskegee Institute, subject to the approval of the board. From the foregoing it will be seen that in the northern states the board devotes itself exclusively to the promotion of collegiate education, having always in view the desirability of aiding such institutions as taken together will constitute an adequate system of higher education for each of the several states, thus seeking to correct and prevent dui)lication and waste and securing the highest efficiency. In the southern states its work for colleges is similar to that done in the North, and in addition it seeks to promote public high schools thru the state universities and the state departments of education, and to promote elementary education (or common schools) by increasing the productive efficiency of rural life. The officers of the board for 1907 are Frederick T. Gates, chairman, George Foster Peabody, treasurer, Wallace Buttrick, secretary. THE SOUTHERN EDUCATION BOARD EDGAR GARDXKR MURPHY, SKCRETARY, MONTGOMERY, ALA. Present organization. — President, Robert C. Ogden, 784 Broadway, New York City; vice-president and treasurer, George Foster Peabody, 54 William St., New York City; secretary, Edgar Gardner Murphy, P. O. Box 347, Montgomery, Alabama; associate secretary, George S. Dickerman, 140 Cottage St., New Haven, Conn.; chairman of the campaign committee, Edwin Anderson Alderman, president of the University of Virginia, Charlottes- ville, \'irginia. Additional members of the board, Albert Shaw, Wallace liultrick, Walter H. Page, F. R. Chambers, New York City; Chas. W. Dabney, president of the University of Cincinnati, Cincinnati, Ohio; H. H. Hanna, Indianapolis, Ind.; H. B. Frissell, principal of Ham{)ton Institute, Hamjjtcjn, Virginia; I). F. Houston, president of the University of Texas, Austin, Texas; S. C. Mitchell, professor in Richmond College, Richmond, Virginia; Henry E. Fries, Raleigh, N. C; P. P. Claxton, professor in the University of Tennessee, Knoxville, Tenn.; Sydney J. liowie, Birmingiuim, Alabama. Members deceased, J. L. M. Curry, late agent of the Peabody and Slater Boards; William H. lialdwin, Jr., late i)resident of the Long Island R. R.; Walter B. Hill, late chancellor of the University of (ieorgia; Charles 1). .Mclver, late president of the State Normal and Industrial College of North Carolina. History. — (Jn the evening of June 29, 1K9S, a small but earnest group gathered in the chapel of the Capon S|)rings Hotel at Capon S|)rings, West \'irginia, for the consideration of educational conditions in the South. The members of this group, representing elements in the "unon'K iai slatesmanship " 496 NATIONAL EDUCATIONAL ASSOCIATION [ffistorical of both sections of the country, were united by a desire to understand more fully and to serve more broadly the needs of the overburdened South. The second conference met at Capon Springs on June 20, 1899; and the third on June 27, 1900. The presidents of these successive gatherings were, respec- tively, Rt. Rev. T. U. Dudley, D. D., bishop of Kentucky; Hon. J. L. M. Curry, agent of the Peabody and Slater Boards; and Mr. Robert C. Ogden, of New York City. The secretary and treasurer was Rev. A. B. Hunter, of Raleigh, N. C. The continuous life of the conference was made possible largely thru the wise and efficient activities of Hollis Burke Frissell, D.D., principal of Hampton Institute. The death of Captain W. H. Sale who, as proprietor of the hotel at Capon Springs, had acted as the host of the gathering, suggested the advisability of holding the conference at other points within the South. The fourth con- ference met, therefore, at Winston-Salem, N. C, on April 18, 1901, under the presidency of Mr. Robert C. Ogden. Since his first election in 1900, Mr. Ogden, by the unanimous request of southern and northern members, has acted as the presiding officer. At Winston-Salem the demand for more positive and aggressive activity than could be expressed thru the influences of an annual gathering resulted in resolutions looking toward the establish- ment of an executive board. The appointment of this body was intrusted to the president with the understanding that he was to be included within the number. After extended correspondence and mature consideration the Southern Education Board was thus organized in the City of New York on November 3, 1901 : its earliest members being Robert C. Ogden, president; J. L. M. Curry, supervising director; George Foster Peabody, treasurer; Charles D. Mclver, secretary; Chas. W. Dabney, Edwin Anderson Alderman, Wallace Buttrick, and Hollis Burke Frissell. These gentlemen added to their number Messrs. Baldwin, Shaw, Page, and Hanna, as indicated above. Mr. Edgar Gardner Murphy, of Montgomery, Alabama, was named by Mr. Ogden as executive secretary, associated with the president, was later added to the membership of the board, and later still was elected as the board's secretary. Dr. George S. Dickerman of New Haven was appointed a general field agent, and in 1906 was elected a member of the board with the position of associate secretary. Dr. Booker T. Washington, of Tuskegee, Alabama, while not a member of the organiza- tion, was appointed a general field agent, and has been of special service in relation to the various phases of negro education. Messrs. Houston, Mitchell, Fries, Claxton, and Bowie were elected members of the board in the year 1906. The conferences have not been abandoned with the creation of the board. Its annual meetings have continued, and have served to give popular inter- pretation to the policies of the board, to bring the scattered forces of the southern educational movement into closer personal association, to awaken popular interest, and to give direction and efficiency to enthusiasms already aroused. The meeting of 1902 was held at Athens, Ga. ; of 1903 at Richmond, Chapter] SOUTHERN EDUCATION BOARD 497 Va.; of 1904 at Birmingham, Alabama; of 1905 at Columbia, S. C; of 1906 at Lexington, Ky. In each instance the place of meeting was selected in response to urgent local invitations usually representing the municipality, the legislature, the governor, and the state department of education. The attend- ance has been chielly from the South, but there has been each year a notable representation from the North as well. The center of the northern group has been a party of distinguished educators, clergymen, publicists, and men of afifairs brought by special train thru the personal courtesy and generosity of the president of the conference and of the Southern Education Board, Mr. Robert C. Ogden. Personnel. — One of the distinguishing marks of the movement represented by the Conference for Education has been the varied character of its member- ship. Public education has been conceived in its relation to citizenship, and the active participants in these annual gatherings have not been limited to teachers. In an effort of genuine civic consecration, men of affairs from every department of actiN^ty — merchants, members of Congress, journalists, gov- ernors of states, bankers, and manufacturers have united with the educators of the South in an effort to equip and extend the school as an institution of society itself — not as a restricted interest of technical "education," but as a construc- tive agency of the state. The same conception of educational service is reflected in the personnel of the Southern Board. At its semi-annual meetings, trained and professional educators are found in administrative conference with the lawyer, the merchant, the clergyman, the journalist, the manufacturer. Principles and policies. — Within these meetings the reports from every quarter of the South are presented and considered, and the broad outlines of future policy are determined. The active work of the board is in the hands of the "campaign committee," made up exclusively of the southern members, namely, Edwin A. Alderman, chairman; with Messrs. Frissell, Dabncy, Murphy, Houston, Mitchell, Fries, Claxton, Bowie. The title of the committee indicates the distinctive activity of the board. It is not a body for the holding and disbursement of funds. It has no money to give to educational institutions. Its resources and energies are expended in the couduct of a practical "campaign" for the arousing and the wise direction of educational sentiment. The administration of financial aid to educational institutions and enterprises is the function of its allied organization, the Gen- eral Kducati(jn B(jard, to an account of which in this volume (p. 490) the reader is referred. The Southern Education Board is solely the organization of the propaganda, laboring at the South, in close and cordial co-operation with the state departments of education, to increase the popular interest in the public schfjols, to inaugurate or to support local movements for increased taxation, the imjirovement of schoolhouses, the creation of school libraries, and the general devel(jpment of all that makes lox a just, wholesome, and efficient system of public education. As the free education of both races at the public cost is the established and official policy of each southern state, the 498 NATIONAL EDUCATIONAL ASSOCIATION [Historical board has stood for the right training of all the people, white and black, accepting in the affairs of the South the initiative of its southern members and working in conformity with the fixed conditions of the local educational system. But the essential standpoint of the board is national rather than sectional. The presence of its northern members has been vital to its most distinctive work. The sympathetic co-operation of northern and southern men has helped to bring into clearer relief the national phases of the whole southern situation — the South with limited resources struggKng with the double burden of the educa- tion of two populations, the masses of the white population poor, the black poorer still; the races estranged by the conditions which preceded war and still further estranged by the conditions which followed ; inadequate resources strained by that ineffective distribution of social forces which is usually characteristic of sections preponderantly rural; and doubly strained by the necessity for a dual system of schools, a separate housing of the races, demanded alike by their interests and their aversions. The whole nation has been so intimately involved in the creation of this problem in its earlier stages, that the constructive leadership of the South has found both fellowship and inspiration in the men of national temper who have recognized in our southern difficulties a challenge to a national response. Practical methods. — It is difficult within the brief space at command to deal with the detail of a movement so inspirational and untechnical in its character and so complex in its ramifications. In order to provide a general as well as a statistical literature of the sub- ject a bureau of publication was maintained for two years at Knoxville, Tenn., under the oversight of Dr. Charles W. Dabney, then president of the University of Tennessee. Its work was far-reaching in its interest and usefulness. The chief function of the board, however, has been the winning of rural communities to a larger policy of local taxation for school purposes. In states where the unit of taxation has been the county, assistance has been given to the "county campaign," the representatives of the board helping in the organization of public meetings, defraying the actual expenses of effective speakers, creating and circulating the literature of the subject, and co-operat- ing generally with the local educational leaders in an efifort to secure an affirma- tive popular vote on the question of a larger local tax for the benefit of the schools. In one state more than forty counties have voted the additional tax within a period of two years, adding over $350,000 per year to the public education funds of the state. Where the unit of taxation is the school district, the same methods are employed; the board working here, as always, solely thru the authorized and accepted agencies of the locality concerned. These local campaigns have powerfully affected the general school legislation of the state. State funds — heretofore the chief resource of the southern school system — have rapidly in- creased, in a number of states, from 50 to 100 per cent, during the past five years. Chapter] SOUTHERX EDUCATIONAL ASSOCIATION 499 Local organizations of women for the improvement of rural schoolhouses have been established; or, in cases where such activities have already existed, they have been strengthened and equipped for still larger work. The move- ments for the formation of school libraries, for the development of high scht)ols, for agricultural education and manual training have all received recognition and reinforcement. The board does not assume that the educational awaken- ing of the South has been wholly due to its initiative, but its vital part in this arousal of popular enthusiasm for the common schools is generally recognized. Its activities have been conspicuous and at many points decisive. Bibliograpliy. — See the Annual Reports oj the Conference jor Education in the South (Publication Committee, General lulucation Board, 54 William St., New York City); also Bulletins and Puldicatioiis oj the Bureau oj the Southern Education Board, Kno.xville, Tenn. (many of which, however, are now out of print) ; also chap, viii of the Report oj the U. S. Commissioner oj Education jor 190^; and Problems oj the Present South, by Edgar Gardner Murphy, Secretary of the Southern I-xlucation Board, Macmillan & Co., New York and London, 1904. The special problems and needs of the South led to the organization in 1888 of a Southern Educational Association which has uniformily co-operated with the National Educational Association. The following historical sketch was prepared for this volume by Superintendent Tighe of Asheville, N. C, who has been the e.xecutive secretary of the association for a number of years. THE SOUTHERN EDUCATIONAL ASSOCIATION RirHARD J. TIGHE, SECRETARY OF THE SOUTHERN EDUCATIONAL ASSOCIATION, SUPERINTENDENT OF SCHOOLS, ASHEVILLE, N. C. The need of an educational association for llu- tier of states south of the Potomac and of the Ohio began to be sericnisly felt and discussed about tiie year 1888, when several state educational journals gave expression to that need in editorials and contributed articles. Li June, 1889, the Educational Exchange, published at Birmingham, contained a j)aper upon the subject written by I^resident R. \. Roark, of the Kentucky State Teachers' Association, together with an editorial Ijy the editor, ajiproviiig the suggestion that such an organiza- tion should be established at onie. Tlu' June issue of the Cicori^ia F.ducational Journal contained the following: 'Ilic Journal SKJund.s ihc (all for a Soulhern luJurational /Vs.socialioii. In 1878, a ( otivtnticjii of southern edui alor.s was held in Atlanta, and several important (|ueslions Lontcrning education in the .South were discus.sed, but no effort was made to make the organizjition fwrmanent, and it adjourned "without day." We said then, and we re|i(at it now, that there is great need for a Southern ICducational A.ssociation, and we ai>i)eal to our leading men in the profession from Virginia to Te.xas to take the matter umier seriou.s ( onsideration. Nor led by its president, Mr. Josiah H. Shinn, of Liltle Roi k, Arkansas. The basis (jf union consisted of the following: I. The consolidated association shall in no way antagonize the National KducatioMal As.sociation. 502 NATIONAL EDUCATIONAL ASSOCIATION [Historicil 2. One-half the program of the next meeting shall be arranged by the executive committee of each association. 3. The next meeting place to be Chattanooga, Tennessee. 4. That the officers elected at Morehead City shall continue as the officers of the consolidated association. In accordance with the foregoing, the Southern Educational Association held its first regular session in Chattanooga, July 9, 10, and 11, 1891. Sub- sequent meetings of the association have been held as follows: July, 1892, Atlanta, President, Solomon Palmer July, 1893, Louisville, President, W. F. Slaton December, 1894, Galveston, President, W. H. Bartholomew December, 1895, Hot Springs, President, J. R. Preston December, 1896, Mobile, President, J. H. Phillips December, 1898, New Orleans, President, Geo. J. Ramsey December, 1899, Memphis, President, Junius Jordon December, 1900, Richmond, President, R. B. Fulton December, 1901, Columbia, President, G. R. Glenn July, 1902, Chattanooga, President, W. N. Sheets July, 1903, Asheville, President, J. W. Nicholson December, 1904, Atlanta, President, F. P. Venable November, 1905, Nashville, President, C. D. Mclver December, 1906, Montgomery, President, J. W. Abercrombie No meeting of the association was held in 1897, on account of the yellow fever epidemic in New Orleans. The change of the time of meeting from summer to winter was made in the effort to find a time when the annual meetings would not conflict with the various state meetings and with the national meeting, but this is still as much a problem as ever. It is practically agreed, I think, that the asso- ciation cannot, for some time to come, hold great popular meetings like those of the National Educational Association or some of the larger state meetings, because of distances in the South, the low salaries paid southern teachers, and the conflicts in time with other meetings. It is rather a con- vention for the meeting of the leaders of southern educational thought, and a clearing-house for southern educational ideals. Among the peculiar problems confronting the people of the South may be mentioned those arising from the great social and economic changes of the past generation, and the comparatively recent organization of public-school systems for the education of both races; a great paucity of educational means, a scattered population in the rural districts, the enfranchisement of illiterate voters, white and colored; and a great illiterate population. That these conditions call for special study and particular remedies seems to be quite evident. The Committee on Aims and Purposes which reported at the Jack- sonville meeting stated clearly the position of the association with reference to these matters in the following paragraph: To study and discuss the problems and policies with which we who live and work in the southern states are concerned, to compare the experiences of each so that they may Capter] SOUTHERN EDUCATIOXAL ASSOCIATION 503 be profitable to all, to investigate conditions and needs peculiar to our own section, to publish for the information of all the results of the study and work of those who can skill- fully Investigate the problems which specially concern our section, and to encourage each other in these efforts to which our highest duty calls us in the great work that is ours, are the aims of the Southern Educational Association. In the next paragraph the report continues: We understand fully that the educational needs of any section of our country must be considered in their relation to those larger elements of nationality, to which they most vitally contribute. Nationality is the unit of measurement with which our diverse local conditions and sectional needs must be compared. The American ideal of democracy embraces historical, political, economic, and ethical elements, which largely determine our sectional requirements. However widely the educational needs of the South may differ from those of other sections, they are still in an important sense national needs, and must be considered in the light of national ideals, and in the spirit of that broad patriotism which regards sectional problems as elements in the life of the nation. So far as can be ascertained at this writing, the as.sociation has ahvays ])ublished its Proceedings and papers annually with the exception of those of the Galveston, New Orleans, and Chattanooga meetings. In the first two cases the funds in hand were not sufficient to pay for the ])ul)licati()n, and in the latter case the Proceedings were allowed to go unj)ublishcd. With the Chattanooga Proceedings perished the revised constitution. There are on hand with the secretary at the i)resent time a number of bound volumes of the Proceedings of the meetings in Memphis, Richmond, Columbia, Ashcvillc, Atlanta, Jacksonville, and Nashville. The Montgomery volume will be published a])out April, 1907. The original constitution of the association provides that The membershij) shall consist of white persons, divided into two classes, active and honorary'. The active membership shall consist solely of teachers and friends of educa- tion engaged actively in promoting the cause of education in the South. Honorary mem- bers may be elected from any part of the Union, and shall have all the privileges of active members, except that of holding office and voting. Hut the membership clause of the new constitution ratified at Jacksonville in 1904 reads as follows: Teachers and fricnfis of education may become members of this association entitled to all rights and [)rivileges upon the payment of the annual membership fee of two dollars. The old constitution also ])r()\i(ic-d for a nienibersliip fee of two (lollars, which is still the annual dues. The original constitution did not provide for the organization of depart- ments, tho at the second annual meeting (Lookout Mountain) the Depart- ment of Supervision and the Dei)artment of Textbooks and Journals held afternoon sessions, the former two and the latter one. Since then there have been sessions of the following departments: Kindergarten, Superintendence, Higher Education, Secondary Education, Elementary ICducation, Normal Instruction, Industrial Education, and Child-Study. The la.st constitution contains the following clause: "The Departments of the Association shall 504 NATIONAL EDUCATIONAL ASSOCIATION [ffistoricJ be such as may be regularly admitted by the Board of Directors." From time to time new departments have been added and others dropped, so that at the present time the active departments are those of Superintendence, Adminis- tration, Child-Study, Industrial and Manual Arts, and Normal Instruction. Among the topics for discussion at the various meetings we find the following to be typical: "Local Taxation;" "How to Improve Our Rural Schools;" "What the South is Doing for Public Education;" "Education and Crime;" "Education in the Old South and in the New;" "Industrial Training in Public Schools;" "Education of Women in the South;" "Drawbacks to Educational Organization in the South;" "Industrial Education in the New South;" "Negro Education in the South;" "Textile Education;" "The County Superintendent and His Mission;" "Relation of the Southern College to the Public School;" "Manual Arts in Rural Schools;" "The Demands for Science and Technology in the South." One of the most valuable features of the general sessions, introduced at the Jacksonville meeting, is the report of progress for the year by each of the state superintendents. These reports are short, concise, and helpful as statements of the results of each year's work. I think there is little doubt that the Southern Educational Association is slowly but surely accomplishing the purposes of its founders. Especially is this true since the regular publication of the annual volume of the Proceed- ings and papers, which goes out to many who do not attend the meetings, as well as public and college libraries. Besides this many of the papers and addresses are published by the best educational journals of the South and in this way the work of the association is popularized thruout the South and the country. I regret that the material at my command and the brief space and time allowed for the production of this paper preclude a better statement of the history and work of the Southern Educational Association. I am indebted to Superintendent J. H. Phillips, of Birmingham, Ala., who was one of the organizers of the Southern Educational Association, for that part of this paper relating to the Montgomery and Moorehead City meetings and the consoli- dations of the two branch organizations in the Chattanooga meeting. The most recent organization for the aid of national education is The Carnegie Foundation, whose aims and plans of organization are briefly set forth by its president. Dr. Henry S. Pritchett: THE CARNEGIE FOUNDATION FOR THE ADVANCE- - MENT OF TEACHING HENRY S. PRITCHETT, PRESIDENT, NEW YORK CITY There has been quietly inaugurated within the last year an institution whose influence in higher education is likely to be far-reaching. Incorporated by Congress under the name, "The Carnegie Foundation for the Advance- ment of Teaching," the institution had its origin in the generosity of Mr. Chapter] THE CARNEGIE FOUNDATION 505 Andrew Carnegie. In a letter addressed to twenty-five trustees selected by him, of date April 16, 1905, Mr. Carnegie transferred to them as trustees Sio,- 000,000 of 5 per cent, first mortgage bonds of the United States Steel Corpora- tion, the income of which was to be used in establishing a system of retiring allowances in the higher educational institutions of the United States, Canada, and Newfoundland. The trustees selected by Mr. Carnegie were twenty-five in number and included twenty-two presidents of educational inslilutions and three business men. Amongst the college presidents who were selected were representatives of great universities, of colleges, and of technical schools, and they were drawn from all sections of the country. They represent, therefore, the educa- tional interests of the American continent. Upon organization in the spring of 1906, President Henry S. Pritchett, of the Massachusetts Institute of Technology, was selected as chief executive of the trust, the officers of the board of trustees being President Charles W'. Eliot, chairman; President David Starr Jordan, vice-chairman; and President Charles F. Thwing, secretary. The institution has had so brief a history that its place in education can- not yet be fi.xed. It has, however, thru its executive officers and particularly thru its president formulated the general principles upon which it will be administered. These principles are the following: The purpose of this fund is the strengthening of the profession of the teacher and the dignifying of that profession. To this end it is essential that the endowment should be used to found a system of retiring allowances which should come to the professor as a matter of right, not as a matter of charity. To this end, therefore, it is essential that so far as possible the retiring allow- ances should be conferred thru an institution and in accordance with fixed rules. Secondly, the gift is also one to higher education and such institutions must therefore be selected with some regard to their academic standing. I'or this purpose, the board of trustees has adopted for the i)rcsent a provi- sional definition of a college, which is the same as that in use under the laws of the state of New York. In the third [)la<"e, while the work of the Foundation will be done in the main thru institutions, its officers will seek to recognize eminent teachers in institutions not admitted to this list, hut wliose services ha\e been excep- tional either by reason l) t<» adiniiiisler this fund in a generous and wise spirit. The flefuiite end which they expe( t to accomplish is the establishment of the retiring allowance as a part of the American system 5o6 NATIONAL EDUCATIONAL ASSOCIATION [Historical of education, so that a teacher in an institution of higher learning may count upon a retiring allowance in old age and upon a similar provision for his widow as a regular part of the academic compensation, a part which may counter- balance, in some respects at least, the modest pay which goes and which is likely to go with the profession of the teacher. The board of trustees believe that the income in their possession will establish a system of retiring allow- ances in perhaps one hundred and fifty institutions thruout the United States and Canada. When this shall have been done for so large a number of institutions situated thruout the whole country, it would seem clear that institutions which, for one reason or another, cannot share in the benefits of this fund must provide retiring allowances from other sources. The result would be, in any case, the establishment of the retiring allowance system as a part of the academic life. The first annual report of the president, which contains an account of the proceedings for the first fiscal year as well as the rules established for the awarding of retiring allowances, will be ready for distribution January i, 1907, and may be obtained by application at the offices of the Foundation, 542 Fifth Avenue, New York. A historical review of agencies for the advancement of material educational interests would be quite incomplete without a representation of the work accomplished by the educational journals since the publication of the first American educational journal. The Academician, in 1818. ED UCA TIONA L JO URN A LISA! C. W. BARDEEN, EDITOR OF " SCHOOL BULLETIN," SYRACUSE, N. Y. Several contributions to the history of educational journalism in this country appear in the Proceedings of the N. E. A. for 1893, and I shall save repetition and space by summarizing some of these, referring to them for fuller detail under the letter "P." I shall make similar reference to two published addresses of my own, ''Educational Journalism," delivered before the New York State Teachers' Association in 1881, citations from which will be marked "J;" and "The History of Educational JournaHsm in the State of New York," prepared for the congress of 1893, and of which about a thirtieth is given in the summary, P 826, 7. This will be cited as " Y." Both these pamphlets are out of print, but as considerable editions of both were printed and sold, they are likely to be found in some of the larger libraries. The two addresses are also printed in The School Bulletin (Vol. VII, pp. 160- 67; and Vol. XIX, pp. 133-34, 141-44; Vol. XX, pp. 4-9, 20-22). The first American educational journal, The Academician (P 811, 2; J 18, 19; Y 3-5), appeared February 7, 18 18, a semi- weekly octavo (6x9^) of 16 pages, at $3.00 a year. The editors were Albert Picket, president of the Incorporated Society of Teachers, and John W. Picket, corresponding Chapter) EDUCATION AI. JOURNALISM 507 secretan- of the same. We find a series of articles on the new Lancasterian and Pestalozzian systems, and an essay on the evil tendency of theatrical representations at school. On the whole The Academician is dry reading. The full twenty-five numbers were published, with an index and a {)reface which announced that the editors had completed their labors. Russell's American Journal of Education (P 812; J 19-21) and the Annals oj Education (P 812; J 20, i) have been described at considerable length in The School Bulletin (\'ol. XXVII, pp. 211-19). The transfer from one title to the other was somewhat involved, but it may be assumed that the Journal continued for five years, 1826-30, while the Annals was published nine years longer, 1831-39. In the first number, for January, 1826, the editors say that the leading object of the Journal will be to furnish a record of facts, and the directors will endeavor to aid in diffusing enlarged and liberal views of education. Each number is to consist of 64 pages, at $4 a year. The title is spoken of as changed, tho it is not said what title had been announced. The first article is an account of the system of infant schools, with special reference to the work of Mr. Wilderspin. The volume altogether makes 763 pages. Most of the articles are long, even the reviews reaching sometimes thru two or three numbers. In the third volume is a quotation from the Journal d' Education of France, No. 5. I happen to own the first four volumes of this interesting periodical, which I suppose to be the earliest published among educational journals. In place of the usual retrospect there is an advertisement dated December 22, 1828, in which Mr. William Russell for the first time writes over his own name, saying that the work will be continued and the range of subjects widened, especially by bringing in topics connected with practical science and useful information. The fourth and fifth volumes are smaller, containing Init 572 and 500 jjagcs respectively, as against 768 pages of Vol. Ill; but the articles are by no means shorter or of more general interest. On p. 53 is a review of Maternal Instruc- tion in the Spirit oj Pcstalozzi's Method, from the third London edition, Salem, 1825. In the second number, p. 97, is the first of a series of articles on Pestalo/./.i's princijjles, compiled from The Academician. It is a curious fact that the i-dilor^ of The American Journal oj Jiducalion when the\ bc-gan tlu- journal (fid not even know the 'The Academician had been j)ul)lislu'(i. 'I'he fifth vohmie has neither tabli' of contents nor title page, and a> my <<)py is in the original Ijoards as issued b\ the ]»ubli>hcr, 1 infer lliat none wire l>rinted; nor i>. there anything to indicate the closing; l)Ut it is (loul)le-page(i from .August to December, j). 325-500 being also markeound in with the first vohnnc of The American Annals oj Education, which jjegins jiroperly with the year )iS3i. Tliis \'ol. \' is marked "New Series No. i." The title is now The American Journal oj 5o8 NATIONAL EDUCATIONAL ASSOCIATION [Historical Education and Monthly Lyceum. It is stated also that there will be a return to the monthly form. It had been for some time published bi-monthly. With the August number the title becomes American Journal and Annals of Education and Instruction, "New Series, Vol. I, No. 6." The editor, William A. Woodbridge, gives a long address in which he says that The Journal of Education has, more than once, been on the point of dissolution for want of patronage, and that it now barely pays the expense of printing and circulation. With 1830 ends The American Journal of Education. The title for Jan- uary, 1831, is The American Annals of Education and Journal of Literary Institutions, Vol. I, Part 2, No. i. In Vol. I there is mention of The Quar- terly Journal of Education, London, beginning in January, 1831, which reached to ten volumes, being discontinued in 1835 for lack of support, as is here afterward lamented in Vol. VI. The first volume makes altogether 600 pages, in addition to the 176 from The American Journal of Education. It is much more readable than its predecessor. The articles are as a rule shorter, and much more practical; the descriptions are many and have permanent value as pictures of contemporary schools. It is to be noted that thus far while much space has been given to Fellenberg and to Jacotot, comparatively little is said of Pestalozzi.' On p. 36 of Vol. II it is said that the first proposal made to the public of the lyceum system was in the tenth number of The American Journal of Education in 1826. It had now become a national institution, with 1,000 town lyceums, 60 county lyceums, several state lyceums, and a general and national union of the whole. On page 541 the editor addresses the friends of the Annals. He says that the journal is being published at a loss, but that he is willing to go on if the sets now on hand can be purchased, with a subscription of an equal number for the following year. The four volumes from 1831 to 1834 are offered at $12 a set. At the beginning of Vol. V the editor treats of the prospects of the Annals. He says : After three years of unrewarded toil, and the expenditure of all his surplus means to sustain the only periodical on education in our great and growing country, the editor still found it involved, beyond his power to extricate it, without abandoning its future publication. The friends of the cause came forward; they urged him to state the case to the public, and they sustained his statement. The wealthy contributed liberally of their wealth; those who earned their bread by their labor, gave of their poverty; and those who could do neither, pleaded the cause with an energy, and efficiency, which were not less cheering to our labors, than useful to the cause. The result has been that in a year of uncommon pecuniary pressure, nearly two hundred sets of the Annals have been sold, to be distributed to private families, or placed in the libraries of our colleges, or state legislatures, or employed as a textbook in institutions where teachers are prepared for their important task. The plan for sustaining The Annals of Education which had proved so Chapter] EDUCATIONAL JOURNALISM 509 successful is published, with the signatures of such men as Daniel Webster, William E. Channing, John Quincy Adams, Josiah Quincy, Edward Everett, Moses Stewart, William B. Calhoun, and George Ticknor. At the end of every number is a piece of music by Lowell Mason, a feature that continues for some years. The type is larger and the magazine is in every way more attractive. At the beginning of Vol. \1 the editor says he looks with some degree of surprise at the five volumes which lie before him, and wonders the journal has not passed into the grave that has swallowed up every other journal of its character established in the country. He is happy to inform those interested that all the bound volumes are disposed of, and that by giving up the greater part of the property of the work, it is entirely freed from embarrass- ment. "The Confessions of a Schoolmaster," which begins on page 255 and is continued thru the volume, is manifestly by W. A. Alcott, and forms the substance of a work afterward published by him as a book. At the beginning of Vol. VII it is stated that the editor's stay in Europe has been prolonged and that he has thought best to resign the immediate charge of the Annuls to Mr. W. A. Alcott. The first article is on the Pcsta- lozzian system of education, and occupies ten pages. At the close of the volume Mr. \\'oodbridge states that with the year 1837 ^is connection with the Annuls must close entirely, and on the eighth volume Mr. Alcott's name appears alone as editor. On the title-page of Vol. VII, Mr. Woodbridge had been spoken of as a foreign editor. On p. 285 it is said that common-school papers are becoming quite numerous. Ohio has 3 and perhaps another, Illinois I, Michigan i. New York i, and The Common School Journal is pro- posed in Massachusetts. On p. 527 more periodicals on education are men- tioned, among them The Education Reporter, by Rev. Asa Rand of Boston; The Inciter, by a gentleman in Lancaster, Pa.; The Monthly Journal of Education, by E. Wines; and llie School Register, in Boston, all dis- continued. Among those recently established are The Common School Assistant of New^ York (P 826; J 21; Y 5); The Common School Advocate (P 828), of Cincinnati; The Ohio Common School Director, of Columbus; The Pestalozzian (P 828), of Akron, Ohio; The Journal oj Education (P 831), Detroit, Mich.; The Educator, of Easton, Pa.; The Common School Advo- cate (P 833), of Jacksonville, 111.; and llie Connecticut Common School Journal (P 815)." On the title-page of Vol. IX appears "Edited by M. !■'. Hubbard," i)Ut there is no introduction to indicate why the change is made. The page is larger and the ty[)e smaller than in the last volume. At llu- hottmn ol the last page occurs this brief announcement: Notice to our Subscrilx.TS. With tliis Nunihcr llic publication of the Annals 0} Education will cease. Dr. .Mowry say>(-f Mr. Iliibbard (P812): A fatal mistake was made by tiu; new editor. He turned ilic ma^^a/.iiie away from 5IO NATIONAL EDUCATIONAL ASSOCIATION [Historica its former broad design and made it the advocate of high schools, academies, and colleges. Horace Mann looked with regret upon the change in the magazine, and in November, 1838, issued the first number of The Common School Journal. This was in its day a great power. It was the medium for the pubhca- tion of Mr. Mann's reports, and was conducted as its title indicated especially for the teachers of country schools. Mr. Mann conducted the journal for ten years, and William B. Towle continued it four years longer, the last volume being for 1852. Meantime a similar work had been carried on in New York. On March 25 The District School Journal (P 827; J 3-8; Y 11-15) appeared in Geneva, an eight-page quarto edited by Francis Dwight. The state superintendent selected it as his medium of communication with the district officers, and subscribed for 12,000 copies. Mr. Dwight died December 15, 1845, and Sam- uel S. Randall, who had been assistant, became editor. At the close of Vol. VII he retired, and Rev. Dr. Wm. Campbell succeeded him, who in March, 1848^ gave place to Edward Cooper, who, thirty years before, had founded The Teacher's Advocate (J 8-10; Y 15-20). In April, 1849, ^^- Randall again became editor, but in 1852 the legislature refused to continue the appro- priation, and the Journal ceased with the April number. The time was ripe for a periodical on a broader basis than the official Common School Journal and District School Journal or than any of the vari- ous journals established by teachers in several states, and a great man came to the front to shoulder a responsibility too heavy for any one man's shoulders and for which he sacrificed position and fortune and peace of mind. Henry Barnard's name will go down to posterity among those of heroes who have risked everything for an idea, but who have accomplished their purpose. Barnard's American Journal of Education (P 816, 7; 822-24; J 23-29) is a monument. Begun half a century ago, a large proportion of the most important pedagogical standards can still be found in English only in its pages. This generation will not see any other cyclopedia of education that can com- pare with it ; indeed it is doubtful whether much of its translated material will ever appear in other form. Its 32 volumes, each of 800 to 1,000 closely printed pages, contain as much matter as 45,854 pages or 85 volumes of The Educa- tional Review, so that no one is likely to do his work over again. But it is unnecessary. The result of Dr. Barnard's life work is permanent. The entire set of the Journal is in print, and any library may obtain it. No library that is without it has the fundamental basis of a pedagogical collection. When in 1878 he wrote to Robert Herbert Quick that he was discouraged and thought of melting up his plates, Mr Quick replied (P 823), "I would as soon hear that there was talk of pulling down one of our cathedrals and sell- ing the stones for building material." Oscar Browning calls it, "By far the most valuable work in our language on the history of education." President (iilman said in The North American Review, "It is the best and the only Chapter] EDUCATIONAL JOURNALISM 511 general authority in respect to the progress of American education during •the past century." In \\\\\ S. Monroe's The Educational Labors oj Henry Barnard (Syracuse, 1893), a preparatory study for a biography which it is expected he will publish later, a loving hand has recorded the life of Dr. Barnard, with his services as state superintendent of Connecticut and of Rhode Island, as college presi- dent, and as United States commissioner of education, all places of great use- fulness that men have coveted, and that were worthily filled; but they seem insignificant beside this great work of editing the Journal. He had already published The Connecticut Common School Journal (1838-42, 1850-54, P 815) and The Jourmil oj the Rhode Island Institute oj Instruction (1846-49, P 813). The first number of The American Journal appeared in August, 1855, and the first volume contained Bishop Hunting- ton's "Unconscious Tuition," still regarded the best monograph upon the teacher's influence. When he died he left material for volumes numbered as high as XXXN'HI. It was thought best to gather all this into a single volume. Vol. XXXII, includ- ing his "History of Education in the United States." The thirty-two volumes therefore include not only all that he published but all that he had gathered. In 1891 a corporation was formed with a capital of $25,000 known as "The Henry Barnard Publishing Company," of which Dr. Wm. T. Harris was president. Contract was made with C. W. Bardeen of Syracuse to take over the plates and resume the publication. But when it came actually to giving up the volumes that had cost him so much Dr. Barnard could not find it in his heart to relinquish them, and the contract was suspended till after his death, when the material, weighing 45 tons, was shipped to Syracuse, assorted, rearranged, the missing plates supplied, and the Journal once more put upon the market. References to the Journal arc frequent in the Pro- ceedings of this Association (i8qo, 51; i8gi:2g, 42, 390; 1892: ^64, etc.). The only other educational journal that can be named with these is The Educational Review (Y 45). This w^as founded in 1890, and has been edited from the beginning by President Nicholas Murray Butler of Columbia Uni- versity. Its purpose was high and has been consistently maintained; it is for this period a repository and record of the best thoughts of the best teachers of the country. It has paid promptly for every article published, and the articles have been worth paying for. Education (P 820), founded in 1880, had a similar purpose but has been conducted on a much lower plane. The School Rex'iew (Y 44) was started in |anuar\-, 1S93, by President Schurman of Cornell, but has for many years been one of the mediums of expres- sion of the University of Chicago. It is the recognized and resi)ecled organ of the secondary teachers of the country, succeeding The Academy (1886- 92, Y 44), which George A. Bacon had made their worthy exponent. The Journal oj Pedagogy (Y 39) is a quarterly, started at Athens, Ohio, 512 NATIONAL EDUCATIONAL ASSOCIATION [Historical in 1887 by Dr. J. P. Gordy, but of recent years published in Syracuse by Dr. Albert Leonard. It has maintained a quiet dignity in appearance and in contents, and has a recognized standing. The Pedagogical Seminary was begun by Dr. G. Stanley Hall in January, 1 89 1, publishing three numbers a year. Its standard has been high, and it is a recognized authority, every number of permanent value, especially for records of original research, and for reviews of pedagogical books. The New England Journal oj Education (P 819) for a period dropped the New England from its title, but unwisely, for its especial field and point of view have been those of the New England states. It began January 2, 1875, in the union of the state journals of that section, and has been successfully owned and edited since 1886 by A. E. Winship. It has been the principal educational weekly journal of the country, and has large circulation and influence. The New York School Journal (Y 33-35) began about the same time, and has been printed in its present form since 1891. It was conducted for thirty years by the Kelloggs, who in 1905 attempted to combine the paying educa- tional journals of the country, but succeeded only in extinguishing Intelli- gence. In 1905 The School Journal passed into the hands of a well-known book-publishing house. Of the state journals only a few can be named. Of the list published in 1881 (J 2) only six have survived the quarter-century. Of these the Ohio Educational Monthly (P 828) and the Pennsylvania School Journal each claim to be older than the other (see School Bulletin, Vol. XX, p. 14), and both may be considered as beginning in January, 1852. The Indiana School Journal began in 1856, and was in 1899 merged in The Educator- Journal. The Wisconsin School Journal, started in 187 1, has represented the teachers of that state worthily. The School Bulletin (P 827), begun in 1874 and the next year absorbing The New York State Educational Journal (P 827; J 15; Y 30), is in its thirty-third year, unchanged in form, in editor, and in pub- lisher. The Michigan School Moderator (P 832) has been sometimes a weekly and sometimes a bi-weekly, but has reflected in every column the genial personality of its editor, H. R. Pattengill. The Iowa journals (P 840) are now represented by Midland Schools. Of journals that had disappeared before 1881, the educational historian will especially value the files of The Massachusetts Teacher (1848-74, P 813); The Rhode Island Schoolmaster (1845-74, P 813); The New York Teacher (1852-65, J 10-15; Y 20-26), nominally continued two or three years in The American Educational Monthly (1864-76, J 14; Y 26-30), in its later years known as Schermer horn's Monthly; and The National Teachers' Monthly (1874-80, J I ; Y 35-37), after two years withdrawn from the brilliant but erratic Jeremiah Mahony (P 839), and named the last three years Barnes' Teachers' Monthly. Anticipating an early demise the later editor queries appealingly: Chapter] ' EDUCATIONAL JOURNALISM 513 DO EDUCATIONAL JOURNALS PAY ? Theoretically alwaj's, practically seldom. Good journals pay a thousand fold, but not often cash dividends. Educational journals do pay. The New York Bulletin pays. The Pennsylvania School Journal pays. The New England Journal of Education pays. Could not Bicknell, Wickersham, and Bardeen, be appointed a joint committee, and a report be squeezed out of them in which they would tell — how ? It would be hailed with joy by a hundred poor, struggling, philanthropic, self-sacrificing and non-sustaining journals, now living in vain expectation of striking a bonanza. Of journals since started The Western School Journal (P S44) took that name in 1885, succeeding various Kansas journals of different names. In 1888 it was purchased by John Macdonald, and has since been a recognized influence. The Western Teacher, was begun in Milwaukee by Mr. S. Y. Gillan in 1892. He has also purchased Colonel Merwin's American Journal of Education (P 842) and published it as a special edition of the Teacher. School and Home Education, published in its earlier years as The Public School Journal, is a hneal descendant of The Illinois Teacher (1854-72, P 834) and The Schoolmaster (1868-76, P 835); and has been since 1886 in charge of George P. Brown. Its ability and influence have been marked. The A merican School-board Journal has made more school buildings and school men's faces familiar to the public than all the other journals together, and is a monthly edition of George William Bruce himself. The Missouri School Journal (P 842), begun in 1883; The School News, appealing especially to the country-school teachers of Illinois; School Educa- tion of Minnesota, by succession calling its present volume the twenty-fifth ; the Nebraska Teacher (1898); The Progressive Teacher of Tennessee (1894); The Northwest Journal oj Education of Washington (1890); The West Vir- ginia School Journal; The Texas School Journal; The Louisiana School Review — these and many others of more recent birth deserve mention if only space permitted. Nor does space permit reference to the special and method journals, like The Elementary School Teacher {igoo),' The Kindergarten Magazine, The Kindergarten Review, The Kindergarten Magazine and Peda- gogical Digest, and secures of journals that arc doing excellent work in parliiular fields. In general it may be said that liie half-century lias ])hiced educational journalism upon a sound financial basis. The sacrifices of William Russell and Henry liarnard are no longer necessary. There is a market for all that is worthy in pedagogical thought, and those who can furnish the help that is wanted by teachers may dcjx'hd upon ample rrnnuuration. There have been and still are many other organizations with similar aims which have done important work for education. Those have been chosen for historical sketches in this volume which seem to have been nio>l itn|)oitant in advancing common-school interests without reference to state or sei tional limits. This series of sketches will lje closed with a brief sketch of state 514 NATIONAL EDUCATIONAL ASSOCIATION [Historical educational associations organized before 1857, most of which have continued uninterruptedly to the present time. STATE TEACHERS' ASSOCIATIONS ORGANIZED BEFORE 1857 WILL S. MONROE, STATE NORMAL SCHOOL, WESTFIELD, MASS. When the National Teachers' Association was organized fifty years ago fourteen state teachers' associations were already in existence. The Rhode Island Institute of Instruction is the oldest of the existing state associations. It held its first regular meeting at Providence on January 28, 1845, with John Kingsbury (1801-74) as president. Among the other educational leaders connected with the early history of the Rhode Island Institute of Instruction may be named Henry Barnard (1811-1900), the moving spirit in the organiza- tion of the association and state commissioner of education at the time ; Nathan Bishop (1808-80), for many years superintendent of the schools of Providence; Samuel S. Greene (1810-83), Bishop's successor; President Frances Wayland (1796-1865), of Brown University and Principal Dana Pond Colburn (1823- 59) of the Rhode Island Normal School. The New York Teachers' Association was organized at Syracuse July 30, 1845, ^^''th Superintendent John W. Bulkley (1802-88) of Brooklyn as president. Among the early officers and speakers were David Perkins Page (1810-48), principal of the Albany Normal School; Samuel B. Woolworth (1800-80) of the same institution; Samuel S. Randall (1809-81), of the depart- ment of public instruction; and Mrs. Emma Willard (1787-1870) of the Troy Institute. The Massachusetts Teachers' Association held its first annual session on November 25, 1845. Ohver Carlton, of Salem, presided at the first and the two following meetings. Among the early leaders may be named Emerson Davis (1798-1866) and William H. Wells (1812-85), of the Westfield Normal School; John D. Philbrick (1818-86), George B. Emerson (1797-1881), Gideon F. Thayer (1793-1863), and Thomas Sherwin (1799-1869) of Boston; and Ariel Parish, D. B. Hagar, Thomas Gushing, and George A. Walton. The Ohio State Teacher's Association dates from December 31, 1847. Samuel Galloway (181 1-72), John Hancock (1825-91), Joseph Ray (1807- 57), Loren Andrews (1819-61), Andrew J. Rickoff (1824-99), and Emerson E. White (1829-1902) were among the early presidents. The Connecticut State Teachers' Association held its first meeting April 15, 1848. Among its early leaders were Henry Barnard (1811-1900), David N. Camp (1820- ) and William S. Baker (1814-76). The Vermont State Teachers' Association held its first meeting at Mont- pelier October 16, 1850 with Hiram Orcutt (1815-99) as president. Samuel R. Hall (1795-1877), Calvin Pease (1813-63), and Selim H. Peabody (1829- 1903) were among the early leaders. The State Teachers' Association of Michigan was organized October 12, Chapter) STATE TEACHERS ASSOCIATION 515 1852, at Ypsilanli. Adonijah S. Welch (1821-89) presided at the first and second annual sessions. Ira Mayhew (1814-?) and John M. (Gregory (1822- 98) were early presidents. Pennsylvania was the eighth state teachers' association to organize. Its preliminary meeting was held at Harrisburg December 28, 1852, and tlic first regular meeting of the association at Pittsburg August 5 to 8, 1853. John Howard Brown (1802-58) was the president of the first and second sessions. James Thompson (1814-?) was president of the third session and John F. Stoddart (1825-73) the president of the fourth meeting. Thomas H. Burrows (1805-71), for many years superintendent of public instruction, and James P. Wickersham (1825-92), the founder of the Millersville Normal School and afterwards superintendent of j)ublic instruction, were also active in the early history of the Pennsylvania association. Wisconsin followed, July 12 to 14, 1853, at Madison. The first presidents were John G. McMynn (1824-1900), Josiah L. Pickard (1824, still living in California), and Ambrose C. Spicer (1820-?). The Illinois State Teachers' Association was organized at Bloomington December 27, 1853. W. Goodfellow, W. H. Powell, Charles E. Hovey, William H. Wells, Newton Bateman, and Richard Edwards were early presi- dents. The New Jersey State Teachers' Association organized a day later, De- cember 28, 1853. Isaac Peckham, R. L. Cook, Nathan Hedges, W. F. Phelps, David Cole, and Herman Kriisi were among its earliest officers and speakers. The Iowa State Teachers' Association was organized at Iowa City, May 10, 1854. David Franklin Wells was the first president. Jerome Allen, Oran Faville, H. K. Edison, and Moses K. Cross were active in the organi- zation of the association. The New Hampshire State Teachers' Association was organized in June and held its first regular session at Nashua November 27 and 28, 1854. Jona- than Tenney, John S. Woodman, Edwin D. Sanborn, David Crosby, Henry \\. Sawyer, Cyrus S. Richards, Alpheus Crosby, and Benjamin Greenleaf were its earliest ])r()m(itcrs. The Indiana State Teachers' AsscKiation was organized December 25, 1854. Professor William M. Daily of the I'liiversity of Indiana was presi- dent of the first and second ainui;il sessions. .\. R. Hciiton, George W. Hoss, Josiah Hurly, Caleb Mills, and W. i). Ilcnklc were iiroiniiunt in its early history. 'I'he .Missouri State Teachers* Association dates froi]i 1S56, wluii il was formally organized at St. Louis (May 22) with W. 'I'. Luckey as ])resi(lent. Horat e .Maim was one of the speakers at the first meeting. William T. Harris, J. L. Tracy, J. G. IIo\l, and C. S. I'cnncll were |iroininent workers in its early history. 5i6 NATIONAL EDUCATIONAL ASSOCIATION [ffistorical IV. THE NATIONAL TEACHERS' ASSOCIATION (1857-70) The foregoing historical sketches furnish an introduction to the history of the larger movement for the promotion of common-school education which began with the organization of the National Teachers' Association at Phila- delphia, Pa., August 26, 1857, and has, since 1870, continued under the name of the National Educational Association. The spirit of voluntary organiza- tion of teachers and citizens in behalf of educational progress is a distinguish- ing characteristic of the United States, and is indeed essential under a govern- ment which does not assume to direct educational effort but leaves this largely to the voluntary initiative of the states, smaller political divisions, or individual districts. Under such a system the need of conferences for discussion of educational problems and methods has led to a remarkable development of educational associations for this purpose. While it may be true that the educational system of the United States has lacked something of the efficiency of administration and the completeness of organization of governmental systems of education — like Germany — there have been certain compensations in the education of the whole people in bearing the responsibility for their schools and in the abundant opportunities for the exercise of originality and initiative on the part of teachers and the individual school boards. The spirit of all educational associations in the United States is well expressed in the original call for a convention to organize the National Teachers' Association inviting to conference all practical teachers in the North, the South, the East, the West, who are willing to unite in a general effort to promote the educational welfare of our country by concentrating the wisdom and power of numerous minds and by distributing among all the accumulated experiences of all. This same spirit is fully set forth in the opening and closing addresses of Horace Mann at the American Association for the Advancement of Education (pp. 467-71) of this volume, and is apparent thruout the various historical sketches of associations organized before the National Teachers' Association. The "call" referred to above was first proposed by T. W. Valentine, then president of the New York State Teachers' Association, and was written at his suggestion by D. B. Hagar, president of the State Teachers' Association of Massachusetts. It was signed by the presidents of ten state teachers' associations, and was as follows: To the Teachers oj the United States: The eminent success which has attended the establishment and operations of the several teachers' associations in the states of this country is the source of mutual congratu- lations among all friends of popular education. To the direct agency and the diffused influence of these associations, more, perhaps, than to any other cause, are due the mani- fest improvement of schools in all their relations, the rapid intellectual and social eleva- tion of teachers as a class, and the vast development of public interest in all that concerns the education of the young. That the state associations have already accomplished great good, and that they are destined to exert a still broader and more beneficent influence, no wise observer will deny. Chapter] NATIONAL TEACHERS' ASSOCIATION 517 Believing that what has been accomplished for the states by state associations may be done for the whole country by a National Association, wc, the undersigned, invite our fellow-teachers throughout the United States to assemble in Philadelphia on the 26th day of August next, for the purpose of organizing a National Teachers' Association. We cordially extend this invitation to all practical teachers in the North, the South, the East, and the West, who are willing to unite in a general effort to promote the gen- eral welfare of our country by concentrating the wisdom and power of numerous minds, and by distributing among all the accumulated experiences of all; who are ready to devote their energies and their means to advance the dignit\', respectability, and usefulness of their calling; and who, in fine, believe that the time has come when the teachers of the nation should gather into one great educational brotherhood. As the permanent success of any association depends very much upon the auspices attending its establishment, and the character of the organic laws it adoj)ts, it is hoped that all parts of the Union will be largely represented at the inauguration of the proposed enterprise. Signed by T. W. Valentine, President of the New York Teachers' Association. D. B. Hagar President of the Massachusetts Teachers' Association. W. T. LucKEY, President of the Missouri Teachers' Association. J. Tenny, President of the New Hampshire Teachers' Association. J. G. May, President of the Indiana Teachers' Association. W. Roberts, President of the Pennsylvania Teachers' Association. C. Pease, President of the Vermont Teachers' Association. D. Franklin Wells, President of the Iowa Teachers' Association. A. C. Spicer, President of the Wisconsin Teachers' Association. S. Wright, President of the Illinois Teachers' Association. In accordance with the aI)ove call, many teachers of the United States assembled at the "Athenaeum Building," in Philadelphia, at ten o'clock a.m., August 26, 1857. The meeting was called to order by T. W. Valentine, of New York, who read the call and made the following statement, in substance: We assemble here today under circumstances of more than ordinary interest. It is true that our meeting is not large in numbers, as our coming together has not been pub- licly announced in flaming advertisements. We have not expected that the quiet gather- ing of a lx)dy of teachers in this great city would create such a sensation as a political or commercial convention, representing merely material interests, might do, yet in its results upon the great cause of education directly, and upon the well-being of the country ulti- mately, this meeting may prove as important as many of those of a more pretentious character. Twelve years ago, in the Empire State, the first state association of teachers in this country was formed. Some of us now here, who were instrumental in its formation, can well remember the fear and trembling with which that enterprise was commenced. Pre- vious to this organization teachers everywhere were almost entirely unacquainted with each other. But what a mighty change a few years have wrought! Besides many minor organizations, there arc now not less than twenty-three state teachers' associations, eat h doing good work in its own sphere f>f Ial)<)r, and today I trust we shall proceed to raise the capstone which shall l^inrl all together in one solid, substantial stru( ture. In our pro|x).sed organization we shall have no antagonisms with any of the stale a.s,sociation.s, for they have their fKculiar local work, nor with the venerable "American Institute of Instruction," for its field has always been New England, nor with the "Ameri- can Association for the Advancement f)f Education," which was not designed to Ik" specifi- cally an association of teachers. What wc want is an asso( iation that shall emljra< e all the tea( hers of our whole country, which shall hold its meetings at su( h central points as shall at ( ommodate all sections and combine all interests. And we need this not merely to promote the interests 5l8 NATIONAL EDUCATIONAL ASSOCIATION [Historical of our own profession, but to gather up and arrange the educational statistics of our country, so that the people may know what is really being done for public education, and what yet remains to be done. I trust the time will come when our government will have its educational department just as it now has one for agriculture, for the interior, for the navy, etc. We need such an organization as shall bring the teachers of this country more together, and disseminate as well as collect educational intelligence. Such an effort is imperatively demanded of us; and I trust we shall now go forward and devise measures to accomplish these great objects. Following the statement of T. W. Valentine, James L. Enos of Iowa was elected chairman. After prayer by Rev. Dr. Challen, of Philadelphia, D. B. Hagar of Massachusetts offered the following resolution : Resolved, That, in the opinion of the teachers now present as representatives of various parts of the United States, it is expedient to organize a "National Teachers' Association." After a full and free discussion of the resolution it was adopted, and a committee was appointed to prepare and report a constitution. At the after- noon session of the same day a constitution was adopted. For the text of the constitution as adopted see chapter on The Constitution, pp. 534-35. At the evening session Mr. T. W. Valentine was called upon to read a specially prepared address by Professor William Russell, of Massachussetts, who was prevented by illness from attending the meeting. This address set forth the importance of this convention to organize an association of pro- fessional teachers that should be national in character and should secure a wider and juster view of education and corresponding methods of instruction. The first half of this address is quoted from Barnard's American Journal 0} Education, Vol. IV, N. S. (1864), pp. 7-10. I. NATIONAL ORGANIZATION OF TEACHERS An address to the convention of teachers of the United States, held in Philadelphia, August 27, 1857, for the purpose of forming a national organization of their profession. By William Russell Editor ol American Journal 0} Education, 1826-28 Fellow Teachers: We are met on a great occasion. For the first time in the history of our country, the teachers of youth have assembled as a distinct professional body, representing its peculiar relations to all parts of our great national Union of States. The event is a most auspicious one, as regards the intellectual and moral interests of the whole community of which, as citizens, we are members; and, to ourselves, professionally and individually, it opens a view of extended usefulness, in efficient action, such as never yet has been disclosed to us. We meet not as merely a company of friends and well-wishers to education, one of the great common interests of humanity, in which we are happy to co-operate with phil- anthropic minds and hearts of every class and calling; but we have at length recognized our peculiar duty to come forward and take our own appropriate place as the immediate agents and appointed organs of whatever measures are best adapted to promote the highest interests of society, by the wider diffusion of whatever benefits are included in the whole range of human culture. In stepping forward to take the professional position now uni- versally accorded to us, we do so in no exclusive or selfish spirit. We are, in fact, only I Chapter) NATIONAL TEACH EAS' ASSOCIATION 519 compMng with the virtual invitation given us, by all who feel an interest in the advance- ment of education, to assume, in regular form, the acknowledged responsibilities of our office, as guardians of the mental welfare of the youth of our country, responsible to the whole community for the fidelity and efficiency with which we discharge our trust. The liberal measures recently adopted in so many of our states for the establishment of jier- nianent systems of public education; the generous recognition, now so general, of the value of the teacher's office and his daily labt:)rs; the warm reception offered to every form of teachers' associations — from those which represent whole states down to the local gatherings in our towns and villages — all intimate the universal readiness of society to welcome the formation of a yet more extensive professional union of teachers — of one coextensive with our national interests and relations. We meet the invitation, not as a mere professional recognition, entitling us to with- draw from the ground which we have hitherto occupied, in common with the friends of education, whether of the learned professions or of other occupations, in the promotion of its interests, and, by an exclusive organization, to cut ourselves off from all communication beyond the limited sphere of a close corporation. It is in no such spirit that we would act. But we do feel that there is a duty devolving on us, as teachers, which we desire to fuUfil. We feel that, as a professional body, we are distinctly called on to form a national organization, that we may be the better enabled to meet the continually enlarging demands of our vocation for higher personal attainments in the individual, and for more ample qualifications adequately to fill the daily widening sphere of professional action. We wish, as teachers, to reap whatever benefits our medical brethren derive from their national associations, in opportunities of communication for mutual aid and counsel. We desire to see annually a professional gathering, such as may fairly represent the instruc- tors of every grade of schools and higher institutions, throughout the United States. We hope to see the numerous delegation, at such meetings, from every educating state in the Union, of the men who, in their respective state associations of teachers, are already responding to the manifest demand for distinct appropriate professional action, on the part of those on whom devolves the immediate practical business of instruction. Teaching is, in our day, an occupation lacking neither honor nor emolument. Those who pursue this employment are in duty bound to recognize the position which is so liber- ally a.ssigned them. The vocation is well entitled to all the aid and support which an acknowledged [)rofessional rank can confer upon it. The personal interest of every indi- vidual who pursues the calling, or who means to adopt it, is concerned in every measure which tends to elevate its character or extend its usefulness. Every teacher who respects himself, and whose heart is in his work, will respond, we think, with alacrity to the call which the establishment of such an association as we propose makes u\H>n him for his U,st efforts in its aid. From the formation of a National Association of Teachers, we exjject great national Ixnefits. I. As regards wider and juster views of education, and corresponding nutliods of instruction — In a progressive community like ours, amid the vast and rapid developments of s( ience by which our times are characterized, and the universal craving for yet better modes e alwurd. The .stati.stics of .society jirodaim the falsity of such an opinilurl>ances of the Civil War no conventions were held in 1861 and 1862. I'Or other reasons which do not clearly ajjpear no con- \ention was held in 1X67. Name and Residence X. R. Lynch, Delaware Thomas Granger, Marvland E. W. Whelan, Missou'ri J. W. Barnett, Illinois Asa Jones, Pennsylvania Wm. H. Hunter, Pennsylvania James H. McBride, Pennsylvania William Watson, Pennsylvania (jilbert Combs, Pennsylvania H. D. Gregory, Pennsylvania T. Saundcrson, Pennsylvania William Jones, Pennsylvania W. A. Field, Pennsvlvania J. D. Giddings, Charleston, S. C. Robert Campbell, Pennsylvania .'^arcjn E. Hunter, Pennsylvania Lewis Heyl, Columbus, Ohio V. L. Conrad, Davton, Ohio C. S. Pennell, St. Louis, Mo. Mrs. H. D. Conrad, Dayton, Ohio Mi.ss .•\. W. Beecher, Davton, Ohio k \. 'iiij': .\Ari().\.\i, [•;i)r(\\'ii().\.\i. association M the meeting in Clcncland, ( )hio, .August 15 k;, 1S70, I). H. llagar, princi|)al t»f the State- .Normal Sc Ixtol at .Sa'e n, .Mass, wa> the proidiiil nf the Associaliij*. . It will he rememhered iliat Mr. Hagar drew up llic call for the convention of teac hers in IMiiladcl|)hia in .\ugust, 1857, and was a leader in the a(tion which resulted in the organization of the .\alional Teachers' Association. In hi^ opening ;iddr<-s> at Clivcland, i'r(--i(lc nt Hagar spoke a^ follows: 52 2 NATIONAL EDUCATIONAL ASSOCIATION [Historical EXTRACTS FROM D. B. HAGAR'S PRESIDENTIAL ADDRESS Cleveland, Ohio, August 15, 1870 It is now thirteen years since the National Teachers' Association was organized, its avowed object being "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." It may not be out of place to allude briefly to the origin of the Association, and to the more important changes which its constitution has undergone, and to consider the advisability of making such other changes as may promise to enhance the usefulness of the organization. The teachers who in August, 1857, assembled at Philadelphia, in response to the call which had been put forth by the presidents of the state associations, were few in number, and, with rare exceptions, not overflowing with faith in the proposed enterprise. Some men, of sanguine temperament, saw visions of a grand comprehensive association; some talked of "castles in Spain," and here and there was one who solemnized the occasion with his ominous silence, but who in after years was willing to assume the more cheerful part of an "original founder." The deliberations of that small meeting in Philadelphia culminated in a resolve to establish an association comprehensive enough to include practical educators of every sort, and in the adoption of a constitution supposed to be adapted to the accomplishment of the important objects in view. The doubts which at the outset clouded the probable success of the new enterprise were dispelled by the grand results of its first anniversary meeting, held in Cincinnati in 1858. Regular meetings have subsequently been held at Washington, D. C, in 1859; at Buffalo, N. Y., in i860; at Chicago, 111., in 1863; at Harrisburg, Pa., in 1865; at Indianapolis, Ind., in 1866; at Nashville, Tenn., in 1868; and at Trenton, N. J., in 1869. On account of the condition of the country, no meet- ings were held in 1861 and 1862, and, on account of delay and difficulty in obtaining a suitable place for meeting, none was held in 1867. The large number of educators who have from year to year come up to the conven- tions of this Association, representing nearly or quite every state in the Union, and includ- ing a large part of the most eminent teachers of our country, have given ample testimony in favor of the need and the usefulness of such an association as that to which it is our privilege to belong. While the general scope of the constitution under which we act is the same now as it was at first, a few changes of importance have been made. It was originally provided that the regular meetings should be held biennially; but the enthusiasm which character- ized the meeting at Cincinnati demanded a like good time as often as once a year; and hence the term "biennial" gave place to "annual." Six years later, at the meeting in Ogdensburg, an earnest effort was made to restore the word "biennial," but, owing to the zeal of the majority, the effort failed. Whether, in consequence of the increasing number of state educational meetings now held in midsummer, it shall not be found expedient to hold the national conventions less frequently than annually, future experi- ence must determine. At the meeting held in Indianapolis, in 1866, an important change was made in our constitution by substituting, in the section which defines eligibility to membership, the word "person" for the word "gentleman." The result of this change was the admission of women to full membership on the same terms as granted to men; and a further result was the election, at Trenton, of two women to aid thirty-three men in the executive man- agement of the National Teachers' Association. When we consider the facts that a vast majority of the teachers in our country are women; that several state and city normal schools, and many training-schools, high schools, and seminaries, are conducted by women; and that some of the ablest contributors to our educational literature are women we must all admit that the change to which I refer was eminently just and proper. In Chapter] NATIONAL EDUCATIONAL ASSOCIATION . 523 the broad field of education there is work for both men and women. Let both do the best they can, and let Ijoth be paid and honored according to the qualit_v and quantity of their work. The only other change in our constitution is the omission of a provision that when a member abandons the business of education he shall cease to be a member of the associa- tion. As the article now stands, a person who has once become a member, may retain his membership, regardless of any change in his occupation. Whether this provision be conducive to the best interests of a body designed to be strictly [)rofessional, is worthy of consideration. So much in regard to the past change. A few words now, suggestive of further ( hanges in, or additions to, our constitution. Under its provisions membership is open to teachers of all kinds of schools, public and private, to school superintendents, and to editors of all educational journals. We have in our association members who are engaged in all the various departments of educational labor. Now while tliere are many subjects relating to the theory and practice of education, and the organization and management of schools, which are of common interest to all these members, it is unquestionably true that there are many other subjects which are of special interest to each class of educators. Thus the superintendents of schools have occasion to deal oflicially with numerous ques- tions, which, although of great importance to them, are comparatively uninteresting to most teachers. Normal-school instructors have peculiar duties to perform, requiring special investigations which naturally attract their attention more than that of other classes of teachers. In like manner, high-school education, grammar-school education, and primar}'-school education, have severally their distinct wants and interests; and, very properly, those persons, whose efforts are devoted to one of these fields of labor, arc more concerned with that than with any other. Now in order to accomplish the greatest possible good, our .\ssociation ought to hold within its scope not only the wants of teachers in general, as far as practicable, but the peculiar wants of each class of teachers. How to realize a view .so comprehensive is a question of serious importance. The needs of our own, and the experience of some other associations, give me confidence to recommend for your consideration the organization of this Association into sections or departments, each of which shall have a special charge of those subjects, which are its chief ( oncern. The main features of the plan suggested are briefly the.se. At the meeting of the .Association, let a part of each day be a.s.signed to the consideration of general educational matters, in which all the menil)ers may par- ticipate; and during the remainder of the time let the members meet in their several se( tions for the di.scussion of matters ai)propriate thereto. The general .se.s.sion will serve to combine the sympathies of all members in behalf of tho.se things which present to them a common interest, and will give to all the encour- aging assurance that whatever be their sphere of educational lalxir, they arc not working alone, but are enjoying the goorl-will anfl co-operation of all classes of lal>orers, looking toward the .same results. The .se( tional meetings will furnish just those things whi( h the jjartifular duties require. General princ iples of education ought, of course, to be (om|)rehended by every educator; bi-yond the.se there are not a few ])ra( lical matters connected with the administration of each of the various classes of schools that demancl the most c areful consideration. The.se matters, it is believed, can l)e di.sc ussed in sec lional meetings more aclvantageously than in general convention. Into how many and what .sec tions it is best to organize the Association, if into any, I will not presume to speak positively. Such thought as I have Ix-en able to give to this point leacls me to suggest four sec tions, relating respec lively to the supervision of .sc hools to normal si hools, to higher instruction, and to primary instruction. Additional sections or huIjsc'c tions c an Ik- formed at any time, as 1 ire umstanc c-s shiill reciuire. The details c»f the plan I gladly leave to the wiscJom of your exc ellent committee upon the revision of the constitution. 524 NATIONAL EDUCATIONAL ASSOCIATION [Historical The plan of working by sections is not new. The American Scientific Association has always conducted its meetings upon the plan proposed, and to this is justly attributable much of its great success. Four years ago the State Teachers' Association of Massachu- setts was organized into three sections — high school, grammar school, and primary school. Prior to that time the attendance at the annual meetings ranged from three hundred to about six hundred. Since then the number of teachers present has in no case been less than twenty-five hundred, and at one or two meetings it has gone as high as thirty-five hundred. These numbers are given advisedly, are below rather than above the truth, and they go to prove that the interest which teachers feel in an association depends largely upon the amount of thought and information which they expect to get therefrom, applicable to their individual wants. To insure success in the proposed reorganization of the National Teachers' Associa- tion, it will, of course, be necessary to secure the co-operation of the National Superin- tendents' Association and the Normal School Association. Blending the three associa- tions into one, we can preserve the advantages of each, and at the same time establish on a broad foundation an organization grand in its proportions, comprehensive in its objects, and powerful in its operations. With these observations, I commend the subject to your careful consideration. And, now, fellow members, without stopping to discuss any of the great educational questions of the day, tempting as many of them are, I cordially invite you to the work and pleasures of this convention. At the close of President Hagar's address, S. H. White, of Peoria, 111., who, with J. P. Wickersham, of Pennsylvania, and James Cruikshank, of New York, had been appointed a committee at the annual meeting in 1869 on the revision of the constitution, reported a draft of a new constitution which was adopted with slight amendment. This constitution will be found in the chapter on The Constitution, pp. 536-41. In accordance with the provisions of the new constitution, the following Departments were created: NEW DEPARTMENTS The American Normal Schoc^l Association which was organized at Nor- wich, Conn., in August, 1858, and had met annually with the National Teachers' Association since 1866, became by reorganization The Department of Nor- mal Schools with officers as follows: President: S. H. White, Peoria, 111. Vice-President: C. C. Rounds, P^armington, Me. Secretary: A. L. Barber, Washington, D. C. The National Association of School Superintendents was organized dur- ing the session of the National Teachers' Association at Harrisburg, Pa., in August, 1865. The first regular meeting was held in Washington, D. C, February 6, 7, 8, 1866; and the next meeting was held in August, 1866, at Indianapolis, Ind., in connection with the National Teachers' Association. Subsequent meetings were held both in midwinter and in August of each year in connection with the annual convention of the National Teachers' Association. The National Association of School Superintendents by reorgan- Chapter] NATIOXAI. EDi'CATIOXAL ASSOCIATION 525 ization became The Department of School Superintendence, with officers for the ensuing year as follows: President: W. D. Henkle, Columbus, O. Vice-President: W. M. CoUn-, Little Rock, Ark. Secretary: Warren Johnson, Augusta, Me. In accordance with the newly adopted constitution, the following new departments were created: The Department of Elementary Education President: E. A. Sheldon, Oswego, N. Y. Vice-President: A. C. Shortridge, Indianapolis, Ind. Secretary: W. E. Sheldon, Waltham, Mass. The Department of Higher Education President: Charles W. Eliot, Cambridge, Mass. Vice-President: N. A. Cobleigh, Delaware, Ohio. Secretary: S. G. Williams, Cleveland, Ohio. At the close of the convention, President Hagar, in his closing address, referred to the reorganization of the Association as follows: In one respect our Association has taken a very important step. Hcretofcire, there have been three different national associations: The National Teachers' Association, the .•\merican Normal Association, and the National Superintendents' Association — three organizations working side by side, yet all independent. Now all are fused into one, and to these have been added a department relating to primary instruction, and one relating specially to higher education. When we meet again, it will be as those specially interested in primary education, in one department; in another, those specially interested in high- schwjl and collegiate education; in anrjther, those specially concerned in the modes of training people to become teachers, and in another, those whose business it is to supervise the wf)rk of education. Wc shall thus gather all classes of educators from the lowest to the highest, cf)lalK)rers in one broad field, and that field our (ountry. Wc shall liave exercises that will concern all educators, from the college president to the primary -school teacher. I think the action that has been taken by our Association will rehiund to the great gcKjd of the cause of education in this country. I think we can hardly, at this moment, appreciate the magnitude of the work we have accomplished. I rejoice that we have been able to do so much. I congratulate you on our bright prospects for the future. I am very sure that our gathering together at this time will add to the impetus that has already been given to the cau.se of education, and that what we have done here will not be for our own good only, but for all teac hc-rs of our country who will have occasion to rejoice Ix-cau.se of our work. Meetings of the Nalion;d ImIiu ational Association ha\c hci'n held anniiallv until 1907, with the exception of the years 1S7S, iHg^, and i(jo6. While the real history of the Assoc iation may he read in the topic ^ dis- cussed as shown in the lists whic h will ai»|)c-ar lalcr in the \n|uinc', it is dccincd advisable to adfl certain reviews and forecasts of the work of the .Assoc iation, as they were given from time to lime. One of the most valviablc- of these forecasts was made bv President John Hancock, in his prc-sidcnlial acldrcss at the convention c)f the .Assoc iation held in i'hilacl(l|)lua, I'a., in iSyc;, Iwenlv- two years after its organization in that city. The following e.xtrac ts are taken 526 NATIONAL EDUCATIONAL ASSOCIATION [Historical from that address which appears in full on pp. 8-17, volume of Proceedings, for 1879. .... Having thus briefly glanced at the early history of the Association, and more briefly to the work in which it has borne a part, the question, which bears itself home upon us in this the completion of its twenty-first year, is: What enterprises shall it now set before itself for future accomplishment ? Many of those who were active in its foun- dation have laid down their burden of labor to take it up no more forever; and those who remain of that early band have grown gray in service. We must then look to the younger members, with their vigor and higher courage, to push forward to greater achieve- ments. A few years ago the public mind was more nearly a unit on some questions of gravest import to our people than it seems to be now. One of these is the question whether the high school ought to constitute a part of a system of free schools. This department of the system has within a few years been violently assailed by an influential portion of the public press, by politicians who would fain bear the name of statesmen, and by others in high places; but as yet the people have not been among these assailants, and, if I mistake not both their intelligence and their temper, they never will be. Our national progress depends as much upon the diffusion of the higher learning as it does upon the universality of the elementary; and if this Association has but the courage of its convictions, it will oppose itself in the most aggressive way to every measure which shall tend to restrict this higher learning to a favored class. That democracy is a vain pretense which does not do what it lawfully may, and its means will allow, to give all its youth a fair start in life. Another question which has lately assumed a prominent place in our discussions is destined, I am sure, to occupy a place still more prominent; and that is the question how, if at all, we are to unite in our public-school systems the training of brain and hand. Tech- nical schools, whether to supplement the training of academic institutions, or whether as a substitute for it, have secured a fixed place in our schemes of public education. But this other question has a much wider sweep. Instead of reaching but a few, it proposes to extend whatever advantages may accrue from the training of the hand to the mass of youth in all schools above the most elementary. The theory of its advocates is that an entirely worthy education is one which teaches to do as well as to think. Say these advo- cates, "The scheme of manual training, aside from its practical value will prove an important element in mental training, and those who take it will be possessed of as much mind-power at the end of their course as they would be if they gave their whole time to the usual course in book-learning." That the union of the two kinds of training is highly desirable is coming to be acknowledged with considerable unanimity; but there lie many difficulties in the practical realization of the scheme in our schools. To determine the limitations of the theory — for some of its advocates are already becoming extravagant in their claims — and to overcome the practical difficulties referred to, is another important work for the Association. The emancipation of four million slaves, brought about by the late civil war, has imposed upon the nation and upon every educational organization a burden and responsi- bility not easily to be borne. Their education and that of the poor whites — who in this regard are often but little better off — involves in it the perpetuity of the government. In this vital matter this Association has been no idle looker-on. It has taken the ground that this is a national question, in which every section has an interest, and that the general government is morally bound, so far as the limitation of its powers will permit, to render aid. The Association has many times declared that the proceeds of the sales of public lands should be exclusively devoted to educational purposes. And as it has memorialized Congress to distribute such proceeds among the several states on the basis of illiteracy, with the intent that, as the South is poor and her needs great, she should, for many years to come, receive the greater amount of aid. And no objectionable'partiality will be shown Chapter] NATIONAL EDUCATIONAL ASSOCIATION 527 in this course, for what strengthens her will strengthen all. I speak confidently when I state that the elTorts of the Association in this direction have been gratefully appreciated by friends of the South; and I speak with confidence in assuring those friends that the Association will never relax its exertions until such a measure has become a law. Nor will the Association stop there. It will join heart and hand with the people of the South in support of any other practical measure for the establishing among them a great and strong free-school system. By such mutual co-operation, and through the kind feelings it will engender, we may expect to cement the dilTcrcnt sections of our country into a union strong, harmonious, and enduring. It was one of the original purposes of this .Association, as is witnessed by the call for its creation, to elevate teaching into a noble profession. This cannot be done e.xcept by the aid of professional schools. We may therefore expect it will continue to be, as it has heretofore been, the bold and uncompromising defender of normal schools, and that it will persistently labor to increase their numbers, and to make them a greater educational force than they have ever been, by giving breadth and exaltation to their purposes. It is a question worthy of serious consideration whether the Association should not devote more of its effort toward influencing legislation. Our discussions on practical themes too often come to nothing; because their conclusions are not embodied in laws, which often might be effected if united exertions were made to that end. With most legislative bodies the views of such an association as this on educational matters, if properly presented, would, in the very nature of things, have great weight. My immediate predecessor in the office I am now called upon to fill, in his inaugural address, spoke with a charming eloquence of the value of books and the creation of a general taste for good reading. The establishment of free libraries is scarcely less impor- tant than the establishment of free schools. Few of our citiesjand towns are provided with these valuable adjuncts to a school education, but the mass of our population is in the country districts; and how to get into the hands of the children of these districts, aye, of the men and women, too, good books, books which shall refine and ennoble, is a ques- tion of the highest moment. To cultivate a taste for good reading is the most efiicacious, possibly the only, way of uplifting the great people. In this connection, and believing it to be one of the attributes of this Association, both in its organized and individual capacity, to encourage all worthy educational movements wherever they may arise, I take pleasure in referring to the scheme of Rev. J. H. Vincent, of the Chautauqua Reading and Scientific Circles, for carrying into homes in sequestered country places as well as into the homes of the city and town, the best kind of reading on the Ix-st toi>i(s. The scheme includes more than this. He sets the inmates of these homes — old and young — at work u[Kjn regular courses of study, bringing, in a sense, a university to every man's door. He does not claim that these courses can profitably be substituted for the more thorough and .systematic ones of the .schools; but I think he may justly claim that they will Ix; of inestimable value to those whose school ])rivil(ges have iK-en few, and even to .schcjlars who posse.ss a desire to add to the store of their school learning. To many minds which wcjuld otherwi.se have groped in darkness they bring an enduring light. The whcjle ccjuntry is now dotted with Dr. Vincent's reading and .studying "circles," with a memlx-rship of nearly ten thousand, and the jjlan is capable of indefinite cxjjansion. Thus, in ace ordance with an idc-a whic h .seems almost an inspira- tion, goes on in uncounted homes the study of history, of general literature, of a.sln)nc)mv, of the science of cvery-day life, lifting the inmates of these homes out of their life of dailv toil into a region of pure intellectual delights. No one can have observed in his own c community the results of this .sc heme without feeling (hat the work is worthv the highest commendation. The question as to whether kindergarten si hools shall constitute an iiitc-gral part of our common-sc:hale |>rotitably in the experien( e of another human l^-ing— so that the sin-rtai le of a deed and its ( ()n.se(|uences renders it entirely unnece.s.sary to jM-rform the deed itself in orrler to get what of good (omes from doing it as a life cxfjcricncc-this divine jirin( iple of vi( ariousness in the life of human souls at once explains for us the true function of teachers' associations, and alst) the func- 530 NATIONAL EDUCATIONAL ASSOCIATION [Historical tion of education itself in its entirety. WTiat, indeed, is all education except the re-enforce- ment of the indi\-idual by the experience of the family, the commtmity, the nation, the race ? Education is, therefore, properly defined as the elevation of the individual into participation in the Ufe of the species. \\'hile the brute inherits organically in his muscles and nerves and brain the experi- ence of his progenitors in such a way that the life of his race appears as instinctive impulse, man, on the other hand, not only inherits the results of the life of his ancestry in the form of instincts and aspirations, but he can by language receive and communicate the outcome of his life direct. Hence his ability to collect within himself the results of others' lives is increased infinitely beyond that narrow line of hereditary descent; for he can, through language, avail himself of the sense-perception of others far removed in time and space, making himself thereby a sort of omnipresence in space and time. Then, too, he can avail himself in like manner of the thoughts and reflections of his fellow-men, especially the thoughts and reflections of those most gifted minds that have done most to solve the problems of life and explain the anomalies of experience. ^lore than this, too, he learns not only through their perceiving and by their thinking on what they perceive, but he learns by seeing their doing, and by the stor\- of their doing, what to do himself and what to refrain from doing. Thus, by language, the indi^•idual is enabled to live vicariously the life of the race, and to live his own life vicariously for others. Whatever one does, goes into the reservoir of human experience as something of value; if it is a negative deed, bringing with it its punishment, the knowledge of it renders unnecessan.- the repetition of its like by others. If it is a positive deed, securing for it the normal development of the soul, then it is a precious discovery, and it may be adopted by all men as a new ethical form of moral law. Thus the very principle of all education — the principle that makes possible what we value as civilization in contrast to savage life — ^this principle is appealed to as explain- ing and justifpng the existence of a national educational association. "Concentrate the wisdom and power of numerous minds; distribute to each the accumulated experi- ence of all." Who can say, looking back down the ladder of thirty-three years, that this beneficent process of gi^"ing and recei\nng has not characterized every stage of its assent ? Spiritual giving, we are taught, is not a giving which diminishes the supply of the giver. In material gi\'ing, there is a transfer which makes him who gives poorer by the amount of his gift. But he who imparts his experience to others, possesses all the more firmly all the fruits of his own experience. Fvery teacher who has risen in this National Educational Associa- tion to expound his own observations or reflections, or to give the results of his experience, has, in the act of doing it, helped himself first of all to see more clearly than before the true lesson of his life. In spiritual participation, there is no division or loss. In material things — in food, clothing, and shelter — to share is to divide and diminish the part that goes to each. We have not mentioned the advantage of personal contact of mind with mind. In these gatherings the young teacher sees those who have grown old in the service and who have acquired reputation for their work. He meets his equals and measures their ideals by his own. He learns to see the details of his profession from many different points of v-iew. The impression derived from the printed page differs from that derived from per- sonal conversation. Each has its advantages. The personal impression is more stimu- lating and provocative of imitation. The cool study of the printed paper leads to deeper self-activity. Both are useful — nay, indispensable. It is obvious that for this personal lesson upon the teacher our recent large associa- tions are far more valuable than the small gatherings of the early date; where three hundred met then, now we have three thousand. The visitor to the Association now Chapter] XATIOXAL EDUCATIOXAL ASSOCIATIOX 531 sees ten times the number of eminent teachers, and rejoices in a tenfold opf>ortunity for profit. I do not think that I overestimate the value of this feature of the National Educa- tional .\ssociation when I caU it one-half. On this basis I shall call the direct aid received from the essays and papers read one-fourth; the direct aid from the debates and discussions, one-fourth; the direct aid from personal conversation with and observation of fellow-members of the convention, eminent persons, and otherwise, this — and the benefit of obser%ation of that section of the country into which the .\ssociation takes the visitor- amounts to one-half the direct aid that he gets from the .A.ssociation. Since 1S70 the .Association has been in process of forming departments for the further specialization of work. It has done this partly by absorbing e.\isting associations devoted to special work, and partly by forming new departments direct. It absorbed the normal-school and superintendents' associations, and in after years successively the departments of (a) higher instruction, (6) elementary instruction, (c) in- dustrial education, {d) the National Council of Education, (e) the kindergarten, (/) art education, (g) music instruction, and (A) secondary instruction; thus making ten depart- ments in all.' Since these departments provide for the much-needed specialization of work, and furnish a counterpoise to the mighty swing of the general meetings of the .Association, their influence is salutary. There is no doubt that much more can be d^ne in this direction. There should be a department that unites those interested in the study of child life; another that unites the specialists who are at work in the master)- of foreign systems of education , one for students of the Herbartian educational experiments — those that make so much of Robinson Criisoe as a center of school work, and whose great word is "apperception." Those who have read the educational essay that has made so much noise in England, and which bears the absurd title of "A Pot of Green Feathers," I need not say, are already inter- ested in this question of apperception, as the very center of educational psychology. The doctrine of apperception, briefly stated, is this: We not only perceive or see objects, but we recognize or apperceive them. \\'hen we apperceive we relate what we see to what we already knew before — we sometimes call this inward digestion of what we see. Now edu- cation, it is evident enough, deals with this matter of recognizing or assimilating (apper- rciving) the new material learned by relating it to what we knew before. If a department of psycholog}' were formed that held two meetings at each annual session, I doubt not that it would soon prepare some wf vitality into the .As,sociation. Not that the .Association is failing in vitality, for it never had scd b\- the i)a_\ment of $20 at one time, and a Life Dircctorsliip by payment of Sioo, was aljoHshed. Instead a permanent active membership chiss was created, providing that such memt)ership should continue and annual dues should be ])aid whether the member attended the annual convention or not. It was provided that presidents of the Association should become life directors at the close of their respective terms of office. It was also provided that distinguished educators residing outside of the L'nited States might be elected by the board of directors as corresponding members. 'I'he Active Membership list and the statistical tables of membership published in this volume will show the growth and present condition of the permanent supj)orting membership of the Association. In 1898, at the Washington meeting, the constitution was amended so as to provide for the election of a permanent secretary who should receive a salary and should give his entire time to the service of the Association. Tlie board of trustees were authorized to elect the j)ermanent secretary and to fix his salary and hi> term of otTice for a period not to exceed four \ears for each term. RKINfORI'OKATIUN' At the annual con\ention liekl at St. Loui> in 1904, action was taken to secure a reincorporation of the Association whose certificate of incorporation for twenty years from February 24, 1886, would expire February 24, 1906. The bcjard of trustees were empowered by resolution of ihi' active members l)a»ed at their annual meeting, June 30, 1904 (see p. 28, \n\. of Proceedings for 1904) to take steps to continue the corporate existence, and to protect the interests, of the Association and U) this end recommend such changes in the ( oiistitulion as they might deem advisable. At the meeting of active members held in A>bury I'ark, July (), 1905, the ijoard of trustees |)resented a report which had already been mailed to all active members on May 25, preceiling. This report may be found in full with the discussion and the a( tion on the same on pj). 2^ 40 of the Milume of I'ruiecilitigs for 1905. In aciordaiue with this a( tion ;iiid the >ubse(|uent attion of the bo;ird of (lire( tors on the same dale (^ee p. 52, volimie of Pnueediugs for 1905) the board of trustees sei iired the passage by the Senate and the House of Repre- 534 NATIONAL EDUCATIONAL ASSOCIATION [Historical sentatives of an act of Congress incorporating the National Education Asso- ciation, providing such act should be accepted by the active members of the next following annual meeting. This act w^as approved by the President of the United States on June 30, 1906. The full text of the act may be found on pp. 21-24 of this volume. VI. THE CONSTITUTION The following is the text of the Constitution, as adopted at the meeting for organization in Philadelphia, Pa., August 26, 1857: THE NATIONAL TEACHERS' ASSOCIATION Preamble 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, we, whose names are subjoined, agree to adopt the following Constitution article i. — name This association shall be styled "The National Teachers' Association." ART. II. — MEMBERS Sec I. Any gentleman i who is regularly occupied in teaching in a public or private elementary school, college, or university, or who is regularly employed as a private tutor, as the editor of an educational journal, or as a superintendent of schools, shall be eligible to membership. Sec. 2. Application for admission to membership shall be made or referred to the Board of Directors, or to such a committee of their number as they shall appoint; and all who may be recommended by them,^ and accepted by a majority vote of the members present, shall be entitled to the privileges of the association upon paying two dollars and signing this constitution. Sec 3. Upon the recommendation of the Board of Directors, gentlemen may be elected honorary members by a two-thirds vote of the members present, and as such shall have all the rights of regular members, except those of voting and holding office. Sec 4. Ladies engaged in teaching may, on the recommendation of the Board of Directors, become honorary members, and shall thereby possess the right of presenting, in the form of written essays (to be read by the Secretary, or any other member whom they may select), their views upon the subject assigned for discussion. Sec 5.3 Whenever a member of this Association shall abandon the profession of teaching, or the business of editing an educational journal, or of superintending schools, he shall cease to be a member. Sec 6. If one member shall be charged by another with immoral or dishonorable conduct, the charge shall be referred to the Board of Directors, or such committee as they shall appoint; and if the charge shall be sustained by them, and afterwards by a two-thirds vote of the members present, at a regular meeting of the Association, the member so charged shall forfeit his membership. Sec 7. There shall be an annual fee of one dollar. If any one shall omit ])a}'ing his fee f(jr four years his connection with the association shall cease. ■ 1866: amended by striking out the word, "gentleman," and inserting the word, "person." ' 1866: amended by striking out the words, "and accepted by a majority vote of the members present." 3 1866: Art. 11, Sec. s, was stricken from the constitution. Chapter] THE CONSTITUTION 535 Sec. 8. A person eligible to membership may become a life member by paying, at onic, ten dollars. .iVRT. III. OFFICERS .Sec. I. The officers of this Association shall be a President, twelve Vice-Presidents, a Secretary, a Treasurer, and one Counselor for each state, district, or territory repre- sented in the association. These officers all of whom shall be elected by ballot, a majority of votes cast being necessary for a choice, shall constitute the Board of Directors, and shall have power to appoint committees from their own number such as they shall deem expedient. Sec. 2. The President shall preside at all meetings of the Association and of the Board of Directors, and shall perform such other duties, and enjoy such privileges, as by custom devolve upon and arc enjoyed by a presiding ofTicer. In his absence the Vice-President, in order, who is present, shall preside; and in the absence of all the Vice-Presidents a pro tempore chairman shall be appointed on nomination — the Secretary putting the question. Sec. 3. The Secretary shall keep a full and just record of the proceedings of the .\ssociation and of the Board of Directors, shall notify each member of the Associa- tion, or Board, shall conduct such correspondence as the Directors may assign, and shall have his records present at all meetings of the Association and of the Board of Directors. In his absence, a Secretary pro tern, may Vje appointed. Sec. 4. The Tre.xsurer shall receive and hold in safe-keeping all moneys paid to the .Association; shall expend the same, in accordance with the vote of the Directors, or of the As.sociation ; and shall keep an e.xact account of his receipts and expenditures, with vouchers of the latter, which account he shall render to the Board of Directors prior to each regular meeting of the Association; he shall also present an abstract thereof to the A.ssociation. The Treasurer shall give such bonds for the faithful discharge of his duties, as may be required by the Board of Directors. Sec. 5. The Counselors .shall have equal powers with the other Directors in performing the duties belonging to the board. The Board of Directors shall have power to fill vacancies in their own lx)dy, .shall have in charge the general interests of the Associa- tion, shall make all neces.sary arrangements for its meetings, and shall do all in their [Kjwer to renflcr it a u.seful and honorable institution. .\kt. IV. — meetings A meeting shall be held in .August, 185S, after which the meetings shall be held biennially. [Changed to annually at the meeting in 1858.] The place and precise time of meeting shall be determined by the Board of Direc tors. The Board of Directors shall hold their regular meetings at the place and two hours lx;ff>rc the time of the as.sembling of the Association, and immediately after the adjourn- ment of the same. Special meetings may be held at such other times and places as the Brjard or the Pnsident may determine. ART. V. — BY-I.AWS By-laws, not inconsistent with this ((institution, may be adopted by a two thirds vote of the Asso( iation. ART. VI.- amendments This constitution may l)c altered or amended at a regular meeting by the unanimous vole of the members present; or by a tw >-thirds v.)tc of the members jiresent, provided the alteration or amendment has l)cen pre.sented, or sul)stantially projK).scd, at a previous regular meeting. Tlif following Con-liliitioii \v;i> adnplcd at ihc tinic of the rcor^aiii/atioii and ( hangc (if name e< ome a life-flirec lor, he shall be ( n dilcd with the amount he has paid for lifc-meml>ership." 538 NATIONAL EDUCATIONAL ASSOCIATION [Historical 1886: Amended by changing, "oiBcers charged with the administration of their respective departments," to, "presiding officers of the several departments and a Board of Trustees to be constituted as hereinafter provided." 1887: Amended by changing, "Counselor" to "Director." 1895: Amended by substituting the following: "Section i. The officers of this Association shall consist of a Presi- dent, twelve Vice-Presidents, a Secretary, a Treasurer, a Board of Directors, a Board of Trustees, and an Executive Committee, as hereinafter provided. "Sec. 2. The President, Vice-Presidents, Secretary, Treasurer, Counselors, and presiding officers of their respective Departments shall constitute the Board of Directors, and, as such, shall have power to appoint such committees from their own number as they shall deem expedient." 1876: Amended by adding, after "Counselors," "Life-Directors." 1884: Amended by adding, after "Life-Directors," "President of the Council." 1887: Amended by changing "Counselors" to "Directors." 1895: Amended by substituting the following: " Sec. 2. The Board of Directors shall consist of the President of the National Educational Association, First Vice-President, Secretary, Treasurer, chairman of the Board of Trustees, and one additional member from each state, territory, or district, to be elected by the Association for the term of one year, or until their successors are chosen, and of such life-directors as are now (July 10, 1895) in office. "The President of the National Educational Association, First Vice- President, Secretary, Treasurer, and chairman of the Board of Trus- tees shall constitute the Executive Committee." 1896: Amended by inserting after hne 5, "All past presidents of the Associa- tion now living, and all future presidents at the close of their respec- tive terms of office, and the United States Commissioner of Educa- tion shall become life-directors of the Association." 1898: Amended in last paragraph to read: "The President of the National Educational Association, First Vice- President, Treasurer, chairman of the Board of Trustees, and a mem- ber of the Association to be chosen annually by the Board of Direc- tors, which member shall hold office for one year, shall constitute the Executive Committee. "Sec. 3. The officers of the Association shall be chosen by ballot, unless otherwise ordered, on the second day of each annual session, a majority of the votes cast being necessary for a choice. They shall continue in office until the close of the annual session subse- quent to their election, and until their successors are chosen." 1876: Amended by inserting, "elective," before "officers." 1886: Amended by adding, "except as hereinafter provided." 1895: Amended by changing, "second," to, "third." 1896: Amended by inserting, after "chosen," "by the active members of the Association." 1898: Amended by inserting, in line i, after "Association," "with the ex- ception of the Secretary." Amended by changing, in second sentence, "They," to, "The officers so chosen." "Sec. 4. Each department shall be administered by a President, Vice-President, Secretary, and such other officers as it shall deem necessary to conduct its affairs." 1886: Amended by adding, "but no person shall be elected to any office of any department, or of the Association, who is not, at the time of the election, a member of the Association." 1896: Amended by inserting, "active," before, "member." "Sec. 5. The President shall preside at all meetings of the Associa- tion and of the Board of Directors, and shall perform the duties usually devolving upon a presiding officer. In his ab.sence, the first Vice-President in order, who is present, shall preside; and in the absence of all Vice-Presidents, a pro tempore chairman shall be ap- pointed on nomination, the Secretary putting the question." Chapter] THE CONSTITUTIO.Y 539 "Sec. 6. The Secretary shall keep a full and accurate report of the proceedings of the general meetings of the Association and all meet- ings of the Board ol Directors, and shall conduct such correspond- ence as the Directors may assign, and shall have his records present at all meetings of the Association and of the Board of Directors. The Secretary oi each department shall, in addition to performing the duties usually pertaining to his office, keep a list of the members of his department." "Sec. 7. The Treasurer shall receive and hold in safe-keeping all moneys paid to the .Association, shall expend the same only upon the order of the Committee of Finance, shall keep an exact account of his receipts and expenditures, with vouchers for the latter, which accounts he shall render to the Board of Directors prior to each regular meeting of the Association, and shall also present an abstract thereof to the Association. He shall give bonds for the faithful dis- charge of his duties as may be required by the Board of Directors." 1884: .Amended by adding, "The Treasurer's term of office shall continue till the settlement of the business of the session for which he is elected." 1886: Amended by substituting the following: "Sec. 7. The Treasurer shall receive, and under the direction of the Board of Trustees hold in safe-keeping, all moneys paid to the Association; shall e.xpend the same only upon the order of said board; shall keep an exact account of his receipts and expenditures, with vouchers for the latter, which accounts, ending the ist day of July each year, he shall render to the Board of Trustees and, when approved by said lx)ard, he shall report the same to the Board of Directors. The Treasurer shall give such bond for the faithful dis- charge of his duties as may be required by the Board of Trustees; and he shall continue in office until the first meeting of the Board of Directors held i)rior to the annual meeting of the Association next succeeding that for which he is elected." " Sec. 8. The Board of Directors shall have power to fill all vacancies in their own body; shall have in charge the general interests of the Association; shall make all necessary arrangements for its meetings; and .shall do all in its power to make it a useful and honorable insti- tution. L'lxjn the written application of twenty members of the Association for permissi(jn to establish a new De])artment. they may grant sue h permission. Such new Department shall in all respects l)c entitled to the same rights and privileges as the others. The formation of such Department shall in effi'Ct be a sufficient amendment U) this Qjnstitulion for the insertion of its name in Article II, and the Secretary shall make the necessary alterations." 1886: Amended by inserting, after "Association," in line 2, "excejjling those herein entrusted to the Board of Trustees." ifi(j(): Amended bv in.serting, "active," between, " twenty" and "members." [876: Added: "Sec. q. The Board of Directors shall appoint three trustees into who.se hands shall be placed for safe-keeping and investment all funds which the As.soc iation may receive from the creation of life-director- shijrs n their joint Ijond in a sum equal U) lwi( e tlie amount of su( h trust fund as may l>e in their han. Secretary. W. K. Shki.imjn. noslon, Mo-hh. 1858 CINCINNATI. OMKJ. August 1I-I.1 i860 BUIFALO, N. Y.. August 8-10 I'rc».. Z. Kic'iiAUUs. WiishiriKlon. I). C I'rt-*., J. W. Hui.ki.ky. Iklyn. N. Y. Sec, J. W. hi'i.Kr.i-.Y. Urijoklyn. .\. V. S«h..Z. KiniAKiis, UasliiiiKloii. l>. C. Trras.. A. J. RkkoI'F, Ciniiniiiiti. 5 Pres., G. J. Orr, Atlanta, Ga. — - Sec, W. E. Sheldon. Boston, Mass. Treas., H. S. Tarbell, Indianapolis, Ind. SARATOGA SPRINGS, N. Y., July 9-11 1896 Pres., E. T. Tappan, Gambier, Ohio Sec, W. E. Sheldon, Boston, Mass. Treas., N. A. Calkins, New York, N. Y. MADISON, WIS., July 15-18 1897 Pres., Thomas W. Bicknell, Boston, Mass. Sec, H. S. Tarbell, Providence, R. I. Treas., N. A. Calkins, New York, N. Y. SARATOGA SPRINGS, N. Y., July 14-17 Pres., F. Louis Soldan, St. Louis, Mo. Sec, W. E. Sheldon, Boston, Mass. Treas., N. A. Calkins, New York, N. Y. TOPEKA, IC-^NS.. July 13-16 Pres., N. A. Calkins. New York, N. Y. Sec, W. E. Sheldon, Boston, Mass. Treas., E. C. Hewett, Normal, 111. CHICAGO, ILL., July 12-15 Pres., W. E. Sheldon, Boston, Mass. Sec, J. H. Canfield, Lawrence, Kaas. Treas., E. C. Hewett, Normal, 111. SAN FRANCISCO, CAL., July 17-20 Pres., Aaron Gove, Denver. Colo. Sec, J. H. Canfield, Lawrence, Kans. Treas., E. C. Hewett, Normal, 111. NASHVILLE, TENN.. July 16-19 Pres., A. P. Marble, Worcester, Mass. Sec. J. H. Canfield, Lawrence, Kans. Treas., E. C. Hewett Normal, 111. ST. PAUL, MINN., July 8-11 Pres.. J. H. Canfield, Lawrence, Kans. Sec, W. R. Garrett, Nashville, Tenn. Treas. E. C. Hewett, Normal, 111. TORONTO. ONT., July 14-17 Pres., W. R. Garrett, Nashville, Tenn. — Sec, E. H. Cook, Flushing, N. Y. Treas., J. M. Greenwood. Kansas City, Mo. SARATOGA SPRINGS, N. Y., July 12-15 Pres., E. H. Cook, Boulder, Colo. Sec. R. W. Stevenson, Wichita. Kans.'"^ Treas., J. M. Greenwood, Kansas City, Mo. CHICAGO, ILL.JuLY 25-28 (International Congress of Education) Pres., Albert G. Lane, CMcago, III. Sec, Irwin Shepard, Winona, Minn. Treas., J. M. Greenwood, Kansas City, Mo. ASBURY PARK, N. J., July 10-13 Pres. Albert G. Lane. Chicago, 111. Sec. Irwin Shepard, Winona, Minn. Treas., J. M. Greenwood, Kansas City, Mo DENVER, COLO.. July 9-12 Pres., Nicholas Murr.\y Butler, New York Sec, Irwin Shepard, Winona, Minn. Treas., I. C. McNeill, Kansas City, Mo. BUFFALO, N. Y., July 7-10 Pres., N. C. Dougherty, Peoria, 111. Sec, Irwin Shepard, Winona, Minn. Treas., I. C. McNeill, West Superior, Wis. MILWAUKEE, WIS., July 6-9 Pres., Charles R. Skinner, Albany, N. Y. Sec, Irwin Shepard, Winona, Minn. Treas., I. C. McNeill, West .Superior, Wis. Chapter] BOARD OF TRUSTEES 543 1898 WASHINGTON. D. C. July y-u Pres., J. M. Greenwood. Kansas City. Mo. Sec.. Irwin Shep.ard, Winona. Minn. Treas.. I. C. McNeill. West Superior, Wis. 1899 LOS ANGELES. CAL.. July 11-14 Pres.. E. Or.am Lyte, Mil]ers\ille. Pa. Sec. Irwin Shepard. Winona. Minn. Treas., I. C. McNeill. West Sui)crior. Wis. 1900 CHARLESTON. S. C, July 7-13 Pres.. Osc.^R T. Corson. Columbus. Ohio Sec. Irwin Shep.ard. Winona. Minn. Treas.. C.^rroll G. Pearse, Omaha. Neb. 1901 DETROIT. MICH., July 8-12 Pres.. James M. Green, Trenton. N. J. Sec. Irwi.n Shepard, Winona, Minn. Treas.. L. C. Greeni.ee. Denver, Colo. 190J MINNEAPOLIS. MINN., July 7-1 r Pres.. Wm. M. Beardshear. Ames. la. Sec. Irwin Shepard. Winona. Minn. Treas., Charles H. Keves. Hartford, Conn. 1903 BOSTON, M.\SS., July 6-10 Pres.. Charles W. Eliot. Cambridge, Mass. Sec, Irwin Shepard, Winona. Minn. Treas., W. M. Davidson, Topeka, Kans. 1904 ST. LOUIS. MO.. June 27-JuLY i Pres.. John W. Cook. DeKalb, III. Sec, Irwin Shepard, Winona. Minn. Treas., McHenry Rhoad.s, Owensboro, K.y. 1905 ASBURY PARK AND OCEAN GROVE, N. J.. July 3-7 Pres.. Wm. H. .Maxwell. New York, N. Y. Sec. Irwin Shepard. Winona. Minn. Treas.. James W. Crabtree, Peru, Neb 1906 No Meeting 1907 LOS ANGELES. CAL., July 8-12 Pres.. N. C. Schaeffer. H.arrisburg, Pa. Sec, Irwin Shepard. Winona. Minn. Treas.. J. N. Wilkinson, Emporia, Kans. Vlll. BOARD OF TRUSTEES Names of Members by Election, with Terms of Service of E.ach from 1886 (Date of Organization) TO 1907 (See Conslitulion. Art. IV. Sec. 9) Elections were for the term of four years unle.ss otherwise specified total years OF service John Eaton, of District of Columbia; elected in i88d for one year; re-elected in 1887; term expired in 1891 S Zalmo.n Richards, of District of Columbia; elected in 1886 for two years; re-elected in 1888; re-elected in 1892; term expired in 1896 10 Horace S. Tarbell. of Rhode Island; elected in 1886 for three years; re-elected in 1889; re- elected in 1894; term expired in 1897 11 Norman A. Calkins, of New York; elected in 1886 for four years; re-elected in 1890; re-elected in 1894; died in December. 1895 9J Edwin C. Hewett. of Illinois; elected in 1891 ; term expired in 180,1; 4 A1.BERT G. Lane, of Illinois; ex-officio member for 1802-93- and 1893-94; elected in 1895; re- elected in 1899; re-elected in 1903; died in August. 1906 13 J. Ormo.vd Wilson, of District of Columbia; elected in 1896; term expired in 1900 4 Nicholas Murray Butler, of New York; ex-officio member for 1894-95; elected in 1896 for two years to fill unexpired term of N. .\. Calkins deceased; re-elected in 1898; re-elected in 1902 K. Louis Sf'iLnAN. of Missouri; elected in 1897; re-elected in 1901; term expired in 1905 8 Newtov C. Doughf.rty. of Illinois; ex-officio inemlx-r for i89.';-96; elected in 1900; re-elected in 1 904 ; resigned in 1 905 6 James M. Greenwood, of Missouri; ex-officio member for 1897-98; elected in 190s OFFICERS The officers of the Board of Trustees have been as follows: Chairman — .\ohman A. Calkins, from 18.86 to 1895 q\ Horace S. Tarbell. from December 22, i9>()%. to July i, 1896 6 mos. Albert G. Lane, from 1895 to 1906 11 Nicholas Murray Butler, from 1906 .Secretary— Zalmon Richards, from 1886 to 1896 10 Nicholas .Murray Butler, from 1896 lo 1906 10 James M. Greenwood, from 1906 EX-OI-l-ICIO ME.MHERS OF BOARD OF TRUSTEES (See ConsliltUion, Art. IV. .Srr. 0) Ex-olfirio service was for one year unless othcrwi.se specirird 1886-87 Wm. E. Sheldon, of M.-iMachuseilii 1897-98 James NJ. Gki-.i- swoop, of Mis.souri 1887-R8 Aaro.v CJovk. of Colcjrado 1898 99 E. Oram I.vte. of I'cnn.sylvania 1888 80 Albert P. .Makblr. of M:i.H.sachusrtis 1809-1900 Oscar T. Corson, of Ohio 1889-90 Jamk.s H. Cani'Iei.I). of Kan.s;L.H iqoo 1 Jamks ,M. (Irkkn, of .New Jersey 1890-91 W. R. Gakki.tt. of Trnncsiicc itfoi j Wm .\I. IUardsiieah. of Iowa 1891-92 E. H. Cook, of .Vcw York tooj 1 Ciiaklks W. Eliot, of .Massachusetts 1802-93 Albebt G. Lank, of Illinoiama No mrningn in 187H. All oflriccn held over .is Kf conslituiioiial provision. 546 NATIONAL EDUCATIONAL ASSOCIATION [Historical IX. LIST OF VICE-PRESIDENTS WITH TERMS OF SERVICE FROM 1857 TO 1907 — Continued 1891-Q2 W. R. Garrett, Tennessee C. H. Clemmer, North Dakota T. A. Futrall, Arkansas E. O. Lyte. Pennsylvania G. L. Osborne, Missouri J. R. Preston, Mississippi E. B. McElroy, Oregon E. H. Bartholomew, Kentucky Miss N. Cropsey, Indiana W. M. Beardshear. Iowa Irwin Shepard, Minnesota A. P. Marble, Massachusetts 1895-96 N. M. Butler, New York Mrs. A. J. Peavey, Colorado W. H. Bartholomew, Kentucky N. C. Schaeffer, Pennsylvania \V. N. Sheats, Florida Henry Sabin, Iowa E. B. McElroy, Oregon C. G. Pearse, Nebraska H. R. Pattengill, Michigan R. H. Halsey, Wisconsin T. B. Lewis, Utah Estelle Reel, Wyoming 1898-Q9 J. M. Greenwood, Missouri W. W. Stetson, Maine E. B. Prettyman, Maryland H. C. White, Georgia Joseph Swain, Indiana J. R. Rightsell, Arkansas R. S. Bingham, Washington Frank P. Smith. Kansas E. B. McElroy, Oregon McHenry Rhoads, Kentucky J. Y. Joyner, North Carolina S. N. Hopkins, Oklahoma 1901-02 J. M. Green, New Jersey W. C. Martindale, Michigan R. S. Bingham, Washington W. W. Chalmers, OMo A. W. Norton, South Dakota J. L. HoUoway, Arkansas McHenry Rhoads. Kentucky Edmund Stanley, Kansas H. S. Tarbell, Rhode Island S. D. Largent, Montana W. M. Slaton, Georgia C. M. Woodward, Mis.souri 1892-94' E. H. Cook, New York W. H. Bartholomew, Kentucky L. E. Wolfe, Missouri M. C. Fernald, Maine G. J. Ramsey, Louisiana E. E. White, Ohio J. W. Dickinson, Massachusetts T. A. Futrall, Arkansas F. A. Fitzpatrick, Nebraska Edward Searing, Minnesota C. P. Rogers, lovpa N. C. Schaeflfer, Pennsylvania 1896 97 N. C. Dougherty, Illinois W. H. Bartholomew, Kentucky J. N. Wilkinson, Kansas T. A. Futrall, .Arkansas W. W. Stetson. Maine Oscar H. Cooper, Texas Emma F. Bates, North Dakota James K. Powers, Alabama C. G. Pearse, Nebraska J. H. Collins, Illinois T. B. Stockwell, Rhode Island J. T. MerriU.Iowa 1899-1900 E. O. Lyte, Pennsylvania J. A. Foshay, CaUfornia H. M. Slausoa, MicMgan E. B. McElroy, Oregon J. P. Hendricks, Montana J. M. Green, New Jersey W. H. Bartholomew, Kentucky W. A. Bell, OMo W. F. Slaton, Georgia L. W. Buchholz, Florida Mrs. Gaston Boyd, Kansas George H. Conley, Massacuhsetts 1902-03 W. M. Beardshear, Iowa Orville T. Bright, lUinois Chas. F. Reeves, Washington Joseph Kennedy, North Dakota Chas. F. Thwing, Ohio W. N. Sheats, Florida Miss Marion Brown, Louisiana J. B. Pearcy, Indiana Mrs. H. L. Grenfell, Colorado Herury R. Sanford. New York J. H. Francis, Cahfornia Wallace G. Nye, Minnesota 1894-95 A. G. Lane, Illinois G. M. PhiHps, Pennsylvania L. E. Wolfe. Missouri W. H. Bartholomew, Kentucky W. F. Slaton, Georgia D. B. Johnson, South Carolina H. A. Wise, Maryland W. E. Sheldon. Massachusetts S. S. Packard. New York W. R. Malone, Utah D. L. Kiehle, Minnesota F. A. F"itzpatrick, Nebraska 1897-98 C. R. .Skinner, New York G. J. Ramsey, Louisiana J. L. Holloway, Arkansas E. O. Lyte, Pennsylvania J. M. Ralston, New Jersey Miss M. W. Sutheriand, Ohio L. D. Harvey. Wisconsin \V. W. Stetson, Maine Hiram Hadley, New Mexico W. H. H. Beadle, South Dakota J. H. McCahan, Maryland S. T. Black, CaUfornia 1900-01 Oscar T. Corson. Oluo J. A. Foshay, California H. P. Archer. South Carolina H. B. Brown, Indiana Francis W. Parker. Illinois L. W. Buchholz, Florida W. H. Bartholomew, Kentucky O. H. Cooper, Texas W. M. Davidson, Kansas R. B. Fulton, Mississippi Gertrude Edmund, Massachusetts H. E. Kratz, Iowa 1903-04 Chas. W. Eliot, Massachusetts E. A. Alderman, Louisiana J. W. Searson, Nebraska Wm. L. Prather, Texas Geo. B. Cook. Arkansas Henry R. Sanford, New York Geo. M. Smith, South Dakota H. Brewster Willis, New Jersey J. A. Foshay, California Frank B. Dyer, Ohio Delos Fall, Michigan Miss E. E. Carlisle, Massachusetts 1904-05 John W. Cook, Illinois C. P. Cary, Wisconsin Geo. B. Cook, Arkansas J. N. Study. Indiana J. M. H. Frederick, Ohio Alice M. Robertson, Indian Ter. E. H. Mark, Kentucky Henry H. Swain, Montana A. J. Matthews. Arizona B. C. Caldwell, Louisiana A. B. Poland. New Jersey Chas. D. Mclver, North CaroUna 1905-07' Wm. H. Maxwell. New York Miss N. Cropsey, Indiana J. H. Hinemon, Arkansas Ed. S. Vaught, Oklahoma John F. Riggs, Iowa Joseph O'Connor, California D. B. Johnson. South Carolina J. A. Shawan, Ohio H. O. Wheeler, Vermont J. Y. Joyner, North Carolina John W. Spindler, Kansas J. Stanley Brown, Illinois ' No meetings were held in 1893 and 1906. All officers held over as per constitutional provision. Chapter] LIST OF STATE DIRECTORS BY ELECTION 547 X. LIST OF STATE DIRECTORS BY ELECTION •857-58 1858-59 1850-60 1860-63* S. J. C. Swcczcy S. J. C. Sweezey J. C. Pelton J. W. Allen David N. Camp T. C. Taylor N. R. Lv-nch 0. C. Wright DisT. OF Col. . 0. C. Wright Wm. McCathran D. McNeil Turner Wm. S. Bogart Illinois Indiana Wm. H. Wells J. Hurley Isaac Stone E. P. Cole Ashael Elmer W. B. Smith Wm. H. Wells Indian Ter . . . A. J. Stevens C. C. Nestlerode D F Wells Kentucky J. B. Dodd A. Drury E P Weston Maryland.... Mass Wm. Morrison Wm. E. Sheldon J. L. Yeates Wm. E. Sheldon J. L. Yeates Wm. E. Sheldon J. Basil. Jr. Wm E Sheldon E Danforth Missouri Wm. T. Luckcy. N. D. Terrell Wm. B. Starke Richard Edwards • New Jersey.. S. R. Oummore New York.... J. W. Bulklcy Jame«- Cruikshank James Cniikshank John G. Kliol C. H. Gilderslceve S. H. Wiley Ohio R. McMiUan R. McMillan W. D. Henkle Pe.vnsylvania P. A. Crcgar H. C. Hickok H. C. Hirkok E. J. Urodir S. E. Wright Tkxas Uuh C. Pcaac V. M. lulwardu S. Scoll L. C. Dnipcr L. C. Draper • \o mcclitigH in ilVii iind iSS . 548 NATIONAL EDUCATIONAL ASSOCIATION [Historical X. LIST OF STATE DIRECTORS BY Y^UECTIO^— Continued 1863-64 1864-65 1865-66 1866-68* W. M. Colby Joseph Holden COLOR.ADO E. F. Strong David N. Camp David N. Camp L. Coleman Zalmon Richards Florida Idaho Illinois Indiana S. H. White W. B. Smith S. H. White A. C. Shortridge J. L. Pickard A. C. Shortridge J. L. Pickard A. C. Shortridge A. S. Kissell J. T. Goodnow E. A. Grant Wm. Brush J. T. Goodnow E. A. Grant B. L. Brown T. S. Par\'in 0. Faville Kansas H. D. McCarthy Kentucky. . . . Louisiana .... W. N. Hailmann W. N. Hailmann Maine E. P. Weston J. N. Mcjilton Abner J. Phipps J. M. Gregory J. D. Ford Maryland... . Mass J. N. Mcjilton Abner J. Phipps L. Van Bokkelen T. D. Adams S. J. Flower T. F. Thickstun R. G. Chaney D. B. Hagar 0 Hosford Minnesota . . . T. F. Thickstun H. C. Rogers Missouri. .... C. F. Childs C. F. Childs C. F. Childs A. E. Holcomb Nevada N. Hampshire A. J. Burhank C. P. Otis C. M. Harrison H B Pierce New Mexico New York James Cruikshank James Cruikshank James Cruikshank T. W. Valentine Ohio W. D. Henkle E. E. White K. E. White W D Henkle Henry Cummins F. A. Allen Merrick Lyon R. Cruikshank Merrick Lyon Wm H Parker Rhode Island S. S. Greene Tennessee . . . J. K. Paine Texas George Everett Utah Vermont J. S. Adams J. S. Adams Virginia Washington . W. Virginia... Wisconsin Wyoming Isaac Stone, Jr. J. G. McMynn J. G. McMynn C. H. AUen No meeting in 1867. Chapler] LIST OF STATE DIRECTORS BY ELECTION 549 X. LIST OF STATE DIRECTORS BY ELECTION— CoH//;/M'man M. Rogers A. P. Stone W. R. Creery J. D. Philbrick J. H. Hanson W. R. Creery Wm. E. Sheldon J. W. Ewing NLaryland Mass Thos. D. Baird H. F. Harrington J. T. McGlosie Wm. E. Sheldon G. M. Gage W. 0. Hiskey J. W. Bishop Lucy J. Maltby H. R. Pease D. Ried J. Baldwin J. S. Woodman John S. Hart W. E. C. Rich John S. Hart John S. Hart New York... Edward North W. T. Valentine S. A. Ellis N. A. Calkins Ohio E. E. WTiitc E. E. White W. D. Hcnkle H. H. Raschig Pksnsylvania J. P. Wickcrsham Edward Brcxiks George Luckcy r. W. Bickncll John Ogdcn John OKdcn M. C. Wilcox Texas A. L. Hay Utah Vermont Jiidah Dana R. M. Manlcy E. Connnt W, H. McGuffcy \V. N'iroinia... S. R. Tliiim|i!tiin f ), Arry A. D Williams \V|HTus W. Hodgin J. L. Pickard Duncan Brown W. H. Bartholomew J. M. Ordway M. C. Fernald J. E. McCahaa Alonzo Meserve I..M. Wellington C. B. Gilbert J. W. Johnson C. H. Dutcher E. A. Carleton Henry M. James W. C. Dovey C. C. Roimds Joseph Clark Hugh A. Owen Jerome Allen S. M. Finger G. B. McFarhind R. W. Stevenson E. B. McElroy George Luckey W. N. Ackley Henry P. Archer Wharton S. Jones A. Cliirk J. F. Millspaugh A. H. CampbcU Lyniun B. 'I'cfft F. B. Cnult W. k While J. B. Thuyer J. O. Churchill 554 NATIONAL EDUCATIONAL ASSOCIATION [Historica 1 X. LIST OF STATE DIRECTORS BY ELECTION— CoM/mwetf 1889-90 1890-91 1891-92 1892-93* Alabama J. K. Powers J. H. Phillips J. K. Powers Solomon Palmer Arkansas J. C. Da\'idson Wood E. Thompson J. H. Shinn Junius Jordan California. . . Nora A. Smith Ira G. Hoitt Nora A. Smith Earl Barnes Colorado J. C. Shattuck Fred Dick W. E. Knapp R. H. Beggs Connecticut . S. T. Dutton George B. Hurd Virgil C. Curtis Da\'id N. Camp A. N. Raub DiST. OF Col. . Zalmon Richards Zalmon Richards Zalmon Richards Wm. T. Harris Florida F. L. Kern F. L. Kern F. L. Kern Frederic Pasco Georgia W. R. Thigpen E. B. Smith E. B. Smith E. B. Smith Illinois A. G. Lane W. H. Hatch P. R. Walker W. L. Steele Indiana W. A. BeU W. A. BeU Marv E. Nicholson Jesse H. Brown J. T. Parks W. M. Beardshear Iowa W. M. Beardshear C. P. Rogers 0. J. Laylander Kans.^s J. M. Bloss H. G. Larimer J. M. Bloss J. N. Wilkinson Kentucky W. H. Bartholomew A. C. Goodwin W. 0. Cross McHenry Rhoades Louisiana G. J. Ramsey G. J. Ramsey G. J. Ramsey A. A. Trenby Maine A. M. Thomas M. C. Fernald W. J. Corthell Maryl,\nd Henry A. Wise M. A. NeweU Sarah E. Richmond John E. McCahan Wm. E. Sheldon I. M. Wellington Wm. E. Sheldon C. N. Kendall J. T. Prince J. M. B. Si^ W. E. Sheldon Michigan E. A. Strong Minnesota . . . T. J. Gray S. S. Parr John E. Bradley Irwin Shepard Mississippi J. W. Johnson T. J. ^\•oo{ter T. J. Woofter Dabney Lipscomb Missouri R. C. Norton L. E. Wolfe R. C. Norton J. T. Buchanan Montana J. R. Russell J. R. Russell Thos. B. MiUer R. G. Young Nebraska .... H. M. James J. .\. Hornberger H. S. Jones C. P. Carey LeRoy D. BrowTi C. C. Rounds N. HAiTPSHIRE C. C. Rounds C. C. Rounds C. C. Rounds New Jersey . . C. J. Prescott A. S. Downing N. M. Butler N. M. Butler New Mexico R. W. Coltman Allen Allensworth Hiram Hadley T. M. Marshall New York.... J. H. Hoose J. W. Chandler C. W. Bardeen C. W. Bardeen No. Carolina P. P. Claxton LeRoy D. Brown Robert Bingham Robert Bingham No. Dakota. . . C. H. Clemmer John Ogden James McNaughton Ohio C. W. Super E. B. Cox E. B. Cox J. A. Shawan D. R. Boyd Oregon D. W. Jar\-is Frank Rigler Mary E. McFadden E. B. McElroy Pennsylvania E. 0. Lyte N. C. Schaeffer N. C. Schaeffer D. J. WaUer, Jr. Rhode Island H. S. TarbeU W. E. Wilson T. B. Stock weU T. B. Stock well E. S. Joynes W R. Atkinson W. B. Lanier H. E. Kratz Frank Goodman Louis McLouth Frank Goodman J. D. Stay Tennessee . .. . Frank Goodman Frank Goodman Texas Joseph Baldwin W. S. Sutton T. G. Harris H. C. Pritchett J. F. Millspaugh A. H. Campbell G. P. Beard W F Fox James M. Gamett F. B. Gault Washington . F. B. Gault F. B. Gault F. J. Barnard W. H. Anderson George S. Alljee W. H. Anderson S. Y. Gillan W. H. Anderson Wisconsin A. Salisbury Albert Hardy J. 0. Churchill J. 0. Churchill Wm. Marquardt * No regular meeting in 18Q3. Chapter] LIST OF STATE DIRECTORS BY ELECTION 555 X. LIST OF STATE DIRECTORS BY ELECTION— Coniiiiiu'd 1894-95 1895-96 Alabama Arizona Arkansas California. . . Colorado con-necticx-t Delaware DisT. OF Col. . Florida Georgia Idaho Illinois Indiana Indian Ter.. . Iowa Kansas Kentucky Louisiana . . . . Main-e Maryland... . Mass Michigan Minnesota. . Mississippi..., Missouri Montana Nebraska. . . . N'EN'ADA \. Hampshirf Xew Jersey. . New Mexicx* New York. .. No. Carolina No. Dakota.. Ohio Oklahoma <'.)reoon Pennsylvania Rhode Island So. Carolina. So. Dakota.. Tenncsske... Texas I'tah Vkrmont Virginia Wa-shinoton. W. Virginia. Wis 558 NATIONAL EDUCATIONAL ASSOCIATION [Historical XI. LIST OF PERPETUAL DIRECTORS, LIFE DIRECTORS, AND LIFE MEMBERS^ PERPETUAL DIRECTORS (See Art. IV, Sec. i, of the Constitution previous to i8g5.) 1879 Philadelphia Teachers' Institute. 1889 Board of Education of Nashville, Tennessee. 1890 Illinois State Teachers' Association. PERPETUAL MEMBERS WISCONSIN Alumni Association. State Normal School 884 AT Milwaukee. Athenaeum Society of State Normal School at Platteville. Beloit City School Board. Board of Education of the City of Janesville. Board of Education. La Crosse. Board of Education. Oshkosh. Board of Regents. State Normal Schools. Board of School Directors, Milwaukee. KANSAS Board of Education, Abilene. 1881 Board of Education, Dodge City. Board of Educ.'^tion, City of Ottawa. City Superintendents' and Supervising Principals' Association of Wisconsin. County Te.\chers' Association, Mil- waukee County. Milwaukee Principals' Association. Philadelphian Society of State Normal School at Platteville. Public School Teachers of Janesville. State Historical Society of Wisconsin. State Normal School at Platteville. Teachers' Association of Wisconsin. Board of Education, Sedgwick. Rlley County Education.\l Association. Teachers' Association of Cowley County. MINNESOTA. 1890 Board of Education, Independent School District No. 3, Northfield. LIFE DIRECTORS (See Art. IV, Sec. i. of the Constitution as printed in any volume between the years 1870 and 1894.) 888 ""Brown LeRoy.D., Ohio. 888 '►Day, L. W., Ohio. 887 +D0UGHERTY, N. C. Illinois. 886 ""Fairchild, Geo. T.. Kansas. 883 Gove. Aaron. Colorado. 895 Graham, H. A., Michigan. 886 Greenwood. J. M.. Missouri, 88.S =*H.\LL. Caleb G., New York, 887 *HuNT, Mary H,, Massachusetts. 886 Jewett, a. v.. Kansas. 881 Marshall, T. Marcellus, West Virginia. 887 Parker, Chas. I., Illinois, 891 Pike. Joshua, Illinois, 881 *RiCK0FF, Andrew J.. Ohio. 888 *Stanford, Leland, California, 888 Stratton, Charles Carroll, California. 886 Taylor, A. R., Kansas. 870 *White, E. E., Ohio, 89s White, Charles G,, Michigan. LIFE DIRECTORS EX OFFICIO (See Art. IV, Sec. 2, of the Constitution as revised in 1? .) 1902 1884 1895 1886 1890 1892 1904 rgoo 1896 1903 1 891 "►Beardshear. William M., Iowa. Bicknell. Thomas W., Massachusetts. Butler, Nicholas Murray, New York. *Calkins. N. a.. New York. Canfield, James H., Kansas, Cook, Ezekiel Hanson, New York. Cook, John Williston, Illinois. Corson, Oscar T., Ohio, fDouGHERTY, Newton C, Illinois. Eliot, Charles W., Massachusetts. ♦Garrett. W. R., Tennessee, Gove, Aaron, Colorado. Green, James M., New Jersey, Greenwood, James M., Missouri. 187s Harris, William T., District of Columbia. 1893 *Lane, Albert G.. Illinois. 1899 Lyte, Eliphalet Oram, Pennsylvania. 1889 *Marble, Albert P., Massachusetts. 1 90s Maxwell, William H., New York. 1873 *Northrop, Birdsey G., Connecticut. 1876 Phelps, William F., Wisconsin. 1871 PiCKARD, J. L., California. 1858 *Richards. Zalmon. District of Columbia. 1887 '►Sheldon, W. E., Massachusetts. 1897 Skinner, Charles R., New York. 1885 SoLDAN, F. Louis, Missouri, 1872 =*White, E, E,, Ohio. 1880 Wilson, J. Ormond, District of Columbia. ' The marginal years indicate year of enrollment in this class. Some were previously enrolled in another class. The name of the state indicates residence at time of enrollment. The present address of those who are living may be found in the Active Membership List for the current year. * Deceased . t Resigned . Chapter] LIFE DIRECTORS, AXD LIFE MEMBERS 559 LIFE MEMBERS (See Art. Ill, Sec. 3 of the Constitution previous to 1805.) 1884 ♦Ai.BEE. Geo. S.. Wisconsin. 1870 Allen. 1k.\ Wilper. Illinois. 1884 *Allyn. Robert, llUnois. 1871 ♦.\nbebson. Joh.v J.. Xcw York. 1870 Arey. Oliver Cromwell. Ohio. 1876 ♦Armstrong. Allen. Iowa. 1879 Avery. Mrs. Rachel Foster, Pennsylvania. 1884 A\i.w.\RD. John Arthur, Wisconsin. 1890 *B.\KER, W. H.. Georgia. 1864 *Barnard, Henry. Connecticut. 1877 Bartholomew. Wn.LL\M Henry, Kentucky. 1884 Bascom. John. Wisconsin. 1876 *Beals. S. D., Nebriiska. 1884 Beck. George, Wisconsin. X884 Bell. Alex. Graham. District of Columbia. 1876 *Bell, William Allen. Indiana. 1884 Bennett. C. W., Ohio. 1880 ♦Bennett, Hampton. Ohio. 1882 BicKNELL, Thos. W., Massachusetts. 1881 Bingham. Robert, North Carolina. 1864 tBRADLEV, P.. Xcw York. 1876 Brooks, Edward, Pennsylvania. 1886 tBROWN, Mrs. .\. J. C, Kansas. 1880 Brown, Geo. P., Indiana. 1880 ♦Brown, LeRoy D., Ohio. 1877 tBuRLESON, R. C, Texas. 1880 Burns, James J., Ohio. 1879 ♦Calkins, N. A., New York. 1886 Campbell, A. G., Kansas. 1884 Carpenter. James H., Wisconsin. 1884 ♦Chandler. W. H.. Wisconsin. 1884 ♦Charlto.n. E. a.. Wisconsin. 1884 ♦Cheney. Augustus J., Illinois. 1886 Clark, Frank Howard, Kansas. 1884 Clark. Lewis Herbert, Wisconsin. 1889 Classen, Mrs. Augusta Hose, California. 1880 CoE, Emily M., New York. 1870 Cole, William H., Ohio. 1887 ♦Conway. Clara, Tennessee. 1886 CoovER, Nathaniel, Kansas. i88j tCoREY, LuciEN B.. New York. 1883 Coy, Eliab W., Ohio. 1870 Crosby, W. E., Iowa. 1864 Cruikshank. James, New York. 186A CuRRAN, Ulysses T., Ohio. 1884 ♦Cikry, Robert. .Nebraska. 1864 ♦iJAsrokTii. Edward, .N'cw York. 1880 IJaviiison, Charles C. Ohio. i88j tl>AV. .Mrs, Albert. New York. 1881 ♦UeWoli'. Daniel F., Ohio. 187/i tDoRNA Gi N'iuelia, New York. 1880 DurroN, Bettie A., (Jhio. 1864 Ebkkiiakdt. J. F., Illinois. 1884 Eden, Philip, Wiscon.Hin. 1884 Emery. J. Q., WUconsin. 1889 E.s-r;Llsll, Rebecca F.. ('alifornia. iHHf) Evans, Chas. H,. .MUviuri. 1886 ♦Faihchild, Edward T., Kaiuu*. 1884 ♦Flavin, J. 'I'., Wiwon.sin. 1877 tFlsH. J. .M.. Arkansas. 1876 FuKBKs, Alex,, Illinni.s. ♦ Deccajcd. t Residence unknown, if living. 1877 ♦Franklin. M. B., Texas. 1880 ♦Gilchrist, J. C, Iowa. 1S83 Gove, .\aron. Colorado. 1884 ♦Graham. Robert, Wisconsin. 1879 Gratz, Simon, Pennsylvania. 16S5 ♦Greene, S. S.. Rhode Island. 1864 ♦Hagar. Dakiel B.. Massachusetts. 1873 ♦Haines. Mi.ss H. B., New York. 1876 ♦Hancock, John, Ohio. 1877 tHARLEY. J. M., Indian Territory. 1876 Harris, Wm. T., Massachusetts. 1865 ♦Hartshorn. O. N.. Ohio. 1886 Harvey, G. I., Indian Territory. 1884 Harvey, Lorenzo Dow, Wisconsin. 188,5 ♦Harvey, Thomas W., Ohio. J884 Havwakd. Emily A., Illinois. 1876 ♦Henkle, W. D., Ohio. 1884 ♦Hewett, Edwin C, Illinois. 1870 tHEYWoon, C. W., Michigan. 1880 HiTZ, John. District of Columbia. 1870 ♦Hobbs, B. C, Indiana. 1882 Hodgdon. Josephine E., New Hampshire. 1870 Holden, L. E., Ohio. 1879 Hoose, James H., New York. 1884 ♦Howland. H. C. Wisconsin. 1870 Hoyt, John Wesley, Wisconsin. 1891 Hull, John, Wisconsin. i88s Hunter, Thomas. New York. 1887 Hutton, a. J., Wisconsin. 1863 ♦Ingram. S. D., Pennsylvania. 1880 ♦Irwin, J. S., Indiana. 1884 ♦James, Henry M., Nebraska. 1886 ♦Jay, Walter M., Kansas. 1870 ♦Jones, D. W., Massachusetts. 1889 Keane, John J., District of Columbia. 1886 Klock, James E.. Kans;is. 1879 ♦Kraus, John, New York. 1886 Larimer. Henry G., Kansas. 1870 Laws, S. S., Missouri. 1886 Limerick, A. N., Kansas. 1886 MacDonald. John, Kansas. 1881 ♦Mali.on. Mrs. Frances C, Georgia. 1876 tMAi-ONE, J. R., Texas. 1870 ♦Manlev, R. M., Virginia. 1880 ♦Marble, Albert Prescott, M.-i.ssachu.setts 1876 Marshall. T. Makcellus, West \irglnia. 1880 ♦Mayhew, Ira, .Michigan. 1870 ♦.McGuffey, W. H,, \'irginia. 1879 ♦McMillan, Rkuhkn, Ohio. 1880 M< .MiLi.AN, .Mrs. Rkuhen. Ohio. 1800 ♦.McRae, H. S.. Indiana. 1886 ♦.Ml Vicar. Peter, Kans:is. 18K6 Meade, Richard C, Kansas. 1871 Merwin, James B., Connecticut. i8Mj Miller. J. II.. Kansas. 1880 ♦Miller. Lewis, Ohio, 1879 ♦,Mh.i„s, Caleb. Indiana. 1877 ♦.Monsarrat, .Mrs. L. L., Kentucky. 1K82 Morris. llARRiEr .\,, New York, 1886 MoWKY, William A.. Ma.Hsachusctls. J87O tNKLSON, C. K., Maryland. 56o NATIONAL EDUCATIONAL ASSOCIATION [Historical 1876 1880 1880 1879 1880 1864 1870 1870 1864 1876 1870 1880 1886 1882 1876 1886 1886 1876 1884 1886 1876 1894 i86s 1879 1880 1877 1877 1884 1877 ♦Newell, M. A., Maryland. *NoRRis, J. A., Ohio. ♦Northrop, Birdsey G.. Connecticut. Nye, Charles H., Wisconsin. O'Connor, Joseph, California. Parker. Warren D., Wisconsin. Parkinson, John B., Wisconsin. PATRrooE, Lelia E., Pennsylvania. tPAXON, Joseph A., Pennsylvania. Peaslee, John Bradley, Ohio. *Pennell, C. S., Missouri. Phelps, Wm. F., Minnesota. Pickard, J. L., Iowa. *Raab, Henry, lUinois. *Read, Daniel, Missouri. ♦Richards, Zalmon, District of Columbia. Richmond, Sarah E., Maryland. ♦Rickoff, Andrew J., New York. ♦RiCKOFF. Mrs. R. D., New York. Roach. T. W.. Kansas. Robert, James A., Ohio. ♦Rollins, James S., Missouri. Roop, C. Y., Kansas. Rose, George E., Kansas. ♦Rounds, C. C, New Hampshire. ♦Rusk, J. M., Wisconsin. Sawhill, Thos. a., Kansas. fScHMiTZ, J. Adolph, lUinois. Schuyler, Aaron, Kansas. Schofield, Miss Martha, South Carolina. ♦Setzefaud, a., Georgia. Shaw. Samuel. Wisconsin. Shawan, Jacob A., Ohio. ♦Sheldon, Wm. E., Massachusetts. ♦Shippen, Edward, Pennsylvania. Singer Edgar A.. Pennsylvania. ♦Smart, James H., Indiana. SoLDAN. F. Louis. Missouri. Spencer. Robert Closson. Wisconsin. Spero, Anna Kalfus, Kentucky. 880 ♦Spring, E. A., New Jersey. 886 Stanley, Edmund, Kansas. 884 Stark, Joshua, Wisconsin. 884 Stearns, J. W., Wisconsin. 883 *Steele, J. Dorman, New York. 882 Stern, Menco, New York. 876 Stevens, Moses Cobb, Indiana. 880 ♦Stevenson. R. W., Ohio. 884 Stewart, Isaac Newton, Wisconsin. 884 Stewart. Sarah A., Wisconsin. 872 *Stone, E. M., Rhode Island. 870 ♦Stone, Mrs. M. A., Connecticut. 880 Sudborough, Mrs. Grace Bibb, Missouri. 882 ♦Tappan, Eli T., Ohio. 883 Taylor, A. R., Kansas. 884 ITaylor, Henry J., Iowa. 884 tTHAYER, J. B., Wisconsin. 876 Thompson, Langdon Shook, Indiana. 886 ♦Thompson, S. R., Nebraska. 886 TiLLOTSON, D. C, Kansas. 870 ♦Tourgee. Eben. Massachusetts. 884 Twining, N. C. Wisconsin. 886 tVATL, Thomas H., Kansas. 884 Van Aken, Mrs. G., New York. 884 Viebahn, Charles Frederick, Wisconsin. 864 ♦Wells, D. F., Iowa. 870 ♦White, Emerson E., Ohio. 864 ♦White, S. H., IlUnois. 884 fWHiTFORD, Wm. C, Wisconsin. 865 ♦WiCKERSHAM, James P., Pennsylvania. 880 WiDNER, Esther A., Ohio. 870 fWiLCOX, M. C, Massachusetts. 870 Williams, Mrs Delia A. (Lathrop), Ohio. 886 Williams. Philo Jesse, Kansas. 884 Willis, William A., Iowa. 880 Wilson J. Ormond, District of Columbia. 881 tWooDWARD, G. .\., Alabama. 889 Wright. Edmund W., Mississippi. 891 Wylie, Mary J. B., Canada. 887 Young, Chas. S., Nevada. ♦ Deceased. t Residence unknown, if living. ITLES OF PAPERS AND DISCUSSIONS FROM 1857 TO 19()() ARRANGED BY YEARS AND DEl^ARTMENTS. GENERAL SESSIONS TOPICS THE NATIONAL TEACHERS' ASSOCIATJON 1857 Organization, in Philadelphia, Pennsylvania. The Objects and Demands of a National Teachers' Association. — \\'iM. Russkli,, Massachusetts. 1858 President's Address — Mission of the Association. — Zalmon Richards, District of Columbia. The Educational Tendencies and Progress for the Past 'Pliirty Years. — Danikl Read, Wisconsin. The Laws of Nature. — John Young, Indiana. Moral Education. — J. D. Philbrick, Massachusetts. The Teacher's Motives. — Horace Mann, Massachusetts. Parochial Schools. — Discussion. 1859 President's Inaugural Address. — Andrew J. Rickoff, Ohio. The Importance of Civil Polity as a Branch of Popular Education. — Daniel Read, Wisconsin. The Place Christianity Should Occupy in .\mcrican Education. — -Elbridge Smith, Connecticut. Errors in the Agencies in the Pursuit of Knowledge. — Rev. J. N. McJii.ton, MaPiland. Suggestions on Popular Education. — H. L. Stuart, New York. Condition of Education in Mexico. — J. Escobar, Mexico. The President's Inaugural Address — Objects and Mission of the National Teachers' Association. — J. W. Bulki.ey, New York. The Scholarship of Shakespeare. — Edward North, Hamilton Col., New York. Our Professional Ancestry. — Richard Edwards, Missouri. The Philf)sophy of Education. ^W. H. Wei.i.s, Illinois. The Study oi Matter and the Progress of Man. — Edward L. Youmans, New York. The Teacher and Her Work. — John Knef.land, Mas.sachusctts. The Special Educational Wants of Our Country. — J. W. HoYT, Wisconsin. The National Imi>f)rtance of the Teacher's Profession. — Rev. J. N. MrJii.ToN, Baltimore, Maryland. The Gods. A Poem. — Anson G. Chester, New York. Report of Committee— School Statistics.— C. S. Pennk.i.i., Maryland. Report of Committee on a Phonetic Alphaln-t.— Z. Richauds, Dislricl nf Columbia. 1 86 1 and 1862. — No meetings. 1863 ['rcsidint's Address -The Nature and Objects n f)n ('ivilizalion.— T. I). .Adams, Massachu- setts. The Caascs of Failure and Success in the OflVe of Teacher. E. A. Gkant, Kentucky. Philosfiphy and Methods in Education. — J. M. CJregorv, Michigan. Sc hofil (iymnaslics. — S. W. Mason, Massachusetts. The Teacher a.s an Arti.st. — Z. Richards, Distric i of Ciluinliia. 561 562 NATIONAL EDUCATIONAL ASSOCIATION [General 3 The Powers to be Educated. — Thomas Hill, Massachusetts. Object-Teaching. — E. A. Sheldon, New York. The Organization of Primary Schools. — Wm. E. Crosby, Ohio. Competitive E.xamination for Admission to West Point. — Henry Barnard, Con- necticut. The Union of Labor and Thought. — J. L. Pickard, Wisconsin. 1864 President's Address — Educational Advancement. — Wm. H. Wells. Should a Professor of Didactics Be Employed in Every Principal College ? — Thomas Hill, Massachusetts. Object-Teaching. — H. B. Wilbur, New York. Teachers' Associations. — J. W. Bulkley, New York. Liberal Education. — S. P. Bates, Pennsylvania. National Bureau of Education. — S. H. White, Illinois. Competitive Examination for Public Service. — H. Barnard, Connecticut. 1865 President's Address — The Educational Duties of the Hour: A National System of Education. — S. S. Greene, Rhode Island. On the Power of the Teacher. — W. N. Barringer, New Jersey. Normal Schools of the United States. — Richard Edwards, Illinois. The Best Method of Teaching the Classics. — Albert Harkness, Rhode Island. Commonplace Books. — James D. Butler, Wisconsin. Object-Teaching. Report of a Committee. — S. S. Greene, Rhode Island. A National Bureau of Education. — A. J. Rickoff, Ohio. Education as an Element in the Reconstruction of the Union. — J. P. Wickersham, Pennsylvania. 1866 President's Address — American Education for the American People. — James P. Wickersham, Pennsylvania. The Educational Needs of the Border States. — W. R. White, West Virginia. The Relation of the National Government to Education. — O. Hosford, Michigan. The Place of Classical Studies in an American System of Education. — W. P. Atkinson, Massachusetts. The Condition of the South as Respects Education. — Wm. Wines, Tennessee. A resolution was adopted to appoint a committee of five, to co-operate with the Committee of the National Superintendents, in urging upon the Senate of the United States the passage of the bill of the House of Representatives, to establish the Department of Education. The committee appointed consisted of Messrs. Z. Richards, Jas. Cruikshank, A. C. Shortridge, J. S Hart, and R. Coburn. The Psychology of St. Paul, or a New Interpretation of the " Flesh and the Spirit." — Rev. J. H. Jones, New York. Is There Too Much Time Spent in the Study of the Classics at Our Colleges ? — W. P. Atkinson, and many others. 1 868 President's Address — Industrial Education. — J. M. Gregory, Michigan. Classical Studies in American Education. — I. W. Andrev^^s, Ohio. The True Idea of a College. — P. A. Chadburne, Wisconsin. Industrial Education. — J. M. Gregory, Michigan. Education among the Freedman. — O. O. Howard, District of Columbia. Normal Instruction in Colleges. — Edward North, New York. The United States Department of Education. — Z. Richards, District of Columbia. 1869 President's Address. — L. VanBokkelen, Maryland. Elementary Schools : Radical Faults and Radical Remedies. — Z. Richards, District of Columbia. Obligations of Christianity to Learning. — R. S. Field, New Jersey. The State in Its Relation to Higher Education. — J. P. Wicker.sham, Pennsylvania. Natural Reading. — Mrs Randall, New York. The School and the Workshop. — J. D. Philbrick, Massachusetts. Physiology. — Jas. McClintock, Pennsylvania. Drawing as a Branch of Elementary Education. — J. S. Woodman, New Hampshire. The Criterion of School Education.- — E. E. White, Ohio. Popular Science. — Mrs. Lincoln Phelps, Maryland. The Work of Education in the South. — ^O. O. Howard, District of Columbia;, Francis T. King, Maryland; S. S. Ashley, North Carolina; M. H. Wygant, Arkansas. Christianity in the PubHc Schools. — Joseph White, Massachusetts. Progress of University Education. — ^J. W. Hoyt, Wisconsin. Sessions] TITLES OF PAPERS AND DISCUSSIONS 563 THE XATIOXAL F.DUCATIONAL ASSOCIATION 1870 rrosidtiu's Address — Importance of Co-operation with the Normal and Superintendents' Assoiiation. — D. B. Hac.ar, Massac liuselts. Preliminary Rejiort on a National I'niversily. — J. W. Huvr, Wisconsin. What Is the l'rt)per Work, of a Primary Si hool ?— E. A. Suki.don, New York. The Relation of the National Clovernmenl to Public Education. — John E.UON, District of Columbia. .\ Plea for Vocal Music in Public Schools. — Eben Tourjee, Massachusetts. Motives and Means to Be L'sed Prominently in School Discipline. — Discussion opened by J. L. Pickakd, Illinois. The Prussian School System. — J. W. Dicki.nson, Massachusetts. Claims of i^nglish Grammar in Common Schools. — J. H. Blodgett, Illinois. Theory of American Education. — W. T. Harris, Missouri. What Free Common Schools Can Do for the State. — V. \. Sawvkk, South Carolina. 1 87 1 President's .\ddress. — J. L. Pickard, Illinois. The N'alue of Education. — Gov. Brown, Mi.ssouri. .•\ National System of Compulsory Education. — J. P. Wickersham, Pennsylvania. Education of Children at Public Cost. — Newton Batem.'\n, Illinois; W. T. Harris, Missouri. .•\n .\merican University. — J. W. HovT, Wisconsin. National .\id fi)r Education in the South. — John E.vton, District of Columbia. Pedagogical Bibliography. — Thus. Davidso.n, Missouri. Moral Uses a Recitation May Be Made to Subserve. — .-\i rki.i) Kikk. Illinois. Place and Use of Textlx)oks. — S. G. Williams, Ohio. 1872 President's .\ddress. — E. E. White, Ohio. Methods of Instruction in Common Schools. — .A. D. Mayo, Massachusetts. System of Normal Training-Schools Best Adajjted to the Wants of Our People — Wm. F. Phelps, Minnes')ta. Educational Lessons of Statistics. — John Eaton, District of Columbia. Compulsory Education. — Newton Bateman, Illinois. Examination of Teachers. — John Swett, California. Drawing in Graded Public Schools.— Walter Smith, Massachusetts. Educational Movement in Japan. — Arinori Mori, Japan. 1873 President's .\ddrcss. — B. G. Northrop, Connecticut. Release of the Jaj)anese Indemnity by the U. S. — Edward Shipi'Kn, Pennsylvania. .\ddress in Memory of W. H. McC^uffey, LL.D. — Daniel Read, Missouri. UjJiK-r Sih(X)ls. — Rev. James McCosh, New Jersey. Hrer. — Geo. II. HuwisoN, California. Speci.\l Addresses, during the Meetings — New Plan for Educating Ilindoo Women. — The Pundita Ramabai, India. .Aims of the Del Sartean I)i.s( i|)les. — Edna SxELL Paulson, California. The Working of a Teachers" .Aid Society. — Miss Nellie E. Owens, California. The First Free School in California. — J. D. Stevenson, California. 1889 Reports on Educational Exhibits, San Francisco. — W. T. Harris and others. General Subject — Manual Training. (i) The Results of the St. I^)uis Manual-Training School. — C. M. Woodward, Missouri. (2) The Intellectual \'alue of Tool Work. — W. T. Harris, Massachusetts. (3) The Value of Tool Instruction, as Related to the Active Pursuits in Whii li Pupils May Subsequently lOngagc. — S. 11. Peabodv, Illinois. (4) Manual Training in the Primary and Grammar Schools. — H. A. Wise, Maryland. Should .Americans Educate Tlieir Cliildrcn in Dcnoniinalional S( liools ? — (i) Cardinal Gibbo.n'S, Maryland. (2) Bishop JoH.v J. Keane, District of Colunil)ia. (.5) Has the Parochial School a Proper Phue in .\merica ? — Edwin 1). .Mkad, Massachu.'ietts. (4) Response to Mr. Mead, by Bishop John J. Kea.ne, District of Columbia. (5) Public and Parochial .Schools. — John Jay, New York. (6) The Legal Status of the Public Schools. — A. S. Draper, New York. A National University. — Wm. A. Mowry, Massachusetts. Educational Progress of the Colored People in the South. Joh.v H. Burrus, Missis.sipjji. The Culture Value of the History of Education. -B. A. Hinsdale, Michigan. The Pradiial \'alue of the History of I'.ducation. — W. H. Paynf;, Tennessee. \'alue to Teachers of the History of Education. — S. G. Williams, New 'S'cjrk. First Schwjis in the Ohio Valley. — W. H. \'enable, Ohio. The Recitation. — Geo. Howland, Chicago, Illinois. Literature for Children to the PVonl. — Mi.ss Mary E. Burt, Illinois. Literature in the High Sihools. — Miss Minnie C. Clark, Mi.ssouri. Observation and Experiment in Pedagogical Inquiry Essential. — E. K. Russell, Ma.ssachu.setts. Sounrl Blindness. — Miss Sarah E. Wiltse, Michigan. Honorary Degrees, as Conferrefi in .Xnierican Colleges.— ("has. V. Snhiil Tennessee. \ The Problem of the Hour.— Alexander Hogg, Texas. Education and the Republic . — .'\. S. CoLYAR, Tennessee. Teaching of Patriotism in Public Schools.— Geo. W. E. Price, Tennessee. History, a Patricitic Force in the School. — Henry B. CarRINGTON, Massac husetts. Educational Progress in the South since 1865. — W. A. Candler, Georgia. 1890 Forms of Discij)line, and Discii)line of Forms.~K. L. Wiggins, Tenne.s.see. RrfKirt -Pedagogical ancl Psychological Olxservation. — Geo. P. Brow.v, Illinois; W. T. Harris, Massachusetts. Relatictn of Instruction to Will-Training.— Charles DeGarmo, Illinois. Examinations as Tests for Promotion.- W. H. M.xxwell, New ^'ork. The Mc,ral N'alue of Art Eclucation. Miss Ada M. Eaughlin, Minnesota; Miss Fi.cjRA Pennel, Illinois; Mrs. Hannah J. Carter, New York; MLss Christine Sullivan. Ohio; Mi.ss Josephine C. Locke, lllinoi.s, and Mrs. Mary D. Hicks, Ma.ssarhu.scUs. The White Cros. The School and the Criminal. — L. H. Jones, Indiana. The Organization of American Education. — William Devvitt Hyde, Maine. Scientific Value of Physical Culture. — A. B. Poland, New Jersey. 1893 The Relation between Educational Methods and Educational Ends. — John J. Keane, District of ^Columbia. Sessions] T1TLE3 OF PAPERS AND DISCUSSIOXS 569 1893 Legal Education in the United States. — L. Dimscha, Russia. The Present Situation of Education in France. — M. G.^hrikl Comi'AYRE, France. .\ Perfect Physical Education Is Indispensable in Order to Produce an Ideal Education. — L. M. Torngrk.n, Sweden. .\ddrcss. — M. Ergr.vff Kovalkvsky, Russia. Joseph Peter \'arela and the Progress of Education in Uruguay. — .\i.bkrto GtniKZ Ru.^.xo, Uruguay. Present Condition of the Public Schools of Uruguay. — Alberto Gomkz Ruanu, Urugua)'. Training of Teachers in High Schools in Sweden. — Edward Osterberg, Sweden. 1894 The Educational E.xhibit at the Columbian E.xposition. — Selim H. Peabody, New York. The Organizers of the Nation and Education. — Austin Scott, New Jersey. The Ethical Element in Literature, and How to Make the Most of It in Teaching. — J. A. McLell.ax, Ontario. Rhythm in Education. — G. Stanley Hall, Massachusetts. Professional Training of Teachers in Normal Schools. — John W. Cook, IMinois. Professional Training of Teachers in Colleges.- — S. G. Williams, New York. Professional Training of Teachers in Summer Schools. — E. E. White, Ohio. Professional Training of Teachers by Educational Publications. — John A. Mac- Donald, Kansas. Improvement of City-School Systems. — Henry P. Emerson, New York. The Influence of the Higher Education of a Country upon Its Elementary Schools. — W.M. T. Harris, District of Columbia. Practical Education. — C. K. Ad.\ms, Wi.scon.sin. What Makes — What Mars, the Teacher? — Corinne Harrison, Virginia. The Feasibility of Modifying the Programs of the Elementary and Secondary Schools to IVIect the Suggestions in the Report of the Committee of Ten. — James C. Mackenzie, New Jersey. Discu.ssion of Reports of Committee of Ten — Latin. — John T. Buchanan, Missouri. English. — A. F. Nightingale, Illinois. History. — Frank M. McMurry, Illinois. Moral Training thru the Common Branches. — Charles DeGarmo, Penn.^yl- vania. Child-Study. — G. St.vnley Hall, Massachusetts. Education of Colored People in the South. — Richard R. Wright, Georgia. Professional r)bligations and Duties of the Teacher. — Edward Brooks, Penn- sylvania. Laboratory Methods in Elementary Schools. — Charles B. Scott, Minnesota. The Higher Use of Nature-Studies. — Miss N. Cropsey, Indiana. X Horace Mann's Country School. — Henry Sarin, Iowa. The Study of Literature. — Richard G. Moulton, Illinois. Memorial .Address — George Howland. — ALBERT G. Lane, Illinois; J. L. Pickard, Califniplish<-d in Co-ordin;iliori in the I'iihl i>f .X.itural S( irn( e. — Wilbur S. Jackman, Illinois. What Has Been .Accomplished in Co-ordinalinn in ilic iicld <<( History and Litera- ture.— Chaki.es A. McMiirry, Illinois. Education According to Nature. William II. Payne, Tennessee. 570 NATIONAL EDUCATIONAL ASSOCIATION [General The Education of Public Opinion. — Charles R. Skinner, New York. New Standards of Patriotic Citizenship. — George H. Martin, Massachusetts. The Study of American History as a Training for Good Citizenship. — J. Baldwin, Texas. The Ethical Element in Patriotism. — A. P. Marble, Nebraska. The Effect of the Theory of Evolution on Education. — Joseph LeConte, California. Science and Education. — Wm. L. Bryan, Indiana. The Instruction and Improvement of Teachers Now at Work in the Schools. — Arvin S. Olin, Kansas; Earl Barnes, Cahfornia, and L. H. Jones, Ohio. The Relation of Geography to History. — Edward Channing, Massachusetts. Education Values. — James H. Baker, Colorado. Report of the Committee on Necrology. — C. W. Bardeen, chairman. 1896 Horace Mann. — Wm. T. Harris, District of Columbia. Horace Mann at Antioch College. — W. A. Bell, Indiana. President's Address — Do Our Public Schools Meet Reasonable Expectations ? — Newton C. Dougherty, Illinois. Democracy and Education. — Nicholas Murray Butler, New York. American Literature. — Brander Matthews, New York. The Teaching of English Literature, with Special Reference to Secondary Schools. — W. P. Trent, Tennessee. Literature in Elementary Schools. — Mrs. Ella F. Young, Illinois. School Out of School. — John H. Vincent, New York. Nature-Study and Moral Culture. — David Starr Jordan, California. Nature-Study. — O. S. Westcott, Illinois. The Function of Nature in Elementary Education. — M. G. Brumbaugh, Penn- sylvania. The American Public School. — Stewart L. Woodford, New York. The Teacher and the School. — John Lancaster, Illinois. Demands of Sociology upon Pedagogy. — Albion W. Small, Illinois. The Pupil as a Social Factor. — Earl Barnes, California. Country Schools and Country Roads. — Roy Stone (United States Engineer). — • The General Government and Popular Education. — Andrew S. Draper, IlHnois. The Influence of the Negroes' Citizenship. — Booker T. Washington, Alabama. Memorial Addresses — Constituting the Report of the Committee on Necrology for i8g6. Norman A. Calkins. — Horace H. Tarbell, Rhode Island; Edwin C. Hewett, Illinois. Daniel B. Hager. — William E. Sheldon, Massachusetts. John Kraus. — Horace S. Tarbell, Rhode Island. 1897 President's Address — The Best Education for the Masses. — Charles R. Skinner, New York. The Study of History in Our Public Schools. — Newton C. Dougherty, Illinois. Data of Method. — James M. Green, New Jersey. The Co-operation of Women's Clubs in the Public Schools. — Mrs. Ellen M. Henrotin, Illinois. Education from a Publisher's Standpoint. — Oilman H. Tucker, New York. Education of the Deaf. — Alexander Graham Bell, District of Columbia. Foreign-born Children in the Primary Grades. — Jane Addams, Illinois. Tom and His Teachers. — Bishop John H. Vincent, New York. The Need of Enhanced Material Support for the Rural Schools. — B. A. Hins- dale, Michigan. Classification and Instruction in Rural Schools. — W. T. Harris, District of Colum- bia. The Kind of Supervision Most Needed. — Henry Sabin, Iowa, ..hairman. Intellectual Needs of Rural Schools. — D. L. Kiehle, Minnesota. The March of the Ideal. — Clinton Scollard, New York. Has the Heart of This People Changed towards Its Schools ? — Carroll C. Pearse, Nebraska. Educational Extremes. — O. T. Corson, Ohio. What Not to Do. — Estelle Reel, Wyoming. The Educational Outlook. — William B. Powell, District of Columbia. Shall American Hi.story Be Taught in Cross-Sections or in Parallels ? — James M. Greenwood, Missouri. Some Tendencies of Modern Education. — James A. Foshay, California. Sessions] TITLES OF PAPERS AND DISCUSSIONS 571 The Twentieth-Century Sehool. — James L. Hughes, Ontario. Winners of Men. — J.\.mes H. C.\nfield, Ohio. Lines of Growth in Maturing. — Rkh.^ku G. Boone, Michigan. Higher Education in the South. — Geokce T. Winston, Texas. The Democracy of Learning. — Lv.\i.\n .\hhott, New York. 1898 President's .\ddress — Educational Tendencies. — J. M. Greenwood, Missouri. Life and Character of Edward Austin Sheldon. — Ch.\rles R. Skinner, New York. The Essentials in United States History to Be Taught in l-Ilenientary Schools. — Wilbur E. Gordy, Connecticut. The Essentials in United States History to Be Taught in Secondary Schools. — Homer H. Seerley, Iowa. The Essentials of English Composition for Elementary Schools. — Edw.\rd R. Shaw, New York. The Essentials of English Com{)osition to Be Taught in Secondary Schools. — C. C. Thach, .\labama. American Universities and the National Life. — .Andrew S. Draper, Illinois. Our Educational E.xhibit at the International E.xposition in Paris in 1900. — W. T. H.^rris, District of Columbia. The Educational Outlook. — W. W. Stetson, Maine. Influence of Environment on the Development of United States History. — J.\CQUES W. Redway, New York. The Geospheres. — W. J. McGee, District of Columbia. Minor Mental Abnormalities in Children as Occasioned by Certain Erroneous School Methods. — W. O. Krohn, Illinois. The Latest Practical Discoveries in Biological Science and Their Bearing on Education. — N. A. Harvey, Wisconsin. The Culture \'alue of Higher Mathematics. — W. B. Smith, Louisiana. The Constants in Mathematics. — Edward Brooks, Pennsylvania. Is the Science of Mathematics Qualitative as Well as Quantitative ? — Erank H. Hall, Illimjis. The Educational Value of Geometry. — Kelly Miller, District of Columliia. The Scjcial Basis of Conscience. — Josiah Royce, Massachusetts. The Duty of the State in Education. — E. E. White, Ohio. The Deaf and Their Possibilities. — E. M. Gallaudet, District of Columbia. Education and Gold in .Alaska. — John Eaton, District of Columbia. Lessons from .American Educational History. — A. D. Mayo, Massachusetts. The Duties and Privileges of the Supervisor. — Sarah Louise Arnold, Massa- chu.setts. Women's Clubs as an Educational Factor. — Margaret J. Evans, Minnesota. The Child's Course of Study or the Teacher's— Which ? — Sarah J. Walter, Connecticut. The Teacher as a Traveler.— LiLLlE A. Williams, New Jersey. Democracy and Education. — ^Edwi.n P. Seaver, Mas.sachusetts. Sociology's Demand upon the Schools. — J. F. Millsi'AUGH, Utah. Between Day S( hool and Reform School. — Carroll G. Pearse, Nebra.ska. The Proper Educ ation of an Ameri( an Citizen. — G. N. Grisham, Missouri. The S( hool of the Future. — A. E. Winship, Ma.s.sachuselts. The Larger Lniversily Idea. — Elmer E. Brown, California. RefK>rt of the Committee on Necrology for i8<;8. — Henry Sabin, Iowa, chairman. Addresses i>{ Welcome and Resi>onses. 1899 I'resident's .Address— Work and Influenie of the .Assot iation. i'.i iimialkt Oram Lyte, Pennsylvania. An Educational I'olicy for Our New Po.s.se.ssions. - \\ . T. Hakims, Distritt of Columbia. The Edu( ational Problem in Hawaii. — Henry S. Townsend, Hawaii. The .Average Scholarship of the .Average F'upil. — Frank Kigi.er, Oregon. Fatigue among S( hool (hildrcn. — Will S. .NIonrok, Massat hu.setls. Some Fundamentals in Teac hing. — L. D. Harvey, Wi.stonsin. Quo Vadimus? Mrs. Helen L. Grenfell, Colorado. The United States E.xhibit at Paris.- Howard J. Rogers, New Nork. Art in Education. Elmer F;. Brown, California. The Religious Element in the Formation of Character. (iEokgi, Mc»ntc;c).\m.ry, I>>s Angeles, California. The Dev(loj)menl of M>iral Character. C. W. A. LUCKEY, Nebraska. Evolution and I'.ihiis. Sydney 'I'. Skidmohe, Pc-nnsvlvania. 572 NATIONAL EDUCATIONAL ASSOCIATION [General The Scholar and the State. — R. H. Wi bst. r, California. Growth of Confidence between High Schools and Colleges. — R. B. Fulton, Missis- sippi. The Spirit of the Classics. — Mrs. Josephine Heermans, Missouri. Let Pupils Be so Classified as to Allow Unrestricted Progress or Unlimited Time, according to Ability. — Frank J. Barnard, Washington. The Outlook in Education. — Nicholas Murray Butler, New York. The Progress in Public Education. — F. Louis Soldan, Missouri. Usurpation of Home by School. — Aaron Gove, Colorado. The Economic Interpretation of History. — E. A. Bryan, Washington. Educational Journalism — Its Tribulations and Triumphs. — John MacDonald, Kansas. The Function of the Educational Press. — George P. Brown, Illinois. Are Educational Journals Educational ? — William George Bruce, Wisconsin. Ideal and Practical Considerations in Educational Journalism. — Ossian H. Lang, New York. An Apology for the American University. — David Starr Jordon, California. The School in Its Relation to the Higher Life. — Nathan C. Schaeffer, Penn- sylvania. Professional Sentiment. — A. E. Winship, Massachusetts. Report of the Committee on Necrology. — Edwin C. Hewett, Illinois, chairman. 1900 President's Address — Educational Problems of the Day. — Oscar T. Corson, Ohio . The Small College. — William Oxley Thompson, Ohio. The Small College — Its Prospects. — William Rainey Harper, Ilhnois. Contributions of Religious Organizations to the Cause of Education — By the Baptist Church. — ^Osc.\R H. Cooper, Texas. Contributions of Religious Organizations to the Cause of Education — By the Catholic Church. — Conde B. Pallen, Missouri. The State University. — -Joseph Swain, Indiana. The Problem of the South. — Booker T. Washington, Alabama. The Problem of the Grades — Discipline. — Gertude Edmund, Massachusetts. The Problem of the Grades — Classification and Promotion. — Elizabeth Bu- chanan, Missouri. The Problem of the Grades — Instruction. — Mrs. Alice Woodworth Cooley, Minnesota. The Influence of Music upon National Life. — Arnold J. Gantvoort, Ohio. The Influence of Poetry in Education. — William M. Beardshear, Iowa. The Value of English Literature in Ethical Training. — Reuben Post Halleck, Kentucky. Educational Principles AppHed to the Teaching of Literature. — Martin G. Brum- baugh, Pennsvlvania. "What Manner of Child Shall This Be?"~G. R. Glenn, Georgia. Closing Address. — A. P. Montague, South Carolina. 1 90 1 President's Address — The Duty of the National Educational Association in Shap- ing Public Educational Opinion. — James M. Green, New Jersey. Progress in Education. — J. L.^ncaster Spalding, Illinois. What Is a Fad ? — F. Louis Soldan, Missouri. Is the Curriculum Overcrowded ? — James H. Van Sickle, Maryland. How Early May Handwork Be a Part of School- Work ? — Charles R. Richards, New York. The School and the Library — The Value of Literature in Early Education. — Frederick M. Crunden, Missouri. Some of Our Mistakes. — G. M. Grant, Canada. Social Science and the Curriculum. — George E. Vincent, Illinois. Economics in the Public Schools. — George Gunton, New York. Ideals and Methods of Economic Teaching. — Frederic W. Speirs, Pennsylvania. The Teacher as a Social-economic Power.^ — Reuben Post Halleck, Kentucky. Our National Floral Emblem. — Edna Dean Proctor, Massachusetts. The Educational Crisis in England. — Cloudesley S. H. Brereton, England. The Functions of a University in a Prosperous Democracy. — Charles F. Thwing, Ohio. Federal and State Interest in Higher Education. — Robert B. Fulton, Mississippi. Recent Growth of PubHc High Schools in the U. S., as Affecting the Attendance of Colleges. — W. T. Harris, District of Columbia. The Relation of Music to Life. — Thomas Whitney Burette, New York. Sessions] TITLES OF PAPERS AND DISCUSSIONS 573 1902 President's Address — ^The Three H's in Education. — W. M. Beardshear, Iowa. Some Pressing Problems. — Nicholas Murray Butler, New York. The English Ideal of Education and Its Debt to America. — Michael Ernest Sadler, England. Devotion to Truth: The Chief Virtue of the Teacher. — John Ireland, Minnesoia. The Education of the American Earmer. — James Wilson, District of Columbia. The Home and the Higlier Education. — Mrs. Carrie Chapman Catt, New ^■(lrk. Education in the Philipiiines. — J.vcoB Gould Schurman, New York. How the Scho(.)l Strengthens the Individuality of the Pupils. — W. T. Harris, District of Columbia. The Simplitication of EngHsh Spelling a Present Duty. — Charles Payson Gurley Scott, Pennsylvania. Educational \'alue of Training in Public Speaking. — Thomas C. Trueblood, Michigan. Educational Conditions and Progress in China. — C. M. Lacey Sites, China. The Ideal Normal School. — Willi.vm H. Payne, Michigan. The Danger of I'sing Biological Analogies in Reasoning on Educational Subjects. — W. T. Harris, District of Columbia. A. Round Table of State and County Superintendents. Topic I: Instruction in the Elements of Agriculture in Rural Communities. — L. D. H.VRNEY, \\'isconsin. Topic II: The Einancial Phase of the Consohdation of Rural Schools. — CH.A.RLES A. Van Mater, Indiana. B. Round Table of City Superintendents. Topic I: Four Minor Duties of a Superintendent. — I. C. McNeil, Wisconsin. Topic II: Modernizing the Course of Study. — W. A. Hoster, Indiana. Topic III: How to Meet the People. — Louis P. Nash, Massachu.setts. C. Round Table of Normal Schools and Training Teachers. Conference A. — Normal Schools. Topic I: What Aspects of Psychology and Child-Study Are Suitable Sub- jects for Instruction in Normal Schools. — Daniel Putman, Michigan. Tofjic II: Shall the Instruction in Psychology be Oral, or Shall a Textbook Be Used? — Grant Karr, New York. Conference — Training Teachers. Topic: Criticism — What Shall It Be ? — James E. Russell, New York. Progress of Education in Porto Rico. — M. G. Brumbaugh. Altruism as a Law of Education. — Arnold Tompkins, Illinois. The High School as the People's College. — G. Stanley HaLi., Massachusetts. College Graduates in Elementary Schools.— Thomas M. Balliet, Massachusetts. The Psychology and Ethics of Eun. — Walter B. Hill, Georgia. Round Table. Reciprocity in Licensing Teachers. — Richard C. Barrett, Iowa. 1903 President's Address — The New Definition of the Cultivated Man.- Charles W. Eliot, Massachusetts. The Present Peril to Liberal Edui ation. — Andrew E. West, New Jersey. The r)pportunity and Function of the Secondary School. — Calvin M. Woodward, Missouri. Manual, Trade, and Technical Edu< ation. — Thomas M. Balliet, Ma.ssachusetls. The I'art of the Manual-training High School in .Xmerican Education. Hk.nry S. Pritchett, Mas.sachusetts. S< Ikmj! Gardens, City School Yards, and the Surroundings of Kural Si hools. — (')rville T. Bright, Illinois. Schcxjj Gardfn.s -Henry Lincoln Clapi', Ma.ssai hu.setts. Surroundings of Rural Schools. — Charles R. Sklnnkr, New York. S< IiikjI Surroundings. -W. W. Stetson, Maine, 'ilic Tc.K hing of Civics and GcmkI Citizenshiji in tin- Public Schools. R. \\ . G. Wkli.ini;, .N'ew York. Juslifiration of City Exi)endilure on Parks and I'aikways Material for Pulilic- Education.- Nathan Matthews, Ma.ssac husetts. The Nature-Study Movement. — T-. H. Bailey, New York. The Beginning and Aims cif ihe Gc-neral Education Hoard. Wai.i ack Hi'tmner Murphy, .Mabama. 574 NATIONAL EDUCATIONAL ASSOCIATION [General 1904 President's Address — The Need of a New Individualism. — John W.Cook, Illinois. The Relation of the Church to Higher Education in the United States. — Edmund J. James, Ilhnois. Popular Education in England. — Captain Percy Atkin, England. Educational Possibilities for the Country Child in the L'nited States. — O. J. Kern, Illinois. Educational Needs of the South. — J. H. Phillips, .Alabama. Education in the Philippines. — E. B. Bryan, Indiana. Our Educational Creed. — Z. X. Snyder, Colorado. The New Departure in Secondary Education. — J. J. Sheppard, New York. Education in the American Navy. — Casper F. Goodrich, District of Columbia. Education in Porto Rico. — Samuel McCune Lindsay, Porto Rico. The Education of the Southern Negro. — Booker T. Washington, Alabama. The Place of the Small College. — George A. Gates, California. The Preparation of Teachers in Germany. — Leopold Bahlsen, Germany. Why Teachers Should Organize. — Margaret A. Haley, Illinois. Limitations of the Superintendent's Authority and of the Teacher's Independence. — Aaron Gove, Colorado. Addresses at the Vesper Meetings — Art Exhibits in the Exposition. — Halsey C. Ives, Missouri. Addresses at the Vesper Meetings — Sculpture and Decoration at the Exposition. — George Julian Zolnay, Missouri. Addresses at the Vesper Meetings — The Architecture of the Exposition. — George Julian Zolnay, Missouri. 1905 President's .Address — Education for Efficiency. — William H. Maxwell, New York. The Future of Teachers' Salaries. — W. T. Harris, District of Columbia. The Uses of Educational Museums. — Frederick J. V. Skiff, Illinois. Standards of Local Administration. — George B. McClellan, New York. The National Educational Purpose. — Andrew S. Draper, New York. Child Labor and Compulsory Education — The School Aspect. — George H. Martin, Massachusetts. The Social and Legal Aspect of Compulsory Education and Child Labor. — Frank- lin H. Giddings, New York. The Immigrant Child. — Julia Richman, New York. Manual Training in the Grades. — Lorenzo D. Harvey, Wisconsin. The Practical Utility of Manual and Technical Training. — William Barclay Parsons, New York. The Economic Importance of Trade Schools. — Frank A. V.a.nderlip, New York. Address by President Theodore Roosevelt and Responses. 1906 Report of the Joint Committee, Representing the American Library Association and the National Educational Association, on Instruction in Library Adminis- tration in Normal Schools. — Prepared by Elizabeth G. Baldwin, New York; Jamfs H. C.-^nfield, New York, chairman. I. School Libraries. II. The Public Library and the Public School. III. How to Use a Library. IV. The School Library Room. V. Selecting and Ordering Books. VI. Children's Reading. VII. Incoming Books. VIII. Cataloguing and Classification. IX. Call Numbers, Shelf-List, Loan System. X. Binding. XI. Library Associations. Appendix Useful Books. Articles in Periodicals. Summary of State Laws Relating to School Libraries. Memorial Addresses. John Eaton by Sheldon Jackson, District of Columbia. William Raincy Harper by Harry Pratt Judson, Illinois. Mary H. Hunt by Albert E. Winship, Massachusetts. Albert Grannis Lane by John W. Cook, Illinois. Charles Duncan Mclver by Edwin .A. .Alderman, Virginia Sessions] TITLES OF PAPERS AXD DISCUSSIONS 575 1906 Thomas Blamhard StockwcU by Da\id \V. Hoyt, Rhode Island. Albert Prcscott Marbk- by Ci.AKENCf. E. Mei.KNF.Y, New York. Fifty Years of American Education. — Elmer Ellsworth Brown, District of Columbia. How the Superintendent May Correct Defective Classwork and Make the Work of the Recitation Teach the Pupil How to rrej)are His Lesson Properly. — W. T. H.^RRis, District of Columbia. Recent International Congress at Liege. — \\"ill S. Monroe, Massachusetts. The Teacher and the Librarian. — N.^than C. Shaeffer, Pennsylvania. The Educational Awakening in England. — Michael Ernest Saddler, England. — The Teaching of Modern Languages in England. — Cloudesey S. H. Brereton, England. Secondary Education of Girls During the Past Fifty Years. I. In England. — Dorothea Beale, England. II. In France. — Camille See, France. The Modern System of Flighcr Education for W'onun in Prussia. — P'kiedrich P.AULSEN, Berlin. On the Developments and Changes in Primary Teaihing in I'Vancc during the Third Republic. — Pierre Emii.e Levasseur, France. What France Owes to .America in the Matter of liducalion. — J. J. (Jabriel Com- p.vyre, France. The Rehabilitation of Philosophy in Germany. — Hermann Schwartz, Germany. The Past and the Future of German Education. — Frieokich Paulsen, Berlin. Agricultural Instruction in the Kingdom of Hungary. — Bela De Tormay, Hungary. HISTORICAL CHAPTER (Jrigin of I-"ree Schools in the American Colonies. — Barnard's Jolirnal. Home and School Training in New England .Xbniit 1776. — Thomas Brainard, Connecticut. The American Institute of Instruc tion. — .\lbert E. Winship. Western Literarj' In.stitute and College of Profes.sional Teachers: i83t-i875. — Will S. Monroe, Massachusetts. ,SrhcK)l Teachers and Superintendents — Ojiening Address of tlu' President. — Horace Mann. Closing Address. — Horace Mann. -American A.ssociation for the Advancement of Education. \\ n,i. S. M()NKt)E, Ma.ssachu.setts. The American A.ssociation for ihc .Achanciiiient of Science. — L. O. HOWARD, Dis- trict of Ccjlumbia. .American Libran,' A.ssociation.-- .M ki.\ 11. Dkwkv, New \'ork. General Eclucation Board. — Wallace Buttrkk, New ^'ork. The .Southern Eclucation Board. — Edc.ar (Gardner Murimiv \lal)ama. The .Southern Educational .Vssoc iation. — Richard J. Tic.he, .North Carolina. The Carnegie- Foundation fcjr the .Ad vanc\ment of Teaching. — HenryS. Pritchett, New York. .State Teachers' .Associations Org;!tii/.c! b. fore 1S57. Will S. Monroe, Massa- c hu.sftts. Eclucational Journalism. — C. W. Bardeen, New \<>rk. The National Teacher's Association (1857-70)- Historical Sketch. National Organization of Teachers, William Ki;ssfi.i., Massac hu.sells. The National Eclucational As.soc iation, Hisioric al Sketches, E.xtracls From D. B. Hagar's I'rcside ntial Address 1K70; also Imm jolin Hancock's Prcside-nlial .Adclress in iHyi). Organization and Functions of the- Nalicmal lidui alional .Association. W. T. Harris, District of Columbia. 576 NATIONAL EDUCATIONAL ASSOCIATION [Superintendence LIST OF DEPARTMENTS WITH PLACE AND YEAR OF ESTABLISHMENT OF EACH NAME Department of School Superintendence Department of Normal Schools Department of Higher Education Department of Elementary Education Department of Manual Training The National Council of Education Department of Art Education Department of Kindergarten Education Department of Music Education Department of Secondary Education Department of Business Education Department of Child-Study Department of Physical Education Department of Natural Science Instruction Department of School Administration The Library Department Department of Special Education Department of Indian Education Department of Technical Education PLACE Cleveland YEAR 1870 Cleveland 1870 Cleveland 1870 Cleveland 1870 Minneapolis 1875 Chautauqua 1880 Saratoga Springs 1883 Saratoga Springs 1884 Saratoga Springs 1884 Topeka 1886 Saratoga Springs 1892 Asbury Park 1894 Denver 189s Denver 189s Denver 1895 Buffalo 1896 Milwaukee 1897 Los Angeles 1899 Asbury Park 1905 NATIONAL ASSOCIATION OF SCHOOL SUPERINTENDENTS DEPARTMENT OF SCHOOL SUPERINTENDENCE During the session of the National Teachers' Association at Harrisburg, Pa., in 1865, a meeting of state and city superintendents there present was held, of which B. G. Northrop, agent of the Massachusetts Board of Education, was chairman, and L. Van Bokkelen, state superintendent of public schools of Maryland, was secretary. At this convention it was decided to hold a meeting in February, 1866, at Washington, for the purpose of forming a National Association of School Superintendents, to be composed of those devoted to the supervision of schools in the several states and cities of the country, and for the discussion of topics appropriate to such meeting. A meeting was accordingly held on the 6th, 7th, and 8th of February, 1866, at which nine states and twenty cities were represented. The mayor of the city of Washington gave the Association a cordial welcome, and the President of the United States, on receiving their call, expressed great interest in the objects of their organization and in the exten- sion of school instruction to every child in the country. Papers were read as follows : School Statistics, by Charles R. Coburn, superintendent of common schools of Pennsylvania The Practicability of Greater Uniformity in the School System of Different States, by L. Van Bokkelen, state superintendent of Maryland Defects of Our State System of Schools, by C. M. Harrison, state superintendent of New Jersey Leading Features of a Model State School System, by Newton Bateman, state superintendent of Illinois A National Bureau of Education, by E. E. White, state commissioner of Ohio These subjects were thoroughly discussed and resolutions pertinent to the same were adopted, and several committees were appointed to report more in detail at the next meeting. A committee consisting of Messrs. Emerson E. White, of Ohio, Newton Bateman, of Illinois, and J. K. Adams, of Vermont, was appointed to memorialize Congress on the establishment of a National Bureau of Education. Dc-ixirtmenl] LIST OF OFFICERS ^'J'J The importance of a National Bureau of Education had been presented to the National Teachers' Association on several occasions, first in 1859, and at the Harrisburg meeting it elicited verj- general interest, the establishment of such a bureau being advocated by President Greene in his inaugural address; by J. P. Wickersham, of Pennsylvania, in a paper on "Education and Reconstruction;" and by Andrew J. Rickoff, of Ohio, in a paper wholly devoted to the subject. Rtsolulions strongly favoring the movement were passed. The memorial of the Association of School Superintendents praying for the estab- lishment of a National Bureau of Education, drawn up in behalf of the committee by E. E. White of Ohio, was presented in the House of Representatives by Gen. James A. Garfield of Ohio, who at the same time introduced a bill to establish the Bureau in the Department of the Interior. The bill was read twice, referred to a select committee of seven and, with the accompanying memorial, ordered to be printed. The committee, con- sisting of Representatives Garfield of Ohio, Patterson of New Hampshire, Boutwell of Massachusetts, Donnelly of Minnesota, Moulton of Illinois, Goodyear of New York, and Randall of Pennsylvania, rept)rted, instead of the bill referred to them creating a Bureau of Educational statistics under the Secretary of the Interior, a bill creating a Department of Education, the head of which, appointed by the President, should report directly to him. The full text of the speech of General Garfield on the bill, and a copy of the act as passed March i, 1867, may be found on pp. 426-35, volume of Proceedings for 1901, I )etroit meeting. The following officers were elected for 1866-67: Birdsey Grant Northrop, of Afassa- chusetts, president; Charles R. Coburn, of Pennsylvania, vice-president; G. H. Hoss, of Indiana, corresptmding secretary; L. \'an Bokki-lcn, of Maryland, recording secretary; Duane Doty, of Michigan, treasurer. Two valuable papers on the history of the Department of Superintendence were read Ix-fore the department at the meeting in Chicago February 26, 27, 28, 1901, as follows: "Sketch of the Department of Stiperintendence," Emerson E. White, Columbus, Ohio. "The Past and Future Work of the Department of Supi-rinU-ndcnce," J. M. Green- wood, superintendent of schools, Kansas City, Missouri. These sketches may be found on jip. 233-38, and pp. 227-32, respectively, in the v<»lume of Proceedings for Kjoi, Detroit meeting. OFFICERS 1866 1\DIA.\A1'(JLIS. I.\l;.. .Xloust 1869 TRENTO.V, N. J. I'rcs.. Birdsey G. Nokthkop. Boston. M;iss. i>res., J. W. Bui.kley, Brooklyn, N. Y. V.-Pres..rnARLKsR. Coburn Harrisburg. Pa. V.-Prcs., E. E. White, Columbus, O. Stc, L. Van Bokkelen, Baltimore, Md. gc-^ l. Van Bokkelen, Baltimore, Md. 1867 .\o Meeting .868 .\.\.SHVII.LE TENN. '^^o WASHINGTOM. D. C. March Pr<-8 , Kmkrson E. White, Columhu.s, O. P'''^*- J- P- Wickersham, Harrisburg, Pa. V.-Pres., Daniel Stevenson. Frankfort, Ky. V.-Prcs., S. S. vVshley, Raleigh. N. C. Sec, L, Van Bokkelen, Baltimore, Md. Sec, W, R. Cheery, Baltimore .Md, UKPARr.MK.VT (JF SCHOOL SUI'ERIMTE.VDENfCE 1871 Sr. LOL'IS. .MO. Pres,, J. H. Binford, Riihmoiid. Va, I'rcs,, W. D. Hknki.e, C<>lumbu,s, (J. Sec. Ai.i.en Aku.stkono, Council Bluffs, In, V.-Prcs,, W. .M, Coi-by, Little Ro.k, Ark. ,875 WASHl.NGTOM, D, CJan. (?); MIN.NE- Scc, Warren Johnson, Augu-sta, .Mc. APOLIS. MI.NX., Auo. 187a BOSnj.V. MASS. Prcs., J, Ohmonk Wilson Prrti,, John Ha.n.ui« Nfo. ^gyy WASHINGTON, D. C. Dkc; LOUIS- V. -I'rcs,, J, W. pAKiK. I'rcdrriik. Md, VILI.E, K.V,, July .Sec. A. P. Marble, Wf)r<.slrr. .M^uis prr,. Charles S. Smart, Columbus. O. 1874 WASHIN(;T0.\. I). C. Jan.; DKIROI P. V.-Prcs.. A. Pickett, Mcmpliis, Tenii, MICH.. Aeo. Sec. H. S, Tarukll, East Saginaw, Miili, 578 NATIONAL EDUCATIONAL ASSOCIATION [Superintendence 1878 1879 1880 I88I 1882 1883 1884 1885 1886 1887 1888 1890 I89I No Meeting WASHINGTON, D. C . Feb.; PHILADEL- PHIA, PA., July Pres., J. P. WicKERSHAM, Harrisburg, Pa. \'.-Pres., James H. Smart. Lafayette. Ind. Sec, R. W. Stevenson. Columbus, O. WASHINGTON, D. C. Feb.; CHAUTAU- QUA, N. Y.,JULY Pres., M. A. Newell, Baltimore, Md. V.-Pres., N. A. Calkins. New York. N. Y. Sec, S. A. Baer, Berks Co., Pa. NEW YORK Feb.; ATLANTA. G A., July Pres.. A. P. Marble. Worcester, Mass. V.-Pres., N. A. Calkins, New York, N. Y. Sec, Samuel Findley, Akron, O. WASHINGTON D. C, March; SARA- TOGA SPRINGS, N. Y., July Pres., W. H. Ruffner, Richmond. Va. V.-Pres. N. A. Calkins, New York, N. Y. Sec, H. S. Jones. Erie, Pa. WASHINGTON D. CFeb,; SAR.\T0GA SPRINGS N. Y..JULY Pres.. N. A. Calkins. New York. N. Y. V.-Pres., H. S. Tarbell. Indianapolis, Ind. Sec, Henry S. Jones, Erie, Pa. WASHINGTON, D. C, Feb.; MADISON, WIS., July Pres., B. L. Butcher, Wheeling, W. Va. V.-Pres., D. F. DeWolf. Columbus, O. Sec, H. R. Sanford, Middleton, N. Y. NEW ORLEANS. LA.. Jan.; SARATOGA SPRINGS, N. Y..July Pres.. LeRoy D. Brown, Columbus, O. Sec, W. O. Rogers, New Orleans. La. WASHINGTON. D. C, Feb.; TOPEKA, KANS., July Pres., Warren E.aston. Baton Rouge, La. V.-Pres., A. P. Stone. Springfield. Mass. Sec. C. C. Davidson. Alliance, O. WASHINGTOND.C, March; CHICAGO, ILL., July Pres., Charles S. You.nc, Carson City, Nev. V.-Pres.. N. C. Dougherty, Peoria, III. Sec, C. C. Davidson. Alliance, O. WASHINGTON, D.C., Feb.; SAN FRAN- CISCO. CAL.. July Pres., N. C. Dougherty, Peoria, III. V.-Pres., Henry A. Wise, Baltimore, Md. Sec, W. R. Thigpen, Savannah, Ga. WASHINGTON, D. C. Feb.; NASH- VILLE, TENN.. July Pres., F. M. Campbell, Oakland, Cal. V.-Pres., C. C. Davidson, Alliance, O. Sec. W. R. Thiopen, Savannah, Ga. NEW YORK, N. Y., Feb. Pres., A. S. Draper, Albany, N. Y. V.-Pres., J. A. B. Lovett. Huntsville, Ala. Sec, L. W. Day, Cleveland, O. PHILADELPHIA. PA.. Feb. Pres., A. S. Draper, Albany, N. Y. V.-Pres., J. A. B. Lovett. Huntsville, Ala. Sec, L. W. Day, Cleveland, O. 1892 BROOKLYN, N. Y., Feb. Pres.. Henry Sabin. Des Moines. la. V.-Pres., V. G. Curtis, New Haven, Conn. Sec, L. W. Day, Cleveland, O. 1893 BOSTON. MASS.. Feb. Pres.. Edward Brooks. Philadelphia, Pa. V.-Pres.. J. E. Bradley, Minneapolis, Minn. Sec. J. H. Phillips, Birmingham, -'\la. 1894 RICHMOND, VA., Feb.; Pres., D. L. Kiehle, Minneapolis. Minn. V.-Pres,, Warren E.\ston, New Orleans, La. Sec, F. Treudley. Youngstown, O. 1895 CLEVELAND, O.. Feb. Pres., W. H. Maxwell. Brooklyn, N. Y. V.-Pres.. O. T. Corson, Columbus, O. Sec. James M. Carlisle. Austin. Tex. 1896 JACKSONVILLE, FLA.. Feb'. Pres., L. H. Jones. Cleveland, O. V.-Pres., J. H. Phillips. Birmingham, Ala. Sec, R. E. Denfeld. Dulutlj, Minn. 1897 INDIANAPOLIS, IND.. Feb. Pres.. C. B. Gilbert, St. Paul, Minn. V.-Pres., A. B. Blodoett, Syracuse, N. Y. Sec. I,AWTON B. Evans, Augusta, Ga. 1898 CHATTANOOGA. TENN.. Feb. Pres., N. C. Schaeffer, Harrisburg, Pa. V.-Pres.. F. B. Cooper, Des Moines, la. Sec, W. L. Steele. Galesburg. 111. 1899 COLUMBUS. O.. Feb. Pres., E. H. Mark. I-ouisville, Ky. V.-Pres., G. H. Conley. Boston. Mass. Sec. J. H. Van Sickle. Denver, Colo. 1900 CHICAGO, ILL., Feb. Pres., A. S. Downing, New York, N. Y. V.-Pres., G. R. Glenn, Atlanta, Ga. Sec, C. M. Jord.\n, Minneapolis, Minn. 1904 CHICAGO, ILL., Feb. Pres., L. D. Harvey. Madison, Wis. V.-Pres.. A. K. Whitcomb, Lowell, Mass. Sec. F. B. Cooper. Salt Lake City, Utah. 1902 CHICAGO. ILL.. Feb. Pres., G. R. Glenn. Atlanta, Ga. V.-Pres., H. P. Emerson. Buffalo, N. Y. Sec. J. W. Dietrich, Colo. Springs, Colo. 1903 CINCINxNATI, 0.,Feb. Pres., C. M. Jordan. Minneapolis, Minn. V.-Pres., C. F. Carroll, Worcester, Mass. Sec, J. N. Wilkinson, Emporia, Kans. 1904 ATLANTA, GA.. Feb. Pres., Henry P. Emerson. Buffalo, N. Y. V.-Pres.. Edwln B. Cox. Xenia, O. -Sec, John H. Hinemon, Little Rock, Ark. 1905 MILWAUKEE. WIS., Feb. Pres., E. G. Cooley, Chicago, 111. V.-Pres., Lawton B. Evans. Augusta, Ga. Sec. Miss E. E. Whitney. New York, N. Y. 1906 LOUISVILLE, KY., Feb. Pres., J. W. Carr, Dayton, O. V.-Pres., J. H. Phillips, Birmingham, Ala. Sec. Miss Ella C. Sullivan, Chicago, 111. 1907 CHICAGO, ILL., Feb. Pres., W. W. Stetson, Augusta. Me. V.-Pres.. H. H. Seeley, Cedar Falls, la. Sec, J. H. Harris, Minneapolis, Minn. TOPICS 1866 Cost per Capita of Education in Different States. — J. W. Bulkley, New York. Committee's Report on a National Bureau of Education. — E. E. White, chair- man, Ohio. Education in the Argentine Republic. — Senor Sarmiento, Minister from .\rgen- tine Republic to the United States. Deixirtmentl TITLES OT PAPERS AXD niSCLSSJONS 579 1868 President's Opening Address. — E. E. White, Ohio. School Funds; How Best Raised and How Best Dislmrscd." — John Eaton, Ten- nessee. (Not published.) School .Supervision; Slate, County, and City; Discussion. 1869 The Origin and Work of the Department of Education.' — J. W. Bui.klky, New York. .\ National System of Free .Schools.' — Rev. Chas. Brooks, Massachusetts. Primary School Instruction. — E. Leigh, New York. Primary Education.' — Geo. B. Se.\rs, New Jersey. The Rate Bill.' — B. G. Northrop, Connecticut. The True Ideal of the American Public School.' — H. F. Harrington, Massa chusetts. E.xamining and Licensing Teachers' — Discussion. School Statistics.' — Geo. B. Sears, New Jersey. 1870 School Super\-ision. — W. Johnson, Maine. School Statistics. — W. D. Henkle, Ohio. National .-Vid to Schools in the South. — S. S. Ashley, North Carolina. Consolidation of Department of Education and ^Educational Division of Freed men's Bureau. — O. O. Howard, District of Columbia. The Department of Education. — Henry Barnard, District of Columbia. Memorial to Congress on National .^id to Schools in the South. 1871 The Normal-School Problem. — J. D. Philbrick, Massachusetts. Compulsory Education. — John H.vncock, Ohio, and others. School Statistics. — W. R. Creery, Maryland. 1872 The E.xtcnt, Methods, and Value of Supervision in a Sj'stem of Schools. — H. F. Farrington, Massachusetts. The Early Withdrawal of Pupils from School; Causes and Remedies. — W. T. Harris, Missouri. Necessity for Public Instruction in the Gulf States. — James Hodson, .Alabama. Report on Basis of Percentage of School .Attendance. — W. T. Harris, Missouri, chairman. 1873 School-House Plans. — A. J. Rickoff, Ohio. The Relation between School Boards and Superintendents. — John H. Binford, \'irginia. Western University Education. — W. G. Ei.iot, Missouri. Leigh's Method of Teaching Reading. — W. M. Bryant, Iowa. 1874 January Meeting :' Report on Statistical Forms. — Geo. J. LuCKEY, Penn.sylvania. Scientific and Industrial Education. — A. I). White, New York. The Centennial — Discussion. Systems of Public Instrui tion in l'Air')|)can and .Xiiieriian Cities Comparefl. — J. D. Pmi.nRUK, Ma.ssachuselts. .August M eeting : RefK)rt of Committee on Statistical p'orms. — T. \\ . 11 Ain i;v, <)hi>>. Repfirt of the Committee on Relation of the General Government to Education. 1875 Decemiser Meeting:^ Ixgal Prevention of Illiteracy.— B. (). NoRTHRoP, Connectic ut. Braffi Culture in Relation to the Schoolroom. — .A. N. Bell, New York. The Origin of the Alphabet.- Prof. Enthofker, V. S. Coa.st Survey. American Erlucation at the Centennial E.xposition. — J. P. Wickersham, Pennsyl- vania. Can the Elements of Industrial Erlucation Bc' Inln.diK cil into ( )ur Coinnioii .Stherii)tenden( y.--JoMN W. Holcomhe, Indiana. High S( h(K»!s and the State.— J. A. SEAMAN, Ix)uisiana. l-^nglish in .Americ an Schrk. Co-odu 'I'hr iMprrn for ihr March mcclinK. 1886. publishrd in ihr lUirmu of Eilucalion I'ir, uLtr No. 3 (18H6). 582 NATIONAL EDUCATIONAL ASSOCIATION [Superintendence National Aid to Education. — J. A. B. Lovett, Alabama. The Educational and Religious Interests of the Colored People of the South. — S. M. Finger, North CaroKna. Forestry in Education. — Warren Higly, Ohio. Language Work. — N. C. Dougherty, Illinois. Growth and Benefits of Reading Circles. — Hubert M. Skinner, Indiana. City Superintendence. — J. W. Akers, Iowa. 1886 July Meeting: County Superintendents: Their Relations and Duties to Teachers. — E. B. Mc- Elroy, Oregon. Teachers' Institutes. — D. C. Tillotson, Kansas. 1887 March Meeting :' Opening Address. — The Work of the Bureau of Education. — N. H. R. Dawson, U. S. Commissioner of Education. Public Education on the Pacific Coast and State Textbooks. — Fred M. Camp- bell, Colorado. The Examination and Certification of Teachers. — A. J. Rickoff, New York. A Civil Service and Public Schools. — LeRoy Brown, Ohio. Powers and Duties of School Officers and Teachers — Absolute and Relative. — A. P. Marble, Massachusetts; J. M. Green, New Jersey. County and City Supervision. — E. E. Higbee, Pennsylvania. Industrial Education in the Public Schools. — F. W. Parker, Illinois; W. B. Powell, District of Columbia. The Province of the Public Schools. — J. W. Dickinson, Massachusetts. What a Small City is Doing in Industrial Education. — H. W. Compton, Ohio. A System of Grading for Country Schools. — J. W. Holcombe, Indiana. The Best System of State Supervision. — Warren Easton, Louisiana. The Relation of Our Public Schools to Our General Government. — H. W. Blair, United States Senate. Education in Alaska.- — Sheldon Jackson, District of Columbia. 1887 July Meeting: School Supervision Compared. — John Hancock, Ohio. The Superintendent and Good Literature in School. — O. H. Cooper, Texas. 1888 February Meeting:' Manual Training in the Public Schools. — Charles H. Ham, Illinois. County Institutes. — Jesse B. Thayer, Wisconsin. Elocution: Its Place in Education. — Martha Fleming, Tennessee. Qualifications of Teachers: How Shall the Qualifications Be Determined? — A. S. Draper, New York. Normal Schools. — J. P. Wickersham, Pennsylvania. Moral Education in the Common Schools. — W. T. Harris, Massachusetts. Can School Programs Be Shortened and Enriched ?^ — Chas. W' . Eliot, Massa- chusetts. Alaska. — N. H. R. Dawson, U. S. Commissioner of Education. Superintendents and Teachers. — J. E. Bradley, Minnesota. The Relation of the Superintendent and Teacher to the School. — A. E. Winship, Massachusetts. National Aid to Education. — J. A. B. Lovett, Alabama. The Blair Bill. — A. P. Marble, Massachusetts. Federal Aid. — Alex. Hogg, Texas. 1888 July Meeting: Efficient Supervision. — J. M. Greenwood, Missouri. The Ethics of School Management. — C. B. Gilbert, Minnesota. 1889 March Meeting :3 Psychology in Its Relation to Pedagogy. — Nicholas Murray Butler, New YorL City Training- and Practice-Schools. — W. S. Jackman, Pennsylvania. Training-Schools. — W. B. Powell, District of Columbia. The Purpose and Means of City Training-Schools. — S. S. Parr, Minnesota. County Institutes. — Albert G. Lane, Illinois. State Teachers' Institutes. — John W. Dickinson, Massachusetts. ■ Papers for the meeting in March, 1887, published only in Bureau of Educalion Circular No. 3 (1887). » Papers of the February meeting. 1888, published only in the Bureau of Education Circular No. 6 (1888). 3 Papers of the meeting in March, 1899. published only in the Bureau oj Education Circular No. 2 (1889). Department] TITLES OF PAPERS AND DISCUSSIONS 583 Relation of Nfanual Training to Body and Mind. — C. M. Woodward, Missouri. The Psychokigy oi Manual Training. — \V. T. Harris, Mas.saehusetts. Manual Training in Ungraded Schools. — Jerome Allen, New York. Kducational \'alue of NIanual Training. — Geo. P. Brown, Illinois. Mechanic Arts High Schools. — Edwin P. Seaver, Massachusetts. How Shall Manual Training Be Introduced into the Graded Schools ? — John D. Ford, U. S. N., Maryland. How and to What Extent Mav Manual Training Be Introduced into Citv Schools ? — H. M. CoMPTON, Ohio. The Work of the City Superintendent. — T. M. Balliet, Massachusetts. The School Principal. — Geo. Howland, Illinois. Qualifications of Principals. — -J. M. Greenwood, Missouri. Teachers' E.xaniinations.- M. .\. Newell, Maryland. E.xamination for Promotion in the Public Schools. — Wm. DeWitt Hyde, Maine; Wm. M. Griffin, New Jersey. The State and the Higher Education. — Fred. M. Campbell, California; Her- bert B. Adams, Maryland. F^ducation in the South. — W. R. G.'VRRETT, Tennessee. National .Aid to Education. — W. H. Bl.vir, U. S. S., New Hampshire. 1890 School Statistics as the Basis of Legislative Action. — Harvey M. LaFollette, Indiana.' The American Educational Exhibit at the International Exposition of 1892. — John E.\to.v and others. State Sui)ervision: W'hat Plan of Organization and Administration is Most Effect- ive ? — J. W. P.VTTERSON, New Hampshire. City-School Systems. — W. H. Maxwell, New York. Popular Criticisms and Their Proper Intluence upon School Superintendence. — Merrill G.\tes, New Jersey. The General Government and Public Education. — W. T. H.vrris, District of Columbia. The Education of the Negro in the South. — J. A. B. Lo\'Ett, Alabama. The Gap between the Elementary Schools and the Colleges. — Ch.\S. W. Eliot, Massachusetts. 1 89 1 Recent Legislation upon Comjmlsory Education in Illinois and Wi.sconsin. — N. C. Dougherty, Illinois. Compulsory Education in Ma.ssachusetts. — Geo. H. Martlv, Massachusetts. Qualifications and Suj)i)ly of Teachers for City Schools. — E. Anderson, Wisconsin. The National Educational A.s.sociation; Its Organizaticjn and I-"unctions. — ■ W. T. Harris, District of Columbia. Art Education in the Public Schools. — James Macalister, Pennsylvania. The Highest Office of Drawing. — Frank Aborn, Ohio. Education of the Indian Youth Generally. — R. H. Carlisle, Pennsylvania. Education of the Negro. — (General .•\nderson, Virginia. The Public School and Civil Service Reform. — Geo. W. Curtis, New Wnk. Universities and Schools. — O. H. Cooper, Texas. Prejjaration of Teachers for Their Work. — Henry Saiun, Iowa. 1892 The Rural School Problem — Henry Raab, Illinois. The Educational Exhibit of the World's Columbian Exjuxsition. — Sei im II. Pea- bcjdy, Illinois. The World's Educational Congress. — W. T. Harris, District of Columbia. In Memoriam^\)T. James P. Wickersham. — Edward Brooks, Pennsylvania. In Memoriiim Thomas W. Harvey. — L. W. Day, Ohio. In Memorium John Hancock. — W. E. Sheldon, Massachu.setts. History and Literature in (iranuiiar Grades. — J. H. Phillips, Alabama. Shortening and Enriching the Grammar-School Course. -Chas. W. Eliot, Massa- chusetts. What Shall the State Do toward the Education of (Children below the School .\ge, Utwcen the Ages of Three and Six? Frank .\. Fitzpatrick, Nebraska. What Can Be Done to Bring Pupils farther on in Their Studies In-forc- They Leave School to Go to Work ? Charles W. Hill, Massachusetts. ♦1893 Wood-Work in Grammar Gradc-s. V. G. Cl'RTiS, Connecticut. The Study of English in the Public Schools.— .\. P. Marble, Massachu.setts. Organization for School i'ur|>c).ses in Large Cities. — A. S. Draper, Ohio. Su|K,Tvision cjf City Schools.— W. H. Maxwell, New York, • I'ritilril in vulumr fi>r 1H04. 584 NATIONAL EDUCATIONAL ASSOCIATION [Superintendence 1893 The Reconstruction of the Grammar-School Curriculum. — Chas. B. Gilbert, Minnesota. The Cambridge Experiment. — Francis Cogswell, Massachusetts. School Statistics and Morals. — W. T. Harris, District of Columbia. Grading the Country School. — Henry Sabin, Iowa. The Graded System of the Rural Schools of New Jersey. — A. B. Poland, New Jersey. Supervision of Country Schools. — D. J. Waller, Pennsylvania. .Sources of Supply of Teachers in City Schools. — A.\ron Gove, Colorado. Increasing the Efficiency of Teachers in Actual Service. — Thomas M. Balliet, Massachusetts. Non-Progressive and Retrogressive Teachers. — J. M. Greenwood, Missouri. The Value of Literature in Moral Training. — Charles DeGarmo, Pennsylvania. History as an Aid to Moral Culture. — Chas. M. Andrews, Pennsylvania. 1894 Enriching the Course in the Elementary Schools — First to Fourth Grades. — Miss Ellen G. Reveley, Ohio. The Report of the Committee of Ten — Its Use for the Improvement of Teachers Now at Work in the Schools. — Francis W. Parker, Illinois. Some Phases of Present Educational Problems in Europe. — Nicholas Murray Butler, New York. German Methods of Using the Mother Tongue. — Richard Jones, Pennsylvania. The Relation of the Kindergarten to the Public-School System. — James L. Hughes, Ontario. The Curriculum for Secondary Schools. — W. T. Harris, District of Columbia. The Exhibit of Education at the Columbian Exposition. — John Eaton, District of Columbia. The Improvement of Rural Teachers. — S. S. Parr, Minnesota. The Care of the Truants and Incorrigibles. — Edwin P. Seaver, Massachusetts. The University in Its Relation to the Teaching Profession. — Charles DeGarmo, Pennsylvania. The South and Its Problems. — Lawton B. Evans, Georgia. Teaching Patriotism in Southern Schools. — J. M. Carlisle, Texas. Closing Remarks of the President. — D. L. Kiehle, Minnesota. 1895 How to Test the Quality of a Teacher's Work. — -W. C. Warfield, Kentucky; Aaron Gove, Colorado. Report of the Committee of Fifteen. — William H. Maxwell, chairman. Report of the Sub-Committee on the Training of Teachers. — H. S. Tarbell, chairman. Changes — Wise and Unwise in Grammar and High Schools. — Orville T. Bright, Illinois. Recent Improvements in Primary-School Work. — Sarah L. Arnold, Minnesota. Report of the Sub-Committee on the Correlation of Studies in Elementary Educa- tion.— Wm. T. Harris, chairman. Powers and Duties of State Superintendents. — N. C. Schaeffer, Pennsylvania. History Teaching in Schools. — B. A. Hinsdale, Michigan. The Teaching of Political Economy in Secondary Schools. — Charles F. Thwing, Ohio. The Teaching of Political Economy in Secondary Schools. — Charles F. Thwing, Ohio. Report of the Sub-Committee on the Organization of City-School Systems. — Andrew S. Draper, chairman. Individualism in Mass Education. — P. W. Search, California. Child-Study — Systematic and Unsystematic. — Wm. L. Bryan, Indiana. Application of Child-Study in the School. — Francis W. Parker, Illinois. 1896 What Is the True Function or Essence of, Supervision ? — C. A. Babcock, Pennsyl- vania. What Is the Best Use That Can Be Made of the Grade Meeting ?— E. C. Delano, Illinois. Some Sociological Factors in Rural Education in the United States. ^B. A. Hins- dale, Michigan. The University and the State in the South. — Edwin A. Alderman, North CaroHna. The Necessity for Five Co-ordinate Groups of Studies in the Schools. — W. T. Harris, District of Columbia. What Correlations of Studies Seem Advisable and Possible. — C. B. Gilbert, Minnesota. Department] TITLES OF PAPERS AND DISCUSSIONS 585 1896 Concentration of Studies as a Means of Dcvelojung Character. — Charles De Garmo, Pennsylvania. Isolation and Unification as Bases of Study. — E. E. White, Ohio. Organic Relations of Studies in Human Development. — W. N. Hailmann, Dis- trict of Columbia. Courses of Pedagogical Study as Related to Professional Imi^rovenient in a Corps of City Teachers. — W. S. Sutton, Te.xas. What Should the Elementary School Do for the Child ? — Miss N. Cropsey, Indiana. What Should the High School Do for the Graduate of the Elementary School? — F. Louis Sold.\n, Missouri. What Should the College and the University Do for the Graduate of the High SchcK)! ? — James H. Baker, Colorado. .Some Practical Results of Child-Study. — A. S. Whitney, Michigan. The Inlluence of the Kindergarten Spirit on Higher Education.— James L. Hughes, Canada. 1897 1-leport on Plans to Collect Data concerning Methods and Courses of Work in Elementary Schools ? — W. N. Hailmann, District of Columbia, chair- man. Paper on the Report of the Committee. — N. C. Schaeffer, Pennsylvania. The Province of the Supervisor. — L. H. Jones, Ohio. Supervision as \'ie\ved by the Sujiervised. — Sarah L. Brooks, Minnesota. The Correlation of Educational Forces in the Community. — S. T. Dutton, Massa- chusev. . Relations of Citizens and Teachers. — Ida C. Bender, New York. The Proper Use of Schoolhouses. — A.\ron Gove, Colorado. Why Art and Literature Ought to Be Studied in Our Schc;ols. — W. T. Harris, District of Columbia. .•\rt Teaching in Schools. — Williah H. Maxwell, New York. Round Table on Child-Study: — (>rt on l''.li-rnciitarv Educa- tion. -John Dewkv, Illinois. 'fhe .Mission of the Elementary .School. .Makiin G. Bkumiiai'gii, Pc-nnsylvania. What (Jk.i. Child-Studv (lontribute to the Science of Education? J. P. Gokdy, f>hio. Some Contributions of Child Study to the S( ic-m e of Ivlm ation. Rkuhkn I'osr Halleck, Kcntuc ky. The- Lighting and Seating of SchcK>lrooms. W. A. .Mowhv, .Massachusetts. Wntilation of Sc ho<)lrcK)ms. A. P. Mauhm:, \ew York. Contagious Di.sea.ses in Schcnil.-T. A. .Vlorr, Indi.ina. 586 NATIONAL EDUCATIONAL ASSOCIATION [Superintendence 1898 The Influence of Music and Music-Study upon Character. — A. J. Gantvoort, Ohio. Educational Value of the Tragic as Compared with the Comic in Literature and Art. — W. T. Harris, District of Columbia. Vacation Schools. — Richard Waterman, Illinois. Continuous Sessions, with Special Application to Normal Schools. — IrwiN Shepard, Minnesota. Grading and Promotion with Reference to the Individual Needs of Pupils. — Edward R. Shaw, New York. Some New England Plans and Conclusions Drawn from a Study of Grading and Promotion. — Dr. John T. Prince, Massachusetts. Grading and Promotion with Reference to the Individual Needs of Pupils. — James H. Van Sickle, Colorado. The English Plan of Grading. — William J. Shearer, New Jersey. Minimum Preparation for Teaching. — Price Thomas, Tennessee. Reciprocal Recognition of State and Normal-School Diplomas by the States. — - Z. X. Snyder, Colorado. Medical Inspection of Schools. — W. B. Powell, District of Columbia. Realizing Our Final .\im in Education. — Sylvester F. Scovel, Ohio. 1899 The Pubhc Lands and Pubhc Education. — E. B. Prettyman, Maryland. Relation of Public Libraries to Public Schools. — Sherman Williams, New York. The Unseen Force in Character-Making. — George H. Martin, Massachusetts. The Training of Teachers for Secondary Schools. — James E. Russell, New York. Efficient and Inefficient Teachers. — F. Louis Soldan, Missouri. What the Superintendent is Not. — A. E. Winship, Massachusetts. How to Make Good Teachers Out of Poor Ones. — W. T. Harris, District of Columbia. Authority of the School Superintendent. — Emerson E. White, Ohio. The Implications and Applications of the Principle of Self-Activity in Education. — Arnold Tompkins, Illinois. To What Extent Should the High-School Pupil Be Permitted to Elect His Work ? — W. L. Steele, Illinois. The School Director as a Factor in Education. — Samuel Hamilton, Pennsylvania. Report of Committee on Uniform Financial Reports. — C. G. Pearse, chairman. Report of the Committee on Amended Spelling. — R. K. Buehrle, Pennsylvania, chairman. Some Neglected Factors and Forgotten Facts. — T. C. Mendenhall, Massachusetts. Promotions and Grading. — W. W. Chalmers, Ohio; Paul A. Cowgill, Michi- gan; H. E. Kratz, Iowa. Course of Study for Pupils Who Cannot Complete High-School Work. — J. M. Berkey, Pennsylvania; J. W. Carr, Indiana. 1900 Status of Education at the Close of the Century. — Nicholas Murray Butler, New York. Two Opportunities for Improvement in the Administration of Graded-School Systems. — L. D. H.\rvey, Wisconsin. The Trail of the City Superintendent. — Aaron Gove, Colorado. The Superintendent in Small Cities. — Charles E. Gorton, New York. Alcohol Physiology and Superintendence. — W. O. Atwater, Connecticut. Obligations and Opportunities of Scholarship. — Edwin A. Alderman, North Carolina. How Can the Superintendent Improve the Efficiency of the Teachers under His Charge. — John W. Cook, Illinois. The Superintendent as an Organizer and an Executive. — Robert E. Denfeld, Minnesota. 1901 The Gospel of Work. — Edwin G. Cooley, Illinois. Education at the Paris Exposition. — Howard J. Rogers, New York. Discussion — Subject: Simplified Spelling. — E. O. Vaile, lUinois. The Past and the Future Work of the Department of Superintendence. — James M. Greenwood, Missouri. Department of Superintendence of the National Educational Association. — Emer- son E. White, Ohio. Medical Inspection in Public Schools. — W. S. Christopher, Illinois. The Use and Control of Examinations. — Arthur T. Hadley, Connecticut. A Report on Manual Training in the Detroit Elementary Schools. — J. H. Trybon, Michigan. Department] TITLES OF PAPERS AND DISCUSSIONS 587 1 901 The Progress and Aims of Domestic Science in the Public Schools of Chicago. — Henry S. Tibbits, Illinois. Manual Training in the Menomonie Public Schools. — JUDSON E. Hoyt, Wisconsin. Po.s.^bilities of Manual Training for Moral Ends. — R. Charles B.\tes, Maryland. Organization of Inspection and Supervision of Grade Teachers — Discussion. Developing Greater EtTiciency in Teaching Forms — Discussion. Grading in the Interests of the Pupils — Discussion. Correlation of High-Sthool and Grammar-Grade Work — Discussion. Literature below the High School. — Miss Mae E. Schreiber, Wisconsin. The Consolidation of Schools and Transportation of Pupils — Discussion. Observance of Ex])erts as a Means of Training — Discussion. The Need of Individual Instruction. — John Kennedy, New York. A Standard Course of Study for Elementary Schools in Cities. — R. G. Boone, Ohio. Some Aspects of Grammar-School Training. — L. B. R. Briggs, Connecticut. The Situation as Regards the Course of Study. — John Dewey', Illinois. 1902 Obstacles to Educational Progress. — Paul H. Hanus, Massachusetts. The \'alue of Examinations as Determining a Teacher's P'itness for Work. — Edwln G. CooLEY, Illinois. The Practical Application of All Learning to Better Living. — D. L. Kiehle, Min- nesota. Influences That Make for Good Citizenship. — Henry P. Emerson, New York. 1903 The Human Side of Geography. — Lloyd E. Wolfe, Texas. The Best Methods of Electing School Boards. — Lewis H. Jones, Michigan. The Freedom of the Teacher. — Charles B. Gilbert, New York. .\ Readjustment of the High-School Curriculum. — E. W. CoY', Ohio. Industrial Training in Rural Schools. — Alfred Bayliss, Illinois. Literature in the Grades and How to Use It. — Mrs. Alice W. Cooley', North Dakota. To What Extent and in What Form Should the Manual-Training Idea Be Em- l)odicd in Public-.School Work ?^ — W. O. Thompson, Ohio. Public Opinion and Good Schools. — J. K. Stableton, Illinois. The Organization and Function of the Training .School in the State Normal School. — Wilbur H. Be.nder, Iowa. What Should Be the Features of a Modern Elementary-School Building. — C. F. Carroll, Massachusetts. The Most Effective L'se of a Superintendent's Time. — A. B. Blodgett, New York. The Pull Utilization of a Public-School Plant. — Charles W. Eliot, Ma.ssachu.setts. Scven-Year Course of Study for Ward-School Pupils. — James M. Greenwood, Missouri. Oxford University and the Rhodes S( holarshij)s. — W. T. IIarkis, District of Columbus. Some Practical Problem in Manual Training. — Charles R. Richards, .\ew \nrk. Co-education at the University of Chicago. — .Albion W. Small, Illinois. Co-edu( ation in High Schools. —.Aaro.n Gove, Colorado. 1904 Education at the Universal Exposition, 1004 — From the \'iew-Pcjint of llic Chief of the Department. — Hf)VVARD J. Rogers, Mis.souri. Education at the Universal Exposition, 1004 — Exhibit of the United Slates Bureau of Education. — W. T. Harris, District of Columbia. Education at the Universal Exposition, 1004 — Some City Exhibits: Their Pur|)o.se and Plan A. St. I>ouis. — F. Louis Soldan, Mis.souri; B. The City of New York. .Andrew W. Edson, New York. 'I'he Su])erintendent's Influence on the Course of Study. W. H. Elson, Michigan. What Omis.sions .Arc- .Advisable in the I're.sent Course of Study and What Should Be the Basis for the Same. — Frank M. McMiRRV, New \'ork. Athletics and Collateral .Activities in Sccondarv Schools. I". D. lioVNToN, .New York. Herlx-rt S|»encc-r anci His Inllucncc on Ilduc ation. \\ . T. IIakkis, District of Columbia. Herlx-rt S|M-ncer's Four Famous Essays. — John W. Cook, Illinois. HcrlH-rt S|K'nintcd to submit a constitution and plans for a permanent organization. The third meeting was held at Albany, N. Y., in 1857, but as few were present 110 slefjs were taken to form a fM-rmanent organization. In 1858, a meeting was held in Norwich, Conn., anV.S G. NoKTliinU', Host:ducation. — William F. Phelps, Minnesota. Oral Instruction: Its Philosophy and Methods.— Mrs. Mary Howe Smith, New York. Oral Teaching. — Edwin C, Hewett, Illinois. Normal Education in Kansas, — L. M. Kellocu;, Kansas. Normal Schools : Their Organization and Course of Study. Wii.ti.am F.Piiki.ps, Minnesota. 1867 No Meeting. 1868 State Normal Schools, Are Essential lor llie llHu ieiil Oju ration of Public Inslruc- I'um — Discussion. The Usefulness of Model Schools in Connedion witli \..rm.il St liools, and the Mode of Conducting Them — Discussion. TextVjii'MI Cohn, New \'ork. 598 NATIONAL EDUCATIONAL ASSOCIATION [Higher 1894 Faculty and Alumni Control of College Athletics. — George Whaston Pepper, Pennsylvania. Student Co-operation in College Government. — Ethelbert D. Warfield, Penn- sylvania. 1895 The Organization of the University of Toronto. — W. H. Fraser, Toronto. The Future Organization of the Higher Education in the United States. — Richard T. Ely, Wisconsin. A Conservative View of College Electives — Discussion. Standard of Admission to Professional Schools. — J. N. Hall, Colorado. The Relation of a College Course to the Professional Schools. — T. R. Bacon, California. 1896 How to Secure the Interest of the Colleges and Universities in the Department. — James H. Baker, Colorado. History in the Secondary Schools. — H. Morse Stephens, New York. Entrance Requirements — The Chicago System. — William R. Harper, Illinois. Entrance Requirements of Yale College. — Thomas Day Seymour, Connecticut. 1897 State Supervision of Degree-Conferring Institutes. — Henry Wade Rogers, Illinois. 1898 Are There Studies That, as Contestants, Should Be Pursued in Every Course in the Secondary Schools, and in the Freshman and Sophomore Years of the College ? — James M. Green, New Jersey. The Training of the High-School Teacher. — M. V. O'Shea, Wisconsin. Should the Undergraduate Curriculum of Four Years in Colleges and Universities Be Mentioned ? — Nicholas Murray Butler, New York. Is It Possible and Desirable to Form a Federation of Colleges and Universities in the United States ? — B. A. Hinsdale, Michigan. 1899 Continuous University Sessions. — Jerome H. Raymond, West Virginia. The Study of Education in the University. — Elmer Ellsworth, California. 1900 The Satisfactions of Being a College President. — Charles F. Thwing, Ohio. State Aid to Higher Education in Europe and America. — Joseph Swain, Indiana. An Ethnic View of Higher Education. — I. W. Howerth, Illinois. The Function of the Land-Grant College in American Education. — W. M. Beard- shear, Iowa. 1901 The Function of the State University. — Richard Henry Jesse, Missouri. The Rise of National Education in the Sixteenth Centurv. — John William Perrin, Ohio. Education for Social Control. — -William E. Chancellor, New Jersey. The Moral Factor in Education. — Wm. H. P. Faunce, Rhode Island. 1902 Should Entrance to College Be thru the Examination of the School or of the Pupil ? — Edwin Grant Dexter, lUinois. Report of the Commission on Accredited Schools. — George N. Carman, Illinois. Organization of Education in Brazil. — Horace M. Lane, South America. The Future of Greek Studies. — J. Irving Manatt, Rhode Island. Education in the Appreciation of Art. — William Bayard Craig, Iowa. 1903 The Length of the Baccalaureate Course and Preparation for the Professional Schools — Sketch. — Elmer P^llsworth Brown, California, and Others. Shall the University Concern Itself More Directly with the Morals and Manners of Its Students ? — George Harris, Massachusetts, and Others. 1904 Coeducation. — G. Stanley Hall, Massachusetts. Coeducation as It Has Been Tested in State Universities. — R. H. Jesse, Missouri. The Advantage of Co-ordinate (Annex) Method in Education. — Charles F. Thwing, Ohio. Coeducation in Relation to Other Types of College Education For Women. — James B. Angell, Michigan. The General Tendency of College Athletics. — E. Benjamin Andrews, Nebraska. Character in Athletics. — William H. P. Faunce, Rhode Island. The Effects of Athletics on the Morals of the College. — Frank Strong, Kansas. 1905 President's Address — The Excessive Expansion of the Course of Study. — William L. Bryan, Indiana. Honor in Student Life in Colleges and Universities. — Charles Alphonso Smith, North Carolina. Department] DEPARTMENT OF ELEMENTARY EDUCATION 599 1905 Does Wide Election, and Do Minute Courses, Weaken Undergraduate G)urses in Universities? Are Colleges More Fortunate in These Things? — James H. Canfield, New York. Which Is Better: The Western Plan of Admitting Students to Colleges and I'ni- versities by Certificates, or the Eastern Method of Admitting Only by Examina- tions ? — George E. MacLean, Iowa. Should Chairs of Pedagogy Attached to College Departments of Universities Be Developed into Professional Colleges for the Training of Teachers ? — Albert Ross Hill, Missouri. 1906 No Meeting. DEl'.\Rr.ME.\T OF ELEMENTARY KDUCATION OFFICERS 1871 .ST. LOllS. .M(~). 1885 Pres.. F.. \. Sheldo.n. Oswego. N. Y. V.-Prcs.. A. C. Shortridge, Indianaixilis. Ind. Sec, \V. E. Sheldon, Walthain, Mass. 1886 1872 BOSTON. M.-VSS. Pres., Delia A. Lathrop, Cincinnati. O. V.-Pres.. James Johonnot, New York. N. Y. Sec. L. H. Cheney, St. Louis, Mo. 1873 i:lmir.\. N. Y. 1887 Pres., N. A. Calkins. New York, N. Y. V.-Pres.. Harriet N. Morris, New York, N. Y. Sec. Acr.esTA M. Hawlev, Ohio. 1874 Df:TROIT. MICH. 1888 Pres..H. F. Harrington, New Bedford, Mass. V.-Pres., Hannah Cummings, Kirksville, Mo. Sec. Geo. B. Sears. Newark, N. J. 1875 .MINNKAPOLIS. MINN. 1889 Pres., Alfreii Kirke. Chicago 111. V.-Prcs.. Miss H. Keeler, Cleveland. O. Sec. Lccv J. Mai.tby, Warrensburg, Mo. 1876 BALTIMORK, .\ID. 1890 Pres., Mrs. M. O. Stone, New Milford. Conn. .Sec, O. V. TocsLEV. Minncaf)olis Minn. 1877 Lf)UISVlLLE. KY. Pres. James Cruikshank, BrfX)klyn, .\. Y. 1891 V.-Pres., H. .\. M. Henderson, Frankfort, Ky. Sec, Frank .Abor.v. Cleveland. O, 1878 No .Meeting 1892 1879 philadklphia, pa. Pres., (iKO. P. Bk(jWN. Indiana|X)lis. Ind. \'.-Pres., Sarah F. Richmonl<, Haliimore. Md. 1893 Sec. \Vm. J. Davis, Louisville, Ky. 1894 1880 CIIAI lAUQUA, N. Y. Pres., James H. Smart, Indianapolis. Ind. V.-Prc«., Susan E. Blow, St. Louis, .\k). Sec, Lelia E. Patridge, Philadelphia, Pa. jgg- 1881 A'lLA.N" TA, OA, Pres.. <). \. Tousley, Minneapolis, Minn. \'.-Pre3., K. \V. Stevenson. Columhus, (). Sec. J. B. Roberts, Indiana|X)lis Ind. 1883 sarat<)(;a spri.ngs. n. y. 1896 Pres.. J. M. Bi.oss, Indianapolis. Ind, V.-Prcn., W. O. Rogers, New Orlraas. I^i. Sec. J. J. Bi;rns. Chillicothc, O. 1883 sarat(k;a springs, n. y. 1897 Preii., John B. Pkaslee, Cincinnati, (). V.-I'rca., W. i\. Bahringkk, Newark, N. J. Sec. Stkhi.ing {;. liuiNKLEV, Quitman, Ga. 1884 .MAI>ISON, WIS. iHcj8 Pr«-»,. F. I/nis .Soi.OAN, .St. I/iuin. Mn. \'. Prc8., W. N. Bakkingkr, Newark, N. J. Sec, Ella Calkinh, New York, N. Y. SAR.VroGA SPRINGS, N. Y. Pres., W, N, Barringer, Newark, N. J. V.-Prcs,, A. R. Taylor. Emporia. Kans, Sec, Ei.LA Calkins, New York, N. Y. TOPEKA, KANS, Pres,, John W. Holcombe, Indianapolis. Ind. V.-Pres., L. R. Klemm. Hamilton, O, Sec, Margaret W, Sutherland, Mans- field, O. CHICAGO. ILL. Pres., \V. H, Bartholomew, Louisville, Ky. V.-Pres, Miss E, Baumgartner, Springfield, 111. Sec. M. W. Sutherland, Mansfield, O. SAN FRANCISCO. CAL. Pres,, LeRoy D. Brown, Columbus, O. V.-Pres,, Agnes L. Rounds, Cambridge Mass, Sec, J. L. Lamson, Nashville, Tcnn, NASHVILLE, TENN. Pres., Joseph O'Connor San Francisco, Cal, V.-Prcs., Bettie A. Dutton, Cleveland, O, Sec, R. K, Buehrle, Lancaster, Pa. ST. PAUL, MINN. Pres., Bettie A. Dutton, Cleveland, O. V.-Pres., D. L. Kieiile. St. Paul, Minn. Sec, F. A. Chase, Nashville, Tcnn. TORONTO, ONT. Pres., H. S. Jones. Erie, Pa, V,-Prcs., Julia Tutwiler, Livingston, .'Via, Sec, Ellen F. Wheaton, St, Paul, Minn. SARATOGA SPRINGS, N, Y. Pres., Julia Tutwiler, Livingston, Ala, V.-Prcs., Frank B. Gault, Tacoma, Wa.sh. Sec. Luc-iA .Sticknev, Cincinnati, O, No Meeting ASBIRV PARK N. J. Pres., Mrs. R. D. Rh koff. New York, N, Y, V.-Pres., Aaron Gove, Denver, Colo. Sec, F. Treudley, Youngsiown. O. DENVER, COLO, Pres., F, Treudley, Youngstown, O. \'.-Pres., Mi.ss N. Cropsey, Indiana|x>lis, Ind Sec, W. C. Warfield, Covington, Ky, BUFFALO, N. Y. Pres., S. T. Dutton, Brookline, Ma.ss, V.-Prcd,, J. K. SrAULETON, Ixxington, Neb, Sc-c, Henrietta B, .-Xvers, Denver, Colo, MILWAUKEE, WIS. Pres., Sarah C. Brooks, St. I'aul. .Minn. V.-Prcs,, E, H. Cox, Xcnia. O. Sec, Ida C. Bender, Buffalo, N, Y, WASHINGTON, D. C. I'ris., W. .\. IIaii.mann, Washinglon, D, C. \'. Pres., R. II. Mai.mv, Binghaniplon, N. Y. Sec, Harioki I;. Smith, Milwaukee, Wis. 6oo NATIONAL EDUCATIONAL ASSOCIATION [Elementary 1899 LOS ANGELES, CAL. Pres., W. N. Hailmann, Dayton, O. V.-Pres., J. W. Carr, Anderson, Ind. Sec, Mis.s E. V. Brown, Washington, D. C. 1900 CHARLESTON, S. C. Pres., Miss N. Cropsey, Indianapolis, Ind. V.-Pres., J. W. Dinsmore, Beatrice, Neb. Sec, Bettie a. Button, Cleveland, O. 1901 DETROIT, MICH. Pres., J. W. Carr, Anderson, Ind. V.-Pres., J. C. Harris, Rome, Ga. Sec, Mrs. Sara D. Jenkins, Ithaca, N. Y. 1902 MINNEAPOLIS, MINN. Pres., R. A. Ogg, Kokomo, Ind. V.-Pres., J. J. DoYNE, Little Rock, Ark. Sec, Adda P. Wertz, Carbondale, 111. 1903 BOSTON, MASS. Pres., Miss M. A. Holton, Minneapolis, Minn. V.-Pres., Frederick Tredley, Athens, O. Sec, Adda P. Wertz, Carbondale, 111. 1904 ST. LOUIS, MO. Pres., Ada Van Stone Harris, Rochester, N. Y. V.-Pres., C. N. Kendall, Indianapolis, Ind. Sec, Emma G. Olmstead, Potsdam, N. Y. 1905 ASBURY iPARK and OCEAN GROVE, N.J. Pres., Miss N. Cropsey, Indianapolis, Ind. V.-Pres., J. H. Van Sickle, Baltimore, Md. Sec, LiDA B. Earhart, Wliitewater, Wis. 1906 No Meeting. 1907 LOS ANGELES, CAL. Pres., Mrs. A. W. Cooley, Minneapolis, Minn. V.-Pres., C. F. Carroll, Rochester, N. Y. Sec, Mrs. J. Heermans, Kansas City, Mo. TOPICS 1 871 First Steps in Teaching Reading [Abstract]. — E. E. White, Ohio. Methods of Teaching Language [Abstract]. — D. H. Crittenden, New York. Learning to Draw. — H. C. Harden, Massachusetts. Philosophy of Methods. — J. W. Armstrong, New York. How to Teach Geography. — Mary Howe Smith, Missouri. What Constitutes a Good' Primary Teacher. — W. T. Harris and Others. 1872 Object-Teaching. — N. A. Calkins, New York. Discussion. — Z. Richards, Dis- trict of Columbia; Bronson Alcott, Massachusetts. English Grammar in Elementary Schools. — M. A. Newell, Maryland. Adaptation of Froebel's Principles of Education to American Schools. — W. N. Hailmann, Kentucky. Scope and Method of Physical Science in the Common School. — C. O. Thompson, Massachusetts. English Literature and Its Place in Popular Education. — F. H. Underwood, Massachusetts. 1873 Primary Reading: The Thought and Sentence Method. — Geo. L. Farnham, New York. Elementary Reading: The Phonetic Method. — E. Leigh, New York. What Should Be the Leading Object of American Free Schools. — H. F. Harring- ton, Massachusetts. What Froebel's System of Education Is, and How It Can Be Introduced into Our Public Schools. — J. W. Dickinson, Massachusetts. School Hours for Children under Ten. — A. J. Rickoff, Ohio. 1874 Several Problems in Graded School Management. — E. E. White, Ohio. Language Lessons in Elementary Schools. — Miss H. A. Keeler, Ohio. Science in Common Schools. — J. W. Armstrong, New York. What Shall We Attempt in Elementary Schools ? — Mrs. A. C. Martin, Massa- chusetts. 1875 Language Teaching: Its Importance and Its Methods. — H. ¥. Harrington, Massachusetts. What Shall We Do with the Boys ? — J. L. Pickard, Illinois. The Relation of the Teacher to the Reforms of the Day. — Frances E. Willard, Illinois. 1876 Characteristics of Froebel's Method of Kindergarten Training. — Mrs. John Kraus-Boelte, New York. Aesthetics of Education. — Minnie Swayze, New Jersey. 1877 The EngHsh Language in Elementary Schools. — Zalmon Richards, District of Columbia. Moral Training in Schools. — R. H. Rivers, Tennessee. The Kindergarten: Its Use and Abuse in America. — John Kraus; Mrs. Kraus- Boelte, New York. 1878 No Meeting. 1879 Culture in Elementary Schools. — Geo. P. Brown, Indiana. The Relation of the Kindergarten to the School. — W. T. Harris, Missouri. Department] TITLES OF PAPERS AND DISCUSSIONS 6oi 1879 A Graduating System for Country Schools. — A. L. Wade, West Virginia. The First School Days. — Mrs. Rkbecxa D. Rickoff, Ohio. An and Drawing in Education. — Walter Smith, Massachusetts. 1880 The Practical Ise of Reference Books. — Mary W. Hinman, Indiana. What Should We Seek to Accomplish in the Reading E.xercise ? — E. i). V'aile, Illinois. How Can Character Be Symetrically Developed ? — Ellen Hyde, Massachusetts. 1 881 The Philosophy of Illustration. — J. J. Burns, Ohio. Education of the Sensibilities. — John W. Dowd, Ohio. 1882 On the Relation of the Processes of Acquisition and Memory to Elementary Teach- ing.— George P. Bko\\'n, Indiana. What, How, and How Better? — Miss Carrie B. Sharpe, Indiana. 1883 The Education of the Heart. — H. H. EiCK, Ohio. Primary Education: What and How? — Henry Raah, Illinois. 1884 Training Needed. — F. Louis Soldan, Missouri. Form, Color, and Design. — F/\nnie S. Comminc;s, New York. Methods of Teaching Slusic. — H. E. Holt, Ma.ssachusetts. English Instruction for Children. — O. T. Bright, Illinois. 1885 A .Syllabus. — W. N. Barringer, New Jersey. The True Object of Early School Training. — Clarence E. Melexy, New Jersey. Language as an Educator. — Z. Richards, District of Columbia. A New Departure in Teaching Geography.— L. R. Klemm, Ohio. Avenues to the Mind. — Wm. M. Giffin, New Jersey. 1886 .Application of Froebel's Principles (Educational) to the Primary School. — W. N. H.^iLMANN, Indiana. Symposium: A Survey of Common-School Education. (a) Historical Sketch. — W. H. Bartholomew, Kentucky. (b) Necessary External Conditions. — Miss \'iN.\ Ware, Iowa. (c) The Course of Study, Proper Limits, etc. — H. M. James, Nebraska. (d) Order of Subjects. — Mary B. Phillips, Illinois. (e) Principles of Slethod. — Agnes I. Rounds, New Hampshire. (/) Country Schools, Suggestions for Improvement. — J. C. Mcpherson; C. J. Felts, Indiana. 1887 The Union of Oral and Book Teaching. — Mrs. N. S. Williams, Kcntui ky. Meaning of the Maxim, "We Learn to Do by Doing." — N. C. Schaeffkr, Penn- sylvania. The Importance of Religious Motives and Sanctions in Moral Training. Roukkt Allyn, Illinois. 1888 (J reek Philo.sophy and Modern Education. — LeRoy D. Buown, Ohio. Normal Training for Teachers of Elementary Schools. — Miss K. N. T. Tuppkr. Oregon. The Application of Arithmetic to Physical Science. — W. McNab Miller, Nevada. S( ientific Methods in Teaching Geography. — C. F. Palmer, Ohio. Short and Rational Method of Number Work. — F. B. Ginn, California. 1889 rJi.s(ipline in F;iementary Schools. — Bettie A. Dutton, Ohio. Individuality of Teachers. — J. M. Dewherry, Alabama. 1890 (ieology in Early Education. — .Alexander Winchell, Michigan. Science Training in Primary and Cirammar Grades. — Gustave Guttenherc, Pennsylvania. Our Brother in Stripes, in the Schoolroom. — Julia S. Tutwiler, Alabama. Fairy Tales and Folk I>orc. — W. T. Harris, District of Columbia. The Teacher and the Parent. -Mrs. Jennie S. McLauchlin, Illinois. 1891 Synthetic .Sound System of Teaching Reading. F. B. Gault, Washington. .\atural Sc ieme for the Common Sc hools. — WiLUUR S. Jackman, Illinois. The Edui ational Burdens upon the l/ower Grades. — Miss Abbie Low, Pennsyl- vania. Voice Culture in Primary ancl Ivlemc-ntary Schools, /ai.mon Ric iiakds, District of (Columbia. 1892 Indivicluali/.alion by Groujung. — Jui.lA S. Tutwiler, .MalKima. History in F-!lc-mentary Education. - M. A. Newell, Maryland. Moral Training in I-^lemcntary SchcK)ls.— /-. Richards, Washington, Distriil of Columbia. The .Natural Sciences in Elenien(arv Eclucation. S. G. W'li 1 lAMS, New \u\k. 6o2 NATIONAL EDUCATIONAL ASSOCIATION [Elementary 1893 No Meeting. 1894 School Boards. — Charles E. Gaton, New York. A Few Changes in Elementary School Instruction. — Edward G. WarcI, New York. The Ideal Primary School Curriculum. — Miss Emma C. Davis, Ohio. 1895 Substitution of the Teacher for the Textbook. — J. M. Rice, New York. Nature-Study and Literature. — Miss Sarah L. Arnold, Massachusetts. Departmental Teaching in Grammar Grades. — J. M. Fendley, Texas. 1896 Opening Remarks, Improvements in Educational Methods. — S. T. DuTTON, Massachusetts. The Place of Nature-Study in Primary Work. — Miss Flora J. Cook, Illinois. Some Applications of Correlation. — Frank M. McMurry, New York. Vertical Writing. — Miss Annie E. Hills, Massachusetts. 1897 What to Teach and What to Leave Out. — Wm. M. Giffin, Illinois. Imagination in Arithmetic. — Frank H. Hall, Illinois. The New Arithmetic. — John H. Tear, Illinois. Elementary Mathematics and Education. — L. W. Colwell, Illinois. 1898 President's Address — Value of Froebel's Method in Elementary Education. — William N. Hailmann, Ohio. Play as a Means for Idealizing and Extending the Child's Experience. — Miss Allie M. Felker, California. Successive Differentiation of Subjects in the Elementary Schools. — Z. X. Snyder, Colorado. Value of the Hand in the Acquisition of Knowledge and Expression of Thought. — Miss Mary F. Hall, Wisconsin. The Function of Manual Training in the Elementary School. — Richard Water- man, Illinois. Social Co-operation. — B. C. Gregory, New Jersey. 1899 The Culture-Epoch Theory in Education. — Louise Morris Hannum, Colorado. The Place and Development of Purpose in Education. — W. N. Hailmann, Ohio. Vices of Childhood and Youth. — J. W. Dinsmore, Nebraska. 1900 Nature-Study in the Public Schools. — D. Lange, Minnesota. Nature-Study in the Public Schools — The Geographical Phase. — Jacques W. Redway, New York. English in the Grades. — A. A. Reed, Nebraska. The Elimination of the Grammar School. — Otis Ashmore, Georgia. 1901 The Church and the Public School. — T. A. Mott, Indiana. The Economic Basis of Art: Cause and Cure of Art Unresponsiveness in Chil- dren.— Charles DeGarmo, New York. Educational Pioneering in the Southern Mountains. — William Goodell Frost, Kentucky. Education and Crime. — Amos W. Butler, Indiana. 1902 The Practical Value of Teaching Agriculture in the Public Schools. — Joseph Carter, Illinois. The Use and Danger of Method. — W. A. Millis, Indiana. Myth and History in the Elementary Schools; The Use and Limits of Each. — Miss May H. Prentice, Ohio. 1903 The Lock-Step in the PubHc Schools. — Richard G. Boone, Massachusetts. Nature-Study True to Life. — C. F. Hodge, Massachusetts. The Child's Favorite Study in the Elementary Curriculum. — Earl Barnes, Pennsylvania. 1904 The Natural Activities of Children as Determining the Industries in Early Educa- tion.— Katharine E. Dopp, Illinois, and Other Authors. Avenues of Language — Expression in the Elementary School. — Percival Chubb, New York, and Others. A FiHpino's View of Education in the PhiHppines. — Senora Maria Del Pilar Zamora, Philippine Islands. 1905 Review of the Educational Progress of the Year and a Discussion of Some Phases of the Curriculum of the Elementary School. — Miss N. Cropsey, Indiana; M. A. Bailey, New York. Round Table — Conference A. Hand-Work in Primary Schools. — Wilhelmina Seegmiller, Indiana, leader Round Table — Conference B. Department] DEPARTMENT OF MANUAL TRAINING 603 1905 Right Methods of Studying History and Geography by Children. — Frank M. Mc.MvRRY, New York, leader. Round Table — Conference C. Reading in the First School Year.- — Mrs. Alice W. Coolky, North Dakota, leader. The Psychology of Reading and Writing. — Robkrt MacDougall, New York. The Study of F^nglish Composition as a RIeans of Acquiring Power. — Miss Georgia Alexander, Indiana. Teaching our Language to Non-English-Speaking Pupils. — Gustave Strauben- .muller, New York. THE DEPARTMENT OF MANUAL TRAINING This department was organized as the Department of Indu.strial Education at the meeting at Minneapolis, August 3-6, 1875. The name was changed in 1890 to the Department of Industrial and Manual Training, and in 1899 to the Department of Manual Training. OFFICERS 1876 B.VLTIMORE. MD. 1888 Pres., S. R. Thompson, Lincoln, Neb. V.-Pres., S. P. Roberts. Ithaca, N. Y. Sec, Chas. G. L.\cy, Minneapolis, Minn. 1877 LOUISVILLE. KY. Pres.. Manly Miles. Champaign, 111. 1889 V.-Pres., E. M. Pendleton, Athens, Ga. Sec, Chas. G. Lacy, Minneapolis. Minn. 1878 Xo Meeting 1879 PHILADELF>HI.'\. PA. 1890 Pres., J. D. RuNKLE, Boston, Mass. V.-Pres.. L. S. Thompso.n. Lafayette, Ind. Sec, Chas. G. Lacy. Minneapolis, Minn. 1880 CHAUTAUQUA. N. Y. Pres.. E. E. White, Lafayette, Ind. 1891 V.-Pres.. Alex. Hocg. College Station. Tex. Sec, H. B. Whittington, Philadelphia, Pa. 1881 ATLA.XTA, GA. Pres.. E. E. White. Lafayette, Ind. 1892 V.-Pres., W. W. Folwell, Minneapolis, Minn. Sec, S. R. Thompson. Lincoln, Neb. 1883 SAK.Vr(;GA SPRINGS. N. Y. 1893 Prc-s.. C. O. Thompson. Worcester, Mass. V.-Prcs.. H. H. FicK, Cincinnati, O. 1894 Sec, S. R. Thompson, Lincoln, Neb. 1883 SAR.VrOGA SPRINGS, N. Y. Pres.. C. .\I. WooTJWAKlJ. St. Ixjuis, Mo. V.-Pres., W. W. Folwell, Minneapolis, 1895 Minn. Sec. S. R. Thompson. Lincoln, Neb. 1884 MADISON. WIS. Pres.. i'.. .\I. WooDWAKO. St. Louis, Mo, 1896 V.-Pres.. H. H. Wy.um.i.D. Chicago, 111. Sec. E. A. SiNCKR, Philadelphia, Pa. 1885 .SARATOGA SPRINGS. N. Y. Pres., H. H. HELriKLU, Chicago, III. V.-Pres., Jamks MacAlistkk, Philadelphia 1897 Pa. Sec, S. H. TifoMPsn During the Year.- — S. R. Thomp- son, Pennsylvania. The Educational Value of Manual Training. — Charles Ham, lUinois. Outline of Work for a Manual Training School. — \V.M. F. M. Goss, Indiana. 1886 Manual Training from the Other Side. — Geo. F. M.vgoun, Iowa. The Reports of this Department this year are meager and unsatisfactory. 1 887 .\o papers, but extended discussions on various topics. 1888 Some Limitations in Industrial Training. — Geo. T. Fairchild. .\ Brief Summary of the Progress of Industrial Education during the Year. — S. R. Thompson, Pennsylvania. The Relation of Industrial and Moral Training in Our Schools.— Z. Richards, District of Columbia. The Power and Utility of Industrial Education in Our Grammar Schook. — T. O. Cr.wvford, California. The Relation of Manual Training Schools to Technical Schools. — C. M. Wood- ward, Missouri. 1889 Ways, Means, and Ma.xims in Manual Training. — J. I). Walter, Kansas. Industrial Education in the South. — B. G. Northrop, Connecticut. 1890 Classification, Nomenclature, and Practical Details of Manual Training. — C. M. Woodward, St. Louis, Missouri. 1 89 1 The President's Opening Address — Some Definitions. — Lewis M' Louth, South Dakota. The Teacher of Tool Work. — C. M. Woodward, Missouri. Manual Training, and Its Place in the Educational System of Ontario. — N. Woi.- verton, Ontario. 1892 Education as .Affected by Manual Training. — Henry M. Leipziger, New York. The Relation of the Kindergarten to Manual Training. — Caroline T. Haven, New York. Manual Training from the Kindergarten to the High School. — Charles A. Be.x.njett, New York. Sloyd as an Educational Subject. — J. M. Trybom, Massachusetts. Business Education: Its Place in the American Curriculum. — S. S. Packard, New York. Manual Training in New York City Schools. — Paul Hoffman, New York. 1893 No Meeting. 1894 Drawing — Its Relation to Manual Training and the Industrial .Arts. — John C. Miller, Illinois. Organizations and Plans for Manual-Training Schools. — C. M. Woodward, Nlissouri. The Progress of .Manual Training. — Henry M. Leipziger, New York. The Hygienic Relation of Dress to Education. — R. Anna Morris, Iowa. Manual-Training Methods in Philadelphia Pu})lic Schools. — J. Liberty Tadd, Pennsylvania. 1895 President's Address — The Philo.so|)hy of Manual Training. — E. R. Booth, Ohio. The Mofiifnation of Seconflary-School Courses Most Demanded by the C- — Its Poetry and Symbolism. — George Wharton James, Cali- fornia. Manual Training in the Elementary School. — Elizabeth Euphrosyne Langley% Illinois. The Boy and His Handicraft at Home. — George H. Bryant, Rhode Island. Hand-Work for High-School Girls. — Abby L. Marlatt, Rhode Island. Manual Training versus the Manual Arts. — James Parton Haney, New York. 1904 The Constructive Idea in Education. — Wilbur S. Jackman, Illinois. Manual Training in Sweden. — Carl Lidman, of the Swedish Commission. Reports on Work as Shown by Exhibits. — Various .Authors. Manual-Training High Schools or Manual Training in High Schools. — Charles B. Gilbert, New York. What May Be Done for Manual Training in Country Schools ?— Alfred Bayliss, Illinois. Progress of the South, as Shown by Exhibits. — Brown Ayres, Louisiana. 1905 President's Address — The Problems That Perplex. — Arthur Henry Chamber- L.A.IN, California. How Can Class Teachers Be Educated to the \'alue of Manual Training ? — F. M. McMuRRY, New York. Training] THE NATIONAL COUNCIL OF EDUCATION 607 1906 Industrial Training in Public Evening Schools. — Charles F. Warner, Massa- chusetts. The Necessity for Special Manual-Training High Schools. — Charles H. Keyes, Connecticut. Fomis and Limitations of Handwork for Girls in the High School. — Katharine E. Dopp, Illinois. 1906 No Meeting. THK NATIONAL COUNCIL OF EDUCATION HISTORICAL SKETCH The first recorded suggestion of a National Council of P2ducation in this country is t(j be found in the editorial columns of the National Journal oj Education, of Boston, in the issue of July 24, 1879, from the pen of the founder and editor of that journal, Hon. Thomas W. Bicknell. In a column article, Mr. Bicknell set forth %arious reasons for the formation of a Congress or Council of Education, outlined its constitution as a repre- sentative body, holding annual or biennial meetings, discussing questions involving the principles and philosophy of education, and sustaining an advisory relation to state and national systems of education. In several subsequent issues of that journal, editorials appeared, setting forth more fully the scope of the proposed Council and soliciting the opinions of ^\merican educators. Articles also appeared from correspondents in different parts of the country indorsing the proposed Council and offering valuable suggestions as to its structure, purposes, and relations to the educational world. In the autumn of 1879 several state organizations passed resolutions in favor of a National Council. As time passed, many prominent educators wrote and spoke favorably of the project — notably E. E. White, of Ohio; W. F. Phelps, of Minnesota; Samuel Eliot, of Boston; W. T. Harris, of St. Li the work of the Council, he argued, would be instigational, .scientific, and fielilx-rativc; its prerogative, only advisory and recommendatr)ry, bearing the weight of the well-matured convictions of the best tea( hers and wisest educators. The discussion which followed was particij)ated in by W. T. Harris, of Missouri; J. P. Wickersham, of Pennsylvania; A. P. Marble and D. H. Hagar, of Mas.sachusetts; .\aron Gove, of Colorado; H. S. Tarbell and J. H. Smart, f a C< un( ii and presented various suggestions as to its formation and work. On motion, it was voted that a committee 1)0 apjKjinted to prepare a plan f»f organization to be re)M)rt(il to the Ixiard of directors of the N. E. A. at Chautauqua, X. V., in July, 1880. This (f)mmittee consisted of Messrs. Bicknell, of Massai hu.setts, chairman; WiLson, of Wiishington; Wic kc-rsham, of I'ennsylvania; Harris, ort, through its (hair- man to the Directors of the N. E. A. at Chautauqua, .\'. \., on July i.j, 1S80, which. 6o8 NATIONAL EDUCATIONAL ASSOCIATION [National after discussion by the board, was unanimously approved and recommended to the N. E. A. for adoption. This report is not presented here since its essential recommendations were all embodied in the Constitution which follows. The report of the Committee on a National Council of Education was received by the Association from the board of directors, and adopted unanimously. Subsequently members were elected in accordance with the recommendations of the report of the Com- mittee on Organization. These members met and elected James McCosh, of New Jersey, as temporary chairman, and Thomas W. Bicknell, of Massachusetts, as secretary. The following constitution was then adopted: CONSTITUTION AND BY-LAWS Preamble. In order to consider educational questions of general interest and of public importance, and to formulate such conclusions as may be reached, the National Council of Education is organized within the National Educational Association, and adopts the following constitution: Article i. This organization shall be called the National Council of Education. Art. 2. Any member of the Association identified with educational work is eligible to membership in the Council, and after the first election such membership shall continue for six years, except as hereinafter provided. Art. 3. At the first election of members to this Council, the several departments, namely, the Elementary, the Higher, the Normal, the Superintendents, and the Indus- trial, shall elect three members each. The directors of the Association shall elect twelve other members and the Council thus constituted of 27 members shall elect 24 additional members, making the total number of the Council 5 1 persons. Art. 4. The term of service of the several members of the Council chosen at the first election shall be arranged by the executive committee of the Council. Art. 5. At all subserjuent elections each of the several departments shall elect bien- nially one member. The directors shall elect annually two members, and the Council shall elect annually four members, who shall hold office for six years, or until their suc- cessors are appointed. Art. 6. The annual election of members of the Council shall be held in connection with the annual meetings of the Association. If any department of the Association or the board of directors shall fail for any reason to fill its quota of members annually, the vacancy or vacancies shall be filled by the Council. Art. 7. The Council shall hold an annual meeting in connection with the meeting of the Association, and such other meetings as may be provided for by vote of the Council. Art. 8. If a member fail to attend the annual meetings of the Council for two consecu- tive years, his place shall be considered vacant, unless he be excused by a two-thirds vote of the Council. A vacancy caused by absence, by death, or for any other cause, shall be filled by the Council. Art. 9. No state shall be represented by more than eight members in the Council. Art. ID. The officers of the Council shall be a President, a Vice-President, and a Secretary. An executive committee, consisting of the three ofiicers above named and four other members, shall be appointed, and such other committees as mav from time to time be necessary. The three officers and the other members of the E.xecutive Com- mittee shall be elected annually, at the time and place of the annual meeting of the Asso- ciation, and shall continue in office until their successors are chosen. It shall be one of the duties of the Executive Committee to make an annual report of the doings of the Association. Art. II. This constitution may be altered or amended at a regular meeting, by the unanimous consent of the members present, or by a two-thirds vote of the members present, in case such alteration or amendment has been proposed in writing at a previous regular meeting, and any provision may be waived, at any regular meeting, by unanimous consent. Art. 12. By-laws not in violation of this constitution may be adopted by a two- thirds vote of the Council. MEMBERS Israel W. Andrews, Marietta, O. Anna C. Brackett, New York City. Henry Barnard, Hartford, Conn. Edward Brooks, Millersville, Pa. Newton Bateman, Galesburg. 111. N. A. Calkins, New York City. Grace C. Bibb, Columbia, Mo. D. N. Camp New Britain, Conn. Thomas W. Bicknell, Boston, Mass. A. L. Chapin, Beloit, Wis. Councill THE NATIONAL COUNCIL OF EDUCATION 609 J. \V. Dickinstm. Boston, Mass. John Eaton, Washington, D. C. W. W. Folwfll. Minneapolis. Minn, D. C. Oilman. Baltimore. Md. Aaron Go\-e, Denver, Colo. S. S. Greene, Providence, R. T. J. M. Gregory, Urbana. 111. \V. T. Harris. St. Louis. Mo. John Hancock, Dayton, O. W. D. Hankie, Salem. O. D. B. Hagar, Salem, Mass. E. C. Hewett. Normal, 111, Ellen Hyde. Framingham, Mass. E. S. Joynes. Knowille. Tenn. F. A. March, Easton. Pa, Lemuel Moss, Bloomington, Ind. .A, P. Marble. Worcester, Mass. James McCosh. Princeton, N. J. W. A. Mowry. Providence. R. I. M. A. Xeweli. Baltimore Md. B. G. Northrop. Hartford, Conn. Edward Olney, Ann Arbor. Mich. G. J. Orr, Atlanta, Ga. John B. Peaslee, Cincinnati, O, W. F. Phelps. Winona, Minn, John D. Phil brick. Boston, Mass, J. L. Pickard. Iowa City, la. A. J. Rickoff. Cleveland, O. C. C. Rounds, Farmington, Me. W. H. Ruflner. Richmond, Va. H. E. Shepard. Baltimore. Md. J. H. Smart. Indianapolis, Ind. F. Louis Soldan, St. Louis. Mo. E. T. Tappan, Gambier. O, H. S. Tarbell, Indianapolis, Ind. H. S. Thompson, Columbia, S. C. C. O. Thompson, Worcester, Mass. S. R. Thompson. Lincoln. Neb. E. E. White, Lafayette, Ind. J. P. Wickersham. Harrisburg, Pa. J. O. Wilson. Washington. D. C. .■\t 1 1:00 A.M., on Friday, July 16, the Couinil nut on the call of the president, when the Committee on Nominations presented the following names for officers for 1880, and they were elected. President. — Thomas W. Bicknell, Massachusetts. Vice-President. — James McCosh. New Jersey. 5)ecretary. — F. Louis .Soldan, Missouri. Executive Committee (with the above). — J. P. Wickersham. Pennsylvania; E. E. White, Indiana-, Anna C. Brackett, New York; Wm. H. Ruffner, Virginia. It was voted to publish a circular containing a statement of the purposes of the Council, the report of the committee, the constitution, and a list of members. It was also voted to hold the first meeting in connection with, but prior to, the ne.xt annual meet- ing of the National Educational Association. The Council of Education then adjourned. The Constitution of the Council has been variously amended since organization* as may be determined by reference to the annual volumes of Proceedings since 1880. CONSTITUTION- PREAMBLE The National Council (jf Education shall have for its object the consideration anil «li.s(Ussion of edutational (juestions of general interest and public importanie, and the presentation, thru i)rinted reports, oi the substance of the discussions and the loiu lusions formulated. It shall be its (jbjei t to reach and dis.seminate correi t thinking on educa- tional jjuestions; and, for this ])urpose, it shall be the aim of the Council, in condui ting its discu.ssions, to flefine and state with accuracy the dilTerent views and theories on the- subject under consideration, and, secondly, to discover and rejjre.sent fairly the grounds and rea.sons fm|)lished. It shall emljoely in this rc|>ort a survey of those educatioiud topics which seem to call for any action on the part of the A.s.soe iation. The Counc il shall ;ipi)oint, out of its own number, ■ Including all amendmrnlii to icjo?. 6lO NATIONAL EDUCATIONAL ASSOCIATION ^National committees representing the several departments of education, and thereby facilitate the exchange of opinion among its members on such special topics as demand the attention of the profession or of the public. ARTICLE I — MEMBERSHIP 1. The National Council of Education shall consist of sixty members, selected from the membership of the National Educational Association. Any member of the Associa- tion identified with educational work is eligible to membership in the Council, and, after the first election, such membership shall continue for six years, except as hereinafter provided. 2. In the year 18S5 the Board of Directors shall elect eight members — four members for six years, two for four years, and two for two years, and the Council shall elect eight members — five members for six years, two for four years, and one for two years; and annually thereafter the Board of Directors shall elect five members and the Council five members, each member, with the exception hereinafter provided for (sec. 5), to serve six years, or until his successor is elected. 3. The annual election of members of the Council shall be held in connection with the annual meetings of the Association. If the Board of Directors shall fail, for any reason, to fill its quota of members annually, the vacancy or vacancies shall be filled by the Council. 4. The term of service of the several members of the Council chosen at the first election shall be arranged by the Executive Committee of the Council. 5. The absence of a member from two consecutive annual meetings of the Council shall be considered equivalent to resignation of membership, and the Council shall fill vacancies caused by absence from the Council as herein defined, as well as vacancies caused by death or resignation, for the unexpired term. All persons who have belonged to the Council shall, on the expiration of their membcrshijj, become honorary members, with the privilege of attending its regular sessions and participating in its discussions. No state shall be represented in the Council by more than eight members. ARTICLE II — QUALIFICATION FOR MEMBERSHIP All members of the Council shall be either life or active members of the National Educational Association. ARTICLE III — MEETINGS There shall be a regular annual meeting of the Council held at the same place as the meeting of the National Educational Association, and at least two days previous to this meeting. There may be special meetings of the Council, subject to the call of the Executive Committee, but the attendance at these meetings shall be entirely voluntary. A majority of the Council shall constitute a quorum for the transaction of business at any meeting, whether regular or called; but any less number, exceeding eight members, may constitute a quorum for the transaction of business at the regular annual meeting, as defined in this article. ARTICLE IV — THE WORK OF THE COUNCIL The Council shall, from time to time, undertake to initiate, conduct, and guide the thoro investigation of important educational questions originating in the Council; also to conduct like investigations originating in the National Educational Association, or any of its departments, and requiring the expenditure of funds. ARTICLE V — THE APPOINTMENT OF SPECIAL COMMITTEES AND EXPERTS In the appointment of special committees, and in the selection of writers and speakers, it shall be the privilege of the Council to appoint such experts, whether members of the Council or not, as are deemed best qualified to conduct investigations. ARTICLE VI — OFFICERS At the annual election of officers in 1904 the president of the Council shall be elected for a term of three years, the vice-president for a term of two years, and the secretary for a term of one year; and thereafter annually the vacancy caused by the outgoing officers shall be filled by the election of one person for a term of three years. It shall be the duty of the president of the Council to prepare, with the assistance and approval of the Executive Committee, such a program for the annual meeting as shall realize as fully as practicable the purposes for which the Council was organized and exists. Council] THE NATIONAL COUNCIL OF EDUCATION 6ii ARTICLK VII — STANDING COMMITTEES 1. There shall he four standing committees: an Executive Committee, a Committee on Memhership, a Committee on Educational Progress, and a Committee on Investiga- tions and Ajipropriations. 2. The Executive Committee shall be composed of the president of the Council and of three other members, whose terms of olTice shall be so arranged that one new member may be chosen each year, beginning with the year i8()(). 3. It shall be the duty of the Executive Committee to provide an annual program by selecting, whenever fcasil)le, subjects for investigation, and apjiointing conmiittees to conduct such investigations. It shall Ix- the duty of the Executive Committee to carry out the provisions contained in this constitution referring to volunteer and invited papers. It shall be the duty of the Executive Committee to provide a place on the program for the report on any investigation which may be ordered by the National Educational Asso- ciation or its departments. 4. The Committee on Membersliip sliall be composed of the ])resident of the (\)uncil and six other members, whose terms of office shall be so arranged that two vacancies may be filled every year, beginning with i8q(). 5. There shall be appointed annually a committee of one to submit, at the next meeting, a report on "Educational Progress during the Past Year," in which a survey s, Plymouth. X. H. .Sec. E. I-'.. White. I^ifayctle, Im). S<'(,. I'.. W. Cov. Cincinnati. O. 1883 SARATOGA SPRI.NGS. .\. V. 1889 .\ASI1\ ILLK. TENN. Prcii., Thomas W. Ukkneli., Boston. .Ma.ss. I'res., J. L. Pickakii, Iowa Citv la. V.-Pros.. E. E. White. I^ifayclte, In.l. V.-Prcs.. W. 'IV IIarkis. Concnl. Mass Sec, {'. C. RouNKs. Farmini{ton, .Mc. Sec. .VI\rv E. Nkiioi.son. In(lian.i|K)lis. Ind. 1884 .MADISO.V, WIS. i8qo ST. PAUL,- MI. \N. Prrs.. E. E. White. Jjifayctte. Iml. Pres., Sei.im H. pKABonv, Ch:im|>:\iKn. III. • \'.Prrs., T. W. Bu knki.i.. Boston. .M.xss. V.-Pres., (>kokc,e IIowi.and. Chicano, III. .Set., A. G. BoYiiES. BrirlRrwatcr, Mass. Sec., I). L, Kiehi.e. .St. Paul, Minn. 885 SARATOGA SPRIN(;s .\. V. 1801 lORO.Vro, ONP. Pre*., E. E. White Cincinnati. O. Prcs.. Sei.im H. Peabddy, ChampaiKn. III. V.-Prim., Daniel B. Hacah. Salem. Mass. \'.-J'rc».. Geohck IIowlanh. CliicaRo, III. Sec, Geokoe p. Bk'iwn, Terre Haute. Iml Sn.. I) L, Kiehi.e. St. Paul. Minn. 1886 TOI'EKA KA.NS "K'Ji S.\kA K )( ;.\ SPRI\(;S. .\. V. Pre*.. Daniel B. Hacab. .Sairm M.uw. •'"» , James M Bakeh, Denver. C.ilo. V.-Prcn.. H S. Jones. Erie. Pa. V.-Prw., E. W. Cov, Cincinnati. O. Sec and Trens.. GKoucil' P Bmown. Terre Sec. N. C. S> William L. Bryan (C) 1895-1898; also 1905-1908 Joseph Swain (C) 1899-1903 4" John W. Carr (C) 1900-1905 5's Calvin N. Kendall (A) 1904-1906 Miss N. Cropsey (C) 1905-1909 KjWA • J. L. Pickakd (C) 1880-1885-1891 II W. F. Kino (C) 1886-1889-1895-1901-1904 18 Henry Sabin (A) 1889-1893-1899 10 H. H. Seerley (C) 1891-1894-1900 0 KANSAS George T. Fairchild (A) 1885-1891-1894 9'* Frank A. Fitzpatrick (C) 1886-1887-1892 6" James H. Canfiei.d (A) 1886-1891 5"' A. R. Tayujr (A) 1892-1895-1901 9'" W. M.Davidson (C) 1899-1902-1904 5'' J. N. Wilkinson (C) 1904-1906 KKNTUCKY W. H. Bartholomew (A) 1890-1893-1899-1905-1911 Gkorce T. Faikchild (A) 1898-1900 3'" F. H. Mark (A) 1903-1907 LOUISIANA Edwin A. Aldf.bman (A) 1900- 1902 -1904 4" John M. Ohuwav (A) 1885-1889 4 MAINE C C. Rounds (A) 1880 1882 2" Wm. J. Cobthkm (C) 1886-1888 1 ' Sec Imliiina. ■> Sec New Jeriwy. '» S>i'nn, Mass C 1906 ♦James M. Green. Trenton. N. J A 1907 ♦Augustus S. Downing. Albany. N. Y A 1907 A. R. Taylor. Decatur. Ill A 1907 S^Chiis. D. Mclver. Greenlxiro. N. C A 1907 ♦!•;. H. .Mark. LouisWlle. Ky A 1907 ♦William E. Hatch. X'ew Bedford. Mass C 1907 ♦Beltie A. Dutlon. Cleveland. Ohio C 1907 ♦Charles H. Keyes, Hartford, Conn C 1907 ♦.Andrew S. Draper. Albany. X. Y C 1907 Wm. K. Fowler. Lincoln. Xcb C 1907 Charles F. Thwing. Cleveland, Ohio A 190S •:r-Vlbcrt G. I^ne. Chicago, 111 A 1908 John R. Kirk. Kirksville. Mo A 1908 William L. Bryan. BUwmington, Ind A 1908 J. F". Millspaugh, Tyos Angeles. Cal A 1908 ♦W. M. Dandsfin. Omaha, Xeb C 1908 Martin G. Brumbaugh. Philadelphia, Pa. . .C 1908 ♦L. E. Wolfe. San Antonio, Tex C 1908 ♦James E. Rus.sell. Xew York. X. Y C 1908 ♦Oliver S. Wc-stcott, Chicago, III C 1908 Term expires ♦W, T. Harris. Washington. D. C A 1909 +*Wil]iam R. Harper. Chicago. Ill A 1909 William H. Maxwell. Xew York. N. Y A 1909 E. G. Cooley. Chicago. Ill A 1909 ♦Howard J. Rogers, Albany, N. Y A 1909 N. Cropsey, Indianapis .Angeles, Cal. H. B. I''risscll. Hampton, Va, R. B. F'ullon, University, Mis.>i. Charles B. GillKrl. Xew York. X. Y. Daniel C. Gilm.in. Baltimon. Mil, James C. Greenough, Weslluld, .Mass. W. X. H.iilmann. Chicago. Ill, G. Slanliv ll.dl, Worcester, Mass, Paul H. Il,inus. Camliridge. Mass. Waller I. Ilrrvry. New York, N, Y. J. George llodgins, 'I'oronio, (?un. James H . lliMise, Pa.sadenn, Cnl, George II. Ilowison, Berkeley, Ciil. ♦ Prcm-nl at the Council jMiwinns al ,\sbury Park and ( )c cin Grove. N. J.. 190.S. total forty-one. Rmigned Scplcmlicr. 1905. 1 '.''.'■''. January 10, 1906. Dic. ii)o6. 6i8 NATIONAL EDUCATIONAL ASSOCIATION [National OFFICERS, STANDING COMMITTEES, MEUBERS—Continued James L. Hughes, Toronto, Can. Thomas Hunter, New York, N. Y. Ellen Hyde, Farmington, Mass. Edmund J. James, Champaign, III. Charles M. Jordan, MinneapoHs, Minn. Edward S. Joynes, Columbia, S. C. David L. Kiehle, Minneapolis, Minn. William F. King, Mt. Vernon, Iowa. Henry M. Leipziger, New York, N. Y. James MacAhster, Philadelphia, Pa. Francis A. March, Easton, Pa. Lillie J. Martin, Stanford Univ., Cal. Charles A. McMurry, DeKalb, 111. William A. Mowry, Hyde Park, Mass. Mary E. Nicholson, Indianapolis. Ind. John M. Ordway, New Orleans. La. Warren D. Parker, River Falls, Wis. W. H. Payne, Ann Arbor, Mich. John B. Peaslee. Cincinnati, Ohio. WilUam F. Phelps, St. Paul, Minn. Josiah L. Pickard, Brunswick, Maine. Edward T. Pierce, Los Angeles, Cal. J. R. Preston, Jackson, Miss. John T. Prince, West Newton, Mass. George J. Ramsey, Lexington, Ky. Frank Rigler, Portland, Oregon. William H. Ruffner, Lexington, Va. Ellen C. Sabin, Milwaukee, Wis. Henry Sabin, Des Moines, Iowa. J. G. Schurman, Ithaca, N. Y. H. H. Seerley, Cedar Falls, Iowa. H. E. Shepard, Baltimore, Md. Irwin Shepard, Winona, Minn. Edgar A. Singer, Philadelphia, Pa. Charles R. Skinner, Watertown, N. Y. Euler B. Smith, Athens, Ga. J. L. Spalding, Peoria, III. Homer B. Sprague, Newton, Mass. J. W. Stearns, San Diego, Cal. Grace Bibb Sudborough, Omaha, Neb. John Swett, Martinez, Cal. W. R. Thigpen, Savannah, Ga. L. S. Thompson, Jersey City, N. J. Julia S. Tutwiler, Livingstone, Ala. Delia L. Williams, Delaware, Ohio. J. Ormond Wilson, Washington, D. C. Lightner Witmer, Philadelphia, Pa. H. K. Wolfe, Lincoln, Neb. C. M. Woodward, St. Louis, Mo. Ella F. Young, Chicago, 111. Robert Allyn 1894 Israel W. Andrews 1888 Jo.seph Baldwin 1899 Henry Barnard igoo William N. Barringer 1807 Newton Bateman 1897 Reuben S. Bingham 1902 Norman A. Calkins 1895 Aaron L. Chapin 1892 Clara Conway 1904 J. L. M. Curry 1902 N. R. H. Dawson 1895 John W. Dickinson 1901 Larkin Dunton 1899 John Eaton 1906 W. R. Garrett 1903 Samuel S. Greene 1883 John M. Gregory 1898 George T. Fairchild 1901 Daniel B. Hagar 1896 John Hancock 1891 William R. Harper 1806 DECEASED MEMBERS William D. Henkle 1882 Edwin C. Hewett 190S Elnathan E. Higbee 1889 Frank A. Hill 1903 Burke A. Hinsdale 1900 Ira G. Hoitt 1905 George Howland 1892 John S. Irwin 1901 Henry M. James 1901 H. S. Jones 1900 Thomas Kirkland 1898 Albert G. Lane 1906 Merrick Lyon 1888 James McCosh 1894 Charles D. Mclver 1906 Albert P. Marble 1906 Thomas J. Morgan 1902 Lemuel Moss 190S M. A. Newell 1893 Birdsey G. Northrop 189S Edward Ohiey 1886 Gustavus J. Orr 1888 Francis W. Parker 1902 S. S. Parr 1900 SeHm H. Peabody 1902 John D. Philbrick 1885 Matilda S. Cooper Poucher. . 1900 William B. Powell 1904 Zalmon Richards 1899 Andrew J. Rickoff 1899 Charles C. Rounds 1901 Edward R. Shaw 1903 William E. Sheldon 1900 James H. Smart 1900 R. W. Stevenson 1893 Thomas B. Stock well 1906 Eli T. Tappan 1888 Horace S. Tarbell 1904 Charles O. Thompson 1885 H. S. Thompson 1904 Arnold Tompkins 1905 Emerson E. White 1902 James P. Wickersham 1891 S. G. Williams 1900 TOPICS 1881 'Report on Industrial Education. — E. E. White, Ohio. 1882 'Report on Chairs of Pedagogy in Colleges and Universities. — W. T. Harris, Massachusetts. The High School: Its Necessity and Right to Exist as a Part of a True System of Education. — J. L. Pickard, Iowa. The High School: Its Relation to the Lower Grades of the Public Schools. — John Hancock, Ohio. The High School: Its Relation to Business Life with a True Course of Studies. — William A. Mowry, Rhode Island. The High School: Its Relation to Schools of Technology. — C. O. Thompson, Indiana. Report on Educational Unity: the Harmonizing of Elementary, Secondary, and Collegiate Systems of Education. — Israel W. Andrews, Ohio, chairman. Report on a Course of Study for Country Schools. — J. W. Dickinson, Massachusetts. ' The papers read before the National Council were printed only in pamphlet form until 1884. Council] TITLES OF PAPERS AND DISCUSSIONS 619 1883 Report on Moral Education in Schools. — W. T. Harris, Massachusetts. Report on Physical Exercises in Public Schools. — J. H. HooSE, New York. Coeducation. — H. S. T.^rbei.i., Indiana. Reprt on Hooks on I'edagogy. -.Vatha.N C. Schaeffkk, Pennsylvania. ReiKjrl on Agricultural Schools: Their Objects, Their Melhcxis, and i'.iiuipnunts. — Geo. 'I'. Fairciiu.I), Kansas. RefKirt on Waste in Elementary Efiucation. -J. W. .Stearns, Wisconsin, c hairnian. Rc[K>rt on the Business Sifie of ("ily-.School Systcm.s. — H. A. IIinsdaik, Ohio. 1889 Licensure of Teachers -Discussion. Re[K)rt on the f)p[)ortunitic-s of ilic Rural I'opnlatioti for Higher Eclucation. - James H. (!anfiei.I), Kansas. RejMjrt on Professional and .Academic Studies. in Normal Schools. Robert .Allyv, Illinois. RcfKirt on Hygiene- in Eclucation, Jlarmonious Development. -W. N. Haii.MANN, Infliana. 620 NATIONAL EDUCATIONAL ASSOCIATION [National 1889 Report on the Educational Value of Manual Training. — W. T. Harris, Massa- chusetts. Report on What Statistics Should Be Collected by Superintendents ? — J. M. Greenwood, Missouri. City-School Systems. — W. T. Harris, Massachusetts. 1890 In Memoriam Elnathan Elisha Higbee. — Nathan C. Schaeffer, Pennsylvania. Report on School Superintendence in Cities. — E. E. White, Ohio. Report on Educational Literature. — W. E. Sheldon, Massachusetts, and Others. Report on Coeducation of the Sexes. — John Hancock, Ohio, chairman. Report on Essentials of Elementary Education. — N. A. Calkins, New York. Supplementary Report of Committee on School Systems. — B. A. Hinsdale, Michigan. 1891 In Memoriam John Hancock, LL.D., Ohio. — E. E. White, Ohio. Report on Compulsory Education. — D. L. Kiehle, Iowa, chairman. Report on Uniformity in Requirements for Admission to College. — Jas. H. Baker, Colorado, chairman. Report on City Normal Schools. — L. H. Jones, Indiana, chairman. Report on the Education of the Will. — George P. Brown, Illinois, chairman. Report on Hygiene — Physical Education. — Miss Clara Conway, Tennessee. Report on Educational Statistics. — W. T. Harris, District of Columbia. The Education of Girls. — Robert Allyn, Illinois. Report on the Reorganization of the National Council. — W. E. Sheldon, chair man. 1892 Report on the Practical Culture of the Moral Virtues. — Joseph Baldwin, Texas. Report on the Uses of Literature in Elementary Education. — L. H. Jones, Indi- ana, chairman. Report on the Scope and Character of Pedagogical Work in Universities. — Charles DeGarmo, Pennsylvania, chairman. Report on the Relation of the Normal School to Other Institutions of Learning. — C. C. Rounds, New Hampshire, chairman; N. C. Schaeffer, Pennsylvania. Report on the Relation of Mnemonic Systems to the Cultivation of the Power of Thought. — W. T. H.-VRRis, District of Columbia. Report on the Grading in Country Schools. — George A. Walton, Massachusetts. Report on Round-Table Discussion on Promotions in City Schools. — N. C. Dougherty, Illinois. Report of Round-Table Discussion on the Uses of Literature in Elementary Edu- cation.— L. H. Jones, Indiana. Report of Round-Table Discussion on Apperception. — Ch.-vrles DeGarmo, Pennsylvania. 1893 No meeting. 1894 Report on the Relation of Technical to Liberal Education. — C. M. Woodward, Missouri. Report on Professional and Technical Instruction in the University. — NICHOLAS Murray Butler, New York. The Dogma of Formal Discipline. — B. .\. Hinsdale, Michigan. Report on The Psychology of the Imitative Functions in Childhood as Related to the Process of Learning. — W. T. Harris, District of Columbia, chairman. Review of the Report of the Committee of Ten. — James H. Baker, Colorado. The Country-School Problem. — Emerson E. White, Ohio. 1895 Moral Instruction in the Elementary Schools. — JaMES H. Baker, Colorado. Report on Economy in Elementary Education. — Bettie A. Dutton, Ohio. .Report on Ungraded Schools. — Henry Sabin, Iowa, chairman. Round-Table Report to the National Council of the Influence of Herbart's Doc- trine on the Course of Study in the Common Schools. — Charles A. McMuRRY, IlHnois. Report on the Laws of Mental Congruence and Energy Applied to Some Peda- gogical Problems. — -B. A. Hinsdale, Michigan. Report on the Kind and Amount of Practice-Work, and Its Place in the Normal- School Course. — John W. Cook, Illinois. 1896 Report on Moral Instruction in Elementary Schools. — Emerson E. White, Ohio. The Ethical Value of History in Elementary Schools. — J. F. Millspaugh, Utah. The Incidental Method of Moral Instruction. — Lucia Stickney, Ohio. Report on the Preparation of Manual and Industrial-Training Teachers a Fum lion of the Technical School. — Charles H. Keyes, California. Council] TITLES OF PAPERS AND DISCUSSIONS 62 1 1896 RejKJrt on the Higher Lifr of the College. — John E. Bradlky, Illinois. How the Will Combine.'^ with the Intellect in the Higher Orders of Knowing. — W. T. H.VRRIS, District of Columbia. Rejxirt on Hygiene and Physical Training. — Wii.iiam .\. Mowry, Massa- chusetts. RejKirt on the Business Side of City-School Systems. — Aaron Go\ii, Colorado. 1897 The Aesthetic Element in Education. — John Dkwey, Illinois; W. T. Harris, District of Columbia; Mary E. Nicholson, Indiana. University Ideals at Princeton. — A. T. Ormond, New Jersey. The State University. — James H. Baker, Colorado. University Ideals at Stanford. — Joseph Swain, Indiana. Election in General Education. — E. E. White, Ohio. Rcf)ort of the Committee of Twelve on Rural Schools. — Henry Sarin, I(nva, chairman. Rural Schools — Report of the Subcommittee on School Maintenance. — B. A. Hinsdale, Michigan, chairman. Rural Schools — Rejxirt of the Subcommittee on Supervision. — Lawton B. Evans, Georgia, chairman. Rural Schools — Report of the Subcommittee on Supply of Teachers. — C. C. RoL'NDS, New Hampshire, chairman. Rural Schools — Report of the Subcommittee on Instruction and Discipline. — W. T. Harris, District of Columbia, chairman. Rural Schools. Ajjpendi.x .\. Some Sociological Factors in Rural Education. — 1898 Appendix C. Appendix D. Appendix E. .•\ppendix F. Apj)endix G. .^I)])ondix H. Appendix I. Ajijiendix J. Appendix K. B. A. Hinsdale, Michigan. Rural Schools. Appendix H. Rural Schools. Rural Schools. Rural Schools. Systems. Rural Schools. Rural Schools. Rural Schools. Rural Schools. Rural Schools. Rural Schools. Bradbun.'. Rural .Schools. Rural Schools. Rural Schools. Rural .Scho(jls. Rural .Schools. New York. Rural S( hools. Pennsylvania Rural Schools. Texas. Rural SchfKjIs. Rural Schools. PiTmanent School Funds. The California System of School Maintenance. The County as the Unit of Schof)l Organization. Comparative Cost of the Township and District Transportation of Pupils. Enrichment of Rural-Schf)ol Courses. The Farm as the Center of Interest. The Country-School Problem. Negro Teachers for Negro Schools. Teachers' Training School lOslablished l>v J. W. Teachers' Seminary at Plymouth, New Hampshire. Ajjpendix L. New York State School Library. Appendix M. Hygiene and Health in Public S(h<>( A])|)endix N. .appendix O. Appendix P. Appendix Q. S(hi)<)l Systems. Ivxtension Work in Rural S( hools. I,. II. Haii I V, Institutes in Pennsylvania. — D. J. W .\li.ek, Thomas .Arnold (i7(j5-i842).— W. S. Sutton, Intellectual and Moral Education. Continuous Sessions in Normal Schools. — Irwin Ap|)endix R. A|>pendix .S. Shei'ARD, Minnesota. School Hygiene— What It Is anl Architc-c ture — Hc-ating, Ventilation, Lighting, and Sanitary Arrangenunls. - F. Louis Scjldan, Missouri, D. H. Bkkcev, Pennsylvania. Si hcK)! Furniture — ScaLs, Math.s, Blac kl)oarcls, Maps, etc.- C. M. Cimiekt, New Jersey. School Diseases and Mc-dic .il Inspection. Dei.os Fall, Michigan. .Medical Ins]Kc lion of School Children.- Severance Burkac.e, Indian.i. 'I'lic- Hygiene c)f Instruction in Primary Schools. G. W. l"nz, M.i.ssac husetls. F.iiigue. Edward R. Shaw, New N'ork. The- .New P.syc hc»logy aiul the Consulling Psychologist. Josiaii Royce, M.issa- I husctts. Rational Psychology for Teachers. W. T. HARRIS, Di.stric I of Columbia. Rejxirt on Rural Sch<«ice. St. Louis, Mo. Sc-c. JosKPiii.s'K C. Lfx-KK. St. I>iuis, Mo, 5><-c., KiiKs RosK. Rochester, N. Y. 1885 SARATOGA SI'RINO. N. V. 1889 NASIIVILLK. TKN.V. I'rcs.. Otto Kiichs, Ualtimorc, .Md. I'res.. L. S. Tmowpson, Jersey City, N. J. V.-Pres., Waltkb S. Pebbv. Worcester, V.Pres.. T. J. Ri< iiarijson, Minue.ipolis. M.i.'t.H. Minn. .Sec, JfjsKPiiiNK C. IvOCKe, St. I>mis, .Mo, SNou(;il, (,"olunilnw, 0 Pres.. Jkssk H. Huown, Indianaixilin. Ind, V.-Pres,. C11AI11.K.S M, Cabtkb. HoHlon. .MiiHs. V.-Pre»., Sai.i.ip. Thomas. Nashville, Tenn. Sec, ViKsvA liouf.r., Winona. Minn. Src. AuA M, LAiinHl,iN, .St. Paul, .Minn, 1887 CmCAOO. ILL. i»fY B. Merrill, New York, N. Y. Sec, Miss Mary F. Hall, Milwaukee, Wis. 1899 LOS ANGELES, CAL. Pres., Mrs. Marla Kraus-Boelte, New York, N. Y. V.-Pres., Miss F. Lawso.n, Los Angeles, Cal. Sec, Miss Mary F. Hall, Spencer, N. Y. 1900 CHARLESTON, S. C. Pres., Mrs. Kraus-Boelte, New York N. Y. V.-Pres., Miss M. Macfeat, Rock Hill, S. C. Sec, Miss E. Holmes. Charleston, S. C. 1 90 1 DETROIT. MICH. Pres.. Miss Evelyn Holmes, Charleston, S.C. \'.-Prcs. Carolina Hart. Baltimore, Md. Sec. Annie Laws, Cincinnati, O. 190a MINNEAPOLIS, AHiNN. Pres., C. Geraldine O'Grady, New York N. Y. V.-Pres., Miss Clara W. Mingins, Detroit, Mich. Sec, Mary C. May, Salt Lake City, Utah. 1903 BOSTON, M.\SS. Pres., Mrs. P. A. Shaw, Boston, Mass. V.-Pres., Miss S. L. Wood, Minneapolis, Minn. Sec, Miss C. Wheeler, Grand Rapids, Mich. 1904 ST. LOUIS, MO. Pres., Miss Jenny B. Merrill, New York. N. Y. V.-Pres.,MRS. M. J. Stannard, Boston, Mass. Sec, Mrs. O. S. Chittenden, Omaha, Neb. 1905 ASBURY PARK and OCEAN GROVE, N.J. Pres., Miss M. J. Miller. Rochester, N. Y. V.-Pres., Miss A. Harvey, Brooklyn, N. Y. Sec, Miss A. E. Harbaugh, St. Louis. Mo. 1906 No meeting 1907 LOS ANGELES, CAL. Pres., Miss M. C. May, Salt Lake City, Utah. V.-Pres., Elmer E. Brown, Berkeley, Cal. Sec, Miss M. E. Murray, Springfield, Mass TOPICS 1885 President's Address — The Chief Kindergarten Problems. — \V. N. Hailmann, Indiana. The Kindergarten in the Mother's Work. — Mrs. E. P. Bond, Massachusetts. Relation of the Kindergarten to the Primary School. — John W. Dickinson, Massachusetts. Some Essentials of the Kindergarten. — Mrs. EuDORA Hailmann, Indiana. 1886 Joint Sessions with the Elementary Department, Which See. 1887 President's Address — W. N. Hailmann, Indiana. Value of Kindergarten Training in Normal Schools. — Miss Clara A. Burr, New York. Application of Froebel's Principles to the Primary School. — Miss Kate L. Brown, Massachusetts. The Kindergarten in the Education of the Blind. — Miss Eleanor Beebe, Kentucky. 1888 Brief Resume of Kindergarten Growth. — Mrs. S. B. Cooper, California. The Educational Value of the Beautiful. — N. C. Schaeffer Pennsylvania. Professional Training-School for Kindergartens and Teachers. — C. H. McGrew, Califfjrnia. 1889 President's Oi>ening Remarks. — W'm. E Shei.don, Ma.ssachu.selts. The Kindergarten Methods Contrasted with the Methods of the American Primary Schofjj. — W. T. Harris, Mjuisachu.setts. •Story Tell'ng in the Kindergarten. — .Miss NORA A. Smith, California. The Principles and Methods of Educating Our diris for Parenthood. — Mrs. KtuoRA I.. Haii.MAN.n, Indiana. 'J he Kindergarten in Kclatiun to Motherhood. Mrs. Sarah B. CooI'ER, Califnrnia. Eroelx-I's Message lu I'arc nls. — Mrs. A. H. Putnam, Illincjis. The Child. — F. A.I'akki-.r, Illinois. 1890 The Kindergarten Work and Mission frr»m the Standpoint of an Outside OI).server. —.Miss HnKN E. Starrktt, Illinois. The Effects of Kindergarten Training on the Piiniary .ScIkmiI. Ikwin Shki'ARD, Minnes-ita. They Have Eves an»l Ears. -Mis.s LucY F. WiiKKi.nc k, Massachusetts. .S(hfK)lishne.ss in the Kindergarten. — W. N. Hailmann, Indiana. The letter Killclh. — Mi.ss Anna E. Bryan, Kentucky. 628 NATIONAL EDUCATIONAL ASSOCIATION [Kindergarten 1 891 Kindergarten and the Primary School. — W. T. Harris, District of Columbia. Kindergarten Methods in Intellectual Training. — Mrs. J. L. Hughes, Ontario. The Organic Connection between the Kindergarten and the Primary School. — Miss N. Cropsey, Indiana. Theory Tested by Experience. — Miss Anna E. Frederickson, Indiana. Magicians That Make a Child's Life Happy or Miserable. — Mrs. Louise Pollock, District of Columbia. Some Things a Kindergartner Should Know. — Wm. E. Sheldon, Ma.ssachusetts. 1892 President's Address — Kindergarten Unity in Diversity. — Mrs. J. L. Hughes, Ontario. Symbolic Education as Illustrated in the Mutterund Kose Lieder. — Laura Fisher, Missouri. Professional Training of Teachers. — Mrs. Eudora L. Hailmann, Indiana. The Artistic Simplicity of Child- Work. — Amalie Hofer, New York. Practical Psychology in the Kindergarten. — Constance MacKenzie, Pennsyl- vania. Songs, Morning Talks, and Stories. — Emilie Poulsson, Massachusetts. Influence of Expression on Thought. — Miss Guddings, Rhode Island. 1894 Letter of Greeting to Kindergartners Assembled at Asbury Park. — Susan E. Blow, Missouri. President's Address. — Constance MacKenzie, Pennsylvania. The Related Development of Morality and Intelligence in the Kindergarten Idea. — Mrs. Leontine T. Newcomb, Ontario. What Can the Kindergarten Do for History and Literature in the Higher Grades ? — Sara E. Wiltse, Massachusetts. Essential Principles of the Kindergarten System. — Angeline Brooks, Connecticut. Ideal Relation of Kindergarten to Primary Schools. — Lucy Wheelock, Massachu- setts. 1895 The Social Settlement and the Kindergarten. — Amalie Hofer, Illinois. The Work of the Pestalozzi-Froebel Haus. — Mrs. S. H. Harriman, Rhode Island. The Kindergarten and the Home. — Mrs. James L. Hughes, Canada. Mothers' Meetings — How to Conduct Them. — Mary C. McCulloch, Missouri. Mothers' Meetings — How to Conduct Them among the Poor. — Wilhelmina T. Caldwell, Colorado. Comparison of the Educational Theories of Froebel and Herbart. — James L. Hughes, Canada. The Faculty and Ministry of Song. — W. L. Tomlins, Illinois. A Knowledge of the Kindergarten Indispensable in Primary Instruction. — Sarah L. Arnold, Massachusetts. 1896 The Purpose of the Story in the Kindergarten. — Sara E. Wiltse, Massachusetts. Child-Study for Fathers and Mothers. — M. V. O'Shea, New York. The Children of Our Cities. — Mary E. McDowell, Ilhnois. Psychology of Descriptive Gesture. — S. H. Cl.'Vrk, Ilhnois. The Allies of the Kindergarten. — Caroline T. Haven, New York. The Problem of the City Kindergarten. — Bertha Payne, Ilhnois. 1897 The Kindergarten and Child-Study. — John Dewey, Ilhnois. Has Child-Study Any Help for the Kindergarten ? — Bertha Payne, Illinois. Froebel's Use of Child-Study. — C. G. O'Grady, Pennsylvania. Methods of Child-Study in the Kindergarten. — Jenny B. Merrill, New York. The Kindergarten in the Public Schools. — C. B. Gilbert, New Jersey. Kindergarten Work and Principles in the School. — Katherine Beebe, Illinois. 1898 The Value of the Ideals Set Forth in the Mother-Play Book. — Elizabeth Harrison, Illinois. Children's Gardens. — Jenny B. Merrill, New York. A Child's Song. — Maki Ruef Hofer, Illinois. Ideal Play in the Kindergarten. — SusAN Plessner Pollojtk, District of Columbia. The Development of the Inner Life of the Child. — Mrs* Maria Kraus-Boelte, New York. A Kindergarten Message to Mothers. — Mrs. Ada Marean Hughes, Canada. The Influence of the Kindergarten upon the Schools. — F. Louis Soldan, Missouri. 1899 Some Criticisms of the Kindergarten. — Nicholas Murray Butler, New York. Character-Study in the Kindergarten. — Thomas P. Bailey, Jr., California. Relation of Imitation tf) Originality and Consequent Freedom. — Mary F. Led- yard, California. Deparimenil TITLES OF PAPERS AXD DISCUSSIONS 629 1899 Mental and Moral Dovt-lopmcnl of tlu- Kindorgarlcn Child.— C. C. \'.\N Lif.w, Califorina. Music in the Kindergarten. — Anna M. Stov.ai.i,, California. Naughty Children. — Elmer Ellsworth, California. The Kindergarten Child Physically. — Frederic Burk, California. 1900 President's .\ddress — How the Kindergarten Develops the Chiki's Power. — Mrs. M.\RL\ Kr.aus-Boelte, New York. A Mother's Advice to Kindergartners. — Mrs. Clarence E. Melenev, New York. The Need of Kindergartens in the South. — Philander P. Claxton, North Carolina. The Kindergarten Gifts — A Fragment. — Harriet Neil, District of Columbia. The Kindergarten and the Primary School in Their Relation to the Child and to Each Other. — Emma .X. Newman, New York. The Educational Use of Music for Children Inder the Age of Seven Years. — Mari RuEF HoFER, Illinois. 1901 Work and Play in the Kindergarten. — Mrs. Alice H. Putnam, Illinois. Work and Play in the Primary and Grammar Grades. — Charlotte M. Povve, South Carolina. Work and Play in Youth.^M. V. O'Shea, Wisconsin. President's Address — Kindergarten Department. — Evelv.n Holmes, South Carolina. Necessary Elements in Work and Play, and Some Practical Consequences. — C. Geraldine O'Grady, New York. Rhythm in the Kindergarten. — Ethel Roe Lindgren, Illinois. 1902 Hindrances to the Development of Language. — Cecilia Adams, Colorado. How Froebel Planned to Foster the Child's Powers in Language. — Mrs. Alice H. Putnam, Illinois. The Need for English Studv bv Kindergarten Students. — Mary C. May, Utah. 1903 Kindergarten Principles in Social Work. — Joseph Lee, Massachusetts. The Kindergarten: An U])lifting Social Inlluence in the Home and the District. — Richard Watson Gilder, New York. The Power of the Kindergarten Training School in the Eduialion of \'(iung Wonii'n. Caroline M. C. Hart, Maryland. The .Scope and Results of Mothers' Classes. — Elizabeth Harrison, Illinois. The International Kindergarten Union. — Stella L. Wood, Minnesota. 1904 The Kindergarten and the Elementary School as Illustrated in Tiuir E.xhibits — From the Kindergarten Standpoint. — Patty S. Hill, Kentucky. The Kindergarten and the Elementary Si hool as Illustrated in Their E.xhibits — From the Slandi>oint of the Si hool.— C. H. Gilhekt, New York. The Philippine Teacher and the Philippine Educational Exhibit. .\lhi.kt Kali-h HAfJER, Philippine E.xposition Hoard. The Kindergarten in Japan. — Annie L. Howe, Illinois. The Freni h and Cierman Elementary Schools.— F'rederick Ernest F arkinc.ton, Calif«jrnia. The Kinflergartens in the Southern States, and in Some of the Countries Soulli of the United States. - Eveline A. Waldo, Louisiana. Address. — Ma«iame On ilia Hondv, Austria. The Hygiene of the Kindergarten Child.— Will iam H. IUknham, Massa- ( hu.s<-tts. The Individual Child. — Bertha Payne, Illinois. What Is Kindergarten I)is( ijiline.— Mary Jean Miller. Iowa. Value of .Animal I'ets in the Kindergarten. -.'\nnk E. Harvey New \'ork. IQ05 The keiognilion of the Physical Development of tin (liild in the Training of Kindergartners.— Nathan Oitenheim, New York. How D'Ms the Routine liximss ( )ur Thoughts in Music. — H. E. Holt, Ma.ssat husetts. 1896 .Natural Methods in Teaching Music to Children. — F. E. Howard, Connrc ii( tit. How Good Music Makes Good Citizens. — Frank Damroscii, New York. Our Ex[)(rienre in Introduting Music as a Study in Our Public Schools. — Joseph Mischka, New York. Music in Edutation. — Mrs. Emma A. Thomas, Michigan. 'Ihinking Sountls Directly or Indirectly. — Samuel W. Cfii.E, Miussat husetts. The Development of Music Theory thru Practice. — O. E. McFadon, Minnesota. 1897 The Development of Rhythm.— S. Lillian Byington, Illinois. Eye and Ear Training a.s Related to Sight Singing. — Frederic Ai lison Lyman, New York. 632 NATIONAL EDUCATIONAL ASSOCIATION [Music 1897 The Child Voice. — F. E. Howard, Connecticut. How to EstabHsh Good Musical Standards in Public-School Music. — Anna Bir- CHARD, Indiana. 1898 What Is Music, and How Can We Help Children to Become Musical? — Mari RuEF HoFER, Illinois. Individual Singing. — C. H. Congdon, Minnesota. School Music in Character-Making. — A. E. Winship, Massachusetts. The Next Step— What Shall It Be ?— Mrs. Carrie B. Adams, Indiana. 1899 President's Address — The Ultimate Object of Music Studj' in the Schools. — P. C. Hayden, Illinois. Content and Extent of Music in Public Schools. — Herbert Griggs, Colorado. What Power Does the Child Gain thru Music-Study ? — Thomas Tapper, Massa- chusetts. Methods of Teaching Music. — W. B. Powell, District of Columbia. The Necessary Education of the Supervisor. — Mrs. Constance Barlow Smith, Illinois. What Should Constitute a Course of Music for County Institutes ? — Kathryn E. Stone, California. 1900 Common-Sense as an Aid to the School-Music Supervisor. — Sterrie A. Weaver, Massachusetts. Should Music in the Public Schools Be Taught from the Song to the Exercise ? — C. H. Congdon, Illinois. 1901 President's Address. — Arnold J. Gantvoort, Ohio. Music Teachers in Their Relation to the Schools. — Charles Haupert, Ohio. The Supervisor from the Standpoint of the Regular Grade Teacher. — Nellie G. Pettigrew, Ohio. Supervisors and Supervision. — Walter H. Aiken, Ohio. The Rights of Boys and Girls in Music Education. — N. Coe Stewart, Ohio. 1902 An Anomalous Situation, with Suggestions for Improvement. — Hollis E. Dann, New York. The Psychological and Ethical Value of Music. — Elizabeth K. Fairweather, Ohio. High-School Music. — Mrs. Frances Elliott Clark, Iowa. The Future Development of School Music. — Thomas Tapper, Massachu- setts. Musical Qualifications Necessary for a Teacher of Music in the Public Schools. — • Frank L. Nagel, Iowa. 1903 The Training in Sight-Singing and Song Interpretation Which Normal-School Students Should Receive. — C. A. Fullerton, Iowa, and Others. The Real Purpose of Teaching Music in the Public Schools. — Samuel W. Cole, Massachusetts, and Others. School Music — Has It Made Music Readers ? — George W. Wilmot, New Jersey, and Others. Music as a Subject to Be Counted for Admission to College. — Eugene D. Russell, Massachusetts. Music as Part of Life. — Frank Damrosch, New York. 1904 Primary-Music Methods. — Mrs. Marie Burt Parr, Ohio. Rote-Singing and Its Proper Place in the Public Schools — Practice versus Theory. — W. A. Hodgson, Missouri. Music in the Public Schools a Means of Culture in the Community. — Lucy Robin- son, West Virginia. Methods versus Results. — W. H. Pommer, Missouri. The Public-School Music Supervisor in His Relation to the Professional Musi- cians and the Professional Educators. — Frank Nagel, Iowa. Conferences on a High-School Music Course. — H. C. MacDougall, chairman. 1905 The Mission of Music in the Public Schools. — A. E. Winship, Massachusetts. Some Questions Involved in Making Music a Major Study. — W. Scott, Massachu- setts. Correlation of Music with Other Branches of the School Curriculum. — Mrs. Eliza- beth Casterton, Michigan. Music as a Factor in Culture. — Charles Edward Locke, New York. Relation of the Grade Teacher to Music Instruction in the Public Schools. — C. A. Fulmer, Nebraska. Department] DEPARTM:^XT OF SECOND ART EDUCATION 633 1905 Some Features of Music Instruction in the Schools of New York Citv. — Frank R. Rix, New York. Some Typc-Forms That Have Been Found Useful in the Teac hiiig of Musii in the Schools. — \V.\LTER H. Aiken, Ohio. Report of Committee on What Results Should Be Obtained in the Study of Music in the Fight Grades of the Public Schools. — Philip C. Havden, Iowa, chairman. DEPARTMKXT OF SECONDARY KDUC.VnoN OIKICKR.S 1887 CHICWGO .ILL. Pros., Geo. A. Bacon. SxTacusc. N. Y. \'.-Pres.. H. L. Boltwood. Evanston. 111. Sec, P.wh H. Hants. West Denver, Colo. 1888 SAX FRANCISCO. CAL. Pres., S.\MeEi, Thurber. Boston, Mass. \".-Pres.. A. F. Nightingale, Lake View, 111, Sec, Paul H, Hanus Denver, Colo. 1889 NASHVILLE, TENN, Pres.. A. F. Nichting.\le. Lake View, 111. V.-Pres.. Abram Brown. Columbus. O. Sec, L. J. Martin, San Francisco, Cal. 1890 ST. PAUL, MINN. Pres.. H. E. Chambers. New Orleans, La. V.-Pres. William Jenkins. Mcndota. III. Sec. Minnie C. Clarke. Kansas City, Mo. 1891 TORONTO. ONT. Pres.. F. E. Plummer. DesMoines, la. \'.-Prcs., S. W, Laxdon. Burlington. Vt. Sec. W. T. White. Kno.wille. Tcnn. 1892 S.\RATOGA SPRINGS. N. V. Pres., Frank E. Plummer, Dcs Moines. la. V.-Pres.. J. A. Hornberger. Norfolk, Neb. Sec, W. T. White. Knoxxille, Tenn. 1893 No meeting. Sec International Congresses of Education 1894 ASBL'RV PARK, N. J. Pres.. J. S. Crombie, Brooklyn. N. V, V.-Pres., Amelia E. Trant, Buffalo. N. V. Sec. W. H. Bartholomew, Louisville, Ky. 1895 DENVER, COLO. Prc-s., W. H. Smiley, Denver, Colo. \'.-Prcs.. Mi.ss H. L. Keeler. Cleveland. O. Sec. C. H. Thurber, Hamilton, N. V. 1896 BUFFALO. N. Y. Pres., E. L. Harris, Cleveland, O. V.-Prcs., F. L. Bliss. Detroit, Mich. Sec, C. H. Thurber. Morgan Park, III. 1897 MILWAUKEE. WIS. I'res., C. H. Thurber, Morgan Park, III, V.-Prcs., F. L. FosuicK, Buffalo, N. Y. Sec. Miss Ida B. Haslup, Pueblo, Colo. 1898 1899 1900 190 1 1902 1905 1906 1907 WASHINGTON. I). C. Pres., Geo. B. Aiton, Minneapolis. Minn. V.-Pres., Mrs. M. W. Sewall, Indianapolis. Ind. Sec, E. G. Cooley. La Grange, III. LOS ANGELES, CAL. Pres., Edward F. Hermanns, Denver, Colo. V.-Pres., W. F. Webster, Mpls., Minn. Sec, F. H. Clark. San Francisco, Cal. CHARLESTON, S. C. Pres., E. W. Coy, Cincinnati, O, V.-Pres., G. B. Morrison. Kansas City, Mo. Sec, H. L. Boltwood, Evanston, 111. DETROIT. MICH. Pres., W, J, S. Bryan, St. Louis, Mo. V.-Prcs., Miss N. Fillmore, Cincinnati, t). Sec, C. A. Graeser, Charleston, S. C. MINNEAPOLIS. MINN. Pres., J. Remsen Bishop, Cincinnati. O. V.-Pres., W. F. Webster. Minneapolis. Minn. Sec, Charles A, Smith, Duluth, Minn. BOSTON. MASS. Pres., C. F. Wheelock, Albany, N. Y. V.-Pres., Reuben P. Halleck, Ix>uisvillc , Ky. Sec, Wilbur F. Gordy, Hartford, Conn. ST. LOUIS. MO. Pres., Reuben P. Halleck, Louisville. Ky. V.-Pres., Wilbur F. Gordy. Hartford, Conn. Sec. William Schuyler, St. Louis, Mo. ASBURY PARK and OCEAN GROVE, N. J. Pres., William Schuyler, St. Louis, .\Io. V.-Prcs., J. H. Van Sickle, Baltimore, Md. Sec, Wilson Farrand, Newark, N. J. No Meeting I.OS ANGELES, CAL. Pres., luiGENK W. Lyttle, .\lbany, N. Y. V.-Pres., Wilson Fakrand, Newark, \, J Sec, PiiiLo .\I. Buck, St. Louis, Mo. TOPICS 1887 The Claims of the Classics.-— A. F. Nu'.htinoai.e, Illinois. The .Ministration of Literature. — Minnie C. Clarke, Ma.ssachusetts, The Orricrand Relation of Studies in the IliKh S< hool Course. — Samuel 'riiuKiiiK, .Massac hu.s<-tls. 1888 leaching Knj^lish in Secondary Schools. — J. B. McChesney, California. Ilducaling the Whole Boy. — J. W. MrDoNAi.n, Massac hu.setts. Relation of the High Sc hcK)l to the Training-Schonl. — Olive A. FvERS, Minrusola. 1889 President's .Address - The Ui\^h School.— A. F. Niomtinoale, Illinois. The High Schoiil and the Citizen. — H. C. Messimer, Penn.sylvania; Miss Lal'KA DoNNAN, Indiana. Methofis c.f Study in Knulish. M. W. Smith, Ohio. Uniform Course of Studies for High SchcK)is.~- F. W. Coy, < )lii'i. 634 NATIONAL EDUCATIONAL ASSOCIATION [Secondary 1890 The High School as a Fitting-School. — A. F. Bechdolt, Minnesota. Effect of the College Preparatory High School upon Attendance and Scholarship in the Lower Grades. — C. W. Bardeen, New York. The Demands of the High School for Severance from the College and University. — J. W. Johnson, Mississippi. The High School as a Finishing-School. — James H. Baker, Colorado. Art Instruction in the High School: Its Utility and Value. — Miss Christine Sullivan, Ohio. The High School as a Factor in Mass Education. — E. A. Steere, Montana. The Purpose and Scope of History in the High School. — W. M. West, Minnesota. 1 891 President's Address — The Future High School. — Frank E. Plummer, Iowa. How English Is Taught in One High School. — Ray Greene Huling, Massachu- setts. A Plea for State and National Aid in Industrial Education. — B. F. Hood, South Dakota. Geometry in Our Schools. — Miss Matilda T. Karnes, New York. Aims in Teaching Civil Development. — Frank A. Hill, Massachusetts. Necessity and Means of Developing Individuality. — Samuel B. Todd, Kansas. Methods of Teaching General History. — Mrs. Mary Sheldon Barnes, Indiana. The Province of the Western High School. — L. H. Austin, Nebraska. 1892 Discipline in High School. — R. E. Denfeld, Minnesota. The Chief Aim in the Study of History. — Walter A. Edwards, Illinois. What Should Secondary Schools Do to Promote Their Interests at the World's Fair? — J. L. Halloway, Arkansas. High-School Extension or Supplementary Work. — Frank E. Plummer, Iowa. Usage the Authority in Language. — Brainard Kellogg, New York. Physical Education in Our Schools. — R. Anna Morris, Iowa. 1894 Is It True That the Most Defective Part of Education in This Country Is in the Secondary Schools ? — Charles P. Lynch, Ohio. Shall Latin Be a Recjuired Study ? — W. Wilberforce Smith, New Jersey. How May a Professional Spirit Be Acquired by the Secondary Teachers of Ameri- ica. — Ida B. Hasltjp, Colorado. Discipline as the Result of Self-Government. — A. V. Storm, Iowa. The Relation and the Possibilities of High-School Training in Relation to Public Speaking. — Frank Sheldon Fosdick, New York. The Training of the High-School Teacher. — Eoline Clark, Nebraska. The Future of the American High School.- — J. Remsen Bishop, Ohio. 1895 President's Address — Ideals for Students in Secondary Schools. — Wm. H. Smiley, Colorado. Should Electives in the High Schools Be by Courses or by Subjects ? — Oscar D. Robinson, New York. The Prospects for a Federal Educational Union. — William Carey Jones, Cali- fornia. Biology in the First Year of the Secondary Schools. — O. S. Westcott, Illinois. Physical Geography — Its Possibilities and Difficulties.— Edward L. Harris, Ohio. Ethical Instruction thru Sociology. — B. C. Mathews, New Jersey. Address of the Committee of Twelve of the American Philological Association. — William W. Goodwin, chairman. 1896 Round Table — Ancient Languages and English: Translation from the Greek and Latin Classics as a Training in the Use of English.— I. B. Burgess, Illinois; William C. Collar, Massachusetts; Frank A. Manny, Illinois. Round Table — Modern Foreign Languages: The Recent Changes in Methods of Teaching Foreign Languages. — Joseph Krug, Ohio. Round Table — History.— -Ray Greene Huling, Massachusetts. Round Table — Mathematics: Economy in Mathematical Instruction. — James L. Patterson, New York. Principals' Round Table.- — F. L. Bliss, Michigan. Congressional Work for Youth. — W. H. Wickes, New York. What Is a Secondary School ? — E. W. COY, Ohio. Department] TITLES OF PAPERS AXD DISCUSSIONS 635 1897 Report of the Chairman of the Joint Committee on College-Entrance Require- ments.— A. F. Nightingale, Illinois. Principals' Round Table: Round Table in Latin and Greek. Round Tabic in History. — C. W. Frkxch, Illinois, leader. Round Table in English. — Harriet L. Keeler, Ohio, leader. Round Tabic on the High School as a Social Factor. — Samuel T. Dutton, Massachusetts, leader. 1898 I-.nglish the Core of a Secondary Course. — John Calvin Hanna, Ohio. Sonic of the Main Principles of Secondary English Teaching. — Samuel Thurber, Massai husetts. .\ Proposed Four- Years' Course in English for Secondary Schools. — Charity UvE, Indiana. Syllabus of a Course in English, with a Defense of the Same. — W. F. Webster, Minnesota. The English Round Table — Essay-Correcting — Can It Be Made a Joy Forever? — F. N. Scott, Michigan. What Proportion of Essay Subjects Shall Be Drawn from Literature ? — F. \'. N. Painter, Virginia. Subjects for Compositions: Shall We Draw Them from Literature or from Life ? — Edwin L. Miller, IlHnois. 1899 l)i) Our High Schools Prepare for College and for Life, in Accordance with the Present Requirements of Both? — Gilbert B. Morrison, Missouri. Should .\rithmelic, English Grammar, Geography, and the History of the United States Be Reviewed in the High School ? — J. W. Crabtree, Nebraska. In F"undamental Civics, What Shall We Teach as the American Doctrine of Reli- gion and the State ? — Sylvester F. Scovel, Ohio. J(jint Session of Secondary and Higher Departments — Presentation of the Report of the Committee on Collegc-P^ntrance Requirements. — A. F. Nightingale, Illinois, chairman. Report of the Committee of Twelve of the American Philological Association on Courses of Study in Latin and Gteek for Secondary Schools. — A. F. Night- ingal?:, chairman. Report of the Committee of Twelve of the Modern Language Association of .■\merica. — Calvin Thom.^s, New York, chairman. Report of the Committee of Seven of the American Historical Association. — Andrew C. McLaughlin, Michigan, chairman. Reprt of the Committee on Physical Geography.- Wii.i.Lwi North Rice, acting chairman. Special Report of the Committee on Chemistry. — Alexander Smith, lllinoi.s, chairman. Report of the Committee on Botany. — Committee. Re|)ort of the Committee on Zoology. — Conmiittee. Rejjort of Committee on Physics. — E. H. Hall, Massachusetts, chairman. 1900 To What E.xlent ShouUl a Pu|)il in the High ScIuhjI be Allowed to Choose His Studies ? — William J. S. Bryan, Mi.ssouri. How Shall We Teach Our Pupils the Correct Use of the Engli.sh Language? — Oliver S. Westcott, Illinois. Di.scu.ssion of the Re|K)rt of the Committee on College Entrance K<(|uir(inints in Joint Session of Secondary and Higher De])artments. 1901 President's Address — (Jrowth of Secondary Schools. — William J. S. Bryan, .Missouri. The Func lion of the High Sc hool of Today. — J. Re.msen Bishop, Ohio. kound-Tablc Conferences. The English Conference. — James H. Harrls, Mil higan. kound-Table Conference— I^ntin. — F. P. Moui.TON, Coniui tii ul. Round Table — Commercial Conferences. — Thomas II II KMcirr, Ma.s.sa- f husett.s. Round Tabic- Confc-renc c Botany Conferc-nc e.- Li wis .Murhacii, Michigan, ki.uiid T.ihic- Zoology Conference-. Franklin W. Barrows, Nc-w York. Round 'lablc- Domestic Science- Confe-re-nc c-. .Aitiiv L. Mari.ATT, Rhode- Island. Round Table- .Mge-bra Conference. GKc)Re;E W. Evans, Massac hu.setls. Rc)unel Table (Ireek Conference. — Isaac: N. Judson, Mi.s.sc)uri. 636 NATIONAL EDUCATIONAL ASSOCIATION [Secondary 1 901 Round Table — German Conference. — Joseph Krug, Ohio. Round Table — Physics Conference. — Carl J. Ingerson, Missouri. Round Table — Chemistry Conference. — C. E. Linebarger, Illinois. Round Table — Geometry Conference. — Alan Sanders, Ohio. Round Table — History Conference. — J. J. Sheppard, New York. Round Table — Physiography Conference. — W. H. Snyder, Massachusetts. Round Table — Physiology Conference. — Peter Cooper, New York. 1902 President's Address — Call Out the Leaders. — J. Remsen Bishop, Ohio. The Social Side of High-School Life. — Reuben Post Halleck, Kentucky. The Three Elements in the Cost of Education. — Charles D. McIver, North Carolina. Round-Table Conferences — Ancient Classics. — Laeayette Bliss, Minnesota. Round-Table Conference — Biological Conference. — J. Remsen Bishop, Ohio. Round Table — Physical-Science Conference. — W. A. Fiske, Indiana. Round Table — History Conference. — Charles R. Frazier, Minnesota. Round Table — English Conference. — Thomas C. Trueblood, Michigan. Round Table — Principals' Conference. — W. J. S. Bryan, Missouri. Round Table — Mathematical Conference. — Charles W. Newhall, Minnesota. 1903 Opening Remarks — Problems of Secondary Education. — Charles F. Wheelock, New York. Tendencies as to the Enlargement of the Seminary Field. — Reuben Post Hal- leck, Kentucky. Co-education in the High School. — G. Stanley Hall, Massachusetts. The Teaching of Argumentative Discourse in High Schools. — George P. Baker, Massachusetts; Charles S. Hartwell, New York. Round-Table Conference — I. Classical Conference. — Henry White Callahan, Colorado. Round-Table Conference — II. Principals' Conference — The Formation of a Federation of Secondary School Associations. — -William J. S. Bryan, Missouri. Round-Table Conference — III. Mathematical Conference. — David Eugene Smith, New York. Round-Table Conference — IV. History Conference. — James Sullivan, New York. 1904 What May the Secondary Schools of the United States Learn from a Study of French Secondary Education ? — E. W. Lyttle, New York. What May the Secondary Schools of the United States Learn from a Study of German Secondary Education ? — Frederick E. Bolton, Iowa. Secret Fraternities in High Schools. — Gilbert B. Morrison, Missouri. In What Respects Should the High School Be Modified to Meet Twentieth- Century Demands ? — J. Stanley Brown, Illinois. Round-Table Conferences — English Conference. — William Schuyler, Missouri. Round-Table Conferences — Laboratory Method in English Composition.- — Philo Melvyn Buck, Jr., Missouri. Round-Table Conference — Mathematics. — JohnS. French, Maryland, and Others. Round-Table Conference — Modern Language. — George Arthur Smith, New York, and Others. 1905 President's Address — The Schoolmaster. — William Schuyler, Missouri. Should the Twelve-Year Course of Study Be Equally Divided between the Ele- mentary School and the Secondary School ? — E. W. Lyttle, New York. Why Do So Many First-Year Pupils Leave the High School ? How Can They Be Induced to Remain ? — Reuben Post Halleck, Kentucky. Report of the Committee on Secret Fraternities. — Gilbert B. Morrison, Mis- souri, chairman. Round-Table Conference — A. Principals' Conference. — Walter B. Gunnison, New York. Round-Table Conference — B. English Conference. — Philo M. Buck, Missouri. Round-Table Conference — C. History Conference. — James Sullivan, New York, leader. Round-Table Conference — D. Conference on Mathematics. — Franklin Turner, Jones, Ohio. Round-Table Conference — E. Classics Conference. — John C. Kirtland, New Hampshire. Round-Table Conference — F. The Modern -Languages Conference. — Ernest Wolf, Missouri. Department] DEPARTMENT OF Bl'SIXESS EDUCATION 637 DEPARTMENT OF BUSINESS EDUCATION OFFICERS 1894 ASBL'RV PARK. X. J. Pres.. R. K. Gallac.her. Hamilton, Ont. V.-Pres., F. Goodman, Nashville, Tenn. Sec. and Treas., \V. E. McCord. Peoria. 111. 1895 DENVER. COLO. Pres.. J. M. Mehan. DcsMoines. la. V.-Pres.. A. S. Osborn. Rochester. N. V. Sec. and Treas., W. E. McCord. New York, N. Y. 1896 BLFFALO. N. Y. Pres., F. Goodman. NashWlle, Tenn. V.-Pres.. D. W. Springer, Ann Arbor, Mich. Sec. and Treas.. J. \V. Warr. Moline, 111. 1897 MILWAUKEE. WIS. Pres.. A. N. Palmer. Cedar Rapids, la. V.-Pres.. J. E. Ki.nc. Rochester. N. Y. Sec. Allan Davis, Washington. D. C. 1898 WASHINGTON, D. C. Pres.. D. W. Springer, Ann Arbor, Mich. V.-Pres., A. N. Palmer, Cedar Rapids. la. Sec, D. M. Willis, Morgantown, W. Va. 1899 LOS ANGELES, CAL. Pres., Allan Davis, Washington, D. C. V.-Pres., I. O. Crissy, Albany. N. Y. Sec, W. C. Stevenson, Emporia, Kans. 1900 CHARLESTON, S. C. Pres., C. C. Marshall, Battle Creek, Mich. V.-Pres., M. B. Wicks, Philadelphia, Pa. Sec, I. O. Crissy, Albany, N. Y. looi DETROIT. MICH. Pres.. William E. Doggett. Brooklyn. N. Y. V.-Pres., W. J. Wheeler, Birmingham. Ala. Sec. Edward W. Stitt, New Y'ork. .V. Y. 1902 MINNEAPOLIS. MINN. Pres.. I. O. Crissy, Albany, N. Y, V.-Pres., J. H. Francis, Los Angeles, Cal. Sec, Templeton P. Twiggs, Detroit. Mich. 1903 BOSTON, MASS. Pres., J. H. Francis, Los Angeles. Cal. V.-Pres.. T. P. Twiggs, Detroit, Mich. Sec. C. E. Stevens, Cleveland, O. 1904 ST. LOUIS, MO. Pres., C. A. Herrick, Philadelphia, Pa. V.-Pres., H. B. Brown, V'alparaiso, Ind. Sec, Thos. H. H. Knight, Boston. Mass. 1905 ASBURY PARK and OCEAN GROVE, N.J. Pres., W. C. Stevenson, Decatur, 111. V.-Pres., H. B. Brown, Valparaiso, Ind. Sec, John Alfred White, Moline, 111. 1906 No Meeting 1907 LOS ANGELES, CAL. Pres., H. M. RowE, Baltimore, Md. V.-Pres., J. T. Young, Philadelphia, Pa. Sec, H. G. Healey, Brooklyn, N. \'. TOPICS 1894 T*rcsident's Address — Work, and Usefulness of the Business College. — R. E. Cai.- i.AGHER, Ontario. The Religion of Morals as Applied to Business. — S. S. Packard, New York. .An Ideal Business College. — W.m. J. Amos, Connecticut. Hand Writing of the Future. — D. T. Amks. Bu.sine.ss Training — tjood and Bad. — J. M. Mehan, Iowa. The Teaching of Writing. — J. P. Byrnk, Pennsylvania. The Disciplinary Value of the Business Cour.se >>f Study.— A. S. Osborn, New York. 1895 President's Address — The Training of Teat hers for Business Courses. — J. M. Mkhan, Iowa. The E.\( hangeable Value (jf the Alliance of the Business Educators' As.st)ciation with the National Educational Association. — Mrs. Sara A. Si'ENCkr, Dislrii t of Columbia, fiuaranteeing Position.s, or Fraudulent Advertising. — J. W. Warr, Illinois. Shorthanil and Typewriting. — W. A. Woodwortii, Colorado. Ethii al Side of Business Training.— D. W. Si'RINc.kr, Michigan. 1896 Currelation and Co-ordination of Business Brandies.- J. M. Mkha.V, Iowa. .\ Cours<- of Study for Business High S( hools.— Ai.i.AN Davis, Distrii t of Columbia. \alue ill a Standard of Altainment. W. T. Harris, Dislrit t of Columbia. Re]jF IMINSICAI, iK.MXIXG OFFICKRS i8q6 ni'FFALO. N. Y. 1809 LOS ANGKI.KS. C.\L. I'rcii.. .Miss K. A. .Mohkis. Clcvcl;inf|, O. I'rrs., Gko. W. I'"itz. CambriclRc. Mas.i. V,-I're»,, Ko. V. IIkhmanv^, Denver, ('(jId. V'.l'res.. W. O. Kroiiv. Hnspiliil. III. Scr.. MUs .N. I). KiwiiKHi.iN. Delrciil. S<-c.. .\Iiss R. Stonkkoad. Washinulon. D. C SUch. ,Qoo CFIARLKSTOV. S. C. i8q7 MII.WAITKKK.WIS. I'res.. Oko. W. Kitz. CamhridKe. Mass. I'rcH. .Miss R. A .VfoKRis. Clcvelaml, O. V.-I're».. W. O. Kuoiin. Ilospilal, III. V.-I're»..J v. Wit.Kl.Nso.v, Rmporia. Kanx. Ser., MiH.H Mahki. L. I'kay. 'I'uledo, < ). Scr.. M. n Hoick Trenlon. N. J. ,qoi DIvTUOIC. MICH 1808 WASHINGTON'. I), r. I'res.. W. O. Kmoiiv. ChiraRo. III. Prcs.. C. K. KiiiNfiKH. \Vrro OCEAN GROVP:, X.J. 1907 LOS ANGELES, CAL. Pres.. C. P. C.\RY, Madison. Wis. Pres., J. N. Wilkinson, Emporia, Kans. V.-Prcs.. J. N. Wilkinson, Emporia. Kans. V.-Pres., E. W. Gaill.^rd, New York, Sec, M.\RY En.EEN Ahern, Chicago, Hi. N. Y. 1006 N'.> meeting Sec, Gr.ace S.^lisbury. Whitewater, Wis TOPICS 1897 Children and Literature. — J. H. Van Sickle, Colorado. The Training of Teachers so That They May Co-operate with Librarians. — M.\E E. ScHREiBER, Wisconsin. Some Observations on Children's Reading. — Royal W. Bullock, Colorado. Room Libraries. — Millicent Kaltexb.vch, Colorado. The Moral and Literary Responsibility of Librarians in Selecting Books for a Public Library. — Richard Jones, New York. How to Make Sure of Good Books in Our Libraries. — W. R. Eastman, New York. The Relation of the Library to Art Education in the Schools. — Wm. H. Smiley, Colorado. 1898 The Use of the School Library. — Richard Hardy, Michigan. Connection between Libraries and Schools. — S. S. Greene, Massachusetts. Choice of Reading for the Early Adolescent Years. — Susan F. Chase, New York. Report of Committee on Lists of Books for Reading and Reference in the Lower Grades of Public Schools. — F. A. Hutchins, chairman. Reading Lists for Public Schools — How Prepared, How Used Effectively. — Sherm.\n Willi.\ms, New York. 1899 The Function of School Superintendents in Procuring Libraries and Their Pnii)er Use in the Public Schools. — Alfred Bayliss, Illinois. .School Reading thru the Public Library. — ^L\RY L. Jones, California. How to .\ctjuire a Taste for (jood Reading. — Elizabeth Skinner, Colorado. The Use of the Library. — C. C. Young, California. 1900 How to Direct Children in Their Reading. — Mae E. Schreiber, Wisconsin. The Greater School; or, the School Plus the Library Greater than Either. — H. L. Elmendorf, New York. The Free Traveling Library: An Aid to Education and a Factor in the National Life. — Mrs. Eugene B. Heard, Georgia. 1 90 1 President's Address — The Library Movement — What It Means and What It Should Include. — R. C. Metcalf, Massachusetts. Public Libraries and the Public Schools. — James H. Canfield, New York. What the Normal Schools Can Do for Teachers on the Library Side. — Irene Warren, Illinois. The A B C of Reference Work. — W. I. Fletcher, Massachusetts. How Shall Children Be Led to Imvq Good Books? — Isabel Lawrence, Minnesota. The Place of the Library in Education. — Melvil Dewey, New York. The Library and the .School as Co-ordinate Forces in I'^ducation. — Livingstone McCartney, Kentucky. 1902 The Library as an Educator. — W. A. Millis, Indiana. Libraries and Sihools: A Two-Faced Prol)lem.^EMMA J. Fordyce, Iowa, (ireeting from the .Xmeric an Lil)rary Association. — .\ni)ERSon H. Hopkins, Illinois. What the School May Proiurly Demand of the Lil)rary. — J. M. Greenwood, Mi.ssouri. SchcK)l Libraries in the Rural Dislric t.s. — Agnes Robertson, Iowa. 1903 Some Cci-o|)eralivc Suggestions. — Alfred Bayliss, Illinois. Public -Lil)rary Work for Public Schools.— Elkctka Collins Doren, Ohio. The- l'ul)iic Library anci the Public School.— CllARl.ES B. (ill.HEKT, Now York, 'i'hc Mission cif the Cla.ss Library. — C. G. Leland, New ^'ork. Is the Public Library a Promjituary fcjr the Public Schools?— N. D. C. Hodges, Ohio. The Library as an Adjunct to the Seccmclary Sc hool.- E. O. Holland, Kentucky. Some Library Ex|KTiments in Nel)raska. -Clara B. Mason. Nebraska. Library In.struction in the Normal School. —William M. Hkett, Ohio, and Others. 648 NATIONAL EDUCATIONAL ASSOCIATION [Special 1904 Library Work in Normal Schools. — Theodore N. Noss, Pennsylvania. The Duty of the Normal Sc^iool in Relation to District School Libraries. — J.\sper N. Wilkinson, Kansas. The Place of the Library in School Instruction. — Clarence E. Meleney, New York. 1905 Libraries and Library Privileges for Villages and Rural Communities. — C. P. Cary, Wisconsin. Methods of Instruction in the Use of High-School Libraries. — Florence M. Hopkins, Michigan. How to Make the Library Useful to High-School Pupils. — Robert H. Wright, Maryland. What Children Do Read and What They Ought to Read.— G. Stanley Hall, Massachusetts. The Value and Place of Fairy Stories in the Education of Children. — Percival Chubb, New York. THE DEPARTMENT OF SPECIAL EDUCATION This department was organized at the meeting in Milwaukee, Wis., in 1897, as the Department for the Education of the Deaf, Blind, and Feeble-minded. This title was not entirely satisfactory to those who were instrumental in organizing the department, since the petition had suggested the name, Department for the Education of Classes Recjuiring Special Methods of Instruction. The Department was, therefore, more commonly known as Department Sixteen, that being the number of the department in the order of organization. At the Minneapolis meeting in 1902, on the application of the department thru its president Dr. Alexander Graham Bell, the Board of Directors voted unanimously to change the name to the Department of Special Education. OFFICERS 1898 WASHINGTON, D. C. 1902 MINNEAPOLIS. MINN. Pres.. J. C. Gordon, Washington, D. C. Pres.. A. G. Bell. Washington, D. C. V.-Pres., Sarah Fuller, Boston, Mass. V.-Pres., Edward E. Allen, Overbrook, Pa. Sec. and Treas., Mary McCowen, Chicago, Sec, E. A. Gruver, New York, N. Y. 111. 1903 BOSTON, MASS. i8q9 LOS ANGELES, CAL. (Special Education) Pres., J. C. Gordon, Jacksonville, 111. Pres., Edward E. Allen, Overbrook, Pa. V.-Pres., Deaf, Mrs. Jennie B. HoLDEN, San V.-Pres., Mary McCowen, Chicago, 111. Francisco, Cal. Sec, Sarah Fuller, Boston, Mass. V-P., Blind, F. H. Hall, Jacksonville, 111. 1Q04 ST. LOUIS, MO. V.-P., Deaf, A. E. Osborne, Glen Ellen, (Special) Cal. Pres., J. W. Jones, Columbus, O. Sec, Mary McCowen, Chicago, 111. V.-Pres., F. W. Booth, Philadelphia, Pa. 1900 CHARLESTOWN, S. C. Sec, Elizabeth VanAdestine, Detroit, Mich. Pres., Warring Wilkinson, Berkeley, Cal. 1905 ASBURY PARK and OCEAN GROVE, V.-P., Deaf, Mary McCowen, Chicago, 111. N. J. V.-P., Blind, E. E. Allen, Overbrook. Pa. Pres., Miss M. Bancroft, Haddonfield. N. J. V.-P.. Deaf, Margaret Bancroft, Had- V.-Pres., J. H. Freeman, Jacksonville, 111. donfield. N. J. Sec, Anna E. Schaffer, Madison, Wis. Sec, Edward A. Fay, Washington. D. C. 1906 No Meeting 1901 DETROIT, MICH. 1907 LOS ANGELES, CAL. Pres., Mary McCowen. Chicago, 111. Pres., Anna E. Schaffer, Madison, Wis. V.-Pres., E. R. Johnstone, Vineland, N. J. V.-Pres., S. M. Green, St. Louis, Mo. Sec, E. A. Gruver, New York, N. Y. Sec, E. R. Johnstone, Vineland, N. J. TOPICS 1898 The Duty of the Hour to Young Deaf Children. — Mary S. Garrett, Pennsylvania. Pedagogical Lessons from a Study of the Blind. — Frank H. Hall, IlHnois. The Relation of the Deaf to the Hearing World. — Isaac Gardner, Arkansas. The Trend in the Training of Backward and Mentally Deficient Children. — Margaret Bancroft, New Jersey. The Relation of Language Teaching to Mental Develoj)ment. — S. G. Davidson, Pennsylvania. Education] DEPARTMENT OF SPECIAL EDUCATION 649 1898 The How and the Why, of the Training of Feeble-minded Children. — Martin W. Barr, Pennsylvania. Brain-Building and Mind-Building, with Special Reference to Sense-training of the Eye and Ear, and Teaching Mentally Defective Children. — Elmer Gates, Maryland. The Wisconsin Public Day Schools for the Deaf. — Robert C. Spencer, Wisconsin. Progress in the Training of Deaf Children. — Alexander Graham Bell, District of Columbia. I 8q9 Time .\llowed for the Public Schooling of Deaf as Compared with Hearing Children, and How to Make the Most of It. — Charles S. Perry, California. The Imix)rtance of Right Beginning. — Helen Taylor, California. -■Ml Along the Line. — Mrs. K.\therine T. Bingham, California. In What Respects Should the Education and Training of the Blind Differ from the Education and Training of Normal Pupils ? — Warring Wilkinson, California. 1900 The Growth and Development of Southern Schools for tlie Deaf. — J. R. Dobyns, Mississippi. The State of the Case. — Mary S. Garrett, Pennsylvania. Changes of Method in the Pennsylvania Institution for the Deaf and Dumb. — A. L. E. Crouter, Pennsylvania. Statistics of Speech-Teaching in Schools for the Deaf in the U. S. — Frank W^ Booth, Pennsylvania. The Higher Edui ation of the Blind. — John E. Swearingen, South Carolina. The Claims of the Feeble-minded. — Margaret Bancroft, New Jersey. On the Training of the Feeble-minded. — E. R. Johnstone, New Jersey. 1 90 1 The Law and the Day School for the Deaf. — S. W^esselius, Michigan. The State in Its Relation to the Defective Child. — Francis Burke Brandt, Penn.sylvania. Some Results of Hearing Tests of Chicago School Children. — D. P. MacMili.an, Illinois. The Public School as a Social Center. ^ — Cora Stanton Brown, Indiana. 1902 President's Address — Education of Special Classes. — Alexander Graham Bell, District of Columbia. Response to the Address of Welcome at the Opening Sessicjn. — \\'. T. Harris, District of Columbia. Lessons to Ije Learned by the General Teacher from Teaching Language to the Deaf. — I'. W. Booth, Pennsylvania. What Is Minnesota Doing for Her Deaf Children? — J. N. Tate, Minnesota. WTiat Is Minnesota Doing for Her Blind Children ? — B. P. Chapple, Minnesota. Whas Is Minnesota Doing for Her Feeble-minded and Epileptics. — A. C. Rogers, Minnesota. Schools for the Deaf in America Compared with Tlmsc in Italy.- G. Fkkkkri, Italy. The Organization rjf ,\.sso( iationsof Parents of Deaf Children as an Aiil to Schools. — Mrs. IIelev M. Heffeka.v, Illinois, Necc.s.sary Evils. — James J. Dow, Minnesota. 1903 Influence of the .Study of the Unusual Child upon the Tea( hing of the Usual.- — Frank H. Hall, Illinois, and Others. Should the S(oj>e of the Public-School .System Be Broadened s<) as to Take in .Ml Children of Capable Education ?— If So, IIcjw Should This Be Done? -Mary C. Greene, England. How Can the Term "C'haritable" Be Justly .\pplied to the Edu( alion of Any f'hildren ? —Edward Allen Fay, District of Columbia. What Tea< hers Need to Know al)out Sense Defects and Im|Kilinunls. Clakence John Blake, Ma.s.sa( husetts, and Others. 1904 Presidential Address — The Eols.— .Susan B. Sipe, District of Columbia. Indian Education and Methods of Instruction. -Mrs. Amelia S. Quinton, New York. The Advisability of Conducting Normal Schools to Traiti 'I'cai hers fur Indian Schools. —John D. Benedict, Indian Territory. The Nrrcs-sily for More and Bettrr-Ef|uipiH*d Day Schools. J. J. DuNCAN, .South Dakota. 652 NATIONAL EDUCATIONAL ASSOCIATION (Special SPECIAL TOPICS PAPERS READ BEFORE THE INTERNATIONAL CONGRESSES OF EDUCATION HELD UNDER THE AUSPICES OF THE NATIONAL EDUCATIONAL ASSOCIATION AT CHICAGO, ILL., JULY, 1 8 93'' GENERAL SESSION 1893 The Relation between Educational Methods and Educational Ends. — Rt. Rev. John J. Keane, District of Columbia. Legal Education in the United States. — L. Dimscha, Russia. The Present Situation of Education in France. — Gabriel Compayre, France. A Perfect Physical Education Is Indispensable in Order to Produce an Ideal Edu- cation.— L. M. ToRNGREN, Sweden. Joseph Peter Varela and the Progress of Education in Uruguay. — Alberto Gomez Ruano, Uruguay. Present Condition of the Public Schools of Uruguay. — Alberto Gomez Ruano, Uruguay. Training of Teachers in High Schools in Sweden. — Edward Osterberg, Sweden. CONGRESS OF SCHOOL SUPERVISION How to Improve the Work of Inefficient Teachers. — Frank A. Fitzpatrick, Nebraska. Who Shall Appoint Teachers, and on Whose Nomination ? — H. S. Tarbell, Rhode Island. Grading and Classification of Pupils. — Mrs. Ella F. Young, Illinois. THE CONGRESS OF HIGHER EDUCATION Opening Address — The Organization and Functions of the American University. — Daniel C. Oilman, Maryland. How Far Is It Desirable that Universities Should Be of One Type ? — Martin Kellogg, California. The Division of Labor in the University. — Giuseppe Allievo, Italy. Should an Antecedent Liberal Education Be Required of Students in Law, Medi- cine, and Theology ? — Woodrow Wilson, New Jersey. Should Greek Be Required for the Degree of Bachelor of Arts? — W. G. Hale, Illinois. What Signs of Improvement Are Visible in the Undergraduate Life of American Students ? — Bradford Paul Raymond, Connecticut. Relation of Professional Schools to the University. — Seth Low, New York. The Evolution of Liberal Education. — Andrew F. West, New Jersey. On What Conditions Should the Degree of Doctor of Philosophy Be Given ? — William O. Sproull, Ohio. The Relation of Our Colleges and Universities to the Advancement of Our Civilization. — Rt. Rev. John J. Keane, District of Columbia. The Study of English Literature in French Universities. — Andre L. Chevrillon, France. THE CONGRESS OF SECONDARY EDUCATION Supervision of Private Schools by the State or Municipal .A-uthoritics. — James C. Mackenzie, New Jersey. The Course of Study in Secondary Schools. — G. N. Carman, Illinois. Should the Amount of Time Given to Languages in Our Secondary Schools Be Diminished in Order to Make Room for a More Extended Course in Physics, Botany, and Chemistry ? — Cecil F. P. Bancroft, Massachusetts. Should Language Studies Be Limited in Secondary Schools in the Interests of the Sciences ? — D. W. Abercrombie, Massachusetts. The Secondary Education of Girls in France, — Mile. Marie Dugard, France. The Professional Training of Teachers for Secondary Schools. ^ — Miss E. P. Hughes, England. High School for Girls in England. — Mary Gurney; Rose Kingsley, England. Which Should Come First, Latin, or Some Modern Language ? — -W. Wilber- FORCE Smith, New Jersey. 'These papers were all printed in the volume of Proceedings for 1893, and are indexed in the General Index. Topics] INTERXATIONAL CONGRESSES OF EDUCATION 653 THE CONGRESS OF ELEMENTARY EDUCATION 1893 Opening Address — The Importance of Elementary Education. — John Eaton, District of Columbia. Essentials in a Course of Study for Children. — Joseph L. Pickard, Iowa. WTiat Should Be the Curriculum in Public Schools ? — Some Aspects of the Question in France. — M. B. BuissoN, France. What Should Be Added to the Essential Branches of the Elementary Course of Study to Meet the Industrial Needs of the Localities? — C. M. Woodward, Missouri. What Should Be Added to the Elementary Branches ? — Albert P. Marble, Massachusetts. What Special Work Should Be Undertaken in the Elementary School to Prepare the Pupils for the Duties of Citizenship ? — Wm. A. Mowry, Massachusetts. The Value of the Elementary School for the Social A'irtues and for Training for the Right E.xercise of the Duties of Citizens. — Catharine H. Spence, South .Australia. Methods of Teaching History to Children. — Mrs. Mary H. Peabody, New York. School Savings Banks in the United States. — J. H. Thiry, New York. School Savings Banks in France. — Gustave Serrurier, France. The Public Educational System of Sweden. — N. G. W. Lagerstedt, Sweden. Religion in the School. — Emerson E. White, Ohio. Adaptation of Methods of Instruction to Special Conditions of the Child. — Alex- ander Grah.vm Bell, District of Columbia. Should Rural Schools Introduce Agriculture, Chemistrj', Agric ullural Botany or Arboriculture ? — Ergraff de Kovalevsky, Russia. Confucius and His Educational Ideas. — Hidesaburo Eudo, Japan. The Use of Magic Lanterns in Schools. — Gustave Serrurier, France. Schools for Neglected Children. — James Stormont Small, New Zealand. CONGRESS OF KINDERGARTEN EDUCATION 1893 Shall Reading and Writing Be Taught in the Kindergarten? — Mrs. Alice H. Putnam, Illinois. Changes in Kindergarten Plays and Games. — Sarah A. Stewart, Pennsylvania. The Song in the Kindergarten — Its Place, Value, and the Dramatic Element. — Constance Mackenzie, Pennsylvania. The Organic Union of Kindergarten and Primary School. — Mrs. Sarah B. Cooper, California. Modification in the Primary School — Discussion. — B. Pickman Mann, Distric t of Columbia. Preparation of the Kindergarten. — Mrs. Louisa Parsons Hopkins, Massachusetts. Kindergarten as a Ba.sis for Life. — Fr.'VU Hen'rietta Schrader, Berlin. Stor)'-Telling in the Kindergarten. — Mary T. Hotchkiss, Wisconsin. To What Extent Is the U.se of Symlxilism Justifiable in the Kindergarten ? — Earl Barnes, California; Mrs. Eudora L. Hailmann, Indiana. FrwlHl's Educational Principles in England. — Emily A. E. Shirrekf, London. The Kindergarten in Austria.— Mrs. Ottilia Bondy, Vienna. The Real Nature of Education. — Hermann Poe.sche, Berlin. Prevention of Criminal Idleness. — Emma Marwedel, California. CONGRE.SS OF PROFESSIONAL TRAINING OF TKACilKKS 1893 OjK-ning Addre.ss— Di.stinls in the State of New York. — Francis J. Chknky, New York. 654 NATIONAL EDUCATIONAL ASSOCIATION [Special 1893 A Sociological Ideal View of Normal Schools.- — Daniel Fulcomer, Michigan. Should the Course of Study in Normal School.s Be Wholly Professional ? — Francis B. Palmer, New York. How Normal-School Work Differs from the Work in Secondary and in Higher Education. — Malcom MacVicar, New York. What Should Be Required of and upon Whom Is to Be Conferred the Degree of Doctor of Pedagogy ? — Jerome Allen, New York. What Should Be Required of a Candidate for the Degree of Doctor of Pedagogy ? — Edward R. Shaw, New York. Requirements for the Degree of Doctor of Pedagogy. — Charles A. McMuRRY, Illinois. Higher Academic Degrees in Pedagogy. — S. G. Williams, New York. The Candidate for the Degree of Doctor of Pedagogy Should Be Able to Make Original Investigations in Experimental Psychology.^ — Edgar Dubs Shimer, New York. Should Original Investigation Be Required in Some Branch of Child-Study for the Doctor of Pedagogy Degree ? — Earl Barnes, California. Child-Study in Connection with Professional Training of Teachers. — Margaret K. Smith, New York. The Ideal Normal School. — Edward Brooks, Pennsylvania. CONGRESS OF ART EDUCATION 1893 Drawing from the Flat to Learn the Technique of Representation. — Henry T. Bailey, Massachusetts. Importance of the Aesthetic Aim in Elementary Instruction in Drawing. — L. W. Miller, Pennsylvania. Development of Art Instinct. — J. Ward Stimson, New York. How Pupils Should Study and Analyze Works from the Great Masters. — Alered Emerson, New York. Methods of Art Education for the Cultivation of Artistic Taste. — J. M. Hoppin, Massachusetts. Does Art Study Concern the Public Schools ? — Mrs. Mary Dana Hicks, Massa- chusetts. With What Should Drawing Begin? — Josephine C. Locke, lUinois; Mrs. Han- nah Johnson Carter, Pennsylvania. Painting and Sculpture — Discussion. — W. M. R. French, Illinois. The Self-correcting System of Drawing. — Annie R. Osborne Moore, England. Should Pupils Draw from the Flat ? — Helen Bondy, Austria. CONGRESS OF MUSIC EDUCATION 1893 Learning to Read Musical Notation. — Charles H. Greene, Illinois. Physiology and Hygiene of the Vocal Organs. — John Howard, New York. The Functions of Teachers of Vocal Music. — J. E. Lightner, Pennsylvania. CONGRESS OF TECHNOLOGICAL INSTRUCTION 1893 Opening Address — Organization and Aims of Technological Instruction. — Fran- cis A. Walker, Massachusetts. Technological Schools: Their Purpose and Its Accomplishment. — Robert H. Thurston, New York. Training for Scientific Professions. — John M. Ordway, Louisiana. Educational Value of Exact Measurement. — M. Mayer, New Jersey. The Educational Value of Applied Mathematics, Including Engineering.— F. R. Hutton, New York. Shop-Work and Drawing as Means of Developing Slow Pupils. — R. H. Richards, Massachusetts. The Educational Process of Training an Engineer. — G. Lanza, Massachusetts. Educational Value of Applied Mathematics and Engineering. — Henry T. Eddy, Indiana. CONGRESS OF INDUSTRIAL AND MANUAL INSTRUCTION 1893 Introductory Address — Modern Demands on Education. — John D. Runkle, Massachusetts. New Demands upon Schools by the World's Industries. — C. M. Woodward, Missouri. Topicsj INTERN ATIOXAL CONCRESSES OF EDUCATION 655 1893 Sloyd for Elenientar)' Schools Contrasted with the Russian System of Manual Training. — Gvstaf Larsson, Massachusetts. Manual Training in Russia. — E. Kovalevsky, Russia. Industrial and Manual Training in the School Course. — W. B. Powell, District of Columbia. PHYSICAL EDUCATION 1893 Opening Address — The Physical Education Movement. — Edward M. Hartwell, Massachusetts. Some Unsolved Problems in Physical Education. — T. D. WoOD, California. Training of the Human Body. — Angelo Mosso, Italy. Psychological Aspect of Exercises with and without Apparatus. — G. W. FiTZ, Massachusetts. Physical Exercises for School Purposes — How Selected and Graded. — J. Gardner Smith, New York. The Regulation of Athletic Sports in Colleges. — R. Tait McKenzie, Montreal. English Experience in Providing the Poor of Cities with Parks, Gardens, Gym- nasia, and Playgrounds. — The Earl of Meath, London. Physical Training of Criminals. — Hamilton D. Wey, New York. The North American Turner-Bund — Its History, Aims, and Achievements. — Hugo Muench, Missouri. The Royal Central Institute of Gymnastics in Stockholm. — L. M. Torngren, Sweden. History of Physical Education in Denmark. — Joakim Larson, Copenhagen. Gymnastics in the Kingdom of Saxony — A Historical Review. — MoRlTZ Zettler, Sa.xony. Physical Education of the Deaf and Dumb. — Albert Gutzman, Prussia. CONGRESS OF RATIONAL PSYCHOLOGY 1893 Reality — What Place It Should Hold in Philosophy. — James McCosh, New Jersey. Can Psychology Be Founded upon the Study of Consciousness Alone, or Is Physi- olog)' Needed for the Purpose ? — JosiAH RoYCE, Massachusetts. The Soul as the Basal Concept of Rational Psychology. — G. T. Ormond, New Jersey. The Theory of the First Principle in the Eleventh Book of Aristotle's Metaphysics. — Augustine F. Hewit, District of Columbia. Self-Activity in Education. — J. G. Schurman, New York. Wundt's Psychology of the Will. — E. B. Titchener, New York. CONGRESS OF EXPERIMENTAL PSYCHOLOGY 1893 Child-Study as a Basis for Psychology and Psychological Tiai hing.— G. Stanley Hall, Massachusetts. Child-Study as the Basis of Pedagog)-. — William H. Burniiam, Massachusetts. The Dominant Seventh in Education. — Hattie K. Hunt, Connecticut. Mental Waste and I^onomy. — (i. T. W. Patrick, Iowa. Dreaming and Prxtic Invention. — James Sully, England. The Language of Children. — -F. Tracy, Massat husetts. Application of the Laws of Physical Training for the Prevmlion ami Cure- of Stuttering. — Edward Mussky Hartwell, Massachusetts. Oljservation and Study of Movement and Mental Status. — Francis Warner, England. .S', Philosophy, Nature, and Meaning. PUBLIC SCHOOLS, see American Public Education; City-School Systems; Rural Schools; Secondary Education — High Schools. PUNISHMENT, see Government and Discipline of Schools. RACE EDUCATION, see Indian Education; Negro Education. READING, see Enghsh Language and Literature. 44. RELIGIOUS AND MORAL EDUCATION. 45. RURAL SCHOOLS. 46. SALARIES OF TEACHERS, see also Pensions for Teachers. SCHOOL GARDENS, see Agricultural Education. SCHOOL HOUSES, see Architecture. 47. SCHOOL HYGIENE. 48. SCHOOL LAWS. 49. SCIENCE TEACHING, 5eea/^o Biological Sciences; Mathematics; Nature-Study! Physical Sciences. 50. SECONDARY EDUCATION— HIGH SCHOOLS, see also City-School Systems. 51. SPELLING. 52. STATE AND EDUCATION. STATISTICS, see Supervision. SUNDAY SCHOOLS, see Religious and Moral Education. SUPERINTENDENT, see City-School Systems; Supervision, Organization and Administration. 53. SUPERVISION, ORGANIZATION AND ADMINISTRATION, see also City- School Systems; Finances and Taxation; Rural Schools. 54. TEACHERS, see also Normal Schools and Training of Teachers; Pensions for Teachers; Salaries of Teachers. 55. TEACHING— PRINCIPLES AND METHODS, see also Education— Theory, Philosophy, and Nature; Psychology and Education; and names of separate studies. 56. TECHNICAL EDUCATION, see also Industrial Education; Manual Training. 57. TEXTBOOKS. TRADE SCHOOLS, see Technical Education. TRAINING OF TEACHERS, see Normal Schools. TRUANCY, see Compulsory Education. UNIVERSITIES, see Higher Education. 58. WOMAN'S EDUCATION AND WORK, see also Coeducation. 59. WRITING. ofTopicsl AM ERIC AX PUBLIC EDUCATION 66l CLASSIFIED LISTS OF SUBJECTS I. AGRICULTURAL EDUCATION 1876 What are the Legitimate Duties of an Agricultural Professor ? — E. M. Pendleton, Georgia. 1884 Arbor Day in the Public Schools. — B. G. Northrop, Connecticut. Arbor Day in the Public Schools. — J. B. Peasi.ee, Ohio. 1886 Forestry in Education. — Warren Higley, Ohio. 1890 The Place and Function of the Agricultural College. — Lewis McLouth, South Dakota. The Place and Function of the Agricultural College. — D. L. Kiehle, Minnesota. 1893 Should Rural Schools Introduce Agriculture, Chemistry, Agricultural Botany, or Arboriculture ? — Ergraff De Kovalevsky, Russia. 1 90 1 .Agriculture as a Science for the Elementary Schools. — Joseph Carter, Illinois. 1902 The Value of a Large Agricultural School in the Indian Service. — S. M. McCowan, Oklahoma. Correlation of the Schoolroom and Farm Work. — E. C. Nardin, Michigan. The Education of the American Farmer. — James Wilson, District of Columbia. The Practical Value of Teaching Agriculture in the Public Schools. — Joseph Carter, Illinois. The Teaching of Agriculture with Reference to Future Employment. — L. M. CoMPTON, W'isconsin. 1903 School Gardens, City-School Yards, and the Surroundings of Rural Schools. — Orville T. Bright, Illinois. School Gardens. — Henry Lincoln Clapp, Massachusetts. 1905 Report of Committee of Industrial Education in Rural Communities. — -L. D. Harvey, Wisconsin, Chairman. Arguments for Industrial Education in Schools for Rural Communities. WTiat Industrial Education Should Be Undertaken in Rural Sc hools. Industrial Education in the One-Room Rural School; Courses of Study in Zoology and Botany. Agriculture in School Years 6 to 8. Industrial Education in the Consolidated School. Secondary Schools of Agriculture and Domestic Economy in Rural Communities. Preparation of Teachers for Domestic Instruction in Rural Schools. Agencies Available for Co-operation with the Schools in the Develojjment of Industrial Education. Dunn County School of Agriculture and Domestic Economy. ,\p|Knclix A. The Minnesota Agricultural High School. Appendi.x B. Industrial Courses in the Consolidated Rural St hool. The Agricultural High School and the .Agricultural College Articulated. — Wii.let M. Hays, Minnesota. 1906 Agricultural Instruction in the Kingdom of Hungary. — BfiLA De Tormav, Hun- gary. What Form of Industrial Training is M)st Pra tical and Best Suited to the Coun- try Child ?— O. J. Kern, Illinois. 2. AMERICAN PUBLIC EDUCATION 1859 Suggestions on Popular Education. — H. L. Stuart, New York. 1863 The Bearings of Popular Education on Civilization. — T. I). Adams, Massachusetts. 1864 Educational Arlvancement -President's Address. Lilxral Education. — S. P. Bates, Pennsylvania. 1866 The Contlition of the South as Rcspec is Education. — W.M. WiNES, Tennessee. American Education for the American People - President's .Address. 1869 The Criterion of School Education. — E. ]•'.. White, Ohio. 1870' Theory of American Education. — W. T. Harris, Missouri. 1873 How Much Culture Shall Be Imparted in Our Free ScHchjIs.— Richard I'.dwards, Illinois. Western University Education.— W. (1. Eliot, Missouri. What Should Be the Leading Object of American Free Schools? — H. ]•. IIakking- ToN, M.'LSSai huslied to Questions of Wntilation. — Charles Smart, U. S. A. Dctcnnining the Merits of the Heating and Ventilation of a Schol .Architecture of St. Ix)uis. -William B. Ittnek, Mi.ssouri. 1905 Kcccnl I'rogrc-ss in School Architecture. SEVMf)UR Davis, Pc*nnsylvania. Needed legislation in Sc hcx.l An hitec ture. - C. B. J. Snydkr, New York. 1906 Rural .S< hcK>l An hileclurc^— J. W. f)l.scn, Minnesota. 664 NATIONAL EDUCATIONAL ASSOCIATION [BibUography 4. ART EDUCATION 1869 Drawing as a Branch of Elementary Education. — Woodman, New Hampshire. 1 871 Learning to Draw. — Henry C. Harden, Massachusetts. 1872 Drawing in Graded Public Schools — ^What, and How to Teach It. — Walter Smith, Massachusetts. 1875 The Relation of Art to Education. — Grace C. Bibb, Missouri. Industrial Drawing in Public Schools. — Walter Smith, Massachusetts. 1876 Drawing as an Element in Advanced Industrial Education. — C. B. Stetson, Massa- chusetts. Required Adjustments in Scientific Education. — S. Edward Warren^ New York. 1877 Some Reasons Why Drawing Should Be Taught in Our Public Schools. — L. S. Thompson, Indiana. 1879 Art and Drawing in Education. — Walter Smith, Massachusetts. 1883 The Teaching of Drawing in Grammar Schools. — Walter S. Perry. 1884 Technical and Art Education in Public Schools as Elements of Culture. — Felix Adler, New York. Education of the Normal Color Sense. — B. Joy Jeffries, Massachusetts. 1885 Industrial Drawing for Primary Schools. — Chas. M. Carter. Evening Industrial Drawing Schools. — Otto Fuchs, Maryland. Art Education.- — Otto Fuchs, Maryland. Drawing in Primary and Grammar Schools. — Mrs. E. F. Dimmock, Illinois. Drawing in High Schools. — Walter S. Perry. 1886 President's Address — Industrial Drawing. — W. S. Goodnough, Massachusetts. Relations of Drawing to Other Studies. — Mrs. Mary D. Hicks, Massachusetts; W. S. Perry, Anson R. Cross. 1887 President's Address — Drawing as a Mode of Expression. — Walter S. Perry, Massachusetts. Drawing in Primary and Grammar Schools. — Elizabeth F. Dimmock, Illinois. Drawing in Country and Village Schools. — Walter S. Goodnough, Ohio. Drawing in High Schools. — W. S. Perry, Massachusetts. Drawing in the Normal Schools. — M. Louise Field, Massachusetts. Drawing in Normal Schools. — Harriet Cecil Magee, Wisconsin. Drawing in Ungraded or Village Schools. — Miss E. A. Hills, Minnesota. Drawing in Normal Schools.— Report of Miss J. C. Locke, Missouri. Drawing, Making, and Color, in Connection with Other Studies. — Mrs. Mary Dana Hicks, Massachusetts; Walter S. Perry, Massachusetts. 1888 Educational Value of Object Work.— L. S. Thompson, Indiana. Historic Ornament and Design in Grammar and High Schools. — Henry T.Bailey, Massachusetts. Free Industrial Evening Drawing-Schools. — G. H. Bartlett, Massachusetts. Importance of High Aim in Art Education. — Albert H. Munsell, Massachusetts. 1889 Evolutions of Systems of Drawing in the United States. — L. S. Thompson, New Jersey. Art Education the True Industrial Education. — Wm. T. Harris, Massachusetts. Form-Study, and Its Applications in the Grades. — Jesse H. Brown, Indiana. 1890 Art Instruction in the High School: Its Utility and Value. — Christine Sullivan, Ohio. High-School Work in Drawing. — Rhoda E. Selleck, Indiana. Normal-School Work in Drawing. — Mrs. Hannah J. Carter, New York. The Mission of Color.^ — Josephine C. Locke, Illinois. The Moral Value of Art Education. — Ada M. McLaughlin, Minnesota. Drawing — a New Method. — Frank Aborn, Ohio. 1891 Art Education in the Public Schools. — James MacAlister, Pennsylvania. The Highest Office of Drawing. — Frank Aborn, Ohio. Address of the President of the Art Department. — Mrs. Hannah Johnson Carter, New York. Supervision of Form-Study and Drawing in Public Schools. — Walter S. Good- nough, New York. (Discussion.) Color in Nature in Relation to Color in the Schoolroom.- — W. A. Sherwood, Ontario. Should Instruction in Form Be Based upon Type Solids ? — Mrs. Mary Dana Hicks, Massachusetts. The Conditions Underlying Art Education in Europe and America. — Walter S. Perry, New York. of Topics] ART EDUCATION 665 1892 Art Instruction in Normal Schools. — Elizabeth Perry, Massachusetts. President's .\ddrcss — General Training Derived from .\rt Education. — Frank H. Collins, New York. The Aim of .-Irt Instruction. — Christine Sullivan, Ohio. The Study of Drawing as Common-School Work. — .\aron Gove, Colorado. 1893 Divelopment of Art Instinct. — J. Ward Stimson, New York. Drawing from the Flat to Learn the Technique of Representation. — Henry T. B.AJLEV, Massachusetts. Does Art-Study Concern the Public Schools ? — Mrs. Mary Dana Hicks, Massa- chusetts. With What Should Drawing Begin ? — Josephine C. Locke, Illinois. Painting and Sculpture — Discussion. — ^W. M. R. French, Illinois. The Self-correcting Sy.stem of Drawing. — .\nnie R. Osborne Moore, England. Should Pupils Draw from the Flat ? — Helen Bondy, Austria. How Pupils Should Analyze Works from the Great Masters. — Alfred Emerson, New York. Importance of the Aesthetic Aim in Elementary Art Instruction. — L. W. Miller, Pennsylvania. The Cultivation of Artistic Taste. — J. M. Hoppin, Massachusetts. 1894 Art Education — Its Influence: Industrial, Educational, Ethical. — Christine Sul- livan, Ohio. Art Education and Manual Training. — J. Liberty Tadd, Pennsylvania. Color in Public Schools. — Mrs. Mary Dana Hicks, Ma.ssachusetts. Modeling in Public-School \\'ork. — Mrs. E. M. Kent, Minnesota. Drawing — Its Relation to Manual Training and the Industrial Arts.^ — John C. Miller, Illinois. 1895 President's Address — E.xtension of Art Education. — Charles M. Carter, Colo- rado. .Art in Magazines. — J. C. Dana, Colorado. Pictorial Drawing in Primary and Grammar Grades. — Wilhklmina Seegmiller, Pennsylvania. The Place of Art Education in General Education. — John S. Clark, Massa- chusetts. Methods of Teaching Drawing. — Round-Table Discussion — Mrs. Matilda E. Riley, Missouri. 1896 President's Address — The Training of .\rt Teachers. — Walter S. Goodnouoh, New '^'ork. Art for the Eye. — Ross Turner, Massachusetts. Art in the Schoolroom. — Langdon S. Thompson, New Jersey; Stella Skinner, Connecticut. Art Education in Relation to Public Education.— Walter S. Pekry, New York. Art Not the Servant of Science but Its Complement. — Wilhelmina Seegmiller, Indiana. Shall Art Be the Servant of Science or Its Complement ?—M. \'. O'Shea, New York. 1 897 I'roVjkms in Drawing in Normal Schools. — Harriet Cecil Mac.ee, Wisconsin. The Expression of I.incs.- I). R. Augsburg, Utah. What Do the People Want in Drawing in the I'ublic Schools?— Lii.i.ie M. Hod- den, Illinois. Why Art and Literature Ought to Be Studied in Our Sch(K>ls. W. T. IIaukis, District of Columbia. Art-Teaching in Srhools.- William II. Maxwell, N<'w York. 1988 I'nsifient's Address — Nationality in Art. Harriet Cecii. Magee, Wisconsin. The SufK-rvisor of Drawing in Public Schf)ols. Fred H. Daniels, New York. Some Educational Principles for the Tca< hing of Drawing. — M. \'. O'Sin a, Wis- consin. RcyxirX of the Committee on the Relation of the Library to Art Education.— W. M. R. P'rench. The Function of Art in the Education of the AnuHi an Cili/cn. Wii 1 i.\m Ordwav Partridge, Ma.s.sachu.s<-tts. 1899 Art in F,. lUol.OGICAL SCIKXCKS {See also .S< icn< e Teai hing) 1870 'I he Human Uody, a Subject of Study for the Tea< her. j. I,. I'ickawd, Illinois. 1886 ElTecLs of Ahohoi on the Human System. — A. C. Boydkn, Massa< huseUs. 1895 Uiology in the First Year of the Seconclary Sclvxtls. — O. S. Westcott, Illinoi.s. 1896 //Hilogy iLs a Factor in Mental (Culture. -Simon H. Gaoe, New York. 1897 The Mi(rr)s<«)|x- in thi- Public S( h>)urs- Education — The School Aspect. — George IL Martin, Massachusetts. The Social and Legal Aspect of Comiiulsorv Education and Child Labor. — Franklin H. Giddings, New York. 15. CURRICULUM (5fe also Elective Studies; Names of Separate Studies.) 1876 Position of Modern Languages in Higher Education. — Edw. S. Joynes, Tennessee. 1877 The Study of Social Economy in PubHc Schools. — Maurice Kirby. Kentucky. 1879 .\ Readjustment of Common-School Studies Ncccssar}'. — And. J. Rickoff, Ohio. 1880 What Constitutes a Practical Course of Study. — Edgar A. Singer, Pennsylvania. 1881 The Study of Political Science in Colleges. — I. W. Andrews, Ohio. Revision of the Common-School Curriculum. — M. A. Newell, Marj-land. Cia, < hairman. RefK)rt of Conference on History, Civil Government, ancl Polilii at lOtonomv. Chas. Kendall Adams, Wiscon.sin, chairman. Rejxirt of Conf< alities ?— C. M. Woodward, Missouri. Till- Course (A Sturly in Secondary Srh(M)ls.— (1. N. Carman, Illinois. 1894 'he Curriculum for Setondary Schools.- W. T. Harris, District of Columbia. Enrirhing the (Niurs*- in the Elementary .S(h«x)ls I'irst to Fourth (irades.— Ellen G. Reveley, f)hif). A Few Changes in Elementary School Instruction. — Edward G. Ward, New York. 676 NATIONAL EDUCATIONAL ASSOCIATION [Bibliography 1894 The Ideal Primary-School Curriculum. — Emma C. Davis, Ohio. Review of the Report of the Committee of Ten. — James H. Baker, Colorado. The Reconstruction, of the Grammar-School Curriculum. — Chas. B. Gilbert, Minnesota. The Cambridge Experiment. — Francis Cogswell, Massachusetts. The Report of the Committee of Ten — Its Use for the Improvement of Teachers Now at Work in the Schools. — Francis W. Parker, Illinois. The Feasibility of Modifying the Programs of the Elementary and Secondary Schools to Meet the Suggestions in the Report of the Committee of Ten. — James C. Mackenzie, New Jersey. 1895 Report of the Subcommittee on the Correlation of Studies in Elementary Educa- tion.— Wm. T. Harris, chairman. The Modification of Secondary-School Courses Most Demanded by the Conditions of Today, and Most Ignored by the Committee of Ten. — Charles H. Keyes, California. The Principles upon Which the Co-ordination Studies Should Proceed. — Charles DeGarmo, Pennsylvania. Round-Table Report to the National Council of the Influence of Herbart's Doctrine on the Course of Study in the Common Schools. — Charles A. McMurry, Illinois. 1896 Some Applications of Corrclation.^FRANK M. McMurry, New York. The Necessity for Five Co-ordinate Groups of Studies in the Schools. — Wm. T. Harris, District of Columbia. Round Table — Modern Foreign Languages — The Recent Changes in Methods of Teaching Foreign Languages. — Joseph Krug, Ohio. What Correlations of Studies Seem Advisable and Possible at Present. — C. B. Gilbert, Minnesota. Concentration of Studies as a Means of Developing Character. — Charles De- Garmo, Pennsylvania. Isolation and Unification as Bases of Study.^ — E. E. White, Ohio. Organic Relations of Studies in Human Development. — W. N. Hailmann, Dis- trict of Columbia. 1897 Election in General Education. — E. E. White, Ohio. Is the Present High-School Course a Satisfactory Preparation for Business ? — Charles H. Thurber, Illinois. Rural Schools. Appendix G. Enrichment of Rural School Courses. 1898 The Child's Course of Study or the Teacher's — Which? — Sarah J. Walter, Connecticut. A Proposed Four- Years' Course in English for Secondary Schools. — Charity Dye, Indiana. Successive Differentiation of Subjects in the Elementary Schools. — Z. X. Snyder, Colorado. Are There Studies That Should Be Pursued in Every Course in the Secondary Schools, and in the Freshman and Sophomore Years of the College ? — James M. Green, New Jersey. Preliminary Report of Committee in the Formulation of a Course of Study. The New England State Normal Schools. — A. G. Boyden, Massachusetts. 1899 The Average Scholarship of the Average Pupil. — Frank Rigler, Oregon. Should Arithmetic, English Grammar, Geography, and United States History Be Reviewed in the High School ? — J. W. Crabtree, Nebraska. 1 90 1 The Situation as Regards the Course of Study. — John Dewey, Illinois. Is the Curriculum Overcrowded ? — James H. Van Sickle, Maryland. Round Table — German Conference. — Joseph Krug, Ohio. A Standard Course of Study for Elementary Schools in Cities. — R. G. Boone, Ohio. Social Science and the Curriculum. — George E. Vincent, Illinois. Economics in the Public Schools. — George Gunton, New York. Ideals and Methods of Economic Teaching. — Frederic W. Speirs, Pennsylvania. 1902 Round Table — B. Round Table of City Superintendents. Topic II. Modernizing the Course of Study. — W. A. Hester, Indiana. Topic III. How to Meet the People. — Louis P. Nash, Massachusetts. How the School Strengthens the Individuality of the Pupils. — Wm. T. Harris, District of Columbia. Obstacles to Educational Progress. — Paul H. Hanus, Massachusetts. of Topics] EDUCATION OF DEFECTIVES AND DELINQUENTS 677 1903 The Child's Favorite Study in the Elementary Curriculum. — Earl Barnes, Pennsylvania. Seven-Year Course of Study for Ward-School Pupils. — James M. Greenwood, Missouri. .\ Readjustment of the High-School Curriculum. — E. \V. Coy, Ohio. The Saving of Time in Elementary and Secondarj' Education. — Thomas M. Balliet, Massachusetts; Ella Fl.\gg Young, Illinois. 1904 Round-Table Conference — Modern Language. — George Arthur Smith, New York, and Others. Round Table of State and County Superintendents — Improvements in Course of Study and System of Grading. — Delos Fall, Michigan. The Superintendent's Influence on the Course of Study in Elementary and Second- ary Schools. — W. H. Elson, Michigan. The Course of Study in Elementary and Secondary Schools — ^What (Amissions arc .Advisable. — Frank M. McMurry, New York. 1905 Round-Table Conference — F. The Modern Languages Conference. — Ernest Wolf, Missouri. President's Address — The Excessive E.xpansion of the Course of Study. — Wil- liam L. Bryan, Indiana. The Modern High-School Curriculum as Pre])aration for a Two- Year Normal Course. — David Felmlev, Illinois. Should the Twelve-Year Course Be Equally Divided Between the Elementary and the Secondary School ? — E. W. Lyttle, New York. 1906 The Teaching of Modern Languages in England. — Cloudsev S. H. Brereton, England. Means of Improving the Efficiency of the Grammar School — Eliminations and Modifications in the Course of Study. — Martin G. Brumbaugh, Pennsylvania. 16. DEFECTIVES AND DELINQUENTS (OTHER THAN BLIND), EDUCATION OF 1879 Destitute Children. — John Hitz, Di.strict of Columbia. 1893 .Schools for Neglected Children. — James Stormont Small, New Zealand. Physical Education of the Deaf and Dumb. — Albert Gutzmann, Pru.ssia. 1897 Education of the Deaf. — Alexander Graham Bell, District of Columbia. 1898 The Deaf and Their Possibilities. — E. M. Gallaudet, District of Columbia. President's Address. — Joseph C. Gordon, Illinois. The Duty of the Hour to Young Deaf Children. — Mary S. Garrett, Pennsylvania. The Relation of the Deaf to the Hearing World. — ISA.\c Gardner, .Arkan.sas. The Trend in the Training of Backward and Mentally Deficient Children. — Margaret Bancroft, New Jersey. The Relation of Language Teaching to Mental Development. — S. G. I)a\ idson, Penn.sylvania. The How, the Why, and the Wherefore of the Training of Feeble-minded Chil- dren.— Maktin W. Bakr, IVnn.sylvania. Brain Building and Mind Building, with Special Reference to Sense-training of the Eye and Ear. — Elmer G.\tes, Maryland. The Wisconsin Public Day Schools for the Deaf. — Robert C. Spencer, Wis- consin. Closing Address. — Alexander Ghamam Bell, District of Columbia. 1899 Time Allowed for the Public Schooling of Deaf as Compared with Hearing Chil- fircn. - Charles S. Perry, California. The Importance of Right Beginning. - Helkn Taylor, Californi.i. .Ml .Along the Line. .Mrs. Katherine T. Hingham, California. 1900 'I'he Claims of the Feeble-minded. —MARGARET Bancroft. New Jersey. On the Training f>f the Feeble-mindeil. Iv R. Johnstone, New Jersey. The Growth and Development of Southern ScIukjIs for the Diaf. — J. R. Dohyns, Mississippi. The State of the Ca.so. — Mary S. Garrett, Pennsylvania. Changes of Metln)d in the Pennsylvania Institution for the Deaf and Dumb. — A. I>. E. Crouter, Pennsylvania. Statistics of Sfx-ech-Teac hing in Schmils for the Deaf in the II. S. — Fr,\nk W. Bof)TH, Pennsylvania. 1901 The I-iw and the Day School for the Denf. — S. Wk-Ssklius, Michigan. The State in Its Relation to the Defective Child. — Francis Burke Brandt, Prnn.sylvania. 678 NATIONAL EDUCATIONAL ASSOCIATION [Bibliography 1901 Some Results of Hearing Tests of Chicago School Children.— D. P. MacMillan, Illinois. 1902 What Is Minnesota Doing for Her Feeble-minded and Epileptics ? — A. C. Rogers, Minnesota. Victorious America! — G. Ferreri, Italy. The Organization of Associations of Parents of Deaf Children as an Aid to Schools. — Mrs. Helen M. Hefferan, Illinois. President's Address. — Alexander Graham Bell, District of Columbia. Response to the Address of Welcome at the Opening Session. — Wm. T. Harris, District of Columbia. Lessons to Be Learned by the General Teacher from Teaching Languages to the Deaf. — F. W. Booth, Pennsylvania. What Is Minnesota Doing for Her Deaf Children ?— J. N. Tate, Minnesota. 1903 Should the Scope of the Public-School System Be Broadened so as to Take in All Children Capable of Education ? — Mary C. Greene, England. How Can the Term "Charitable" Be Justly Applied to the Education of Any Children ?— Edward Allen Fay, District of Columbia. 1904 Presidential Address. — J. W. Jones, Ohio. What Teachers May Learn from the Model School for the Deaf and Blind, and Their Exhibits. — S. M. Green, Missouri. Sight and Hearing in Relation to Education. — Oscar Chrisman, Ohio. Report of the Committee on Statistics of Defective Sight and Hearing of Public- School Children. — F. W. Booth, chairman. The Chicago Hospital School for Nervous and Delicate Children. — Mary R. Campbell, Illinois. 1905 President's Address. — Margaret Bancroft, New Jersey. The Physical Betterment of the Mentally Deficient.— J. H. McKee, Pennsyl- vania. Concerning Our Limitations in Educating Mentally Deficient Children. — Mary E. PoGUE, Wisconsin. What Has Been Done with One Deaf Child in His Own Home.— Anna C. Rein- HARDT, Pennsylvania. The Schools for the Feeble-Minded. — E. R. Johnstone, New Jersey. Extracts From a Recent Investigation in Sociology. — Mary R. Campbell, Mary- land. 1906 The Incorrigible Child. — Julia Richman, New York. 17. EDUCATIONAL LITERATURE 1871 Pedagogical Bibliography. — Thomas Davidson, Missouri. 1893 Educational Journalism in France. — Gabriel Compayre, France. Present Ideals in Educational Journalism. — C. C. Rounds, New Hampshire. Educational Journalism in New England. — W. A. Mowry, Massachusetts. Dr. Barnard's American Journal of Education. — Will S. Monroe, California. The Purpose and Reward of Educational Journals. — Amos M. Kellogg, New York. Educational Journals in New York. — C. W. Bardeen, New York. Educational Journalism in Ohio. — Samuel Findley, Ohio. Educational Journalism in Indiana. — George F. Bass, Indiana. School Journalism in Michigan. — Henry A. Ford, Michigan. Educational Journals in Illinois. — John W. Cook, Illinois. Educational Journalism in Iowa. — Henry Sabin, The Educational Papers in Missouri.— H. A. Gass, Missouri. Educational Journalism in Utah, Colorado and Kansas. — John MacDonald, Kansas. 1894 Professional Training of Teachers by Educational Publications. — John A. Mac- Donald, Kansas. 1897 Rural Schools. — Appendix L.— -New York State School Library. 1899 Educational Journalism. — Its Tribulations and Triumphs. — John MacDonald, Kansas. The Function of the Educational Press. — George P. Brown, Illinois. Are Educational Journals Educational? — William George Bruce, Wis- consin. Ideal and Practical Considerations in Educational Journalism. — OssiAN H. Lang, New York. of Topics] EDUCATION: THEORY, PHILOSOPHY, NATURE, MEANING e-jg i8. EDUCATION: THEORY, PHILOSOPHY, NATURE, MEANING (See also Psychology and Education.) 1859 Errors in the Agencies in the Pursuit of Knowledge. — J. N. McJiLTON, Maryland. 1863 The Powers to Be Educated. — Thom.\s Hill, Massachusetts. Philosophy and Methods in Education. — J. M. Gregory, Michigan. 1873 Liberal Education of the Nineteenth Century. — W. P. Atkinson, Massachusetts. 1875 Families — Past and Present. — Lewis Felmeri, Hungary. 1876 .Aesthetics of Education. — Minnie Swayze. 1877 The Silent Forces of Education. — J. F. Bl.'XCKInton, Massachusetts. The Limit of Education. — W. R. G.vrrett, Tennessee. 1880 On the Complexity of Causes. — Eli T. T.vppan, Ohio. 1 881 Education of the Sensibilities. — J. W. Uowd, Ohio. 1882 Self-Consciousness in Education. — E. T. Jeffers. What, How, and How Better. — Carrie B. Sharp, Indiana. Chairs of Pedagogy in Our Higher Institutions of Learning. — G. Stanley Hall, Maryland. Man the Machine, or Man the Inventor; Which ? — John W. Glenn, Georgia. 1884 The Relation of the Art to the Science of Education. — Wm. T. Harris, District of Columbia. The Educational Status and Needs of the New South. — Robert Bingham, North Carolina. 1887 The Problems of Today. — Richard Edwards, Illinois. How to Spread Information Concerning the True Purposes and Methods of School Education. — Henry Sabin, Iowa. The Means and Ends of Culture to Be Provided for the American Public Beyond the Ordinary School Period. — J. H. Vincent, New York. OutUne of a Philosophy of Education. — V. L. Soldan, Missouri. 1888 Greek Philos(jphy and Modern Education. — Leroy D. Brown, Nevada. Educating the Whole Boy. — J. W. MacDonald, Massachusitts. 1889 Pedagogical Chairs in Universities and Colleges. — B. A. Hinsdale, Michigan. 1890 Pedagogical Training in Colleges Where There Is no Chair of Pedagogy. — Levi Seeley, Illinois. A Chair of Pedagogy. — R. G. Boone, Indiana. 1 89 1 The Importance of Pedagogical Training for the College Professors. — H. F. FiSK, Illinois. Necessity and Means of Developing Individuality.- Sam B. Todd, Kansas. 1892 Educational I-^iuipoise. — Mrs. Frances W. Leiter, Ohio. The I'>cononiic Causes of Modern Progress. — Simon N. Patten, Penn.sylvania. 1893 'Ihe Relation Between Educational Methods and Educational Ends. — John J. Keane, Washington, District of Columbia. The Evrt of the Committee on Elementary Erlu( alion — Economy in Elementary Education. Bkttie A. Dutton, Ohio, chairman. Kejxirt of the SuUommiltee on the Correlation of Studies in I'.lemenlary Educa- tion.- W.M. T. Harris, District c»f Columbia, c hairnian. Recent Improvements in Primary-School Work.- Sarah L. Arnold, Minnesota. 1896 Opening Remark.s. — S. T. Duttcjn, Massachusetts. What Shouici the Elementary Schcx)! I)o for the Child ? -Mi.ss N. Cropsey, Indiana. 1897 <^)pcning Acidres.s. — Sara C. Brooks, Minnesota. Foreign-lxirn Children in the Primary (Jrades. Tank -Addams, Illinois. Rc|>ort on Plans to Collect Data Concerning Methods and Courses of Work in Elementary Se hrxils. W. N. IIailma.sn, District of Ceilumbia, c hairniati. I'apcr on the- Ke-port of the Committee. N. C. S( haekfkh, Pennsylvania. 1898 Successive DifTcTcntiation of Subjee t.s in the Elementary Sc hcK)ls. — /,. ,X. Snvuer, Coloradcj. President's Addres.s. - William N. IIailmann, Ohio. 682 NATIONAL EDUCATIONAL ASSOCIATION [BibUogiaphy 1898 Report of the Committee on a Detailed Plan for a Report on Elementary Educa- tion.— John Dewey, Illinois. The Mission of the Elementary School. — Martin G. Brumbaugh, Pennsylvania. 1899 Naughty Children. — Elmer Ellsworth Brown, California. 1900 The Elimination of the Grammar School. — Otis Ashmore, Georgia. 1901 A Standard Course of Study for Elementary Schools in Cities. — R. G. Boone, Ohio. 1902 College Graduates in Elementary Schools. — Thomas M. Balliet, Massachusetts. 1904 The Kindergarten and the Elementary School as Illustrated in Their Exhibits. From the Kindergarten Standpoint. — Patty S. Hill, Kentucky. The Kindergarten and the Elementary School as Illustrated in Their Exhibits- From the Standpoint of the School. — C. B. Gilbert, New York. The Natural Activities of Children as Determining the Industries in Early Educa- tion.-— Katharine E. Dopp, Illinois, and Other Authors. 1905 Review of the Educational Progress of the Year and a Discussion of Some Phases of the Curriculum of the Elementary School. — Miss N. Cropsey, Indiana, and M. a. Bailey, New York. 1906 On the Developments and Changes in Primary Teaching in France during the Third Republic — Pierre Emile Levasseur, France. The Educational Awakening in England. — Michael Ernest Saddler, England. 21. ENGLISH LANGUAGE AND LITERATURE AS SUBJECTS OF STUDY {See also Spelling.) 1869 Natural Reading. — Mrs. Randall, New York. 1870 Claims of Enghsh Grammar in Common Schools. — J. H. Blodgett, Illinois. 1871 First Steps in Teaching Reading. — E. E. White, Ohio. 1872 Methods of Teaching English in the High School. — F. A. March, Pennsylvania. English Literature — Its Place in Popular Education. — F. H. Underwood, Massa- chusetts. English Grammar in Elementary Schools. — M. A. Newell, Maryland. 1873 Leigh's Method of Teaching Reading. — Wm. M. Bryant, Iowa. Elementary Reading — the Phonetic Method, with Pronouncing Orthography, in Its Relation to Other Methods. — Edwin Leigh, New York. Primary Reading — The Thought and Sentence Method. — Geo. L. Farnham, New York. 1874 Language Lessons in Elementary Schools. — Miss H. A. Keeler, Ohio. 1875 Comparative Orthoepy. — W. C. Sawyer, Wisconsin. Language Teaching — Its Importance and Methods. — Henry F. Harrington, Massachusetts. 1876 Report on Orthoepy. — W. C. Sawyer, Ohio. The Study of Anglo-Saxon Language and Literature. — J. M. Garnett, Maryland. 1877 The English Language in Elementary Schools. — Zalmon Richards, District of Columbia. The Place of Enghsh in the Higher Education. — A. B. Stark, Kentucky. The Study of English as Introductory to Latin and Greek. — Thos. R. Price, Virginia. 1879 Orthography in High Schools, etc. — F. A. March, Pennsylvania. The Historical Method in the Teaching of English. — James M. Garnett, Mary- land. 1880 What We Should Seek to Accomplish in Reading Exercises. — E. O. Vaile, Illinois. 1884 English Instruction for Children. — O. T. Bright, Illinois. The Part Which the Study of Language Plays in a Liberal Education. — John Bascom, Wisconsin. 1885 English in American Schools. — E. S. Cox, Ohio. Language as an Educator. — Z. Richards, District of Columbia. 1886 Language Work. — N. C. Dougherty, Illinois. Reading-Circles for Teachers. — Jerome Allen, New York. Growth and Benefits of Reading Circles. — Hubert M. Skinner, Indiana. 1887 The Place of Literature in the College Course. — Homer B. Sprague, California. The Ministration of Literature. — Minnie C. Clarke, Missouri. 1888 Teaching English. — J. B. McChesney, California. Elocution: Its Place in Education. — Martha Fleming, Tennessee. of Topics] ENGLISH LANGUAGE AND LITERATURE 683 i8S3 The Place of Literature in Common-School Education.— Horace E. Scudder, Massachusetts. Practical Value in Life of a Taste for Good Literature. — M.\rv L. Beecher, Tennessee. Practical Methods of Using Literature in Teaching Children to Read. — Leroy Halsey, Michigan. Ought Young Girls to Read the Daily Newspapers? — Wm. T. Harris, Massa- chusetts. 1889 Literature for High Schools. — ^^INXIE C. Clark, Missouri. Literature for Children to the Front. — ^L\RY E. Burt, Illinois. Methods of Study in English. — ^^ W. Smith, Ohio. 1890 Definition of Educational Literature. — W. H. Payne, Tennessee. \'alue of Educational Literature to Teacher and Student. — F. Louis Soldan, Missouri. The \'alue of Educational Literature to the Student and to the Professional Teacher. — W. E. Sheldon, Massachusetts. The Value of Educational Literature, and Its Direct and Indirect Influence upon .\merican Systems of Education. — W. R. Garrett, Tennessee. The Teachers' Reading-Circle in Education. — Mrs. D. L.\throp Williams, Ohio. Educational Ideas in Dickens' Novels. — F. Louis Soldan, Missouri. 1891 \()ice Culture in Primary and Elementary Schools. — Z. Richards, District of Columbia. How English Is Taught in One High School.— Ray Greene Huling, Massa- chusetts. The .Synthetic Sound System of Teaching Reading. — F. B. Gault, Washington. 1892 Usage the .\uthority in Language. — Brainerd Kellogg, New York. Literature for Children. — George E. Hardy, New York. Report of the Committee on Elementary Education (The Uses of Literature in Elcmentar}^ Education). — L. H. Jones, Indiana, chairman. Histon,- and Literature in Grammar Grades. — J. H. Phillips, Alabama. Report of Round-Table Discu.ssion on "The Uses of Literature in Elementary Eflucation." — L. H. Jones, Indiana. 1893 The Study of English Literature in French Universities. — Andre L. Chev- RILLON France. Report of Conference on Engli.sh. — Samuel Thurber, Massachusetts, chairman. Shall Reading and Writing Be Taught in the Kindergarten ?— Mrs. Alice H. Putnam, Illinois. 1894 The Ethical Element in Literature, and How to Make the Most of It in Teach- ing.— J. A. McLellan, Ontario. The Stufiv of English in the Public Schools.— .\. P. Marble, Mas.sachusetts. German Slethods of Using the Mother Tongue.- Ricmard Jones, Pennsylvania. The Studv of Literature.- Richakd G. Mollton, Illinois. Discu.ssion of Repcjrts of Committee of Ten : English.- A. F. Nightingale, Illinois. 1895 What Has Been .\ccared with the Comic in Literature and .\rt. — Wm. T. Harris, District of Columbia. Subje( Is for Comi^jsitions: Shall We Draw Them from Literature or from I.ifi- ? — F,i»wis L. Miller, Illinois. English the Core of a Secondary Course.— JoHN Calvin Hanna. ( )hio. Some of the Main Principles of Secondary English Teaching.- Samuel Thi uiier, Ma.s.sachusi'tts. A ProiK»s<-d Four- Years' Course in English for Se( onflary Sihits. - HuowN Ayres, L)uisiaiia. Re|K)rls on Work as Shown by Exhibits.- Various Authors. President's Address— The Influence of a (ireal Ex|^).sition as an Art I'.dui alor. — James Frederick Hoi-kins, Ma.ssachu.se(ls. Edufation at the ('nivcrsai F.x|K)sition, 190.J: From the View-Point of liie Chief of the Department.- Howard J. Ro(;krs, Missouri. F'lucation at the Universal ExiK)sition, 1004: Ivxhibil of tlu" United Slates Bureau of Education. — Wm. T. Harris, District of Columbia. Erlu( ation at ihi- Universal Ex|K)silion, 1004: Some City I'.xhibit.s: Their Purpose anrj Plan. A. St. I/)uis. - F. Loi;is S<»i.dan, Missouri. H. The City of New York.- Andrew W. Edson, New York. The Swedish Educational I'lxhibit and Il.s Relation to the SchooLs of Sweden. — N. G. W. Lagkrstedt, Sweden. The Japan<.H4' Ivxhibil and lis Relation to F.du( alion in Japan. - MosUKE Mat- sumura, Sec relary of the Japanes*- Commission to lh<" ExjMtsition. The Philif)pine Teacher and the Philip|)ine Fvhn alional Exhibit. Ai.iikrt Hammi HAr;KB, Pliilipjiine Ex|)osition Board. 686 NATIONAL EDUCATIONAL ASSOCIATION [Bibliography 1904 The Kindergarten and the Elementary School as Illustrated in Their Exhibits: From the Kindergarten Standpoint. — Patty S. Hill, Kentucky. The Kindergarten and the Elementary School as Illustrated in Their Exhibits: From the Standpoint of the School. — C. B. Gilbert, New York. 1905 Review of the Educational Features of the Universal Exposition at St. Louis. — ■ Various Authors. The Uses of Educational Museums. — Frederick J. V. Skiff, Illinois. 24. FINANCES AND TAXATION (5eefl/50 Pensions for Teachers; Salaries of Teachers; Supervision, Organization, and Administration.) 1866 Cost per Capita of Education in Different States. — J. W. Bulkley, New York. School Funds: How Best Raised, and How Best Disbursed. — John Eaton, Tennessee. 1884 The New Bill for National Aid to Public Schools. — B. G. Northrop, Connecticut. National Aid for the Support of Public Schools. — J. W. Dickinson, Massachusetts. 1886 National Aid to Education. — J. A. B. Lovett, Alabama. 1888 Federal Aid. — J. A. B. Lovett, Alabama; Alexander Hogg, Tennessee. 1897 Rural Schools. Appendix B. — Permanent School Funds. 1899 Report of Committee on Uniform Financial Reports. — C. G. Pearse, Nebraska, chairman. 1902 Taxation for School Purposes. — Nathan C. Schaeffer, Pennsylvania. Taxation and Teachers' Salaries. — A. G. Lane, Illinois. 1905 Some of the Conditions Which Cause Variation in the Rate of School Expendi- tures in Different LocaHtics. — Wm. T. Harris, District of Columbia. 1 905 1 Report of Committee of Taxation as Related to Public Education. — James M. Greenwood, Missouri, chairman. Table I: School Expenditures Classified. Table II: Cost of Instruction as Compared with Other Expenditures. Table III: Relation of Maintenance of Schools to Total City Operating Expenses. Table IV: Classification of School Expenses in Cities, by Groups. Methods of School Taxation in New York City. — Wm. H. Maxwell, New York. Taxation for School Purposes. — Nathan C. Schaeffer, Pennsylvania. Twenty-five Years Progress of Public Education in North Carolina, with Various Tables. — Charles D. McIver, North Carolina; Charles L. Coon, North Carolina. Taxation for School Purposes in Pennsylvania. — Nathan C. Schaeffer, Penn- sylvania. Method of Taxation for School Purposes in Indiana. — John W. Carr, Indiana. Table V: Cost of Maintenance of Schools Compared with Each of the Other Municipal Departments in the 137 Cities of Largest Population. — Wm. T. Harris, District of Columbia. Table VI: Value of Property, Comparative Cost of Schools, and Wages Earned in the 137 Cities of Largest Population. 25. GEOGRAPHY AS A SUBJECT OF STUDY 1 871 How to Teach Geography. — Mary Howe Smith, New York. 1 881 An Evening in Wonderland. — Wm. I. Marshall, Massachusetts. 1888 Scientific Methods in Teaching Geography. — C. F.- Palmer, Ohio. 1893 Report of Conference on Geography. — T. C. Chamberlin, Illinois, chairman. 1895 Physical Geography — Its Possibilities and DitTicultics. — Edward L. Harris, Ohio. The Relation of Geography to History. — Edward Channing, Massachusetts. 1897 Physical Geography in Secondary Schools. — Albert Perry Brigham, New York. Laboratory Work in Elementary Physiography. — R. H. Cornish, Illinois. 1898 Influence of Environment on the Development of United States History. — Jacques W. Redway, New York. ■ The Reports and Papers from this point to the end of the section were not printed in any volume -of Proceedings, but were published in a separate pamphlet. of Topics] HIGHER EDUCATION—COLLEGES AND UNIVERSITIES 687 1898 The Gcospheres. — \V. J. McGee, District of Columbia. Prtliniinary Report of the Subcommittee on Physical Geography. — Albert Perry Brigham, New York. 1899 Report of the Committee on Physical Geography.— William North Rice, Con- necticut, acting chairman. 1901 The Relation of Physical Geography to Geology.— WiLLiAM Harmon Norton, Iowa. Round Table — Physiography Conference. — W. H. Snyder, Massachusetts. 1902 Physiography in the Secondary Schools. — J. A. Merrill, Wisconsin. 1903 The Human Side of Geography. — Lloyd E. Wolfe, Texas. Commercial Geography: The New Science. — Frank O. Carpenter, Massachu- setts. Out-Of-Door Class Work in Geography. — F. P. Gulliver, Massachusetts. 1904 Out-Of-Door Work in Geography. — Mark S. W. Jefferson, Michigan. Applied Geography, Illustrated from the Louisiana Purchase. — .\rthur G. Clement, New York. 1905 Right Methods of Studying History and Geography by Children. Round-Table Conference — B. — Frank M. McMurry. New York. 26. GOVERNMENT AND DISCIPLINE OF SCHOOLS 1863 School Gymnastics. — S. W. Mason, Massachusetts. 1870 Motives and Means Which Should Be Made Prominent in School Discipline. (Discussion.) 1889 Discipline in Elementary Schools. — Bettie A. Dutton, Ohio. An Educational Experiment. — S. H. Peabody, Illinois. 1890 Co-operative Government. — M. C. Fernald, Maine. Forms of Discipline and Discipline of I-'orms. — R. L. Wiggins, Tennessee. 1892 Discipline in High School. — R. E. Denfeld, Minnesota. 1894 Discipline as the Result of Self-Government. — A. V. Storm, Iowa. The Dogma of Formal Discipline. — B. A. Hinsdale, Michigan. 1895 Punishment as Seen by Children. — Earl Barnes, California. 1896 Congressional Work for Youth. — W. K. Wickes, New York. 1900 The Problem of the Grades — Discipline. — Gertude Edmund, Massachu- setts. 27. HIGHER EDUCATION— COLLEGES AND UNIVERSITIES 1864 Should a Professor of Didactics Be Employed in Every Principal College? — Thomas Hill. Read by J. D. I'iiilukuk, Massachusetts. 1866 Normal Instruction in Colleges. — EinvARU .N'outh, New York. The True Idea of a College. — P. A. tJiAUUUKNE, Wiscon.sin. The Duties of an American State in Respect to Higher Eduiation.- W. V. I'm 1. PS, Minnesota. 1869 Progress of University Education. J. W. IloVT, Wi.sconsin. The State in Its Relation to Higher Education.— J. P. Wickersuam, Penn- sylvania. 1871 Superior Education as Related to Universal Education. — John Eaton, Di^triet ine FxiM».siiion Hoard. The Kinclcrgarten in Japan. Annie L. Howe, Illinois. The French and German ICIementary .Schools. -Frkhehick Erni-.si !• arrinc.ton, (,'alifornia. What May the Sc-ccmdary SchcK)l.s of the United States Learn from a Suidy of Gemian S; condary Education ? Fkederick E. BoltoN, Iowa. Edueaiiona! l'rin( ipUs for the South. -CHARLES W. Daunkv, Tennes.sec; Charles I). MclvEK, North (larolina. The French and German Elementary Schools.— Fr 11 -iRUK Ernest Farring- ton, California. Education in the Philippines. E. B. Bryan, Indiana. Educational Needs of the South.— J. II. Phillips, Alabama. 692 NATIONAL EDUCATIONAL ASSOCIATION [Bibliography 1904 Popular Education in England. — Percy Atkin, England. Education in Porto Rico. — Samuel McCune Lindsay, Porto Rico. What May the Secondary Schools of the United States Learn from a Study of French Secondary Education ? — E. W. Lyttle, New York. 1905 Report on the Educational Progress of the Year. — Howard J. Rogers, New York. 1906 Fifty Years of American Education. — Elmer Ellsworth Brown, District of Columbia. The Educational Awakening in England. — Michael Ernest Saddler, England. The Past and Future of German Education. — Friedrich Paulsen, Berlin. What France Owes to America in the Matter of Education. — J. J. Gabriel Com- PAYRE, France. The Carnegie Foundation for the Advancement of Teaching. — Henry S. Pritch- ETT, New York. State Teachers' Associations Organized before 1857. — Will S. Monroe, Massa- chusetts. History of Educational Journalism. — C. W. Bardeen, New York. The National Teachers' Association (1857-70, — Historical Sketch. National Organization of Teachers. — William Russell, Massachusetts. The National Educational Association, Historical Sketches, Extracts from D. B. Hagar's Presidential Address in 1870; also from John Hancock's Presidential Address in 1879. Organization and Functions of the National Educational Association. — W. T. Harris, District of Columbia. Origin of Free Schools in the American Colonies — Barnard's Journal. Home and School Training in New England about 1776. — Thomas Brainard, Connecticut. The American Institute of Instruction. — Albert E. Winship. Western Literary Institute and College of Professional Teachers: 1831-45 — Will S. Monroe, Massachusetts. School Teachers and Superintendents. — Opening Address of the President. — Horace Mann. Closing Address. — Horace Mann. American Association for the Advancement of Education. — ^WiLL S. Monroe, Massachusetts. The American Association for the Advancement of Science. — -L. O. Howard, District of Columbia. American Library Association. — Melvil Dewey, New York. General Education Board. — -Wallace Buttrick, New York. The Southern Education Board. — Edgar Gardner Murphy, Alabama. The Southern Educational Association.— Richard J. Tighe, North Carolina. 29. HISTORY TEACHING 1889 The Teaching of Patriotism in the Public Schools and Everywhere. — G. W. F. Price, Tennessee. History a Patriotic Force in Schools. — H. B. Carrington, Massachusetts. 1890 The Purpose and Scope of History in the High School. — W. M. West, Minnesota. 1 89 1 Aims in Teaching Civil Government. — Frank A. Hill, Massachusetts. Methods of Teaching General History. — Mrs. Mary Sheldon Barnes, Indiana. 1892 History and Literature in Grammar Grades.— J. H. Phillips, Alabama. Teaching Current Events in School. — E. O. Vaile, Illinois. History in Elementary Education. — M. A. Newell, Maryland. The Chief Aim in the Study of History.— Walter A. Edwards, Illinois. 1893 Report of Conference on History, Civil Government, and Political Economy. — Chas. Kendall Adams, Wisconsin, chairman. 1894 Discussion of Reports of Committee of Ten — History. — Frank M. McMurry, Illinois. History as an Aid to Moral Culture. — Chas. M. Andrews, Pennsylvania. 1895 The Relation of Geography to History. — Edward Channing, Massachusetts. What Has Been Accomplished in Co-ordination in the Field of History and Litera ture. — Charles A. McMurry, Illinois. The Teaching of Political Economy in Secondary Schools. — Charles F. Thwing, Ohio. History Teaching in Schools.— B. A. Hinsdale, Michigan. of Topics] INDIAN EDUCATION 693 1895 The Study of Aim-rican History as a Training for Good Citizenship. — J. Baldwin, Texas. The Ethical Element in Patriotism. — A. P. M.\rbi.e, Nebraska. 1896 Round Table — History. — R.\Y Greene Huling, Massachusetts. Historv- in the Secondary Schools. — H. Morse Stephens, New York. The Ethical Value of 'History in Elementary Schools.— J. F. Millsp.\uoh, Utah. 1897 Round Table in History. — C. W. French, Illinois, leader. The Study of History in Our- Public Schools.— Newton C. Douc.hf.rty, Illinois. Shall .\merican History Be Taught in Cross-Sections or in Parallels ? — J.a.\ies M. Greenwood, Missouri. 1898 Influence of Environment on the Development of United Slates Histor}-.— Jacques W. Redway, New York. The Essentials in United Slates History to Be Taught in Elementary Schools. — Wilbur F. Gordy, Connecticut. The Essentials in United Stales History to Be Taught in Secondary Schools. — Homer H. Seerley, Iowa. 1899 College-Entrance Requirements — Report of the Committee of Seven of the Ameri- can Historical Association. — Andrew C. McLaughlin, Michigan, chairman. The Economic Interpretation of History. — E. A. Bryan, Washington. In Fundamental Civics, What Shall We Teach as the American Doctrine of Reli- gion and the State ? — Sylvester F. Scovel, Ohio. 1901 Round Table — History Conference. — J. J. Sheppard, New York. 1902 Myth and History in the Elementary Schools. The I'se and Limits of Each. — May H. Prentice, Ohio. Round Table — History Conference. — Charles R. Frazier, Minnesota. 1903 The Teaching of Civics and Good Citizenship in the Public Schools. — R. W. G. Welling, New York. Round-Table Conference — IV. History Conference.— Ja.mes Sullivan, New York. History in the Curriculum of the Commercial High School.— Cheesman A. Her- rick, Pennsylvania. 1905 Round-Table Conference — V. Right Methods of Studying History and Geography by Children. — Frank M. McMurry, New York. Round-Table Conference— C. History Conference.— James Sullivan, New York. 30. INDLVN EDUCATION AND 0T1IJ:R MINOR ALIKN RACES 1884 Indian Education.— J. M. IIawuktu, District of Columbia. Indian Education. — R. H. Pratt, Pennsylvania. The Education of the Indian. — S. C. Armstrong, Virginia. 1886 Education of the Mexican. — W. H. Ashley, New Mexico. The Education of the Mongolian or Chinese. — S. L. Baldwin. The Results of Education in the Indian Territory. —R. L. Owen, Indian Tirrit..iy. 1888 Alaska.— N. H. R. Dawson, District of Columbia. 1891 Indian Education. — Oroniiyatekha, Ontario. In Search of an Education. — Mo.molu Massaquoy, Prin( e of the \'«y Nation, Africa. 1895 Indu.strial Training ;is Ajiplied to Indian Sih(K)ls.— R. H. Pratt, Pennsylvania. The Next Step in the Education of the Indian. W. N. Hailmann, Dislrii t of Columbia. 1900 The Indian Problem. -H. B. Fkisskll, N'irginia. The ProfMT Relation Between Literary and Industrial Education in Imliaii Si liools. — A. J. Standing, Peiuisylvania. The Health of the Injna E. Bryan, Kentucky. 1891 Kindergarten and the Primar>' School. — \Vm. T. Harris, District of Columbia. Kindergarten Methods in Intellectual Training. — Mrs. J. L. Hughes, Ontario. The Organic Connection between the Kindergarten and the Primary School. — Miss N. Cropsey, Indiana. Theory Tested by E.xperience. — An.va E. Frederickson, Indiana. Magicians That Make a Child's Life Happy or Miserable. — Mrs. LouiSE Pol- lock, District of Columbia. .'^ome Things a Kindergartner Should Know. — Wm. E. Sheldon, Massachusetts. 1892 The .\rtistic Simplicity of Child Work. — .^malie Hofer, New York. The Duty of the State in Relation to the Kindergarten. — Andrew S. Draper, Ohio. Ethical Culture in the Kindergarten. — Irwin Siiepard, Minnesota. Influence of Expression on Thought. — Miss Guddings, Rhode Island. Practical Psychology' in the Kindergarten. — Constance Mackenzie, Pennsyl- vania. President's Address. — Mrs. J. L. Hughes, Ontario. The Relation of the Kindergarten to Manual Training. — Caroline T. Haven, New York. Songs, Morning Talks, and Stories. — Emilie Poulsson, Massachusetts. S%Tnbolic Education as Illustrated in the "Mutter und Kose Licder." — Laura Fisher, Missouri. 1893 Froebel's Educational Principles in England. — Emily A. E. Shirreff, London. Kindergarten as a Ba.sis for Life. — Frau Henrietta Schrader, Berlin. Preparation of the Kindergartner. — Mrs. Parsons Hopkins, Ma.ssachuselts. Introductory Address. — Mrs. \v).\ M. Hughes, Ontario. Changes in Kindergarten Plays and Games. — Sarah A. Stewart, Pennsylvania. The Kindergarten in Austria. — Mrs. Ottilia Bondy, Vienna. The Organic Union of Kindergarten and Primary School. — Mrs. Sarah B. Cooper, California. Prevention of Criminal Idleness. — Emma Marwedel, California. The Song in the Kindergarten — -Its Place, Value, and the Dramatic Element. — Constance Mackenzie, Pennsylvania. Story-Telling in the Kindergarten. — Mary T. Hotchkiss, Wisconsin. The Use of .Symlx)lism in the Kindergarten? — Earl Barnes, California; Mrs. Eudora L. Hailmann, Indiana. 1894 Letter of Greeting to Kindergartners Assembled at Asbury Park. — Susan E. Blow, Missouri. President's Address. — Miss Constance MacKenzie, Penn.sylvania. The Related Development of Morality and Intelligence in the Kindergart.ii Idci. — Mrs. Leontine T. Newcomb, Ontario. What Can the KinfKrgarten Do for History and Literature in the Higher Grades ? — Sara E. Wiltse, Massachusetts. E.s.sential Principles of the Kindergarten System.— Angeline Brooks, New York. Ideal Relation of Kindergarten to Primary Schools.— Lucy Wheelock, Massa- chusetts. The Relation of the Kindergarten to the Pul)lic-Schof FriM-lxl and llerbart. James L. HtroHES, Canada. 'I'he Kindergarten and the Home.— Mrs. James L. Hi;f;iiES, Canairit on Higher F.ort of the Sulxommittee on Relation of Libraries to Normal .Scli(»ols. M. Louise Jcjnes. Establishing Libraries in Villages. — F. A. Hutchins. Securing Libraries f(jr Rural Sch(K>ls. — F. A. Hutchins. The Preservi.sor in His Relation to the I'rofessiunal Musi( ians and Educators. — Frank Nac.el, Iowa. Conferences on a nigh-Sch«K)l Music Course. — H. C. Macdougall, ( hairman. 1905 The Mission of Music in the Public Schools. — A. E. WlNSiilP, Massachusetts. .Some Question.s Involved in Making Music a Major Sturly. — W. Scott, Massa- chus<-tts. , Correlation of Music with Other Branches of the S( h(«il Curriculum.— 'Mrs. Eliza- beth Castekton, Michigan. 7o6 NATIONAL EDUCATIONAL ASSOCIATION [BibUography 1905 Music as a Factor in Culture. — Charles Edward Locke, New York. Relation of the Grade Teacher to Music Instruction in the Public Schools. — C. A. Fuller, Nebraska. Some Features of Music Instruction in the Schools of New York City. — Frank R. Rix, New York. Some Type-Forms That Have Been Found Useful in the Teaching of Music in the Schools. — Walter H. Aiken, Ohio. Report of Committee on What Results Should Be Obtained in the Study of Music in the Eight Grades of the PubUc Schools. — Philip C. Hayden, Iowa, chair- man. 37. NATURE-STUDY {See also Science Teaching.) 1858 The Laws of Nature. — John Young, Indiana. 1893 Report of Conference on Natural History. — W. B. Powell, District of Columbia, chairman. 1894 The Higher Use of Nature-Studies. — Miss N. Cropsey, Indiana. 1895 Nature-Study and Literature. — Sarah L. Arnold, Massachusetts. 1896 Nature-Study and Moral Culture. — David Starr Jordan, California. Nature-Study. — O. S. Westcott, Illinois. The Function of Nature in Elementary Education. — M. G. Brumbaugh, Pennsyl- vania. The Place of Nature-Study in Primary Work. — Flora J. Cook, Illinois. 1900 Nature-Study in the Public Schools. — D. Lange, Minnesota. Nature-Study in the Public Schools — The Geographical Phase. — Jacques W. Red- way, New York. Nature-Study for. the Graded Schools. — Katherine E. Dolbear, Massachusetts. The Relation of Nature-Study to Drawing in the Public Schools. — James M. Stone, Massachusetts. How Can Advanced Science and Nature Work Be Rendered More Mutually Help- ful ? — Charles B. Wilson, Massachusetts. 1903 Justification of City E.xpenditure on Parks and Parkways. — Nathan Matthews, Massachusetts. The Nature-Study Movement. — L. H. Bailey, New York. Nature-Study True to Life. — C. F. Hodge, Massachusetts. 1904 Nature-Study as an Aid to Advanced Work in Science. — E. R. Whitney, New York. 1905 Some of the Common Insects. — -John B. Smith, New Jersey. 38. NEGRO EDUCATION 1866 Education Among the Freedmen. — O. O. Howard, District of Columbia. 1869 The Work of Education in the South. — O. O. Howard, District of Columbia. 1884 The Educational Status and Needs of the New South. — Robert Bingham, North Carolina. Negro Education — Its Helps and Hindrances. — W. H. Crogman, Georgia. 1886 The Coeducation of the Races. — Charles S. Young, Nevada. Educational Work Among the Colored Race. — W. H. Bartholomew, Kentucky. 1889 Educational Progress of the Colored People in the South. — John H. Burrus, Mississippi. The Higher Education of the Colored Race — What Has Been Done — What Can Be Done. — A. OwEN, Tennessee; W. S. Scarborough, Ohio. Normal School Work Among the Colored People. — B. T. Washington, Alabama. 1890 The General Statement of the Race Problem. — A. A. Gunby, Louisiana. Education and the Race Problem. — J. C. Price, North Carolina. The Education of the Negro in the South. — J. A. B. Lovett, Alabama. The Race Problem in Civilization. — Henry W. Blair, New Hampshire. 1894 Remarks on the Education of Colored People in the South. — Richard R. Wright, Georgia. 1896 The Influence of the Negroes' Citizenship. — Booker T. Washington, Alabama. 1897 Rural Schools. Appendix J. Negro Teachers for Negro Schools. 1898 What the Negro Gets from the Common School Education, and What He Gives to It. — G. R. Glenn, Georgia. 1900 The Problern of the South. — Booker T. Washington, Alabama. 1903 The Educational Needs of the Southern Negro. — Charles T. Walker, New York. 1904 The Education of the Southern Negro. — Booker T. Washington, Alabama. of Topics] NORMAL SCHOOLS AND TRAINING OF TEACHERS 707 39. NORMAL SCHOOLS AND TRAINING OF TEACHERS 1864 Tt-acher's Associations. — J. \V. Bulkley, New York. 1865 Distinctive Characteristics of Xormal Schools. — Richard Edwards, Illiiidis. 1866 Normal Education in Kansas. — L. M. Kki.logg, Kansas. Normal Schools: Th.ir Organization and Course of Study. — W. 1". I'uklps, Minnesota. 1869 How Shall Pupils Be Taught to Teach?— John Alden, New York. Education as a Science. — John Ogden, Ohio. Course of Study for a Normal Schixil. — Fordyce .\i.i,en', Pennsylvania. 1870 The Means of Providing the Mass of Teachers with Professional Instruction. — S. H. White, Illinois. Report on a Course of Study for Normal Schools. — W. F. Phei.ps, Minnesota. 1871 The Normal School Problem. — J. \V. Phii.brick, Ma.s.sachusetts. Principles and Methods in a Normal Course. — John W. Armstrong, New York. Model Schools in Connection with Normal Schools. — Richard Edwards, Illinois. 1872 System of Normal Training Schools Best Adapted to the Wants of Our People. — W. F. Phelps, Minnesota. The Proper Work of Normal Schools. — J. C. Greenough, Rhode Island. Practice Schools — Their Uses anrl Tiiiir Relation to Normal Training. — Miss J. H. Stickney, Massachusetts. The .\mcrican Normal School. — Anna C. Brackett, New York. Professional Instruction in Normal Schools. — T. W. Harvey, Ohio. Relation Between Matter and Method in Normal Instruction. — Geo. P. Beard, Missouri. Normal School Work Among Freedmen. — S. C. Armstrong, Virginia. 1873 Training Schools — Their Place in Normal-School Work. — Delia A. Lathrop, Ohio. Duties and Dangers of Normal Schools. ^Richard Edw.\rds, Illinois. 1874 Training Schools in Connection with Normal Schools. — J. C. Greenough, Rhode Island. What Constitutes a Consistent Course of Study for Normal Schools ? — John Ogden Ohio. Special Work of Normal Schools to Entitle Them to Be Called Professional. — Larkin Dunton, Mas.sachusetts. 1875 Professional Training of Teachers. — Delia A. Lathrop, Ohio. 1876 Normal Schools in the United States. — Richard Edwards, Illinois. Centennial Thoughts on Normal SchcKjls. — Edward Brooks, Pennsylvania. A Professional Course of Slufly for Normal Sch(M)ls. — John Ogden, Ohio. 1877 Range anrl Limits of Normal-.SchcKjl Work. — ^E. C. Hewett, Illinois. Common-SchcKjl Studies in Normal Schools. — J. C. Greenough, Rhode Island. Attacks on Normal Schools. — C. C. Rounds, New Hampshire. Queries Concerning Details of Normal-.School Work. — S. H.White, Illinois. 1879 Professional Degrees for Teachers. — J. C. GlLcniST, Iowa. Professional Instruction in Normal Schools.— Lewis McLouth, Michigan. 1880 Normal Departments in State Universities. — Grace C. Bibb, Mi.s.souri. Instruction in Suhject-Matler a Ix-gitimate Part of Normal-School Work.— (1. L. fJSHf)RNE, Mi.s.souri. Some of the Obstructions, Natural and Intirpos<-fl, That Resist the Formation and Growth of the Pedagogic Profession.- (1. I*. Bkown, Indiana. 1881 The Necessity of a Normal Schcnil in a Public System of Instruction. Ji komk .\llkn, Minnesota. What Constitutes a Normal Sc hcwil ? J. ('. GiLCHlST, Iowa. The True- Nomial Training for Country Teachers. T. C. H. Yanck, Kentucky. 1882 The- Place of a Normal School in the- Kdui ational System. D. L. Kii-.hi.k, Minnc- sf)ta. 1883 The Place and Function of the Model .SduKil.— Charles DkC. ahmo, Illinois, The Normal .SrhfK)! Problem ancl the- Problem of the- Sc hcM)ls If. II Stkaigiii, New York. The Function of the Normal .Sc hls in Cc»nncc lion with Normal Sc hcnils. - C. C. Rounds, New Hamp- shire. Function of thr V.irm.l S, li.M.I in ()ilr I'.dlK .iliorial Svslelll. FdWABD F.. SiIEID, Loui.siana. 7o8 NATIONAL EDUCATIONAL ASSOCIATION [Bibliography 1886 Distinctive Principles of Normal-School Work. — A. G. Boyden, Massachusetts. y Organization, Courses of Study and Methods of Instruction. — A. R. Taylor, Kansas. Teacher's Institutes. — D. C. Tillotson, Kansas. 1887 Method of Instruction in the Normal Schools of the United States — Thos. F. Gray, Minnesota. The German System of Normal Schools. — Chas. DeGarmo, Illinois. Psychology in Normal Schools. — G. S. Albee, Wisconsin. Teachers' Institutes. Report of Committee on Normal Schools. 1888 Normal Training for Teaching of Elementary Schools. — Kate N. T. Tupper, Oregon. Relation of the High School to the Training School. — Olive A. Evers, Minnesota. The Normal-School Problem. — S. S. Parr, Indiana. The Distinctive Work of the Normal School. — Joseph Baldwin, Texas. The Subject-Matter for the Normal School. — Lucy M. Washburne, California; Cyrus W. Hodgin, Indiana. The Training-School as an Adjunct of the Normal School. — C. H. Allen, California. The Relation of the Normal School to the Academic Schools. — Thos. H. Kirke, Wisconsin. Are the Normal Schools, as They Exist in Our Several States, Adequate to Accom- plish the Work for Which They Were Established ? — ^James P. Wickersham, Pennsylvania. 1889 The Qualifications of Principals. — J. M. Greenwood, Missouri. Psychology in Its Relation to Pedagogy. — Nicholas Murray Butler, New York. City Training- and Practice-Schools. — W. S. Jackman, Pennsylvania. County Institutes. — A. G. Lane, IlHnois. Report of "Chicago Committee" on Methods of Instruction and Courses of Study in Normal Schools. — T. J. Gray, Minnesota. Normal-School Work among the Colored People. — B. T. Washington, Alabama; Albert Salisbury, Wisconsin. Academic and Professional Training in Normal Education. — D. B. Hagar, Massa- chusetts. The Training of the Teacher in the South. — A. D. Mayo, Massachusetts. 1890 Common-School Branches from a Professional Point of View. — Miss Isabel Lawrence, Minnesota. The Normal-School Curriculum. — William W. Parsons, Indiana. Criticism in Normal Schools: Its Value as an Element in Training Teachers. — Thomas J. Gray, Minnesota. 1891 A Year in a German Model School. — Julia S. Tutwiler, Alabama. The Professional Training of Teachers. ^D. J. Goggin, Manitoba. City Normal Schools. (Discussion.) Report of Committee of National Council. What Present Means Are Available for the Preparation of Teachers for Their Work. — Henry S.'VBIN, Iowa. (Discussion.) The Teacher's Academical and Professional Preparation.— B. A. Hinsdale, Michigan. What Constitutes Professional Work in a Normal School ? — Charles DeGarmo, Pennsylvania. (Discussion.) The Place of the City Training-School. — Ellen G. Reveley, Ohio. The Function of a Teachers' Training College. — Walter L. Hervey, New York. 1892 Art Instruction in Normal Schools. — Elizabeth Perry, Massachusetts. Co-ordination of the Normal School and the University in the Training of Teachers. — Charles DeGarmo, Pennsylvania. Professional Training of Teachers. — Mrs. Eudora L. Hailmann, Indiana. Report of the Committee on Normal Education (The Relation of the Normal School to Other Institutions of Learning.) — C, C. Rounds, New Hampshire, chairman; N. C. Schaeffer, Pennsylvania. Value of Herbartian Pedagogy for Norma! Schools. — Frank McMurry, Illinois. 1893 Child-Study in Connection with the Professional Training of Teachers. — Margaret K. Smith, New York. How Should Normal-School Pupils Acquire Methods of Teaching? — GiACOMO Oddo Bomafede, Italy. Historical Development of Normal and Training-Schools in France. — Eugene Martin, France. The Ideal Normal School. — Edward Brooks, Pennsylvania. What Should Be Required of and upon Whom Is to Be Conferred the Degree of Doctor of Pedagogy ? — Jerome Allen, New York. of Topics] NORMAL SCHOOLS AND TRAINING OF TEACHERS 709 1893 Should the Course of Study in Nomial Schools Be Wholly Professional ? — Francis B. Palmer, New York. The Professional Training of Teachers for Secondary Schools. — Miss E. P. HuonES, England. The Candidate for the Degree of Doctor of Pedagogy Should Be .\ble to Make Original Investigations in E.xperimenlal Psyt hology. — Edgar Dubs Shimer, New York. How Normal-School Work Differs from the Work in Secondary and in Higher Education. — Malcom MacVicar, New York. Requinments for the Degree of Doctor of Pedagogy. — Chari.es A. McMuRRY, Illinois. What Should Be Required of a Candidate for the Degree of Doctor of Pedagogy ? — Edward R. Shaw, New York. Gradation of Normal and Training-Schools. — Thom.vs KiRKLA>fD, Ontario. Normal Schools in the State of New York. — Francis J. Cheney, New York. Imp>ortant Necessities in Present Normal Schools. — George A. Walton, Massa- chusetts. Opening .Address. — E. A. Sheldon, New York. Higher .Vadc mic Degrees in Pedagogy. — S. G. Williams, New York. Should Original Investigation Be Required in .Some Branch of Child-Study for the Doctor of Pedagogy Degree ? — Earl Barnes, California. The Value of Practice-Work in Model and Training-Schools. — Fannie S. Guptill, Minnesota. Methods of Training Teachers at the Westminster Training College, England. — Joseph H. Cowham, England. A Sociological, Ideal View of Normal Schools. — Daniel Fulcomer, Michigan. Training of Teachers in High Schools in Sweden.— Edward Osterberg, Sweden. 1894 Scholarship in Normal Schools. — Livingstone C. Lord, Minnesota. The Academic Function of the Normal School. — James M. Green, New Jersey. The Teacher as an E.xpert. — R. G. Boone, Michigan. Professional Training of Teachers in Normal Schools. — John W. Cook, Illinois. The Training of the High-School Teacher. — EoLlNE Clark, Nebraska. Report of Committee on the Relation of Normal Schools to Universities. — Charles DeGarmo, New York. The Duty of the Normal School toward the Problem of School Literature. — C. C. Van Liew, Illinois. Professional Training of Teachers ui Colleges. — S. G. Williams, New York. Professional Training of Teachers in .Summer Schools. — E. E. White, Ohio. 1895 Organization of Training-Schools and Practice Teaching. — Kate D. Stout, New York. The Organization of Practice Teaching in Normal Schools. — J. N. Wii.ki.nson, Kan.sas. ' The Correlation of Studies in a Normal School. — N. C. Schaeffer, Pennsylvania. Concentration or Co-ordination of Studies in the Normal School. — John W. Cook, Illinois. . Re[K)rt of the .Subcommittee on the Training of Teachers. — H. S. Tarbei.l, c hair- man. Ks<- ? Richahd G. Boone, Mic higan. Rural Sc hcM)ls. A|)pendix S. Continuous Sessions in Normal Sc h(K)ls. Some Possible Relations of Normal Schools to Manual 'I'raining. W.T). Pakkek, Wiacon.sin. yio NATIONAL EDUCATIONAL ASSOCIATION [BibUography 1897 Round Table of State Superintendents. What Should the State Superintendents Do at the Summer Institutes ? — S. M. Inglis, Illinois. Rural Schools. Appendix K. — ^Teacher's Training-School Established by J. W. Bradbury. 1898 The Southern State Normal Schools. — Marion Brown, Lousiana. Normal Schools West of the Mississippi River and East of the Rocky Mountains. — • Homer H. Seerley, Iowa. The North-Central State Normal Schools.— R. G. Boone, Michigan. Report of Subcommittee on the State Normal Schools of the Pacific Coast. — Ed- ward T. Pierce, California. The Middle-State Normal Schools. — N. C. Schaeffer, Pennsylvania. Minimum Preparation for Teaching. — Price Thomas, Tennessee. Reciprocal Recognition of State and Normal-School Diplomas by the States. — Z. X. Snyder, Colorado. The "Training School" in the United States. — Z. X. Snyder, Colorado. The Training of the High-School Teacher. — M. V. O'Shea, Wisconsin. What Kind of Normal Training Does the Common-School Teacher of the South Need ? — E. C. Branson, Georgia. Continuous Sessions, with Special Application to Normal Schools. — Irwin Shepard, Minnesota. 1899 The Future of the Normal School. — Wm. T. Harris, District of Columbia. The Training of Teachers for Secondary Schools. — James E. Russell, New York. Report of the Committee on Normal Schools: Function of the Normal School. Report of the Committee on Normal Schools: Training-Schools. — Theses. Report of the Committee on Normal Schools: Geographical and Historical Varia- tions That Exist in Normal Schools in the United States. Report of the Committee on Normal Schools: The Inner Life of a Normal School. Report of the Committee on Normal Schools: Normal-School Administration. Report of the Committee on Normal School: State Normal Schools. Report of the Committee on Normal Schools: Appendix A. Professor Rein's Prac- tice School, Jena, Germany. — John W. Hall, Colorado. Report of the Committee on Normal Schools: Appendix B. General View of the Work of the Normal School. — Albert G. Boyden, Massachusetts. Report of the Committee on Normal Schools: Appendix C. A Typical EngHsh Training College. — George Morris Philips, Pennsylvania. Report of the Committee on Normal Schools: Appendix D. Continuous Sessions in Normal Schools. — Irwin Shepard, Minnesota. The Study of Education in the University. — Elmer Ellsworth Brown, California. 1900 Training of Teachers for White Schools. — Charles D. McIver, North Carolina. The Training of Negro Teachers. — H. B. Frissell, Virginia. General' Culture as an Element in Professional Training. — Richard G. Boone, Ohio. 1901 Round Table of Training Teachers. — Isabel Lawrence, Minnesota. The Training of Teachers for Secondary Schools. — James E. Russell, New York. 1902 Round Table — C. Round Table of Normal Schools and Training Teachers. Conference A. Normal Schools. • Topic I. What Aspects of Psychology and Child-Study are Suitable Subjects jects for Instruction in Normal Schools.- — Daniel Putnam, Michigan. Topic II. Shall the Instruction in Psychology Be Oral, or Shall a Textboo kBe Be Used ? — Grant Karr, New York. Conference B. Training Teachers. Topic: Criticism — What Shall It Be? — James E. Russell, New York. The Ideal Normal School. — William H. Payne, Michigan. The Relations of the Heads of Departments to the Training-School. — David Felmley, Illinois. Defects in the Normal Schools. — Homer H. Seerley, Iowa. 1903 Round Table — B. Round Table of State Normal Schools and City Training-Schools.— Wilbur H. Bender, Iowa. Conditions of Admission to Normal Schools. — Walter P. Beckwith, Massachu- setts, and Others. The Academic Side of Normal-School Work. — Henry Johnson, Illinois. To What Extent and in What Manner Can the Normal School Increase Its Scholar- ship ? — James M. Green, New Jersey. The City Normal School of the Future. — Francis Burke Brandt, Pennsylvania. of Topics] PHYSICAL EDUCATION 711 1904 Extension of Public -School Privileges. — R. H. Halsky, Wisconsin. The Preparation of Teachers in Germany. — Leopold Bahlsen, Germany. 1905 President's Address — A Statement of the Issues before the Department. — Charles C. Van Liew, California. The Modern High-School Curriculum as Preparation for a Two-Year Normal Course.- — ^D.A.viD Felmley, Illinois. How Can the Normal School Best Produce Efficient Tt'achers of the Elemi'ntary Branches? — Grant Karr, New York. The Co-operation of Universities and Normal Schools in the Training of Klenienlary Teachers. — Frank McMurry, New York; Guy E. Maxwell, Minnesota. The Co-operation of Universities and Normal Schools in the Training of Secondary Teachers. — E. N. Henderson, New York; Z. X. Snyder, Colorado. Should Chairs of Pedagog)' Attached to College Departments of Universities Be Developed into Professional Colleges for the Training of Teachers ? — Albert Ross Hill, Missouri. 1906 The Influence of City Normal School or Training School. — Ella Flagg Young, Illinois. The Local Training-School as an Agency for the Preparation of Teachers. — Wilbur F. Gordy, Illinois. The Best Means and Methods of Improving Teachers Already in the Service. — William McKendree Vance, Ohio. 40. PENSIONS FOR TEACHERS 1896 shall Teachers Be Pensioned ? — John E. Clark, Michigan. 1904 Preliminary Report of Committee on Salarii'S, Tenure, and Pensions of Teachers. — Carroll D. Wright, District of Columbia, chairman. 1905 Pensions of Teachers. — Howard J. Rogers, New York. 41. PHYSICAL EDUCATION 1869 Physiolog)-. — J AS. McClintock, Pennsylvania. 1882 Delsarte Philosophy of E.xpression. — Moses True Brown, Massachusetts. 1884 Recess. — Wm. T. Harris, Missouri. No Recess. — S. A. Ellis, New York. 1889 Relation of Manual Training to Body and Mind. — C. M. Woodward, Missouri. 1 89 1 Physical Education. (Discussion.) — Report of Committee of National Council. 1892 Scientific Value of Physi( al Culture. — .'\. B. Poland, New Jersey. Physical Education in Our Schools. — R. Anna Morris, Iowa. 1893 Opening Address. — Edward M. Hartwell, Massachusetts. Some Unsolved Problems in Physical Education. — T. D. Wood, California. Training of the Human Body. — Angelo Mosso, Italy. Psychological Aspect of Exercises with and without .VjiiJaralus. (). W. I'nz, Massachusetts. Physical Exercises for School Purposes — How Sclei led and Graded. — J. Gardner S.MITH, New York. The Regulation of Athletic SjKjrts in Colleges. — R. Tait McKenzie, Montreal. English Experience in Providing the Poor of Cities with Parks, Gardens, Gymna.sia, and Playgrounds. — The Right Honorable TiiE Earl of Meath, LDndnn. Physical Trainingof Criminals. Hamilton D. Wey, New York. Physical Education of the Deaf and Dumb.— Albert Gutzman, Pru.ssia. A Perfect Physical Edui ation Is Indispensable in Order to Produic an Ideal Educati(jn. — L. M. Toknghe.v, Sweden. Ai>pli( ation of the Laws of I'hysical Training ior the Prevention and Cure of Stutlliy, Nature, Meaning.) 1874 The Building of a Brain. -Edward H. Ci.akkk, M.D. 1884 The New Order of Mercy; or. Crime and Its Prevention. --Gkokc.K T. Anc.ELL, Ma.ssa< husetts. .Some Applications of Psychology to 111.- ,\rt of r.a.liing. \V. II. Pavnk, Michigan. 714 NATIONAL EDUCATIONAL ASSOCIATION [BibUography 1885 Psychological Inquiry. — W. T. Harris, Missouri. Principles and Methods — How to Learn.- — A. D. Mayo, Massachusetts. 1886 Growth and Benefits of Reading-Circles. — Hubert M. Skinner, Indiana. The Co-education of the Races. — Charles S. Young, Nevada. The Educational and Religious Interests of the Colored People in the South. — S. M. Finger, North Carolina. 1888 Practical Education — the Psychological View.^ — James H. Baker, Colorado. 1889 The Psychology of Manual Training. — W. T. Harris, Massachusetts. Psychology in Its Relation to Pedagogy. — Nicholas Murray Butler, New York. Observation and Experiment Essential in Pedagogical Inquiry. — E. H. Russell, . Massachusetts. 1890 A Specific Inquiry on the Relation of Instruction to Will-Training. — Ch.\rles DeGarmo, Illinois. Pedagogical and Psychological Observations. Report of Special Committee. — Geo. p. Brown, Indiana; Wm. T. Harris, Massachusetts. 1 89 1 The Education of the Will. — Report of Committee of National Council. Educational Psychology. — Walter L. Hervey, New York. 1892 Cosmic Suicide. — Professor Sterrett, District of Columbia. The Freedom of the Will — Does It Concern Spontaneity or Choice ? — Wm. M. Bryant, Missouri. The Harmony between Control and Spontaneity. — James L. Hughes, Ontario. How Do Concepts Arise from Percepts ? — George S. Fullerton and G. H. HowisoN, California. Practical Psychology in the Kindergarten. — Constance MacKenzie, Pennsyl- vania. Report of Committee on Psychological Inquiry (The Relation of Mnemonic Systems to the Cultivation of the Power of Thought). — Wm. T. Harris, District of Columbia. Report of Round-Table Discussion on "Apperception." — Charles DeGarmo, Pennsylvania. Value of Herbartian Pedagogy for Normal Schools. — Frank M. McMurry, Illinois. 1893 The Dominant Seventh in Education. — Hattie E. Hunt, Connecticut. Eye-and-Ear Mindedness. — W. L. Bryan, Indiana. The New Psychologj' in Normal Schools. — Lillie A. Williams, New Jersey. Mental Waste and Economy. — G. T. W. Patrick, Iowa. ReaHty — What Place It Should Hold in Philosophy. — James McCosh, New Jersey. Can Psychology Be Founded upon the Study of Consciousness Alone. — Josiah Royce, Massachusetts. The Soul as the Basal Concept of Rational Psychology. — G. T. Ormond, New Jersey. The Theory of the First Principle in the Eleventh Book of Aristotle's Metaphysics. — Augustine F. Hewit, District of Columbia. Self-Activity in Education. — J. G. Schurman, New York. Wundt's Psychology of the Will. — E. B. Titchener, New York. Observation and Study of Movement and Mental Status. — Francis Warner, England. Some Association Tracks Involved in Reading and Spelling. — Thomas M. Balliet, Massachusetts. 1894 Remarks on Rhythm in Education. — G. Stanley H.\ll, Massachusetts. 1895 Psychology in Normal Schools. — Z. X. Snyder, Colorado. Psychology for Normal Schools. — M. V. O'Shea, Minnesota. Report of the Committee on Pedagogics — The Laws of Mental Congruence and Energy Applied to Some Pedagogical Problems. — B. A. Hinsdale, chairman. Round-Table Report to the National Council of the Influence of Herbart's Doctrine on the Course of Study in the Common Schools. — Charles A. McMurry, lUinois. 1896 How the Will Combines with the Intellect in the Higher Orders of Knowing. — Wm. T. Harris, District of Columbia. 1898 The New Psycholog}^ and the Consulting Psychologist. — Josiah Royce, Massachu- setts. Rational Psychology for Teachers. — Wm. T. H.a.rris, District of Columbia. 1899 Psychology for the Teacher. — E. C. Hewett, Illinois. 1902 The Difference between Efficient and Final Causes in Controlling Human Free- dom.— Wm. T. Harris, District of Columbia. 1903 The Voluntary Element in Education. — Charles DeGarmo, Illinois. 1904 What Is the Net Gain to Education of Recent Investigations in Physiological P.sychology ? — Charles C. Van Liew, California. of Topics] RELIGIOUS AND MORAL EDUCATIOX 715 44- RELIGIOUS AND MORAL EDUCATION 1859 The Place Christianity Should Occupy in American Education. — Elbridc.e Smith, Connecticut. 1865 On the Power of the Teacher. — ^^^ N. Barringer, Now Jersey. 1869 Obligations of Christianity to Learning. — R. S. Fielo, New Jersey. Christianity in the Public Schools. — Joseph Wihte, Massachusetts. The Spiritual Element of Education. — Edw.vrd Brooks, Penn.sylvania. 1871 What Moral I'ses May a Recitation Be Made to Subserve? — .\. Kirk, Illinnis. 1872 Methods of Moral Instruction in Common Schools. — A. D. Mayo, Ohio. 1875 Full-Orbed Education. — J. R. Buch.^x.vn, Kentucky. What Shall We Do with the Boys?— J. L. Pickard, Illinois, The Relation of the Teacher to the Reforms of the Day. — Fr.\nces E. Wii.lard. 1876 Moral Elements in Primary Education. — W. H. Ruffner, Virginia. 1877 Moral Training. — R. H. Rivers, Tennessee. 1880 Object Lessons in Moral Instruction in the Common School. — A. D. Mayo, Massa- chusetts. How Can Character Be Symmetrically Developed ? — Ellen Hy'DE, Massachusetts. 1 881 Moral and Literary Training in the Public Schools. — John B. Peaslee, Ohio. 1883 Education of the Heart. — Henry H. Fick, Ohio. 1884 The New Order of Mercy; or, Crime and Its Prevention. — Georoe T. Angell, Ma.ssachusetts. 1 885 The Public Schools and Morality. — J. W'. Stearns, Wisconsin. 1 886 Scientific Temperance Instruction. — Mrs. J. Ellen Foster, Iowa. Educational Cure of Mormonism. — .\. E. Winship, Massachusetts. Moral Training in the Public Schools. — E. E. White, Ohio. The Educational and Religious Interests of the Colored People in the Soutii. — S. M. Finger, North Carolina. 1887 Religious Motives and Sanctions in Moral Training. — Robert Allyn, Illinois. 1888 -Moral Training to Be Combined with Industrial and Intellectual. — Z. Richards, District of Columbia. Moral Education in the Common Schools. — ^William T. Harris, Ma.ssachusetts. The Schools Fail to Teach Morality or to Cultivate the Religious Sentiment. — John W. Cook, Illinois. 1889 Has the Denominational School a Proper Place in America? — Edwin D. Mead, Massachu.setts; John Jay, New York. Should Americans Educate Their Children in Denominational Schools? — Cau- di.val Gibbons, Man,'Iand; John J. Keane, District of Columbia. 1890 The State School and the Parish School — Is Union lietween Them Impo.ssible ? — John Irpxand, Minnesota. The White Cross Movement in Education. — Frances E. Wu.lakd, Illinois. 'Ihe Spiritual Element in Education. — E. F. Bartholomew, Illinois. 1 89 1 \ Basis for Ethical Training in Elementary Schools. — Charles DeGarmo, Penn- sylvania. 1892 Ethical Culture in the College and University. — James H. Canfield, Nebra.ska. Ethical Culture in Elementary and Secondary Schools. — Mrs. Delia Lathrop Williams, Ohio. Ethical Culture in the Kindergarten. — Irwin Shepard, Minnesota. .Moral Training in Elementary Schools. — Z. Richards, District of Columbia. R({K)rt of the Committee on Moral Education (Practiial Culture of (he Mni,il X'irtues). — Joseph Baldwin, Texas, chairman. 1893 Religion in the SchfK»l. — E. E. White, f)hio. 1894 .Moral Training thru the Common Branche.s. — Charles Di-.Gakmo, Pennsyl vania. The Religion of Morals as .A|)plii(l to Business. — S. S. Packard, New York. The Value of Literature in .\loral Training. — CilAULKS DeGarmo, Pennsylvania. 1895 Moral Instruction in the Elc-menlary Schools. — James H. Baker, Ohio. Ethic al Instruction thru Soc iology.- — B. C Mathews, New Jersey. 1896 Rals cjf Ele-menlnry Schools in Recc-ipt of Each Classi- fied Salary. 7i8 NATIONAL EDUCATIONAL ASSOCIATION [Bibliography 1905 Table E. Per Cent, of Principals of Elementary Schools in Receipt of Each Classified Salary. Table F. Number of Elementary School Teachers (not Including Principals) in Receipt of Each Classified Salary. Table G. Per Cent, of Elementary School Teachers (not Including Principals) in Receipt of Each Classified Salary. Summary and Analysis of Salary Tables of Cities Classified by Size. Salaries Summarized by States, with Various Tables. The Sex of Teachers in High and Elementary Schools. Salaries of Supervisors and Special Teachers. Salary Schedules in Cities and Towns of 8,000 Population or Over. Salaries of Teachers in Typical Towns of Less than 8,000 Population. Salaries of Teachers in Typical Ungraded Rural Schools. Funds for Payment of Teachers' Salaries. Minimum Salary Laws. Earnings in Teaching and in Other Occupations Compared. Purchasing Power of Salaries in Different LocaHties. Tenure of Office of Teachers. Pensions of Teachers. General Tables of Salaries of Teachers in Cities and Towns of 8,000 Population or Over. Table I. Number and Minimum, Maximum, and Average Yearly Salaries of Principals and Teachers in High and Elementary Schools and Kinder- gartens. Table II. Classified Yearly Salaries of Teachers (not Including Principals) in High Schools. Table III. Classified Yearly Salaries of Principals of Elementary Schools. Classified Yearly Salaries of Teachers (not Including Principals) in ElementarySchools. The Future of Teachers' Salaries. — Wm. T. Harris, District of Columbia. 1906 The Next Step in the Salary Campaign, — David Felmley, Illinois. What Should be the Basis for the Promotion of Teachers and the Increase of Salaries ? — James H. Van Sickle, Maryland. Teachers' Salaries and How Affected by the Operation of the Minimum-Salary Law. — Fassett A. Cotton, Indiana. 47. SCHOOL HYGIENE 1881 Effect of Student Life on the Eyesight. — A. W. Calhoun, Georgia. 1882 The Chemical E.xamination of Air as Applied to Questions of Ventilation. — Charles Smart, U. S. A. Information Necessary to Determine the Merits of the Heating and Ventilation of a School Building. — John S. Billings, U. S. A. 1884 Recess. — Wm. T. Harris, District of Columbia. No Recess. — S. A. Ellis. 1889 Relation of Mental Labor to Physical Health. — -W. N. Hailmann, Indiana. Sound-Blindness. — Sarah E. Wiltse, Michigan. 1891 School Ventilation and Physical Education. Report of Committee of National Council. (Discussion.) 1892 The Health of School Children as Affected by School Buildings. — G. Stanley Hall, Massachusetts. 1894 The Hygienic Relation of Dress to Education. — R. Anna Morris, Iowa. Pupils' Defective Hearing. — Ephraim Cutter, New York. 1895 Report on School Hygiene.- — Edward M. Hartwell, Massachusetts. 1896 Report of the Committee on School Sanitation, Hygiene, and Physical Training. — ■ William A. Mowry, Massachusetts, chairman. 1897 Elementary Principles of School Hygiene. — Aaron Gove, Colorado. Rural Schools. Appendix M. Hygiene and Health in Public Schools. 1898 Contagious Diseases in School.- — ^T. A. Mott, Indiana. Medical Inspection of Schools. — W. B. Powell, District of Columbia. School Hygiene — What It Is and Why We Need It. — Edward M. Hartwell, Massachusetts. Bibliography of School Hygiene. — William H. Burnham, Massachusetts. School Architecture — Heating, Ventilation, Lighting, and Sanitary Arrangements. — F. Louis Soldan, Missouri; D. H. Bergey, Pennsylvania. of Topics] SCIENCE TEACHING 719 1898 School Furniture — Seats, Baths, Blackboards, Maps, etc. — C. B. Gilbert, New Jersey. School Diseases and Medical Inspection. — D?:los Fall, Michigan. Medical Inspection of School Children. — Sever.\nce Burrage, Indiana. The Hygiene of Instruction in Primary Schools. — G. W. FiTZ, Massachusetts. Fatigue. — Edward R. Shaw, New York. The Lighting and Seating of School Rooms. — W. A. MowRY, Massachusetts. Wntilation of Schoolrooms. — A. P. M.\rble, New York. 1899 Fatigue among School Children. — Will S. Monroe, Massachusetts. How May Fatigue in the Schoolroom be Reduced to a Minimum ? — H. E. Kratz, Iowa. Preliminarj' Report on School Hygiene. — Wm. T. Harris, District of Columbia, chairman. 1901 Medical Inspection in Public Schools. — W. S. Chrlstopher, Illinois. Schoolroom Temperature and Humidity. — W'illi.vm George Bruce, Wisconsin. 1903 Health and Growth of School Children. — William W. Hastings, Massachusetts. School Hygiene in Its Bearing on Child-Life. — Thomas D. Wood, New York. What Teachers Need to Know about Sense Defects and Impediments. — Clarence John Blake, Massachusetts, and Others. 1904 The Hygiene of the Kindergarten Child. — William H. Burnham, Massachusetts. 48. SCHOOL LAWS 1892 To What Extent Can a Public-School System Be Improved by Legislation ? — L. E. Wolfe, Missouri. 1905 Charter provisions as Related to the Organization of School Systems. — William H. Maxwell, New York. A Nonpartisan School Law. — Edward C. Eliot, Missouri. Charter Provisions as Related to the Reorganization of School Systems. — F. LouiS SOLDAN Missouri. 49. SCIENCE TEACHING {See also Biological Sciences; Mathematics; Nature-Study; Physical Science.) 1 869 Popular Science. — Mrs. Lincoln Phelps, Maryland. 1872 Natural History in Education. — N. S. Shaler, Massachusetts. 1874 Science in Common Schools. — J. W. Ar.mstrong, New York. 1890 (ieology in Early Education. — Alexander Winchell, Michigan. Science-Training in Primary and Grammar Grades. — Gustave Guttenbero, Pennsylvania. 1 891 Natural Science for the Common Schools. — Wilbur S. Jackman, Illinois. 1892 The Natural Sciences in Elementary Education. — S. G. Williams, New York. 1893 Should the Amount of Time Given to Languages in Our Secondary ScIukjIs Be Diminished ? — Cecil F. P. Bancroft, Massachusetts. .Should Language Studies Be Limited in .Secondary Si liools in the Interests of the Sciences? — D. W. .Abekcromhie, Massai husetts. 1895 What Has Been Accomplished in Co-crint- Schools. — Thomas M. Balliet, Massachusetts. Devotion to Truth: The Chief Virtue of the Teacher.— John Ireland, Minnesota. Round Table— Reciprocity in Licensing Teachers. — Richard C. Barrett, Iowa. 1903 The Freedom of the Teacher. — CHARLES B. Gilbert, New York. 1904 Preliminar>- Report of Committee on Salaries, Tenure, and Pensions of Teachei-s. — Carroll D. Wright, District of Columbia, chairman. Round Table of State and County Superintendents — Higher Standards in the Employment of Teachers. — Francis P. Venable, North Carolina; M. L. Hkit T.UN, Georgia. Round Table of City Superintendents — Should Teachers be Required to Present Evidences of Increased Scholarship ? If So, of What Nature ? — Walter H. Small, Rhode Island. Round Tables of State and County Superintendents — The Recognition of Certifi- cates and Diplomas Granted (a) by State and County .Vuthorities, {b) by Schools of Education. — L. E. Wolfe, Te.xas. Why Teachers Should Organize. — Margaret A. Haley, Illinois. 1905 President's Address — The Schoolmaster. — William Schuyler, Missouri. Symposium: What Are at Present the Most Promising Subjects for Such Investiga- tions as the National Council of Education Should Undertake? — George H. Martin, Massachusetts; James M. Greenwood, Mi.ssouri. 55. TEACHING— PRINCIPLES AND METHODS (See also 'EdncaXxon; Theory, Philosophy and Nature; Psychology and Education; and the names of separate studies.) i860 The Teacher and Her Work. — John Kneeland, Massachusetts. 1863 The Teacher as an Artist. — Z. Richards, District of Columbia. 1866 Oral Teaching.— E. C. Hewett, Illinois. Oral Instruction: Its Philosophy and Methods.— Mrs. Mary Howe Smith, New York. 1870 The .Application of Mental Science to Teaching.— J. W. Dickinson, Ma.ssachusetls. 1 871 Philosophy of Methods. — John W. Armstrong, New York. 1873 Elementary and Scientific Knowledge.— J. W. Dickinson, Mas.sachusetts. Relative Contribution of Scholarship and Methods to the Power of the Teacher. — H. B. Buckham, New York. 1874 Method and Manner. — F. L. SoLDAN, Missouri. 1876 What May SchfK,ls Do to Form Right Habits of 'Jhought and Study in Their Pupils? — C. A. MoREY, Minnesota. Perv)nal and Acquired (Jifts of Teae hing.— H. B. Bt'CKHAM, New York. 1879 The Neighlx)rhood, as a Starting-Point in Education.— Robert H. Thompson. 1880 The Dominion of Nature and Art in the Process of In.struction.— Wm. H. Payne. Michigan. Results of Methods of Teaching. — J. W. Dickinson, Massaihusetts. 1881 The Teacher's Work in the Development of Mental and Moral Power.— N. A. Calkins, New York. 'Ihe Philosf>i)hy of Illustration.— J. J. Burns, Ohio, 1882 f)ral Instruction. -Larkin Dunton, Massai hus<-tts. 1884 The Constant in F.«luc aiion. - M. A. Hinsdale, Ohio. Method in Teaching.-- John W. Dickinson, Massachusetts. 1885 Method of Pcdagogiiai Inquiry. — Win. iam T. Hakkis, Ma.'wachu.setls. Pedagogical In James V. Wickkrsham, Pennsylvania. The Function of the State in Relation to School Books and .Appliances. — John Swktt, California. 1897 Education from a I'ubli.sher's Stanc|fK)int. CiIIman II. Tic kkr, New \in\i. 58. WoNrWS EDUCATION A.XD WORK {See aho Coc-ducation.) 1874 The Plan c)f the University of VirRinia. — C. S. Vknablk, N'irginia. 1884 Woman's Work in Education. Mrs. Mary Whi(;iit Skwki.l, Indiana. Woman's Work in Education. I^iuisa Hopkins, Ma.nsac huseits. Woman'-. Work in Education. Fkancks E. Wii.IAUD, Illinois. 1885 The Higher Education of Women.— Committee Report. 730 NATIONAL EDUCATIONAL ASSOCIATION [Bibliography 1889 The Principles and Methods of Educating Our Girls for Parenthood. — Mrs. EuDORA L. Hailmann, Indiana. 1 89 1 The Education of Girls. — Robert Allyn, Illinois. 1893 Women Students in the Scottish Universities. — Louisa Stevenson, Scotland. Convent Education. — F. M. L., Principal of a Training-CoUege. Women's Education in New Zealand. — Mrs. Steadman Aldis, New Zealand. Educational Work for Women in Australia, Chiefly New South Wales. — Louisa MacDonald, Australia. Recent Developments of Education for the Women and Girls of India. — E. A. Manning, India. English Orphanage and Training-School in Bosnia, 1869-1892. — Miss A. T. Irby, Bosnia. The Secondary Education of Girls in France. — Mile. Marie Dugaed, France. High School for Girls in England. — MaryGurney and Rose Kingsley, England. University Education for Women in England. — Mrs. Henry Fawcett, England. A Few Words of Retrospect and Forecast. — Dorothea Beale, England. University Association of Women Teachers. — Constance Elder, England. 1897 The Co-operation of Woman's Clubs in the Public Schools. — Mrs. Ellen M. Henrotin, IlUnois. 1898 Women's Clubs as an Educational Factor. — Margaret J. Evans, Minnesota. 1902 The Home and the Higher Education. — Mrs. Carrie Chapman Catt, New York. 1906 Secondary Education of Girls during the Past Fifty Years. I. In England. — Dorothea Beale, England. II. In France. — Camille See, France. The Modern System of Higher Education for Women in Prussia. — Friedrich Paulsen, Berlin. Woman's Part in Public-School Education. — Mrs. Sarah E. Hyre, Ohio. 59. WRITING 1893 Shall Reading and Writing Be Taught in the Kindergarten? — Mrs. Alice H. Putnam, Illinois. 1894 Hand-Writing of the Future. — D. T. Ames. The Teaching of Writing. — J. P. Byrne, Pennsylvania. 1896 Practical Writing — A Course for Colleges and Public Schools to Answer the Needs of the People. — A. N. Palmer, Iowa. Vertical Writing. — Annie E. Hills, Massachusetts. 1900 Essentials of Modern Business Penmanship. — F. L. Haeberle, Minnesota. 1 901 Writing in the Grades Below the High School When the Commercial Branches Are Taught in the High School.— J. F. Barnhart, Ohio. 1905 Round Table Conference — C. Reading in the First School Year. — Mrs. Alice W. CooLEY, North Dakota. RHVIEW HF THE REPORTS OF THE SECRETARY, 1893-11107 The historical matter of the foregoing pages includes the essential facts of the work of the .\ssocialion. A few summaries may be added concerning the special work of the Secretary. Previous to 1893 the Secretary had been annually elected by the Association and did not usually serve more than a single year, altho in several cases repeated re-electii>ns occurred. Pre\'ious to 1895 no provisions for compensation or for clerical aid to the secretary were made. In this year, at the Denver meeting, the active membership of the Associa- tion was created as the permanent governing body of members. An appropriation was made for the compensation of the Secretary and for clerical assistance in his oflicc. Under this new plan, the active membership was organized. In 1898 at the Washington meeting the Constitution was amended to provide for a permanent Secretary to be elected by the Board of Trustees, who should receive a salary and should devote his entire time to the work of the ofl'ice. ACTIVE MEMBERSHIP The growth of the active membership of the Association since its organization is shown by the following table: TABLE SHOWING ACTIVE MEMBERSHIP ENROLLMENT SINCE 1 895 Year Meeting Addi- tions I/>ss by Death Loss by With- drawal Total Loss Net Gain or Loss 1.464 467 18 S6 74 303 200 30 175 195 OS 399 36 131 147 353 J08 3» 150 191 «i7 639 18 131 1.19 489 S62 33 134 IS7 405 1.364 17 a 74 391 1.073 66s 30 381 4" a54 ••^ 35 30O 4«5 719 46 644 690 87 Total Menil^r- ship 1895-96 Buffalo 1896-97 Milwaukee 1897 98 Washington 189899 Los Angeles 1899-1900 Charli-ston 1900- 1901 Detroit 1901- 1903 Minneapolis 1902 1903 boston 1903 1904 St. Louis 1904 1905 Aabury Park and Ocean Grove 1905- 1906 1 No mfctiiig 1.464 «.8s7 1. 953 3,304 3,331 3,810 3.2 '5 4.388 4.543 5,361 S.>74 The cnnjllmcnt of educational institutions has increased by 230 since the last report; they are distributed as foljc^ws: Universities and colleges 161 Normal sthfxjjs 78 Public libraries 1O4 State departments of education 13 Publii M hool.s .... .New ^'ork city 291 (Jtl)er cilie,s 36 Hoards of education Other edutatiimal institutions ToUil . ^3^ 18 40 801 KIX'KIPTS AND K.XPKNSES OF SIX.'Ki: I AK VS Ol I ICK While it is inten'Icd that all revenues of the As.hS.9«4-53 64.90 IXT cent. $48,000.00 8,000.00 91.908 IS.3J8 $238,908.17 39,818.03 $159,607.84 36,601 .31 66.80 per cent. $67,100.00 11,541.67 SPIXIAL COMMITTKFCS OF INVESTICATTON AND IHKIR REPORT.^ The foreg(jing history plainly shows that the annual (onvvntion at Madi.soii, Wis., in the year 1884, under the presidency «if Hon. Thos. W. Hickncll of Boston, Ma.ss., was tlie Wginning of a new life and a broader work for tl>c .\.s.so< iation. The annual conventis .XngeUs convention in July iH<^9. 'Ihi.s re|H»rl was printed and dislribuleil in a se|»arate pamphlet and also in the volume of I'rorrrdings of tlie I/>s Angeles con vciitiun. COMMITTKK ON SALAklK.S, TKNfKK oK OKHCK AND I'l.NSIoNS C)K IKAC IIIRS Cakkoll D. WmcwiT, U. S. (.'ommi.s.sionrr c»f I^iUir, Washington, D. C, chairman. \.\twis G. Cooi.K.v, su|Krinlcnc|«-nt of w IumiIs, Cliic.igo, III. Franklin H. Giddinc;s, professor of WHiolngy, Columbia I'nivrrsitv, NVw York, N. Y. .Miss Catmerine G(h;(:i.s', tenc Iut in city sc hiMils, Chicago, III. k. 11. Hai.sev, |>rinc i|uil of State Normal Sc hcM>l, Oshkosh, Wi William .McAndrkw, princiiial of Girls' Technical High .Schcwil, \. w N..ik, N. N . .Miss Anna Tolman Smith, V. S. Bureau of Education, Washingloii, I). C. 738 NATIONAL EDUCATIONAL ASSOCIATION [Secretary's This committee was appointed by the National Council on recommendation of the Committee on Investigations and Appropriations, at its meeting July 6, 1903 (see Minutes of the Council, Boston volume of Proceedings, pp. 307, 308). The Board of Directors at its meeting July 9, 1903, appropriated $1,500 for the use of the committee (see Minutes of the Board of Directors, Boston volume of Proceedings, PP- 36, 37)- A preliminary report of this committee was submitted to the Board of Directors, June 27, 1904, by the chairman, Carroll D. Wright, and referred to the National Council with recommendation that it be printed in the annual volume of Proceedings (see Minutes of Board of Directors, June 27, 1904, p. t,t„ St. Louis volume of Proceedings). This report will be found among the papers of the Council pubHshed in the St. Louis volume of Proceedings, pp. 370-377. The committee had expended but $390.71 of the appropriation for its expenses. The balance, $1,109 .29, "^^s reappropriated, together with an additional $1,500 making a total of $2,609.29 available for the expenses of the committee for the year 1904-5 and for the preparation of its report to be made to the Council at the annual convention in 1905 (see Minutes of the Board of Directors, June 30, 1904, St. Louis volume of Proceedings, p. 39.) This committee thru its chairman Carroll D. Wright, made its final report in printed form to the National Council at its meeting in Asbury Park and Ocean Grove N. J., July, 1905. This report constituted a pamphlet of 458 pages, with 274 pages of important statistical tables showing the salaries of teachers of various grades in all classes of schools in the United States. This report has been widely distributed and is in active demand from all sections of the United States. COMMITTEE ON TAXATION AS RELATED TO PUBLIC EDUCATION James M. Greenwood, superintendent of schools, Kansas City, Mo., chairman. Aaron Gove, ex-superintendent of schools, Denver, Colo. W. T. Harris, Commissioner of Education of the United States, Washington, D. C. J. W. Carr, superintendent of schools, Anderson, Ind. Newton C. Dougherty, superintendent of schools, Peoria, 111. Nathan C. Schaeffer, state superintendent of public instruction, Harrisburg, Pa. William H. Maxwell, superintendent of schools, New York, N. Y. Carroll G. Pearse, superintendent of schools, Milwaukee, Wis. Charles D. McIver, president of the Normal and Industrial College, Greensboro, N. C. Frank A. Fitzpatrick, 93 Summer St., Boston, Mass. This committee was appointed at the Minneapolis meeting in 1902 (see Minutes, Minneapolia volume of Proceedings, pp. 34, 311-13). The committee was under instructions to make a printed report to the National Council not later than 1904, unless otherwise directed, and the sum of $1,000, or so much thereof as might be necessary, was appropriated for the expenses of the committee. The committee expended $390 . 75 of the $1,000 appropriated for its expenses, leaving an unexpended balance of $709 . 25 which was reappropriated for the same purpose by the Board of Directors at its meeting held June 30, 1904 (see Minutes of Board of Directors, pp. 39, 40, St. Louis volume of Proceedings). The report of this committee, ordered for 1904, was not made at the St. Louis meeting, but the committee was continued with the expectation that its report would be presented to the Council at the annual convention in 1905. The committee made its final report to the National Council at its meeting in Asbury Park and Ocean Grove N. J., July, 1905. The report is pubhshed in pamphlet form and consists of 86 pages with numerous valuable tables. COMMITTEE ON INDUSTRIAL EDUCATION IN RURAL SCHOOLS L. D. Harvey, superintendent of schools, Menomonie, Wis., chairman. L. H. Bailey, director of College of Agriculture, Cornell University, Ithaca N. Y. Reportsl REPORTS OF THE SECRETARY, iSgj-IQOT 739 Alfred Bayliss, state superintendent of public instruttinn, Springfield, 111. W. T. Carrington, state superintendent of public instruction, JelTcrson City, Mo. WiLLETT M. Hays, agriculturist at Experiment Station, University of Minnesota, Minneap- olis, Minn. This committee was appointed by the National Council, on recommendatinn of the Committee on Investigation and .\p]>n)priations, at its meeting July 6, IQ03, (see Minutes of the Council, Boston volume of Proceedings, pp. 307, 308, 309). The Board of Directors at its meeting July 9, 1903, appropriated $500, or so much thereof as might be necessary, for the use of the committee (see Minutes of the Board of Directors, Boston volume of Proceedings, pp. 36, 37). At the meeting of the Council at the St. Louis meeting, L. D. Harvey, chairman, made an oral report of progress and was asked to make a complete report to the Council at its annual meeting in 1904. The committee had expended but S187.95 of its appropriatinn of $500, leaving an unexpended balance of S312.05 which was reappropriatcd, and an additional appropriation of $500 was made, making a total of S812.05 available for the expenses of the committee for the year 1904-5 and for the preparation of its rejK)rt (see minutes of the Board of Directors, St. Louis volume of Proceedings, p. 39.) This committee thru its chairman, L. D. Harvey, presented to the National Council of Education a printed report of 97 pages. This report was accepted as a report of progress, at the meeting of the National Council in Asbury Park and Ocean Grove, N. J., July, 1905, and the committee was continued for the purjiose of pursuing investigations still further in accordance with the plans outlined by the chairman, L. D. Har\'ey, and .set forth in a communication to the Board of Directors (see p. 54 of the Yearbook for 1905). An appropriation of S300 for the expenses of this committee for the current year was recommended by the Committee on Investigations and Appropriations of the Council and authorized by the Board of Directors at its meeting July 6, 1905. COMMITTEE ON THE NATIONAL BUREAU OF EDUCATION ♦fWiLMAM R. Harper, president of the University of Chicago, chairman. Newton C. Dougherty, .sui)erintendent of .schools, Peoria, 111. J.\ndrkw S. Draper, commissioner of education of the slate of New York, .MUiny, N. V. Aarcjn G(jve, ex-su[XTintcndcnt of schools, Denver, Colo. G. R. Gi.E.N'.v, ex-sti'ite schof)l commissioner of Georgia, .'\llanta, Ga. E. (^)KAM Lyte, principal of the Stale Normal SchrenzoD. Harvey, suiKTintendcnl of schools, Menomonie, Wis. This committee was first appointed by the De])artnient of Su|HTinteiidcni c .it its annual meeting in Chicago in 1900, "to aid the Bureau of Education, in whatever way they find it practicable, to accomplish its work" (see Minutes of Department of Suin-rin- tcndcnce, Charleston volume of Proceedings, p. 185). At a meeting of the National Coun( il July 6, 1903, the Commitlic- on Iiivistigations and Appropriations refjorted at length on the desirability of strengthening the Bureau of Education, anfl of enlarging its organi/.ilion and fa( ililies with the view of se< uring its erection into a si-parate aflministrativr dipartinent, and its ainted by the I)rj)artmrnt of Su|KTintendrnce, ns nl)«)vc stated, was approved and continued by the Council; and an appnipriation of $t,ooo, or so much thereof a.s might Ijc nete.-Muiry f«»r the ex|K'n.s. t Appoinlrd fh.iirman Scfi«rml>cr, tiyyfi. H Appointed July t, i'x>4. lo tucrccrl W T Harrit. U. S. CommiMionrr of tUlucalion, rritigncd. 740 NATIONAL EDUCATIONAL ASSOCIATION [Secretary's At the meeting of the National Council at St. Louis, Mo., July i, 1904, the chairman. President Nicholas Murray Butler, made an oral report of progress on behalf of the com- mittee and tendered his resignation. The resignation of Chairman Butler was accepted and President WiUiam R. Harper, of the University of Chicago, appointed to fill the vacancy Dr. W. T. Harris, United States Commissioner of Education, also resigned as a mem- ber of the committee and Lorenzo D. Harvey, superintendent of schools, Menomonie, Wis., was appointed to fill the vacancy. In the absence of any action by the Board of Directors at the St. Louis convention re-appropriating the $1,000 for the expenses of this committee (no part of which had been used), the same was covered into the treasury under the new rules governing appropriations. COMMITTEE ON CONTEMPORARY EDUCATION DOCTRINE Paul H. Hanus, Harvard University, Cambridge, Mass., chairman. *Frank a. Hill, secretary of state board of education, Boston, Mass. Lewis H. Jones, president of State Normal College, Ypsilanti, Mich. Charles B. Gilbert, educational editor. New York, N. Y. Charles H. Keyes, supervisor of schools, south district, Hartford, Conn. George S. Locke, assistant professor of education, University of Chicago, Chicago, 111. D. L. KiEHLE, ex-professor of pedagogy. University of Minnesota, Minneapolis, Minn. Calvin N. Kendall, superintendent of schools, IndianapoHs, Ind. James H. Van Sickle, superintendent of schools, Baltimore, Md. Elmer E. Brown, professor of theory and practice of education. University of California, Berkeley, Cal. W. T. Harris, Commissioner of Education of the United States, Washington, D. C. This committee was originally appointed as a committee of nine by the Department of Superintendence at its meeting in Chicago in 1902 (see Minutes of Department of Super- intendence, Minneapolis volume of Proceedings, pp. 156, 157). At the meeting of the Department of Superintendence in Cincinnati in 1903 it was increased to eleven members (see Minutes of Department of Superintendence, Boston volume of Proceedings, p. 140). At the meeting of the National Council July 9, 1903, the Committee on Investigations and Appropriations recommended that this committee designate a subcommittee of three of their own number to report to the Council in 1904 (a) a detailed and specific statement of the field of proposed investigation, (b) a. precise indication of the method or methods to be pursued, (c) a careful estimate of the cost of the proposed investigation and the time it will probably consume; and also recommended that an appropriation of $750 be asked for the expenses of the subcommittee and to meet the expense of the work already done by the full committee (see Minutes of the National Council, Boston volume of Pro- ceedings, pp. 309). The Board of Directors at its meeting July 9, 1903, authorized the appropriation of $750 for the use of said committee (see Minutes of Board of Directors, Boston volume of Proceedings, pp. 37, 38). No meeting of this Committee was held during the year 1904-5 or in the year 1905-6. committee on universal system of key notation E. O. Vaile, editor oi Intelligence, Oak Park, 111., chairman. F. Louis Soldan, su[)crintendent of instruction, public schools, St. Louis, Mo. Thomas M. Balliet, dean of School of Pedagogy, New York University, New York City. *WiLLiAM R. Harper, president of the University of Chicago. Aaron Gove, ex-superintendent of schools, Denver, Colo. tMELViL Dewey, Lake Placid Club, Essex Co., N. Y. This committee was appointed by the Department of Superintendence at its meeting in Cincinnati, O., in 1903 (see Minutes of Department of Superintendence, Boston volume of Proceedings, p. 140). A report was made to the same department at its meeting at Atlanta, Ga., in 1904 (see minutes of Department of Superintendence, St. Louis volume of Proceedings, p. 175). * Deceased. t Appointed, May 10, to succeed William R. Harper. Rcportsl REPORTS OF THE SECRETARY, iSgj-igo^ 741 The Board of Directors, at its meeting June 30, 1904, granted an appropriation of $::oo as a contribution toward the expenses of this committee in conference with com- mittees of the Modem Language Association and of the American Philological Association in regard to a universal system of key notation for indicating pronunciation and to recom- mend a Phonetic .\lphabet (see Minutes of the Board of Directors, St. Louis volume of Proceedings, p. 39). This committee presented thru E. O. Vaile, chairman, a report of the Committee on Conference of the American Philological Association, the Modern language Association, and the National Educational .\ssociation at the Milwaukee Meeting of the Department of Superintendence, March, i, 1905 (see p. 158 of the volume of Proceedings for 1905). The report has not yet been printed by the National Educational Association. COMinXTEE ON INSTRUCTION IN NORMAL SCHOOLS IN LIBRARY ADMINISTRATION James H. Canfield, Librarian, Columbia University, New York City, chairman. Melml Dewey, state director of Libraries, Albany, Like Placid CIuVj, N. V. NLvRY E. Ahern, editor of Public Libraries, Chicago, 111. Electra C. Doran, Head Instructor in the Library School, Cleveland, Ohio. Martin Hensall, librarian of Public School Library, Columbus, Ohio. \i the meeting of the Board of Directors at Asbury Park and Ocean Gnive, July 6, 1905, James H. Canfield, chairman, reported that the above named committee was a committee of co-operation between public schools and public libraries, representing the American Library Association and the National Educational Association, and that the committee was preparing a report on the subject of instruction in Normal Schools in Library Administration. The Committee on Investigations and .'\ppropriations of the National Council recommended that an appropriation of S3 00 00 be made for the expense of this committee in preparing the report. This recommendation was adopted by the Board of Directors provided the report should W formulated and prepared for publication during the current year. This report was prepared by Miss Elizabeth G. Baldwin, librarian of the Teachers College of Columbia University and was published in a si)ccial pamphlet of seventy pages and widely distributed to the school libraries, public libraries, and school authorities thrt»ughout the country. It was also printed in the anniversary volume for 1006. Respect fully submit ted Ikwin Siik.paku, Secretary. 742 NATIONAL EDUCATIONAL ASSOCIATION [Secretary's NECROLOGY From January 1906 to May 1907 Reports of the death of the following named life and active members have been received during the past year; the date of decease follows each name. John Jacob Anderson (March 14, 1906) Brooklyn, N. Y. William N. Barringer (February 4, 1907) Newark, N. J. Miss Dorothea Beale (Movember 7, 1906) Cheltenham, England William Allen Bell (December 10, 1906) ....... Indianapolis, Ind. Henry L. Boltwood (January 23, 1906) Evanston, 111. Ellis W. Brown (July 4, 1905) Washington, D. C. Mary A. Cahalan (April 9, 1906) Birmingham, Ala. B. H. Caldwell (August 3, 1906) Nashville, Tenn. Augustus J. Cheney (February 27, 1907) Oak Park, 111. Oliver D. Clark (July 28, 1906) Tompkinsville, L. I., N. Y. Ruth Cohen (March 9, 1906) Quincy, 111. George H. Conley (December 21, 1905) Boston, Mass. Arthur Cooper (November 14, 1906) New York, N. Y. Bela Tormay de Nadudvar, (December 29, 1906) .... Budapest, Hungary. John Eaton (February 9, 1906) Washington, D. C. Frances A. Elmer (January 5, 1906) Winona, Minn. W. B. Ferguson ( ) Middletown, Conn. A. H. Fletcher (June 16, 1906) River Falls, Wis. Anna Foos (March 26, 1906) Omaha, Nebr. Joseph K. Gotwals (October, 1905) Norristown, Pa. Hiram D. Groves (November 16, 1905) . Fayette, Mo. Nelson Haas (December, 1905) Hackensack, N. J. William R. Harper (January 10, 1906) Chicago, III. Walter B. Hill (December 28, 1905) Athens, Ga. W. A. Hodgdon (June 14, 1906) St. Louis, Mo. Francis E. Howard (January i, 1906) Bridgeport, Conn. Mrs. Mary H. Hunt (April 24, 1906) Boston, Mass. Charles Edward Hutton (October 4, 1906) Los Angeles, Cal. Wilbur S. Jackman (January 28, 1907) Chicago, 111. Clara E. Jennison (October 29, 1905) Minneapolis, Minn. Albert G. Lane (August 26, 1906) Chicago, 111. John S. Locke (December 5, 1906) Saco, Mo. Albert Prescott Marble (March 25, 1906) New York, N. Y. Kate L. McCoy (August 2, 1906) New Brunswick, N. J. Frank McIntyre (July 24, 1906) Glenwood, Minn. Charles D. McIver (September 17, 1906) Greensboro, N. C. D. A. McMillan (March 4, 1906) Mexico, Mo. Paul P. Peltier (November 17, 1905) St. Louis, Mo. Harriet M. Scott (February, 1906) Pasadena, Cal. Henry D. Shideler (February 15, 1906) Huntington, Ind. Irving B. Smith (May 12, 1906) Warsaw, N. Y. James H. Stine (October 10, 1906) Washington, D. C. Thomas B. Stockwell (February 9, 1906) Providence, R. I. James B. Upham (November 25, 1905) Maiden, Mass. Albert J. Volland (December 29, 1906) Grand Rapids, Mich. Andrew J. Whiteside (October, 1906) New York, N. Y. Philo Jesse Williams (March 21, 1907) Everett, Mass. Frederick C. Woodruff (May 16, 1906) St. Louis, Mo. Charles F. A. Zimmerman (June 20, 1906) Milwaukee, Wis. LIST OF LIFE, ACTI\'E, AND CORRESPONDING MEMBERS ARRANGED BY STATES, CLASSES, AND YEARS OF CONTINUOUS MEMBERSUIP REVISED TO APRIL I, 1907 The marginal figures indicate the yeur oj enrollment as active members by those whose names immediately follow. The indented figures indicate year oj appointment to present educational position. The value of this list as an educational directory depends upon its accuracy and completeness; all mem- bers are invited to contribute to this end by furnishing corrections of errors, however slight, and by supplying omitted data. The institutions enrolled as members will be ft)und grouped at the end of the list for each state; the arrangement is alphabetical by years in the order of enrollment. CORRESPONDING MKMHKRS ENGLAND i8v8 Michael Ernest Sadler, .\.M., Trinity Coll. and Christ Church, Oxford; LL.D. (honorary), 'oj, Columbia Cniv.; A..\l., '05. I'niv. <>f Mancht-slrr. Secretary of the Oxford Cnivt-rsity Extension Delegacy, iSSj-os'. Student and Steward of Christ Church, Oxford, iSgo-o.s; Member of the Royal Commission on Sec- ondary Education, iSg^-ys; Director of SjK-cial In(|uirifs and Rc|X)rts in the Education Dc|xirtmcnt. iHos-i<>o,r, I'rofcssor of History and Administration of Education. \'ictoria Cnivcrsily of .Manchester, since 1903; OlTicicr dc I'lnstructioa I'ubliquc, 1904. AdJrcis: Eastwood, Wcybridgc. E. LviLPH Stanley, A.B.. '61. A.Nf.. "61. Oxford (I>nrd Stanley of AldcrlyV Member (jf the Royal Commis.sion on Education, 1HS6 87; .Member of the I.ondon Schoo Hoarcl since 1H76, formerly ViteChairman of that body, 1.S07; .Author of various articles on Educational Subjects. Address: 18 Mansbeld St., Portland Place, London. W. 1901 Cloudeslev S. Henry Mrkheton, .\.»., 'lTi< irr d'.\(atl^-mie. Divisional Ins|x-itor Ir) the I^mdrm County Council for M(Klern I^inguages; Vicc- Prc*sident of the International Jury for Primary Etiucation at the Paris Extxinit ion, 1900; .Vinjoinlrd to in(|uirc into the Teaihing of MiKlrrn l.;inKUaKes in Ireland, iQoi; Writer on I'.dui.ilion in "l-'ortninhtly Review," "The Tiiues," "Saturday Review," etc.; Author of various Rejxirts; .Adilrrvsetl the National I-Muiationul Ass; orrnsional Examiner to the Civil .Service Commission; •Kiasional Insirdor of Secomlary Schools to till- lioard of I'^luialion. nnil oinlributor to "The Morning Post," iHw >'/^>: Rrprrsrnlativr of the Edutntion Committee of the ltrili%M Royal Omimission at llir Paris l'!x|ir>siiiiin, iijoo; Assistant Dirrdor of Fdutnlioii, 'I'ransvaal, 1901; Actin|( Dirritor of luluialion. Transvaal. January to June, Ivor, .Memljer -, at one lime Prrsi- dent ol I' '.rrat Urilain and Irrlanil, Mrmbrr of Edinburuh University ( "iiii. \it at the Pan-American Kxjxjsition of HutTalo, N. V., and to study the organization of Educational Service of the United States, igoi. Address: 351 Breton St., Santiago Chile. GifLLFRUO FREiT>EXBrR(-. Cristi, Ph.B., 'o7, B.L., '00, Univ. of Santiago, Chile. Director and Chief of the ScIukiI Department, Patronato Santa Kilomena, iSgO; Com- missioner Assistant of Chile to the Pan-.\merican ExiX)sition (educational dejxirt- ment); Siiecial Commissioner to Study the Educational Systems in the United States and Euroix-, 1901. Address: Casilla 841, Santiago, Chile. REPUBLIC OF GUATEMALA looi Dr. JoAQi'iN Yei.a. Physician and Surgeon of the Faculties of Guatemala and San Francisco, Cal.; Founder and ex-Dean of the Guatemalan College of Pharmacy and Medicine; Guatemalan Commissioner to the Paris ( iH7.S^ and Hutfalo Expositions', Delegate to the Second and Third Pan-.-\merican Medical Congres.ses-. .Member of the Caballeros Hos- pitalarios Espanoles of Madrid, Sp;»in; Member of the .Vcademie N'ationale of Paris, France; Consul General of Ciuatemala. Address: Guatemala City, Guate- mala, C. A.; consular address: 2 and 4 Stone St., New York, N. Y. REPUBLIC OF COSTA RICA igoi Don JoAQfi.s' Bernardo Calvo. Minister of Costa Rica, 1329, i8th St., \. W., Washington, D. C. LIFE DIRFXTORS, LIFE AND .\CTIVE MEMBERS ALABAMA active ueubers 1881 John Ma.ssev, A.B.,'62, A.M., '75, LL.D.. '70. Univ. of .\la. 1876, President of .'\labama Conference Female College, Tu.skcgee. 1882 Julia SiiUDWick Titwiler. ■ 88(), Principal of .\labama Normal College, Livingston. 1888 John Herbert Phillips, .■X.M.. LL.D., '05. Marietta Coll.; Ph.D.. Southern Univ.; LL.D., "06, Univ. of Ala. 1883, Superintendent of Schools, 2720, 12th .\ve., N , Birmingham. iSoS J. B. CUNNI.VCHAM. 1898. Principal of High School, 1028 S. 21st St., Birmingham. Robert .■Vlexander Mkkle, .\.U., '86, Davidson Coll. Sujxrrviwjr of Jefferson .Street Primary and (irammar Sihool, 1007 Texas St. Mobile. James Knox Powers, A.M., '73, LL.D., '97, Univ. of .\la. igoi, Reiwcsentativc of the B. F. Johnson Publishing Co., 6iy Wesleyan .\ve., Floreme. 1808 Robert Venable All<;<«iI), B.Sc., '00, Southern Univ.; .\.M.. '.; Daniel Pinknev Christenberrv, Pd.B , '87, A.M., '88. Sr:s B. Glenn, M.Sc., 'oj, AIn Poly. In»l.; A.B., 'g6, Harvnr. Univ. of Ala. Kx Stale Sujicrinlriidrnl o( l.dui.ilion. 4^7 S. Perry St.. Monlgomrry, Jamm Alrxanher .\t« ued institutions 1897 Alabama Polytkchnic Institite. President. Charles Coleman Thach; Librarian. J. R. Kutlaml. .Vuburn. 1809 State Normal School at J.^cksonville. President, William Clarence Daugcttc, Jacksonville. 1901 State Normal College. Principal, E. M. Shackelford, Troy. 1903 .\labama Girls' Industrial School. President, Francis NL Peterson; Secretary, J. .\lex. Moorc, Monlevallo. 1906 "Educational Exchange." Business Manager, R. A. Clayton, 501-2 Title Guarantee Baildin;^. Birmingham. Southern University. Library. President, H. M. Hosmer; Librarian, T). P. Christenljcrry, Greensboro. ARIZONA active members 1890 Ferris S. Fitch, A.B., '77, Univ. <>f Mich. Wcldon. i8qs Charles F. Philbrook. 1904. Sui)crintcndcnt of City Schools. Bisbcc. 1899 William J. .\ndf.rson, H.Sc, '07, National Univ., Chicago. 1899, .\rt Department, Territorial Normal School, Tempo; res., 246 S. t2th Ave., Phu:nix_ .\. J. Matthews. 1900, President of Tempo Normal School of .\rizona, Tempo. 1902 George E. Krinbill. Supervisor of Music. Bislx;c and Douglas; address, Bo.x 153.?. Bisln-e. 1904 J. B. Jolly. 1900, County Superintendent of Schools, Prcscott. Francis Ernest Lloyd. .A.B.. '91. /X.M.. '91;. Princeton Univ. 1906, Member of .Sta:T Desert Botanical Lalxiratory, Carnegie Institution of Washing- ton; address. Tucson. Ar.soldas H. McClure. A.M.. Ph.D. 1905. Superintendent of City Schools, Vuma. 190s .Amanda Hallberg Runouest. Missionary, Presbyterian Home Baird, Indian -School. Tucson. 1906 Charles W. Goodman. Superintendent of U. S. Indian Industrial SchorJ, Phoenix. Olaf Halvorson .X.B.. '02. Univ. of Minn. 1904. Principal of High School, Clifton. William Morrison Ruthraufp. A.B.. '02. .'\..\I., 'oj. WiiienlK-rg Coll. 1906. Superintendent of Public Schools, 'I ucson. J. F. Stilwell. A.B.. "99. A.M.. '04. .Ne\vl>crry Coll, Superintendent of Public Schools. Ph Superintendent of Public Schools. Phoenix. institutions ii/Di Nortiikrn .\rizon* Normal School. President, .■\. .\. Taylor, Flagstaff. Tempe Normal SrHf)OL or Arizona. President, A. J. .Matthews, Temiw. ARKANSAS active members 1887 Thomas A Futrai.l, AM, Wrsi Tenn. Coll.; I.L D.. '00, Univ. of ,\rk. iijc/t, Sujicrintcndcnt of Arkans:ui ScIuxjI for the Blind. Little Rock. 189? Gk/jbok U Cook, .\ M „....,., iHt/>, Sujicrintcndent of City SchiMil.i, »oo Garden .St.. Mot SfirinKii. 1896 John H. Hinkmon. ,\ M . 94 Arkadclphi.i Coll..«nd 'oj. Univ r)f Nathvillr. KfOfi, I'rrMdcnl oi HcndcfMin C-illrge, .\rkadrlphia. 1807 JoHJ« Uvf.H Rf.VNoLKH, .\ B . '9», llrndrix Coll ; AM , 'in, Univ. of ChiraRo. lyoi, Profcitior ol Miilory and I'oliliial .Siiriiic, t'nivcr»ity uf ArkdlLvu, Fayrllcvillc. i<>oi J. M Caldwell. nrn, Printijxil of High School, I'raine Grove. 1902 B. W. ToRRr.VMi!*. , . . . , „ . fMipcrinlrndmt of ( iiy S(iio>il». Hih nnd I>iiiii»ianA Sl»., Ft. Smith. 190J Ji-rrmv.N ^^^ •< j.^j^^.^j ^^ ^^^^^„^ uin nj^i, Siho..l. ie>oo Scott St . Utile R R A. Edwards, A.B., '83, A.M., '86, LL.D., '02, Knox Coll. i«f>7. President of Throop Polytechnic InMitute, 408 S. Orange (.rove Ave. Pasadena. W. S. Edwards. A.M.. '92. Alfred Univ., 1902, Suixrinlcndent of Schools of Santa Barbara County. 214 W. Islay St., Santa Barbara. Richard Douglas FAfi.KNFR. B.L.. '77.. Univ. of III ,„.,,__ , c tr • 1906, Printiijal of Hancock Grammar School, Filbert St., near Jones, San Francisco. 'n^4, Printi|>al of Polytechnic High School, 1117 Eldcn Ave, I^is Angeles. Hattie F. Cower. ... . . „■ • > ■ 1896, A.s.s»tant Teacher of Sloyd, % Ingrahm Place, I.os Angeles. James D. Graham, A.B., '88, A.M., '02, Toronto Univ. 1892, Sujjcrintcndcnt of .ScIumjIs, 500 Elh.-. .St., Pasailcna. Adam Fban'is OtNN. ,. , ,. ,. .-. c 1 Rc|jreMrnlative vc St., San Iranciaco. Julius C. Hammel, A B., '94. Ix-land Stanford Jr. Univ. Princifxil of Getirgc Dewry School. Fruilvale. Lillian D. Hazkn. ^ i » i 190$. Principal of Fiml Street School. 1660 Shallo .SI., U>« Angrlis T. L. Hkaton, B.L, LL.B.,'Ho, Univ. of Mich. .. , ,. ..,.,. tijoi. Dc|Kily .Suiirrinlrndcnl <>f Si« Angcic*. AoNM E. Howr, A B ,'97. Inland Stanford Jr. Univ |H<^7. Instructor in lll^l■.ry. Sl.ilc Normal .School. San Jo»f, O. P. Jr-NKiss. A B . A M M.^.rr', HillColl ; M Sr . I'h I) . Ind Univ i».,»i. Profcivif o( I'liyxiology. IxLmd Sunf.ird Jr. Lnivrr»ily. Stanford LniverMly. Bum Otsos KlSNf.V. AH . '97. Inland Stanford Jr Univ. ,, u c u 1 . 11 1 a i 1901. Ilra/i of Drjiartmcnt of HlMory and txrmomic». High Schc»l, »8o2 .Menin Ave., l.o» Angcic*. J. W. McClVMr.ND*. AB.'7i.WeMmin««rTroll.,Pa. 1888, .Supcrimcndeni of ( ily SthcjoU. 447. i4«h St., OakUnd. 75° NATIONAL EDUCATIONAL ASSOCIATION [California CALIFORNIA— Con/tnuei ,890 Frederick^N. H. Me^^er^^A-B^/o^^^^^ ^^.^^ ^^ ^^^^ ^^^ ^^^^^^ ^^^^ ^^^.^^^^.^ g^_^ San Francisco Ernest Carroll Moore, A.B., '92, LL.B., '94, Ohio Nor. Univ.; A.M., '96, Columbia Univ.: Ph.D., '98, Univ. of Chicago. , , , 1906, Superintendent of Schools, Chamber of Commerce, Los Angeles. Ernest H. Mosher. o. n 1 i 1906, Principal of Schools, 1633 Cedar St., Berkeley. F. O.Mower, A.B., '78. Bates Coll., , ,, x- 1897, Principal of High School, 715. 3d St., Napa. Pete WiKOFF Ross, B,Sc.,A.B., '92 Univ. of Mich. c. . c. c r>- 1904, Principal of Middletown Grammar School, 2050 State St. San Uiego. Mrs. Julia Cole Sherwood. ,, , t^. , . , „ j 1906, Teacher in Eden Vale District, Hayward. Mrs. Harriet BuRDicK Shorkley. .., c, ^ r, 1 1 „^ Teacher in Public Schools, 578, 17th Street, Oakland. SusanG. Stokes, A.B., '96, Leland Stanford Jr Univ. 1904, Teacher of Science, Union High School, Orange. Anna 1 . jg^*"gypgj^;gQj ^^^ Normal Instructor of Golden Gate Kindergarten Association, 560 Union St. , San Francisco. ToHN Harvey Strine. . c u t t-. Ex-Superintendent of Los .\ngeles County Schools, Downey. Francis A. Swanger. M.S.D.. '92, Mo. State Nor., Kirksville; A.M., '98, Willamette Univ. Principal of High School, Visalia. John Swett, A.M. (honorary), Dartmouth Coll. Martinez, Contra Costa Co. Winfield Scott Thomas, A B., '89, Johns Hopkins Univ. , r,^ ,■ tt • -. t 1903 University Examiner of Schools and .Assistant Professor of Education, University of California, 2848 Telegraph Ave., Berkeley. Louis K Webb B.Sc, '78, Univ. of Mich.; A.M., '98, Leland Stanford Jr. Univ. 961 Orange St., Los Angeles. '^^^^^ 1899, Superintendent of Schools, Solano County, Fairfield. ,900 Robert A«^stron^g,M^.D.. '68, Jefferson CoU^^^^^^^p,^^ „ ^^^ ^,^^^^, ^^^^^^^^^ ^^^^ p^^k_ r^„„^^_ ' ' "^"906, Principal of Euclid Avenue School, 145 W. 33d St., Los Angeles. r.^irr>BrF Arthur Merrill, B.Sc, '88, Univ. of Cal. , „. . „.., George Arthur ^p^^i;^^^ - ^j California School of Mechanical Arts, and (1894) Director of Wil- ' merding School of Industrial Arts, i6th and Utah Sts., San Francisco. . , VcxFiTF Carpenter Grad.. Tomlins Inst, of Music. 1901 Estelle '-A«P=''™'*pg^^i^„/of iy,usie, City Schools, and in State Normal School, 1448 Willard St., Sta. F, San Francisco. Tfssf A Ellsworth. A.B.. '86. A.M.. '89. Middlebury Coll. •• ■ Pacific Manager of The Macmillan Co., San Francisco; temporary address, Lock Box 269, Berkeley. Efner A. Farrington, A.B., '86, Oberlin Coll 1906, Instructor in Science, High Schools, Monrovia. Augusta L. Franck, A.B., '05. Univ of Mich 1906. Teacher in Public Schools, Clovis. Frank Kyselka LL B '94, LL.M., '9s, Columbian Univ. 1903,' Superintendent and Special Disbursing Agent, Hoopa Valley Indian Agency and School, Hoopa. Mary ^°^^|^j^^p;.incip.^i ^f Jefferson Street School, 201 S. Grand Ave., Los Angeles. Phhip Sherid.'vn WooLSF.Y, B.L., '95. Univ. of Cal. ^ ^ „ Representative of American Book Co., 163 Grove St., San Francisco. .„.,, TroRrF Samuel Beane, A.B., B.Sc, Ph.D., Victoria Univ. .Canada. 1902 George bAMUEL 'f^^^^^^^^^ ^^ physics, University of Southern California, Los Angeles. T4vrF« PriT I EN Bryant, A. B., '00, Leland Stanford Jr. Univ. J 1904, Teacher of Mathematics and Chemistry, High School, San Jose; address. Box S5, Los Gatos. Thom.\s R. Croswell, A.B., '91. Bowdoin Coll.; Ph.D., '99. Clark Univ. 2651 Romeo St., Los Angeles. W. G. ARTRANiT. j^^^^^^^^ j^^. gjiyg^, Burdett & Co., San Francisco. Hasbrouck O. P^'-^gj^j^^jj^^^, Department. Milton Bradley Co., 147-151 Grove St.. San Francisco, Mrs. Georgia A. Wiard, Grad., '96, Nebr. St^Nor Sch. Teacher in Graded School, Chula V ista. 100^ Rt Rev Thomas J. Conatv A.B., '69, Holy Cross Coll., D.D. '89. Georgetown Umv.; J.C.D., 96, ■^ Laval Univ., Quebec. 717 S. Burlington Ave., Los Angeles. B.RNEY H. D™I;^^Ph.B./98.^ynn^^^ ^.^^ ^^^^^^^ ^^.^^^^.^^ ^,^_,^ ^^ ^_^^^,^^ CaUfomia] LIFE, ACTIVE, AXD CORRESPOXDIIVG MEMBERS 751 CA L IFO R Sl\—Conlin ued 1903 Grace E. Everett. 1901, Supen-isor of Drawing, Public Schools, ji i N. Church St. Grass Valley. Alexis Everett Frve. LL.B.. '90. .X.M.. '07 Harrard L'niv. Educational .\uthor, Highland. EifMA C. Hart. 1070 S. Orange Grove Ave., Pasadena. Mrs. .\lbert Evans Mii.liken, A.B.. '07. Cornell Univ. 2601 Parker St.. Berkeley. Jefferson Taylor, A.B., '73, .\.M., '76, Colby Coll. 1897, Principal of High School and Supervising Principal of Grades, 41Q E St., Ontario. Frank Ernest Thompson, .\.B., '01, Leiand Stanford Jr. Univ. 1906 Instructor in Education, Leiand Stanford Jr. University; res. 415J Georgia St.. San Diego. 1904 John \. Cranston. B.Sc. St. Lawrence Univ. 1906, Superintendent of Schools 1515 N". Main St., Santa .\na. Ella Victoria Dobbs, 1904, Instructor in Element.iry Manual Arts, Throop Polytechnic Institute, 960 E. Colorado St., Pasadena. Grewille C. Emery, a. B.. "68. A.M.. '70. Bates Coll.; Litt.D.. '04. 1890, Head Master of The Harvard School, Western .Ave., Los .\ngelcs. Frederic Ernest Farrincton, .A.B., '04, Harvard Univ.; .-\.M., '02, Ph.D., '04, Columbia Univ. 1904, .\ssistant Professor of Education, University of California, Berkeley. Fred F. Jeffers. 1901, Supervisor of Music, Public Schools, 41 1 Kipling St., Palo Alto. Benjamin Franklin Stacey, .■V.B., B.D.. '98, Lombard Coll.; \. M., '03, Univ. of Ariz. 1904, Head of Department of History and Economics, Throop Polytechnic Institute, Pasadena. 1905 Frank \. Bouelle. 1906. Principal of Fourteenth Street Sch(xjl. 824 Mallard St., Los Angeles. Louis X. BCTTNER. Martinez. John Edcab Coo\t.r. B.Pd.. '98, Colo. State Xor. Sch.; .A.B., '04, .\.M., "05. Leknd Stanford Jr. Univ. 1906, Principal of Tuolumne County High School, Sonora. James Frankli.n Chamberlain. Ed.H., and S.B., '04, Univ. of Chicago. 1895. Dejiartmcnt of Geography, State Normal School, Los Angeles; res., 33 \. Hudson .■\ve., Pasadena. Harry Tri-mbull Clikton, Ph.B., '95. Vale Univ. 1903, Instructor in .Mathematics and Mechanical Drawing, Throop Polytechnic Institute, 871 \. I^e Ave., Pasadena. Henry Kerr. B.Sc.. '05. Univ. of Cal. 1905, Principal of Excelsior Union High School, N'orwalk. William H. Langdon. District Attorney. 2510 Bu.sh St.. San Francisco. Morris C. James. .A.B., "92. Johns Hopkins Univ. 1899, Principal of the High .School, 2612 Regent St.. Berkeley. Duncan MacKinnon, .\.\\., Iceland Stanford. Jr. Univ. 1906, Superintendent of City .SchiKjIs, 1648 D St.. San Diego. Wayne Pre-St^tt Smith. Ph. I),, '93, Univ. of Woostcr; A.H., '93. Harvard Univ. 1905, Head of DeiKirtment of History, State Normal School, Los Angeles. Paul Eve Stewart. 1903, Principal of Wilson School, s Ford Place, Pasaiiena. D. J. Sulliva.v. With the American Book Com[>any, iiM Ellis St., San Francisco. Henry Suzzaiio. A B . '99. I-rland Slanfnnl Jr Univ.; .\..M.. '02. Ph I) . 'o?. Columbia Univ. 1904, AxsislanI Priifr%*i)r o( Fin. Inland Stanfnrd Jr. University; 74 Kncioa Hal!, .Stanford Uni%'cpiily, 1906 .\. Hakvky Collins, A.B., '90- Univ of Ind SuprrviKinf( Printi|Ml of .Schotjls. and Priniijul <■( High ScIkxjI, Badillo and First St., Covina. ARTiit'k L. Hamilton. 1906. AA^iMant Siiprrinlendent of Schorils. Hjfi .\ Raymond K\r.. Pasadena. CnABLea C. Hf<.lirs. C.rad I>rl.ind Sliinford Jr Univ Agrni (or .\meriiun B<»ik Co . lOj tirove S'.. Snn Fruniiiuo. O. A. JollvwjN, AH. Ixl.iml Slonforrl Jr Univ ; H Sr . \'al|iari)i«i Coll 1006, Vice Priniitjul of High Schtxil. P. i). Hut jj. Sanl.> K»sa. Eaklr G. I.lNHi.rv, A. H . 04. Colgate Univ Profeoitrir of (;ecigra|>hy and Geoloicy, Califomi.i Coll . i4lh \\t. and K. jHih St., (Jaklanil. CiiARLr H. Pratt. Brig. Gen. U. S. A : LL.D.. '98. Dickinson Coll. Room 708 E and C Building; res.. The Perrenond. Denver. H. W. ZiRKLE. .\.B., '83. Polytechnic Inst., Va.; A.M., '00, Univ. of Colo. 189J, Principal of Elmwood School, 365 Sherman Ave., Denver. 1899 Carolyn L. Bryant. . 93 S Spruce St.. Boulder. Charles Bartlett Dyke. .\ B.. '98. \j.-\.\n 1 Stanford. Jr. Univ.; .•\..M..'99. Columbia Univ. Assistant Superintendent of City Schools, 973, 14th St., Boulder. Richard D. Ewino, B.Sc, '96, Univ. of .Mich. 1902, .\gent for American Book Co., P. O. Box 1043, Colorado Springs. Mrs. Helen Lorinc, Grenpell, A..M., '04, Univ. of Denver. 1905, Professor of Philosophy and Dean of Women, Colorado Stale .Vgricultural College, Fort Collins; address. 1264 Columbine St., Denver. Ezra Eliot Lollar, .\. B., Vj- Ottcrljcin Univ.; Grid. "96, St. Nor. Sch.. Tcrre Haute. Ind. Villa Grove. HoMKR S. Philips, Ph.B., '83, Oskaloosa Coll. 1890, Princi|>al of Logan School, Dist. No. 2, 84 S. Sherman Ave, Denver. Elizabeth Hope Skinnkh. 1895, I'riniip.il of L>juisa .M. .Mcott .Sthool. 2500 Boulevard F.. Denver. Henry B. Smith, A,B , 94. Hirvar.l Univ ; A M, V., .\t.«)rrt Hill Coll 1897. Instructor in Latin, West Siiic High School. 3(18 S Grant .\ve.. Dcnwr. ifyx> Benjamin A. Sweet. M.Sc, 'oo, AM, '91. Wmtfield Coll.; Ph.B.. 93. III. We«. Univ. 1906, Instructor in English and S«ience. North Denver High .School. Denver. Daniel E, Phillips, AH., '93. AM., '94, Univ of N,ishvillr; Ph I) . '98, Clark Univ. iK, St Nor. Sch , Indian.-), Pa.; .\.M , '97. Ijifayelte Coll. 1904, PrulcKsor uf PnyiholoKy, .Stair .Normal School, lolli Ave. and ioth St., Grrclcy, Carkna M. Lee. Ph B,, '>>S. Ph M . *w. Univ of WfKMier 1900, Head of De(urtmcnl of Engli\h, High School, H08, 1 ilh .St., Greeley. Walter Hamm'>ni> Ni'iioi.s, II S< , '01. Univ. of Mich.; A.M., '01, Columbia Univ. llfM, iA\\ Si . Boul'Irr. Daniel Pomerov TAVi.fiR. A B , '00. A .\I , '03, Univ. of Colo. 190^1. Suiirrinlrndrni ol vhoolii. Monie V'i*la. 190J John VALrsTiNE Chone. Pd.U.. 'oi, Pil.M.. "04. Colo. Si. N<»r. S«h. '5»J. ylh Ave., Greeley. C. Valentine Kirbv. 1902. Inxlrurtor In Art and Manual Training, Manual Tr-iininn Hiah School, m., ias% Emcrnon .Sl . Denver. E. R. Thomas. B Sr "99 low* St Coll igoj. Teacher <•{ .Mulhrmalid, Alh Grade*, Public S>h'«>lii. 1209 I'.. Hih Sl., Puelilo. 1903 Fredeiick p. Al'htin, PhU , "oo. Univ of Colo. 1903, SuiJcrinlendrnt of City !>»h«ioU, P. f ). Box 293, Ixudville. 754 NATIONAL EDUCATIONAL ASSOCIATION [Colorado CO'LOKK'DO— Continued 1903 SanfordBell.A.B., '98, A.M., '99. Indiana Univ. ,, . ^ „ ,, 1903, Professor of Education, University of Colorado, 544 Alarine St., Boulder. Henry White Callahan, A.B., A.M., Ph.D. Head Master of Colorado State Preparatory School, Boulder. Charles Milton Carter, Art Master, '79, Mass. St. Nor. Art. Sch. Director of Art, Public Schools, 617 Kittredge Building, Denver. Annette E. Ferris, A.B., '96, Univ. of Ind.; A.M., '00, Univ. of Colo. 1902, Principal of High School, 620 E. Main St., Trinidad. Frank H. Hopkins, B.Sc, Tarkio Coll., and '01, Univ. of Colo. 1902, Principal of Blanco County High School and (1904) Superintendent of City and County Schools, Meeker. Alice Marie Krackowizer, B.Sc, and B.Ed., '06, Univ. of Chicago. 1906, Training Teacher, State Normal School; in care of Charles W. Waddle, 19th St. and 10th Ave., R. F. D., No. 3, Greeley. Frank H. Loud, A.B., '73, Amherst Coll.; A.M., '99, Harvard Univ.; Ph.D., '00, Haverford Coll. Professor of Astronomy, Colorado College, 1203 N. Tejon St., Colorado Springs. Frank F. Thompson, B.L., '96. Mo. St. Univ. 1904, Superintendent of Schools, 804 Rudd Ave., Canon City. 1904 Katherine L. Craig. 1905, State Superintendent of Public Instruction, 1025, 19th h\c., Denver. Margaret Giddings. 1903, Supervisor of Kindergartens and First Primary Grade, 1551 Downing .Ave., Denver_ A. Gideon, B.L., '92, Univ. of Cincinnati; Ph.D., '01, Univ. of Marburg, Germany. 1903, Professor of Modern Languages, Colorado State Normal School, 1863, loth Ave., Greeley. Thom-AS B. McDonough. Superintendent of Schools, Montrose. Bertrand De Ralph Parker, Ph.B., '95, Univ. of Pa. Julesburg, Richard Parsons. Principal of Columbian School, 121 Pearl St., Denver. Helen M. Pratt. Teacher in Ashland School, 531 Emerson St., Denver. George W. Smith, Ph.B., '96, A.M., '02. Principal of Schools, Fowler. A. N. Thompson, Pd.B., '97, Colo. St. Nor. Sch.; Ph.B., '00, Colorado Coll. 1903, Principal of Steele School, 2012 N. Tejon St., Colorado Springs. Charles W. Waddle, A.B., '01, A.M., '03, Colorado Coll.; Ph.D., '05, Clark Univ. 1905, Assistant Superintendent of Training School and Training Teacher, Upper Grammar Grades, State Normal School, R. F. D. No. 3, Box 106, Greeley. 1905 George W. Loomis, A.B., '86, A.M., '96, Albion Coll. 1905, Superintendent of City Schools, District No. i, Centennial Bldg., Pueblo. Emory E. Smiley, A.B., '03, Univ. of Denver. 1906, Superintendent of City Schools, Durango. 1906 J. H. Allen, A.M.. '91, Haverford Coll. 1904, Superintendent of City Schools, 525 Ouray Ave., Grand Junction. Dorothea K. Begcs, A.B., '06, Denver Univ. 1906, Professor of German, Denver University, University Park. Frederick B. Bolles. Superintendent of Schools, Rocky Ford. William T. Fletcher, B.Sc, 'go, Pacific Univ.; A.M., '06, Columbia Univ. Principal of High School, District No. i. Centennial High School, Pueblo. Louise Morris Hannum, B.Sc, '91, Wellesley Coll.; Ph.D., '94, Cornell Univ. Dean of Girls, and Head of English Department, State Normal School; res., 1604 9th Ave., Greeley. DoRUS R. Hatch, A.B., A.M., Univ. of Denver. Principal of Hyde Park School, 408 Charles Building, Denver. Milton C. Potter, Ph.B., '95, Albion Coll.; Ph.M., '03, Univ. of Chicago. 1903, Superintendent of Schools, Idaho Springs. Mrs. Bella B. Sibley, Pd.B., '98, Pd.M., '04, Colo. St. Nor. Sch. 1900, Primary Training Teacher, State Normal School; res., 1717, loth Ave., Greeley. Stanford L. Stoner, A.B., '09, Ohio North. Univ.; B.Sc. '04, Univ. of Chicago. 1905, Principal of High School; res., 821 Harrison Ave., Leadville. R. W. Whalen. 1905, Supervisor of Writing, Public Schools, ii8 N. Weber St., Colorado Springs. institutions 1897 State Normal School at Greeley. President, Z. X. Snyder; Secretary, Vernon McKelvey, Greeley. 1902 University of Denver, Library. Chancellor, H. A. Buchtel, University Park. University of Colorado, Library. President, James H. Baker; Librarian, Alfred E. Whitaker, Boulder. 1903 Public Library, Denver. Librarian, Charles R. Dudley, Denver. Connmioitl LIFE, ACTIVE, AND CORRESPONDING MEMBERS 755 COLOR.\V)0—Ci»UinufJ 1905 CoBi'RX Library of Colorado College. President. William I". Slocum, Librarian. M. D. Ormes. Colorado Spriogs. 1906 McClelland F'i-blio Library. Librarian, Mary L. Slrang. Royal Park. Pueblo. CONNECTICCT life mkmbkr 1871 James B. Mfrwin. 1S67. Editor of " American Journal of Education," I>?clurer on Literary and Educational Subjects. Middlelield. ACTIVE MEMBER;; 1870 David X. Camp. .V.M.. 'sj- Vale Coll. i8ss. Manager of New Britain Library, 9 Camp St., N'ew Britain. 1889 Charles W. Deane, .\..\L. '84, Ph.D.. '02, .MIcgheny Coll. 1893, Superintendent of 'Schools, 2670 .Main St., Bridgop^jrt. 189s Nathan Lee Bishop. 1877, Superintendent of Central District Schools, 7 Huntington PI., Norwich. Charles H. Keyes, A.B., '78, St. Johns Coll. 1898, Superintendent of Sch)l .Midd ,\ve . New ll.iten. Frku .\. Verplani K. A.B . 'HH, Yale Univ. iH>ji. .SuiMTinlendcnt ol .SiliooU, and Prindiul of Slate Training School. 3(Jcnl uf SlIiuuU, Naugdluik. William F. Gibhon. 1906, InMrudor in High School, Wallingford ClIARLKH DANirL Him . A B LI. B Yalr I'niv ; LI. B lown Si I'niv. Srtrriaryfil Stale Board of I'Aluialinn, (°a|ittol liuilding. Ilartfurd. StANIFV II. HoLMKs, A.B . '«7. A.M . '90, Coll.V Coll. 190^1, Su|ierinlcndcnl of Sihu»U, 119 lliuarll Si.. IVew Brilain Florkncr Koitii Jkvnisgh. I **9'2, Tea< her in Kitfhlh Gr.idr and High ShIi-ioI Drpariniml. Cmirr Schuul,. i Jennings I -I . Norwalk. UrNjAMiv Jr.i^iN. I i'>;, Supcrviwir of Mu«ic, Public ScHimiIh, ss Dwighl Si., New Haven. --5 NATIONAL EDUCATIONAL ASSOCIATION [Connecticut CONNECTICUT— Con/Jnwed 1903 AUD . ^^^^- -pgjjj,]^g^ jjj jjQr^(.g ^^nn School, Teachers College; res., 1525 Amsterdam 'Ave., New York; home address, 9 Madison Ave., Hartford. L. B.Matthias, B.C.S., '89, B.Sc, '93, Mt. Union Coll. „. i. c- u , d 1 ■ u c. 1898, Principal of Commercial Department, High School, 37 Buckingham St., Bridgeport. Mrs. M.\ud King Murphy, A.B., '88, Vassar Coll. 206 Livingston St., New Haven. Wilbur F. Nichols, A. B., '80, A.M., '85. Amherst Coll. t ■ • . c. xt Supervising Principal, Public Schools, Eaton District, 31 Livingston St., New Haven. A. E. Peterson, A.B., '92, A.M., '97. Tufts Coll. 1905, Principal of High School, Danbury. Alice E. Reynolds. ^. . ^ ,„ 1898, Supervisor of Primary Schools, 328 Mam St., West Haven. Edward Armington Sammis, Ph. B., '95. Brown Univ. , ,r- ^ c , , ^ c- o. 1896 Head of Commercial Department, and Master of H.gh bchul. <.o Grove St., Stam- ford. Edward B. Sellew, A.B., '90, WiUiams Coll. 1904, Supervising Principal, Lovell District, 807 Orange St., New Haven. E Hershey Sneath, A.B., '81, Lebanon Valley Coll.; B.D., '84, Ph.D., '90. Yale Univ. 1898, Professor of Theory and Practice of Education and Director of the Summer School of Arts and Sciences, Yale University, 285 Whitney Ave., New Haven. S. P. WiLLARD, A.B., Yale Univ. Agent of State Board of Education, Colchester. Clarence H. Woolsey. A.B.,'90, Harvard Univ. ; LL.B., '92. N.Y. Univ.; A.M., '95. PhD-. '97, Washington Univ. 1906, Superintendent of Schools, Middletown. 1904 Walter D. Hood, A. B., '94. Yale Univ. , ^ ^, , , o r j ,- a 190J, Superintendent of Schools of Shelton and Stratford; res., 245 Coram Ave., Shelton. 1905 Edwin C. Andrews. A.B., '89, Williams Coll. 1904, Superintendent of Schools, 149 S. Cliff St., Ansonia. Frank A. Berry. , „ ^ ,^ , 1900, Teacher of English, High School, 8 Foster St., Danbury. Henry T. Burr M.Sc, '00. Harvard Univ. 1904, Principal of State Normal School, 122 Windham St., Willimaatic. Charles Hubbard JuDD, A. B., '94. Ph.D., '96. , ,. ^ e u ■ ^^ , n • Assistant Professor of Psychology, and Director of the Summer School, Yale Uni- versity; res., 318 Willow St.. New Haven.. John Russell Perkins. A.B., '89, A.M., '92 Dartmouth Coll. 1904, Principal of Normal School, 345 Main St., Danbury. 1906 Harry M. Gerry, A. B., '98, Colby Coll. , >, ^ . ^,. , <. , 1 r^ 1903, Educational Director of Hillyer Institute, Y. M. C. A. Night School, Drawer 10, Hartford. Lawrence Houghton Parker, A.B., '02, Tufts Coll. 1906, Principal of High School; res.. 96 S. Main St., West Hartford. institutions 1899 Connecticut Agricultural College. President, Rufus W. Stimson; Librarian, Edwina M. Whitney, Storrs. 1901 Board of Education, New Haven, Conn. Superintendent, F. H. Beede, New Haven. Free Public Library, New Haven. Librarian, W. K. Stetson, New Haven. Yale University, Library. „, , „ , ., r -, • t l President, Arthur T. Hadley; Secretary, Anson Phelps Stokes, Jr.; Librarian, John Christopher Schwab, New Haven. 1002 Hartford Theological Seminary. , , „ ^, ^ .^ . , President, W. Douglas Mackenzie; Librarian, Charles S. Thayer, Case Memorial Library, Hartford. New Britain Institute. Care of David N. Camp, New Britain. Silas Bronson Library. , ^ . o President of Library Board, John O'Neill; Librarian, Helen Sperry, Grand St., Waterbury. 1903 Ansonia Library, The. Librarian, Anna Hadley, Ansonia. Ferguson Library. President, Jas. B. Williams; Librarian, Miss E. Van Hoevenberg, Stamford. Stratford Library Association. President, George W. Fairchild; Librarian, Frances B. Russell, Stratford. 1O04 The Peck Library, Norwich Free Academy. Principal, Henry A. Tirrell; Librarian, Nancy M. Pond, Norwich. ColumbbJ LIFE, ACTIVE, AND CORRESPONDING MEMBERS -j^-j DELAWARE ACTIVE MEMBERS iSgo George \V. Twitmyer, A.M., '&i, Franklin an.l Marshall Coll.; M.Sc, 'go. St. Nor. Sch., Mansfield, Fa.; Ph.D.. '03. Lafaycllc Coll. 1030. Superintendent of Schools. 1023 .\dams St.. Wilmington. iSqJ Ed\vin.\ Blanche Kri'se. .\.M., '00, Lincoln Univ. iS7(). Principal of Howard High School. 20O E. loth St., Wilmington. 1S06 A. H. Berli.n. A.m.. 'S8, Hamilton Coll. iSSS. Principal of High School, 822 Adams St., Wilmington. 1^32 Mary NL Tirner. 1S92. Principal of the Willard Hall Grammar Schixil; res.. looi Madison St.. Wilmington. IQ03 .\rthlr R. S.'Aii). .\.H.. 'g3, Wilmington Coll.; .v. M., 'q4. Haverford Coll. 1903, .Superintendent of Free Schools of New Castle County, 503 W. 21st St., Wilmington, igos Fi.ovn Palmer Johnson, .\.H.. '00. Cornell I'niv. In charge of Boys' High Scluxil, and Teacher of Latin and Greek. 4th .in J West Sts., Wilmington. Herschel a. N'orris, .A.B., 'q7, .V.M.. 'gS, Princeton Univ. iSog. Principal of Wilmington Friends' School, 819 W'ashington St., Wilmington. institutions 1901 Principals' Round Table, Wilmington. Librarian. Mary C. L Williams. Wilmington. Wilmington Lnstitcte Free Library. Librarian, .\nhur L. Bailey, Wilmington. DISTRICT OF C()LU.MliL\ LIFE OIRECTORS 1876 WiLLLVu ToRREV HARRIS, .^.M.. '6o, Yale; LL.D., '70. Univ. of Mo.; '04. Univ. of Pa.; 'q5, Yale Univ.; 'oO; Princeton Univ. .\M., Ph.D.. '93. Brown Univ.; Ph.D., 'w, Univ. of Jena, Germany. Ex-Commissioner of Education of the United States, 1360 Fairmont St., N. W.. Washington. 1880 James Ormons Wilson, .\.M.. '74. Dartmouth Coll. 1892, Secretary of .\mcrican Colonization Society, 450 Pennsylvania .Ave., N. W., Wash- ington. LIFE members 1870 John Wesley Hoyt, A.M., Ohio Wes. Univ.; M.D.. Eclectic Med. Coll.. Cincinnati. O.; LL.D. Univ. of .Mo. Chairman of National University Committee of 400. The Victoria, Washington. 1876 Samuel S. Laws. D.D. »733 Q St.. N. W.. Washington. 1S80 John Hitz. 1887, Superintendent of Volia Bureau, 1601, 3Slh St., Washington. 1884 Ale-x. Graham Bell, LL.D., Ph.D., M.D. 1 331 Connecticut Ave., Washington. ACTIVE MEMBERS 1891 F.LMER Ellsworth Brown. A. B.. '89. Univ. of .Mich ; Ph.D.. '90. Hallr. 1906. Commissioner of Education of the I'nitcd States, Bureau of Education, Washington. 1894 Susan Plf.ssser Polukk, Gra>l. of Kg. .Nor. Inst., Berlin. Prus.sia. Princi|jal of Kindergarten .Normal Institution, 1426 Q St.. N. W.. Waahinglnn. 189s Allan Davis. B.Sc., 'i/a. .M.Sc, V). Columbian Univ.; LL.M., '93. Na«- Law School. Washington. 1890. Princi|>al of Business High Sthool, 900. nth St.. S. E.. Washington. Anna Tolman Smith. Btucau of Education, Wa.shington. 1896 Rebwca Stonkroaij, Grad., Oswego Nor. Sl, loth anil il St».. WaNliington. 1898 Eli/abktii V. Brown. 1904, Direttor of Primary Inslruition. 13W Euilid St., N W , Washing!. in. Wiiliam Hamilton. A B . 'K4, .Moravian Cull . Pa ; A \l.. '94. Ph.D.. 'oi. Columbia I'niv i»«o, Agrni of Kiirrau ol Eiluialioii Inr Alanka uml ( ii>o4) Ix-ilurrr in Dr|MtlMirnt of Hist- lory. (irorge WaHliinglon Univrritity; nddrens. Bureau of Education. WamhingluD. Mm. Nora LiNnrKiiKU'; llor.oFi.snrRi.i u. 1HM7. leather ol German, Central High School, ijos Q St., N. W., Wa-Uiington. HosMr.R M. JoiiNiioN. i SroTT MoVTciMiRV. A B , '78, A M..'>^>. Darlmoulh Cull ;M I) , '90, Howard Univ , Mrd. Dr|)t. 1900. AAMMant Sujirrintendenl ol Public S«b<»iU. iiji.», iilb Si , .N. W , WaOiingloo. 7SS NATIONAL EDUCATIONAL ASSOCIATION [Columbia DISTRICT OF COLUMBIA— CoM/wwei 1898 LovicK Pierce, A.B., '60, Emory Coll. 1S93, Chief Clerk in Bureau of Education, 911 Massachusetts Ave., N. W., Washington. Alex. Summers, B.Sc, '76, .\.M., '93, Univ. of Tenn. 1894, Statistician in U. S. Bureau of Education, Washington. 1899 Arthur U. Craig, B.Sc, '95, Univ. of Kans. 1901, Teacher of Mechanical Drawing, Armstrong Manual Training School, Washington; res., Realholme, Anacostia. Edward Allen Fay, A.B., '62, A.M., '65, Univ. of Mich.; Ph.D., '81, Johns Hopkins Univ. 1866, Professor and Vice-President, Gallaudet College, 3 Kendall Green, Washington. Merrill Edwards Gates, A.B., '70, A.M., '73, Univ. of Rochester; Ph.D., '80, Univ. of St. of N. Y.; LL.D., '82, Princeton Univ. and Univ. of Rochester '92, Williams Coll. and Columbia Univ.; L.H.D., '86, Columbia Univ. Ex President of Rutgers College and of Amherst College, 1309 Rhode Island .\ve., Washington. Harlan Updegraff, A.M., '98, Columbia Univ. 1907, Alaskan As."istant to the Commissioner of Education, Washington. 1900 F. W. Booth. B.Sc, '77, Iowa .Agri. Coll. 1899. General Secretary American Association to Promote the Teaching of Speech to the Deaf, 1525, 35th St., N.W., Washington. William E. Chancellor, A.B., '80, A.M., '95, Amherst Coll. 1906, Superintendent of Schools, District of Columbia, 1319 Fairmont St., Washington. Louis L. Hooper, .4.B., '89, A.M., '98, Harvard Univ. 190a, Head Master of Washington School for Boys, 3901 Wisconsin .\ve., Washington. Alexander T. Stuart, Ph.B., '69, A.M., '04, Columbian Univ. 1906, Director of Intermediate Instruction, Franklin School Building; res., 16, 4th St., S. E., Washington. 1931 Dick J. Crosby, M.Sc, '00, Mich. Agri. Coll. Agricultural Education Expert, Office of Experiment Stations, U. S. Department of Agriculture, Washington. Mary Ella Given. 1898, Principal of Chevy Chase School, 1761 U St., Washington. Lucy Ella Moten. Grad., '75. St. Nor. Sch., Salem. Mass.; M.D., '97. Med. Coll., Howard Univ. 1883, Principal of Washington Normal School No. 2; res., 728, 4th St., N. W., Washington. ^902 J.\MES A. Burns, C.S.C, Ph.D.. Catholic Univ. of .\merica. 1900, President of Holy Cross College, Brookland. P. M. Hughes, A.B., '86, Johns Hopkins Univ.; LI..B., '90, LL.M., '91, Columbian Univ 1906, Assistant Superintendent of Schools. 318 B St., S. E., Washington. 1903 John Lee Brooks, A.M., '93, Southwestern Univ.; B.D., '00, Drew Theol. Sem. Professor of English and Mathematics, Eastern High School, Washington. John A. Chamberlain, B.Sc, '87, Worcester Poly. Inst. 1906, Supervisor of Manual Training, Public Schools, cor. 7th St. and Rhode Island Ave., N. W., Washington. Willet M. H.ws, M.Agri., '82, Iowa St. Coll. 1904, Assistant Secretary of .■\griculture, Department of Agriculture, Washington. Ernest Lawton Thurston, C.E., '03, Columbian Univ. Head of Department of Business Practice and Training, High Schools. 1449 Irving St., N. W., Washington. 1904 Channing Rudd, LL.B., LL.M., M.E., D.C.L. President of the Intercontinental Correspondence Universitv, 1100-1108, 14th St., N. W., Washington. John P. S. Neligh. Head Resident, Neighborhood House, Social Settlement, 456 N St., S. W., Wash- ington, 1905 William W. Black. A.B., '98; A.M., '99, Univ. of 111. 1906, Supervising Principal, 7th Division, District of Columbia; res., 412 T St., N. W., Washington. Ida May Daly. 1905, Head of English Department, McKinley Manual Training School, Geneseo Place, Lanier Heights, Washington. Herbert Augustine Smith, .X.B., '89, Ph.D., '97, Yale Univ. Editor for the Forest Service, U. S. Department of ,\griculture, Washington. 1906 John F. Fenlon, A.M., '93, St. Mary's Univ., Md.; D.D.. '00, Minerva Univ., Rome. 1903, Rector of St. Austin's College, Brookland. Sarah E. Simons. A.B., '97. A.M., '00. Leland Stanfoid Jr. Univ. Head of English Department, High Schools (while); re ■ 1420, N St., Washington, institutions 1902 George Washington University, The. President, Charles Willis Nccdham; Librarian, Alfred F. W. GcLmi-lt, 15th and H Sts., Washington. 1905 Public Library of the District of Columbia. Librarian, George F. Bowerman, Wasliington. 1906 Catholic University of America, The. Rector, Rt. Rev. D. J. O'Connell, Washington. Howard University Library. President, Wilbur P. Thirkield; Librarian. Flora L. L. Johnson, Washington. Georgia] LIFE, ACTIVE, AND CORRESPONDING MEMBERS 759 I-LORIDA ACrn'E MEMBERS i8q3 Wii.iiAM N. SHEAts. A.B., '7j, A.M., '76, Emon- Coll. iQot). Principal of Lcim County HiKl> Silux)!. Tallahassee. 1806 N.xTHAS- Benjamin YoiNr., A.B., 'S«, A.M., '01. OUcrlin Coll. 1901, President of State Normal and Industrial School, Tallahassee. 1807 Davw Williams. Principal of School, Brandon. 1S98 LVDWIG WlLHKLM BlTIIHOI z. A.M., '04, Kla. St. Coll. 1905, Dean of State School for Teachers, Florida State College for Women, Tallahassee. 1000 Miss Clem Hampton. ii>os. Chief Clerk, Department of Education, Tallahassee. 1901 WiLLL\M B. Hare. 1900, Principal of State School for the Blind, Deaf, and Dumb, St. .Augustine. Mary Sydney Johnston. 1905, Professor of Latin and Mathematics, Stale School for Teachers, Florida I'cnialc College, Tallahassee. 1003 John C. Calhoun, B.Sc, C.E., '72, .V.M., '73, Wa.shinRton and Lee Univ. 1000, Professor of German and Romanic Languages, Florida State College, Tallahassee. John William MrCLrNc, B.Sc, '86, Westminster Coll. Superintendent of City Schools, 1900 Morgan St.. Tampa. 1904 William D. Carn. B.Sc 'qi. N'at. N'or. I'niv. Superintendent of Public Instruction of Marion County. Ft. King .Vve.. Otala. .\lbert a. Murphree, .A.B., '04. .A.M.. '02. I'niv. of Nashville. 1905, President of Florida State College for Women, Tallahassee. J. A. Ormond. Marianna. Robert M. Ray, A.B., 'So, Clinton Coll. Principal of Graded and High School, Plant City. Macd Schwalmeyer. 1897, Teacher in Summcrlin School, and (1903) Supervisor of Primary Grades. Bartow. Andrew Sledd, .\.B., A.M., '94, Randolph Macon Coll.; A.NL, '96, Harvard Univ.; Ph.D., '03, Yale Univ.; LL.D., '05, 3. C. Coll. 1904, President of the University of the State of Florida, Lake City. 1905 Edward Bradford Eppf„s. 1905, Superintendent of Public Instruction for the County of Ix-an and City of Tallahassee, Tallahassix'. Hallie C. Lewis. 1904. Critic Teacher in Mixlel School, Florida State College for Women. Tallahassee^ R. Eric Hall, B.E.. '89. County Superintendent of Public Instruction, Court House. Miami. William S. M. Pinkham. Superintendent of Public Instruction of St. John's County, St. Augustine, Robert L. Tt hnfr 1901, County Superintendent of Public In.-itruction, Invernes.s. 1906 William M. Holi.oway. 190s. Slatf Superintendent of Public Instruction, Tallahassee. ISSTITl'TION 1890 John B. Stetson University. President, lincoln Hulley, DeLand. GEORGIA active HKMniRS 1M7 EtTLEt B. Smith, A.M.. '«>, Emory Coll , . „ ., .... 1H95, Driwrtmrni >.( Fnglish and Dean of Faculty, Slate Normal Sihonl. t j \t> I rime Ave., Alhrnii. ffUW GeoRcB B. HutD. ...... I 190J. Princiijol of lieach Inslituir, sii Hariit Si L.uil. Savannah. 1R94 Oru AsilMoRr, A M . Univ. of Ga. iHmlrndcnl o( Publir Sthunln, 4X M«Inlo»h Si.. Aukum.i William Martin Slaton. A M.. '91. Univ of (;a. iMoJ. PrinuiMl of »oy»' Hiirli S.hiMj|, 14J Jackioo Si.. AlUnla. 1895 GisTAVLs RKiiAiti Girss. !M> V. "^"\/."." PrrMdrnt of N-.til. ' •.Urge. Dahlonrga, JojEWi Spincm Stewart. A.B, 'Hi. ' 190J, l'rofc»iM.f o( Scion'Uij i.Jui*;t-4t. Luiiuui) "t i.i..ii»i-». '' Millrd«r Ave, Athrni, 1897 LroNiDAA M Laki.rim. A n , '76. Univ of Ga, , ,. . , .. 1 , , , .1 u; i»97, Awt«unl Supenniendcnt of bchooU uid Secretary of Board of r.f, A.M., '51, Emory Coll., and '94, Univ. of Ga. 1879, Superintendent of Public Schools, 336 Courtland St., Atlanta. Jessie May Snyder. Principal of Model School, Georgia Normal and Industrial College, Milledgeville. John Charles Woodward, A.B., '88, N. Ga. Agri. Coll.; A.M., '99, Univ. of Ga. 1901, President of Georgia Military Academy, College Park (near Atlanta). 1898 Carleton B. Gibson, A.M., '85, Univ. of Ala. 1S96, Superintendent of Schools, 318, nth St., BealKvood, Columbus. Henry Pearson, A.B., '88, A.M., '92, Claflin Univ. 1895, Instructor in English Language and Literature, State Industrial College, College. 1899 James C. Harris, A.M., '85, Univ. of Ga. 1892, Superintendent of Public Schools, 103, 2d Ave., Rome. 1900 B. K. Benson. Agent for D. C. Heath & Co., 201 Lucile Ave., Atlanta. Marion Luther Brittain, A.B., '86, Emory Coll. 1900, Superintendent of Fulton County Schools, Court House, Atlanta. William Campbell Warfield. Southern Manager for The Macmillan Company, Fourth National Bank Bldg., Atlanta. Mrs. Walton H. Wiggs. 160 W. North Ave., Atlanta. Richard R. Wright, A.B., A.M., Atlanta Univ.; LL.D., Wilberforce Univ. 1891, President of State Industrial College, College. 1901 Eugene C. Branson, .\.M., '97, Trinity Coll., N. C, and '98, Univ. of Nashville. 1900, President of Georgia State Normal School, Athens. E. A. Pound, A.B., Emory Coll. 1895, Superintendent of Public Schools, Waycross. Theodore Toepel, M.D., '99, Coll. of Physicians and Surgeons, Atlanta. 1899, Physical Director, 'and (1906) Director of Hygiene, Public Schools, 929 Candler Bldg., Atlanta. Joseph Henry Walker, A.B., '87, Univ. of Ga. Department of Mathematics, State Normal School, Athens. 1902 William B. Merritt, A. B., '85, Emory Coll. 1903, State School Commissioner, Capitol, Atlanta. Joseph Coachman Wardlaw, A.B., A.M., '95, Emory Coll. 1905, Professor of Latin, Georgia Normal and Industrial College, Milledgeville. Wade H. Wood. 1902, Superintendent of County Schools, Sandersville. 1903 Ernest W. Childs, A.B., '96, Mercer Univ. 1900, Superintendent of Schools of Randolph County, Cuthbert. B. C. Davis. 1889, Director of Music, Public Schools, 214 Rawson St., Atlanta. Thomas Harry Garrett. 1903, Principal of Girls' High School, 412 Reynold St., Augusta. George K. Howe, B.Sc, '01, Worcester Poly. Inst. 1002, Superintendent of Shop and Instructor in Mechanic Arts, Atlanta University, Atlanta. Charles H. S. Jackson, A.M., LL.D., Mercer Univ. President of Bessie Tift College, Forsyth. William Heard Kilpatrick, A.B., '91, A.M., '92, Mercer Univ. Principal of High School, Columbus. George Frank Oliphant, A.M., 99. Univ. of Ga. 1906, Superintendent of Georgia Academy for the Blind, Macon. Mansfield Theodore Peed, A.M., '78, Randolph- Macon Coll., Va. 1889, Professor of Pure Mathematics and Astronomy, Emory College, Oxford. Linton B. Robeson, A.B., Emory Coll. Managing Agent for Ginn & Co., 125 N. Pryor St., Atlanta; res.. Marietta. F. F. Rowe, A.B., '96, A.M., '98, Davidson Coll. 1900, President of R. E. Lee Institute, Thomaston. 1904 R. J. H. De Loach, A.B., '98. A.M., '06. Univ. of Ga. 1906, Botanist in Charge of Plant-Breeding and Plant-Pathology, Georgia Experiment Station, Experiment P. O. Thomas Jackson Woofter. Grad., '81, W Va St. Nor. Sch.; L.I., '85. Peabody Nor Sch.; A.B., '89, Univ. of W. Va.; A.M., '93. Ph.D., '00, Univ. of Nashville. 1903, Professor of Philosophy and Education, University of Georgia. Athens. 1905 N. H. Ballard, B.E., Univ. of Ga. 1900, Superintendent of Schools, 906 Richmond St., Brunswick. Luther M. Blount, A.B., '94. Nannie Low Worthen Coll. 1904, County School Commissioner, Wrightville. Norman Clarence Miller, A.B., Emory Coll. Georgia Agent of Ginn & Co., 713 Lee St., .\mericus. Miss Raiford Sneed, A.B. Principal of Brantley Institute, Senoia. Emily P. Wilburn. 1903, Director of Manual Training, Hancock County Schools, Sparta. lUinois) LIFE, ACTIVE, AXD CORRESPOXDIXCJ MEMBERS -jtl GEORG l.\— Continued lOos Carleton B. Chapman. Superintendent of Public Schools of Macon and Bibb Counties. 245 Boml St., Macon. 1906 R. H. Powell. Jr.. A.B.. 04. Mcrccr Univ.; .\.M.. 'qS. Univ. of Colo. 1906. Professor of English. Georgia .Normal and Industrial College. MilledgCN-illc. INSTITUTIONS i8g5 .Vtla.nta University. President, Rev. Horace Bumstcad; Librarian, Mary E. I^inc, .\llanta. Univf.rsity of Gkorom, Library. Chancellor. David C. Barrow; Librarian. D. Burnet, .'\thens. 180Q Mercer University, Library. President. S. V. Jameson; Librarian. Sallie G. Bo%, AM . '68. Univ. of Chicafto, 1H74, Sufirrintendent of City School*, Jef»cyYfll«. LlfK uruBrRR |8/>4 J I'. Llir.MHAIIOT. 107 I)r«rlch.; I.L I> . '74. Union Chriniian Coll. K718 .Madixm Ave , (?hitago. 1880 Gr.oRi.F. P. Brown. Editor n( "School anJ Home Education," 304 E. Walnut St., Illoominglon. 762 NATIONAL EDUCATIONAL ASSOCIATION [Illinois IIAAHOIS— Continued ACTIVE MEMBERS 1879 William Nicholas Hailmann, A.M., '64, Univ. of Louisville; Ph.D., '8=;, Ohio Univ. Head of Department of Psychology, Chicago Normal School 6519 Yale Ave., Chicago. 1884 Albert Robbins Sabin, A.M., (honorary) '68, Middlebury Coll. 1901, Principal of Irving Park School, 2509 N. 44th Court, Chicago. 1886 Louis Milton Dili.man. Educational Publisher, 521 Wabash Ave., Chicago. Augustus F. Nightingale, A.B., '66, A.M., '69, Wes. Univ., Conn.; Ph.D., '91, Upper Iowa Univ.; LL.D., '01, Simpson Coll. 1902, Superintendent of Schools of Cook County, 1997 Sheridan Road, Chicago. 1887 John Cole Ellis. Educational Publisher, American Book Company, 521 \\'abash Ave., Chicago. 1889 O. F. Barbour. 1866, Principal of Kent School, 512 N. Court St., Rockford. 1890 Henry R. Corbett, B.Sc, '89, Hastings Coll.; Ph.M., '00, Univ. of Chicago. Ex-Stale Superintendent of Schools of Nebraska; 5707 Monroe Ave., Chicago. Charles Alexander McMurrv, Ph.D., '88, Halle. Educational Author, De Kalb; (1906) Acting President of Southwestern State Normal School, California, Pa. William Lucas Steele, A.M., '80, Monmouth Coll.; Ph.D., '00, Knox Coll. 1885, Superintendent of City Schools. 462 N. Cherry St., Galesburg. William C. Stevenson, Grad. '89, Kans. St. Nor. Sch,; LL.B., '02, Columbian Univ. 1904, Director of School of Commerce and Finance, The James Milliken University; res., 945 W. Wilham St., Decatur. Pr.LEG R. Walker. 1884, Superintendent of Schools, 716 N. Church St., Rockford. 1891 Herbert F. Fisk, A.B., '60, A.M., '63, D.D.,'88, Wes. Univ., Conn.; LL.D., '99, Allegheny Coll., and '04, Northwestern Univ. 1888, Professor of Pedagogy, Northwestern University, 1625 Judson Ave., Evanston. Dana Warren Hall, A.M., '93, Colby Coll. 1894, High School and College Department, Ginn & Co., 378-388 Wabash Ave., Chicago. Mellen a. Whitney, A.B., '90, A.M., '93, Colby Coll. 1896, Superintendent of Schools, 721 Spring St., Elgin. 1892 C. M. Bardwell. 1896, Superintendent of East Side Schools, 60 S. Lincoln Ave., Aurora. Mrs. M. E. Ferris-Gettemy, M. L., '97, Knox Coll. 246 N. Academy St., Galesburg. Henry Talbot. 1899, Supervisor of Drawing, Public Schools, Monroe Annex, East St. Louis. 1893 John J. Allison. 216 Iowa Ave., Joliet. Orville T. Bright. 1903, Principal of James R. Doolittle School, 6515 Harvard Ave., Chicago. Archibald O. Coddington, Litt.M., '83, Univ. of 111. 1906, Principal of Mancel Talcott School, 938 Summerdale Ave., Chicago. Mrs. J. N. Crouse. 1890, Principal of Chicago Kindergarten College, 1200 Michigan Boul., Chicago. Fred R. Nichols. 1891, Instructor in Physics, Richard T. Crane Manual Training High School, 223 S. Homan Ave., Chicago. Mrs. Alice H. Putnam. 1881, Superintendent of Chicago Froebel Association, 5515 Woodlawn Ave., Chicago. Lucy S. Silke. 1890, Assistant Special Teacher in Drawing, Public Schools, 3307 Rhodes Ave., Chicago. Alice E. Sollitt. 1890, Principal of Kenwood School, 4020 Prairie Ave., Chicago. Volney Underbill, Ph.B., '71, LL.B., '75, Univ. of Wis. 187s, Principal of Carpenter School, Chicago; res., 701 Washington Ave., Wilmette. 1894 Charles H. Congdon. Publisher, 378 Wabash Ave., Chicago. Ira T. Eaton. Publisher, Eaton & Co., 378 Wabash Ave., Chicago. Mrs. Frances Smallwood Lane, B.Sc, '65, Genesee Coll.; M.Sc, '80, Syracuse Univ. 430 W. Adams St., Chicago. Livingston C. Lord, Pd.D., '00, LL.D., '04, Univ. of 111. 1898, President of Eastern Illinois State Normal School, Charleston. 1895 John Nichols Adee, Ph.B., '91, Northwestern Univ. 1904, Superintendent of Schools, 524 S. Chestnut St., Kewanee. O. P. Barnes. Publisher, 378-388 Wabash Ave., Chicago. William H. Campbell. 1899, Principal of D. S. Wentworth School, 6037 Kimbark Ave., Chicago. Joseph H. Collins, A.B., '75, A.M., '78, La Grange Coll. Ex-Superintendent of City Public Schools, 715 S. 7th St., Springfield. IlUnob) LIFE, ACTIVE, AXD CORRESPOXDIXG MEMBERS . 763 I LLIN'OIS— Con/ini«'d iSos Henry C. Cox, A.M., '73, Abingdon Coll. 18^4, Principal of Farragut School, 23d St. and Spxiulding Ave., Congress Park, Chicago. M.w M. Crockett. i8gi. Principal of Irving School. 823 Broadway, Quincy. Edward C. Delamo. 1877, Assistant Superintendent of Schools, 172 .\shland Boul., Chicago. Joseph Hewett Freeman, .\.M., '88, Bates Coll. igo2. Superintendent of IlUnois Schawls for the Blind, Jacksonville. ESOCH .\. G.ASTUAS. i8t)2, Sujjerintendent of City Schools, 464 W. North St., Decatur. William M. Giffiv, .V.M., '82, I^wrence Univ.; Pd.D., '04, State .\or. Coll., M. Y. 1S89, Princip.il of Frances E. Willard School; res., 7O43 Union .\ve., Chicago. Newell D. Gilbert, .\.B., '70, .\.M., '82, 111. Wes. Univ. 1899, Superintendent of I'uhlic Sch(X)ls, and (1901) Director of Practice School, N'orlhcrn Illinois State Normal Schtxil. Di' K.alb. James Lincoln Goodknk.iit, .\.R.,'7r. Cumberland Univ.; B.D.,'70, Union Theol. Sem., N. Y.- D D . 'qo, Wayncsburp Coll.; LL.D,, '03, Cumberland Univ. 1904. Half-Owner and Business Manager, The Courier Co.. 520 Tremont St.. Lincoln. Robert A. Haight. A.R., '75. A.M., '78, Shurtleff Coll. 1881, Superintendent of Schools, 1129 Warren St., .\lton. Elizabeth Harrison. Principal of Chic.igo Kindergarten College, 1200 Michigan Boul.; res., 300 N. Waller St., Chicago. NL\rv S. L. Hartioav, .M.D., '05. Harvey Med. Coll. 1903. Princif)al of The Harvard School, 6758 Wentworth .\ve., Chicago. Mary Hartmann, .A.NL, '88. Lombard Univ. 18S2, Instructor in Mathematics, Illinois State Normal School, 209 .Normal .\ve. Normal. William H. Hatch. 1902, Superintendent of Schools, Oak. Park. Harry Helmer. .Agent for D. C. He.ath & Co., 378 Wabash .\ve.; res., 34 .\ldine Sq.. Chicago. Chaiu.es Hertel, M.Sc, Cent. Wes. Coll. 1894, Superintendent of Schosistant in Kenwood School, 5313 Washington .\ve., Chicago. Vashti a. Lambert. 18H6, Teacher in Beaubien School, 4283 Milwaukee .\ve., Chicago; res.. Palatine. Leslie Lewis. A.B., '66. A..M., '69, Yale Coll. 1890. District Superintendent of Schools, 5605 Madison .Ave., Chicago. WiLLUM S. Mack. Western Manager of The Prang Educational Company, 378 Waba.sh .\ve., C'liiiago. J. J. McGlynn. i88«, Teacher of Science, High Schoil; Royal Hotel, Exst St. Louis. Kate S. O'Learv. 1882, Teacher in Public SchooLs, ao8 S. Hickory St.. J.iliet. C. M. Parker. Publisher of "The School News." 613 W. Adams St.. Taylorville. Erastl's H. Scott. Publi.sher, 378 Wabash Ave., Chicago. LiLLiE S. Stephenson. i«<>«, Teacher in 6th Grade, Park Ridge School, 1028 Dempster St., Kvaniiton. Frank D. Thomson, /\.B., '92, A.M , 'gs. Knox (!"ll. 1K95, Priniipal of HiKh School, 529 .\. Cherry St., Galoburg. Samlkl B. Touij. A.B.. Univ. of .Miih.; A .M., Univ. of \a»hvillc. Agent of Amcriian Book Comiuny, 521 WaUi.th Ave.. Cliiiagii. Edwin O. Vaile. Oak Park. William Edward Watt, PhD., '00, Taylor Univ. 1885. Princi|ial of Graham School, 4453 Emerald Ave.. Chicago. Olivkr S. WF.Mcr.ri. \ M . '1;^. S« l» . 'i;j, Brown Univ. 18K3. pMiui|li.shers, 378 Wabash Ave., Chicago. William J. Bartholf, A.B., Univ. of 111.; B.Sc, Ind. Nor. Sch. 1888, Principal of Von Humboldt School; res., 12 S. Sacramento Ave., Chicago. J. Stanley Brown, .\.B., '80, Denison Univ.; A.M., '91, Arlington Coll. 1803, Superintendent and Principal of Township High School, 115 Dewey Ave., Joliet. Edwin Giluert Cooley, Ph.B.. '95, Univ. of Chicago; LL.D.. Univ. of III. 1900, Superintendent of Schools, Tribune Building, Chicago. Mrs. Cornelia S. Crane. 2559 Michigan Ave., Chicago. i:i.noUl LIFE, ACTIVE, AND CORRESPONDING MEMBERS 765 ILLIN'OIS— Co«/in««f 1897 LETrriA L. Doase. 1898, Teacher in Public Day Schools (or the Deaf, 170 S. Francisco Ave., Chicago. M. LuELLA Dodge, Grad.. '05. Columbia Coll. of Kjcprcssion. i8(j8. Teacher in .Alexander Bcaulx'in School, Chicago; res., 3463 Forest Glen Ave. , Forest Glen, Chicago. Mary C. Foote. 1801, Principal of School, 124 .\uburn PI., Rockford. Mr.*;. Medora Dodoe Gammon. Grad.. FroelK-l .Asso.. Chicago, and .Milwaukee St. .N'or. Sch. 1905. Kindergarten Director, 20yy N. Paulina St.. Ravenswood. Chicago. Mary Gillespie. 1893, Superintendent of Schools, Winnetka. ^ Arthcr V. Greenuan. Superintendent of West .Aurora Public Schools, 248 Galena St., Aurora. Frank H. Hall. 1903, Superintendent of Illinois Farmers' Itistitutes, 487 N. Lake St., .Aurora. Herbert B. Hayden. 1900, Superintendent of City Schools, 1105, 20th St., Rock Island. Dudley Grant Hays, I.L.B., '03, Lake Forest Univ.; LL.M., '04, 111. Coll. of Law. 1905, Principal of Eugene Field School, sso W. 60th PI., Rogers Park, Chicago. Samuel H. Heidler. 933 S. sth St., Springfield. Mrs. Ella .\. HrBBARH. 1898, Supervisor of Primary Schools, 412 N. Eastern Ave., Joliet. C. H. Kammann, B.L., Univ. of 111. 1903, Principal of McKinley School, 2408 Main St., Peoria. Carl J. Kroh. 1899, Head of Physical Tr-iining Department, College of Education, University of Chicago, Hitchcock Hall, Chicago. Cephas H. Leach. 1889, Principal of .\. H. Burley School, 523 Greenleaf .Ave., Rogers Park Station, Chicago. Charles D. Lowrv. 1906, Principal of Wicker Park Schools, 807 Kenilworth Ave., Chicago. Mary T. McCowes. 1905, Head of Deaf Oral Department, Chicago Normal School, 6550 Yale .Ave., Chicago. Ansa McKilix)p. 1886, Head .Assistant in Graham School, 740 W. 47th PI., Chicago. John .A. Moldstad. .A.B.. '94. Lulhcr Coll.. and '00. Univ. of Wis.; B.D.. '06, Concordia Sem. Pastor of St. .Mark's Lutheran Church, Tripp and Wabansia Aves., Chicago. Royal T. .Moroan, A.B., '74, A.M., '77, Wheaton Coll. 1886, County -Superintendent of Schools, 710 College Ave., Wheaton. Frank L. Morse, A.B., '86. A.M., '8o, Brown Univ. Principal of Burr .School. 043^ .Monroe Ave., Chicago. Daniel Baldwin Parkinson, A..M., '74, Ph.D., '98, McKcndrce Coll. iH'>8, President of Southern Illinois .Normal University, 401 W. Walnut St., Carbondale, Mary Reid I'ierck. iH(>H, .Music Department, .American Book Co., 531-531 Wabash .Ave., Chicago. Frederick William Plapp, .A.B.,'Si;, .A M ,'91, Dartmouth Coll. i4i/o, .Assistant in Jefferson High School, 2549 N. 42d .Ave., Irving Park Station, Chicago. ROBFKT H. RENNIE. i8«9, Principal of Grcsham School, 817 W. 87th St., Chicago. William S. Shearer. I'ublishing firm of .N'cwson & Co., 378 Waba>h .Ave., Chicago. Eva A. Smedley. 1898, Principal of .Noyes Street School, Evanston; res., 138 WclU St., Chicago. Edwin R. SMmi. General Agent for D. C. Heath & Co., 378-388 Wabasih Ave.; Victoria Hotel. Chicago. John H. Stf.hmav. 1881. I'rin>i|i.il of .Avondalc School, 1571 Kimliell .Ave., Xjuinn S8 Edwin Or \Nr Dr.xrfii, B P'l ,'91, AM ,'91, Brown Univ ; PhD, '99, Columbia Univ. ii>oo, VtiAcwit of Ivlucalion. Oniverikily of Illinois, 903 W, (H, Printi|jai of Oak Park and Kivrr Fomi Tuwnikhip High Schiiut, 739 N Oak Park Ave., Uok Park. Abram W Hmiiiih. a n,. '80. A M . 'Sj. Weileyan Unlv ; Sr D . '94; FUiwdoin; Ll«l) , '00. I.'niv of '.i Bruntwirk: f,L l» , 'oj, Uniy of Mr , LI., D . '04 Wr»lrv.in Univ. iijcjii. Prritidrni o| .Surtliwrtlrrn Univentily, 1745 Chicago Ave., Kvannlon. Geomce Hfnrv Howf. Ph B 'H7. Ill W" Univ , Ph I) . '90 1901, I'rofeMwjr of M.ilhrmalKK. Slair .Normal Univemily; rr«., 408 Normal Avt, Normal. y66 NATIONAL EDUCATIONAL ASSOCIATION [lUinois ILT^WOIS— Continued 1898 Franklin Winslow Johnson, A.B., '91, A.M., '94, Colby Univ. 1905, Principal of The Academy for Boys, of the University of Chicago, 2210 Rinaldo Ave., Morgan Park. Vernon Griffith Mays, Ph.B., '94, Albion Coll.; A.M., '05. Univ. of Mich. 1906, Superintendent of Schools, 418 S. Galena Ave., Dixon. Chadncey F. Newkirk. Manager of Educational Department, Rand, McNally & Co., 160 Adams St.; res., 2482 N. Hermitage Ave., Chicago. J. H. PUGH. Agent for D. C. Heath & Co., 626 Decatur St., Lincoln. Ralph Richard Upton, A.B., '92, Yale Univ.; LL.B.. '93, LL.M., '94. Columbian Univ. 1902, Principal of Streator Township High School, 303 S. Bloomington St., Streator. 1899 J. Edward Bangs. 1902, Deputy State Superintendent of PubUc Instruction, Capitol Building, Springfield Francis G. Blair, B.Sc, '07, Swarthmore Coll. 1906, State Superintendent of Public Instruction, 629 S. 2d St., Springfield. Lx)uis James Block, A.B., '68, A.M., Ph.D., Washington Univ. 1895, Principal of Marshall High School, 614 Washington Boul., Chicago. Isaac B. Burgess, A.B., '83, A.M., '86, Brown Univ. 1892, Professor of Latin in the Academy of the University of Chicago, 2333 Berkeley Ave., Morg.in Park. Joseph Carter. Ex-Superintendent of City Schools, Champaign. Wayland J. Chase, A.B., '87, A.M., '89, Brown Univ. 1898, Assistant Professor of History, and (1899) Dean of the Academy of the University of Chicago, Morgan Park. George Victor Clum, A.B., '93, Ohio State Univ.; A.M., '05, Univ. of Wis. 1898, Superintendent of Schools, Earlville. Ida M. Cook. 1886, Principal of Nathanael Greene School, 3207 Prairie Ave., Chicago. Mrs. Mary E. Gilbert. Principal of Longfellow School, 3207 Prairie Ave., Chicago. William Gardner Hale, A.B., '70, Harvard Coll.; LL.D., '95, Union Coll., and '96, Princeton Univ. 1892, Professor and Head of Department of Latin, University of Chicago, 5757 Lexington Ave., Chicago. WiNFiELD Scott Hall, B.Sc, '87, M.D., '88, M.S., '89, Northwestern Univ., Chicago; M.D., '94, Ph.D., '95, Leipzig, Germany. 1895, Professor of Physiology in Northwestern University Medical School, 2431-2437 Dearborn St., Chicago; res., Berwyn. Ira Woods Howerth, A.B., '93, Harvard Univ.; A.M., '94, Ph.D., '97, Univ. of Chicago. 1902, Assistant Professor of Sociology, University of Chicago; home address, Valpa- raiso, Ind. Clyde Park Lamar, B.Sc, '93, A.B., '97, Valparaiso Coll.; LL.B., '03, Northwestern Univ.- Ph.M., Univ. of Chicago 1903, Instructor in Chemistry. Economics, and Commercial Branches, Medill High School, 5406 Drexel Ave., Chicago. Jeptha E. Lemon'. A B., '83. Univ. of Mich. 1894, Superintendent of Schools, 528 Maple Ave., Blue Island. Anthony Middleton. 1906, Superintendent of Schools, 119 W. Mozon Ave., Dwight. R. Keable Row, A.B., '97, Queen's Univ., Can. Publisher, 215 Wabash Ave., Chicago. John J. Schobinger. 1876, Dean of Harvard Preparatory School, 4651 Drexel Boul., Chicago. Delos H. Smalley. Representative of .Atkinson. Mentzer & Grover, 350 Wabash Ave., Chicago; home address. Fond du Lac. Wis. Alexander Smith, B.Sc, '86, Edinburgh Univ.; Ph.D., '89, Munich Univ. 1894, Professor of General Chemistry, University of Chicago, Chicago. Ella C. Sullivan. igoo. District Superintendent of Schools, Victoria Hotel, Chicago. Charles W. Turner. A.B.. Colby Coll. Agent for Silver, Burdett & Co., 378 Wabash Ave., Chicago. Estus Eugene Webster, A.B., '03, Univ. of Mich. 1902, Superintendent of Schools, 1127 W. Lafayette Ave., Jacksonville. Eugene Alonzo Wilsom. M.Pd., '99, Mich. Nor. Coll.; A.M., '06, Univ. of Chicago. 1906, Surjerinlendent of Schools, 3330 Oak Park Ave., Berwyn. George W. Webster, M.D., '82, N. W. Univ. Med. Sch. Professor of Physical Diagnosis and Clinical Medicine, Northwestern University Medical School, 70 State St., Chicago. 1900 William Edward Andrews, .\M., '84, A.M., '88, Blackburn Univ.; Ph.D., '00, 111. Was. Univ. 1894, Principal of Township High School, 700 S. Clay St., Taylorville. Cornelia Dorothy Bingham. 1905, Assistant Head of Deaf Oral Department, Chicago Normal School; res. 6550 Yale Ave., Chicago. Illinois] LIFE, ACTIVE, AND CORRESPONDING MEMBERS 767 ILUaOlSr— Continued ,003 Clacdk Brown. ^^^^^^ Superintendent of Schocils. 547 E- South St.. Princeton. George N. Carm.\s, .\.B., 'St, L'niv. of Mich . d 1 c. rK;.,^,, 1896, Director of Lewis Institute. Madison and Robcy Sis., Chicago. Joseph W. E^R'^'JT;^.^.^^ g^^^^ ,406-1407 Ashland Block, so Clark St.. Chicago. DxviD Feimlfy. \.r'. •«.. l'niv. of Mich.; LL.D.. '05. Univ. of 111 ; L.H.D.^'oft JJlackburn Univ. 1900, President of Illinois State Normal UniN-crsity, 207 N. School St.. N'ormal. Fnwiv O-scooD Grovfr. B.L.. '04, Dartmouth Coll. %i. . u » Edvmn OSGOOD ^«ONFR.^B aijd member of firm of .Mkinson. Ment/.or & Grover. 350 \N abash .\vc.. Chicago. SAMrEL E. HARWoon^ A^M.;p..Jnd^^^^^^^ ^^^.^.^^ ^^,^^^„ ,„.„,,^ ^..,^^., ^^■,^,^,^, Car- bondale. Manfred Ja«ks Ho,^ "kyi^lS- 'YiurloC'state Normal Universitv. :o, S. Broadway, Normal. ROBERT L"^^--^- /^;;;?3; j^^lAi^Jlr^elllf 'V^^^'^erteau Ave. Irvin« Park. Chicago. Samuel B. ^^^^»^^^.^^ Principal of Western Illinois State Norm.il School. 61 . W. Adams St.. Macomb. O. J. KtR.N. County Superintendent of Schools. 216 Paris .\vc., Rotkford. Leopold E.^. hl'-^^cher of Mathematics. Lyons Township High School. I.1 Grange. Charles E. Mann, M.Sc, '70, Albion Coll. ,903, Superintendent of Schools, Batavia. Newman ^]^'^^^':^r\:!'Z^^iy of Chicago Press, S5.S Wo«llawn Ave., Chicago. FnwABD Carlton Page. AM., 'S8, Northwestern Univ. , ,. . , a . a.— Edward ^^"""^pf^^fj^^; „< •Hi.'ory, Northern Illinois State Normal School. 3" Augusta Ave. De Kalb. George H. Rockwood, A.B.. '79, A.M... '82. Dartmouth Coll. ,900, Princiixil of .Austin (Chicago) High School. 228 N. Ea.st .■\^c.. Oak 1 .ark. V r Rn<:<:ETER. A.M.. '71. Marietta Coll. . /-■ ■ E. C. KOSSETER. ■^^^^^p73.^^ ^j^j.|| j^.^j^ g^j^^,_ ^_^ g „^^^.^^,, .^^.^ ^^„^„„^ Chicago. John D. Shoop. p^^^-p^ ^j Holdcn School, 6928 Stewart Ave.. Chicago. Jesse I^«f^«'™.p,,i„j,„d,„t of Schools. 2,9 Central Ave., Highland Park. InHN Kay Stableton, B.Sc. '82. A.M.. '87, Ohio Wcs. Univ. John Kay fj*»'-'^„p^'^„„.„jc„j „{ City Schools, i.i E. I.ocu.st St., Bloom.ngton. G. Warren Tavlor^^.^^ ^^ ^^^^^^ ^.^^^l^^_ ^^ ^^^_ ^^ Washington St.. Springfield. Hfshy Silas TiBBiTS, A.B., '86, Univ. of Mich. „• • ■ HLNRY ^»-*^"p^„'ri,„, J, j„,,„ Spry Sch.M.l, Chicago; res.. R.v.rs..lo. Mary E. Vauohan.^^^^^^ Superintendent of Schools. 4>S Warren Ave.. Chicago. Mu« FiiA Flagg Vounc. Ph.D., '00. Univ. of Chicago. Mrs. E«-LA^hLAGG^l.ot^^.^^^ ^.^ ,^^^^ ^.^^^^^^ ^1^^^, ^^^, „^^^.^^j ^^^^ Chicago. ,90. James E. A-«;'",%^;;-i;^J'j,'iS,:!Ji'„i«h School, .063H Pros.^c. Ave., Chicago. E. T. AusT.N.^B.Sc..^UnW.j.f^Nn^ ^^^ ^^,^^_^ ^^^^^,.p ^j^, g,^^,, ^„,. ,„, ,,,,,.. s.erl.n,. M.R.AM Br...LEY. 5^p^„,^„j^„, „, p„,,,i, s,,,..,|s. 54. C.rnr^e S, . W.-ukcgan. Fruman n. BtXKJDGOon. AH. '90. Upper Iowa l'niv i,^,. Su,«rrintendcnt of Ci.y SchooU. Monmouth. HrsRV E. Brows, Ph H . 'w, l"wa Coll. l 1 1 -1 ,90j. PrmciiMl of High School, 111 J, Joth St.. Rock Wand. H. C. C..ENr.Y A B, Yale Univ.^^^^ ^ ^ ^.^^^ ^^^ ^^,^^^^,_^ g^^ ,^, ^^,^,.„^ ^^^ Chicago. r.rr. U CiAWfiiiAW B Sc., ', Worc«^tcr Poly InM F.r.D D. C«^Y"priAd,«l of Franklin S.lu«l, i.S Callmdrr Ant , Peoria. Frasu WrK)UV»N Da.iis.;. B.S. Ph B A B . '9V low. Coll r.ANK -'i ,.^,„,j,„, „, (•.,||,„un Sa«h Ave , Chicago. Caroline ^^"^^.^.^ j,,;^ S,.„ Normal School. 6, . W, Adam. St . Macomb, 768 NATIONAL EDUCATIONAL ASSOCIATION [Illinois llAAl^Oli— Continued 1901 Margaret A. Haley. Teacher of Sixth Grade Elementary Schools, 3402 Wabash Ave., Chicago. Celia Hefter. 1886, Teacher in City Schools, 4347 Champlain Ave., Chicago. Florence Holbrook, A.B., Univ. of Chicago. 1889, Principal of Forrestville School, 5535 Monroe Ave., Chicago. A. P. Johnson. 1906, Superintendent of City Schools, 936 VV. Illinois St., Urbana. Homer H. Kingsley, A.B., '81, Univ. of Mich. 1886, Superintendent of Schools, 1229 Judson Ave., Evanston. Rosa A. Lang. 1883, Teacher in Arnold School, 27 IJncoln PL, Chicago. Frank Albert Larck, A.M., '86, Northwestern Coll. Principal of Harriet Beecher Stovve School, cor. W,ibansia Ave. and Ballou St., Chicago. Louis Briggs Lee, B.L., '88, Univ. of Mich. Representative of .American Book. Co., 235 S. Elmwood St., Oak Park. Charles L. Manners, LL.B., '88, McKendree Coll. Principal of High School, 548 N. 12th St., East St. Louis. Anna L. Mayer. 188S, Teacher in City Schools, 759 W. 13th St., Chicago. James Rariden Meek, A.B , '97, Ind. Univ. 1903, Teacher of English, Richard T. Crane Manual Training High School, 5710 Mid- way Park, Austin Sta., Chicago. Louis Celestin Monin, Ph.D., '92, Lake Forest Univ. 1893, Professor of Economics and Philosophy, and (1903) Dean of Cultural Studies, Armour Institute of Technology, and Dean of .\rraour Scientific Academy, 3250 Prairie Ave., Chicago. SiGEL E. Raines, A.B., '97, Ind. Univ. 1903, Superintendent of City Schools, 242 Walnut St., Freeport. Edward S. Smith. Manager of Educational Publishing Co., 228 Wabash Ave., Chicago. Margaret Stuart. 1882, Teacher in City Schools, 537 La Salle Ave., Chicago. Mary E. Tobin. 1899, Principal of Hammond School, 824 Jackson Boul., Chicago. John A. Wadhams, M.Sc, Hillsdale Coll. 1890, Principal of James Monroe School, 2453 Lowell Ave., Chicago. Adda P. Wertz, A.M. Training Teacher, Southern Illinois Normal University, Carbondale. Charles Zueblin, Ph.B., '87, Northwestern Univ.; B.D., '89, Yale Univ. 1902, Professor of Sociology, University of Chicago, 38 Madison Park, Chicago. 1902 S. H. BoHN, Ph.B., '97, DePauw Univ. 1902, Superintendent of Schools, 211 S. Sycamore St., Centralia. Harry F. Brewer, A.B., '91, Nat. Nor. Univ.; A.M.. '04, Columbia Univ. Attorney at Law, 6522 Monroe St., Chicago. George A. Brown, C.E , '81, Univ. of Mich. 1897, Assistant Editor of "School and Home Education," lui N. Prairie St., Bloomington. Lucy E. Browning, Ph.B., and Ed.B., '06, Univ. of Chicago. Elgin. Horace G. Butler. 1902, Representative of Henry Holt & Co., 378 Wabash Ave., Chicago. Otis W. Caldwell, Ph.D., '98, Univ. of Chicago. 1899, Professor of Botany, Eastern Illinois State Normal School, Charleston. Aaron Hodgman Cole, A.B., '84, A.M., '87, Colgate Univ. 1905, Instructor in Biology and Projection, Chicago Normal School, 6022 Monroe Ave., Chicago. Nellie C. Collins. 1901, Teacher of Shorthand and Typewriting, High School, 569 Monmouth Boul., Gales- burg. Lillie Crittenton. 1894, Teacher in Public Schools, 997 Flournoy St., Chicago. Henry H. Edmunds. 1901, Superintendent of City Schools, Ru.shville. Ada M. Fleming. 1895, Music Department, Ginn & Co., 378 Wabash Ave., Chicago. L. H. Griffith, B.Sc, Franklin Coll. Superintendent of Schools, 452 N. Jackson St., Danville. Frank Dickinson Haddock, A.B., '00 Olivet Coll. 1906, Superintendent of City Schools, Box 256, Champaign. Richard D. Harlan, A.B., '81, A.M., '84, D.D., '02, Princeton Univ.; LL.D., '04, Union Univ. Ex-President of Lake Forest College, Lake Forest. B. F. Hart, M.Sc, '95, Ohio Nor. Univ. 1900, Director of Commercial Department, Township High School, 436 Wright St., La Salle. lUinois] LIFE, ACTIVE, AXD CORRESPOX 1>I \C7 MEMBERS 769 ILLINOIS— Con/i>iM02 Miss Louie L. Kilbourn, B.L., '82, Univ. of Minn. i8g4. Teacher in Public Schools, 5404 Kimbark Ave., Chicago. J. B. McManis. iSoo, Superintendent of City Schools, La Salle. O. L. M.\.NCHF.STKR. .\ R.. '86. A.M.. '89. Dartmouth Coll.; LL.D.. '06, III. Wes. Cniv. 1801, Teacher of I^itin, German, and Economics, State Normal University, 70s S. Broad- way, Normal. Ida Migmkll. Ph.B.. '91. Univ. of Mich. 1894, rrincipil of Bryant School, 1580 Jackson Boul., Chicago. Eliakiu Hastings Moore, A.B., '83, Ph.D., '85, Yale Univ.; A.M., Ph.D. (honorary), '99, Univ. of Gollingcn; I.L.D., '04, Univ. of Wis. 1892, Profes-sor and ( i8o<)) Head of Department of Mathematics, The University of Chicago, 5607 Monroe Ave., Chicago. \V. M. Morton. Agent of American Book Co., 521 Wabash Ave., Chicago. Mrs. Mary Darrow Olso.v, A.B., '82, .Mleghcny Coll. 1890, Principal of McCosh School, 6036 Jefferson Ave., Chicago. Mary O'Reilly. 1895, Teacher in Public Schools, 180 Humboldt Boul., Chicago. Charles H. Ostranper. Principal of William Penn Nixon School, 1104 Tripp Ave., Chicago. SwEN Frankli.n Paksiin. 1899, Profes.s<)r of Mathematics, Northern Illinois State Normal School, De Kalb. Bertha Payne. 1901, Head of Kindergarten Training Department, School of Education, University of Chicago, 5744 MonriK" Ave.. Chicago. Mary O. Pollard, A.B., '06, A.M., '00, Middlebury Cull. 1905, Instructor in English. High .School, 1304 Benson .Xve., Evanston. Gilbert P. Randle. 1902, Superintendent of City Schools, Mattoon. Grace Reed, A.B., '84, Univ. of Chicago; LL.B., '96, Kent Coll. of Law. 1894, Principal of John B. Drake School, 3716 Forest Ave., Chicago. Mary Robson. 1897, Teacher in Public Schools, 640s Yale Ave., Englewood, Chicago. Anna E. Rogers. 1902, Superintendent of Schools of Douglas County. Tuscola. Hannah Schiff. 1890, Principal of Mulligan School, 327 Dearborn Ave., Chicago. Robert M. Smith, A.M., Glasgow Univ. 1899, Suptrvi.sor of .Manual Training and Household .Arts, 628 Tribune Building, Chicago. Rt. Rev. J. La.ncastkr Spalding, A.M., LL.D., '02, Columbia Univ.; S.T.D., '65, Univ. of Louvain; LL.D. '04, Western Reserve Univ. Bi.shop of Peoria, 607 Madison .\ve., Peoria. Jasper R. Sparks. Western Agent for Little. Brown & Co.. 378 Wabash .\vr.. ChicagtJ. CiJktJDius U. Sto.vf., B.Sc, W. 111. Nor. Coll. 1902. Suix-rintenilent of IV, Univ. of Chicago. 1900, Professor in Department of Sociology. University of Chicago, 5737 Lexinglun Ave . Chicago. May B. Wallace. . 1890, Teacher in Public ScIkkiIs, 6921 Prinirlon Ave . Chicago. 1903 Anna .M. .\llkn. „ , , ».,..• . ., • Supervisor of Music, Public Schools, 20$ N. .Madison Ave , I'roria. Richard H. Arms, A.B , '90. Harvard Univ. Proiirietor of The (iiford SchtKil, 2141 Calumet Ave., t hlcago. Anna (j. Bafr. iH«j, Teatlirr in City S<.h3i. .Sujirrvivir of .Music 40^ W KM>ir.ido Si . I>p«nlur HiRBiRT I. Conn, A It . 'H7. A M . '-x.. Wr Irv.in Iniv , . . . . iHiyj. I'rofrMor ami Head ol I>r|Mitinenl of .Malhemaliim, I>fwui InXllule. Chicago 770 NATIONAL EDUCATIONAL ASSOCIATION [Illinois YLLmOlS— Continued 1Q03 George A. Coe, Ph.D., 'gi, Boston Univ. 1891, Professor of Philosophy, Northwestern University, 620 Clark St., Evanston. Clarence Elmer Comstock, A.B., '88, A.M., '91, Knox Coll. 1897, Professor of Mathematics, Bradley Polytechnic Institute, Peoria. G. W. Conn, Jr. 1902, Superintendent of McHenry County Schools, Woodstock. LlLLL-VN S. CUSHMAN. 1903, Instructor in Art, School of Education, University of Chicago, 6030 Jackson Park Ave., Chicago. Minna C. Denton. B.Sc, '00, A.M., '01, Univ. of Mich. 1906, Instructor in Lewis Institute, Chicago. Theresa J. Donnelly. 1898, Teacher in Public Schools, 487 Dearborn Ave., Chicago. Garrett Droppers. A.B., '86, Harvard Univ., Ph.D. Professor of Political Economy, University of Chicago, Chicago. Frank D. Farr. Western Manager for Silver, Burdett & Co., 378 Wabash .Vve., Chicago. Earl B. Ferson, Art Master, '83, Mass. Nor. Art. Sch. 1884, Teacher of Mechanical Drawing and Machine Design, Chicago Manual Training School, and (igo6) Department of Engineering, University of Chicago, 39s E. S8th St., Chicago. Eliz.'Vbeth G. Finkler. Teacher in Public Schools, 182 1 Oakdale Ave., Chicago. Margaret L. Finnegan. 1897, Head Assistant in Jefferson Park School, 3028 Our St., Jefferson Substation, Chicago. Katharine A. FitzPatrick. 1890, Teacher in Horace Mann School, 3421 Parnell Ave., Chicago. Stephen A. Forbes, Ph.D., '84, Ind. Univ.; LL.D., '05, Univ. of HI. Professor of Zoology, University of Illinois, 1209 Springfield Ave., Urbana, Charles Herbert Harrington, A.B., '91, A.M., '94, Knox Coll. 1900, Superintendent of PubUc Schools, Buda. Horace N. Herrick, A.B., 'go, Harvard Univ.; A.B., '86, A.M., '91, Eureka CoU. i8g7, Teacher of Greek and Latin, R. A. Waller High School, 284 Sunnyside Ave., Chicago. Thomas Franklin Holgate, A.M. '89, Univ. of Toronto; Ph.D., '93, Clark Univ.; LL.D., '05, Univ. of 111. i8g3. Professor of Applied Mathematics, (1002) Dean of the College of Liberal Arts, Northwestern Lfniversity, 617 Library St., Evanston. William Thomas Jackson, A.B., '8g, A.M., '90, Eureka Coll.; A.B., '94, Harvard Univ. 1901, Professor of Physics, Eureka College, Eureka. Mary Frances Keane. 1888, Teacher in PubUc Schools, 554 E. Division St., Chicago. Kate Starr Kellogg. 1886, Principal of Lewis Champlin School, 6565 Yale Ave., Chicago. Marcellus Madison. i88g. Superintendent of Schools, West Chicago. C. Riborg Mann, A.B., 'go, Columbia Univ.; Ph.D., '95, BerUn. 1896, Assistant Professor of Physics, University of Chicago, Chicago. L. B. Mansell, A.B., Ewing Coll. 1901, Superintendent of City Schools, Farmington. Fred B. Maxwell, Ph.B., '87, Beloit Coll.; Ph.D., '92, Cornell Univ. Teacher of Biology, Wm. McKinley High School, Chicago; 308 Franklin Ave., River Forest, P. O. Oak Park. Malcolm Ross McElroy, A.B., B.M., '95, A.M., '98, Univ. of Wooster. 1906. Teacher in Thornton Township High School, 65, 154th St., Harvey. Mrs. Frances Pearson Meeks, Pd.M., '04, Mich. St. Nor. Coll.; Ph.B., 111. Wes. Univ. 1905, Teacher of History, High School, Spring Glen St., Danville. Joseph Aaron Mercer, A.B., '71, Univ. of Mich. 18H2, Principal of Lincoln School, 204 Flora Ave., Peoria. Walter Reynolds Mitchell, B.Sc, '87, Univ. of 111. Department of Biology, Hyde Park High School, 433 E. 57th St., Chicago. Alexander A. Moll, A.B., '86, Oberlin Coll.; A.M., '89, Hopedale Nor. Coll. 1891, Teacher in Public Schools, 6132 Prairie Ave., Chicago. Mary A. Moynihan. 1885, Teacher in Public Schools, 660, 37th PI., Chicago. Mrs. Emma A. Naylor, B.Sc, '72, Lincoln Univ. 1896, Principal and Teacher of Mathematics, Mason City. Eleanor D. O'Connor. 1897, Teacher in Nathaniel Greene School, 7140 Emerald Ave., Chicago. Christopher S. Oglevke, B.Sc, '94, D.Sc, '05, Lincoln Univ. i8gs. Instructor in Biology, Lincoln College, 1006 N. Union St., Lincoln. A. S. Pearse, B.Sc, Univ. of Ncbr., A.M. 1906, Teacher of Biology, Lake High School, 335 E. 62d St., Chicago. Lavinia Ritter. Teacher in Public Schools, 1734 Melrose St., Chicago. lUinois] LIFE, ACTIVE, AX D CORRESPOXDIXG MEMBERS -j-jl ILLINOIS— Cc-n/ini«frf 1903 Matilda A. Ritter. Teacher in Public Schools, 1029 \V. Montrose Ave , Chicago. Joanna Elizabeth A. Seifert. iSoQ. Teacher in I'ublic Schools, 429 Center St., Chicago. Jf.snie E. Slack. Teacher in Huron Street School, 265 E. Huron St., Chicago. Spencer R. Smith, .\.B., Mich. Univ. Principal of Wendell Phillips High School, 319 S. Park .\vc., .Austin Sla., Chicago, Philip J. Stoneberc. .\.H., 'oq. .\.M.. '01. Knox Coll.; A.M., 'os, Columl'ia Univ. Student at Hanard UnivtrMty; home address. Bishop Hill. Miss Frank E. Trfmain. Teacher in Public Schools, 886 Warren .\ve., Chicago. Susannah Usher, B.Sc, '08, Mas,s. Inst, of Tech. 1904, Assistant Professor of Household Science, University of Illinois, 1007 W. Illinois St., Urbana. Mary E. Vance. 189s, Principal of Julia Ward Howe School, 5739 Midway Park, .\ustin, Chicago. Cl\'DE Weber V'otaw .\.B. '88, .Amherst Coll.; B.D., '91, Yale Univ.; Ph.D., '96, Univ. of Chicago. 1900, .As.'iistant Professor of .\ew Testament Literature, University of Chicago, 5517 Wash- ington Ave., Cliicago. Anna Waldschmtdt. Teacher in Public Schools. 69 Grant PI., Chicago. 1904 G. B. Affleck. A.B., '07. Univ. of Manitoba, Canada. 1906, Physical Director. Central Y. M. C. A., 153 LaSallc St., Chicago. Cuarlls Frank Atkinson. President of firm of Atkinson, Mcntzcr & Grovcr, Sch(M)l Book Publishers, 3SO-3.'!» Wabash Ave., Chicago. Francis B. Atkinson. Editor of "The Little Chronicle," 358 Dearborn St., Chicago. Frederick G. Bonser. B.Sc.. '01. M.Sc, '02. Univ. of III. 190s, Director of Normal Training School, State Normal School; res., 346 W. Calhoun St., Macomb. Walter F. Boves. 1902, Superintendent of Knox County Schcx>U, 751 N. Kellogg St., Galcsburg. Thomas H. Briccs, Jr., A.B., '06, W;ike Forest Coll. 1900, Instructor in English, Easttrn Illinois Stale Normal SchfK>l, Charleston. Theodore C. Buroess, .\.B., '83, Hamilton Coll.-. Ph.D.. '08. Univ. of Chicago. 1904, Director of Bradley Polytechnic Institute, 220 Clara St., Peoria. JoH.v Ellsworth Cum, A.B.. '86, AM., '98. Heiilelberg Univ. 1898, Principal of High School, Earlvillc. Matif. a. Cobb. ic;o*>. Kindergartner in City Schools, 1087 Perry St., Chicago. Harry Adelbert Dean. Su|»rintendent of .Schcxds of Kane County, Geneva. W. W. Earnest. 1902, Superintendent of City Schixjls, 427 W. Jackson St., Macomb. Charles H. Elliott. 1902, Superintendent of Township High S, Nurihwpstcm Univ. ii/i.j, Su|*rintendint of Sdiixils, lienesco. Jasper \. Hunt, AM ,'75, Allegheny Coll. .. , , . Represent. \tivc of Kducalion.il Publication"*, 521 \N.il>ash Ave., Chicago. II. J. JoitlscH, n.Sc , '01, Univ. of Chi(ago. 1903, Superintendent of SchooN, Hinsdale, Silas Jones, A. B, '92, Eureka Coll. , „ „ ,. •. 1900, Profev*or of Sacrctl Literature, Eureka College, hurcka. William H. Jonkh, B.Sc., '03. N'orihweMern Univ. 907 Irving St., Jolicl. Jamks Kirk. A H.,'71, A M.,'74. , ^ 1M9S. Teathrr of Higher Malhemalii » an.l Melhixli. Siulhern Illinois Norm.il I ni>TrMlv, CarliuDdalr. J. (). LrsLir. ABA M IHHH. Prinl Scm. 190?, PrrMdrnt ol Itlatkbum Collrgr, nn-l Pro(e»wir .if tlrrinnn and HUtory, C«rHn»iUe. Daxikl P. Ma( Mimas. PhD. '<». Univ of {•|rt«arlnirnl of (^lil.l Sniijy «no " I'mr St . ( anton. 772 NATIONAL EDUCATIONAL ASSOCIATION flllinois llAAJ— Continued 1904 Charles W. Minard, A.B., '84, A.M., '87, Ph.D., '94, 111. Wes. Univ. Principal of Marquette School, Chicago; res., 518 N. 4th Ave., Maywood. George William Myers, B.L., '88, M.L., '91, Univ. of 111.; Ph.D., '96, Univ. of Munich, Bavaria. 1901, Professor of Teaching of Mathematics and Astronomy, School of Education, Univer- sity of Chicago, 6444 Greenwood Ave., Woodlawn, Chicago. William Garrett Padfield. 1934, Principal of Webster School, 1616 St. Louis Ave., East St. Louis. Clementina Paranteau. 1882, Teacher in Anderson School, 601 W. North Ave., Chicago. Effie M. Pike. 1903, Principal of Longfellovf School, 707 S. Scoville Ave., Oak Park. D. Walter Potts. 1896, Principal of Horace Mann School, East St. Louis. David B. Rawlins, Ph.B., Northwestern Univ. 1903, Superintendent of Schools, 1230 Park Place, Quincy. Bertrand Clifton Richardson. A.B.. '03, A.M., '96, Syracuse Univ. 1906, Assistant Principal of High School, 536 E. 7th St., Alton. Flora C. St. Clair. 1897, Teacher of the Deaf, 6916 Stewart Ave., Chicago. Frederic L. Sims. B.Sc, '02, De Pauw Univ., and '03, Univ. of Chicago. 1906, Principal of New Trier Township High School, Kenilworth. Frederick J.\mes Volney Skiff, A.M., '05, Colo. Coll. 1894, Director of the Field Museum of Natural History, Chicago. Gerard T. Smith, A.B., '96, Albion Coll. 1906, Superintendent of Public Schools, Library Building, Peoria. Jennie Tazewell. 1890, Assistant Superintendent of Schools, 315 Washington St., Elgin. L Harry Todd. Principal of Longfellow School, 331 Missouri Ave., East St. Louis. Mildred Esther White. 1906, Teacher in Public Schools, 288 Michigan Ave., Chicago. Eva Blaine Whitmore. 1884, General Superintendent of Chicago Free Kindergarten .Association, 210 E. 33d St. Boul., Chicago. William F. Young. Vice-President, Benj. H. Sanborn & Co., 378 Wabash Ave., Chicago. 1905 Edward Anderson. Superintendent of Schools, 113 N. Walnut St., Springfield. William Dawson Armstrong. Musical Director of Shurtleff College and the Western Military Academy, 420 Danforth St., Alton. W. D. Bannister, .A.B.. '01, Univ. of Mo. 1 90s, Principal of High School, Cairo. ZoNiA Baber, B.Sc, Univ. of Chicago. 1901, Head of Department of Geography, School of Education, University of Chicago; res., 5623 Madison Ave., Chicago. John .Strove Brazier, A.B., '86, Marietta Coll. Representative of Silver, Burdett & Co., 378 Wabash Ave., Chicago; res.. 933 Lunt Ave., Rogers Park Sta. William H. Chamberlain, Grad., 111. St. Nor. Univ. 1906, Principal of Cyrus H. McCormick School,; res., 6036 Ingleside Ave., Chicago. Mrs. Mary D. Cum. bers, B.Sc, '05, Columbia Univ. Instructor in Chemistry and Home Economics, Rockford College, Rockford. Emma M. Church. 1903, Director of Normal Art and Design Departments, Chicago .Academy of Fine Arts, 6 Madison St., Chicago. Elizabeth F. Daly. 1886, Teacher in Public Schools, 322 N. Franklin St., Chicago. Julia F. Duffy. 1894, Te.acher in Public Schools. 3301 S. .Ashland .Ave., Chicago. Leander Dallas Ellis, A.B., '96, Univ. of Kans. 1905, Sui»rintendent of City Schools, 115 Keokuk St., Lincoln. Willard C. Gore. Ph.D., '01. 1902, Assistant Professor of Psychology, University of Chicago, 5329 Greenwood Ave., Chicago. Horace A. Hollister, A.B., '88. A.M., '96, State Univ. of Iowa. 1902, High School Visitor, University of Illinois; res., 106 E. Green St., Champaign. John A. H. Keith, A.B., '09, A.M., '00, Howard Univ. 1906, Head of Training Department, Illinois State Normal University; res., 702 S. Broad- way, Normal. Frances MacChesney. 1879, Teacher in Public Schools, 6565 Yale Ave., Chicago. Mary S. Mack, B.Sc, '02, Teachers Coll., Columbia Univ. 1902, Supervisor of Primary Instruction, 202 E. Chestnut St., Bloomington. Illinoi>l LIFE, ACTIVE, AXD CORRESPOXDIXG MEMBERS I LLiy:OlS— Continued T,^..^.. H MrMiiiw \B '-J WL.'tS. Ind. St. Univ.; Litt. D..'o8. I'niv of Pa. ,9os John H. ^l^]J;'-'-^„f^^;, oi'lJatin. Nlonn^outh College. 8.5 E. Broadway. Monmoutb. OSCAR L. ^^-^^-^^^,;^\^:::^'^^^:a^c.^ N„™al School.64M Kimbark Ave. Chicago. John E. ^I';^=^«s„p^^i„,^„je„i „f Public Schools, 925." Baugh Ave. Kasl St.I^.uis. Orris J. ^';;;^;';^^„p,ri„,,„,,e„, ..f Dorc School. Chicago; res.. 40.. 7lh Ave. La Grange. Sarah L. -^gO^y'jiJ'i^^'p^i^^^Veachers' Training School, Lcland Hold, Springfield. Orett Lyman Munc.er. 9 Drc.\cl Square, Chicago. Mrs. C. M. P'^RKKr^ _^^^ ^^^^^ ^^^^„ ^_^ ^^, ^^^^^ j,^ TaylorviUe. F. O. Perkins. ^^.^^^^^ Manager of Longmans, Green & Co., Publishers, 203 Michigan Ave.. Chicago. Sophia E. P^j^tchard^^^^ ^ ^^^^.^ ^^^^^^ ^^^^ ^^^^^^ 3^^, ^^^.^^^^ Ix)u,SE S. QuACKENBUsn. .^ p^^^.^ ^^^^^1^ ^^^ ^y ^^^^ 5^ ^^,^^^„ Waitfb Dill Scott A.U., Northwestern Univ.; Ph.D., '00. Univ of Leipzig. Germanv. Walter Dill ^orr^^^^^' p^^fessor of Psychology an^ T rcTVB W Babtiktt. A.B., 'os. Wheatnn Coll. ,006 LESTER ^^-^ "^"J^^^^;^';, pVindixil of Public Sch.x,ls, Sugar Grove. Nathamel »--;;:,;);^,i,;j^Jf;,'^i |^:^uSI;n,'LWn>i.yof Chicago; r«.. 560. Madi.on Ave.. Chicago. Christopher^J. nv«^- ,^„j^.„, .,, ciiy Sch...ls, Moloney lil.ig.. OUawa. Anna B. ^•"^'"•"^;;|^^i„,,„j,„, „, Ogic D.un.y Sch«.l., 400 N. 4.h St., Oregon. "'" •- ^^:c^pr!!,:i:;;r'^'.w:iv.'::^;. ni^ili'r^tiV' >^^ ^-"»"" """"'^ ^'- ^- mal SilKM.I; rr»., 22O College Ave , DiK.ilb. "^'"^ ^ ":;::;„^";^;;;;^:iJ'oi'j.' ;:j^i!n;:'M;:;tin »::;;: scho.., riy.ie. M, G. '•-;;;^A;jl,,^:,;^:;:;;.!;L,s,h...N,2.o...hs,,.s,rrau.r N.THAN P.^^-^^^^^^^i [^ {^:;t^:;!, a.,! l^lu.a.ion ..l .1. A.„cn.a„ Medual \...U- lion, loj licarljorn Ave.. Chitngo. Henry '^•7;^««|[;S;d Sccrcti^y o( Th. Rcll«i.m« F.luca.ion .V i.m .„ I-.Salle S, . Oii-ngo. W. W. f^"^'"^;,,^,.„,^„,,r„, „, i)rK.ilb County Sili.«U. Sycamore. n» Witt Fl wtoii It S< "o^ I.iwfrnirl'niv ,,.,,. Cj. Sujcrintcndent ..1 Public S.h.«.U, CharlCon. W. K. Fostr... j.^p^„,^„,,,„, „, s.h.,oU ol USallr County. Oiiaw... until J.u.r iM Mmdola; after June i*l Ottawa. 774 NATIONAL EDUCATIONAL ASSOCIATION [Illinois ILLWOIS— Continued 1906 WiLLARD L. German. Superintendent of Schools, Polo. Cyrus Stover Grove. 1902, Superintendent of County Schools, Freeport. Hapgood's, Chicago, 111. President H. J. Hapgood, Hartford Bldg., 140 Dearborn St., Chicago. John Henry Heil. A.B.. '95, Univ. of Chicago. 1903, Superintendent of Public Schools, 2320 Isabella Ave., Morgan Park. William Russell Hornbaker. A.M., '93, De Pauw Univ. 1900, Principal of Oliver Goldsmith School; res., 3217 Ivison Ave., Berwyn. RoscoE M. Ihrig, Ph.B., '01. Univ. of Wooster. 1903, Teacher of German, High School; res., 408 Oak St., Danville. William H. Ives, A.M., Syracuse Univ.; LL.B., N. Y. Univ. Resident Director and Western Manager, D. C. Heath & Co., 378 Wabash Ave., Chicago. Edmund W. Jeffries. Secretary of American Manual Training Co., 300 Wabash Ave., Chicago. Charles E. Joiner, B.Sc, '91. A.M., '95. Ewing Coll. 1903, Superintendent of City Schools, Rochelle. Warren Jones, A.B., '02, Univ. of III. 1905, Superintendent of Public Schools. Elburn. Robert James Kellogg, A.B., '91, Ph.D.. '96, Cornell Univ. 1903, Professor of Modern Languages, The James Millikin University; res., 748 W. Eldorado St., Decatur. Charles E. Lawyer, B.Sc, '98, Knox Coll. Principal of High School; res., 358 W. Pine St., Canton. Clarence H. LeVitt. 1901, Superintendent of City Schools, Bclvidere. Walter Libby, A.M., Univ. of Toronto; Ph.D., Clark Univ. 1905, Professor of Education, Northwestern University; res., 1709 Ridge Ave., Evanston. John A. Long, A.M.. '91, Ohio Wes. Univ. 1906, Superintendent of Schools, 214 Grover St.. Joliet. Willl\m Y. Ludwig. Superintendent of County Schools, Court House, Danville. Frank L. Miller. Superintendent of Schools, 15410 Ixxington .^ve., Harvey. B. C. Moore. Superintendent of McLean County Schools, Bloomington. James G. Moore. Superintendent of Schools, Lexington. Mrs. Mary Bloomer Page. Director of Chicago Kindergarten Institute, 40 Scott St., Chicago. Arthur B. Rowei.l, .^.B., '95, Yankton Coll. 1903, Superintendent of Schools, Glenroc. R. L. Sandwick, A.B., '95, Leland Stanford Jr. Univ. 1903, Principal of Deertield Township High School; res., 229 Central Ave., Highland Park. Henry Field Stout. 1903, Superintendent of Schools, Genoa. Daniel A. Tear, Ph.D., '06, Univ. of Chicago. 1895, Principal of Wm. Gladstone School; res., 6543 Ellis Ave., Chicago. Gregory Dexter Walcott, A.B., '97. Brown Univ.; A.M., '99, Ph.D., '04, Columbia Univ.; B.D., '00, Union Theol. Sem.. New York City. 1905, Professor of Greek and Philosophy, and Dean of Blackburn College, Carlinville. E. E. Wheeler. Member of Firm of W. H. Wheeler & Co., 203 Michigan Ave., Chicago. John Hamilton Whitten. 1903, Superintendent of Public Schools, Onarga. 1907 John A. Mentzer, Ph. I!., '98, Univ. of Chicago. Member of firm of Atkinson, Mentzer & Grover, 350 Wabash Ave., Chicago. Ernest E. Olp, A.B., '00, Northwestern Univ. Manager of Chicago Office, Fisk Teachers' Agency, 203 Michigan Ave., Chicago. institutions life director 1890 State Teacher's Association of Illinois. President, J. A. Mercer, Peoria; Secretary, Miss Caroline Grotc, Macomb. active members 1897 John Crerar Library, The. Librarian, Clement W. Andrews, Chicago. Lincoln College of The James Millikin University. President, J. H. McMurry, Lincoln. 1898 Chicago Public Library, The. Librarian, Frederick H. Hild, Chicago. Illinois State Normal University. President, David Felmley; Librarian, Ange V. Milner, Normal. Indiana] LIFE, ACTIVE, AX D CORRESPOXDIXG MEMBERS TJS ILLISOIS—Cottlinufd Newberry Library. I'residcnt of Board of Trustees, E. W. Ulatchford; Librarian, J. V. Cheney, Chicago^ iSgg Office of Superintenhent of Pvblic Instruction, State of Illinois. Supcrinicndent, Francis G. Ulair, SprinKlicld. Eastern Illinois State Normal School. President, Livingston C. Lord; Librarian, Mary J. Booth, Charleston. Northern Illinois State Normal School. President, John W. Cook, De Kalb. Public Library, Rockford, Librarian, Jane P. Hubbell, Rockford. S<'HOOL of Education. I'nivkrsitv of Ciiicaco. Librarian. Irene Warren, Chicago. Southern Illinois Normal University. President, Daniel B. Parkinson; Librarian, Edna Hester. Carbondalr. University of Chicago. President, Harry Pratt Judson; Librarian. Zella .\llen I)ixson. Chicago. University of Illinois, Library. President, Edmund J. James; Head Librarian, Katharine L. Sharp, Urbana. Wheaton College. President, Charles A. Blanchard, Wheaton. 1900 Armour Institute of Technology. President, F. W. Gunsaulus; Librarian, Mrs. Julia Beveridge, Chicago. Oak Park Public Library. President, H. A. Taylor; Librarian. Miss Kva L. Moore, Oak Park. 1901 Gail Borden Public Library. Librarian, Katherine L. .\bbott. Spring and Milwaukee Sis., Elgin. Peoria Pitblic Library. President, John E. Keenc; Librarian. E. S. Willco.x, Pc-oria. 1002 Columbia College of Expression, The. President. .Mary A. Blood; Secretary, Phtrbe M. Roberts. 7th Floor, Steinway Hall, Chicago. Evanston Public Library. Librarian, Mary B. Lindsay, Evanston. Illinois State Library. Slate Librarian, rx-ofiicio James A. Rose, Springfu-ld. Lombard College. President, Lewis B. Fisher; Dean, Frederick W. Rich, tialesburg. Northwestern College. President, H. J. Kickhocfer; I.ilirarian, S. L. Umbacli, Na|)crville. NoRTHWr.STERN UNIVERSITY, LIBRARY. A.ssistant Librarian, I>odilla .\mbrosc, Evanslon. WF.STFRN Illinois State .N'hrmai. S< ikwh.. Priniiiul, Alfred liuyliss, Macomb. 1004 East St. Louls Public Library. Librarian, J. Lyon WmxJruff; 8th St. ami Broadway, Eiist St. Ix>ui« RucKfOKD College. President, Julia 11. (Julliver. koikford. ZioN Educational Institutions, Libkaky. \ ice President, 11. iJ Hrasclield; Librarian, F. 11. Chamberlain, Zion City INDIANA Lirr. member 1S76 Moses Cobb Stt\'fn'!. AM, 'H J, I^arlham Coll. ., . . , ... il«j, Profrsv.r uf lliglier .Mathcmalii* (F.menlus). Purdue InixTnity. us KuMrll St., Lafayette. A(TIVr. MKUniRO i8Hs Mary E. NiriioLiMiN. Prinripol of Normal Sthcml, m? I»ri«aiili<. i88g James C. Hlack, IM .M , '04. IM D . "oS, S«h. of Pen. |H.x» A.MNA Sl'TIR. . , ,. , 1901, Prinii|nl of the High Stliool Drimrlmrnl in Siirlman Seminary. Atlanta, Ua.; home ■dijrru, s>JO\ F Wa>hitiglU, lilu College Ave . Inillana|iill4. 1893 William I/iwr. Hhvan, I'h \) ,'<)>.' . . , Kjoi. I're»ident of Indu: Hi» N. Cullrge Ave . iUiaimington. WiLiiAM P Hart, HSf .'Ml, M S< . . > .i ,.( UnW. looj. Suijcrintendrnt iif (iiy SthooU, $j Poplar St , lluniinitlon HoRAfE G. W.M)DY, II *V . V .t V.r Univ .Su|«:. S l.x 682, .Me.xandria. George L. Roberts, .\.B., '94, Ind. St. Univ. 1903, Superintendent of City Schools, 445 "The Johnson," Muncie. Fra.ncis M. Stalker, \.U., '84, .\.M., '87, Princeton Univ. 1904, Profes.sor of History of Education. Indiana Slate Normal School, y 14 S. 5th St., Tcrre Haute. 1902 Oscar R. Baker. 1895, Superintendent of Schools, 150 South St., Winchester. Lotos D Coffman. .A.B., '01;, Ind. Univ. 1905, SuixTintendent of Schools, 810 Xlulbcrry St., Conncrsvillc. HuMER B. UirKEV. 1903, Superintendent of Public Schools, Lowell. Ellis H. Drake. Grad.. '94. Ind. St. Nor. .Sch.; A.R.. '04. Ind. Univ. 1906, Superintendent of Public Schools, 501 S. 3d St., Elkhart. Eldo Lewis Hespricks, A.B., '94, I'ranklin Coll.; A.M., 't/t), Ind. Univ. 1902, Su|x-rintcndcnl of SchuoLs, Delphi. Robert L. Kelly, Ph.B., '88. Flarlham Coll.; Ph.M ., '99. Univ. of ChicaRo. 1903, President of Earlham College. 800 National Road W,, Earllum. Hf.nrv Lester Smith, .X.H , 'i>H, ,\ M , '90. Ind. St. Univ. 1905. SujxTvLsing Principal of SihiioU. 314 .N. Wa.shington St., liloumington. .M11./1 H. Stuart, A.B., '98. Ind. Univ. Teacher in .Manual Training Hii{h School, 2927 N. Senate .\ve., IndianapoU*. 1903 (iKORCilA A. AlF.XASIiEH. i8i>ij, Suixrrvi.sing Principal of Schools, 807 N. Pcnniiylvaniji St., Indianaiiolis. Robert J. .\\.t.\, A B., A.M., In2, Su|irrviM>r of Manual Training, City ScliuoU, tub N, Meridian St., IndianapoUi. KiiWAKl) Baii.ilv IliRi.r, A.B., '91, ltrli>. K. Katk Carman. 02) N, PeniMylvania St., Indiaiuimlin. I». R. Ei.i.AnAiior«, A »., '92. Ind Univ. tH<2S. Printitil of High Sthoiit, 31 S. isih Si., Kkhmund. William Cmfstfr Goihk, Grad , 'oj. Ind Si Nor. Sth. I90I. Su|jriinirni|rni o( Ciiv S«lw«.l». 221 V. North Si, GrcTofidd. KmnfsT O Hol.l AM>. a II . "y^ Ind lniv lijof.. A.VKxialc PrulcMi'r ol lAluialiua. Imliaiu UnlvrnUiy. liluoniingiuo. 778 NATIONAL EDUCATIONAL ASSOCIATION [Indiana INDIANA— Co«/iMMelis. 1904 Elkhart Carnegie Library. Librarian. Ella F. Corwin, Elkhart. High School, Anderson. Superintendent, James B. Pcarcy, 412 W. 12th St., Anderson. 1906 Emeline Fairbanks Memorial Library. Librarian, Mrs. Sallic C. Hughes, Terre Haute. IN'DIAN TERRITORY life members 1884 George Beck, M.Sc., '63 Univ. of Mich. 1901, U. S. School Sup)crvisor, Chickasaw Nation, Tishomingo. 1886 G. I. Harvev. Wagoner. active members 1900 Elihu B. Hinshaw, A.B., '86, A.M., '90, Hivassee Coll. 1897, Superintendent of Blofimlicid Seminary, and (1001) Chickasatv National Normal iJircctor and I'rc^idcnt of Examining Board, Colbert. 1901 Edgau A. Allen. B .Sc.. '87. Kans. .Xgri Coll. U. S. Indian Service, Wyandotte. 1903 John Downing BENEOirr. 1H99. Superintendent of Schools for Indian Territory, Mu-^kogec. 1903 A. Grant Evans. 1898, President of Henry Kendall College. Muskogee. Charles Evans, B 5>c., I^banon. Superintendent of City Schools, Ardmore. 1904 Mary F. Russell. 1906, MonitreM in Public School, Salliuw. 1906 Calvin Ballard. 1899, United States Schof)l Supervivir, Chott.iw .Nation in Indi.in Territory. Siiulh McAlcstcr. IOWA LirK uruiiKu.s 1884 William A. Willis, A B , 'ftj, AM . V,,, Brloit Coll. Proprietor and Principal of l'>w.i City Academy, 308 Churih St., Iowa City. 1880 Rt. Rr.v. John J. KrAsr, D.D.. I-ival; LI. D , Harvard Univ. iijTKi, ArchliLtliop uf Dubuque, Dubui|ue. AcII Coll. 1H70, Profciuvir o( Etonomicit and S.« i..li.«y. ('•imrll Collriir; rc»., (3o4 .Normal Si., CctUr Filli. 1890 OzRO PArrr.«s'»N FkwTWirK, A B., '7H, ly»mbard Coll 1889, Superintcn/lcnt ol .SchciuU, 313, 8lh Ave . Clinton. 78o NATIONAL EDUCATIONAL ASSOCIATION [Iowa IOWA — Continued 1894 Ashley Van Storm, Ph.B., '98, Hi. Wes. Univ. 1906, Superintendent of City Schools, 1033 Woodlawn St., Iowa City. 1895 James Johnson Billingsley, B.Sc, '92, Valparaiso Coll. Superintendent of Schools, PauUina. E. D. Y. CuLBERTSON, B.D., '80, St. Nor. Sch., Cedar Falls, la. R. F. D. s, Fairfield. O. E. French. 189s, Superintendent of City Schools, 602 N. Maple St., Creston. Philip Cady Hayden. 1892, Director of Music, Public Schools, 729 Frankhn St., Keokuk. Joseph Jasper McConnell, A.B.,'76, B.Didac.,'78, A.M. ,'80, St. Univ. of Iowa; LL.D.,'04, Coe Coll. igoi, Superintendent of Public Schools, 1724 B Ave., Cedar Rapids. J. J. Nagel, Ph.B., '98, 111. Wes. Univ. 1870, Principal of Grammar School No. 4, 906 W. Locust St., Davenport. Franklin T. Oldt, A.M., Lafayette Coll. 1895, Superintendent of City Schools, 1240 Locust St., Dubuque. Etta Suplee. Supervisor of Primary Training, Stale Normal School, Cedar Falls. 1896 Amplias Hale Avery. 1902, Superintendent of City Schools, Spencer. RichaRD C. Barrett, A.M., '04, Cornell Coll.; LL.B., '04, Drake Univ. 1904, Professor of Civics, State College of Agriculture and Mechanic Arts; res., 912 Story St., Ames. Austin Norman Palmer. President of Cedar Rapids Business College and Editor of "American Penman," ■ Cedar Rapids. Hattie Adelia Phillips. 1894, Supervisor of Kindergartens, 1159, 26th St., Des Moines. J. B. Young, A.B., '61, A.M., '64, Middlebury Coll. 1878, Superintendent of Schools, 422 E. 14th St., Davenport. 1897 Horace T. Bushnell. 1S73, Principal of Grammar School No. 8, 330 South Ave., Davenport. Irene Garrette. 1897, Principal of Jefferson School, 708, 3d Ave., Cedar Rapids. B. J. HORCHEM. 1898, Principal of Audubon School, 315 Bluff St., Dubuque. F. E. Lark. 1896, Superintendent of Schools of Monona County Onawa. George Edwin MacLean, Ph.D., '83, Univ. of Leipzig; LL.D., '95, Williams Coll. 1899, President of the State University of Iowa, Iowa City. V. L. Wilson. General Agent for American Book Co., Ottumwa. FiNLEY M. Witter, B.Sc, A.M. '76, Univ. of Iowa. 1901 Superintendent of Schools of Muscatine County, 4th and Cherry Sts., Muscatine. 1899 Edwin Diller Starbuck, A.B., Ind. Univ.; A.M., Harvard Univ.; Ph.D., Clark Univ. 1906, Professor of Philosophy, State University of Iowa; res., 7 E. Bloomington St., Iowa City. 1900 Frederick E. Bolton, B.Sc, '93, M.Sc, '96, Univ. of Wis.; Ph.D., '98, Clark Univ. 1900, Professor of Science and Art of Education, State University of Iowa, 1019 College St., Iowa City. William F. Cramer, A.M. and M.Sc, Cornell Coll. Superintendent of Public Schools, 601 Corning St., Red Oak. L C. HiSE. 1898, Superintendent of Plymouth County Schools, Le Mars. Thomas B. Hutton, B. Sc, '91, Iowa St. Coll. 1904, Superintendent of City Schools, 1312 Court St., Le Mars. C. H. Maxson, B.Sc, '91, B.D., '99, St. Univ. of Iowa. 1906, Sujjerintendent of City Schools, Ackley. Charles Eldred Shelton, A.M., '82, LL.D., '02, Iowa Wes. Univ. 1899, President of Simpson College, Indianola. 1901 Hill McClelland Bell, A.B., '90, A.M., '91, Drake Univ.; LL.D., '05, Simp.son Coll. 1903, President of Drake University, 1091, 26th St., Des Moines. Francis M. Fultz, Ph.B., '86, A.M., '89, St. Univ. of Iowa. 1899, Superintendent of City Schools, 1018 Jefferson St., Burlington. J. M. Hussey, M.Sc, Chillicothe Nor. Sch.; Pd.B., Western Nor. Coll. 1893, President of the Western Normal College, Shenandoah, and of Southern Iowa Normal School, Bloomfield; res., Shenandoah. Katharine Irwin Hiitchison, A.B., '81, A.M., '84, Monmouth Coll. 1905, Dean of Women and Professor of Pedagogy and Hi.story, Parsons College, Ballard Hall, Fairfield. J. C. King. Superintendent of City Schools, 120 Story St., Boone. O. J. McManus, B.Didac, '94, M.Didac, '96. 1900, County Superintendent of Schools, and (1902) Memlicr of State Board of Edu- cational Examiners, iiio E. Pierce St., Council Bluffs. Iowa] LIFE, ACTIVE, AND CORRESPOXDING MEMBERS 7S1 low. K—Coit'inued 1901 Adnah Clifton Kewell, B.S:. in E.E., '02, Univ. of Mich. iSg4, Supcrvisjir of Manual Training, Public Schools, West Dcs Moines; res., loii, i,Sih St., I)es Moines. Annie E. Packer, M.Sc., '74, Whitticr Coll. 1900. Superintendent of Schools of Henry County. E. Washington St.. Mt. I'leasant. Z. C. Thornbvrc, B. Did.-ic., 'o.l. M. Oi. igoi. Superintendent of Schtxjis of Polk County. 1211 E. 12th St., Des Moines. I0O3 Clarence Dwight Bakkr. .X.H., Macalesti-r Coll. Representative of D. Appleton & Co. in the West, 2923 Brattlcboru Ave, Dcs Moines. William Bell. Principal of High School, 304 X. Lincoln St., Crcston. Clarmae Budde, Orad.. '05. St. Nor. Sch., Winona, Minn. Teacher in Public Schools, Marcus. William pRANKLrN CHEVALreR, A.M., Marietta Coll. nwi. Superintendent of Schools, 217, 4lh St., Muscatine. J. W. DiCKMAN, Ph.B., '88, Ph.M., '91, Upper Iowa Univ.; A.M., '04, Cornell Coll. 1898, Professor of Economics and Sociology and Vice-President, Upper Iowa University, Fayette. F. W. El^E, A.B.. '06, Penn Coll.; A.M., '97, Haverford Coll.; M.Didac, '01, Iowa St. Nor. Sch. 1905, Su|x?rintendent of City Schools, 301 N. A St., Oskalcwsa. Clementi.ve Jacobs. Teacher in Primary Grade, Public Schools, Guttcnbcrg. W. H. McCauley. President of Capital City Commercial College, 4th St. and Grand .Ave., I>es Moines. Cap E. Miller, M.Didac, Iowa St. Nor. Sch. 1902, Superintendent of Schools of Keokuk County, Sigoumey. W. M. Stevens. Superintendent of City Schools, 191 1 Pierce St., Sioux City. WiLLLAM H. StONER. General .Agent for American Bcx>k Co. in Iowa, 692, 17th Si.. Des .Moines. 1903 Ethelda Bcrc.e, Ph.B., '89, Cornell Coll. 1906, Teacher in Public Schools. Palouse, Wash.; home address. Mt. \'ernon. C. A. FuLLERTO.N, M.Didac, la. St. Nor. Sch. 1897, Profc-ssor of Vocal .Music, Iowa State Normal School, 3:16 Normal St., Cedar Falls. Jakes E. Moore. BE.. '98. Lincoln Nor. Univ.; B..Sc., '06, Upjier Iowa I'niv. 1903, Superintendent of City Schools, Fayette. George He'nbv Mullin. 1902, Sufx-rintendcnl of City Schools, 1029 Central .Xve., Fort Doilge. A. W. Stiart, A.B., '63. A.M., '66. Bowdoin Coll. Superintendent of Schools, 217 W. Wcxxlland .\ve., Ollumw.i. Kmua Flint Wilkins. 1891, Teacher in Public Schools, 611, 4th Ave., Clinton. 1904 Edwin F. .\uams. .\.B., '87, Ohio Wes. Univ. General Agent for (iinn & Co., 418 S. 6th St., Cedar Ra|>iils. William Alubicii. 1904, Superintendent of City Schools, Board of Ech. 1900, Superintendent of Cily SchwiN, Carroll. Mbs. Eliza G. Kleinso>i(;k. IM.M., '04. St. Nor. Sch.. Greeley, Cob. Des .Moincn. TiiouA-s B. MARKKniRV. 1903, Su|IIT«. 1906, .Superintendent of SchouU. I'raine City. CiiARi.KH K. Pvr. B Sc.. '01. Cornell Coll. 190J, Suiirrinlrndrnl of S>hnol«, GultenlierS. John F Ri'if.s, M S< ., 'H7, Iowa Wr. Univ. i4, .Stale Sujicrinicndcni of Public Inttrutticm, 1001. »oth St.. I)e« Moinea. John p. Rvan, A B , Cornell Univ. 1902, l'rufe«N Stmumi. a M . '03. Unlv of Mich ; D D., 'oo, Lawrence Unlv ; LL.I)., 'oj. I>r.ikr I'niv 1903. Prc^dent of Iowa State College, Ame». [Kansas ,po5 W.S..V N. C.^r^^:^^^^£:l., 5th Ave. Counci, Bluffs. MAV GENEVIEVE Lo^-G..^^^ ^^ ^^^.^^^ ^,^^^^i„„, p,,Uc Schools, .04 W. Mi^er St., Mason Cuy. WX.UAM 0;£^I^'--^,etd'fn^ Good Block, Des Moines. ,po6 W. F. Barr, Ph.B.^;o3. ^^ ^^^^^, g^.^^j, j^rake University. .5x4 Kingman Ave.. Des Mo.nes. W. A. B.ANnEN.URO,Jl.B_., p^ake Ig^^^^^ ^^^ ^ ^^.^^^ g,, M..son City. Ht:oHS.B.EE.M.^^B^;o.A^.WB^c^^^^ A. L. Ct..K, B.Sc^in M^E. Univ.^o^f Mich^^^ ^^^^ ^^^p^^^, ^es Moines. O.XVEK MORTON f--Ue'nVoYlffls^8;V 6th St., Sheldon. -• -■ -— ^: ^^:^--^--^tiv To . V. Simpson Coll. W— E.^mM,.^TON,^A^M^ ^^^^^to^,., I^ndianola. JOSEPH S. McCowAN^Ph^B.;g5.pA^M^.;o°-^I^^^^^^^ ^-^ - ^^"s;:p^in;S£-^-S^o^t ^H^J (^t). Aaron Palmer, g^p^^j^j^^^ent of City Schools, Marshalltown. MA.KICE R--«p^4i;,^-or(£. nth School, .833 Brattleboro Ave., Des Moines. E. L. R---- ■^sVTme^niVof atTl^^^^^ Maquoketa. F.ANK L. SM^--^t^.;:fs«e^re1.1^^^^^^^ res., 6.5 E. Mth St., Daven- port. C. C. Wtt-LAR. Ph^B^.^03. Dr^ke Univ^^^^ ^^^^^^ ^^^ JOHN E. WtNTER.^A^B.^^^;. Ho^pe Coll., A^B.,;o6^Un,. ^.^^ M ^^.^^ ^^^^^^^ 3^^ ,^,, Orange City. INSTITUTIONS X897 STATE NORMAL SCHOm^CEOAR FaLLS.^^^^_ ^^^^^ ^^^^^^ STATE UNivERSiTVpOFjowA.^^^^^^ ^^^.^ MacLean; Librarian, M. G. Wyer Iowa City. 1900 lowA College. ^^^^.^^^^ j ^ t. Main; Secretary, J. S. McCowan, Grinnell. ipoi Iowa State Colleoe,.L.bra^v^ ^^^^^^^ Librarian, Vina E. Clark, Ames. X003 CoE College, Lib^rarv-^^^^ ^^ wilberforce Smith, Librarian, Mary 1. Amidon, Cedar Rapids. Iowa State Library ^ Librarian, Johnson Brigham, Des Moines. x9o6 DAVENPORT P"B"£i ElBR^.^RV^^^^^ ^ ^^^^ Davenport. KANSAS LIFE DIRECTOR x886 A.V JJ^-WETT, A.Br57, Middlebury Coll. life members Anderson Griffith Campbell. Council Grove. NATHANIEL COOVE^R.^^^^^^ ^^ ^^^_ ^..,^^^ Edward T. Fairchild^ superintendent of Public Instruction , Topeka. HENRV G. L---. ^S;;«i' j::S;^k^n- Avc Topeka. A. H. LIMERICK, g^^^^^^y ^j Chautauqua Assembly, .303 E. . uh Ave., Winfield. John MacDonald^^.^^^ ^^ "Western School Journal," 734 Kansas Ave., Topeka. Kansas] LI FE, ACTI VE, AX D CORRESPONDI XG MEM BERS 78^ ILKSSAS— ton I in uc J 1886 J. H. Miller. Socrctar>' of Extension Work, Kans,i« Agricullural College, Manhattan. Thomas Watson Roach, .\.B., '70, M.Sc., '00, Mi. I'nion Coll.. 1903, President of Kansas Wesleyan University, Salina. George E. Rose, B.D.. '83, Univ. of Kans.; M.Sc, '08, Kans. St. Agri. Coll. 1903, Superintendent of Schools, Roscdalc. Thomas A. Sawhill, AM., '74. .Amherst Coll. Postmaster Concordia. Aaro.s Schuyler, A.M.. '60. O. Wcs. Univ.;LI..D., '73, (lllerbein; Ph D., 'q8, Kans. Wcs. Univ. Professt)r of Philosophy and Higher Mathematics, Kansas \\'esleyan University, 1316 S. Santa I"c St., Salina. EIdmu.vd Stanley, A.M., '91, Penn CoU. 1898, President of Friends' University, 1813 University .\ve., Wichita. D. C. TaLOTsoN. 621 Filmorc St., Topcka. active members 1884 Jasper N. Wilklvson. Ex- President of State Normal School, 1127 Rural St.. Emporia. 1886 Arvin S. Olin, A.B., '92, Ottawa Univ.; A.M., '94, Univ. of Kans. 1899, Professor of Education, University of Kansas, 1134 Louisiana St., Lawrence. 1891 Frank Russell Dyer, A.M., '88, M.Pd., '93, Ohio Nor. Univ., A.M., '93, Ohio Wes. Univ. iQOiJ-^ssistant State Superintendent of Public Instruction, 609 N. Topeka Ave.. Wichita. 1893 Francis Hi'ntincton Snow, .A.B.,'62, .A.M., '65, Ph.D. '81, Williams Coll.; LL.D.,'90, Princeton Univ. 1866, Professor of Organic Evolution, Systematic Entomology, and Meteorology, Univer- sity of Kansas, 1345 Louisiana St., Lawrence. 1894 Elva Enola Clarke. 1893, Librarian of State Normal School, 1025 Constitution St., Emporia. O. P. M. McClintock. 1897, Principal of Clay School, 1311 Buchanan St., Topeka. 189s Fenella Dana. 1889, Principal of Ward School, 913 Tyler St., Topeka. L. H. Mlrlln, A.B.. '91, S.T.B., '92, De Pauw Univ.; D.D., '97. Cornell Coll.; S.T.D., '97, Denver Univ.; B.D., '99, Garrett Biblical Inst. 1894, President of Baker University, Baldwin. Miss C. S. Newell. , 1890, Teacher in Public Schools, 917 W. 14th St., Topeka. Walter Garver Riste. Principal of Decatur County High Schcjol, Otx'rlin. David F. Shirk, .X.H., '01;. rricn^ls' Univ.. Wiihiia. Kans. 1902, Superintendent of City Schools, 330 E. loth St., Newton. Nathan T. Veatch, (Jrad., '81. St. Nor. Univ., III. 1901, Superintendent of City Schools, $2$ Mound St., Atchison. John William Wii„s<^)N. A.B.. '90. Drake Univ. 1H96, Principal of Atchinson County High Schtxil, EfTingham. 1897 .Mrs. Gaston Boyd. Teacher of Voice and Physical Culture, 408 W. Broadway, Newton. Charles A. Boyle. 1893, Director of Dei>artment of Mu.sic, State Normal School, 831 Constitution St.,Empori«. L. A. IjOWTHER, A.U., '94, State Univ. 1896, Sujjerintendcnt of City School.^, 617 Exchange St., Emporia. H. B. Peairs. Supcrinicndent of Haskell Institute, Indian Indu.slrial Training School, I.awrrDce. Fra.vk p. Smith, A. B., '78, Ind. Univ.; A.M., 'go. Buker Univ. 1894, Su[>crinlcndent of City Schools, 102O Ohio St., Ijwrence. i8<>8 (;koR(,k E. Knkj-i-kk, A.m. President of ilighlaml Univrmity, Highland. iHtjtj I-'kederkk B. .Abbott, Ph D.. '•>«, .Marlyn C>i\\. tfiijH. Traihcr of .Manual Training, Stale Normal School, 101$ Constitution St., EmparU Joiis Hamlin Gi/itfki.tkb. Vice-President of Kaniuui State .Normal S<.hl; rr«.. io»$ Stale St.. Rm|«tria. T. S. JoHSHON. 1906. Field .Manager. Scientific American Gimpiling l)e|j»nmcnt, los S Julinte A»t.. .Manhattan. John W. SpiNDLr-B. A B , '^f>. AM . '9^, Ohio We». Univ ; B I. , 'H>, Cincinnati Ijw Sch. 1891, Su|irrinicnilcni >i( City .SchooU, uij Menor St.. Winlield. 1900 Thoma.h B. Hknbv, am, 'oH. ''niv of Kant 315 N.gtb St., Independence. IQOI Camrik Godi>ari>. njoi. I'rinii|jal of (;nrrirld School. 420 W i.lli Si . loirka. Horace Z. Wii.nr». tJrad . '02. Mil, 1127 .Market St.. Empiiria. 1902 Inslev Le Yantis DAViiorr. LzSlalc Su|irriotcndeni of Public Intiruiiion. Topeka. NATIONAL EDUCATIONAL ASSOCIATION^ [Kansas 784 KANSAS— Con/iMwed ,,0. ROBKKX F. f^--l,^^2^^':^f^%'^^'^^^ City Hall, Wichita. FRANK SXKONO, A-M.^P^.D. Ya^ ^^ ^^^^^^_ Lawrence. .,03 E.UABKTH GJ---,t^-- ;iiSL^^^^^^^^ Cor. pth and Minro Ave.. Kansas City GEORGE W. I^'^^l'l^^p^v^^endent of Schools, 235, 5th Ave., Leavenworth. Margaret J. Minis B.Sc'oT,Kans^ St- Agr^^^^^^^^^ _ ^^^ Moro St., Manhattan ,,03, Librarian of Kansas State Ag^^^^ ^^^^^^ ^^ ,^^ ^^^^^^^ Coll.; LL.D., Nathan Jackson Morrison AH., 53, i^-^-. °°' :884 Pr^ttde'Jt o^Tairll^t College, and Professor of Philosophy, ,547 Fa.r.ount Ave.. Wichita. AUCE B. P— -• B,f i^Eati^-fnd ^eratnigh School , 6,3 W. 8th St., TopeWa. C. S..KER R-- p,,.,,,dent of City Schools, 71. W^ ^^-'-'j^tardTv'""' HERBERT T.:v.0R WHENS, S.T^^^^^^^^^ ^-^^ A.g.,^ ^^'^fS^ V Tcnnysoo Heights. ,,04 JOSEPH T. ALB.N, A.M., '.75, De Pauw Umv. EnwiN ^--^l-^i^^^i:°^A CU^Schools, HoUon. ^•^•^--'?.^^S:;^r4i^;nt'.JSh^SeUa. Mrs. Nannie^E. P^a™^,^ ^^^^.^ g^j^^^l^_ ^^8 S. £!„, St.. Pittsburg. M. E. PEARSON, g^^p^^j^^^^d^^, „f Schools, 193^ N. i4th St., Kansas City. William S- PJ^cken.^^.^^^ ^^ ^^^^^^^ ^^,^^^^ S^^^, Normal School, Hays. ,905 SANDERS W. BLACK^^^^^ ^^ ^^^.^^^^^^ ^^^ Horticulture, Cherokee County High School, Columbu.. ^- ^- """"[Igs, Superintendent of City Schools, Fort Scott. ^- "• """'"go" Superintendent of Schools, 114 W. 8th St., Pittsburg. WILLIAM S. Hjt;sN^E^R,^A3^, ;o^3, O U-Jefferson St., Junction City. M. LomsE Jo--jAM/8^i^Umv.^of ^^cK ^^ ^^^^^ ^^^^^, 3^,^„,_ ^,^ Mechanic St.. Emporia. George S.^Murr^v.^ ^^ Department of Commerce, Kansas State Normal School, Emporia. MARV ALICE WHITN^.^, A-B^- ;°3, Umv.^of ^Mich^^^ ^.^^^^^ ^^^ Law, Kansas State Normal School; res. 827 Market St., Emporia. ,,06 FELIX E. ^^^^^^l^lV^fcl^rr^^r-^ ---^^.^""Tr-o'^Stniv. J— Hi,^^i^^o?^^s^sS^er:^rSriy.f&M:^d^e, Emporia. ANDREW J- Lo;^^-p,,i,tendent of City Schools, 629 E. 5th St., Cherryvale^ w- s. ---^-^..^-^^Ph^^s °{:^^^^Sg?"i^^^^^ J. M. RHODES, A^^..Ind.S.^U;nv^^^M. ^v^^^ ^^^ _ ^^^^ ^^^^,^^^,^„ St.. -™-^ - -■^i3ilS.^^-y'sch^^:6S^e^^:^^^ ROWLAND HKNRVpRiT....E,^Phil^^oo.Um ^^^^^^ 3^^,, formal School; res., 833 Merchant St., Emporia. E-- '■ ^;;^rliSrin^i^t-.^1chK-Harper. INSTITUTIONS I.lFE MEMBERS ,886 Board oe Educatwn,. Ab™^ ^^^^^^ ^^^^^^^^^^ ^^ ^ ^^j^^^^^ ^^ilene. BOARD OF E°"'^*™^^S°L.? mtiiohn; Clerk, W. T. Coolidge, Dodge City. Kentucky] LIFE, ACTIVE, A\D CORRESPONDING MEMBERS 7S5 ^.KSS.KS— Continued 1886 Board or Edccation. City of Ottawa. President, J. E. Bycrs; Clerk, F. .\. W.i.i.ile. (Jtl.iwa. Board of Education*, SKDr.wir»:. Superintendent, Robert N. Halbert; Clerk. G. P. .Schoulen, Soilgwick Riley County Educational .Vssociation. President, L. G. Folsom. Manhattan: Secretary, Mary .M;ixwcll, Lconardvillc. Teachers' Association of Cowley County. President, Henrietta V. Race; Secretary, N'cllic Chase, Winficld. active uf.ubers 1807 Kansas State Acricitltural Collec.e. President, Ernest R. Nichols; Librarian. MarRarct J. Minis, Manhattan. 1899 Midland College. President, Rev. M. F. Troxcll; Librarian, Robert J. Peters, .\tchison. 1000 Free Public Library, Topeka. President, Edward Wilder; Librarian, Mrs. E. S. Lewis, Topeka. iQOj University of Kansas, Library. Chancellor, Frank Slroni?; Librarian. Carrie M. Watson, I-awrence. IQ03 Baker U.s-iversitv, Library. President, L. H. Murlin; Librarian, Mrs. E. M. Wood, Baldwin. 1905 Kansas State Library. Librarian, J. L. King, Topeka. State Normal School of Kansas. Library. President, Joseph Henry Hill, Emporia. Western Branch Kansas State Normal School, Library. Principal, W. S. Pitkcn. Hays. KENTL'CKY life uember 1877 William Henry Bartholomew, LL.D., '01, Ky. St. Coll. 1881, Principal of (iirls' High School, 426 E. Gray St., Louisville, active members i88g Georoe J. Ramsey. A.M.. "So. Hampden Sidney CdII.; LL.I).. "08. S. W. Prcsliy. I'niv, Chairman of the State Camiwign Commiltee for I'opular Lducalion, Elsmorr P.irk Lexington. 1891 McHesry Rhoads. A.M., West Ky. Coll.; Ph.M., Hartford Coll. 1900, Superintendent of City Schools, 525 GrifTith Ave., Owensl>oro. 1803 Edgar H. Mark. 1894. Su|jcrintendi-nl of Schi>ols. 420 W. Walnut St.. I^misville. 1804 Arthur Cary Fli-,shman. A.M.. Columbian I'niv. 1907. Deiwrtment of Pedagogy. Kentucky State College, Lexington. 189s LrviNCSTONE McCartney. 1903, Suijcrintcndcnt of Schools, cor. Center and Green St.'*., HenderMin. 1896 John Morris. A.M.. 'oi, f>hio t'niv. 1895, Superintendent of Public Schools, 839 Scott St., Cuvington. Ida RLTX)Lr. 1895, Principal of the Monsarral School. 2417 W. Chestnut St., I.nuisville. 1897 John Grant Crabbk, A.B . AM., <)hijo, nth .St , Kuwling (Wren. Reubkn Post Hailk'k. AH, 'Hi, A M , './., Valr Univ I'rintipal of Boys' High School, 1140, jd Ave , I.oui.tvillc. Anna C. Roth. it/35. Trathcr of Englinh. Commerdal Sch'ml. 1441 W. Chnanul Si . I>iuii>\illr. 1898 John Wibt I)insm<>rf, A.M . '01. Itrrrn Coll. I'/x,, Otan ol .Normal l>r|i.iiliiirnt and I'roltMw.r of Prdagogy, Brrra {'ollrgr, Hrtrj. Milkh El-crni: Marsh, A B . 'oi. f)brrlin Coll Ucan of Academy of Berea College, Berra. William » Pirrv. A M , '91. Kv Si Univ PnniltMl ul l'ul»h> ' ' ' W Walnul Si , I./nil»vllle 1H99 Isaac MitoIILL. B S< 'Ko A B V- i h . A M y? HauoNrr (nil I'rimilnl ol S \\ i ilrgialr InMilulr. ( amplielUvllle. 1900 S. L. Frocok. am, 'Mo, Brthcl Coll .Su|irrinicodcni "I SthooU. Grrenvillr. 1901 Jamf* W Rrai.sir. B S< . '.,! * " ' ' Tri Stale N«if Coll i8.y4, Prini. v I'h H , 'o». ( olumbia I'nlv. 190ft. I'rriudeni of Highland Collrgr '.' -^ W.T.St. Clair. A.B. '80. AM .'07. rrntrr Coll. Ky .,...,„, i8«7. Head of Uiin l>e|iBrlmrnt. Male High Svtry and Physics, I>oui.siana Indu^t^i.ll Institute, KuMon. 1901 Nicholas L. .\. Bai'kr, B.Sc., '97, .\ M , '». .Catiierink Kelly. Priniipal of McDonogh School .No, i, 2346 l-aurcl .Si., .New Orlcan.«. LizziK Kkllv. Princiixil of .McDonogh School .No. 4, 2225 Conjaance St., New Orlcan*. 1903 .Morto.v A. ALDBini. A.B., 'os. Harvard Univ.; Ph D . '97. Halle 1901, ProfcMor of Eioiiomiiii, Tulanc Univcrialy o( I.ouiKtalu, .New Orleatu. Jamks B. .Vswell, a B.. '93, IValH.ly Coll , A M , •!>«, Univ of NaJivllle, 1904, Slate Supcrinlrndrnl of Public Education Stale llouir, B.ii.ni l<..ugc. JuiSIK SpKARISG, .\ B . "o^. Nrwiomb Coll 190s, Teacher in High .School, 87 1 Cotton St , Slirrvrl»»rt. i.>34 EowiM LrwiH STrPiir.ss, A B , '92. La Stair Univ ; Pd M '.j; Pd D . W New S'urk Univ. 1900. Prr«ih ChriMitn Briw (!oll , Tcni. 1901, Pari«h .Sui«-rinirni|rnl of I'ublu S. Ilovo A M '72 LI, D '97 rrrsidcnt of Louiiuana Stale Univrrwly, Baton Kougr. CvRi's J. Brown. .Suprrinlrndcnl of Sch, 1901, Primi(ml of .New (.)rlran* Noi, Superintendent uf Schools, 60 Pearl St., Bath. Wii. II. Morton. 1898, .\ssistant Teacher of Manual Training, 43 Casco St., Portland. George Colby Plrington. .\ B . '78, AM.. 'Hi, Bowdoin Coll. 1883, Principkd of Slate .Normal School, 58 High St.. I'armington. B. P. S.sow, A.B., '55, A.M., '58, Bowdoin Coll. Lit)rarian of Parsons Memorial Library, and Superintendent of Public Schools, Alfred. Mary .\bigaii- Stevf.ns. 189s, Head of Engli.sh Dejjartment, High School, 374 Main St., Lcwiston, Rt. Rev. Louis S. Walsh. S.T.L.. J.C.L.. '83. D.D. Roman Catholic Bishop of Portland, 307 Congress St., Portland. 1004 Lucy Hale Tapley. Superintendent of Teachers' Profes.sional Department, Spelman Seminary, Atlanta, Ga.; home address, West Brooksville. 1905 George Emory Fellows, Ph.D., 'go, Heme; L.H.D.. '02, I^iwrence Univ.; LL.D., 'oj, Bowdoin Coll. 19C'2, President of The L'nivcrsiiy of .Maine, Orono. 1906 William H. Brownson. A.B . '77. A..\I.. '06. Colby L'niv. 1905, Superintendent of Schools. Portland. Payson Smith, A.M.. '03. Tufts Coll. 1903. Superintendent of Schools, 185 Main St., Auburn. institutions 1903 Bates College, Library. President, George C. Chase; Librarian, Caroline A. Woodman, Lew.ston. U.siVERSiTY OP Maine, Library. President, Gwjrgc Emory Fellows; Librarian, Ralph K. Jones, Orono. 1906 PORTLA.S'U PfBLIC LiBRAKV. Librarian, Alice C. Furbush, Portland. MAkVI.A.M) life member 1876 Sarah E. Richmond. , , , ., ,. . .... 187s, Vice- Principal of State Normal ScIkkjI, jjoS Man Ave., Bultimore. aitive members 1885 Henry Alexander Wise. Grad. of V. Mil. Inst. ,,..,11 c i. 1 • KXX), First .Vs-sistant SuiJcrmlciidrnt of Schools, 1 1 \\ . .Mulberry St., Baltimore. 1891 John E. .McCahan, A.M., V)9. Di'kins-.n Coll. 1884, A.ssi.stant Superinundent .if Public StiKN.U. 507 N. Carrolllon Ave., Baltimore. 1892 James H. Van Sickle. A. B.. V), A.M., '98, l'niv. of Colo ,...,, , . * K^oo, Sujirrintcnilent of In.struition, Sihoi>l .\ilniiniMrati»ii Buildiim. my l.iiulrii Atc. Baltimore. 1894 -'I- ■^'JJJ,,^ A.v-KiatePrinci|ulnf Friends' School, I43J MtCulloh St.. Hahimore. lH,/. DanielC. (iMMAS, A.B, AM , LLl)., ValeCnll. and Iliirvard Coll. PrntidrnI Kmmlujt of J.ihim Mo|jkin» lnivTr»ily. and K» Prc»iliini{lnir. ren., 614 Park .\vc., Uallimorc. II ARkv Marc RowK, PhlJ.,'9J. Waynn.burtt Coll. Srcrrlury and Irrasurcr of the SailU-r Rowc ( o., it vt. l-ayrllc SI , lUltlmure, 1807 '/a( HAHIAII C Kb^igii. 1900, Prinii|xil of Franklin lliRh School, Rrl»ter«town. I/oBA S , I.LI) 188A. Prcnidcnt o( Si John » ( ollnje, Anna|i<>ll*. L)irert>rt^ ol UlKiralory of l'>yihi>l. and In.iruii..r "( Uiin and (.crman in Pirt«raiory Sthiwl Deinrtmeni; jo»8 W. .N.Jrth Ave . Uallimorc. PrimiiMl ' • " -nil Sthool No. ». t-roMburc M. Bauh SrrPHESH, A M • C..1I . Ph I) . 'oi. \V».h Coll. Stale Su|- 1 Public l-lilinalton, Anna|»>ll»; rr» . Drnlon. ygo NATIONAL EDUCATIONAL ASSOCIATION [Maryland UK&Y'Lk'HT)— Continued 1898 John Thomas White, Grad., '78, Mercersburg Coll.; A.B , '78, A.M., '84, Franklin and Marshall Coll. 1900, County Superintendent; Secretary and Treasurer of Board of School Commissioners, 24 S. George St., Cumberland 1899 A. Marsh.\ll Elliott, A.B. , '66, A.M. '78, Haverford Coll.; A.B., '68, Harvard Coll.; Ph.D., '77, Princeton Univ.; LL.D., '91. 1876, Professor in Johns Hopkins University, 18 E. Eager St., North Baltimore. Edward H. Griffin, D.D., Amherst Coll.; J,I,.D., Princeton Univ.; '05, Williams Coll. 1889, Professor of the History of Philosophy and Dean of the College Faculty, Johns Hop- kins University, Baltimore. lyoo F.DWiN Hebden, a.m., '01, Dickinson Coll. Principal of Group "A" Public Schools; res.. Tuxedo Park, Station L, Baltimore. Mrs. Elizabeth E. Pippin. 1894, Vice-Principal of High School, Denton. 1931 Virgil Mores Hillyer, A.B., '97, Harvard Univ. Head Master of Calvert School, 10 W. Chase St., Baltimore. Jacob Grape, A.B., '86, A.M., '89, St. John's Coll., Md. 1902, Group Principal of Schools, 2430 N. Calvert St., Baltimore. 1902 Albert S. Cook, A.B., '95, Princeton Univ.; A.M., '06. Superintendent of Baltimore County Schools, Towson, Sta. A, Baltimore. ino,5 Willard C. Aldrich. 1896, Instructor in Manual Training, Jacob Tome Institute, Port Deposit. Herbert Ernest Austin, B.Sc, '90, Worcester Poly. Inst. 1892, Professor of Sciences, State Normal School, 324 E. 22d St., Baltimore. John Shaw French, A.B., Bowdoin Coll.; Ph.D., Clark Univ. 1898 Professor of Mathematics, Jacob Tome Institute, Port Deposit. James Frederick Hopkins. 1906, Director of Maryland Institute, Howard St., Baltimore. Sarah Pielert. 1891, Principal of School 6, District 15, Baltimore County, Bengies. Ira Remsen, A.B., '65, Coll. of City of N. Y.; M.D., '67, Coll. Phys. & Surg., N. Y.; Ph.D., '70, G6t- tingen; LL.D., Columbia, Princeton, Yale, Toronto. 1901, President of Johns Hopkins University, Baltimore. Eleanora Robe. 1901, Vice-Principal of School No. 38, 1037 N. Eutaw St., Baltimore. Arthur Francis Smith, A.B., '92, A.M., '97, West. Md. Coll. 1900, Principal of Central High School, Box 12, Lonaconing. Henry Zoller, Jr. Principal of Group 2. Public Schools, 1323 W. Lanvale St., Baltimore. 1904 Caroline A. Drought. 1901, Principal of School 29; res., 901 Cold Spring Lane, Baltimore. J. Montgomery Gambrill. Head of the Department of History and Civics. Baltimore Polytechnic Institute, and Editor of the "Maryland Educational Journal;" 2102 Chelsea Terrace, Balti- more. Shadrach Simpson, Ph.D. County Superintendent of Schools, Westminster. .\nne Belle Townsend. Training School for Nurses, Johns Hopkins Hospital, Baltimore. Howard E. Young. 1901, Vice-Principal of School No. 115, 1832 Druid Hill Ave., Baltimore. 1905 Mary E. Ford. 1904, Teacher of English, State Normal School No. 2, Frostburg. William J. Holloway. 1903, Teacher of Physics, and Manual Training, State Normal School, Baltimore. Cora B. Jackson. A.B. Teacher of English, Hi'^h School, 513 Mosher St., Baltimore. Edward Martin Noble, A.B., and A.M., Washington Coll.; A.B., Swarthmore Coll. County Suiierintendent of Schools, Denton, n. T. Pratt. Supervisor of Practice, 1934 Druid Hill Ave., Baltimore. Olin R. Rice, A.B., '99, Dickinson Coll. Principal of Beall High School, Frostburg. Margaret M. Robinson. 1889, Principal of Girls' High School, Frederick. George Washington Ward, Ph.D., '97, Johns Hopkins Univ. igos, Principal of State Normal School, Lafayette and Carrollton Aves., Baltimore. Henry Skinner West, A.B., '93, Ph.D., '99, Johns Hopkins Univ. 1906, A.ssistant to Superintendent of Public Instruction, School Administration Building, Baltimore. Archibald C. Willison, A.B., '85, West. Md. Coll. 1905. Superintendent of Allegany County Schools, 57 Union St., Cumberland. 1906 Oscar B. Coblentz. A.B.. '01. St. John's Coll., Md. Superintendent of Schools of Frederick County, Frederick. Thomas L. Gibson. 1905, Professor of English. Maryland State Normal School; res., 841 N. Fremont Ave., Baltimore. Massachuscu>] LIFE, ACTIVE, AXD CORRESPONDIXG MEMBERS 791 MARY LASH— Continued 1906 Edward \V. Havilant). i8go. Instructor in Mathematics, History and Science in Forms II and 1 . The Jacob Tome Institute. Port Deposit. Robert H. Wright. B.Sc. '07. L'niv. of N'. C. iQoft. Principal of Kastern High Schixil, Broadway ami Mnrlh .Vvc IJ.ihimorc. institutions 1890 Johns Hopkins L'nivkrsity. President, Ira Remsen; Librarian, N. Murray, Kallimure. Woman's Collegk of Frkdfrick. Thf. President, J. H. .\ppli-; Librarian, Susan Garrett, Fredcritk. looa Washington Coi'nty Free Library, Hagerstown. President of Hoard of Trustees, Edward W. Mcalcy. Librarian, Mary L. Tilcomb, Hagerstown. 1903 Woman's College of Baltimore, The. Pre.sident, John F. Gonchrr; Registrar. W. II Mallbic. St. I'aul and ijd Sis., Balti- more. 1005 Baltimore City College. Library. Principal. Francis A. Soper; Librarian. Ahcc W. Reins, Howard and Center Sis., Baltimore. PiBLic School Library. .Xdministration Btilding. Clerk to Suiwrintendcnt. Flora M. Pfoulz, Madison and L;ifayelle .Aves., Billimorc, 1006 Enoch Pratt Free Library. Librarian. Bernard C. Steiner, Baltimore. Jacob Tome Institute. Direaor, Francis Ransom; Librarian, Mary K. C.ililwcll I'nrt Dcixisit. MASSACHUSETTS life director . 1892 Charles W. Eliot, .A. B., 'sj. Harvard Coll,; LL,D., '69, Williams Coll., Princeton l'niv., '70, Yale Coll. 1869, President of Harvard University, 17 Quincy St., Cambridge. life members 1884 John Bascom, LL.D., '73, .\mherst Coll., and '05, Univ. of Wis.; I). P., '7?, Iowa Coll.; LL.D. '97, Williams Coll, Ex-Proft.s,v)r of Political Siience, Williams CollrRc, P.irk Si,, Willianislown. 1886 William .\uGVSTfs Mowrv. .\M., Brown Univ.; Ph O,, Bales Coll, Writer and Ix'cturer, 17 Riverside ik\.. Hyde Park. • Philo Jesse Williams, .A.M.. '57, .Madison Univ.; D.D.,'76, Univ. of Kans. 516 Broadway, Everett. active members 1884 Frank .\. Fitzpatrick, 93 Summer .St., Boston, 1888 Will S. Monroe. A B.. '94. LeIamI .Slanford Jr, Univ, iH, Del«artment o( Pedagogy and Psychology, Stale N'ormal School, Wcslfield. 1890 Ai.BF.rt Gardner Bmvues, .\.M . 'c.i. .-Xmher-d Coll. Prin(i|ul I%mrritus of State .\ormal Sthool, Bridgewaler. John E. Bradley. Ph.D.. '70. Univ. ..f \. Y ; A B.. Vn. AM . 68. LL.D., '93. William* Coll. 1901, I)islriit Su|jrrinlendcnl ul SchooLs, Ranilolph. 1891 Granville Stanley Hail, A B. "67, AM . '70, LLI).. 'K.,. William* Coll; Ph.D.. '78. Harvard Univ.; LI, D,, 'HH. Univ. of .Mich, and '01. John» Hopkin* Univ. 1888, President of Clark University, 04 WiKKllamI St., WorccMcf. Daniel C. Hfath. A B., 'tiH A M.. '71. Amher-u Coll. 1M7O, ivlucaliunal Publuilirr, wo BoyUliin St., Boklon. Amy .Morris Homans. iHXy, Director of Boston .Normal S9. AM, '7). D S< , '94. Brown Univ ; A .M , '9?. H.irvard Univ. i8q). Head .Muter uf EnKliAh High School, 17 Hurlburt St., (jinbridgr. ALBttT Leonard, AH , 'km, A M , "gi. ohif. Univ ; Ph I) , '94. Hamilum Coll 1HM7. F>lilor ••! lournal of Pnl.igiigy anil (lvo>) in (-xlutatiniul De|iannirni, Houfhloo, .Mirtlin L Co , 4 Park Si . ll./»ion, A. Kvr.tsr. SiiLts. A B,. '67, A M . '70. Vale Univ. 3 Wijod PI., hitihburi Alvis F. Pr.AHF, AH. '-is. AM. '7K, Brown l'niv iH<>H, With N. fc. Publulunc Oi. and Wiiuhip'a Trathen' .Kgrncy. »oA Hracoa St., Roiinn. Ei.izARr.TH HriFN Prtav iH-ji, Icathrrof I' • • ^ rmal S< html. TlllinflhaM Hill, llrldgrwalrr. John Tiirirv Pri.hi r. Ph l> n. iKH), .Agent for M I of luluialion, M Trtniilr S(., WrM .Newtoo. 189J Oii.ANixi .Mfrriam ItAKrt Publinhrr, 499 .Alain .Si , Sprlngfirl'l. MiLToM Bradlfy Treawrrr. Milum Bradley Co., siS Suie St., Springfield. • Died M.r.l, ,1 i.^,- 792 NATIONAL EDUCATIONAL ASSOCIATION [Massachusetts MASSACHUSETTS— Con/i«Mci 1892 Robert Comfort Metcalf, Litt.D., '05, Tufts Coll. 1902, Superintendent of Schools, 2 Wildwood Terrace, Winchester. William Wells Tapley. Assistant Treasurer and Manager, Milton Bradley Co., Springfield. George Augustus Walton, A.M., Williams Coll. Ex-Agent, State Board of Education from 1869-95, 68 Chestnut St., West Newton. Arthur K. Whitcomb, A.B., '73, Dartmouth Coll. 1891, Superintendent of Schools, City Hall, Lowell. Albert Edward Winship, Litt.D., '98. Editor of "Journal of Education," 29A Beacon St., Boston. 1893 Frank Irving Cooper. Wayland. George H. Martin, A.M., '79, Amherst Coll.; Litt.D., '05, Tufts Coll. 1904, Secretary of Massachusetts Board of Education, 388 Summer St.. West Lynn. Edwin P. Seaver, A.M., LL.B., Harvard Univ. Ex-Superintendent of Schools, Boston; res., Waban. Charles Herbert Thurber, Ph.B., '86, Cornell Univ.; A.M., '90, Haverford Coll.; Ph.D., '00, Clark Univ. 1903, Member of firm of Ginn & Co., Publishers, 29 Beacon St., Boston. 1894 Frederick Elmer Chapman. 1890, Director of Music, Cambridge Public Schools, 126 Oxford St., North Cambridge. Benjamin C. Gregory, A.B., CoU. of City of N. Y.; L.H.D., Rutgers Coll. 1902, Superintendent of Schools, 98 BeUingham St., Chelsea. 189s Sarah Louise Arnold, A.M. (honorary), '02, Tufts Coll. 1902, Dean of Simmons College, Boston; res., 9 Crescent Ave., Newton Centre. Clarence C. Birchard. 1901, Educational Pubhsher, 221 Columbus Ave., Boston. J. E. Burke, A.B., '90, A.M., '93, Colby Univ. 1904, Assistant Superintendent of Schools, Boston; res., 66 Alban St., Dorchester Centre. Roland W. Guss, Grad., '81, State Nor. Sch., Pa.; A.B., '88, A.M., '91, Wes. Univ., Conn. 1897, Instructor in Natural Science, State Normal School, 405 Church St., North Adams. Isaac Freeman Hall, A.M., '04, Dartmouth Coll. 189s, Superintendent of Pubhc Schools, City Hall, North Adams. Paul Henry Hanus, B.Sc, '78, Univ. of Mich.: LL.D., '06, Univ. of Colo. 1901, Professor of the Theory and Practice of Education, Harvard University, 15 Phillips PI., Cambridge. Albert Bushnell Hart, A.B., '80, Harvard Univ.; Ph.D., '83, Freiburg, Baden; LL.D., '02, Richmond Coll. and '05, Tufts Coll. 1897, Professor of History, Harvard University, 19 Craigie St., Cambridge. Alonzo Meserve. 1886, Principal of Bowdoin School, 87 Linden St., Allston Station, Boston. Charles H. Morss, A.B., '80, A.M., '82, Harvard Univ. 1895, Superintendent of Schools, Summit Road, Medford. James Phinney Monroe, B.Sc, '82, Mass. Inst, of Tech. Author, 79 Summer St., Boston. Charles W. Parmenter, A.B., '77, A.M., '86, Ph.D., '95, Tufts Coll. 1894, Head Master of Mechanic Arts High School, Boston; res., 80 Upland Road, North Cambridge. Baroness Rose Posse. 1892, Editor of "Posse Gymnasium Journal" and (1896) Director of Posse Gymnasium, 206 Massachusetts Ave., Boston. Charles Arthur Sibley, A.B., '87, Amherst Coll. Member of Firm of C. A. Sibley & Co., 120 Boylston St., Boston. Sidney Fuller Smith, Grad., '84, U. S. Naval .Acad.; M.Sc, '01, M.P.L., '04, George W'ashington Univ.; LL.B., '02, LL.M., '03, Nat. Univ. 7 Hampden St., Swampscott. John Gilbert Thompson, A.B., '86, A.M., '94, Dartmouth Coll. 189s, Principal of State Normal School, 11 Weymouth St., Fitchburg. Henry Whittemore, A.B., '66, Dartmouth Coll. 1898, Principal of State Normal School, State St., Framingham. 1896 Charles H. Ames, A.B., '70, A.M., '73, Amherst Coll. Educational Publisher with D. C. Heath & Co., 120 Boylston St., Boston; res., 300 Highland St., West Newton. George Peters Armstrong, B.Sc, '03, Harvard Univ. 1896, Superintendent of Schools of Belmont and (1906) Lexington, 27 Orchard St., Bel- mont. William Clinton Bates, A.B., '77, Harvard Coll. 1903, Superintendent of Schools, 13 Forest St., Cambridge. Wallace C. Boyden, A.B., '83, A.M., '86, Amherst Coll. 1900, Head Master of Boston Normal School; res., 221 Walnut St., Newtonville. George W. Brown. 1886, Principal of Jackman School, 38 High St., Newburyport. Joseph G. Edgerly. 187S1 Superintendent of City Schools, 37 .\tlantic Ave., Fitchburg. Massachusetts] LIFE, ACTIVE, AND CORRESPONDING MEMBERS 793 MASSACHUSETTS— rofi/i«i/«/ 1806 Henry Dwh-.ht Hf.rvev. A.B.. 'So. A.M., 'q6, Deni.-wn Univ. 1S9S, Superintendent uf Schools, Maiden. Herbert J. Jones, Ph.R., '04, Cornell Univ. ipoo, Superintendent of Schools, Central Worcester Union, Holden. Lincoln Owen. .\.H., '80, .A.M., '02. Colby Univ. i8<)3. Master of Rice Training School, 53 Montvicw St., \\'e.sl Roxbury. Walter Scott P.arker. B.Sc, Dartmouth Coll. 1S04, .Vssistant Superintendent of Public Schcxils. School Commitlcc Ro<:k, .A.M., '00, Williams Coll. 1896, Principal of State Normal School, 375 Church St., North .Adams. Mrs. Ellen H. Richards, A.B., '70, AM.. '73. Vassar Oill.; SB., "7?. MaNS. Inst, of Tech. 1884, Instructor in .S;inilary Chemistry .Ma.ssachusctt» Institute of Trchnology, Boston. 1890 Lyman Richards .Ai.len, B.Sc, '<>H, llarvanl Univ. iH<>«, In'.irudor in History and Geograiihy, State Normal School, Liwrence .Ave, North Adam-s. William .A. Baldwin, B.Sc., '97. Harvard Univ. 1897, Principal of Stale .Normal School, ily.innis. Frank F. Cohirn. All.. '70, Amherst Coll. l'riiui|ul of Slate Normal Sihool, I»well. William .Moruls Davis. B S< . '(»). M K., '70. Harvard Coll. ili<;9, .SturgisHooper l'rofcv.i»r of (JeoUjuy, Harvard Universilv. 17 Frantit A\t., I ambridgr. Edwin H. Hail, Ph D., 'Ho. Johns HonVini I'niv ; I.I I)., "os, It.mdi.in (nil 1H95, I'rofcjisor of |•hy^ils, llarvard University, 30 I.angdiin .St., Cambriilge. ClIARLtH H. Haskink. A.B.. '87. Ph I) , '90, J.>hn-> Hopkin* Univ. 1902, I'rofcssor of History, Harvard University, is Prcucolt Hall, Camlirid|e, May E. .Mlrkav. i<^4. "KinjH. Prtntjinl ol I hr I • sthorj, 8,7 Male St.. Springfield, ELUABrrM J'«r.niiNr. W'kii.wa»i>. PriniiiMl 'if Private .School. 319 .MarlUirfiugh Si Ibwifin, Charlkh F, A.CiRRiiii. A ». 'M7. A .M .'KM. Harvard Univ 1891, Prole»iif»r ol HiM«jfy, Ma»Mrhuiietl» InMiiutr i.f lrON. .\.B.. '00. Bowdoin Coll. 1006, Head of Ucpiirtment of Mathematics, Technical High Sthool; res., iq Harvard St., Springfield. Percy Shields Bra\ton, .V.B., 'qo, Harvanl I'niv. ii>o3. Head of Dcixirtmcnt of Mathematics, High School, Medford- res, 136 Allston St West Medford. James W. Brehaut, A.B.. '02. Harvard Univ. 1898. Superintendent of Schools, 37 Grcvc St., North .\ttlelxirough. Fr.\nk E. Briggs. .\.B.. '04. Bowdoin Coll. 1006. Principal of High Sthool, Lancaster. Jaues H. Burdett. Sub-master in Bennett School, Boston; res., 12 Chestnut St., Dedham. Alfred Kdcar Birton. SB., '78. .ind C.E.. '81. Bowdoin Coll. 1H84. I'rofcssor of Topographical Engineering, and (1Q02) Dean of Massachusells Insti- tute of Technology; res.. 0$ Bowers St., .Vewtonville. Kenyon I,. BiTTERFiKLD. B.Sc, 'oi. Mich. .Xgri. Coll.; A.M.. 'oi. I'niv. of Mich. 1006. President of Massachusetts .Vgricullural College, .\mhersl. Stephen Perkins Cabot, .V.B., '02, Harvard I'niv. 100 1, Teacher of Modern L;jnguages. St. George's Schixil, N'ew|K)rl. R. I ; res.. 71 Chestnut St., Boston. Mrs. Ella Lyman Cabot. 1905. Member of Mass;ichu.setts Board of Education an, Brown Univ. 1906, Superintendent of Schools, Tcwksbury-Dracut District, 97. 18th Si., Lowell. J. Henry Ci.Ar.o. 190.';. Princi[jal of Hosmer Grammar School, Walertown. Eliza L. Clark. Principal of the Sar.ih Fuller Home, 03 Woburn St., West .Ml^lford. George L Clapp, .V.B., '95, Harvanl Univ. 1903, Superintendent of Schools, 47 .Montvale .\ve., Woburn. Bubton M. Clough, A.U., '00, Bowdoin Coll. 1906, Princijjal of High School,; res., 21 Summer St., E;Lsihani|i(on. C. O. L0UI.S Collin, M D.. 'i>8. Harvard Univ. Instructor in .Vnaiomy and Gymnastics, Boston Normal ScIukjI of GymnaMics, 97 Huntington Ave., Boston. FxANCis Joseph Coni in, .A.B.. '01. Harvard Univ. iiX>i, Teacher in High ScIkkjI, 16 Bayswater Si., East BoHlon. John M. Consumv, A I«., '.>o, AM, '92, Holy Cross Coll ; M D , 'oo. Harvard Univ. Traihrr in Harvanl I'nivrrsiiy Mrdiial SiIiihiI, mid Mrdiial Ins|irclor, Boston Public ScluMils; res., 183 Harvard St., Dorchester Centre. WiiLiAM C. CR\wroRi.. A B., 'Hi. AM . '«";. Colby Coll. 1903. Master in Washington .MUlon Diitlrict, Boslun; re*., 59(1 Cambridge St., .MUion Gbafton Dulanv Ci'siiiso, A.H., A.M., LL.B., Harvard Univ. 16H Beacon St., iloMon. Thomas W. Davis, A B., 'W.. William* Coll. 1H81. .Master of Harvard School, Cambridge; re»., Wawrley. Mary K. I'.Qus Dekn. I'raihrr of Malhemalic* and lliilory of .\rl. PunchanI Frrr Srhnut, 173 .Main Si , Aiulovcr. GEoacE Ellsworth Dawhon. A B.. '87, Univ. of Mich ; Ph D.. '97. Clark Univ 1903. I'mfrMor u( Kducalion, Ml. Ilolyokr College; rr«., 114 llelmoni .Ave . S|irini|firld , QuiNcv K. Dm tcmuAs. Hs <'cniral Si.. .Somerwlle. Orlrmiio Walm Dimii'k. iHMi, Primi|ul of Wc!U Sthool, liiHlon; rr« , m Ku»vII .\vr , Walertown. WiNrRKU XlfMOM Donovan-, ah , 'ijj, .\M , '9^. Colby Coll. 1901, AoAiManl Profrwuir of Biblical lnirr|irrlali(in, Nrwton Throlucital lnin, 17 Kt|>lry Terr I- s... . .. < MAar.ARirr L. Dovtr, Grnd , ' . 114m, M«%« 1H93, Tra'hrr in I' . tr» , j i llarTiwwi Si , Naiiik. Frank Diir.w. A it '■ . luliaiu I na , Ph D . '9t. Clark Univ 1H96, I .iY anil Sthool llyfirnr, Slair N' Coti.inl Hall. Camtirldtr. 7q6 national educational association [Massachusetts MASSACHUSETTS— Con/w«e(f 1903 Flora T. Edgecomb, Grad., '95, St. Nor. Sch., Worcester, Mass. Teacher in Public Schools, 32 Chatham St., Worcester; permanent address, 62 Mechanic St., Fitchburg. Joseph Burke Egan, A.B., '99, A.M., '02, Creighton Univ.; .\.B., '04, Harvard Univ. Sub-master in Washington Grammar School, Boston; res., 72 G St., South Boston. Luther F. Elliott. IQ05, Superintendent of Civil Service Department, Boston, Y. M. C. A. Private Laboratories; res., 23 FrankHn St.. Watertown. S. Maria Elliott. 1902, Instructor in Household Economics, Simmons College, 118 Charles St., Boston. Amoritta E. Esilman. 1882, Assistant Teacher in George Putnam District, Ellis Mendell School, 66 School St., Roxbury. George William Evans, A.B., '83, Harvard Univ. 1905, Head Master of High School, Charlestown. Walter Elmore Fernald. M.D., '81, Bowdoin Med. Coll. 1S87, Superintendent of Massachusetts School for the Feeble Minded, Waverley. Albert Gardiner Fisher, .\.B., 70, A.M., '78, Brown Univ. Proprietor of Fisher Teachers' Agency, 120 Tremont St., Boston. Laura Fisher. 1895, Director of Public Kindergartens, 292 Marlborough St., Boston. Lester A. Freeman. 1903, Superintendent of Schools of Fo.xborough and (1905) Seekonk; res., Foxborough. George E. Gay, A.M., '75, Bates Coll. 1906, Superintendent of Schools, 21 Newcomb St., Haverhill. Mary Anna Gove. 1896, Teacher in George Putnam School, Boston; res., 19 Dixwell St., Roxbury. Emma Beede Gulliver. 1902, Master's Assistant, Hyde School, 53 Ashford St., Boston. Mrs. Hiram Hall, Grad., '82, N. E. Cons, of Music. Private Teacher, 118 Charles St., Boston. Nathan C. Hamblin. 1901, Principal of Tabor Academy, Marion. Walter Irving Hamilton. 1905, Principal of Thomas Donaghy School, 27 Buttonwood St., New? Bedford. George Harris, D.D., '83, Amherst Coll., '99, Harvard Univ., '01, Yale Univ.; LL.D., '99, Dart- mouth Coll. 1899, President of Amherst College, Amherst. William Walter Hastings, A. B., '86, A.M. ,'93, Maryville Coll.; A.M.,'94, Ph.D.,'96, Haverford Coll. Instructor in International Y. M. C. A. Training School, 1086 State St., Springfield. William Moore H.\tch, A.B., '86, Dartmouth Coll.; LL.B., '89, LL.M., '00, Columbian Univ. Nenr England Manager for Silver, Burdett & Co., 221 Columbus Ave., Boston. Ernest L. Hayward, A.B., '90, Amherst Coll. 1895, Teacher of German and History, High School, 148 High St., Taunton, Harriet S. Hayward. 1899, Supervisor of Primary Schools, 37 Wyman St., Brockton. Caroline Hazard, A.M., '99 (honorary), Univ. of Mich.; Litt.D., '99. Brown Univ.; LL.D., '05, Tufts Coll. 1899, President of WeUesley College, The President's House, Wellesley. Lillie Anderson Hicks. 1899, Supervisor of Practice Teaching, State Normal School, Bridgewater. Lula a. L. Hill. 1883, Assistant in Wells School, 37 Pinckney St., Boston. George Preston Hitchcock, A.B., '92, Amherst Coll. 1905, Headmaster of High School, 64 Brington Road, Brookline. Charles A. Hobbs, A.B., '80, A.M., '84, Harvard Univ. Private Tutor, 6 Sidney St., Watertown. Franklin W. Hobbs, S.B., Mass. Inst, of Tech. 1902, Chairman of School Committee, 78 Upland Road, BrookHne. Stanley H. Holmes, A.B., '87, A.M., '90, Colby Coll. 1902, Superintendent of Schools, 61 Columbus Ave., Haverhill. Irving Williams Horne, A.B., '86, A.M., '90. Bowdoin Coll. 190S, Assistant in EngUsh High School, 17 CUnton St., Lynn. George S. Houghton. 1889, Sub -master of Lawrence School, Bo.ston; res., 25 Howard St., Reading. Mary Alice Houghton. 1900, Private Secretary and Recorder, 226 Marlborough St.; res., Hemenway Chambers Westland Ave., Boston. William W. Howe, A.B., '95, Harvard Univ. 1901, Sub-master of Martin School, 37 Kingsdale St., Dorchester. Alfred F. Howes, A.B.. '87. A.M., '92. Amherst Coll. Superintendent of Schools, Southern Berkshire District, Sheffield. Mrs. Mary Bates Hunt. ipoi. Principal of Hancock Grammar School, 61 Winifred Road, Brockton. Massachusetts) LIFE, ACTIVE, AND CORRESPONDING MEMBERS 797 MASSACHUSETTS— Con/i«tt*l for Girls, 182 Central St., Springfield. James Mahoney, A.B., '84, .Amherst Coll. 1888, .Master of I'.nnlisli Hiith .School. 270 Beacon St.. Back Bay, Boston, Frank M. Marsh, \M., '99, Harvard Univ.; .\.NL, '99, Boston Univ. 1901, Superintendent of Schools, 65 Green St., Fairhavrn. Bertha M. McConkey. 1902. Supcrvi.sfir of Primary Schools and Kindergartens, 10 .Monmouth St., Springfield, James H. McCihdv, M D , '05. International Training Schrxil of Young Men's Christian .Xviociation, 4 Muiuu- chuselts Ave.. Springfield. James R. McDonald. A.B., '81,, Williams ('.ill. 1904, Manager of Eridge. Joseph Roswf.ll H.xwi.kv .Mihikk, A B.. '99. A .M , '06, lUwiun Univ, (iraduule Sludrnl, Harvard Univrmity; ren , j6 Whillier St., Sla, B., Cambridge. HoRAc r. Henry .Morsj, A B., '00, A.M.. '01, Harvard I'niv. u/yj, Heiid of Drikirtiiirnt «f Hi»tory, .Mt. Hermon U«iy»' .School, Ml Hrrmnti. Cora A. .N'rwToN. . ^. , ,. , i8<>9, Princi|wlof Harrington .Normal and Training Scbnol, Court St., New liedfurd. Frei. H .\'l(KF»viN, A B , 'H/i, A M . 'Kg. Bale* Coll. i.S<>8, .Suijrrintendenl of .SchorjU. 77 U|jlum St.. .Melni»r. C. Maud Norrih. A,B., 'oi. Smith Coll.. A.M.. 'oj. Motion Univ. 190J. Traiher in hnglirt ; re».. 760 .Ma%»achu»cti» Ave , Cam- bridge. Caleb A. Page. Print i|ml of High School. Melhuen. Fra,<, Harvard Univ. \U, <6 Main S«.. Walerlown, CoiwiN F. PAH'm, A B . '•,}. Harvard Univ ; AM (honorary), MuOiingum Coll. 1901. Suiierinlemfenl lC MEMBERS 799 MASSACHUSETTS— ToM/iniW 1003 Charles H. Westcott. 1S97, Sul>-mastcr of High School, 135 Hawthorne St., Maiden. F. A. Wheeler, A'.H.. 'q3, Univ. of Vt. Superintendent of Schools, Monson. Charles T. C. Whitcojtb. A.B., '83, A.M., '86, Amherst Coll. iSgs, Head Master of High School, 81 Ash St.. Brotkton. Mairice p. WHn-E. A.B., LL.B. 190J. .Assistant Su|)erintendcnt of Public Schools, Mason .St.. Boston; res., iq W.^llin^- ford Koad, Brighton. Frank \V. Whitney. .\.B., 'tq, Boston I'niv. 1S97, Principal of High School, 3 Marion Koad. Wati-rlown. Frank Branthsn Wight. A.U.. 'q6. Boston Univ. Principal of Grammar School, Wanvick. R. I.; ri-s.. Federal St.. Kc.iding. Charles .\. Williams, .\.B., '.S-t, Williams Cull.: .A.M.. '05, Harvard Univ. 1897, Principal of High School. 51 Feltim St., Hudson. Charles Talbot WrMinnrRV, .X.B.. '05. Dartmouth Coll. 1903, Principal of High School, 47 Blossom St., Fitchliurg. Edward M. Woodward. .\.B.. '85. .Amherst Coll. Principal of South High School, 736 Pleasant St., Worcester. Frederick R. Woodward, .\.B.. '92, Williams Coll. 189s, Department of .Mathematics, High School, 168, 6th St.. I-owell. John Henry Wright, .\ B., 73, T.f.D.. '01. Dartmouth Coll.; I,I,.D., '01, We-^tem Rexrve Univ. Professor of CI reck and Dean of The draduatc School of .\rts and Sciences, Harvard University, 38 Quincy St., Cambridge. 1904 -Mrs. (.). M. Baker. 7 Dartmouth Terrace, Springfield. William H. BrRSiiAM, A.B., '81, Harvard Univ.; Ph.D., '88, Johns Hopkins Univ. 1896, Professor of Pedagngy. Clark University, Worcester. Edward H. Eldripoe, .•^.^f., '95, Temple Coll. 1902, Director of 5>ccretarial School, Simmons College, Boston. Gertrude E. Gaylord, A.B., '00, Mt. Holyokc Coll. 8s College St., South Hadley. Eugene F. Lohr, A.B., '84. Univ. of .Mich. Eastern Manager for .-Xtkinson, Mentzer & (".rover, 110 Boylston St., Boston. .\nsa Jane McKeac. Ph.D.. '00, Univ. of Pa. 1903, Associate Professn; res., 41 Hr.nllriM. Dunhesler. Le Roy K. Sawyer. A.B., "oo. Dartmouth Coll. Montague. Miss Theodate L. Smith. A.B.. 'Kj, A.M., '84, Smith Coll.; Ph.D.. 'lA Yale Univ. 1891, Research A.s-si.stant tf> ti. Stanley Hall, Clark University, Worcester. 1905 Henrv Turner Bah.fy. 11/D3, Editor of "The School Art» Book," North ScituAte. Clarkn< t Edward Brotkway. A.B., '78. Bnie» Coll. 1899. Sui«rintendcnt of S. M Sc. '05. Wrslrynn Univ , Cnnn. ii>os, Instructor in English. B. -M C. Durfer High .School, njt High .St.. Fall River. Paul W. Cabiiabt. Ph B.. '94. Yale Univ. With G. a: C. .Merriam Co.. 499 .Main St.. Siiringfirld. W H H Bryant. A M . '00. Bair^ Coll. • 1K90, Senior Agent for (Jinn 4: Co., »9 Beamn .St., BoMon. John A. Dr. Camp. A R . '00. AM . 'of,. William* Coll. I1/X3. PriniiiMl ol High S»hol, 4ft «Ml» .St.. .Nrwumvillr, Jamm Duncan Pmiiiip«. A B 'y: Harvard Unlv Manager of i.r iil l.andMa|r An hltrdurr, Harvai)) UnhrrWijr, Cambridcr. CiiARLEA Irving Ri'T .,.,.. .. ... ,H,j,j \ >.,.,,.., ,.( \f„.„ li.l.lu .SchinU. 6 .Mrlvillr Si . Uorir»(rf BriNAin MS' ' . . . ttjo4 Sthoi»b. I,»wrrnrr. t90/S WiII.INGTOnF A..I-. HI! . \M '<"■'■"'*.."' ^' c-L . .. .. lyofi. Head o( l,ngli»h Dr|nrtincnl. .Ml. Mrrmoo .Schtnil. Ml. Hrrnvin. Habrw W. Baker. Ph.n.. 'pi. Y.iU- Univ With (;. 4 ('. Mrrriam ( o.. loM Harvard M . Stirin«rM>ld. 8oO NATIONAL EDUCATIONAL ASSOCIATION [Massachusetts MASSACHUSETTS— Cowriwwerf 1906 Alfred G. Bookwalter, A.B.. '97, A.M., '01, Yale Univ. State Educational Secretary, Y. M. C. A., for Massachusetts and Rhode Island, 167 Tremont St., Boston. Robert E. Burke, B.Sc, '99, Harvard Univ. 1907, Assistant Superintendent of Boston Public Schools; res., 156 M. St., South Boston Fayette K. Congdon, A.B., '94, A.M., '97, Syracuse Univ. 1905, Superintendent of Schools, 20 Pomeroy Terrace, Northampton. Clarence M. Hall, B.Sc, '98, M.Sc, '99. Worcester Poly. Inst. 1906, Teacher of Science, Central High School, 69 Sherman St., Springfield. C. F. Hodge, A.B., '82, Ripon Coll.; Ph.D., '80. Johns Hopkins Univ. 1906, Professor of Biology, Clark University, Worcester. James P. Porter, A.B., '98, A.M., '01, Ind. Univ.; Ph.D., '05, Clark Univ. 1904, Instructor in Psychology, Collegiate Department, Clark University, Worcester. INSTITUTIONS 189s Harvard College, Library. President, Charles W. Eliot; Librarian, William C. Lane, Cambridge. 1897 Amherst College. President, George Harris; Librarian, W. I. Fletcher, Amherst. Boston College. President, Rev. Wm. F. Gannon; Librarian, Thomas T. Gasson, Boston. Perkins Institution and Massachusetts School for the Blind. Acting Director. Almorin O. Caswell, East Broadway, South Boston. Westfield State Normal School. Principal, Clarence A. Brodeur, Westfield, Williams College, Library. President. Henry Hopkins; Librarian, Charles H. Burr, Williamstown. 1898 City Library Associ.\tion of Springfield. President, Nathan D. Bill; Librarian, Hiller C. Wellman, Springfield. Free Public Library of the City of Worcester. Librarian, Samuel Swett Green, Worcester. Smith College. President, L. Clark Seelye; Librarian, Miss L. W. Lyon, Northampton. State Library of Massachusetts. State Librarian, C. B. Tillinghast, State House, Boston. State Normal School, Fitchburg. Principal, John G. Thompson, Fitchburg. 1900 Massachusetts Institute of Technology. Secretary, D. P. Bartlett, 491 Boylston St., Boston. Public Library of the City of Boston. Librarian, Horace G. Wadlin, Copley Sq., Boston. Public Library, Malden. Librarian, Miss L. A. Williams, Maiden. Salem Public Library. Librarian, Gardner M. Jones, Salem. Somerville Public Library. Librarian, S. W. Foss, Somerville. State Normal School, Salem. Principal, J. A. Pitman; Secretary, Fannie B. Deane, Salem. Wellesley College, Library. President, Miss Caroline Hazard; Librarian, Caroline F. Pierce, Wellesley. 1901 Adams Public Library. librarian, Lucy C. Richmond, Adams. College of the Holy Cross. President, Rev. Thom.as E. Murphy, S. J.; Prefect of Studies, Rev. William F. Clark, S.J., Worcester. Forbes Library. Librarian, W. P. Cutter, Northampton. Free Public Library, New Bedford. Librarian, George H. Tripp, New Bedford. North Adams Public Library. Librarian, Mabel Temple, North Adams. Public Library of Fitchburg. Librarian, George E. Nutting, Fitchburg. Public Library, Lynn. Pre.sident, Walter O. Faulkner; Librarian, Harriet Louise Matthews, Lynn. 1902 Andover Theological Seminary, Library. Librarian, Owen H. Gates, Andover. Boston University. President, W. E. Huntington; Librarian, T. B. Lindsay, 12 Somerset St., Boston, Cambridge Public Library. Librarian, Clarence W. Ayer, Cambridge. Mt. Holyoke College. President, Miss Mary Emma WooUcy; Librarian, Miss 6. E. Blakely, South Hadley. Michigan] LIFE, ACTIVE, AXD CORRESPONDING MEMBERS Soi M ASSACHUSETTS— Co»i/i«tt2, .\lbi.m Coll.; A.B., 'go, Univ. of Mich. i(>oi, Commis-sioncr of SchiK)ls of Isabella County, .\lt. Pleasant. Charles G. White, A.B.. 'Ho, A.M., '«!, Ph.D., V 1.SS4, Suix-riniendent of Scli■;, Detroit Cill, of I-iw; (;r«.l , ',H». .Miih. Stale Nor. Coll. i88s, PriniiiKil i. Prorri«.r of Sf Teaihing, Univernity of .Mlthigan, W7 N. Male St., .\nn Arlxir. Wiiiiam Kobish Wm'.iiT, A B., 'o\, AM, '04, Uiilv. of Mlih. 1905. Su|«-tinlrnilrnl of PubUc S«h<»ilH. lo/j I jnioln St.. Benton HarUir. 1891 \.tr Eaull Amikov, A B .'9'. Mi«h. Univ ; A M . '9H. Harvar.l Univ 189K, .SujicTinlciidcliI of Sihix.U, 4"<' W. I IcOiniii Si , Iron Minjnlain. I.AWiiKNiK CAMraos- HiiL, A B , '77 A M, '97. Univ of Miih .... 1903, Prrwdrnt an-l Su|>rnnlrmJem of .Michigan Military Academy. On hard I^ke, i8. Il»rv,ir.|. I'h I» . Univ rt( Ciniinnali Pfiniipal i.f I.aM. i Van D)ke Plate. iMrtiil K D. I'almiii, a B , 'H-j. A M . '.,i. I ' . '97. Univ of Miih 1905. .Suiarintrndrnt il IDaiuiiT M. Si.AiM.N. I'h B ,'77. Cniv, of .Mich 1898, .Suprrintendcnt ol Siboola 4 )i S jih Ave., Ann ArU*. 8o2 NATIONAL EDUCATIONAL ASSOCIATION [Michigan MICHIGAN— Con/mMe(i X894 DuRAND William Springer, B.Sc, '86, Albion Coll.; C P A. '06. ^^ 1893, Director of Business Department, High School, 857 Tappan St., .'Vnn Arbor. Allen S Whitney A.B., '85, Univ. of Mich. 1899, Professor of Pedagogy, University of Michigan, 724 Monroe St., Ann Arbor. Tfi^r VBTrnirnTrK W Arbury A.B., '8%, Univ. of Mich. , „ 1895 Frederick W. ^^^f^^^ig^^R-gp^^'g^^j^tive of Silver, Burdett & Co.. 102 N. Grand Boulevard, East, Detroit. Frederick Leroy Bliss, A.B., '77, A.M., '01 (honorary), Univ of Mich. 1899, Principal of Detroit University School, 69 trederick Ave., Detroit. William Gibson Coburn, A.B., '90, Univ. of Mich ^ , _ „ , „ , 1895, Superintendent of Schools, 92 N. McCamly St., Battle Creek. 1896 W.^rren E. CoNKLiNG. Grad. Mich. St. Nor. Coll ^ , „ .^ 1896, Superintendent of Schools, 404 Orchard St., Dowagiac. Augustus E. Curtis, A.B., '66, A.M., '70, Union Coll. Instructor in Latin, 113 W. Mauraee St., Adrian. EdgarE. Ferguson, B.Pd., '96, M.Pd., '99, Mich. St. Nor Coll 189s, Superintendent of City Schools, 526 Bingham Ave., Sault Ste. Marie. S.^MUEL B. Laird, M.Sc, '96, McKendree Coll.-, B.Pd., '95 Mi h St Nor. Coll.; A.M. Univ of Mich. 1902, Professor of Psychology, Michigan State Normal College, 318 lorest Ave., Ypsi- lanti. WiLLiAMLiGiiTBODY,B.Sc.,Mich.Agri. Coll.; B.Pd., Mich. St. Nor Coll. Principal of Higgins School, Woodmere; res., 496 Dragoon Ave., Detroit. David Mackenzie, A.M., Univ. of Mich. , , .^ 1904, Principal of Central High School, Detroit. John Dowling Schiller, A.M., '87, Hillsdale Coll. Superintendent of Schools, 306 S. 4th St., Niles. Omar D. Thompson. , , r -,, , ^ . t> Commissioner of Schools of Macomb County, Romeo. Luther L Wright, A.B., '77, Ripon Coll. . ^ . State Superintendent of Public Instruction. Lansing. 1807 Francis D. Clarke, C.E., Univ. of Mich. Superintendent of State School for the Deaf, I'lint. Delos Pall, B.Sc, '75, M.Sc, '82, Univ. of Mich.; DSc, '98, Albion Coll _ Professor of Chemistry, Albion College, iioi Michigan Ave., Albion. losEPH M. Frost, A.^L, Hobart Coll. , , r 1 Superintendent of Schools, Hackley School, Muskegon. Nathan Albert Harvey, Ph.D., '00, 111. Wes. Univ. ... ,. c-. . ivt 1 /- h „ 1904, Department of Pedagogy and Psychology, Michigan State Normal College, 223 Summit St., Ypsilaiiti. Charles O. Hoyt, A.M., Albion Coll.; Ph.D., '03, Jena. . ,. ^, , „ „ t- . 1899, Professor of Science and History of Education, State Normal College, 417 lorest Ave., Ypsilanti. Wales C. Martindale, LL.B., Detroit Coll. of Law. 1894, Superintendent of Schools, 1452 Grand River Ave, Detroit. Fred Newton Scott, Ph.D., '89, Univ. of Mich. ,,. , , « * *^ Professor of Rhetoric, University of Michigan, 1351 Washtenaw Ave., Ann Arbor. Arthur L. Shaw, B.Sc, '94, Olivet Coll. R. F. D. 2, Decatur. 1808 Charles H. Cole, A.B., '82, A.M., '97, Univ. of Mifh. . ^ Principal of Hoyt School, 229 N. Warren Ave., Saginaw. ^'-''"''^■V8X'p'^o?ekor''oYMattmltics, State Normal College, 126 N. Washington St.. Ypsi- lanti. DiMON H. Roberts, A.B., '92, A.M., '9';, Amherst Coll. c- . x- ^nu w r ^ UiMON n ^^^^^ Superintendent of Training School, Michigan State Normal College, 307 W. Con- gress St., Y'psilanti. 1809 WOODBRIDGE N. FeRRIS. . ^ . t-i c. T7- D • I. ^^ 1884, President of Ferris Institute, s S Elm St., Big Rapids. Filsworth Gage Lancaster, A.B., '8s, A.M., '88, Amherst Coll.; Ph.D., '97. Clark Univ.; LL.D., '05. Colorado Coll. 1904, President of Olivet College, OUvet. Frederick Edwards Searle,.A.B., '93, Williams Coll. n^tmif 1 90 1, Director of Home Department, Detroit I niversity School. Detroit. James W. Simmons, B.Sc, '74. M.Sc, '79, Hillsdale Coll. Superintendent of City Schools, 615 Saginaw St., Owosso. Eugene Clarence Warriner, A.B., '91, Univ. of Mich. Superintendent of Schools, 413 Sheridan Ave., Saginaw. Tnoo L R Abbott. B.Sc. El. Eng.. '94. B.Sc, Mech. Eng.. '95. AVorcester Poly. In»t ,900 L. K. ^■^BBo ^^^ Director of Manual Training, Pubhc Schools, 117 Barclay St., Orand Rapids. Lewis Flint Anderson, A.B, '03, A.M., '02, Univ. of Toronto. , c i, 1 , ir lewis rLiM/^ i„j.,ructor in Psychology and Education, Northern State Normal School, 347 E Hewitt Ave., Marquette. Oliver G. Frederick, A.B., Univ. of Mich. „ , t^ . •. ULIVER o. rKt^ A35is'tan, Superintendent of Schools, 50 Broadway, Detroit. Michigan] LIFE, ACTIVE, AXD CORRESPOXDIXG MEMBtRS S03 M I CH IG A S—Conlin ued iprx) Charles \V. Mickess, B.L., 'pg, AAf.. '03, Univ. of Mich. 1004, Suix'rintcndcnt ot Public Schools, 80J S. Main St., Adrian. Clara Wodd Minoins. i^>04. Head of Kindergarten Training Department, Alma College. Alm.i. Jennie Louise Thomas. Director of Thomas Normal Training School, 550 Woodward .\ve. . Detroit. J. H. Trybom, A.B.. '06, H.-vrv.ird Univ. Director of Manual Training, City Schools, 50 Miami .Ave., Detroit. George Stockton Waite. 1904, Superintendent of Manual Training. Stale Normal S<.hcrinlendent of Sili'xiN, 701; Cr.in.l .\ve , .\lrnominee. EoGENF. La Rowf. a B . '1/1. A M . "oS. Univ .,i Mi.h 1932, Superintendent of SchooK, B->x H, ILmcock. Walter F. Lewis, B.Sc., '9^, Univ. of Mich. tHi)<), Suiirrintcndent of .SchooU, Hij Pr<»|iecl St., Port llur.m. Edward C. M.Carthv. .. . ^. . . .- K/jrj, Dirr.lor of rommcfcial l*r|«rlmrnt, UrMrrn lilgh Schmil. 90 ^p^Jr^ S>l . Detroit. George J. Miller. ...,..,, ... -. a , 190,. Principal of WofKlward Avenue High School, 70^ H«wlcy St.. K«Um»ioo. W. A. MoRsr. A n . V. Univ of Mich. ... ,„ . . ,^ , 190 J, I'rinciiwl of WeMrrn High School, 37^ \ incwcxwl Ave . Prtroii. E. C. Nardin, Ph B., 'Hi. Univ. of Mi.h., Pd.H., '90. Si. .Vof. Coll.. Mi«mai. C Public Library. Librarian, .Micrts, Kalamazoo. Michigan State Library. Stale Librarian, Mrs. .Mary C. Spencer, Ijinning. ii>o» Central Statf. Normal Sf Tiir Cai.umkt and Hf.cla Mining Cij. Librarian, .Mrs. K. S. (Jriervm, ('alumet, 1903 HoYT Public Libraiv. Ubrarian, Harriet H. Amen, Sa«inaw. 190s WniTr.RK Statf. V'fv^t *^.. icmi I IJbr.irian. F.»lh<-r Hraillry. K.il.iiii.i/'">. 1906 Carnf-gif. Pibi 1 I I- •« .Mountain, Grand Rapids Pibi.m LiniAnv Ubrarian, Samuel H Kamk. Kymon PuUic Ubrary Building. Grjn I KapkU MINNESOTA Lirr. t>iRrxioB 1870 William F. Piiflph, A.M.. '<». Union Coll., N. Y. Ex iJlreclof. Stale .Narmal SrhooU tog Summit Ave M, Paul. 8o6 NATIONAL EDUCATIONAL ASSOCIATION [Minnesota MINNESOTA— Con/wweii ACTIVE MEMBERS 1883 Irwin Shepard, A.B., '71, A.M., '74, Ph D., '93, Olivet Coll. 1893, Secretary of National Educational Association, 118 W. Wabasha St., Winona, 1800 Robert Eduard Denfeld, A.B., '76, A.M., 78, Amherst Coll. 1885, Superintendent of Schools, Central High School, Duluth. Albert Worthington Clancy, Grad., '71, Nat. Nor. Sch. 1880, Publisher, American Book Co., 2516 Humboldt Ave., South Minneapolis. 1893 Charles Morison Jordan, Ph.D., '92, Tufts Coll. 1892, Superintendent of Schools, 615 E. i8th St., Minneapolis. A. W. Rankin, A.B., '90, Univ. of Minn. Professor of Education, College of Education, University of Minnesota, 915, 6th St., S. E., Minneapolis. 1894 George B. Aiton, A.B., '81, A.M., 87, Univ. of Minn. 1893, State Inspector of High Schools, 1601 University Ave., S. E., Minneapolis. Isabel Lawrence. 1879, Superintendent of Training Department, Normal School, 417, 2d Ave., S., St. Cloud. Mary L. Olds. 1889, Principal of Washington School, Central High School, Duluth. Mrs. Louise Preece. Author of the Preece System of Physical Training and Supervisor of Physical Train- ing, PubUc Schools, 3217, 14th Ave., S., Minneapohs. 1895 John A. Hancock, M.L., '90, Univ. of Wis.; A.M., '93. Leland Stanford Jr. Univ. 1901, Director of Training Department, State Normal School, Box 563, Mankato. Irwen Leviston, A.B., '82, A.M., '88, Dartmouth Coll. 1900, Ex-Superintendent of City Schools, 480 Grand Ave., St. Paul. Waite a. Shoemaker, Pd.D., '98, N. Y. Univ. 1902, President of State Normal School, 713, ist Ave., S., St. Cloud. James W. Strong, A.B., '58, A.M., '61, D.D., '72, Beloit CoU.; LL.D., '96, 111. Coll. 1903, President Emeritus of Carleton College, 108 College Ave., Northfield. Adolph C. Tibbetts. 1900, Superintendent of Schools, Blue Earth City. Frank A. Weld, A.M. 1899, President of State Normal School, Moorhead. 1896 C. A. Ballard, B.Sc, '94, Univ. of Minn. 1899, Department of Biological Science, State Normal School, Moorhead. R. W. Cranston. 1903, Agent for American Book Co., 404 E. 26th St., Minneapolis. James J. Dow, A.B., '74, A.M., '78, L.H.D., '99, Carleton Coll. :87s. Superintendent of School for the Blind, Faribault. M. Adelaide Holton. 1901, Supervisor of Primary Schools, Hampshire Arms, Minneapolis. Helen Ford Staples. 1902, Critic Teacher, State Normal School, 77 E. Wabasha St., Winona. John A. Vandyke, '87, Ph.B., '80, Pd.B, '90. A.M., Univ. of Iowa. 1906, Superintendent of Schools, Coleraine. William Franklin Webster, A.B., '86, Univ. of Minn. 1893, Principal of High School, 1025, 5th St., S. E., Minneapolis. 1897 William A. Bartlett, B.Sc, '87, A.M., '90, Iowa Coll. 1896, Principal of High School, 227 W. Sanborn St., Winona. Herbert R. Edwards, Ph.B., '91, Alfred Univ. Superintendent of Public Schools, Worthington. Geo. a. Franklin, Grad., '77, So. 111. Nor. Univ., 1906, Superintendent of Schools. 406 Mankato St., Atfstin. P. P. Kennedy, B.Sc, '90, Univ. of Minn. 189s, Superintendent of Schools, Fairmont. Charles L. Sawyer, A.B., '88, A.M., '91, Dartmouth Coll; LL.B., '97, Univ. of Minn. Ex-Principal of South High School, 1916 Columbus Ave., Minneapolis. Hiram Worcester Slack. 1876, Principal of Teacher's Training School, 735 Olive St., Si. Paul. 1898 E. T. Critchett, A.B., '85, A.M., '88, Dartmouth Coll. 1894, Superintendent of Public Schools, loi S. Broadway, New Ulni. Diedrich a. Grussendorf, B.Sc, '97, Univ. of Minn. 1904, Superintendent of Schools, Fairfax. James H. Harris, A.B., '91, Univ. of Mich. 1906, Supervisor of Grammar and Intermediate Grades, 525 S. 5th St., Minneapolis. I. A. Thorson, '99, Johns Hopkins Univ. President and General Manager, Northwestern School Supply Co., and Manager of Minneapolis Teachers' Agency, 327-331, 14th Ave., S. E., Minneapolis. G. O. Virtue, A.M., '93, Ph.D.. '97, Harvard Univ. 1897, Instructor in History and Civics, State Normal School- res., 758 W. Broadway, Winona. 1899 Fannie P. Farnsworth, B.L., '88, Univ. of Wis. 1899, Principal of High School, 821 W. 5th St., Red Wing. Mianwota] LIFE,'ACTIVE, AND CORRESPOXDIXG MEM BERS S07 MINNESOTA— Co«;ifi«;(>gy and Mineralogy, University of MinneM>la, 803 University Ave., S. E., .Minneai«>lis. H S. lliLLEBOE, A.B., 'Si. am, '«<;. I.ullu-r C..II. 1904, Principal of Willmar Seminary, Willm.ir. J. CoRBiN Hutchinson, A.B. ,'76, Univ. of Minn. 1894, Profcvsor (if Greek l.anguagc and Literature, University of Minneiota, 3806 UlaiMleli Ave., .MinneapolLi. Louis N. Isaacs. Superintendent of City SchixiU. South St. Paul. J. W. Klinkkr, A.B , '87, Ohio Nor. Univ. I.ake City. William Frkderu-ic Ki;nzk, B.Sc., '97. Univ. of .Minn. 1907, Princii»al of Clcvclaml High .Sthool. St. Paul. Mae Leihman'n, Grad., '(>8, St. .Nor. S< li . Mankalo. .Minn. 1902, Teacher of .Mathcmaliiit. (iruinmar (>radri. Pulilic Stluml*. ii<>( to6. Atlirrl Lea. Kr.v. FuWARii ALrxirs I.inix.kin. A II , '01. Guniavuii .\dol|irr(t<>r o| the ViMal and Normal Training l>r|iarlnirnl of SupmiHtni, etc.. of .Mount/,. .Sna (jiARLCH WArH,.,i President. E. A. Voung; Ijbraruin, .Mrs. Helen J. McCnine, St. I aul. ,90, OWATONNA F««,^;;^^---«-„ Morton; Secretary, Carl K. lirnnr.t, t.watonna. SCHOOL or Ac..cULTU«c.^lN.^.RS.TY^or^ K;i:;.:^.ary S. Maclntyre, St. An.lu.ny Park. ST. JOHN'S Univermty^^^ ^^ ^^^ ^^^^^ ^^^^^ Ubrarian. Alexiu. Hoffman. Collrgeville. .903 Carleton CoLLEor. LmuARY.^^.^^^ ^^ ^^^^^^^ ^ .^^^^^.^^ ^.^^^^ Huntington, Nor.hfield. Winona Ihki Priii k Libhmiy. ljl.rari.in, Jtannclte A. ( larkc, Winona. i<>j4 Piblii Library or Dn.iTii. ... ,. , , librarian, Lydia M. I'l.incr, Dululh. 1906 Statk Normal S.HOOI. Dululh ,. , .u Prriidrnt. K. W. Bohannon. Duluth. MLSSISSH'Pl AITIVK MrMBIKH i8v9 jAMrs RMrA PiriT'.N, A M v . ». . iH<>H, Prr%idrnl of Uclhavm Collrgp, N all he*. .»9, K. E. ^-^■^i^l:^;;:^^^^,^;^a^y Sch...!.. 709 N I— .Iw.y. (;r.«,v.lle. .806 R..MA.I. M LrAvri,... A » '.. Unlv M M.;^ I L M ;ko. M '-<;;>>„ , ,,. ^.^ iHvD, Proic«<«r ol I 1 1 . » iSyj John C.RKr. Dr.i-iiM. AH ,^ ,, j , ,,,^ iHy/i. ppilrwir i<\ < > »- ' (r»iiir of (iiitl. ' '' f.... A VI '... I-',, ; New Yolk Univ. John ( LAVTos Fast. A M . 91. t' Mrrwlun. 189/1, Sujicrinlciidcnt o( I • z^*' ' ;»irTioi«n. gjQ NATIONAL EDUCATIONAL ASSOCIATION [Missoun MISSISSIPPI— Con/mttci ,897 W. I. THAMES, Grad,^N^^Nor. Umv. A^^^^^ ^^^^^^^_ Hattiesburg. x8pp CVRUS HAMUN, D^D-;^;«-TouSfoo^ University for Colored People, Tougaloo. R M Walker B Sc '83 M.Sc, '86, Miss. Agri. and Mech. Coll.; PhD '06, Univ. of Chicago B. M. Walker, ^-^^'^'j-^^^fj^^th.^.tics, and (1002) Director of School of Engmeenng, Mississippi Agricultural and Mechanical College, Agricultural College P. O. looi; D. A. Hill, A.M., Univ. of Miss. .„ ., . „ .„ 1905 u. n. ^^^^ Principal of Booneville Institute, BooneviUe. Walter T. Pate^^^^^ ^^^^^ ^j ^^^ American Book Company, Jackson. C. E. Saunders, B.Sc. , ^. o , , ,- j 1895, Superintendent of City Schools, Greenwood. X906 John P.nckney Carr..^^^^^^^^ ^^ ^.^^ ^^^^^^ ^^^ g^,^^^^ S^ Vicksburg. F. B. Woodley. g^p^^.^j^jjjg^j ^f City Schools, 417 Walnut St., Hattiesburg. INSTITUTIONS Tr.02 Agricultural and Mechanical College of Mississippi. _ . . ,, 1 <- 11 „. p r> 1902 AGRICULTURAL A p^^^.^^^^ J ^^ Rs^Tdy, Librarian, T. W. Davis, Agricultural College P. O. 100^ University of Mississippi. ,,, , tt tt • •. d n ^ -^ Vice-Chancellor, Alfred Hume, University P. O. MISSOURI LIFE DIRECTORS ,8„ F. LOUIS S--N,^LJ^..^;8^Jrrainc .\p;irtmcnts. Kan.sas City. Anna Isabel Milford. A.B., A.M., '86, Vassar Coll.; Ph.D., '95. Wa.shinKlon Cniv. 189S, Teacher of Botany, McXinlcy High School, 4i58ll.; I'h I) . '9^. Comrll Iniv. 1903, Dean of Tcachrr!i' College, University of .Missouri, 509 Rollii.» St., I'olumbia. Gilbert Burnet .Morrison, A.M.. '03, Wasliinginn Univ 1890, Princi|ul of .McKiiiley High Saliool. Kus-srll and .MiMouri .\\t«.. Si I.<>uiv ityn Gabriel Nelson Grisham, .A.M.. '7H, Bmwn Univ , \\\ . '.Vi. Kogrr William* Univ. 18M9. Printi|«al of Lincoln High Schoitl. 14J4 Howard St., KaiUkii Uily. Gertbl'dk I»n<;enf.i kkr. 1905, .Suijrrviwir of Training 13cpartment, Stale .Normal S.lii«il 411 S. Irjiillni St., kirksville. R. B. D. SiMONH'.M, A.B , 'Tf.. A.M., '■jH. Hopr Coll. 1892, .Su|irrintrna» City. Carum Ira Ni.rRviv BS<. '7^ Wilpirnivi Nur S< h Ind , 1.1. II "Ho (Vnl. Ijiw Sch of Ind. 1H93, InAtrutt'if in l'h)Mi«, Central High Si>l, 49iy> l-ouniatn Ave., St. I.iiui*. Edward F. ]s'%ws. A H . 'Hi, M K . 'Hj. A M., '00. WanhiniKm Univ. iH9t. Latin .MaMrr, .Smith Ai«dcmy. 4400 .Morgan St., St. I.4nii». T. A Joii^sToy, A s\ . ':v Univ <.i Mn iH«i, , .: Military St hool. iloonvillr. InAAC Nimoi.H J' iHHo, ii I High Scboil, 4040 oli\T S( . M l/.ui>. Edward G. Lvlb. Kcprcienuiive of D. C. Hcalh Ac Co., jXiR ClrvrUmi Ave . M. l.oui». Lf.wr.LL M. McArrr. A M . 'Ho. Park Coll , 1. 1. I) . 'o,. Knot Coll. itjni. Prrxidrnl of Park ('ollrgr, Parkvillr John W 11 .v>v Mm mv. A B . 'H.,. A M , '01. W ilium Jewell Coll. 1H97, President »\ Hardin (!ollrgr, .Mrxito. 8i2 NATIONAL EDUCATIONAL ASSOCIATION [Missouri l.ilSSOVKl— Continued 1901 Ophelia A. Parrish. , o ^ . ^ r- t a c. v 1 n 1903, Librarian of State Normal School, 116 E.Jefferson St., Kirksville. Carl G. Rathmann. Assistant Superintendent of Public Instruction, gth and Locust Sts., St. Louis. Laura L. Rdnyon, Ph.B., '98, Ph.M., '06. Univ. of Chicago. Assistant Professor of History, State Normal School, Warrensburg. William Schuyler, A.B., '74, A.M., '77, Washington Univ. 1904, Assistant Principal of McKinley High School, 3843a Botanical Ave., St. Louis. S. A. Underwood. Principal of Westport High School, 3632 McGee St., Kansas City. William Wade Walters, B.S.D., '89, St. Nor. Sch., Kirksville, Mo. 1899, Principal of Eliot School, 1121 Etzel Terrace, St. Louis. John V. Wettle. 1899, Principal of Clay School, 3222 Harper St., St. Louis. 190J B. F. Allen, A.B., A.M., Atlanta Univ.; A.M., Ph.D., Morris Brown Coll.; LL.D., Wilberforce Univ. 1902, President of Lincoln Institute, Jefferson City. Francis E. Cook, A.M., Williams Coll. Principal of Wayman Crow School, 3903 W. Belle PI., St. Louis. R. H. Emberson. . , „ , _ „. Assistant to State Superintendent of Public Instruction, 511 High St., Jefferson City. HOWAKD A. Gass. , ^ ,. , , ,,. . ^ , , ^ State Superintendent of Public Instruction, and Editor of Missouri School Jour- nal," 319 E. High St., Jefferson City. W. D. Grove, M.S.D., '92, St. Nor. Sch., Kirksville, Mo. 1902, Superintendent of City Public Schools, 174 Plant Ave., Webster Groves. Mrs. Mary Hogan Ludlum. r t, „ r- ^ t • 1890, Instructor in Physical Culture, Central High School, 4452 N. Belle St., St. Louis. Helen Moore Phillips, Ph.B., '91, Washington Univ. 1899, Principal of Phillips School, 3643 Washington Boul., St. Louis. Charles E. Witter, A.B., '97, Northwestern Univ.; A.M., '04, Washington Univ. 1903, Principal of Fremont School, 5262 McPherson Ave., St. Louis. 1903 Lewis D.\rwin Ames, Litt. B., '90, Univ. of Mo.; A.B., '01, A.M., '02, Ph.D., '04, Harvard Uni". 1903, Assistant Professor of Mathematics, University of Missouri, 808 Hitt St., Columbia, Albertine Barron. 618 Lee Ave., Webster Sta., St. Louis. Henrietta D. Barron. 1890, Teacher in Public Schools, Maplewood; home address, Webster Groves. Joseph Marr Gwinn, .\.B., '02, Univ. of Mo.; Pd.B., '93, St. Nor. Sch., Warrensburg, Mo. 1903, Professor of Psychology and Pedagogy, State Norra.-il School, 521 S. Holden St., Warrensburg. Anna Vandalaine Henkel. 1905, Teacher of Drawing, Teachers' College, 2614a St. Vincent Ave., St. Louis. Thomas M. Johnson, A.B., '71, A.M., '75, Univ. of Notre Dame. President of Board of Education, Osceola. Madeline Lasar. Head Assistant in Grammar School, 3454 CaUfornia Ave., St. Louis. William H. Martin, .\.B., Mo. Valley Coll. Principal of Morse School, 2442 Forest Ave., Kansas City. George Melcher, A. B, '98, Drury Coll. 1902, Superintendent of Schools, Greenfield. Walter McNab Miller, B.Sc, '85, Ohio St. Univ.; M.D., Cooper Med. Coll. 1902, Professor of Pathology and Bacteriology, University of Missouri, Columbia. Stanley H. Moore. 1904, Head Assistant in McKinley High School, St. Louis. Mrs. Fannie Ball Perrin. Associate Principal and Teacher of English in the Principia, 15 Priucipia Park, St. Louis. Claude A. Phillips, M.Sc, '93, Odessa Coll.; Ph.D., '02, Arkansas Coll. Superintendent of City Schools, Le.xington. Horace C. Small, A.B., '01, Harvard Univ. 1901, Teacher of Mathematics, Manual Training High School, 3612 Garner \\t., Kansas City. Wilhelm Rees Vickroy, Ph.B., Washington Univ. 1904, Principal of Manual Training School of Washington University, 2901 Rauschen- bach Ave., St. Louis. Mary L. Williams. * Principal of Gratiot School, 5500 Cates Ave., St. Louis. 1904 Mrs. Emma A. Abbott. 1877, Head Assistant in Stoddard School, 3836 Botanical Ave., St. I-ouis. John H. Andrews. Superintendent of Schools, Norborne. George Frederic Ayres, Ph.D., '97, Westminster Coll. President of I.indenwood College for Women, 12 College St. St. Charles. Sarah E. Bell. 1906, Head Assistant in Cote Brilliante School, 1151 Walton Ave., St. Louis Missouri] LIFE, ACTIVE, AND CORRESPONDING MEMBERS 813 MISSOURI— <:>»i/i>iiif(f 1904 Mary J. Brady. 1898, Primary Supenisor, Public Schools, 3312 Caroline St., St. Louis. Isabel G. Brisli.v. i8q9, Second .\ssistant in Crow School, 2935 Dixon St., St. Ixiuis. Mrs. Elu\ M. Rrockman. Principal of Howard School, 7139 Lanham Ave., St. Ix)uis. BErLAU Bri-nnfr. 1900. Principal of Public School, Jennings. P. M. Buck, Jr., AH., '97, A.M., '98, Ohio Wes. Univ.; .\.M., '00. Harvard Univ. 1900, Head of Depanmcnt of English, McKinley High School, St. Louis. Helen M. Hurrell. 1899, Teacher of Domestic Science, Summer High School, 2713 S. Compton \\-e.. St. Louis. William M. Butler. .A.B., Coll. of N. J. 1904, Assistant Principal of Veatman High School, 2636 Osage St., St. Louis. Jessie A. Cable. 1905, First .Assistant in Cote Brilliante School, 2807 Euclid .\ve., St. Louis. Mrs. A.vna S!«;ed Cairns. President of Forest Park University, St. Louis. Mary E. Carr. 189s, First Primary .\ssistant in Washington School, 5044 Raymond Ave., St. Ix>uis. Antoinette Coleman. 1900, Second Assistant in John Marshall School, 5960 Clemens .\ve., St. Louis. Alice M. Connors. 1900, Second Assistant in Gratiot School, 6240 Famous .\ve., St. Ixmis. Kate E. Crowley. 1900, Second Assistant in Shi-rman Schix)l, 2912 Sheridan .Vve., St. Loui.s. Annie E. Cuno. 1900, Head .\ssistant in Fremont School, 231S Lafayette .\ve., St. I^uis. Chester Bickford Curtis, R.l... '89. M.I.., '91, Dartmouth Coll. 190S, .'Vssislant Principal of Central High School, Grand .Ave. and Wind.sor PI., St. Louis Fannie E. Diekenga. First Assistant in Dozier School, 3116 Clifton PI., St. Louis. Mrs. Sarah E. Dillon. 1893, Principal of Benton School, 3867 Page Boul., St. I>ouis. Stephen .Arnold Douglass. 'B.Sc.. 99. Univ. of Mich. 1904, Head .Assistant in Central High School, 5535 Von X'crscn .Ave., St. LouU. R. C. F. Dunhaupt, A.m., Williams Coll. 1892, Head .Assistant in Central High School, 4022 Peck St., St. I>ouis. William C. Dvkr. 1884, Principal of Fran/. Sigel School, .Allen and .\Ic\air .Aves., St. I>ouis. Jk.wnie a. Farley. 1899, First Assistant in Clay Schl, 4406 N. 19th St., St. I^uis. Mrs. Gertrudf. Edmondson. 1895, Princijul of .'\shland School, 3717 Warwick Boul., Kansa.i City. William Lewis Eikenberry, B.L., '92, Mt. Morri.s Coll.; B.Sc., '94, Univ. of Vfich. 1904. First .Assistant in Mckinley High School; res., 4233 Russell Avt., St. Louis. Lll.LiF. R. Frnst. Ph.B . 'd2. Wa^h. Univ 1893, Second .As.sislant in Central High SrhrMil, 3^13 Halliday St., Si. Louis. Allen Geiiman Kwhbacii, A.B., '02, Harvard Univ. 1904, Instructor in the Classics, .McKinley High School, St. I>ouis. Amalia Fett. 189s, First AsKUtant in Shei^ird Sclinol, 441ft S. Broadway, St. I.4iui!«. Mathilde Feussnfr. 1901, Head AxiLilant in She|Kiril .School, 3001a McNnIr Ave., St. I>ouis. Charlf-S M. Foster. A B., '(h. Hamilton Coll ; LL.B , '67, Harvard Cull. 1881. Av-d.-ilanl Su|icrinlrn>lrnl nl InMrutlitm, Public .Schools, %ii Dmrr PI., M. l>rnl. Vrjimuii HirIi S< IhioI, .jHi« Sulli».in Ave., S^. Ijoula. 8i4 NATIONAL EDUCATIONAL ASSOCIATION [Missouri MISSOURI— CoM/mM«uis. A. R. Morgan-. B.S.D.. 'oj. St. Nor. Sch.. Rirksnile. Mo. iSoo. Principal of Sherman School, 3490 Flad Ave., St. LouLs. Neu. G. Nicholson. 1809. First Assistant in Field School, 3036 Cabanne .\\-c., St. Louis. Mary Nolan. 1800, Head .\ssistant in Shields School, 3835 Cook .\ve., St. Ixiuis. Rose O' Boyle. 1894. Second .\ssistant in Shields School, 383s Cook .\\e., St. Louis. OCTAVIA O'Brien, Grad., St. Louis Nor. Sch. 1894. Second .Assistant in Irving School, 1827 Dickson St., St. Louis. Henrietta S. Ordes. 1887, Principal of Roe Scho*)!, 810 N. Compton Ave., St. Louis. Mrs. Mary Drown Parks. Teacher of Elm Springs Public School; res., Bagncll. Edward P. Perry. Principal of Perry School of Oratory and Dramatic .\rt, Y. M. C. .\. Bldg., Grand and Franklin .Xves., St. Louis. Genevieve Phelan. 1900, Second .\ssistant in Fremont School, 30210 St. N'incent St., St. Louis. Ada E. Pl.a-ss. 1892, Second .\ssistant in Grant School, 3248 Copelin .\ve., St. I^uis. F. W. POTTHOFF, \M., Washington Univ. 1904, Principal of Shcpard School, 3922 Ca.stleman .\ve., St. Louis. John B. Quinn, A.M., '85, Christian Bros. Coll. 1892, First .\ssisl.-int in Central High School and (1905) Chief of Attendance Office, Board of Education; res., 4595 Cote Brilli^mtc Ave., St. I>ouis. John H. Rabe. 1900, Principal of .-Vrlington School, 1615 Burd Ave., St. Louis. Ira Richardson, Ph.B., '97, Central Coll. 1901, Superintendent of Public Schools, Shelbina. Mrs. Mary E. Robinson. 1878, Principal of Baden School, 8147 Church St., St. I>nuis. Wali.is Gib.son Rowe,'.\.H., '97, Yale Univ. 189H, Head of Department of Mathematict, Smith .\cademy, St. I>ouIs. Jessif. Sanderson. 1899. Principal of Longfellow School. 1915 Camplx-ll .St.. Kaasa.H Ciiy. Johanna S<'imriJT. 1899, Director of Kindergarten, Shepard .Schouis. Charles H. Slater. Ph.B., '00, Univ. of Mlih. 1904, Head of Dr|urtnicnl ol Physiiit, Win. .MiK.iiilry High School, 1139 Califoml* Arc, St. I^uiit. Mari.aret K. .Slater. Grad.. '70, St. Louis Nor. Sch. 1H94, Priniiixil of Rixk S|jringt Sih(x>l, 4128 Page Ave., Si. I>ouia. L J. Smith. 1K93, Prinran of Collrgr, Wastiingluii Uiutrr«ily, .St. l.uui*. Thouaa Edwin Sffw r«. iifoi. Prinii|x.l of Irving .Sth<«>l. mm Aulirri Ave . Sl. Ixuii Frank <^>. Sf<.iiii»» 1904, Princi|ial of Schoolii, Hermann. Eliza A. Stark. 1901, Head AMivliinl in Clinton Sthool, 30.12 Kuurll .^vr . Sl. Ixult. WvA.NixiTrr. jAurn SrrvrNn, A M . 'Hi. Nor NNiU. L. W. TruTmrRo. i8<27. Prinrir'"! "' Sfxldard Sihool, \IM^o Klirl Ave., St. IxMiit. NATIONAL EDUCATIONAL^SSOCI UlSSOVKl— Continued X0O4 AUG. O. THORNTONj^^^^^^ ^^ ^^^^^^ ^^^^^^^ S„^^„ High School, 90s W. Kansas St., St. Louis. Lauka J. TicHENOpR.^^.^^^ ^j Canterbury School; res., 3906 Botanical Ave., St. I^uis STELLA Trueblooo^.^^ .Assistant (Drawing) in Yeatman High School. S943 Maple Ave., St. Louis. ^^'- ^°'"x^88r'second Assistant in Blair School. .7°8i N. .ist St., St. Louis. Franklin M. Underwood, A.B.-; '02, Univ. of Mo tRANKLiN ivi.^^ Principal of Meramac School, St. Louis. J.M.S L. USHEK, ^^l^:^^^SDZi^S^ool a..3 Cahfornia Ave.. St. Louis. Mary C. Webb. ^^^^^^ ^^^.^^^^^ .^ ^^^^ S^l^^^l, 3533 olive St.. St. Louis. Elma J. WEBSTER^^^.p^j ^^ ^^^^^^^ g^j^^^,^ ^,,3 £. 3,,t St., Kansas City. JOSEPH M. W„.E.^A^.;8r,^^^^^^^ M:ch.^^^^^^ ^^^ ^^^^^^^ Walter H. W.lcox^.^^.^^^ ^^ ^^^^^^^ g^^^,_ ^^^ Foote Ave., Webster Groves. MARGARET L^Y;RH,^A.B^,V^i^^^^ Henry School, ri..a Ailanthus St.. St. Louis. ,,05 L. KATE BiGOS^, ^^^^^^l^^^Jtufr^fu^nn School, 36:8 Forest Ave., Kansas City. ,. A. Drushel: A^B^,;o-,tt^rNiIurTscSn^^ ^^— ^-- ^^- ^-'^• SAMUEL McKn^h; GREE.^^^ St., St. Louis. Katharine Hacsperger. .^ ^^^^^^^ ^^^^^^ ^^^3 g^^^^,, ^ve., St. Louis. Nelson Kerr.^^ superintendent of PubUc Schools, Breckenridge. R. A. KissACK.^^ ^^^^ ^^^.^^^^^ .^ Y^^^^^^ High School, 291a Palm St., St. Louis. T. Wilson LEWis^^^^^^^ ^^ Draughon's Business Colleges, 9.2-4 Grand Ave., Kansas City. Emma J. Lockett^^^^.^^^ ^^ ^.^^^^^ ^^^^^ ^,^8 Purest Ave., Kansas City. ^ ^- ^'''"",889, Teacher of English, Central High School, 33:2 Olive St., Kansas City. Romeo A. West. ^^^^^^^^^ ^^^ Librarian, Lincoln Institute, Jefferson City. John D. Wilson. ^^ ^ ^^^ Department of Theory and Practice of Education, State Normal School, 1401 E. Filmore St., KirksviUe. John W. W.thers^^A.M.^;o2,,P^^^^^^^^^^^ , ,,., gt. Louis. MRS. Josephine S-onh.Yate|,^A^^^^^ ^.^^^,^ ^^^.^^^^^ j.^.^son City. ,go6 Almina Gkoroe.^^^^.^^^^^^^^ ^^ ^^^.^.^^ S^j^^^l s^,^. Normal School, Warrensburg. John Storms, B|^p^^i„^^^d^^t „f schools, Nevada. FRANK C. 7;-°- Sh;°^,S:il?s,^cttral High School, Kansas City institutions x89S UNIVERSITY OF Mi^ssouRL ^^ ^ ^ ^^^^^. ^^^^^^^^^^ j ^ p^j,^^ Columbia. ,goo FREE PUBLIC L>B«pARVj^ST. .TosEPH^^^.^^^ ^.^^^^.^^_ p^^^ 3 ^^^.^^^^ St. Joseph. ST. LOUIS PUB"<^ LjBRJfJ^.^^d Secretary, F. M. Crunden, 9th and Locust Sts.. St. Louis. X90I ST. Louis Univer^s.ty^Library^^^^^ ^^^^^^. ^^^^^.^^^ j C. Burke, St. Louis. ,902 Park College. ^^^^.^^^^^ Lowell M. McAfee; Secretary and Librarian, Austin D. Wolfe, Parkvillc. ,po4 Carroll School Associa;^>on^^^^^^^ ^^^^^^^ ^^^^ ^ ^^^p^„„ ^^^ , St. I-uis. ST. LOUIS MERCANmE library A^socia^n.^^ ^^ ^^.^ ST. Stanislaus Seminary^^ ^^^ ^^^^^^ Grimmelsman; Librarian, Charles B. Moulinier, Florissant Nebraska] LIFE, ACTIVE, AND CORRESPONDING MEMBERS 817 MISSOURI— Con/i««<-l Building, Bullc. 180J Oscar J. Craig, .V.M.. De Pauw Univ.; Ph.D.. Woostcr Univ. President of University of Montana. University .^w., Mis.soula. 189s Cynthia Elizabeth Reilev. B..Sc. i8<5S. Professor of Mathematics, Uni\-crsity of Montana, lio S. sih .St.. West. .Mi.^viula. 1890 S. D. Laroent. 1898, Superintendent of Schools, Bach-Cory Block. Great Falls. 1901 Randall J. Condon, A.B., '86, A.M., '02, Colby Coll. 1902, Superintendent of Schools, 506 N. Rodney St., Helena. Kate Shelley. 1905, Teacher in Public Schools, in care of General Delivery, Butte I9D3 William I. Fraser, Pd.B., B.F., I.imoln Nor. Univ. S03 S. 2d St., Missoula. W. C. Ryan, A.B., '95, M.Sc, '98, N.I. Nor. Sch. 1903, Principal of Sweet Grass High Sch(X)l. Big Timber. 1903 William M. Aber, .\.\i., '78, Yale Univ. Professor of Latin, University of Montana, Missoula. 1904 Lucy Hamilton Carson. Ph.B., '98, Univ. of Chicago; .\.M., "og, Univ. of III. 1901, Professor of English, Montaina State Normal College, Dillon. Ri-sdon J. Cunningham. 190s, Superintendent of Public Schools, 720 Babcock St., W.. Bozeman. Eloise Knowles, Ph.B., '98, Univ. of .Mont. ♦ 1898, Instructor of Drawing. University of Montana, Box 34, MissouU. Henry H. Swain, A.B., '84, Bcloit Coll.; Ph D.. '97. Univ. of Wi.s. 1901, President of .Montana State .Normal College, Dillon. Lewis Terwilligkr. 190J, Printip;il of I'ark County High Sihool, Livingston. 1906 J. Ulysses Williams. 1936, .^Ufjcrintendent of .Schools, 310 So. 6th. St., E. .Miswula. instptutions 1899 .Montana State OiLi.Ef;E of \. and .M. Arts. Prcsiiicnl, James .M, Hamilton, Bo/.eman. 1900 Free Public Library, Buttk. librarian, (iranville Stuart, Butte. 1902 State Board of Education. Su[xTintcndcnt, W. E. Harmon, Helena. 19-33 Helena Piblk' I.iiihahy Librarian. .Marguerite Bowrirn, Helena. fga6 Missoula Public Library. Secretary, Wm. .M. .\l»cr; Librarian. Grace M. .Stoddard, .MiMouU. NEBRASKA I.IFF. MFMII*! iWo Mrs. Orack B. Siidb/irouoii. 1898. Teacher in High School, jio S. 26lh St.. Omaha. active MEMBrRH iA9-> I.I//IK L. Bankf.r. 1900, Principal of Ijravrnworth Sch»iol. 2112 iJciugU* St . Omaha. William Mf.iiAin Davidv>n, A,B.. Kanu< Univ.; Pd I). i9'34, Supcrintcndrni of In»trurtlon. 1336 S. 30th Ave.. ()mah.i. 1892 W. K. FOWLFR. State Rrprcwmlalivc (orlhr New Inlemaiioaal Kmydoprdla, 1521 S. 2td St.. IJnrolo. 1894 Anna M. TmBF.n, A B , '04. St Univ. of Nebr. 1H92, Print i(nl of (irammar School, 1831 (> Si , Lincoln. 189? CiiARLFJi Edwin Bfshfv. B S< . Vw,. M.Sc., '72, MIrh. Agrl, Coll.; Ph.D., '70 Univ. of Iowa; \.l. D.. Vi. Iowa Coll. 1H84. Priifc-*v>r of IbHany and IVan of College of Siirnic. I'nivrnily of Nrbraaka. H07 K St , Umoln Edwin J. BoDWELt, B Sc , 'H8, Dartmouth Coll. Superintendent of StbooU, 100 S. io(b St.. Norfolk. 8l8 NATIONAL EDUCATIONAL ASSOCIATION [Nebraska NEBRASKA— Con/i«uf(f 1895 W. A. Clark, A.B., '72, A.M., '85, Pd.D., '94, Nat. Nor. Univ.; A.M., '99, Harvard Univ.; Ph.D., '00, Univ. of Chicago. Professor of Psychology and Pedagogy, State Normal School, 420 W. 21st St., Kearney. James W. Crabtree, B.Sc. 1904, President of State Normal School, Peru. G. W. A. LucKEY, A.B.. '94, Leland Stanford Jr. Univ.; Ph.D., '00, Columbia Univ. 189s, Professor of Education, University of Nebraska, 1439 R St., Lincoln. A. L. McLaughlin. Representative of D. C. Heath & Co., iS3S C St., Lincoln. A. A. Reed, A.B., Univ. of Nebr. 1902, Superintendent of Public Schools, Superior. Charles W. Weeks. Director of Music, Normal School, Fremont. 1896 Howard Walter Caldwell, Ph.B., '80, A.M., '94, Univ. of Nebr.; Ph.M. 1892, Professor of American History and Politics, University of Nebraska, 511 N. i6th St , Sta. A., Lincoln. William R. Jackson, A.B., '02, A.M., '04, Univ. of Nebr. 1902, Professor of Education, and Principal of Normal School, Nebraska Wesleyan Uni- • versity. University Place. A. H. Waterhouse. 1899, Principal of High School, 3004 Marcy St., Omaha. Harry Kirke Wolfe, A.B., '80, Univ. of Nebr.; A.M., Ph.D., '86, I-eipzig. Professor of Educational Psychology, University of Nebraska; res., 1727 J St., Lincoln. 1897 Frederic W. Sanders, A.B., '83, Coll. of City of New York; A.M., '92, Harvard Univ ; Ph.D., '95, Univ. of Chicago. 190.';, Principal of High School, 1547 S. 22d St., Lincoln. 1899 E. Benjamin Andrews, LL.D., '84, Univ. of Nebr.; D.D. '84, Colby Univ. 1900, Chancellor of University of Nebraska, Station A, Lincoln. Robert J. Barr. 1882, Superintendent of City Schools, 1015 W. Division St., Grand Island. J. A. Beattie, A.M., '76, Bethany Coll.; LL.D. 1904, Department of Economics and Sociology, Cotner University, 1452 Q St., Lincoln. John D. French. 1899, Superintendent of Schools, 728 Hastings .^vc, Hastings. igoo Nathan Bernstein, B.L., '92, M.L., '96, Dartmouth Coll. 1901, Head of Department of'Physics, High School, 2622 C.npitol Ave., Omaha. George L. Towne, A.B., '95, Univ. of Nebr. Editor of "Nebraska Teacher," 134 N. nth St., Lincoln. 1901 A. L. Caviness, Ph.B., 111. Wes. Univ. 1900, Superintendent of City Schools, 804 D St., Fairbury. W. H. Gardner, B.Sc. 1904, Superintendent of City Schools, 12th and Main Sts., Fremont. David Bennett Gilbert, B.Sc, '90, A.B., '91, Central Nor. Coll. 835 Union .St., Fremont. J. Arnott McLean, Ph.B., '00, L^niv. of Chicago. Superintendent of City Schools, 2105 J St., South Omaha. Mrs. Lizzie A. Richards. 842 S. 22d St., Omaha. 1902 Irving S. Cutter, B.Sc, '98, Univ. of Nebr. 1900, Stale Agent for Ginn & Co., 134 N. nth St., Lincoln. Clark A. Fulmer, Ph.B., '98, Nebr. Wes. Univ. 1903, Superintendent of City Schools, iioo Ella St., Beatrice. Henry H. Hahn, A.M., '95, North West. Univ. 1900, Superintendent of City Schools, Blair. James W. Searson, A.M., '99^ Univ. of Nebr. Professor of English and Literature, State Normal .School, Peru. 1903 Clara B. Mason. Principal of Train School, Millard Hotel. Omaha. H. A. Senter, B.Sc, '93, Univ. of Nebr.; Ph.D., '96, Heidelberg. Head of Department of Chemistry, and Librarian, High School, Omaha S. H. Thompson, A.B., '01, Univ. of Nebr. 1904, Superintendent of City Schools, Holdrege. 1904 E. C. Bishop, B.Pd., '97, Lincoln Normal Univ. Deputy State Superintendent of Public Instruction, 1845 Cherry St., Lincoln. Clar-^ F. Cooper. 1905, Principal of Teachers' Training Class. 508 City Hall, Omaha. Guy H. Graham. 1904, Superintendent of City Schools, Havelock. George P. Griffith, A.B., '99, Univ. of Nebr. Pawnee City. J. M. Pile, A.M., B.Sc. President of Normal College, Wayne. William Logan Stephens, A.B., '89. Univ. of Nebr. 1903, Superintendent of City Schools, Lincoln. New Hampshire] UFE, ACTIVE, AND CORRESPONDING ME.\fBLRS 819 NEBRASKA— Oii/miK-./ IQ04 ArcrsTis O. Thomas. Ph.D.. '06. Amily Coll. Prt-sidcnt of Stale Normal Sl, oth ami 2jd Sts., Kcampy. Marth.\ Tayior Whittiik. A.n.. '04. l"niv. of Wis.; A.M., '05. Kwing Coll. looo. Dt-an of Women. BcIIcmic College. Bcllevue. 1005 Charlks Arnot. 1902. County Superintendent of Schools, Fremont. • William H. Clemmons. A.M. I'rcsiileni of Fremont College, Fremont. J. Forsyth Crawford, .\.B.. 'o.';. .V.M., 'g;, rrinccion I'niv. 1904, Professor of Psychology and Ped.igogy, (irand Island ColleRe. au N. Locu."! Aw., Grand Island. Roy Wksley Eaton. B.Sc., B.IM.. Fremont Nor. Sth,, Nehr. 1905, Sui>erinlcndent of City S«h(xi!s. Wilbur. LfTHKR E. MiMFORi), A.K.. 'oo. I'niv. of NVlir. .'\gcnt for Ginn & Co, for State of Nebraska, 1000 .Market St., Beatrice. Jaspkr L. MiBriev. State Superintendent of Public Instruction, 716 S. 18th St,, Lincoln, Eiiwi.s- L. Rouse, 1903, Superintendent of City Schools, Plattsmoulh, EiGENE BiRE.v Sherman. A.B.. "o."; I'niv. of .\ebr. 1905, Superintendent of Cily Schools. Columbus, Walter Wells Stoner. A.U.. 'oj. ()tterlx-in I'niv, 1902, Superintendent of City Schools, 428 College .\ve,, York. 1906 Georue Burc.ert. B..Sc.. '98. Univ, of Nebr. 1905, Superintendent of Schools, 23d St.. l)et. 7lh and .Sth .Avi-s., Kearney. I. ,\. Downey, Superintendent of County Sthools. Cor, 4lh St. and Kerr .\n\. Hastings. Joseph Richard Fulk. A.B.. '03, L'niv. of Nebr. 1906, Suijerintendcnt of City Schools. Hebron. Nathaniel M. Graham. .A.B.. '01. I'niv. of .\ebr. Princijxil of High School, 1601 .Mi.s54)uri .Ave., South Omaha. Leonidas Raymond Hic.c.ins, A.M.. '84, Brown l'niv.; Ph.D.. 'i>8. Cornell l'niv. 1902, Profess<^)r of Greek and I-atin, Grand Isl.ind College, Grand Island. Elizabeth Kin<.sbiry. Ph.B.. '87, Buchtel Coll ; .\.N!.. '04 l'niv. of Nebr. 1900, 'i'caihcr of Latin and German, .\ebra.ska .Normal College, Wayne. Gebtbcoe Norton Rowan. A.B., 'os, A.M.. '06, l'niv, of .Nebr, 1906. Teacher of History and Mathematics, High School; res,, 1645 K St,, Lincoln. W. A, VoKER, A.B., Nebr, Si. L'niv, Superintendent of Douglas County .S«h<»ols. Omaha. INST rrUT IONS 1897 Bellevuf. College, President, Rev. Guy W. Wndsworth; Librarian. Raihel Ferguson. Bellcvue 1898 Omaha Pl-blic Library. President, I.erinlcndcnt, J. L. McBrien, Cajiitol. Ijiicoln, 1902 Creioiiton University. President. Rev. M. P, Dowling; IJbrarian. (iilbrrl Garraghan. Omaha, I>oANe College, Preiudent, David B, Perry; Librarian, Wm. K. JilUm, I rele. Nebraska State Normal ,S<-ii(kii. nt Peru. Presiilcnl, James W. Crabtree, Perti K/us Nebraska W»j.ievas rsivERsirv, Librahv IJbrarian, May Ingle*. I'nitrrMI) l'l«o. A.M.. Whr4i.m Coll Stale Suprrintrmlcnl of Publi< Intinulion Caraon ( ity. NEW IIA.MPSIIIRE tUM, J*Mii E. Ki/irit. ..»,.. iwoo, Princljail "( Slate N'omial S«h<»tl, Plyniimlh. igo2 NATIONAL^DUCAJl^^ NEW HAMPSHIRE— Con/inueJ ACTIVE MEMBERS ,S.8 CH...KS F.^Coo.^A.B. V^^ St.^Law.n^^^^ Uni. ^^^^^ ^^ _ ^^_,. ,8.p JOHS AUOOS.US B^ow.,^A.B./7<,, H ^^^^^^,, R„,;„,on Female Seminary. 33 P- St., Box 144, Exeter. Hampshire Coll. .,00 HK.«v C. M0R.sos.|J,>^.Dan^^^^^^ .,0. CH.K.ES W Vk.oko, A^^^^^^^^^^ St.. Manchester. L-- L.^^ g-S^^'l^^ S?^oE^S'st., Keene. W. H. CCMMINGS, A.M. ^^^^^^^^ ^j g^j^^^l^^ Claremont CHANNIKG FOLSOM A.B-.'to, A^^.'^^^' ^^^^N^wmarL and Epping, R. F. D., Newfields. Supermtendent of bchools 01 iNe „ . vj .„, Ph.D.. '99, Harvard Umv. HEKMA.HAK.E..H0.^^^^^^^^^^^ C— E^„^--:^,t"lo;^NuSh'sa, Milton. A. H. KEVES. PhD;;^--nEof Schools, Dover. HAKKV L. MooKE,^A|.^;ox. Bat^^^^ Normal School Plymouth. ^-- J- IT^' ii^^^S^S^o^^.^^^^^^ Woodsville. Sherman E. ^^'^^^^^^.^^^ ^f Kezer Seminary, Canterbury. S. W. I^OBE^K^^/.. A31. |6, Danmout. ^^ ^^^^^^^^^ W11.HELM SEGERBLOM,^A^B., >, Ha^-;J U-- p, Exe^er^ Academy. Exeter. ,go5 JOHN C. K'^g^^-^^^Vofessor of i!a°tin^ThePhimps'' Exeter Academy, Exeter. INSTITUTIONS X898 NEW Hampshire State^.L««^arv^^ ^ ^^^^^^ ^^^^^^^_ 1902 Dartmouth College, UBRARV.^^.^^^^.^g.^^^^^_H^^o^,r. NEW HAMPSHIRE g-- ,^^|^,r rSI.^ U^^^^^^^^^^ rico^fTrrha.. " .903 NEW HAMPSHIRE l^-'^pNORMA^L |-HOO- Wn^OUth. ,906 C.TV Library. Manche^st.en^ ^ ^^^^^ ^.^^^^^j, Manchester. PUBLIC LiBKARV, Doven._^^_ ^ ^ ^^^j^^j p^^^^ NEW JERSEY LIFE DIRECTOR LIFE MEMBERS ,876 ALEXANDER Fo«»f^•^^'^^•]J; Instructor and Lecturer, Mount Holly. LELiA E. P-.r>oE.^^^^^^ ^^^__ ^^^,^^ ^,,Ho -//-;;r^^r"c5";eStf S'vorV. LANGDONSHOC.KTHO^M^ON.A^^^^^^^^ ,884 SARAHA.STEWAR-^^^^^^^j^^g^^^ New Jersey] LIFE, ACTIVE, A\D CORRESPONDING MEMBERS 82 1 NEW JERSEY— Con/in iW AmVE UEMBERS 18S7 Ebes'ezer Mackey. A.B., '78, Mcrcersburj? Coll. ig32, Supervising Principal of City Schools, 314 Hamilton Ave., Trenton. i8Sq \V. F. Powell. S72 Clinton St.. Cimdcn. i8o3 Levi Seelev, A.M.. '83. Williams Coll.; Ph.D., '86. I^eip/iR. i8y5, Pniic-s,sor of Pcilagogy, State .Normal School, 48J W. Stale St., Trenton. 1801 Earl Barnes, .\..\I.. '80. Ind. Univ.; M.Sc, '00, Cornell Univ. Lecturer for The .\merican Society for Exten.sion of University Teaching, 77 Gtove St., Montclair. 180J Sarah Y. Ely. 1887, Supervisor in High and Graminar Uei>artments of State Model School, 5j Carroll St., Trenton. M. H. Kinsley, B.Sc, '88, St. I jwrence Univ. ii>oi, Superintendent of Schcmls of Hudson County, Manual Training Building, Hoboken. Jane NL Lewis. 1877, Principal of Primary School No. 8, og Mercer St., Jersey City. S. Ervin Mann'ess, .\.NL. '06, Univ. of Tcnn. igot), Princip;il of i8lh .\vcnue School, 615 Mt. Prospect .\ve., Newark. Henry M. Maxson, A.M., '80, .\mhersl Coll.; Pd.D., '04. .Mfred Univ. 1892, Superintendent of Schools, 661 W. 7th St., Plainlield. Addison B. Poland, .X.M., '76, Wcs. Univ., Conn.; Ph.D., '90, Univ. of City of N. Y. ipoi, Supcrinlcndcnl of Scholic School No. 33, cor. Romaine and PavoDim Aves., Jersey City. Lewis C. Wooley, A..M., '03, Rutgers Coll. 1878, Princijjal of Joseph Wood School, 136 E. Front St., Trenton. 1894 Richard Case, .\.M.. 'Hi, Brown Univ. 1898, Sui>erinicneth. J. ALumr Rr.isiiAiiT, Ph D , 'Hi, Syracuv Univ. iHHj, Primiiul of High Sihool, 534 K- »7th S«i Palenton. Erwin IL Sciiuvi.r.R, A M . '9», I'rinirion C'lll. ... v. |8«4, Profe*vir of .Maihrm.iiii. .A.M., '.89, Wesleyan Univ., Conn. 1893, Nice- Principal of Chattle High School, 207 Chelsea Ave., Ix>ng Branch. Lena R. Bowen. 1899, Kindergarten Teacher, Public Schools, 36 Arlington Ave., East Orange. Chakles B. Boykr. Sui)erintendent of Public SchooU, 31 S. Slenlon PI., .Atlantic City. R. J. BOVNTON. 1896, Prind|Kil of School, ftSo E. 25th St., Palerson. Eva E. Brings, B .Sc.. '04 Columbia I'niv. Head of De|Mrtment of Mathematics, High School; res., 201 4ih Ave . .Anbury Park. Josephine K. Brisvate. .A.B . A M.. Di(kin«>n Coll. 1903, Teacher in High School, 30 N. Delaware .Ave., .Atlantic City Clara Stewart BrBROiiiii. 1900, Prinii|«l of Manual Training and High School, 605 N. 2d St., Camden. Mary .A. Burbouch. B K . '92. Nat. S, Pfrfrp«frr 1 .mriiifl t nttrrsily, rr% 9 Madt son St.. I'llli' r|.,|l 824 NATIONAL EDUCATIONAL ASSOCIATION [New Jersey NEW Z'E.'&SEY— Continued 1905 W. B. Du RiE, A.B., Nat. Nor. Univ. Principal of Grammar School, 56 Jaques Ave., Rahvray. George M. Ellis, B.Sc, '01, M.Sc, '03, Alfred Univ. 1904, Principal of High School, 727 Central Ave., Ocean City. Griselda Ellis. Critic Teacher in Model School, State Normal School, 209 S. 6th St., Newark. Helen R. Emery. i8g8, Teacher in Grammar School, 504, 4th .\ve., Asbury Park. Laura J. Ennis. Teacher in Public School 21, 535 Pavonia Ave., Jersey City. Lydia K. Ennis. Vice-Principal of Public School No. i, 535 Pavonia Ave., Jersey City. Powell G. Fithian. 1900, Director of Music, Public Schools, 405 Linden St., Camden. S. B. Gilhdly, Ph.B., '93, 111. Coll.; A.M., '94, Lafayette Coll. Superintendent of Public Schools, 27 Addison Ave., Rutherford. Henry Herbert Goddaud, A.B., '87, A.M., '89, Haverford Coll.; Ph.D., '99, Clark Univ. Director of Psychological Research, New Jersey Training School for Feeble-Minded Boys and Girls, Vineland. WlI.LLAM H. GrENELLE. Supervising Principal of Hawthorne Schools, North Paterson. Matthew Carter Hamilton, A.B., 'oi,Thiel Coll.; A.M., '05, New York Univ. 1902, Teacher of Mathematics and Science, and Vice-Principal Irvington High School; res., 80 Elizabeth Ave., Newark. W. L. R. Haven, A.M., '67. 1869, Superintendent of Schools, 7 Maple Ave., Morristown. Daniel Tilton Hendrickson, Ph.B., Providence Univ.; A.M., '06, Ewing Col!. Superintendent of Fanwood Township Schools, Lock Box 11, Scotch Plains, Union County. Mrs. Lydia Morford Hendrickson. 188.5, Principal of School No. 5, Middletown. Jessie May Herring. 1900, Teacher in Columbian School, 36 N. Arlington Ave., East Orange. Newton Clark Holdridge, A.B., 'gi, A.M., '95, Colgate Univ. 1897, Supervising Principal of Schools, Hamraonton. Jane V. Horsley. Head Assistant in School No. i Asnex, 43 Orient Ave., Jersey City. Homer G. House. 1905, Supervising Principal of Schools, Livingston; res., 292 Main St., Madison. Henry Budd Howell, A.B., '86, Lafayette Coll.; A.M., '98, Columbia Univ. Principal of School No. 21, Jersey City; res., Phillipsburg. Mary Harrison Howell, A.B., '96, Wells Coll. 123 Broad St., Newark. Charles A. Hoyt. 1866, Principal of Grammar School No. 8, 61 Sherman Ave., Jersey City. Katharine k. Hughes. 1893, Principal of School No. 8, 721 Grove St., Elizabeth. A. M. Hulbert. 1901, Principal of Schools, Park Ridge. Alexander C. Humphreys, M.E., '81, Stevens Inst.; D.Sc, '03, Univ. of Pa.; LL.D., '03, Columbia Univ. 1902, President of Stevens Institute of Technology, Hoboken. Anna Marie Keidel. 1895, Teacher in Helmetta School, 21 Hartwell St., New Brunswick. Oliver B. ^Cern. A.B., Franklin & Marshall Coll.; A.M., 06, Columbia Ifniv. 1904, Sknx;r\ising Principal of Schools, 215 N. 4th St., Camden. Mary D. Kirkpatrick. 1868, Assistant in Ann St. School, 100 Pacific St., Newark. Frank Howard Lloyd. 1903, Principal of School No. 6, Perth Amboy; res.. Main St., Matawan. Margaret T. Magee. Principal of J. W. Starr Grammar School, Pine St. above 8th St., Camden. Nellie Lucina Mann. 1903, Teacher in Public Schools, 293 Clifton Ave., Newark J. M. McCallie, A.B., '87, Univ. of Tenn. Principal of Centennial Grammar School, 55 Model Ave., Trenton. Rebecca McClure. First A.s.sistant in Newton St. Grammar School, 34S, 13th Ave., Newark. Emma A. McCoy, 1896, Teacher in High School, Somerset PI., New Brunswick. Ernest T. McNutt, A.B., '98, West. Md. Coll. 1904, Supervising Principal of Public Schools, Belvidere. George E. Megargee. Supervising Principal of Chester Township Public Schools, Moorestown. New Jersey] LIFE, ACTIVE, AND CORRESPONDING MEMBERS 825 NEW JERSEY— Cort/inMri 15)05 M. Alice Metcalf. Kindcrfjartner, 44 Montgomery I'l., Trenton. JtLIA a. MiNlHAN. iSSS, Principiil of School No. 3, 244, 7th St., Jersey City. H. J. Nkal. A.m.. 'yi, nickin.s..n Coll. 1902, Supervisor of Schools, 137 Fourth St., I-akewooil. Martha F. Nklsos. 1896, Librarian of New Jersey State Normal School, 907 Eilnewood .\ve., Trentos. William F. Overman, A.U., Haverford Coll. Principal of Moorestown Friends' Ac.idcmy, 100 E. (Vnlr.il .\ve., Moorcslown. Cora Webb Peet. Princlixil of Private Normal Kindergarten Training School, 16 Washington St., Ea.st Orange. Joseph W. Pin<:i"s. .\gri.B., '98. Conn. .\Kri. Coll. Agricultural Director, and President of Hoard of Ivlucalion. Woodliine. .V.SNIE L. PoMEROY, B.L.. '96, .\ft. Holvokc Coll. Teacher of English and History, Dearlxirn- Morgan School, 44J .M.iin Si., Orange. Geori.e Howard Rekd. Manager of Educational Deixirtment, Joseph Dixon Crucilile Co., Jcr.sey City. Susan A. Reilly. 1895, Instructor in Geography. State Normal Schniheld. Walter M. Sage, .'V.M., '02, Dickin.'«)n Coll.; Ph.B., '00. 1904, Principal of North Halcdon Public School, Haledon. Andrew Scarlett. 1893, Principal of Oakwood .Ave. School, Orange; res., sfi S. nth St., Newark. Mrs. Elsie M. Seouin. Principal of Scguin Physiological School for Children of .\rrestcd Mental Develop- ment, 370 Center St., Orange. John C. Sharpe. 1898, Principal of Ulair .\cademy, Rhiirstown. Elmer C. .Sherman, A.B.. '83, A.M., '8s, Hiimilton Coll.; Ph.D., '9J. New York Lniv. 1904, Superintendent of City Schools, Englewood. Frank H. Sommer. I.E.B., I.L.M., J.D., New York Univ. Professf)r of Uiw, .New York University, anal of School No. 33, Romaine and I'avonia .Vvrs , Jervy ('ity. D. T. Steklman. 1900, Supcrvi.-jing Princiixd of Sch•). Harnar.l Coll.; A.M.. "oo. Columbia Univ. 1901. Teacher in Miss Jacobin Scluwl, New York; re»., 8 S, M«plc Ave., Ea»l Or ou-r. Franklin .\. Strvkkb. Raritan. Okorcc Tf.acuk, A.B., 'os. New York Univ. Supervising Principiil of .S«hf»>N, Brmnrdn Inn. IJcrnard-iviIle. Helen J. Thompson. . _ . ^ _ |8<;S, Teacher of .Mathematic», High School. 44 Ewing St., Trenton. 1**1 ii^'K R Vactob fca(hrr..fSj, Teacher in Public .VhooU, 6 Main St., .Medlor.1. Howard S. Wilson. v. . »• i 1901, Principal of Ornde.1 .Vb<«j|. K.ea«liey; r«.. New m. Mrluihrn H. C. Werinlemlent of S ,. ■ t President, John J. Voorhees; Librarian, Esther L. Burdick, Jersey City. New Jersey State Normal School. Principal, J. M. Green, Trenton. 1931 Free Public Library, Trenton. r .. , ^ . President. F. W. RoebUng; Librarian, Adam J. btrohra, Irenton. State Library of New Jersey. State Librarian, Henry C. Buchanan, Trenton. 1903 Free Public Library, Montclair. ,. • , ^., , u c. at . 1 ■ President, R. M. Boyd; Librarian, S. Augusta Smith, Chifrch St., Montclair. Free Public Library of Newark. Librarian and Secretary, J. C. Dana, Newark. Passaic Public Library. ^t „ t. Librarian, Miss J. M. Campbell, City Hall, Passaic. 1904 Atlantic City Free Public Library. a.i .• <-•» Librarian, Alvaretta P. Abbott, cor. Pacific and Illinois Aves., Atlantic City. East Orange Free Public Library. Librarian, Frances L. Rathbone, East Orange. Plainfield Public Library and Reading Room. Librarian, E. L. Adams, Plainfield. igos Board of Education, Plainfield. „ ,, ,r t,i ■ c u President, J. B. Probasco; Superintendent, H. M. Maxson, Plainfield. Broadway School, Camden. ^ ., . ^ £^oi.ir.j j nv^^ - Principal, Elizabeth Anderson; Librarian, Laura S. Schrack, Broadway and Chnton Sts., Camden. The Center School, Bi.oomfield Principal, Lizzie Otis, Bloomtield. E. A. Stevens Girls Grammar School Camden. Principal, Florence Hughes, 4th and Washington Sts., Camden. East Orange High School, Library. Principal, Charles W. Evans, East Orange. High Bridge Public School. Principal, C. E. A. Walton, High Bridge. High School, Bayonne. Principal, Preston H. Smith, Bayonne. High School, Newark. . .,, ^ „ jj xt 1 Principal, W. E. Stearns; Libranan, K. E. Rudd, Newark. Madison Public Library. Librarian, Bertha Selina Wildman, Madison. Manual Training and High School. „ , Principal, Clara S. Burrough, Haddon and Newton Aves., Camden. Matawai* Graded School. . ., , . „r n- -ki, . Principal, W. h. Miller; Librarian, Joel A. Walling, Matawan. Neptune Township High School. Principal, L. A. Doren, Ocean Grove. Public High School, Red Bank. Principal, S. V. Arrowsmith, Red Bank. Public .School Library, Camden. r. /- j Librarian, Laura S. Schrack, Broadway and Clinton Sts., Camden. Public School Library, Egg Harbor City. Principal and Librarian, H. M. Cressman, Egg Harbor City. School No. 2, Jersey City. . ^ ^ Principal, Julia A. Minihan, Erie St., Jersey City. South Orange .Public School. Superintendent, H. W. Foster, South Orange. Stevens Institute of Technology. ,t t- t, . u u 1 President, Alex. C Humphreys; Librarian, H. F. Raetz, Hot)oken. , EACHERS "^^'^g^p^^yj^i'jjg Principal, E. Mackey, High School, Hamilton and Chestnut Sts., Trenton . West Hoboken Public School Library. „, . tt u i Librarian, Robert Waters, School No. 4, Malone St., West Hoboken. 1006 Free Public Library, Hoboken. ,, „ ^ , , „ , , Librarian, Thomas I'. Hatfield, Hoboken. Xew York] LIFE, ACTIVE, AX D CORRESPOXDIXC MEMBERS 827 NEW MKXICO ACTIVK MKKIII RS 1801 HiRAM Hadlev, A.m.. '85. Earlham Coll. Ex-Tcrritorial Suix-rinti-ndcnt of Public Instruction. I.ns Cruces. 180S Clarence T. Hackrty, 11. Sc, '00, M.Sc., 'g5. Noire l)anic I'niv. i8g>, l'ro(r.-;.-^)r of Mathematics, College of Agriculture and Mechanic Arts, 1 as Cruces Charles E. Hodi.i.s-, tlrad., '8i, Iml. St. Nor. Sih.; IM.H., '93, Iniv. of \. Mex. iSv7, Principal of Normal Departnunl. I'niver.sily of New Mexico, Alluqucrqur. Charles M. Light, Ph.D., I'niv. of City of New York and Nor. Sch. cf Kans. 1806, Princip;il of Normal School of New Mexico, Silver City. EoMiNi) J. Vkrt. Pd.n., '94. Ph. It., 'of. Ph.D., \B. 1903, President of New Mexico Normal University, Las Vegas. iSor HioH A. OwE.v. B.Sc. 1900, Head of Science Department, Normal Sch, .V.U , '96, 111. Coll. lyoi. Professor of Latin and Greek, University of New Mexico, 413 s. 7lh St.. .Ml uquerque James Elton Clark, Pd.M. Territorial Superintendent of Public Instruction. 391; Palace Ave., Santa \'v. 1904 A. B. Stroup. 1905, Superintendent of Bernadillo County Schools. 400 S. Walter St., .\lbuquerque. 1906 Wii. M. Heiney. B.Sc.. "85. M.Sc, "90. 1905. Su])erintcndent of Cily Schools, Carlslxid. 1907 k. R. Larkin, B.Sc. N. Mex. A. and .M. Coll. Superintendent of .Schools, Las Vegas; res., 624, uth .St., Lxsi I_is Negas. institution 1901 New Mexico College of .Vgriciltire ani> Mechanic .Vris. I'resident. Luther Poster; Librarian. Charloltc A. Baker. .Mi-silla I'ark; P. O.. .Agricultural College. NEW YORK LIFE directors 1884 Jamf-S H. Canfield. .\.B.. '08. .\..M.. '77. LL.D., 'm. Williams Coll.; IJtt.D.. 'oj, Oxford, England. 1899, Librarian of Columbia University, New York. 188s Nicholas .Mlrrav Bctler, A.B., 'Hj, I'h I)., '84, Columbia Coll. 1889, President of ('olumbia University, 119 E. 30th St., New York. 1800 Charles Rlfus Skinner. A.M.. '90. Hamilton Coll.; LL.D.. '95. Colgate Univ.; iJtI.D., 'ot. Tufts Coll. Ex-Stale Superintendent of Public Instruction, Watertown. WuLiAM H. Maxwell, A.B., '7». A.M.. '74, Queen's Univ.. Ireland; LL.D. 'ot. Columbia Univ. i8i>8. Suijerintendent of Schcjols, The City of New York, 500 Park Ave.. New York. I.I>E UEUUfRS 1857 James Cruikshank, LL.D., '61. , . ... ... . . , Kclireil Princi|«al of (Irammar School No. u. and Sccrel.iry ol t ..uii. il ..| Hn.ik- lyn InMilule of .\rt» ami .Scienctn. loli S. Oxford St.. Bruuklyn. 1870 Oliver Cromwell Arjv, .\.M., 'ds. Union Coll. 1076 Bergen Si.. Brooklyn. William Edward Cb«s»v. • Utcrary an-l Ivlucalional Writer. 544 \\ . I47lh .St . New \ ork. 1882 J.iSEPHINF. E. HoiH.iK.s. I'd M . '91, Univ of Cily of New York. Ex PrimilMl of lniernir v l * iKjK. Princi|«l ol Doy S«h.ir.l. Five PcMntV .M1»M.*>, 6.» Park St.. New \.irk. i88< Thomas IIi.htfr. A .VL. 'w.. Columbia Coll ; PhD . '77. William. Coll ; III'., N Y. UnW. iH*^. President Emrrilun ol Normal Collrgr. »o79. Jth Ave. New Vi*k. Alcr. 1S93, Suix'rintcndcnt of Education, 132 College St., HufTalo. Joii.N Arthur Grkesk, .V.M., '00, Colby Cniv . i8g6, Manager of American liook Co., 100 Washington Sq., New York. Jenny Bigi;s .Mkrrill, Pd.U.. '02. New York Cniv. i8yO, SuperviMir of kindergartens, Boroughs of .Manhattan and the Bronx, 112 E. 8ist St., New York. Josephine E. Rogers. Principal of Public School \o. 126; res.. 541 Ixxington .\ve., Nrw York. 1894 Fred Washington Atkinson, .\.B., '90, Harvard Cniv.; Ph.D., '93, l^-ip/ig. 1904. President of Polytechnic Institute of Brooklyn, s$ Pineapple St., Brooklyn. John H. Badkr, A.B.. '85. Washington and Ix-e Cniv. iyo2. Representative of U. C. Heulh & Co., 225. 4th Ave., New York. Frank D. Bkattvs, A.B., '85, A.M., '88, Weskyan Cniv. NIanagcr of Silver, Burdett & Co., 85. sih Ave., New Y'ork. Francis R. Clair. 1904, Auditor of Accounts. Department of Finance, City of New York; res. . North Boule- vard, College Point. Charles Newell Cobb, A.B., '77, and .\.M., '80, Syracuse I'niv. 1893, Inspector of Education Department, Cniversity of State of New York, 20 N. Pine .\\c., Albany. LcjcAN D. Howell, A.B., '80, Cniv. of N. C. Teacher in .Morris High SchoA C. \\ys\>\ «. .M D., '120, Cniv of BufTalo. MerrviMir of Primary Grade., 711 Mlnolt Si , BufTalo. Clarkso: Franklin Carmoi i . A B . 'Ki, Yale Cniv. 1903, Superintendent of Siho) Chief of Divisinn iif Kilucational Exten- sion. New York State Educational Department, Slate Library, .•Mlxiny. Ella C. Elder. 1898, Supervisor of Kindcrgartensi, 86 Delaware .\\c., HulTalo. Henry W. Ellsworth. Grad., Fredonia Acad. Author and Publisher of Scboolbooks, 127 Duane St., New York. James A. Estee, .\.M.. .Mfrcd Cniv. Suix-rintendent of Schools, 17 Marshall .\vc.. Gloversville. John Histon Finley. A.D.. '87. A.Nf.. '00. Knox Coll.; LL.I).. Princeton Cniv.. Park Coll. Knox Coll.. Univ. of Wis., and Tulane Cniv. 1903, President of College of The City of .New York; res.. St. Nich;il of Kraus Seminary for Kindergartners, Hotel San Renio, Central Park, W., 74th and 7Sth Sis., New York. Charles E. Lawton, 1889, Principal of Central Grammar School, 46 Srward A\e.. .\uburn. Thomas Bailey Lovem., A.B., '62. A.M.. •6<;, Univ. of RmhrMer; I.L.D.. '00, Hohart Coll. 1892, Principal of High School, 702 Chilton Ave., Niagara Falls. Mary A. Magovers. 1906. Principal of Public School No. 76; res., 2051. sth .\ve., .New York J. Edman Ma.ssee, A.n.. '73, A..M., '76, Hamilton Coil. Ex'Suixrrintendcnt of Schools, 706 Church St., Herkimer. Mark NL MAYCfHTK, M.P., '77, Syracuse Univ. 1872, Teacher of Drawing in State Normal School, 220 Jersey St., Buffalo. Clarence E. Meleney, A.B., '76, A.M.. '70. Colbv Univ.; LL D. 1890, As.s I'.lmendorf Si., Kingdon. Sara .\. Saunders, Grad., '73, Cof' '^'h |8«;S, Teacher of .Mnl; - rmlemleni of Training I)e|>arltnrnl, Stale Normal Sch.iol, 40 Coll.,; .j..rl. FiAMX A. Sthmidt, Pd D . '91. New York I niv. 1904. Principal of Public ScIkioI .No. 34 Manhattan. rr« . 4>o W i4;lh Si.. New York. Mae E. SrHtriarB ..... ... Kjai, InMitutc InMruclrjr in l^ngungr and Literature, Imprrial Hotel, New ^^lfk. Jacob Gould S< iiurmas, A B .'77. A M.,'7H. Iniv of I>r>ndon; I) St ,'7». Univ of F.lilorial Deportmeni, I'rang E4luraliaiul Company. 11 j UnlvwaJiy PI., New York. Mary V. Slen P*rk High Stho.ll, •• n»r Markecn." Main and Ulica Sl»., BuflaUi. 832 NATIONAL EDUCATIONAL ASSOCIATION [New York NEW YO'KK.— Continued 1897 M. H. Walrath, A.B., '89, A.M., '92, Syracuse Univ. 1896, Principal of High School, Troy. Jessie H. Bancroft. 1893, Assistant Director of Phvsical Training, Public Schools, 500 Park Ave., New York. C. L. Barstow, A.B., Union Coll. Manager of Educational Department, The Century Co., Union Sq., New York. Enoch Henry Currier, A.M., '92, Nat. Deaf Mute Coll., D. C. 1893, Principal of New York Institute for Deaf and Dumb, Station M, New York. John Dewey, A.B., '79, Univ. of Vt.; Ph.D., '84, Johns Hopkins Univ.; LL.D., '04, Univ. of Wis. 1904, Professor of Philosophy, Columbia University, New York. Anne J. Farley. Principal of Public School No. 183; res., 1334 Lexington Ave., New York. Henry W. Jameson, A.B., '72, Yale Coll. 1902, District Superintendent of Schools, 47 W. 119th St., New York. Edward Lord, A.M., '94, Dartmouth Coll. 1902, General Manager of Educational Department, Charles Scribner's Sons, 153, sth Ave., New York. Adolih L. Peck. 1880, Librarian of Gloversville Free Library, Gloversville. Henning Webb Prentis, Grad., '71, Univ. of Va. 1902, Principal of Public School No. 44, 570 Jefferson .K\e., Brooklyn. Gustave Straubenmijller, A.B. 1906, Associate City Superintendent of Schools, Edgecombe Road, near 170th St., New York. John Henry Thiry. School Commissioner and Introducer of the School Savings Bank System, 181 Acad- emy St., Long Island City. Henry Hobart Vail, A.B., '60, LL.D., '97, Middlebury Coll. Publisher, 322 W. 7sth St., New York. Eli W. Weaver, B.E., '86, St. Nor. Sch., Millersville, Pa.; M.Pd., '04, N. Y. Univ. 1901, Teacher of Mathematics, Boys' High School, 25 Jefferson Ave., Brooklyn. Zenas Freeman Westervelt, LL.D., '95, Rochester Univ. 1876, Superintendent of Rochester School for the Deaf, 945 St. Paul St., Rochester. 1898 E. E. Gates, A.B., '83, A.M., '88, Colby Coll. 1905, Principal of High School, Lyon Mountain, Clinton Co. Susan F. Chase, A.B., Wes. Univ.; A.M., Milton Coll.; Ph.D, Teachers Coll.. Buffalo Univ. Teacher of Literature and Psychology, State Normal School, 27, 15th St., Buffalo. W. E. Cochrane. Vice-President of Prang Educational Co., 113 University PI., New York; res., 137 Rich Ave., Mt. Vernon. I. O. Crissy. 189s, Inspector of Business Education, University of State of New York, 140 S. Swan St., Albany. Richard Elwood Dodge, A.B., '90, A.M., '94, Harvard Univ. 1896, Professor of Geography, Teachers College, Columbia University, New York. John T. Freeman, B.Sc, '83, M.Sc, '87, Dartmouth Coll. 1905, Superintendent of Schools, High School, Schenectady. George B. Germann, A.B., '95, Ph.D., '99, Columbia Univ. 1902, Principal of Public School No. 130, 66 Midwood St., Brooklyn. H. Willard Gray. Publisher, 21 E. 17th St., New York. Charles L. Harrington, A.B., '70, A.M., '95, Amherst Coll. 1905, lecturer, and Supervisor of I^cctures and Concerts for Brooklyn Institute of Arts and Sciences, 502 Fulton St., Brooklyn. Edwin S. Harris, A.M., '86, Union Coll. 1904, Superintendent of Schools, 268 Pawling Ave., Troy. Charles C. Holden, Pd.M. 1904, Principal of Public School No. 17, Bronx, City Island, New York; res., 15 Beach Ave., Mamaroneck. Eugene W. Lyttle, A.B., '78, A.M., '81, Ph.D., '95, Hamilton Coll. 1898, Inspector of University of the State of New York, New York State Education Department, Capitol, Albany. Edward Beverly Nelson, A.B., '73, A.M. (honorary), '94, Harvard Univ. Room No. 7, " The Lorraine," 35 Oswego St., Utica. Vinton S. Paessler, A.M., '01, Univ. of Wooster. 1897, Principal of Barlow School of Industrial Arts, 6 Gary St., Binghamton. C. R. Richards, B.Sc, Mass. Tnst. of Tech. 1898, Director of Manual Training Department, Teachers College, Columbia University, New York. Stuart H. Rowe, A.B., '90, Yale Univ.; Ph.D., '95, Jena Univ., Germany. 1904, Head of Department of Psychology and Pedagogy, Brooklyn Training School for Teachers; res., 1060 A Sterling PI., Brooklyn. Mary S. Snow, Ph.M., '96, Univ. of Maine. 1901, Instructor in Normal Methods and Supervisor of Practice Teaching, Department of Domestic Science, Pratt Institute, Brooklyn. New Yorkl LIFE ACTIVE, AND CORRESPONDING MEMBERS 833 NF.W YORK— Coniinufd 1898 Edward Lee 1 horndike, A.B., '05. Wcs. Univ.. 'g6, Harvanl I'niv.; A.M., 'q7, Harvard L'niv.; Ph.D.. 'qS, Columbia l"niv. 1904, Professor of Educational Psychology, Tc-achcrs College, Columbia Univcrsiiy; res., 533 \V. iJ3d St., New York. Sherman Williams, Pd.D., '04. Albany Nor. Coll. i8q8, Institute Instructor (or State of New York, 10 Grove Ave., Glens Falls. 1899 Darwin L. IUrdwfll, .\.B., '83. A.M., '88, Amherst Coll. H)02, Di.strict Superintendent of City Schools, 61 St. Marks PI., New Itrighton. Jesse D. Btrks, Ph.B., '03. Univ. of Chicago-, M.I,., 'o.t, Univ. of Cal.; Ph.D.. "05, Columbia Univ. 1905, Principal of Teachers Training Schix)!, 107 Lake .\ve., .\lbany. Herbert Griggs. \Vith Silver, Burdctt 8i Co.. 85, sth Ave., New York; res. 881 Flatbus!i Ave., Bnx.k- lyn. Phili? M. Hull, A B. 'ye. A.M., '79, Hamilton Coll., N. Y. 1800, Institute Conductor, Clinton. Henry Johnson. B.L., '80. Univ. of Minn.; .\.M. '02. Columbia Univ. 1900. Professor of History, Teachers G)llege. Columbia Uniwrsity; res.. j.HSi Broadway, New York. Grant Karr, Ph.D., Jena. Teacher of General Principles of Education and Observation, Training School for Teachers; res. 411 W. iisth St., New York. John Kennedy. 1890, Superintendent of Schools, Batavia. J. E. NeCollins, B.I.., '02. Univ. of Wis. 1901, With .American Book Co., 100 Washington Sq., New York. Charles E. Nichols. 1894, Superintendent of City Schools, 153 Stevens .\ve., Mt. Vernon. Edward .\. Page, LL.B., '73, Columbia Univ. 1884, Principal of Public Schi^jl .\'o. 77, Boys. Manhattan, 400 K. 86th St., New York. Henry Carr Pearson, .\.B., '92, Harvard Univ. 1903, Principal of Horace Mann Elementary School, Columbia University; res., 501 W. iiothSt., New York. JCLiET Pearson. i860. Principal of Public School No. 68, 114 W. iJ3d St.. .New York. William E. Pui.sifer. Ed'icationa) Publisher, of D. C. Heath & Co., 215, 4th .\ve.. New York. Edward B. Rawsos, B.Sc., '81, Mass. .Vgri. Coll. 1897, Principal of Friends' Seminary, aj6 E. 16th St., New York. John Franklin Reigart, .■\.B.. Dickinson Coll. Prin(i|>al of Public SchoH, .\ss4>cialc Superinlentlent of City Schools, 500 Park Ave., New York. Ralph St(x:kman Tarh, B.St.. 'oi. Harvard Univ. iH, Proftrwior of Physical Gcograiihy. CifM v 1 FUst .\\t.. Illuca John F. W-xiDliOM, A B, 'Ho, Yale Univ ; Ph 1), 'w. < v iHH«, Pr.ifci.wr of Physical Science, I'eaihei ..- ' lunibla tniverwiy. New ^ock. I9>D WooDfoRD D. AvDFRsov. A U, A.M., Ph I). ..,..., 1903, Teaony, 100 Wa«hmgton S<| . New ^.rt^k. James ». T. DrMARKsT. "M M, '98. New York Univ. ^ 1933, Princi|Ml of Public S«Im«I No. 19, 344 E 14!" St.. New N ..rk Clyde Furst, A M , 'm, Dirkinwm Coll ». ., . 1902, Secretary of I'raihrr* College, Gilumbia UnivcrJiy. New Vwk. Elbert A. G«uvrR, A B . 'gj. Gnty^lmm Coll ..... . . , 1899, SuiK-rinlrndrnt and Prin.i|Ml ..f ln'>iilulion for (he Im|*«>vi>l ln«irui ii..n ol Deal Mu(r«, 904 l^iinnion Ave , New V^rk. GWiROr. K MAWKISH. A M , '... 1 •..•,< .11 I' ■• '< I .«-rn,r fniv 189H. Primi|»l o( 1 . Plall.burgh. Bertram A. LENrriT H Sc ' "W , ._ , , „, . 190?. Dim tor o( K ■•■ w. Manual Training High School; rc» . 457 t- >9«h M . Jiri».kiyn WiiMAM MrANt.Rrw. A B ,*(V.. l'niv nf Mlrh . . . -. v v i. ,.j.jj. I'rin '"^ l"'* 1898. Superintendent of 1 834 NATIONAL EDUCATIONAL ASSOCIATION [New York NEW YORK— Continued 1899 Jacques W. Redway, F.R.G.S. Educational Lecturer and Geographer, 39 E. 4th St., Mt. Vernon. Charles A. Shaver, A.M. (honorary), '02, St. Lawrence Univ. 1897, Institute Conductor, State of New York, 102 Lake Ave., ^Albany. Albert Henry Wilcox, A.B., '90, A.M., '96, Univ. of Rochester. igoo. Principal of East High School, Alexander St. Rochester. 1901 William Chandler Bagley, B.Sc. '95, Mich. Agri. Coll., M.Sc, '98, Univ. of Wis.; Ph. D., '00, Cor- nell Univ. 1906, Superintendent of Training Department, State Normal School. Oswego. Frank David Boynton. A.B., '91, Middlebury Coll.; A.M., '94, Hamilton Coll.; Pd.D., '03, Syra- cuse Univ. 1900, Superintendent of Public Schools, 114 S. Geneva St., Ithaca. Percy I. Bugbee, A.M., D.Sc, St. Lawrence Univ. 1898, Principal of State Normal School, 18 Walnut St., Oneonta. Eliza A. Caterson. 1894, Principal of Public School No. 21, Bronx, Wakefield, City of New York; res., Wil- liamsbridge. Dudley R. Cowles, L.I., '95, William and Mary Coll., 1902, New York Agency, Silver, Burdett & Co., 7 W. 92d St., New York. Marshall Ware Downing, A.B., '94, Oberlin Coll. 1903, Head of Department of Latin and Greek, High School, 733 S. Beech St., Syracuse. James M. Edsall. 1902, District Superintendent of Schools, 8418 Bay Parkway, Brooklyn. Amos William Farnham. 1894, Teacher and Supervisor of Geography, Oswego State Normal School, 141 W. 4th St., Oswego. Charles Robert Gaston, Ph.B., '96, Ph.D., '04, Cornell Univ. 1900, Teacher of EngUsh, Richmond Hill High School, Queens; res., 1552 Pacific St., Brooklyn. S. B. Heckman, Ph.B., '93, Earlham Coll.; A.B., '04, Harvard Univ.; A.M., '05, Ph.D., '06, Univ. of Pa. 1906, Instructor in German, College of the City of New York, New York. Kathryn I. Hewitt, Grad., St. Nor. Sch., Oswego, N. Y. Assistant Superintendent of New York State Training School for Girls, Lock Box R, Hudson. Martha Hyde. 1906, Student at Teachers College, Columbia University; res., 1230 Amsterdam Ave., New York. Barron Bennett Jackson, A.B., '90, Beloit Coll. Postgraduate Student, Columbia University; res., 312 W. 123d St., New York. F. P. Keppel, A.B., '98, Columbia Univ. 1902, Secretary of Columbia University, New York. John Henry MacCr.\cken, A.B., '94, A.M., '97, New York Univ.; Ph.D., '99, Halle- Wittenberg. 1903, University Syndic, New York University, Washington Sq., iEast, New York. John Angus MacVannel, A.M., '94, Toronto Univ.; Ph.D., '98, Columbia Univ. 1904, Professor of the Philosophy of Education, Columbia University, 411 W. iisth St., New York. C. T. McFarlane, Ph.B., Pd.M., Pd.D., '03, St. Nor. Coll., Albany, N. Y. 1901, Principal of State Normal School, Campus, Brockport. Ernest L. Meritt, A.B., '91, Wesleyan Univ.: A.M., '03, Yale Univ. 1905, Principal of High School, 82, 2d Ave., Gloversville. Harrison T. Morrow, A.M., '88. 1900, Superintendent of Schools, 258 Guy Park Ave., Amsterdam. Harvey N. Ott, Ph.B., '89, Albion Coll.; Ph.M., '91, Univ. of Mich. Sales Manager, Spencer Lens Co., 367-373, 7th St., Buffalo. Albertus D. Perkins, A.B.,'86, Cornell Univ. 1894, Central New York Agent, D. C. Heath & Co., 15 Argyle St., Cortland. James J. Sheppard. 1902, Principal of New York High School of Commerce, 155 W. 65th St., New York. David Eugene Smith, Ph.B., '81, Ph.M., '83, Ph. D., '87, LL.D., '05, Syracuse Univ.; Pd.M., '98, Mich. Nor. Coll. 1901, Professor of Mathematics, Teachers College, Columbia University, New York. Haviland Stevenson. With Silver, Burdett & Co.. 85, 5th Ave., New York. Thomas Whitney Surette. 1894, Staff Lecturer for American University Extension Society, Philadelphia; (1899) i^octurer for Brooklyn Institute, and (1903) Lecturer on Music, Teachers College, Columbia University, 40 W. 9th St., New York. Reuben A. Taylor. 1901, Superintendent of Public Schools, 710, 4th St., Niagara Falls. Richard S. Thomas, A.B., '87, Yale Univ.; LL.B., '89, Columbia Univ. Member of the firm of Ginn & Co., 70, sth Ave., New York. Margaret E. Tuger. 1891, Principal of South Side School, cor. Carolina and German Sts., Herkimer. 1902 Alfred Willis Abrams, Ph.B., '91, Cornell Univ. State Inspector of Schools, 21, 2nd Ave., Ilion. New Yorki LIFE, ACTIVE, A.\D CORRESPONDING MEMBERS ^>S NEW YORK— Continued 1902 Hknry Harold Bai i.ard. A.H.. 'SS. I'h.D.. 'o.v Johns Hopkins I'niv. 1900. Princip>il of .\orth[x)rt High Sihool. NorlhiKirt. L. 1.. .New York. Ezra Wilkins Hknh>iI, U arrensburg. Wallace Buttrick. D.D.. 'oS, Univ. o( Rochcch(sler. .'35 Dartmouth St., Rochester Charles Stearns H\rtwell, .\.B., '77, .A.M., '88, Amherst Coll. 1894, Teacher of English, Boys' High School, 473 Madison St., Brooklyn. EuHA A. Johnson. 1902, Principal of Mo. I.ivinK'^ione Coll. Professor of Political Economy, Livingstone College; home address, 107 Columbia Ave., Rochester. C. S. McLean. State .Vgent (or Silver. Burdett & Co.. 85. sth .Ave., New York; home address. 1414 S. State St.. Syr.icuse. Fred Heermance Mkai>, .\.M., '92, Hamilton Coll.; Pd.NL, '98, N.Y. Univ. 5>ch. of Ped. 1000, Princii>al of Pui)lic Servi.sor of Grammar Grades, 837 Richmond Ave., Buffalo. PAt;L Monroe, A.B., .\.Sl., Ph.D.. '97, Univ. of Chicago Professor in the History of Education, Teachers College, Columbia University, .\rw York. \'iRr.iL Prettvman, .\.H., '92. .AM., 'o?. Dickinson Coll.; Pd.I>.. 'oV), Superintendent of Schools, 20I1 Orchard Road. Solvay. Chablottk. Whitney Stoddard. 181X). Supcrvi«jr of Drawing, Public Schools, 410 E. Willow St., Syracuv. LiBDiK Jaynk Swkkti and. 1906, Teacher in Public School. Dryden. Thomas 'I'api'KR. Fellow Am Coll. of Mtisiiian^ Univ. of the Sinle of N V. Lecturer. Author, .in. I lv9 Flmwood Ave , B jITalo. Joseph F. WiNcitBAni, B..Sc.. 'Ho. Coll. of the City of N. V. iK.x). Princiinl of Public Scluwl No. iiH; rc» , 1762, H4lh St., Brcwklyn. 1903 Allan Abbott, .A B , 'l, ijyih St , New ^ork. William SLEKPfR Aidrkii. M F . 'H4, Steven* InM of lech 1931, Director of I'homa* S. CUrkwrn Memorial School of Technology. PcHvlam. Claka American. ... ... ..„,.,. k. .. ■. 1896, Principal of Public School .No. 127, Manhaiticn — • ■ I. BMb St., New \cjrk. 836 NATIONAL EDUCATIONAL ASSOCIATION [New York NEW YORK— Conlinued 1903 William W. Appleton. President of firm of D. Appleton & Co.. 436, 5th Ave., New York. Teresa L. ATKI^Jso^J. 1886, Principal of Primary Department. Public School No. 89, Primary, Manhattan, Clinton Ave., Huguenot Park. New Rochelle. Ulysses Fayette Axtei.l, A.H., '98, Colgate Univ. 19D2, Principal of Tuxedo Union School, Tuxedo Park. Saul Bada\es, A.M., Columbia Univ.; D.Didac, Pd.D., New York Univ. Principal of Public School No. 84. Boys, Manhattan, Casco St., Woodhaven, L. I. Amy L. Baker, Grad. New York Nor. Coll. Teacher in Pul)hc School No. 21, Bronx, E. 198th St., New York. Burton M. Balch, \.B., '95, A.M., '98, Hamilton Coll. 1S96, Teacher of Mathematics, Boys' High School, 31 Madi.son St., Brooklyn. Elizabeth Beaman, Grad., '78, St. Louis K?. Tr. Sch.; A.B., 'o.>. Teachers Coll. 1933, Head of Kindergarten Training Department, Foils Mission Institute, Herkimer. M\rtin G. Be:*edict, A.B., '82, A.M., '85, Ph.D., '94. 1933, Superintendent of Schools, 119 State St., Utica. Lym.\n A. Best, B.Sc, '88, Cornell Univ. 1889, Principal of Grammar School No. 108; Secretary Board of Retirement, Department of Education; res., 748 Carroll St., Brooklyn. Katherine D. Blake. Principal of Girls' Department, Public School No. 6, Manhattan; res., 100 Lexington Ave , New York. An.\ah Prentice Blood. B.Sc, '06, Teachers Coll.. Columbia Univ. 1 90 1, Teacher in Public School No. 17, Manhattan, 403 W. 115th St., New York. Estella Mae Bogardus. Lecturer on Art in Education, and Manager of Educational Department, The Thompj- son Publishing Company, University Building, Syracuse. James Fincher Boydstun, B.Sc, '90, A.& M. Coll., Miss.; .\.M., '03, Columbia Univ. Teacher in Brooklyn Public School, Port Jefferson. Thomas J. Boyle, LL.B., '91, New York Univ. 1904. Principal of PubUc School No. 103, Manhattan; 275 State St., Flushing, New York. Margaret F. Brangan. 1899, Principal of Primary Department, Public School No. 172, Manhattan; res., 477 W. 44lh St., New York. Homer C. Bristol, A.B., '74, Rochester Univ.; A.M., '96, New York Univ. 1897, Principal of Public School No. IJ3, 105 Herkimer St., Brooklyn. Edwin C. Br-jome, .\.M., Brown Univ.; Ph.D., '02, Columbia Univ. 1906, Superintendent of Elementary Dt partnicnt, Adelphi Academy and Instratlcr in Edu- cation, Adclphi College, Brooklyn. Jessie F. Bross. 1931, Head of Department, Public School No. 14, Queens; res., 125 Decatur St., Brooklyn. Sarah F. Buckelew. Principal of Primary Department, Public School No. 49, Primary, Manhattan, res., 27 Cranberry St., Broo'.vlyn. Menzo Burlingame, Ph.B., Syracuse Univ. 1900, Principal of High School, Cherry Valley. Olin Howard Burritt, .A.M., Univ. of Rochester. 1931, Superintendent of New York State School for the Blind, Batavia. Aretus p. Burroughs, B.Sc, '00, Colgate Univ. Principal of High School, 14 Division St., Salamanca. Katharine R. Callahan. 1902, Principal of Public School No. 115; res., 276 E. i6th St., Brooklyn. J. McK. C.\ttell, A.B. Lafayette Coll.; Ph.D., Leipzig. Professor of Psychology, Columljia University; res. Garrison. OsMYN P. Conant, A.B., '79, Dartmouth Coll. Publisher, Member of Firm of Ginn & Co., 70, 5th Ave., New York. John P. Conroy, M.D., '93, New York Univ. 1897, Principal of Public School No. 179, Manhattan; res.. 167 W. 94th St., New York. Agnes A. Cording. 1906, Head of Department, Public School No. 84, Queens; res., 9 Skillman Ave.. Long Island City. William A. Cornish, A.B., '87, Yale. 1893, Instructor in Mathematics, State Normal School, 2 Stewart PI., Cortland. C. Ward Crampton, M.D., '00, Columbia Univ. Assistant Director of Physical Training. City Schools. 500 Park Ave., New York. Charles O. Dewey. A. B., '85. Syracuse Univ.; Ph.D., '90, Univ. of N. Y;; LL.B.. '04, St. Lawrence Univ. Principal of Public School No. 136; res., 467 McDonough St., Brooklyn. H. N. Dickinson. A.B.. '89. Amherst Coll. 1906, Teacher of Latin. .Manual Training High School; res. , 199 Kingston .Vve., Brooklyn. Cornelia A. Dike, A.B. J902, English Department, Wadleigh High School, Manhattan; 648 W. 158th St., New York. Julia C. Dixon. 1895, Teacher in Pubhc School No. 67, 106 Adclphi St., Brooklyn. New Vork) LIFE, ACTIVE, A\D CORRESPOND! XG MEMBERS S.?7 NEW YORK— Con/Iff u<-(i 1903 J()HN Doty. iSoo, Principal of Public School No. 21, Manhattan, 553 \V. 141st St., Nfw York. John- Dwyer. .\ M. "03, St. John's Coll.,; P.I.M., Pd.O., New York Iniv. igDj, District Supcrintcmicnt of Sthotil.s 764 W c>l End Ave., New York. JfLIA L. ElCHE. 1904, Assistant to Principal. Public School No. 103, Manhall.in; res., 446 E. 8?th St.. New York. Mrs. Kate .\. Erwis. New Salem, Albany Co. Charles S. Estes, A.B., '84, Colby Coll.; Ph.D.. '05. Johns Hopkins Iniv. Latin Department. Erasmus liall Hi^h School. jOs St. James PI., Brooklyn. Ella A. Falixjn. Assistant Principal of Training Schtxil, State Normal School, New Paltz. Mauie Fay. 1898, Assistant to Principal. Public Schix)ls Nos. 78 and 11. .New York; res., Hillsidr Ave., Corona. CoR.VELius D. Flemino. Principal of Grammar Sihofil No. 1; ns.. Concord and .\dams St., Brooklyn. Edwi.s W. Foster. Instructor in Manual TraininR IliKh School, Brooklyn; res.. Central Park. I chk Island. H. Delmar French, .A.M., '01, Litt.D.'oi, St. John's Coll. 1906, Instructor in Ethics, and (i(>oo) Secretary of the Department of Philoimphy. Brook- lyn Institute of .\rts and Sticnces; res., 251 Clermont Ave.. Brooklyn. Arthur F. Gardner, .A.M., Huckncll L"niv. 1905. Head of Latin Depirtmcnt, Hi ;h Sch;x)I, Larch .\ve., Tro,-. Maude Gardner. 1901, Teacher of Drawing, Girls' High School, 117 Herkimer St., Brooklyn. Laura Drake Gii.i.. A.B., •81. A.M.. '85, Smith Coll. 1931, Dean of Barnard College, New York. Edward J. Goodwin, A.B.. 72. Litt.D.. 'os. Bates Coll; L.H.D.. 01;. Amherst Coll. 1904, Second .\.s.si.stant Conimivsioner of Education, Education l>i|uriii)rni, .Albany. Jea.nette E. Graham, Ph.B.. '04, Stale .\'or. Coll., .Albany. N. Y. 1894, Instructor in State Normal School, New Paltz. Magnus Gross, B.Sc., Coll. of the City of .New York. First As.sistant in Public School No. 6, Boys. .Manhattan; res., (>}o W. I7>)lh Si , New York. Li'THKR Hausey Gri.icK, .M.D., '8q, L'niv. of .New York. Dirccti>r of Physical Training. City Schools, 500 Park \vr.. .New Yoik Ida Haiin. Class Teacher in Public School Nn. 15. it Forrest St.. Corona. L. I. Frank Hankinson. BE., B.Sc., .M.Sc.. State -Vor. .Sch.. Wi-st Chester Pa.; B.Sc. New York fniv. 11X33. Teaiher of Mathematics, Manual Training High School, 185 Pror|>ect Paik, U., Brooklyn. Fra.nk F. Hahdinc., Ph.B., '84, Columbia l'niv.; Ph.D., '93, l'niv. of \Vno»ler. i8<>4, Prinii|>al of Public Schtxil .No. 144; rc»., 715 Greene Ave., Liooklyo. Eliza .\. Harris. Pd .M.. '91. New York l'niv. 1899, Teacher in Public Schools; res., 44 Patchrn Ave,, Brooklyn. Elizabeth S. Harris. 1931, Principal of Public School .\o. 144, .Manhattan; res.. 1622, tnjth St., Brooklyn. Makv 1°. Harris. 1931, Assistant in .Mathematics, Wadleigh High ScIumiI, Manhattan; m., iH W. io;ih St., .New York. Dorotiika C. Hess, AM., '03, .New York l'niv. 1903, Tutor in .Normal College o( City of .New York, rrs . 621 .N I>rfferl< Ave Kuliiiiond Hill. New York. Ida Ikklhkiwkr. 1901, Principal of Public Sihoiil No. 68, .Manhattan; rc».. 117 E. jMh St., New York. Hesry Eiiward Jknkiss, B.Sc.. '7^, Coll of the City of New Yi*k; I.I..B., 'ro. Columbia Coll. n/Ji, Prin{ City of New \'.nk. A M , "o 1. Pd M . Ph 1) . 'n,. Sew Y.^k I'ni*. 1904, Teacher in The High S< lioi>l of Comnieri e. Manhattan and ln%lru( tor in l'hilov>|>iiy, New York Univeriily, rem., 5 E. io6lh St., .Sew York. CoRIIKLIA S. KlLUrR. 1895, Prinripolof Publir .S, 94. .Manhattan; n W With St New York. Van KvtiE Kilpatruk, A B . "91. AM . '94. Svraour l'niv. 1901, Aiting PrmuiMl ol Public .Vho»l No jJ. io6ih St. and Bruadway. Nrw Vork. JosrPHINl: I.A.SK. 1902, Kinilcrgartner, 21H Erie Si , SyraruM-, Marios B. B. l.Asr.rr-nr.i.. Inalruitor in reachrrn College; tr% . 414 W «i*lh Si . New ^ of k Mary E. Latham „. „ .. „ „ 1H.27. Primipal of Bryant Grammar S«ho<.l. 14 F.lm SI . M<>mell>ville. Mrs. Minnii-. Q l.ri>wiTH. tty-'i Prm. i|mI of Public School No 8. Bffaiklyn. 4^) Marino Si.. Brooklyn. 838 NATIONAL EDUCATIONAL ASSOCIATION [New York NEW YORK— Continued 1903 Caroline B. Le Row. Teacher of Reading, Girls' High School, Brooklyn; 59 W. 89th St., Manhattan, New York. Fred Volney Lester, A.B., '86, A.M., '96, Colgate Univ.; Ph.D., '04, 111. Wes. Univ. 1905, Supervising Principal of Schools, Oyster Bay. F. Park Lewis, M.D., '76. President of Board of Managers, New York State School for the Blind, 454 Franklin St., Buffalo. Albert E. Linder, A.B., '90, A.M., '92, Princeton Univ. Co-Principal of Mohegan Lake School, Mohegan. James E. Lough, A.B., '91. Miami Univ., A.B., '94, A.M., 'os, Ph.D., '98, Harvard Univ. 1901, Professor of Experimental Psychology, School of Pedagogy, New York University, Washington Sq., East, New York. Nathan J. Lowe, Pd.B., '93, St. Nor. Coll., Albany, N. Y. Principal of Public School No. i, Richmond, Tottenville. Simon S. Lowenstein. B.Sc, '99 Coll. City of New York; A.M., '06, New York Univ. 1900, I'eacher in Public School No. 160, Manhattan, 1227 Madison Ave., New Y'ork. Henry Ludwig, Jr., B.Sc, Coll. of City of New York; A.M., New York Univ. 1902, Principal of Public School No. 145, Brooklyn, 775 Carroll St., Brooklyn. Hannah L. Mattinson. Preceptress in High School, Orchard Road, Solvay. Walter Martin Mohr, B.Sc, '89, Coll. City of New York; A.M., '98, LL.B., *oi. New York Univ. 1891, Instructor in Manual Arts, Public Schools, 2901 Valentine Ave., New York. Augusta D. Moore. 1898, Principal of Public School No. 24, Brooklyn, 209 Lincoln Road, Flatbush, New York. Mary F. Moran. 1903, Teacher in Public School No. 40, Manhattan, 108 W. 9sth St., New York. James S. Morey. Principal of Public School No. 134; res., 1633, 42d St., Brooklyn. Mrs. Anna B. Moriarty. 1901, Principal of Public School No. 86; res., 6oi Halsey St., Brooklyn. J William J. Morrison, B.Sc, '96, Swarthmore Coll. Instructor in History and Principles of Education, Training School for Teachers, 319 Stratford Road, Brooklyn. Arthur Henry Norton. B.Sc, '99, Syracuse Univ. 1904, Principal of The Cook .Academy, Montour Falls. Emily Nosworthy, A.B., '01, Nor. Coll., New York. 1902, Teacher in Public Schools, 180 W. 82d St., New York. Mary C. O'Brien. 1892, Principal of Public School No. 96, Primary, Manhattan, 730 E. i42d St., New York_ Thomas S. O'Brien, A.M., '70, LL.D., '04, Coll. of St. Francis Xavier; Ph.D., '91, New York Univ. 1896, Associate City Superintendent of Schools, 65 W. 70th St., New York. Robert C. Ogden, A.M., '02, Yale Univ.; LL.D., '03, Tulanc Univ. President of The General f;ducition Board; The Southern Education Board; the Board of Trustees of Hampton Institute and of Tuskegee Institute; 784 Broadway, New York. Emma G. Olmstead. 70 Elm St., Potsdam. Eleanor Parry, M.D., '94, Woman's Med. Coll. of N. Y. Infirmary. 749 Madison Ave., New York. James E. Peabody, A.B., Williams Coll.; A.M., Harvard Univ. Head of Department of Biology, Morris High School, Bronx, 918 E. 170th St., New York. Metta L. Persons, A.B., '99, Univ. of Chicago. 1902, Teacher of Methods and Principal of Training School, State Normal School, New Paltz; home address, 13 Monroe Heights, Cortland. Myron C. Plough. 1897, Superintendent and Principal of High School, 14 Lake St., Hammondsport. Emily C. Powers. 1900, Principal of Public School No. 67, Brooklyn, 56 Macon St., Brooklyn. John F. Quigley. Principal of Public School No. i. Queens, 16 Ely Ave., Long Island City. Honor E. Quinn. 1888, Principal of Public School No. 63; res., 209 Hopkinson Ave. Brooklyn. Mary E. Quinn. Principal of Public School No. 125; res., 209 Hopkinson Ave., Brooklyn. Timothy L. Roberts. 1892, Supervisor of Music, Public Schools, 52 Oneida St., Utica. John C. Rockwell. .School Commissioner, First District, Westchester County; res., 227 Westchester Ave., Port Chester. Julius Sachs, A.B., '67, Columbia Coll.; Ph.D., '71, Rostock, Germany. _ 1902, Professor of Secondary Education, Teachers College, Columbia University, 149 W. 8ist St., New York. Margaret Scott. 1904, Principal of Public School No. 9, Queens, 67 Greenpoint Ave., Long Island City. New York) LIFE, ACTIVE, AND CORRESPONDING MEMBERS 839 NEW YORK— Coii/i».i«-1. New H;irtford. Epiiraim Cttler Shkim), am., '03. Marii-tla Gill.; .\.M.. "03, Princeton Univ. igoi. Instructor in L;>lin and Cireek. Hi-atlicote Hall. Kvc. .\LBKRT Shikl.-;. AH.. "86, Coll. of City of New York. P.I..M., '06. A.M.. 'og. New York I'niv. iSijg. SupiTintendcnt of Dislrict.s b and 7. 2 \V. uoth St.. .Manhattan. .New Yf.r Smith, .\.H., '00, Williams Coll. igji. Superintendent of School.s, 2i Hooker .\vc., PouKhki-epsic. lUsjAUiN Jeffkrson Staston. 11/33. Teacher of .Mathematics and Elementary Science. Public School \"o. 17. Kiihmond. New York; res., n Marion .\ve.. Tompkinsville. William E. Stark. .\.U., 'g?, .\..M., '01, Harvard Cniv. 1933, Principal of High School Department, Ethical Culture School, Central Park We>t and bid St., New York. StTH Thayer Stewart, .\.H., '73, Yale Coll.; LL.B., '75, Columl>ia Coll. i8g6. Di.strict Suix-rintendent of Public Schools 857 Prospect PI.. linxiklyn. Grace C. Str.xchan. 1000, District Superintendent of City Schools, 203 Henry St., Brooklyn. James Sulliva.v, A.B., '04, .•V.M., 'o.";, Ph.D. 'ls and Princiixil of HiRh School, CattarauKU^. Maurice J. Thompson. .\.li., '80, Ruttiers Coll. Principal of Public School No. 6, Male De|xirliiient .Manhattan; reu. . 41 K 8sth St.. .New York. Harry F. Towle, A.B.. '76, A.M., 'gi, Dartmouth Coll. Principal of Curtis Hi/h School. Quecn.s; res., us Monta:jue St.. Urookl)^!. James F. Tithill. .A.B.. '82. Cornell I'niv. i8qi, .Superintendent of Schools and Princijial i.f Hij-h .Sthool, 1 s6 Highland Ave., Middle- town. Lewis H. rLTHiLL, A.M., '85. Cornell Cniv. Principal of Public SchiMtl .No. g- res.. 1237 Pacit'ic St., Hr(Kjkl>-n. AuASA Walker. Manager of Educational Department, Ijingmuns, Green & Co., g3. 5th .\ve.. New York. Miriam Elizabcth Wheeler, Pd.D., 'g7, Sch. of Ped., New York Cniv. i8g7. Head of Department. Public School No. 63. .Manhattan; rc».. 117 'E. 3d St.. New York. EuDV R. Whitney. A.B., '89, M.Sc., '02, Hamilton Coll. iHgo, Head of Scicnie Deiwrtnient, and (igoi;) Princijul of HiKh School, jo North St., Uinghamton. Evangeline E. Whitney. iHijH. DUtrict Suijerintcndent of SchuoN. 473 Ma.li--in St.. Itrooklyn. Evelina Williams. .... Teacher in Public School No. 21, Musliing, Queen*; Uux 23, MrMbuiy Sla., New York. Mrs. .Mary E. Williams. i8g6, Director of Dome^lic Science. Public School*, New York; rrn., Snlgwiik Park. Fordham HriKlilH. Arihi » I, WiLLlsToN SB . 'Bg. .Maw Inm of re.h. . „. ^ , „ , . l8o8, Dirciti>r of De|iartmcnt of .Vienie and I ethnology, IVatt InMilulr. Kyrrxm St . Brooklyn. Thomas D. WrKit>, AM. "gi, Olwrrlin Coll ; M D , 'gi. Columbia Cniv igoi ProfrwKir of Phytiial l-UJu(alion. Culumliia Cnivrmily and Teachrra Collrgr Nrw York. Eli/abeth Ash W<^.l.WAi.li. Crad. Phllodclphia Nor Sii» ws. A B . '01. A M . 'o\. Cornell Cniv, Srirrlary of DriMnmrnm <>mr»lic Eionomy. Teaclirni Ci»llr«r Ci>lumlit4 fni vrniily. New \iifk Mrs. Rita Trvom BAietiiouiMi w. ....,., , .. 'Ihr Bryn Mawr. Am*tmUm Ave. and I2itl .SI.. 4nl. llr« Jl-LIAN A. C. CllAMM I K I'b I' :l.iM» Cniv . 1.1. D . '04. Kiihnviixl <"oll .AM, |.;,|j,,., M c|nr|nM-nt f>( |j„. Uirttofnynflhr Jamr«(o»n Ki|»M4lton N>w V«rk. KiiANK H [^''Y,;,„,.,f of Drawing and NUtiu.d Trjinin« PuWk Sthuul*. Srw V.-4 cily; tr% . Purl Chester. 840 NATIONAL EDUCATIONAL ASSOCIATION [New Y:>rk NEW YOKK— Continued 1904 Anna Maria Cooley, B.Sc, '03, Columbia Univ. 1904, Instructor in Domestic Art, Teacliers College, Columbia University 123th St., W., New York. Thomas M. Donohue, B.Sc, '94, Coll. of the City of New York. i8o5. Teacher in Public School No. 87, Boys, 1308 Union .\ve.. New York. LiBBIE J. F.GINTON. 1875, Principal of Public School No. 47, Pacific St. near 3d Ave.. Brooklyn. Edwin W. Fielder. Editor, D. Applcton & Co., 436 Fifth .»\ve., New York. Anna E. Harvey. Professor of Froebelian Methods, Adelphi College, Brooklyn. Russell Hinman. With American Book Company, 100 Washington Square, East, New York. George B. Hodge, B.Sc, C.E., '87, Pd.M., '01. Educational Secretary, International Committee Y. M. C. A. 3 W. 29th St., New York. Mrs. Annie L. Je.ssup. 1S96, Director of Domestic Art, Public Schools, 500 Park Ave., New York. Joseph French Johnson, A.B., '78. Harvard Coll. Dean of New York School of Commerce, 32 Waverly PL, New York. Archibald C. McLachlan, A.B., '8t, A.M., '89. Ph.D., '97, Hamilton C'oll. 1896, Principal of Jamaica Normal School, 59 Alsop St., Jamaica. Ellen Murray. 1901, Principal of Public School No. 12, Manhattan, 371 Madison St., New York. Ernesto Nelson. Special Argentine Educational Commissioner, .American Institute of Social Science, 105 E. 22d St., New York. Luella A. Palmer, B.Sc, '06. Columbia Univ. 1906, Teacher in Speyer School, Teachers College; res., 235 E. i8th St., New York, Charles Cardoza Poinde.kter, B.Sc. in Agri.. '03, Ohio St. Univ. Private Secretary to Thomas F. Hunt, Professor of Agronomy, Cornell University; res., 421 N. Albany St., Ithaca. Francis E. Randall. 9 Ft. Washington Ave., New York. Ella Lee Requa. SS W. S2d St., New York. Emma M. Requa, B.Sc, Nor. Coll. 1906, Professor of Mathematics, Normal College-, res., S5 W. 52d St., New York. Hubert J. Schmitz, Ph.D., '77, Strassburg, Germany. 1881, Professor of Sciences, State Normal School, Geneseo. F. Grace Seymour. 1903, Principal of Alfred Street School, 86 Carroll St., Binghamton. George Arthur Smith, A.B., '96, Yale Univ. 1905, Principal of Public School No. 2, 87 Buena Vista Ave., Yonkers. 1905 Frances Holmes Abbot. A.B.. '94, Mt. Holyoke Coll.; A.M., '00, Univ. of Chicago. 1901, Teacher of Enghsh, Curtis High School, New Brighton, S. I.; home address, 431 William St., East Orange, N. J. John S. Adams. Representative of Ginn & Co., 516 Madison Ave., .\lbany. William C. Allen B.Sc, and A.M. Teacher in PubUc School No. 33, Bronx, 103 W. 88th St., Manhattan, New York. William R. Anderson. Principal of MiUbrook Memorial School, Millbrook. William B. Aspinwall, A.B., '96. Harvard Univ.; Pd.B., '00, Pd.M., '01, St. Nor. Coll., Albany, N. Y.; Ph.D., '04, Univ. of Paris. 1906, Assistant to President, and Professor of Mathematics, State Normal College, 100 Willett St., Albany. Frances M. Athy. 1901, Teacher in Public School No. 105; res., 177, 6th Ave., Brooklyn. Lola M. Au. 1889, Teacher in Public School No. 13, Bronx, E. 235th St., Woodlawn, New York. Edgar M. Barber, B.Sc, '90. Valparaiso Coll.; C.P.A., '00, Univ. St. of New York. 1898, Teacher in Harlem Evening High School for Men, 641 Washington St., Office, U. S. Appraiser, New York. Edgar S. Barney, A.B., C.E., '84, A.M., '87, D.Sc, '04, Union Coll. 1893, Principal of Hebrew Technical Institute, 36 Stuyvesant St., Manhattan, New York. Guy H. Baskerville, A.B. 190S, Superintendent of Schools, 93 Orawaupum St., White Plains. Estelle a. Batcheller. 1886, Teacher in Public School No. 40, Girls; res. 2055 Bedford Ave., Flatbush, New York. Martha B. Bayles. 1903, Teacher in Public School No. 15, New York; res., 21 S. i.sth Ave., Mt. Vernon. Homer Phelps Beach. Manager of Eagle Pencil Co., 377-379 Broadway, New York. New VorkJ LIFE, ACTIVE, AXD CORKKSPOy DING MEMBERS 84 1 NEW YORK— C«m/i»iu«rf lOos Stella S. Beard. i8qs. Teacher of English, High School. Far Rockaway. .\1\KTH\ A. Bkechkr, Ph.H., 04. Syracuse I'niv.: .X.M.. 'o?. Columbia I'niv. 1903. Ttacher of Malhcmalics. East High Sch:. Editor of "Normal Instructor " "Primary Plans." and "Teachers World " iioj 7th Ave.. New York. Charles A. Bevedict. Ph.B.. '00. III. Wcs. Univ. IQ04. Principal of High School, 6 Catherine St., Port Jervis. FU)RE.N'CE BkRMIN'CIIAU. Teacher in Public School No. iiq. Girls, Manhattan. 202 W. 138th St.. .New York. Teresa E. Berxholz. Principal of Public School No. 9. 203 W. 87th St.. Manhattan, New York. F.KNNiE E. Best. Teacher in Public School No. 9. Borough of Richmond; res.. .New Dorp. S. I. Ij^ura Black. 1900, Principal of Public School No. 22; res.. 761 Westmin.sier Road. Br»8. Instructor in Public School .N'o. 74. .Manhattan. 153 W. 22d St.. .New York. William U. Hhi.bakfr. M.V.. V>. Si. \<.r. .Sth. .Millrrsville. Pa.; I'd M.. 04. .New Vurk Univ. 1H9S. Teacher of .Mathematics, I'olytechnic I'rcjxiratory School. Brooklyn, res., Bald- win. L. I. Elizabeth H. Bunnell, A.B., '94. Mt. Holyoke Coll.; A.M., 'oj, rolumbin Univ. A.s.si.stant Teacher of English, Training School for Tcichrn. Prospect Place nrjr Nosirand Ave.. Brookl)!!. Ekwaru Bl'sh. Prin(i|ial of Public .School No. 18; res, 289 Hcwes St , KriMiklyn. James C. Byrnes. H S< .. Coll. of ihr City fif .N'cw York; I'h M , .\rw York Univ i8<>H, .MrinlMT of the Board of Examiner^ Park .\ve and 59lh St., .New York. William A. Campbell. 189H. Di.Hirict Superintendent of School*, 703 No«lrand ,^ve., Brooklyn. I.Ai-RA Charlton. Prinii|nl of I'ublic School No. 54, Manhattan. 4 W I29lh St . New York. Geo«<;k H. CiiAxnn i> Prin.t,iH B. CoHN, A H . •o\. 4. Teacher in Public Sch*!"! No. |o Manhattan; rm.. o»o Home St . Unmt. Nrw \ork. Jrssik IlLivrN Coiiurn ' Miliar lojd St . .New York 190$. Aiwi'lant to Priniiiial. Public .School No 0». Intrrmrdiilr Minh.ilt.in; rr» K W. V<»|' Sarah E. Colky. Princii«l of Public School .No ,?, Primary. Manhattan. 3>t W .ml. Si \rw Y..ik 842 NATIONAL EDUCATIONAL ASSOCIATION [New York NEW \ORYi~Continued igos Elizabeth Conrow, A.B., '94, Swarthmore Coll.; Ph.B., '96, A.M., '02, Cornell Univ. 1905, Teacher of German, Richmond Hill High School, 173 Elm St., Richmond Hill. Georgianna Conrow, A.B., '99, A.M., '02, Cornell Univ. 1905, Instructor in French, Vassar College, Poughkeepsie. Ella Conway. Principal of Public School No. 120, Manhattan, 145 E. 21st St., New York. EVIE CORNEY. Assistant Principal of Public School No. 27, Queens, 30 Wilson Ave., Flushing, L. I. John B. Cottrell, A. B., '93, Alfred Univ.; A.M., '00, New York Univ. 1899, Teacher of the Graduating Class, Pubhc School No. 19; res., cor. S. 2d and Keap Sts., Brooklyn. Dora M. Coughlan. 1894, Principal of Public School No. 38; res., 229 Keap St., Brooklyn. Nathan D. Cram. With Silver, Burdett & Co., 85, sth, Ave.; res., 718 St. Nicholas Ave., New York. W1LLI.4M Albert Crane, A.B., Adelphi Coll.; A.M., '04, Columbia Univ. 1898, First Assistant and (1905) Acting Principal of Curtis High School, 18 Prospect St. Stapleton. Rufina A. Cregin. Principal of PubUc School No. 42, 35 E. 77th St., Manhattan, New York. W. X. Crider, Ph.B., '98, 111. Wes. Univ.; Ph.D., '01, Taylor Univ. Proprietor of Rome Teachers' Agency, iii W. F-mbargo St., Rome. Bernard Cronson, A.B., Coll. City of N. Y.; Pd. M., Pd.D., N. Y. Univ. Principal of Public School No. 125, Manhattan, 180 Wooster St., New York. Frederick F. Crooker. B.Sc, '98, Coll. City of New York. 1898, Teacher in PubUc School No. 6, Manhattan, 50 W. 126th St., New York. Fanniebelle Curtis. Director of Kindergartens, Boroughs of Brooklyn and Queens, 379 Washington Ave., Brooklyn. Margaret Davidson. 1901, Principal of Public School No. 124, 183 Berkeley PI., Brooklyn. Henry Delamain. Principal of Public Schools Nos. 27, 28, and 29, Queens, College Point, New York. Peter E. Demarest, Pd.D., '91, New York Univ.; Ph.D., '02, American Univ. Principal of Bryant High School; res., 11 E. 87th St., New York. John H. Denbigh. Principal of Morris High School, Bronx, i66th St. and Boston Road, New York. Lewis H. Denton. 1891, Principal of Public School No. 26, Richmond; res., 7 Fisk Ave., Westerleigh, West New Brighton, New York. Bernard J. Devlin, A.B., '88, Coll. City of N. Y.; A.M., '93, Coll. of St. Francis Xavier; Pd.M., '98, N. Y. Univ. 1903, Principal of Public School No. 13, Bronx, 938 E. 175th St., New York. Michael E. Devlin, A.M., Ph.D. 1902, Principal of Public School No. 8, Manhattan, New York; res., Westchester. Agnes Bartholomew Devoe. 1906, Critic Teacher, Brooklyn Training School for Teachers, 565 W. 148th St., New York. Mrs. Mary C. Donohde. 1904, Principal of PubUc School No. 28; res., 84 Decatur St., Brooklyn. Timothy F. Donovan. Principal of Public School No. 18, Richmond, Port Richmond, New York. Philip Dowei.l, A.B., '85, Ph.D., '00, Augustana Coll.; Ph.B., '95, A.M., '96, Yale Univ. 1002. Teacher of Biology, Curtis High School; res., 12 Bond St., Port Richmond, New York_ Irwin W. Driehaus. B.Sc, '00. Univ. of Cincinnati; A.M., '05. Columbia Univ. 1906, Teacher of Science, New York Training School for Teachers, 322 Livingston Hall, 1 1 sth St. and Amsterdam Ave., New York. Frances M. Driscoll. 1898, Principal of Public School No. 60; res., 130, 6th Ave., Brooklyn. John J. Driscoll. Principal of Public School No. 16, Richmond, Madison Ave., Tompkinsville, S. I. William F. Dunbar. Teacher in PubUc School No. 57, Queens, gi Concord St., Brooklyn. Margaret Dwyer. Teacher in PubUc Schools, 113s, s8th St., Brooklyn. Anita M. Earl. 1902, Teacher of Sewing, New York Training School for Teachers, 866 West End Ave., New York. Edwin Lyell Earle, A.B., '98, A.M.. '02, Columliia Univ.; Ph.D., '03. Roman Univ. 1905, President of New York Froebel Normal Institute, and Special Extension, Depart- ment of Pedagogv. Lecturer, Brooklyn Institute of Arts and Sciences ; res., 59 W., 96th St., New York. Edwin L. Earp, Ph.D., 'or, I.eipsic. 1904, Head of Department of Sociology, Syracuse University, 703 University Ave., Syracuse. Herman L. Ebeling, Ph.D., '91, Johns Hopkins Univ. 1903, Assistant Professor of Latin and Greek, Hamilton College, CUnton. XewYork] LIFE, ACTIVE, AND CORRESPONDING MEMBERS 843 NEW YORK— rc>i/i";iiW 190S Sanford J. Ellsworth. 189s, Principal of High School, Lc Croft, Oak St., Far Rockaway. Isaac N. Failor, A.M.. '7.S. Ohio WVs. Univ. 1807. Principal of Richmon.l Hill High School, Elm St., Richmond Hill, Kew York. Elizabeth E. Farrell. B.Sc.. New York Iniv. 1906. Inspector of L'ngradwi Classes, Dcp;irtmcnt of Education, ik, K ,.,th St New \ork. EVELYNE A. FeeK. 1901, Instructor of Training Class, 2 Grove St., Baldwinsville. Mrs. I-ucinda B. Finn. Substitute Teacher, Public Schools, 591, loth Ave., New York. Camille Fontaine, B.cS.I.., '75, Ijccnrie en Droit, '78. P.iris. 1902, Chairman of Romance Language Dep;irlmenl. High School of Commerce m< \V 6sth St., New Vork. Clara .\. Foster. 1003, Teacher in Public School No 13, E. Houston and F.s.s.x Sis., New Vork. Cecilia A. Francis. Princip,d of Public School No. 168, 47 \V. 130th St., New \<>rk. CoRNELR's E. Franklin, A.B , '83, A.M., '86, Union Coll., N. Y. 1901, District Superintendent of Schools, New York; res.. 15,8. 7th St., Klmhumt, L. I. Joseph A. Fripp, A. R.. '70, Coll. of Ciiv of New York; A.M., '98, New York Univ. 1900, Principal of Public School No. 79, Manhattan, 42, isl St., New York. Isaac K. Fink, D.D., '00, I.L.D., 'oS. \Viitenl)erg Coll. President of the Funk & WagnaJls Company, 44-60 E. 23d St., New York. Edwin White Gaii.lard. Super\-isor of Work with Schools. New York Public Library, J09 W. 2ul St., New York . Ellen M. Gallagher. 1904, Teacher in Curtis High School, Richmond; res., ai W. s6th St., New York. Pauline I. Geballe, A.B., '04, Smith Coll. 1905, Teacher in High School, Greene. ,V. Grace Gibson. Teacher in Model School, .New York Training School for Teacher*. 3^0 W. 44th St., New York. A. F. GiLMORE, A.B., '02. A.M., 'os. Bates Coll. 1895, With .American Hook Co., 100 W.x«hinglon Sq., New York. W. Grant Goodwin. M.Sc. '90. A.M.. '97, Cornell I'niv. As.si.stant Teacher of History, Curtis High .School, Richmond; res., 1464 Islington Ave., New York. RfTH E. Granceb. H»o2, Principal of Public School No. 137, Saratoga .\ve., Brooklyn. Forest Grant. 1904, Instructor in Drawing and Design, High School of Commerce, si8 i2lh St., BrooLlvn. Temperance Gray, A.B.. 'ov .Adrlphi Coll. 1903, AAsi-stant Princi|Ml o( I'ublic School No. 141, 516 Noslrand Ave., Brooklyn. Mary Woitott Green, AH., Syracuv Univ. 1903, Teacher of l^wiKuagcs an-n, AdKIAIDE IlAKiHT. 1804, Principal of Public School No. 157, Primary. Manhattan; mi., mo W. 13MI St, New York. Harbv Howard Halsted, A.B., '04. Coll of the Cily of NVw Vork. H;04, Teacher in Public S), 494 Ashland A\t , Buffalo. IbNRv v.. Hard. Princi|nl of Public School No, 78, 199 Sterling PI., Brooklyn. .Marv T. Harrinoton. i(«4, AssiManl in Public School No. 3'. Nfanhallan; re» , iw R'Klney Si , Brooklyn, ('. WARRr.N Hawkish « Princiinl of I'ublic School No. 11, (»g 36, and 49, Queens, Palatina Ave., Hollis, New York. Helen E. Lucas. 1899, Superrisor of Drawing, City Schools, 20 Anson Place, Rochester. Charles W. Lvon Ph.B. District Superintendent of Schools, 2410 Clarendon Road, Brooklyn. William Harrison Mace, Ph.D.. Jena. 1891, Professor of History and Political Science, Syracuse University, 127 College PI., Syracuse. New York] LIFE, ACTIVE, AND CORRESPONDING MEMBERS 845 NKW YORK— Com/ i«M^(/ iQos Mrs. Cora B. Mackey. 1S82, Teacher in Public School No. ijq, Brooklyn; res., 26 Mc.Aulcy PI.. Jam.iiia, L. I. Donald C. MacLarf.n. .\.B.. '70, .\.M.. '81. Princeton Univ. iSpg. Instructor in M.ithemalics and Greek, Dc Witt Clinton High Sch0.1l, 8j Wa.shinston PI., New York. John T. Mannino. .^.B.. 'ojt. Manhattan Coll ; .A.M.. '06. Columbia Univ. 1896. Teacher in Public School No. 8. Bronx. 2676 Marion A\-c., Bronx. .New York. Frank .\. Manny. .-X.B.. .\.M.. Univ. of .Mich. Superintendent of Ethical Culture School, a Central Park, West. -New York. Mary S. Marot. 108 Ca>'uga St.. Syracuse. Alfred Df. B. Mason. locj. Teacher in Public School No. 44. 441 Lafayette .Ave.. Brooklyn. Marion J. Mayo. A.B.. Nat. Nor. Univ.; A.M.. Pd.D., New York Univ. 1005, Teacher of Mathematics, High School of Commerce. 16-18 \V. loist St.. New York. Mary F Mc.\leer. 1900. Principal of Public School No. i88. Girls. M.inhattan; res., jso W. ii.Sih St.. .New York. Alec G. McAllister. A.M.. '07. Tufts Coll. i8<)5. Principal of Public School No. 40. 1254 Bergen St , Brooklyn. Isabella .\ McCabe. Principal of Public School No. 93, Primary, Manhattan, 11 E. 130th St.. New Y.rk. Bellf C. McClellan. 1S85, Teacher in Public School No. s7, 59 E. t24lh St., New York". Henry G. McDonoi-ch. J903, Teacher in Public .School No. 51, Queens, 25 N. Wa.shiniflon St.. Jamaica. I.. I. Mary E. McQiirk. Pd.M., '04. New York Univ. 1899. Principal of Public Schfx.l No. 46, .\queduct. Queens. Hatch .\ve., cor. Grafton .\v-., Ozone Park, New York. Kati a. .>'. Mf.e. 1882, First As-slstant and .Acting Princip;\l of Public School .\o. 24. Bronx; res., 73 E. 123d St., Manhattan, New Y'ork. MAJtY Jerome Mfrritt. i88g. Principal of Public School No 29, cor. Columbia an 1 .\mity St.. Brooklyn. Clara Millinoton. 1900. As.sistant to Principal, Public School No. 133, 356, 9th St., Brooklyn. Habbiette Melissa Mills. 1906. Hc.vl of Department of Kindergarten Eclucation, Froclicl Normal Srhnol, S9 \V. i/jlh St.. New York. ^ Mrs. .Martha J. Min-;mi'll. Grad.. '04, Nor. Coll.. Now York 1906, Head of Department, Public School No. 118; res., 65 Morton St.. Brooklyn. AoOLPH MlsciiLK-H FJ..Sc.. '79. Coll. ol Citv of New York. 1899, First .A-ssistant, Public .School No. 18. 108 E. 7is( St.. New York. .\rtiu'r C. Mitchell. Fd.B.. '90. .Alfrwl Univ. Princi|Kil of Public .School No. 16. Qurrns. 149 Madison A\'e., Flushing. L. I. Theodore C. Mitchill. A.B.. '86. .A.M.. '01. Columbia Univ. 1901. First A.s.sislant in English. Boys' High Sihi«il, Bmoklvn. and (1904) Princiivil of .New York Evening High .School for .Men. .Manhattan; re»., 223 W. 44ln St., Manhattan, New York. Frank K. Montfort. 1K02. Principal of Public Sch(K)l No. 57, Queens, BayiUde, L. I. Frank R. .MfKjRE .•\..M.. '77. Colgate Univ. I*rinci|)al ol ComriuTiial High School, 101 Habwy St., Brooklyn. Eucenf. C. Morris. Teacher of Music, Public SchfuU, New York; res.. Mi t I'ulnam .\\r . Brink vn. Mary If. Mi;llins. 1900, AMislnnt Teacher in Public Schor>l No. »i. Manhalinn, res., 311 E. $:lh St.. New York. Mary A. Nfw. Teacher in Public .School No. o- Kichmond. OMJning. Hi'r.o Newman. B.Sr . 'Hv Coll, ..f City of New Y..rk; P.l M w, New York Univ ii>o>. Primi|Ml of Public Sch'»il .No. »», Bronx. 4sH U'. Mid St.. ,Vr» York. Joseph Newman. A.B.. '97 <''>ll "< <'iiy •«• ^'ew York; M S« "no New Yiifk U-ii\ i8«>8. Instructor in ChrmiMry, Ccimmrrciol Iligh Scbcwl; rm.. 3.55 E. i24ih Si MjiiIi.ii- lan. New Yurk. John T. NiriioLV)N. Teacher in Public School No. iM, ManhalUn, A14 \V. i4Jllh .Si.. New Y<>tk. John T. Ncjlan. Prin Umox. ttOQ K, 1 i4ih S(., New York. Gkor'^k \V. Norton. B.Sc.. Weslryan Univ., Conn. lastruflor in Joinrry. Bryant High Schcml. I>mg Island Cily; rr»., 471 1_. i»l A\*.. Astoria, L. I. William Novm. A.B., '89, A.M.. 'o<. Amhrrsi Coll, 1903, Inirtruclor in Teachrrs Collrge, ('olumWa I'niversily; New York. Mabc;arkt F. O'Connfll. ». ., . 1901, Principal of Elementary School No, 31. .Manhallan. 77 \\ . 94lh S«.. New York. 846 NATIONAL EDUCATIONAL ASSOCIATION [New VorV NEW YOBX.— Continued 190s James A O'Donnell. Principal of Public School No. 53; res., 176 Troutman St., Brooklyn. William O'Flaherty, A.B., A.M. Principal of Public School No. 40. Bronx, 100 E. 8ist St., Manhattan, New York. Mary J. C. O'Neil. 397, ist St., Brooklyn. Charles E. O'Neill, A.B., LL.B. Teacher in Public School No. 24, Manhattan; res., 408 Pleasant Ave., New York John Baker Opdycke, A.M., '99, Franklin and Marshall Coll., '03, New York Univ., and '05. Colum- bia Univ. 1905, Instructor in English, High School of Commerce, 155 W. 65th St., New York. Susan M. Orr, A.B., Ursuline Coll. 397 ist St., Brooklyn. William J O'Shea, B.Sc, '87, Coll. of City of New Y'ork; M.Sc, '8q, Manhattan Coll. 1906, District Superintendent of Schools, 104 Keap St., Brooklyn. Charles E. Overholser, A.B., A.M., Harvard Univ. 190S, Teacher of German, Boys' High School, 25 Jefferson Ave., Brooklyn. Martha H. Patton. . 1901, Teacher in Public School No. 35, Bronx, i62d St. and Morris Ave., New York. Allen Peckham. With Silver, Burdett & Co., 85, 5th Ave., New York. Mrs. Eliza S. Peli,. Principal of Public School No. 96, Girls, Manhattan, New York. Anna L. Phillips, A.B., '05, Adelphi Coll. 190S, Teacher in charge of Eastern District High School Annex; res., 253 Steuben St., Brooklyn. Ellen M. Phillips, Pd.M., '01, New York Univ. Principal of Public School No. 131, Manhattan, 615 W. 136th St., New Y'ork. Elizabeth L. Plaisted. 1900, Teacher in Public School No. 184, Manhattan; res., 2038, sth Ave., New York. Laura Potter. 1901, Assistant to Principal, Public School No. 87, 263 Putnam Ave., Brooklyn. Francis W. Powers, A.B., '92, Coll. City of New York. 1894, Teacher in PubHc School No. 82, Manhattan; res., 745 Jefferson Ave., Brooklyn. Isabelle L. Pratt. 1898, Appointment Secretary of Teachers College, Columbia University; res., 221 W. 104th St., New York. Matthew D. Quinn, B.Sc, St. Lawrence Univ. 1897, Principal of Public School No. 5, Queens; res., loi E. 92d St., New York. William Louis Rabenort, B.Sc. 1904, Principal of Public School No. 9, Bronx, 315 W. 97th St., New York. EsLE F. Randolph, A.B., '03. A.M., '04, Pd.D., '06, Salem Coll. ^ Principal of Public School No. 8, Richmond, Midland Road, Great Kills. Lizzie E. Rector, Pd.D., '95, New York Univ. 1900, Principal of PubUc School No. 4, Manhattan, 203 Rivington St., New York. Rudolph R. Reeder, Ph.D., Columbia Univ. Superintendent of the New York Orphanage, Hastings-on-Hudson. Margaret A. Regan. 1904, Principal of Public School No. 107, Manhattan, 272 W. loth St., New York. Frederick J. Reillv, A.B., '91, A.M., '92, Xa\'ier Coll.; LL.B., '96, New York Univ. 1901, Teacher of Graduating Class, Public School No. 10, Bronx, 444 St. Nicholas Ave., New York. Julia Richman. 1903, District Superintendent of City Schools, 197 E. Broadway, New York, Alice E. B. Ritter, A.B., '04, Adelphi Coll. 190T, Assistant Principal of Public School No. 84, 466 E. 25th St.. Brooklyn. Charles C. Roberts. Principal of PubUc School No. 25, Manhattan; res., 106 S. loth Ave., Mt. Vernon John S. Roberts, Pd.M., A.M., New York Univ. Principal of Public School No. 62. Intermediate, Manhattan, Hester and Essex Sts., New York. M. Louise Rockwood. Principal of Public School No. 46, 91 St. Mark's Ave., Brooklyn. Anna E. Rodney. Teacher in Public School No. 10, Girls, Bronx; res., 39 E. 23d St., Manhattan, New York. Frank Rollins, Ph.D., '02, Columbia Univ. 1904, Principal of Stuyvesant High School, Manhattan, 225 E. 23d St., New York. George C. Rowell, Ph.B., '99, Union Coll. 1903, Editor of "American Education," Albany; res., 157 Barrett St., Schenectady. Annie Louise Roy. 1885, Assistant to Principal, Public School No. 83, Manhattan, 2 E. izSth St., New York. Rebecca Rusk. 1889, Teacher in Public Schools, Marlborough. New York] LIFE, ACTIVE, AND CORRESPONDING yf EMBERS 847 NEW \OKiL-Continutd 1905 M. Josephine Ryan. 180J. Teacher in Public Schools, 517 Ijfayctte Ave., Brix>klyn. Thomas Joseph Ryan. 1901, Teacher in Public School No. ip. Queens; res., 13J Franklin Ave., Brooklyn. .\dda Pe.*el Sackett. B.ScPd.M., 'oj, Pd.D., '04, New York Univ. 1900, Teacher in Public School No. is, New York; res., Sidney. Eu\L\ J. Salberc. i88j. Teacher in Elementary School, j66 W. ii6th St., Manhattan, New York. C. Augusta Sanger. 1895, Principal of Public School No. 83, Primary, 479 W. isjd St., New York. Arthur Schultze, Ph.D., '87. Kiel, Germany. 190J, Head of the DeiKirtment of Mathematics, High .School of Commerce; res.. 4 W. 91st St., Manhattan, New York. Mary B. Scott, Grad., '98. Onconta Nor. Sch., N. Y. 1898, Teacher in Public School No. a?. Queens; res., 314 Lexington .\ve., Manhattan, New York. Sarah E. Scott. A.M.. '98, Adelphi Coll. 1904, Principal of School No. 140, 60th St., near 4lh \\c.. Brooklyn. Richard \. Searing. .\.B. Superintendent of Schools, 226 Bryant St., North Tonawandn. Clara E. Sharp. 1906. Teacher in Public School No. 15, Richmond. New York; res., i6t .St. Paul's .\ve., Stapleton, L. I. LuLA V. Sheehan. 1904, Assistant to Principal, Public School No. 31, Manhattan; res., The Kcncsaw, joj \V. 103d St., New York. Edgar Dubs Shimer, A.B., '74, .V.M., '77, Ph.D., '87, Muhlenl>erg Coll. 1896, District Superintendent of Public Schools 104 Union Ave., Jamaica, L. I. Mary Shires. 189s, Principal of Public School .No. 132, .Manhattan; res., 479 W. is^d St., Sl«. .M, New York. Anna A. Short. 1903, Principal of Public School No. 51. Brooklyn; res. wo Washington PI., .Manhattan, New York. Belisario Silfa. 151 Henry St., Brooklyn. Mrs. Martha SMrrn. 1901, Principal of School, Highland. Maude Smith. 190J, Teacher in Public School No. 38, Queens, New York; res., Grand View \\t., Springfield. M. Kate Smith. Teacher of Drawing, is Overlook Terrace, Yonkers. Samuel McKee Smith, Ph.H.. '77. Cornell Univ. 1902. Princiijal of Public Sthool .No. 17, Richmond; rn., 1 Hamilton Park. New Hrigbtoa, S. I. Helen A. Stein. 1898, Principal of Public School No. 13, Manhattan. i$« K 7»d St., .New York. Edward Du Bois Strvker, Pd.M., '00, New York Univ. First Assutant Teacher, Public School .No. 34, Brum. ti> K. i74lh St . .New York. Isabella Si;llivan. 1897, I'riniiijal of Public School No. 170, Girlv Mnnhallan; re»., 37 W iiilh St., New York. Anna L. Suter. „ „ „ „ . , 1900, Teacher in Public School No. 40; rc».. 1595 Pacific St., nrooklyn. Annie Sutherlano. ... Teacher in Public .Schfxil .No. 1K8. Boys. .Manhattan, »«? W 4lh St . New \firk, Thomas H. Sweeney. |8<;7. PrinciiMl of Pul.lir St h.Kil No 6. Quccni, JH7 Kim St , Astoria. I.. I. Emma Svlvesti.r, Pd .M . '00, New V>>rk Univ 1903. AwkiMani l-i ihr l'rinii|iol. Public School No iM. .New York Hly. rr» . 6i Qumd • .\ve , Fluihing. I. I. Maiiv Iv Tate. „ . Prin.iiml of Public Sthiwl No 4}, (;lfU. Manhattan. >t F. 4Mh St . .Sew \ork. Primipal of PuWic School .No, 34. R(chm<«aiH ljif*r<"tle St.. Manhallan. .New York, jAronTHr.nBAi.1., I». AB, •.. Iw.f Nrw Y.»k . , „ •• ^. .. 1M9M Traihrr (n I... m -... -.1 .Nn. 30, .Manhallan, rrs.. »oj « "■«'•> '^i Nlauhallan. New Y«*k. ALrRED C. TiioMrviN. A B., "gj. Yalr Univ. 1905, Supcriniendeni of SthooU, »» Schwil .St , Auiiurn. 848 NATIONAL EDUCATIONAL ASSOCIATION [NTewY^rk NEW YORIL—Conlinued 1905 Attoustus a. Thompson. 1894, First Assistant in Public School No. 7, Bronx, New York city, res., 449 Hawthorn Ave., Yonkers. Lawrence A. Toepp. Teacher in Public School No. 11, Richmond, New York city, res., Livermore Ave., West New Brighton. Gertrude M. Traphagen. 1898, Teacher in Charge of Public School No. 38, Queens; res., 73 Herriman Ave.,. Jamaica. Louise E. Tucker, A.B., '00, Adelphi Coll.; A.M., 'ot, Columbia Univ. 1904, Professor of Education, College of Saint Angela, New Rochelle; res., 483 Putnam Ave., Brooklyn. LoRA A. Turner. A.B., '04, Oberlin Coll.; Pd. M. 1906, Head of English Department, High School, 230 Broad St., Towanda. Joseph Tynani Tutor in the College of the City of New York. Margaretta Uihlein. 1896, Principal of Public School No. 54, New York citv; res.. Southern Bout., Bedford Park. May B. Van Arsdale, B.Sc, Columbia Univ. Instructor in Physical Science, Teachers College, Columbia University; res., 457 W. 123d St., New York. Edgar Vanderbilt, M.Sc, '69, Coll. City of New York. Principal of Pubhc School No. 55, Manhattan, 140 W. 20th St., New York. Eldon M. Van Dusen. 1903, Teacher in Commercial Department, Far Rockaway High School, Far Rockaway. Edith L. Verlenden. Teacher of Science, Public School No. 27, Queens; res.. Grand View Hotel, College Point, L. I. William T. Vlymen, A.B., '81, A.M., '84, Princeton Univ.; Ph.D., '01, New Y'ork Univ. 1900, Principal of Eastern District High School, Brooklyn; res. 379 Front St., Hempstead. William F. Vroom. 1898, Instructor in Shop Work, Public School No. 5, Manhattan; res., lo St. Nicholas Terrace, New York. Agnes Wallace. First Assistant Teacher in Public School No. 96, G., Manhattan, Ave A and 8ist St., New York. Agnes L. W.4i.sh. 1901, Teacher in Public School No. 31, Manhattan, 421 W. 44th St., New York. Mary Walsh. 1870, Teacher in Public School No. 31, Manhattan, 243 W. 70th St., New York. Annie L. Ward. 1898, Assistant to Principal, Public School No. 13, Manhattan; res., 531 Putnam Ave., Brooklyn. Mary A. Ward. 1897, Principal of Public School No. 89, 276 Decatur St., Brooklyn. Mrs. Ellen E. Kenyon Warner, Pd.D., Univ. of N. Y. Author of "The Culture Readers," in care of D. Appleton & Co., 436, 5th Ave., New York. Henry Waters, A.M.. Lewisburg Univ. Co- Principal of Mohegan Lake School, Mohegan. Marcus A. Weed. Grad., '63, St. Nor. Sch., Albany, N.Y. 1878, Principal of Public School No. 78, 675 Jefferson Ave., Brooklyn Orville G. Wheeler, A.B., '00, Univ. of Vt. Manager of Educational Department, G. P. Putnam's Sons, 27 W. 2?d St., New York. Rachel J. Wilbur. 1904, Teacher in Public School No. 188, Girls, Manhattan; res., 597 Decatur St., Brooklyn Mary Low Williams. 1903, Teacher in Public School No. 31, Manhattan; res., 18 Hancock St., Brooklyn. James F. Wilson, A.B., '94, Leland Stanford Jr. Univ.; LL.B., '04, New York Law Sch. 1904, First Assistant in History, Stuyvesant High School, 225 E. 23d St., New York. Clementine D. Witte. 1903, Assistant to Principal, Public School No. 12. Manhattan; res., 51 Turner Place, Flatbush, Brooklyn. Mrs. H. a. Woodward. 1902, In charge of Preparatory Department, Syms School, 265 Circuit Road, New York. Harriet J. Woollard. 1903, Teacher in Charge of School No. 50, Queens, 48 Union Ave., Jamaica, L. I. Moses Yeaton. Principal of Public School No. 80; res., 11 71, 4Sth St., Brooklyn. 1906 Elizabeth M. Ball. Principal of Public School No. i8, Bronx, 501 Courtlandt Ave.. New York New Yorkl LIFE, ACTIVE, AND CORRESPONDING MEMBERS S^q NEW YORK—ConJinutd 1906 Franklin T. Bakfr. A.B.. Dickinstm Coll ; A.M.. Columbia I'niv. 1893. Professor of English, Teachers College. New York ; res. Park Hill. Vonkcrs. Jessica E. Beers. Pd.M.. 08. .\. Y. I'niv. PrincipoJ of Elmwood School; res.. 213 Bryant St.. BufTalo. A. R. Brubacher. A.B.. '97. Ph.D.. oj. Yale I'niv. Principal of Inion Classical Institute and Schenectady High School. 1 S. Wendell A\-e., Schenectady. John B. Corcoran. 1907, Student in I'niversity of Chicago, 5714 Kimbark .Ave., Chiiago. 111.; permanent address. Millers. WiLLi.\M J. Deans. B.Sc.. .St. Lawrence Cniv. 1906, Superintendent of Schcxils. 520 W. 3d St.. Elmira. Stephen Pierce DrccAN, B.Sc.. '90, M.Sc.. 'q6. Coll. City of New York; .\M.. 00. Ph D.. oi. Columbia I'niv. 1906, As.swiN G Warveb. A.B.. '85. Amher« 0)I1 ; Ph.D.. "91. N<"w York Univ. i8«s. Head of I^tin Deixirtment, Polytechnic Preparatory School; rc».. 5^ Montgomery PI., Brooklyn. GtoRoK M. Wiley. A B . 'w. A.M.. "03. Union Coll., N. Y. Su()crintcndeni of SchuoU'. jo E. 4(h St.. Dunkirk. institutions LirK MRMiira 1803 New York State F-dlcatios Dn-ARtMrNt. State I.iiirary. Serials Section, Albany. Ai-Tivr. Mr.MBris 1895 Ojlumbia L'siveb-hitv. . ......... ,■ n Prrsidrni. Nicholas Murray Builer. librarian. Jame« M, CaaftfU. SfcwiarT. t. P. Keplicl, .New Y'>rk. 1896 Cf)nsKt.t. Umivermtv, I.hiraiy. Prcoident, J li, S< n 1 i.i_ « 1 .-< n..it.tn Ijlifarian, Waller L. nniwn, A»M«l«ni librarian Mr«, 11. L. Ll-nrn »-if J nuHaJo. » EW ork '^■"|^j^-^"**j,,^„5„j„i^,^^^ |jl,„,y |,uij,li„, 4,, UU^rtlclM NrwV.«k Nrw YoBit UKivrRHtTv S< icxh or Pri-«M».v , , , ,. 1 . i_ Chanrellor. Henrv M. MatCracken. Secretary. Jamr. I I/«irt. W a.l„..iri..n «i . Ea*. New York. 850 A^-4 TIONA L ED UCA TIONA L A SSOCIA TION [New York NEW YOKY.— Continued 1899 Port Jervis Free LrsRARir. Librarian, Elizabeth G. Thorne, Port Jervis. State Normal School, New Paltz. Principal, Myron T. Scudder, New Paltz. Teachers College, Department of Manual Training. Director, C. R. Richards, New York. 1900 State Normal and Training School, Oswego. Principal, I. B. Poucher, Oswego. State Normal School Library, Brockport. Principal, Charles T. McFarlane-, Chairman of Library Committee, Charles D. Seely, Brockport. 1901 Brooklyn Public Library. Librarian, Frank P. Hill, 26 Brevoort PL, Brooklyn. College of St. Francis Xavier. President, Rev. David W. Hearn, 30 W. i6th St., New York. Pratt Institute Free Library. Librarian, Isabel Ely Lord, Ryerson St., Brooklyn. Queens Borough Library. President, Walter G. Frey; Librarian, Miss J. F. Hume, Office, loi East Ave., Long Island City. State of New York, Education Department. Commissioner, Andrew S. Draper, Albany. University of Rochester. President, Rush Rhees; Assistant Librarian, H. K. Phlnney, Rochester. 1902 Canisius College. President, Rev. Augustine Miller; Librarian, Francis S. Bctten, 651 Washington St., Buffalo. Colgate University, Library. President, George E. Merrill; Librarian, D. F. Estes, Hamilton. General Education Board. Secretaries and Executive Officers, Wallace Buttrick and Starr J. Murphy, 54 WilUam St., New York. State Normal School, Cortland, Library. Principal, Francis J. Cheney, 45 Church St., Cortland. State Normal School, Plattsburgh. Principal, George K. Hawkins, Plattsburgh. 1903 Oneonta Normal School. Principal, Percy I. Bugbee, Oneonta. 1904 New York Trade School. President, R. Fulton Cutting; Superintendent, H. V. Brill, 1260, ist Ave., New York. 1905 Alumni Association, New York Training School for Teachers. President, Milo F. McDonald; Secretary, Ignus O. Hornstein, 287a Hart St., Brook- lyn. Bronx Borough Teachers' Association. President, John W. Davis; Corresponding Secretary, LilUe Moonev, Public School No. 8, Bedford Park, Bronx, New York. Class Teachers' Organization of Brooklyn. President, John B. Cottrell, Public School No. 19, cor. South 2d and Keap Sts., Brooklyn. Ethical Culture School. Superintendent. Franklin C. Lewis; Secretary, Mafilde Kitzinger, Central Park, West, and 63d St., New York. New York Froebel Normal Institute. Superintendent, E. Lyell Earle; Head of Department of Kindergarten Training, Harriette M. Mills, 59 W. 96th St., New York. Male Teachers' Organization. Treasurer, William M. Simmons, 184th St. and Grand Ave., Bronx, New York. Loyola School. Principal, Rev. N. N. McKinnon, S.J.; Secretary, F. X. Delany, S.J., 65 E. 83d St., New York. 1906 Adelphi College. President, Charles Herbert Levermore; Librarian, Mabel Farr, Brooklyn. Barnard College. Dean, Laura Drake Gill, New York. College of the City of New York, The. President, John Finley, New York. Fordham University. President, Daniel J. Quinn; Secretary, W. G. R. Mullan, New York. Geneseo State Normal School. Principal, James V. Sturges; Librarian, Ida M. Mendenhall, Geneseo. Manhattan College. President, Rev. Brother Edward; Librarian, Rev. Brother Angelus, New York. Mercantile Library Association of New York. Librarian, W. T. Peoples, New York. New Rochelle Public Library. Librarian, Elizabeth C. Stevens, New Rochelle. New York) LI FE, ACTI VE, AN D CORRESPONDIXG MEMBERS 85 1 NEW YORK— Co«/in««/ Rochester Athesaetm and Mkchanics Institite. President, Lewis P Ross, Rochester. PoLYTEiHSic Prepakatijry Sch(X)L, HroKklvn. President, Fred \V .•Atkinson, Librarian, Jessie Harris, cjg Livingstone St., Ilrooklyn Syracuse I'.niversity. Chancellor, James Roscoe Day. Syracuse. Wells College. President, Rev. Geo. M. Ward; Lil>rarian. .Mice Sanluirn, .\urora. LIST OF PUBLIC SCHOOLS OF THE CITY OF .NEW VokK 1903 Board of Education of the City of New York. President, Edgcrton L. Winlhrop, Jr.; Secretary, .\. Emnrson Palmer. Park .\ve. and 59th St., New York. BOROUGH or THE BRONX Public School No. 3. Primary. Cnurtlandt .\ve., and i$yih St. Principal, Josephine Hammer. Public School No. 4, 173d St. and Fulton .•\ve. Principal, .\ngclo I'aii. Public School No. 5, 2436 Wehster .\ve. Princip;il, William J. Kennard. Public School No. 18, 501 Courtlandt .\ve. Principal, Elizabeth M. Ball. Public School No. 21. E. 225th St., Williamsbridge, Principal, Eliza A. Caterson. Public School No. 25, East 140th St. and L'nion .\ve. Priniiixil, Frank .\. Young. Public School No. 26. Bumside and .Vndrews .\ves., Morri.s Heights. Priniiixil, Jennie Bermingham. PiJBLic School No. 27, 510 St. .Ann's .Ave. Principal, Thomas J. Meighan. Public School No. 20. M.Sth St. and Cypress Ave. Princiixil, John T. Maguire. Public School No. 33, Jerome .\ve., north of 184th St, Principal, Hugo Newman. Public School No. 3s, 163d St., bet. Grant and Morris Aves. PrinciiKii, Ellen C. Gilbert. Public School No. 36. .Vvenuc C. 8th and oth Sts., Unionport. Princiiul, Morgan Washburn. IOCS Morrls High Sciioou i66th St. and Boston Road. Principal, John H. Denbigh. Public School No. 2, Primary, i6<)ih St. ami 3 n.L No 2J, <99 K. umh ^< .,.„.. Acting Principal. KIl/alK-th C . Kelly. Public SaiwL No. 30, mim Si and lir>»>k Ave. Princi|nl, M.iry .\. C/mloo. Public Sriif»oL N". 3". '""H.'^' »"'' J'' '^*''- Prin(i|nl. Ellen Murray. ,006 Public School No. 4 2 , W,a«h|n«ion and .WenJ-v" A%t«. Prin(ii«l, N\m. I*. .N!<' arthy. 852 , • NATIONAL EDUCATIONAL ASSOCIATION [New York NEW YORK.— Continued BOROUGH OF BROOKLYN Boys' High School, Marcy and Putaam Aves. Principal, . Eastern District High School, Driggs Ave. and S. 3d St. Principal, William T. Vlymen. Erasmus Hall High School, Flatbush Ave. Principal, W. B. Gunnison. Manual Training High School, ylh Ave. and 4th St. • Principal, Charles D. Larkins. Public School No. 3, Hancock St. Principal, LaSalle H. White. Public School Na. 5, Duffield and Johnson Sts. Principal, William J. O'Leary. Public School No. 7, 141 York St. Principal, Edith Horton. Public School No. 8, Middagh St., near Henry St. Principal, Mary Walsemann. Public School No. 10, 7th Ave., 17th St. and Prospect Ave. Principal, Oliver C. Mordorf. Public School No. 13, Degraw St. Principal, Wallace S. S. Newton. Public School No. 14, Navy and Concord Sts. Principal, Ellen F. Quinn. Public School No. 15, 3d Ave. and State St. Principal, Andrew J. Sherman. Public School No. 22, Java St. Principal, Laura Black. Public School No. 23, Conselyea and Humboldt Sts. Principal, Everett Barnes. Public School No. 24, Arion Place, cor. Beaver St. Principal, Augusta D. Moore. Public School No. 25, 787 Lafayette ,\ve. Principal, Frederic W. Mar. Public School No. 26, Grammar, Quincy St., near Ralph Ave. Principal, Frank K. Perkins. Public School No. 2q, Amity and Columbia Sts. Principal, Mary Jerome Merritt. Public School No. 31, Dupont St. and Manhattan Ave. Principal, Bryan J. Reilly. Public School No. 47, Pacific and Dean Sts., near 3d Ave. Principal, Libbie J. Eginton. Public School No. 50, S. 4th St., near Havemeyer. Principal, Emma L. Fortune. Public School No. 51, Meeker Ave. and Humboldt St. Principal, Anna A. Short. Public School No. 52, Ellery St., near Broadway. Principal, Emily J. Black. Public School No. 57, Primary, Reid Ave. and Van Buren St. Principal, Elenore E. Elliott. Public School No.'sq, Leonard St. Principal, Mary R. Fitzpatrick. Public School No. 63, Hinsdale and Liberty Sts. Principal, Honor E. Quinn. Public School No. 64, Belmont Ave. and Berriman St. Principal, Frank A. Willard. Public School No. 68, Bushwick .^ve. and Kosciusko St. ; Principal, Fannie A. Irvine. 3 Public School No. 60, Ryerson St., near Myrtle .\ve. J Principal, Margaret J. McCoc«y. ' Public School No. 74, Kosciusko St. . ^ Principal, — . c Public School No. 7s, Evergreen .\ve. and Ralph St. " Principal, William S. Mills. '■ Public School No. 84, Girls, Glenmore Ave , cor. Stone Ave. ',, Principal, Lydia A. Mills. Public School No. 8"), Trvinn; .\ve. and Harman St. Principal, Mrs. Anna B. Moriarty. Public School No. 88, Thames St. and Vandervoort PI. Principal, /Egesta Beck. Public School No. 01. Albany Ave. Principal, Georgiana E. Brown. Public School No. 104, sth Ave. and 92d St. > Principal, Arthur D. Stetson. New York] LIFE, ACTIVE, AXD CORRESPOXDI XG MEMBERS 85.? NEW \OKK.—Ccth E. Dohcrty. Public School No. 43, Bnt-rum St., near Manhattan .\ve. Princiiial, James .\. l No. si. 17 Starr St. Princijul, Anna A. McNully. Publk .Schjkjl No. .s5. Floyd St., near TomiikinH Ave. Princiinl, Sidney .M. EucrM. Public Sch.d, kalhlrrn Cullrn. PuBLU- SciUMiL No. 71. MiDougall St. and R.Kkaway Ave. Prin.iiMl, W. 1. B. S. Imlay. Publk- School No. 77, id St.. near 6ih Ave. Primijial, (banning .Slebbina. Public Stikkjl \i>. »», 4lh Ave, «. Nrwlirk Ave. and E. 31M St. Principal, .Mary A. Waid. 854 NATIONAL EDUCATIONAL ASSOCIATION [New York NEW YORK— Co»/WM€(f 1905 Public School No. 90, Church Ave., cor. Locust St. Principal, Mary E. O'Donnell. ' Public School No. 100, 2965 W. 3d St. Principal, Joseph T. Griffin. Public School No. 105, Fort Hamilton Ave. and 59th St. Principal, Helen M. Curran. Public School No. 107, 13th St. and 8th Ave. Principal, Sarah B. Van Brunt. Public School No. T15, Ave. M, near E. 04th St. Principal, Katherine R. Callohan. Public School No. 123, Irving Ave., cor. Suydam St. Principal, Joseph G. Furey. Public School No. 129, Quincy St. and Stuyvesant Ave. Principal, Ed. P. Crowell. Public School No. 134, i8th -Ave. and Ocean Parkway. Principal, James S. Morey. Public School No. 141, MrKibVjen, Leonard and Boerum Sts. Principal, ^\nna M. Olsson. Public School No. 143, Havemeyer and N. 6th Sts. Principal, Carrie Ikelheimer. Public School No. 144, Hovpard and St. Mark's Aves. Principal, Frank V. Harding. Public School No. 145, Central Ave. and Noll .St. Principal, Henry Ludvvig, Jr. 1906 Public School No. 12. Adelphi St., near Myrtle Ave. Principal, Willis A. Huntley. BOROUGH of MANHATTAN 1903 De Witt Clinton High School Annex, 60 W. 13th St. Principal in charge, John T. Buchanan. New York Training School for Te.\chers, 119th St. and 2d Ave. Principal, Edward N. Jones. Model School of the New York Training School for Teachers, 241 E. 119th St. Principal, Emma A. Johnson. Public School No. i. Boys, 8 Henry St. Principal, Benjamin Veit. Public School No. i, Girls, 8 Henry St. Principal, Mary R. Davis. Public School No. 5, Primary, 124 Edgecombe Ave. Principal, Ella F. Wlialen. Public School No. 5, Boys, 124 Edgecombe Ave. Principal, Henry Cassidy. Public School No. 6, Girls, 8sth St. and Madison Ave. Principal, Katherine D. Blake. Public School No. 8, 29 King St. Principal, Michael E. Devlin. Public School No. 9, West End Ave. and 82d St. Principal Teresa E. Bemholz. Public School No. to, Primary, St. Nicholas Ave. and 117th St. Principal, Hester A. Roberts. Public School No. 12, 371 Madison St. Principal, Elise W. Kornmann. Public School No. 13, Girls. 239 E. Houston St. Principal, Helen A. Stein. Public School No. 13, Primary, 239 E. Houston St. Principal, Sarah A. Robinson. Public School No. 15, 72S, sth St. Principal, Margaret Knox. Public School No. 18. Boys, 121 E. sist St. Principal, Burtis C. Magie. Public School No. 19, 344 E. 14th St. Principal, James B. T. Demarest. Public School No. 20, Girls, Rivington and Forsyth Sts. Principal, Mary Maclay. Public School No. 21, 222 Mott St. Principal, John Doty. Public School No. 23, Mulberry and Bayard Sts. Principal, Joseph D. Reardon. Public School No. 25, Boys. 330, sth St. Principal, Charles C. Roberts. Public School No, 29, 16 Albany St. Principal, James G. Smith. Public Sch.)ol Mo. 30, 230 E. 8Sth St. Principal, Frank A. Schmidt. New York] LIFE, ACTIVE, AND CORRESPONDING MEMBERS S55 NEW \OKI/i—ConliHutd PuBLir School No. 32. Box-s, 357 \V. 35th St. Principal, Samuel .■\>Tes. PrBLic School No. 31. Primary. 3^7 W. 3<;th St. Principal. Eliiabcth C. O'Rourkc Public School No. 38. Clarke St. Principal, Ida U. Lindheimer. Public School No. 30. Hoys. 23s E. ijqth St. Principal, Theodore B. Barringer. Public School No. 40, 310-320 E. joth St. Principal, Joseph K.. Van Denburg. Public School No. ai. fts Hcstrr St. Principal, R. .■\. CarU. Public School No. 43. Primary, ugth St. and Amsterdam Ave. Principal, Mary C. Mcchan. Public School No. 44, s Hulxrt St. Principal, Edward R. Maguire. Public School No. 4S, 134 \V. 28th St. Principal, Sadia E. Baird. Public School No. 40, 237 E. 37th St. Principal, James R. Petligrew. Public School No. so. Girls. 211 E. 20th St. Principal, Caroline Emanuel. Public School No. •^i. sio W. 44th St. Principal, Geo. H. Chatlield. PiTBLic School No. $i. Girls, 207 E. 70th St. Principal, Margaret M. Slattcry. Public School No. 56, Girls. 351-355 W. i8th St. Principal, .\lice V. Parle. Public School No. 58. 317 W. 52d St. Principal, William V. O'Callaghan. Public School No. 67, 120 W. 46th St. Principal, Edward J. McNally. Public School No. 68. 116 W. 128th St. Principal, Ida Ikelheimer. Public School No. 6q, 125 W. 54ih St. Principal. Thomas J. Bal, Ada .\. Breniian. Public Scho<> E 4ih Si. Pnnnpul. Carrie W. Kearn*. Public Schcxjl .No. 106. I-alavriie. near S|irins St. Principal. .May J.ukvm Public School No. 107. »7» W loih Si Pnaciinl, Margo/n A. Kr«an. Public School No. ijj. ijo, i»i Ave. PnnuiMl, .Margaret H MilKiO. Public Sctkxjl No itt; \\'> V. uih Si Printipa). Jo»rphint I. Ro«cr». Public School No. 127. , 141 Haitrr Si Priniijial, Mary A. fndrrhlll. Public S<-ho'»l No 141. *'<> \^' ^'•'*> "^i Prin's. 400 E. S6ih St. Princip:il. Edwjird A. Page. Public School No. 7.S. Girl.s. 362 Plea.'vint .\vc. Princip;il. Kate M. Kalvcry. Public School No. 83. Boys. Primary. 216 E. iioth St. Principal. C. .\uKusta Sanger. Public School No. 87. Boys. 77th St. anil .\m.stcrdain .\\t. Principal, Edward H. Boycr. Public School No. 03. Girls. .Vmslcrdam Ave. and 03d St. Principal. Mis. Emma S. Landrine. Public School No. 04. .\msicrdam .\vc. and 6Sth St. Principal. Cordelia S. Kilmer. Public School No. q6. Girls. .\ve. .\ and 8ist St. Principal, Mrs. Eliza S. Pell Public School No. 103. iioth St. and Madison Ave. Principal. M;iry Maslerson. Public School No. 104. 413 E. i6th .St. Principal, Isabella V. Wright. Public School No. ioq. 231 K. oal. Emma C. Sihoonmaker. PiTBLic School No. ui. 127 E. 103d St. Princii>al. Teres;! C. Burke. Public School No. 114. 10-3' Horatio St. Principal. Eugenie C. Levie. Public School .\o. 17%. 180 \VcK>«ier St. I'rincipal, William J. Harwood. Public &:hool No. m. »73 E. jd St. Princiiul. Ellen .M. I'hilli|r». Public School No. 135. int .-Vvc. and ^ml St. Princi|«al. Kate .M. Sirphrns. Public School No. ho. iio Norfolk St. PrinciiMl, .\nnie .M. .Vikinvm. Public School No. hi. oi»i St. ami I ir«t Ave. Principal. Mr*. Agnc» O'Brien. Public School No. 1^7. % IUiy». 340 W. looih St. ITinuital I)avid E. (;.ii|ilip>. Public School No. iWj. 1 m W. H«>th St. Prinii|ul riioitiin MiKirr. Public S*-Hool .No. iM, Prim.irv. loMh Si., near ii Jawai' a IIi'.m N" " Nr.wTowH Hi'.M ' • I Publh: School N iKiaoui.M or qt'rcm I.M.. c. \y^ jamaka. '.iif»l. . h»tn I oih SI . Ifmt l*l«ivi Qtr. 858 NATIONAL EDUCATIONAL ASSOCIATION [New York NEW YOKIL— Continued 1903 Public School No. 5, Academy St., near Grand Ave., Long Island City. Principal, Matthew D. Quinn. Public School No. 27, 13th St. and ist Ave., College Point, L. I. Principal, Henry Delamain. Public School No. 76, Montgomery and Congress Aves., Laurel Hill. Principal, Kate R. Hickey. Public School No. 78 and 12, Maurice Ave., Winfield. Principal, Fred H. Mead. 190S Brv.jvnt High School, Wilbur Ave., Academy and Radde Sts., Long Island City. Principal, Peter E. Demarest. F.'\R RocKAWAY High School, Far Rockaway. Principal, Sanford J. Ellsworth. Flushing High School, 231 Sanford Ave., Flushing. Principal, John HoUey Clark; Librarian, Jean Ely. Public School No. 4. Prospect St. and Beebe Ave., Long Island City. Principal, Robert L. Conant. Public School No. 9, Monson St., Long Island City. Principal, Margaret Scott. Public School No. it. Second and Third Sts., Woodside, L. I. Principal, Theophilus Johnson. Public School No. 17, MvTtle Ave., Corona, L. I. Principal, Josephine M. Lawlor. Public School No. 20, 231 Sanford Ave., Flushing. Principal, John HoUey Clark. Public School No. 31, Bell Ave., Bayside. Principal, Mehin Hix. Public School No. 32, Lakeville Road, Little Neck, L. I. Principal, Anna Brett. Public School No. 39. State St. and Ro.-inoke Ave., Far Rockaway. Principal, Sanford J. Ellsworth. Public School No. 44. Boulevard and Academy Ave.. Rockaway Beach. Principal, Wm. M. Gilmore. Public School No. 57, Curtis Ave., Morris Park, L. I. Principal, Frank K. Montfort. Public School No. 58, Walker Ave , Woodhaven. Principal, Cyrus E. Smith. Public School No. 61, Elm St., Brooklyn Hills (Richmond Hill P. O.). Teacher in Charge, Kate M. Weslbay. Public School No. 68, Evergreen, L. I. Principal, Frank C. Ellis. Public School No. 72. Maspeth Ave.. Maspeth. Principal, Robert Eadie. Public School No. 79, 7th Ave., Whitestone. Principal, Wm. H. Carr. Public School No. 80, Greenpoint Ave. and Pearsall St., Long Island City. Principal, John J. Dempsey. borough of RICHMOND 903 Public School No. i. Academy Place, Tottenville. Principal, Nathan J. Lowe. Public School No. ii, Jeffer.son St., Dongan Hills. Principal, George Hogan. Public School No. 14, Broad and Brook Sts., Stapleton. Principal, A. Hall Burdick. • Curtis School, Public School No. 19, Greenleaf Ave. Principal, Charles F. Simons. Public School No. 23, Andros Ave., Mariner Harbor, S. I. Principal, David J. Keator. 904 Public School No. 17, Prospect Ave., New Brighton, S. I. Principal, Samuel McK. Smith. 90s Curtis High School, Hamilton Ave. and St. Marks PL, New Brighton, S. I. Principal, Harry F. Towle. Public School No. 3, School St., Prince Bay. Principal, Gould J. Jennings. Public School No. 4. Fresh Kill Rd., Kreischerville, L. I. Teacher in charge, Henry F. Albro. Public School No. b, Ross\-ille Ave., Rossnlle. S. I. Teacher in charge, Willis L. Rowlands. Public School No. 8, Linwood Ave., Great Kills. Principal, Esle F. Randolph. Public School No. 13, Pennsylvania .^ve., Rosebank. Principal, Sheldon J. Pardee. Public School No. 18, Broadway, West New Brighton, Principal, Timothy F. Donovan. North C^olina] LIFE, ACTIVE, AXD COKRICSPOX PI \l; MEMBERS 859 NEW YORK— Ciii^ong. 1897, County Supcrintemlent of Schools, Jackson. R. W. MrrcHEi.L, .\.B.. 'o';. Nat. .Vor. Univ. igos, Principal of City High Schl. 8 W. Chestnut St.. .Vsheville. Richard Joseph Tkihe. 1900. Superintendent of City Schools, bi Orange St., .\shevillc. 1932 Geo. W. Clinton. .\.M . '94. Livingstone C. Bishop of .\. .M. E. /.ion Church, ami President of Alihioson College, Msdiioa- nlle, Ky ; hr of Pe.lag«gy. North ( arolina Slate Normal and Indu»- IiiaI College, 1000 S|>ring G.irden St.. Gri-en-Owro. Isaac C. GRirriN. 1903, Superintendent of City ScbooU, Liljerly am! H'l- ''•• s. i.imrv. G. H. OSBORN. 190A. Sui»Tintendent of Schools, Troy. Charles Alpiionso Smith. Ph.D.. •9?. Johns H..pkin» Univ., LL I> . V-S ' ,..v ..( Mi" 1902 Pr.)f<-<.v,r ..I English and De.in <>l tWaduale De|Mflment. I ni»-enuly t»l North C*rubna. ChajK-l Hill. Cora Strosg, A.B., "03. C«.mell Univ. .,^„ ,. .1^ n AMUiUanI in .Mathcmalic*. Stale Normal anllrgr, GrtriulMro, atldrrM, for 1907. in tare of Dr J H Tanner. Ilhata. .S. Y J. W. Tma( ksthn. . . „ 1. 1 • i. Rcprewrnlalivr of Amcriian Itiok Company. Kalrtgh. 1906 FUGESE C. Brcrinlendent •>! PuWk SiUntt. jio S John S» , («4.ltl»ifo IM»TITt;Tlot«« iH<>H North Carolina State Normal anh Imim-kirial CottKOR. Acting l'rr»iu»l. Grrcn«liijOJ 1H99 S<.x>TlA Semixarv. ... ^ ,, .' I l're«t4 North ^*"'""«* ^';;;|JJ;;^ ,;„^ ,• ^^^^.^, U»»arUn, Mi. K W Slock..! \\r„ K^.r.gh 1906 Daviimiom CoLLr'sr . , .- ,.. 1. . • _ *^ )• "iry lyiuU Smith. l)avtg. President of Wi-sley College of .North Dakota, $14 Belmont .\vc., t^rand Forks. i.sstiti'tio.vs 1896 Educational .\ssociation of North Dakota. President, P. S. Berg. Superintendent of Schools, Dickinson; Secretary. A. P. flollis, Normal School, Valley City. 1899 State Univer.sity of .North Dakota. President. Webster Mcrrificld; Secretary. J. \V. Wilkerson, University. 1900 State Normal School, Mavvii.i.e. President, Joseph Carhart, Mayvillc. 1932 Department of Public Instrcctids, Statk ok North Dakota. Superintendent, W. L. Slockwell, Bismarck. State Normal School of North Dakota. Principal, George A. McFarland; Librarian, .\laU-l G. West, \'allcy City. OHIO LIFE DIRECTOR 1887 OscAK Taylor Corson, A.M., '87. Editor of "Ohio Educational .Monthly," and Institute I.ecturer, S7 E. Main St., Columbus. LIFE MEMBERS 1866 Ulysses Thomi^on Clrran, .\ B., '5''. Miami Univ.; B.U, '71, Cincinn.iti l^w Coll. Member ol Board of Examiners, City Teachers, On Columbus Ave., Sandusky. 1870 William H. Cole. A.B.. A.M., (Jhio Wes. Univ. Sabina. L. E. HOLDEN. Lake Shore Boul., N. K. Bratcnahl, Cleveland. Mrs. Delia Eathrop Williams, Pd.!).. '94. N- Y. State Nor. Univ. 62 S. I jberty .St., Delaware. 1880 J J. Burns, A.M., '76, Washington and Jefferson C.ill.; Ph.D.. '8*1. Ohirrcsi).>:iding Secrelaryof tjhio Teachers' Reading Circle, Oj8 Holg«le.\ve., Deliance. Charles C. Davids-sics and Geology, Steele High .School. 1017 (»r4nd A\t . Da)-lon. Warren L. Fcltos. B.Sc., '95. Ohio Wes. Univ. 1900. Superintendent of Public Schools, Alvordton. Fra.ncis Heif.rmann. S J. . o ... . . 1900, President of St John's College. 807 Superior St.. roldo. M. A. Benson. .... Principal of High School, Jacknon. John W Jones. B.Sc.. N Nor. Univ.; B P.. O. Univ ; AM.. 'o>. C.allaudet Coll. 1895. Superintendent of the Ohio Institution for the Deaf. Columbua. Mrs. Fra-npes W. LKrrr.R. . « , »• 1 n- »- -r tt 1H90 Superintendent <.f Phyiical Wucallon, Depanment of the Njn.nal W . ( . T. V.. and .\.ilion.il W C. T. U. Leiturrr. 220 W Park Avr . .M*n':>rl I. A.VNA F-Lt/ABETH Ijnr.As. AM.. '06. Miami Univ. ,,..... t- ■ i. '^ ,";" PrinciiMl of Training Department, State Normal bthool. Mumi I nivef.»ly. Oxford. J. V. McMillan. ,. .. , 1902. Superintendent of School., jii Waahlnglon St., Marietta. Gtntr.r. M. Pt.vurn . „ .. , Principal of Ward School. 623. 4lh St . Marietta. John H. Rowlanh. A .M. General Agent ' ''^* Jnncni H. Snyder. B Sc , 'H». ' , f- ,i„m»,>.. «<»4. AwiMant Slate t " ■ •• ■ -- •• •'• f^"'""'''"*- "*■"" ^njo^lvmcipal of S.M.th Ca-- School. 4,0 Sibley St . CUvel-nd CMARLrU.i«;r.rTTVANCLrvR.A.n.'7o.AM..'«..OhJ..Wr.^l'nW^ 1902. SupcrinicmJcnl of City SchntO*. 4 J Mart-* Ave., .ManafirW. ,897 Frank H. Bm^l. ^^^^ ^^^ ^^^^^^^ ^^^ ^^^ ^^^^ .^,^, P^ ^^^^ „^, onclDnail. Ema "'^^"'Y^ Principal of V.M ' ! 10th DiMfiM> 190S. Suirriolrndeni .; 1. City Vt.-I. 1'. < »tf,*H Aw l>ayt.m. 864 NATIONAL EDUCATIONAL ASSOCIATION [Ohio OHIO — Continued 1897 Rose Morrison. 1894, Kindergartner and Assistant in City Normal School, 374 Commonwealth Ave., Cleve- land. Rev. Sylvester F. Scovel, A.B., '53, A.M., '56, Hanover Coll. 1883-89, President of University of Wooster; (1883) Professor of Morals and Sociology, University of Wooster, 185 N. Beall Ave.. Wooster. Edward Marlay Van Cleve, A.B., '86, A.M., '89, Ohio Wes. Univ. 1903, Superintendent of City Schools, Wells High School Building; res., 319 N. 5th St., Steubenville. T. Howard Winters, A.B., '96, Ohio Wes. Univ. 1901, Principal of Kingsbury High School, Ironton. 1898 James M. Carr, B.Sc, '01, Muskingum Coll. 1906, Superintendent of Schools, 509 N. 2d St., Barberton. Jesse S. Johnson, Ph.B., '92, De Pauw Univ. 1900, Superintendent of Schools, 57 Lincoln Ave., Salem. Edmund D. Lyon, A.B., '82, Ohio Wes. Univ., A.M. Principal of Woodvjrard High School, Sta. M., Cincinnati. Gillespie K. Lyons. With the American Book Co., 2130 Lawrence Ave., Toledo. David R. Major, B.Sc, '90, Wabash Coll.; Ph.D., '96, Cornell Univ. 1901, Professor of Education, Ohio State University, Columbus. James E. Randall. 1892, Superintendent of Schools, Camden. W. C. Reeder. 1893, Teacher of Mathematics, Steele High School, R. R. 2, Dayton. William E. Roberts. Supervisor of Manual Training in Public Schools, Rockwell Building, Cleveland. F. J. Roller, A.B.. '81, A.M.. '83. Mt. Union Coll. 1888, Superintendent of Public Schools, 34 Main St., Niles. J. F. Smith. A.B., '85, A.M., '90, Kenyon Coll. 1888, Principal of High School, 130 Hancock St., P. O. Box 577, Findlay. Mary Walter. Primary Teacher, Public Schools, Pomeroy. Oliver A. W'RIGHT A.B., '02, Adelbert Coll., Western Reserve Univ. 665 Oak wood Ave., Columbus. 1899 Howard Ayers, B.Sc, '83, Harvard Coll.; Ph.D., '86, Freiburg; LL.D., '99, Mo. State Univ. Ex-President of University of Cincinnati, 299 Southern Ave., Mt. Auburn, Cincinnati. C. L. Cronebaugh, B.Sc, '87, Nat. Nor. Univ. ^ 1898, Superintendent of Schools, 24 South East St., Massillon. Charles William Dabney, A.B., '73, Hampden-Sidney Coll.; Ph.D., '80, Gottingen; LL.D., '01 , Yale Univ., and Johns Hopkins Univ. 1904, President of University of Cincinnati, 3483 Evans PI., Clifton, Cincinnati. Harrison L. Frank, .\.M., '79, Otterbein Univ. 1901, Superintendent of City Schools, 314 S. State St., Marion. John A. Heizer, B.Sc, '90, Nat. Nor. Univ. 1900, Principal of Guilford School, 2016 Hudson Ave., Norwood, Cincinnati. William D. Lash, A.M., '74, Ohio Univ. 1878, Superintendent of Schools, Zanesville. E. A. Ferguson Porter. Representative of American Book Co., 300 Pike St., Cincinnati. Christian F. Rapp. Principal of Harrison School, Hotel Princeton, Cincinnati. Wilbur S. Strickland, B.Sc, '87, Nat. Nor. Univ. 1901, Principal of Sherman School, 2005 Hudson .\ve., Station H, Cincinnati. John Wesley Swartz, A.B.. '96. Ohio Wes. Univ. Representative of Ginn & Co., 64 Grasmere St., East Cleveland. Frances E. Thomson, Ph.B., '05, Oberlin Coll. 1887, Principal of High School, Medina. John S. Weaver, A.B., '67, A.M., '70, Wittenberg Coll. 1905, Teacher in High School, 321 N. Fountain Ave., Springfield 1900 Alexander D. Beechy, A.B., '80, Mt. Union Coll.; Ph.D., Wooster Univ. 1891, Superintendent of Schools, 20 Summit St., Norwalk. George W. Burns, A.B., Bethany Coll., W. Va.; A.M., Farmers' Coll. 1879, Principal of District School No. 18, 4402 Hamilton Ave., Cincinnati. NovETUS H. Chaney, .\.B., '80, A.M., '84, Wilmington Coll.; A.M. '92, Ph.D., '93, Ohio Wes. Univ. 1902, Superintendent of City Schools, 234 Custer Ave., Youngstown. F. S. CouLTRAP, A.B., '75, A.M., '78, Ohio Univ. 1898, Superintendent of Schools, Athens. J. P. Cummins, A.M., Nat. Nor. Univ. Principal of aad District School, 3453 Evans PI., Cincinnati. Nettie Flllmore. 1879, Teacher in Woodward High School, 420 Hopkins St., Cincinnati. Franklin Paul Geiger, B.C.S., A.B., '94, Mt. Union Coll. 1902, Superintendent of Schools, 807 Walnut St., Canal Dover. Ohiu] LIFE, ACTIVE, AXP CORRESPOXDIXC MEMBERS S65 OHIO — ConJinufd 1900 Albert B. Graham. Superintcndcnl of .'\gricultural Kxlcnsion, College of Agriculture. Ohio Slate Uoiver- sity. Columbus. I. C. GciNTHER, B.Sc., '00, A.M., '00. N. W. O. Univ. Supcrintcnileal of I'ublic Schools, 323 \V. Main St., Oalion. J. M. H.xuiLTON, .\.B., 'oj, Nat. Nor. Univ. iSog, Superintendent of Public Schools, 434 £. Main St., Lebanon. H. V. HoTCHKiss. Ph.D., Allegheny Coll. iQoo, Superintendent of Schools, 436 E. Buchtel .Ave., Akron. Sardi.ne Pressley HfUPHREY. B.Sc.. OS. Rio Grande Cull.: .\..\I.. '06. Ohio Univ. 1S97, Superintendent of Public SchooU, 222 Park .\ve., Inmton. Norman Edward Hitchisson. 1900. Superintendent of Schools, Kenton. Lira B. K.ean. Ph B.. 'So. Ph.M . 'oi. Univ. of Wcxisier. iSy:, Principal of High School, 153 N. Buckeye St., Wooster. Lee R. Knmcht. 1889, Principal of Perkins Normal School, 373 Carroll St., .\kron. Charles A. Krout, .\.B.. 'S7. .\.M.. '90, Wittenberg Coll. 1900, Supcrinlcndtnl of Schools, Tiffin. Herbert R. McVav. Ph.B.. '90, Ohio Univ. 1902, Superintendent of City Schools. 1025 Walnut .\vc.. Sidney. William Hes-ry Mkck. .\.B.. '04, Ohio Wes. Univ.; .\.M., 'oH. Mi.imi Univ. 1895, feather of History an.i Civics. Steele Hi«h ScIi.k)!. and (189.S) .Member of State Board of School Examiners, 2 118 E. 3rJ St., Uayton. JoHS Evans Morris, B.Sc, '84, M.Sc, '87, Mt. Union Coll. 1892, Superintendent of Public Schools, 208 E. Oxford St., .Mliance. H. W. Momma. Teacher of NLithemalics, Steele High School, si Drake .\ve.. Dayton. Alfred Tyler Perry. A B., '80, A.M., 'ot, D.D., '01, Williams Coll. 1900, Pre.sident of .Marietta College, 210. sth St., .Marietta. Arthur Powell. A.B.. 'So. A.NL. "8^. Olierlin Coll.; P.i.D.. OhUt N.ir. Univ. 1903, Superintendent of .Schools. 6th and Vandevecr St., Middletown. Edward D. Roberts. .\.B.. '99, Univ. of Cincinniii. 1904, Principal of McKinley School, lOio Dudley St., Cincinnati. Ella .\. Rothe. Teacher in Third IntcrmefDREE Van( e, .\.B.. '83. .\.M.. '8/), Ohio Wes. Univ. 190O. Superintendent of Public Schools. 45 Oak Hill Ave.. Delaware. O. Perry Vimjrhes, B Sc, '79, N. Nor. Univ. I9DI, Principal of Oylcr Schixjl, Cincinnati. .\rthur H. Wicks. .\.B . 'os. Baldwin Univ. 1930, Superintendent of Schools, 738 Cherry St., Clyde. Homer B. Williams, .\.B., '91, A.M., '94, Ohio .Northern Univ. .... ... 1898, Superintendent of SchoU, Station K. Cmcmnati. Peter D. .\mstutz. . . ,....,., . ,. ■ 1898, Superintendent of Riley Township SchooU and High School. 1 anira. F. E. Assknhkimer. A II . '<)^. Capitol Univ. . , 1932, Princiixil of Normal Department. IJma College. ,wi Jamesi>n Ave . Uina. Frask P. Bajhmaw. A B..'c/>, Univ. of Chiiag«r. Ph.D., 'oj, Columbia Univ. Profe«or of Hustory and Principle* ol Kilucalion. Ohio University. Alliens. John- K. BwTin AM. ot Hiram Coll. ». ^, , , . #• „, „ „r>-i. Su|«-rintendcnt o( Publii Sch.«.U, 1104 N. ClcvrUod Aw, (anion. T. W B'KJKMVKR. U Sc , 'Ko. N.1I. Nor Univ ..... Principal of Uusinevi College. 412 Jackinn St., Samlusky. Charles J. Brooks. „ . . ^, , ., i9>j. Principal of Avoiulale SchofnuK.r of Natural Hi.t..r). Mwmi Unnxrilty. Hrt.r Hall. Oslord FR.Dr...CK WiLUAM DrAjivrss.^^ Du.ri.t S.h...l. ,6,4 Harri.K, Ave . Wc-w...l. Cin.lnna... CHA.L« '^.'l;;"-; > ;^/\i;^^:;!^,Ssch..J. .4.4 W „.h S... S. W. (>v,l«v.. 866 NATIONAL EDUCATIONAL ASSOCIATION [Ohio OHIO — Continued 1901 Frank Rogers Ei^lis.^^_^^^ Manager of American Book Co., 3°° Tike St., Cincinnati. Elizabeth G.^Evans.^A^B.^ in EngUsh!'steele High School, Dayton; home address, 4126 Chester Ave.. Philadelphia, Pa. Charles S. Fay, |^^'^j^^g^j[^'^^j °j Schools, 325 Reiley Ave., Wyoming, Station R, Cincinnati. T. M. H. Frederick, A.B., '86, Amherst Coll. , t 1 a 1895, .Superintendent of Schools, 15 Wagar Ave, Lakcwood. \Vi-ri= T PTRTtswoLD Ph B., '04, .\.M., '05, Qberlin Coll. WELLS 1.. ^K^^^ Principal of Rayen School, 102 Woodbine Ave., Youngstown. MiRON Elisha Hard, A.M., Ohio Wes. Univ. ^u 1 c, rv,nv ti,» 1902, Superintendent of PubUc Instruction, 194 Church St., Chilhcothe. BENTAM.N B^^Harl^an,^B.Sc, '^^-^^^^^^^.^^^ gtcele High School; res., 39 Babbitt St., Dayton. Henry Harrison Helter, A.B., '91, Ohio Wes. Univ. , . „^ .,, , 1899, Superintendent of Schools, 506 W. Anglaize St., Wapakoneta. Warrfn E. Hicks, Pd.M., '02, Mich. Nor. Coll. ^ , , t^ o j c. r-i ^ a WARREN r.^^^^ Assistant Superintendent of City Schools, 1719 E. 82! St., Cleveland. I N. Keyser, Ph.B., '90, Baldwin Univ. 1901, Superintendent of Public Schools, 314 Lafayette Ave., Lrbana. William H Kirk, A.B., '87, A.M., '90, Baldwin Univ. ^ ^ ^, , . 1891, Superintendent of Schools, 28 Grasmere St., East Cleveland. Joseph ^RUG.^^ Professor of German Language and Literature, Central High and Normal Schools, 5811 Thackeray Ave., S. E., Cleveland. William McClain, Jr., A.B '93, AM '95, O^"?. ^es. Univ. 1901, Superintendent of Schools, E. High St., London. John Edward McGilvrey, A.B., '95. Ind. Univ, ri.„»i,„^ 1898, Principal of Cleveland Normal School, 167 Whitman St., Cleveland. Henry C. ^ckl^ey.^ Assistant Superintendent of Schools, 11435 Ashbury Ave., Cleveland. J. C. Oldt, A.B., '90, A.M,, '93. 1890, Superintendent of Pubhc Schools, Put-in-Bay. Cordelia L. O'Neill. . ^ , , t- o . c. r-i 1 ^ 190S, Principal of Marion School, 1701 E. 8ist St., Cleveland. F. B. Pearson, A.M., '88, Wooster Univ r^ , u Principal of East High School, 125 Wilson Ave., Columbus. John Wn.LiAM Perrin, A.M., '89, Wabash Coll,; Ph.D, '95, Univ. of Chicago. 190S, Librarian of Case Library; res., 80 Bell Ave., Cleveland, Thomas P. Pierce. ^ o ,. , rr • Superintendent of Schools, Harrison. «Ai>T>%. T '^FvrFR A R '08 \ M., 'ok. Univ, of Cincinnati. Harry L. ^^'^^'^c^^^^'^^'^^f^ Woodward High School, 3206 Woodburn Ave,, Walnut HQls, Cincinnati. Oscar M, Soule, B.Sc, 92, Nat. Nor Univ. x, , ,■ 1900, Superintendent of Schools, 9 Lake Ave., Franklin. harles Principal of Association Institute School of Commerce and Finance; res,, 1677, 85th St., N. E., Cleveland. Clarence Birch Stoner, A.B,, '96, Otterbein Univ. Superintendent of Schools, Mt. Gilead. TOHN L. Trisler, Ph.D., Heidelberg Univ.; Pd.M., Ohio St. Nor. Univ. 1884, Superintendent of Schools and School Examiner of Hamilton County, 737 Sturges Ave., Hartwell. allie iNG^^^ Teacher in Public Schools, 8 Sunnyside Driveway, Athens. F D Ward, B.Sc, '79, N. W. Ohio Nor. Univ. . „ 1 c- t, ' ' 1905, Principal of Normal Department, Baldwin University, 169 Beech St., Berea. Henrv . ^^^I'^'^'p^^j^ ^j ^j^jg Normal College, Ohio University, and Editor and Publisher of the "Ohio Teacher," Athens. loHN A Wright, B.Sc, '01, Valparaiso Coll. . 1900, Superintendent of Schools and County School Examiner, Liberty Center. Lewis Edwin York, B.Sc, '94, Ph.B., '02, Ph.M., '04, Mt. Union Coll. 1902, Superintendent of Public Schools, Lock Box 79, Barnesville. ToHN W Zeller, Ph.M., Mt. Union Coll.; A.M.. Ph.D., Findlay Coll. 1877, Superintendent of PubUc Schools, 311 E. Lmcoln St., Findlay. igo2 Millard T. Andrew, B.Sc, "91, Nat. Nor. Univ ^ _ . . 1902, Principal of 25th District School, Sta. L, Cincinnati. Howard E. Axline. 1901, Principal of Hicks School, 45 Robinwood Ave., Lakewood. Guy Potter Benton. A.M., D,D., B.ikcr Univ.; LL,D,, ^06 Upper Iowa Univ. President of Miami University; res,, 312 h. High bt., Uxlord. Starr Cadwallader, A.B., '93, A.M., '96, Hamilton Coll. 1905, Secretary of Cleveland School of Art, 1944 E. ii6th St.. Cleveland. Ohio] LIFE, ACTIVE, AND CORRESPONDING MEMBERS 867 OHIO — ConJinued 1903 H. H. CiLLY. A.B.. "87. Mt. Union Coll. IQ05, Principal of Glcnnlle High School; res. Sta. H.. 318 Doan St., Cleveland. E. .\xToi.NErrE Ely, .\.M., 'qi. Univ. of Cincinnati. Principal of Uarthulomcw Cliiton School, Evans PI., Evanswood, Clifton, Cincinnati. LiTTHER E. Everett, .\.B., '96, .\.M., 00, Univ. of Wooster. 1001, Superintendent of Schools, 21 E. First St., Uhrichsvillc. Eliz.vbeth K. F.mrwk.xther. Tc.uhcr of French and English, Norwood High School, 8 jo I.ocust St., Walnut Hills, Cincinnati. Charles S. Howe. Ph.D., '87. Woosier Univ. 1903, President of Case School of .\pplied Science, Cleveland. George \V. Knight, .\.B., '78, .V.M., '8j, Ph.D., "84, Univ. of Mich. 1885, Professor of .American History and Political Science, Ohio Stale University, 85 Jefferson .^ve., Columbus. E. L. Mesdenh.^ll, B.Sc., 'qi, Nat. Nor. Univ.; .\.B., '03. .\.M., '04. S. N. Univ. IQ05, Superintendent of Old Soldiers' anjo2. PrinciiKil of S. P. Chase School; res., ibii Erie Ave., Hyde P.wlt, ( iniinnall. 1903 Lucy D. .\mbrose. _,.... 1880, Teacher in Fourth Intermediate School, 9W Daylon St., lincinoati. Emily Ball. 1885, Teacher in High School, 3s E. yi St., P«»rtsm..uih. Elizabeth Day Bell, Ph.M., "oo, OitcrUin Univ. 1900, Principal of High School. Wellington. I**f I 4 f' DtttTF 1901, Teat her of Drawing, Art DeiMrtmenI, liughe« High School, iioo Grand St.. Walnut Hilb. Cincinnati. Oscar Ciirisman. A B , 'RS, AM. '93. Ind Univ ; Ph D 'oA. Pniv o( Jeiu. . c. a 1 Profcsitor of Pai.lol.^y .»nd I'^vlhr.^.l{>. < )hi.. I nivrrMly, jj W . Curpmler St.. Allien*. Reed P. Clark, B Sc.. '79. Or.and kivrr InM . A M . Ml, IL.ir (oil. SuiJerinlcndcnt ol Sih.«.N, 1 Pr..-i«-<< ^' • A'l'ial'iiU Mabii Clivtov Coliinh. B.L.. '90. Univ of Cincinnati , , .MARIA list^.v ^»^'.^^, ^ J O-lkgiale Sch...l lor (iirU. 1317 M. MilUn St. W.lnul HilU. Cimin nati. W. P. Cope, A B , '71. A M , 'j^. Hiram Coll ; Ph D , 'oo. Unlv^ of Wontrr. 188s. Princi|»l of High Siliool, vi.t l>ayi'>n Si . Hamilttm. Lottie M. Cohmf.r. . . „ ,,, Teacher in Public Scbook 1339 .M)^lr Ave . /.anwvlllr. T All 1*4 S OURKV ,^5. Teacher in Commrnlal IV,Mrlmrnl. Crniral Hii|h Sh-.l ( lr»rUt..1. rr. «•■» Alameda Ave . |jikrwiji»l MoRTos L. Dartt, M K , •'. • " • ■- '• M - '■'■il '•• 1903, Priniiiul ■ ' OKOIlOe C DllTC!' 11 Vh I' .^l,..!,- Ill' » I iiiii.:i"'i .^ivluuiy. Jiitiu O i ' ln»l "" ,, 9 Imlrprodm.* M . n« Clly. isU I>«'hii -I '«""• •'vl l-"n Walnut HilU High Sch..J. id.* F.trf»« A' ' Et.MA H FicK, AB '"«' Tci Ma-llwovilW. .Martin HRNurL Xyi. IJbrafian of PubUc S.h.«4 Ubr.ry. Dr,«rimrni »« PubUc In««nictJon. iHg K. Mound SI . tolumbtti. • NATIONAL EDUCATIONAL ASSOCIATION [Ohio OYLIO—Conlinued Jannette F. Jackson. 1902, Supervisor of Primary Grades, Public Schools, 68 Mentor Ave., Cleveland, Jennie B. Johnson. 1890, Principal of Brownell School, 1819 E. ssth St., Cleveland. Darrell Joyce, A.B., '03, Miami Univ. 1903, Superintendent of Schools, 501 Prytania Ave., Hamilton. RiCH\RD J. Kiefer, B.Sc, '93, Ohio Nor. Univ.; A.B., '02, Heidelberg Univ. 1903, Superintendent of Schools, W. Walker St., Upper Sandusky. .^NNA Florentine Lillig. Teacher in PubHc Schools, 7607 Sagamore Ave., N. E., Cleveland. Elisha S. Looms, Ph.D., '88, Wooster Univ. 1895, Head of Department of Mathematics, West High School, Cleveland; home address, 301 Front St., Berea. Clara May, A.B.. '94, Oberlin Coll. 1903, Assistant Principal of Kindergarten Training School, 59 N. Main St., Oberlin Mary McGowan. Teacher in Intermediate Department, Hyde Park School, Cincinnati; res., Epworth Ave., Madisonville. Bertha Emeline Montoomerv, Pd.M., '04, Univ. of City of Neve York. 1895, Principal of Kindergarten Training School, 96 S. Cedar .\ve., Oberlin. Grace E. Mowry. 1906, Miss Howe and Miss Marot's School, 513 W. ist St., Dayton. Oscar E. Olin, A.M., '97, Kans. Agri. Coll. 1898, Professor of Economics and History and Instructor in Philosophy, Buchtel College, 476 Orchard Court, Akron. Ira Clarence Painter, A.B., '99, Denison Univ. 1905, Principal of Hign School 222 Thurman St., Zanesville. Isaac Frane|,in Patterson, A.M.. '98, Richmond Coll.; Pd.D.. '04, Scio Coll.; LL.B.. Baldwin Univ. 1894, Assistant Principal of South High School, 4106 E. 91st St., Cleveland. William Foster Peirce, A.B., '88, A.M., '92, Amherst Coll.; L.H.D., '96, Hobart Coll. 1896, President of Kenyon College, Gambler. Jasper Newton Pinkerman. 1901, Superintendent of Schools, Jelloway. Thomas L. Simmermon. 1893, Superintendent of Schools, Ridge Ave., Pleasant Ridge. William Earle Stilwell, A.B., '01, A.M., '03, Harvard Univ. 1903, Head Master of University School, 842 Ridgeway .■Vve., Cincinnati. Louise B. Thompson, .\.B., '97, Univ. of Cincinnati. i<):>o, Teacher in WjjJ.varJ Higii School, 5401 Montgomery Road, Sta. H, Cincinnati. Fred H. Warren, A.B., 96, Ohio Wcs. Univ. 1903, Superintendent of Schools, E. Walnut St., Hillsboro. JiTLiA A. WiLMOT. .A.M.. Oberlin Coll. 1881, Principal of Orchard School, 8508 Cedar Ave, Cleveland. Charles A. .\rmstrong, A.B., '93, Mt. Union Coll. 1901, Principal of High School, 1409 Lawrence Ave., Canton. W. S. Cadman. 1897, Superintendent of Schools, 4229 Grove .\ve., Norwood, Cincinnati. H. E. CONARD, B.Sc, Belmont Coll. 1905, Superintendent of PubUc Schools, Gallipolis. George A. Davis A.B.. 99. Olivet Coll.; Ph.B. Principal of High School, Creslinc. Susan A. Dillin. 1892, Principal of Grammar School, 5415 Euclid .\vc., Cleveland. Florence E. Ellis. 1906, Supervisor of Drawing, School Headquarters, Cleveland. Harvey S. Gruver, .\.B., '02. Otterbein Univ. Superintendent of Public Instruction, Worthington. Frank H. Kendall, A.B., Ohio Wes. Univ. 1901, Superintendent of Schools, 205 Mentor Ave., Paincsville. Olla Fern Kieffkr, .\.B., 'qs, Univ. of Wooster. 1901, Teacher of German, High School, Wooster. Mrs. Clara Davi'j-Klemm. 189J, Teacher of Biology, Walnut Hills Hi^h School, Cincinnati. Mrs. Marie Burt Parr. 1901, Supervisor of Music. Public Schools, Room 466, Rockwell Building; res., 24 F.lsi- nore St., E., Cleveland. Wilson A. Putt, B.Sc, '95, Burhlcl Coll. 1903, Supervisor of Music, Public Schools. School Headquarters. Cleveland. Joshua Dean Simkins, B.Sc, '80, \at. Nor. Univ.; LL.B., '81. Iowa St. Univ.; A.M., '04, Ohio Univ. 1904, Superintendent o( Schools, ii.^ \. 4th St., Newark. Paul H. Wright, ,\.B., '01, Wilmington Coll. 1906, Superintendent of Schools, Utica Special District, R. F. D. No. 2, Lebanon. Laura E. Aldrich. 1897, Teacher in Walnut Hills High Sclfool, 2393 Kemjjcr Lane, Walnut Hills, Cincinnati. Ohio] LIFE, ACTIVE, AND CORRESPOX DIXC7 ME.MPI R\ Sftq OHIO— ConJintud lOos Albfrt Clin-ton AtLESHOrsF.. A.M.. 'oi. WiiicnlxTK <'oll. igo6, Suiwrintcndrnt o( Public SihixiLs, Huron. Joseph Ellft Antrau. .\.H.. '07, Mi I'nion CnW.: A.M.. '01. I'niv. of NUih. DciMrtmcnt of Latin. Hiijh Sihool, 510 N. Howard St., .\kron. Edgar Ewint. Br.^xdov. A.M.. '07. I'niv. of Mo.; Doctcur d'Uni\Trsili* 'o\. r.iris I'r.imc. 1898. Professor of Romanic Languagc:>, Miami L'nivcrsily. Oxfonl. Carey Bocgess. 1894. Superintendent of City Schools. 185 S. Factory St.. Sj^ingticld. Emily Cai.n. 1S99, Principal of West School, iii Urocklcy A\x., I^kcwood. H. .\. Cassidy. Suix-rinlendcnl of Public School, Lancaster. Edwin W. Chibb A.H.. 'Hy A.M. 'oo Litt.D.. V> L;ifa>-ctlc Coll. 1900. Professor of Kngliiih. Ohio University; res., 51 Mull>crry St.. .Xlhcn*. T. D. DOL'THETT. .\gent for .Vnieriian Book Company, 220 Bowery St., Ravenna. Henry J. Eberth. Ph.B.. '80 .A.M.. '01 Kenyon Coll. 1906. Su|xrintendent of Schools. 2411 Scottwotxl .\\t.. Toledo. M. Jay Flannkrv Ph.B.. '01. Heidellx-rg I'niv. 1902, Su]x-rintendcnl of Schof School*. loiS M.\in St., \\<-l Bedford. Charlfs .Mnville; n» 4r"> I**^'!' ^1 • Madi'-mville. Sla. .M. Cincinnati. Jl LIA .\. Ml LROONKY. , .. , , 1889. Principal of Oulhwnitc School, 41 Belmore R"ia*>\ "f Ap(ilie« Wilbur \\r Cle\Tlanil. GfsTAVE A. RuETrMK. A M . '.)' '•.: il C.tl „,,-,,, 1H94, PrimiiHl of s 104 Srunlon K-ud Ovt-Und Anna B. SHu.ir.v. B S<.. ■«». .n 1906. Primi|ial of lli„ xlle. Mm. Pauline .STrisfM. .„ . ... . . i- ■ 1 I'jos, Mcmljer «if l»«Mird "i F^lMralloO, »»»« S«ii«lwt«.! .\vr LOrtti. ffiHN Arntrn Tait. A B . '94. ' ' .., .^ . o v. -1. 190J, Teai»»rr in II M W. Chur.h Si . Newark, Charlm A T|i.i.rN Ph B ■.. ' II Wei- K'-'^ «'n'« 190J, Superintewlcnl oj :nlt.-.i* C.TevrUn.l Hei^liU. JAMW T. '^^l^'^^,^^^^^^,^^„^ ,^ s,h„,,, ,„ Wel Frmplc S,.. \\*^«n«t..n < 11. B»»THA B. Wa<,.m< ...... > t L I iH.„. Prin< • - \ ^' '°»- 5« Fr.mi.CJI. '•*"" „)o" 1, „rr..iv ..( « in.lno.ll Ctminn«i(. 870 NATIONAL EDUCATIONAL ASSOCIATION [Ohio OHIO — Continued 1Q06 Clifton E. Bratten, B.Sc, Nat. Nor. Univ., Lebanon, O. 1903, Superintendent of Schools, Waynesville. Carrie E. Broadwell. 1904, Principal of Elementary School, Halle School; res., 5503 Frankhn Ave., Cleveland. George Buck, A.B.. '98, A.M., '01, Wittenberg Coll. 1906, Principal of East High School; res., 1435 W. 5th St., Dayton. MiNA B. COLBURN. Superintendent of Cincinnati Kindergartens and Training School; res., 6 Linton St., Linton, Cincinnati. John Edgar Collins, B.Sc, '92, Nat. Nor. Univ.; A.B., '03, Ohio Wes. Univ. 1906, Superintendent of PubUc Schools, 1013 Buckland Ave., Fremont, Laura K. Collister. 1904, Principal of Doan School, 2061 E. 96th St., Cleveland. Bessie M. Corlett. 1902, Principal of Miles School; res., 8706 Tioga Ave., S. E., Cleveland. Charles W. Cookson, A.B., Pd.B., Ohio Univ. 1906, Superintendent of Public Schools, 116 Rafeo St., Troy. Ida M. Deighton. 1896, Principal of Willard School, 5813 Franklin Ave., Cleveland. Arthur L. Gantz, Ph.B., '00, Otterbein Univ. 1903, Superintendent of School, Reynoldsburg. William Backus Guitteau, Ph.B., '97, Ohio St. Univ.; A.M., '01, Cornell Univ.; Ph.D., '04, Univ. of Pa. 1905, Principal of Central High School; res., 2039 Putnam St., Toledo. Hannah Handler. 1902, Principal of Elementary School, 2318 Holmden Ave., Cleveland. William T.wlor Harris. A.B., Harvard Univ. ' Principal of Walnut Hills High School, Cincinnati; res., 3810 Spencer Ave., Nor- wood. E. A. Hotchkiss, A.B., '02, Ohio Wes. Univ. Superintendent of City Schools, 312 N. Wayne St., St. Marys. George B. Landis, A.B., Findlay Coll.; A.M.. Oberlin Coll. State Educational Secretary of Ohio Young Men's Christian Association, sn Schultz Building, Columbus. Platt Rockwell Lavvton, A.B., '01, Denison Univ. 1902, Educational Director, Young Men's Christian Association, 19 Liberty St., Dayton. H. A. LiND, Ph.B.. '00, Wooster Univ. 1905, Superintendent of Schools, Strasburg. M. H. Mathews, A.B., '97, Otterbein Univ. 1898, Teacher in Steele High School, 32 Maple St., Dayton. Margaret McCarthy. 1906, Principal of Case School; res., 4517 Clinton Ave., N.W., Cleveland. Rose L. McCoart. Principal of North Doan School; res., 1573 E. 22d St., N. E., Cleveland. Royal L. Melendy, A.B., '03. Univ. of Mich. Assi.stant Professor of Sociology, University of Cincinnati; res., 813 Dayton St., Cincinnati. William Hugh Mitchell, A.B., '98, A.M., '04, Dartmouth Coll. 1906, Instructor in Mathematics and History, University School, Cleveland. Fred L. Pauly, B.Sc, '03, Nat. Nor. Univ., Lebanon, Ohio. 1906, Principal of High School; res., 14 S. Mechanic St., Lebanon. Frank Eugene Reynolds. 1905, Superintendent of Schools, 664 Clinton St., Defiance. Preston W. Search. Educational Lecturer, Wyoming. T. W. Shimp. 1903, Superintendent of Schools, W. 2d St., Delphos. Emma L. Shuart. 1894, Principal of Fahmont School; res., 10301 Wilbur Ave., S. E., Cleveland. Henry M. Shutt, A.B., '96, Scio Coll.; Ph.B., '03. Ohio North. Univ. 1905, Teacher of English and History, High School; res., 714 E. 2d St. Canton. Louise W. Sterling. Principal of Sibley School; res., 2022 E. 82d St., Cleveland. Mary G. Strachan. 1902, Principal of Warner School; res., 4268 Warner Road, Cleveland. W. C. Washburn, M.D., '97, Cincinnati Coll. of Med. and Surg. 1897, Principal of nth District School; res., 1817 Chase St., Cincinnati. Jennie R. Wilson. Principal of Stanard School, 1694 E. 8sth St., Cleveland. institutions 1895 Miami University. Librarian, Rev. Wm. J. McSurely, Oxford. 1897 Cleveland Public Library. Librarian, William H. Brett, Cleveland. Oregon] LIFE. ACTIVE, AND CORRESPONDING MEMBERS 87 I Omty—ContiHuta 1897 Ohio State U-viyersity. President, William O. Thompson; Librarian, Olive Jones, Columbus. 1S93 NoRM.\L School, D.wton. Principal, Grace A. Greene, Dayton. iSoo The Westers College for Woices. President, Lilian W. Johnson; Librarian, Lois \. Reed, Oxford. IQ30 Desisoh Untn'ersity, Library. Librarian, Mrs. Kate Shcpard Hincs, Granville. 1Q32 Oberlis College, Library. President, Henry C. K.ing', Librarian, .-Vzariah S. Riwt, Ol>crIin. Ohio State Library. State Librarian, C. B. Galbreath, Capitol Uldg., Columbus. Otterbein U.viversitv. President, Rev. Lewis Boo'^walter; Librarian. Tir/a L. Uarm-s, Westerviile. 1033 Da\tos Pcblic Library. Librarian, Ijnda M. Clatworthy, Dayton. Kesyos CoLLEr.E, Library. President, William F. Pierce; Librarian, Mrs. Kllen D. Devol, Gambler. 11)34 Librvry of .\delbert College of Wf.stern Reserve University. Librarian, E. C. Williams, Cleveland. igo5 Toledo Public Library. Librarian, Willb F. Sewall, Toledo. 1006 Department of Common S<'hools. State of Ohio. State Commissioner of Common Schools, Edmund .\. Jones. Columbus. Lake Erie College and Seminary. President, Mary Evans, Painesville. Public Library of Cincinnati. Librarian, .V. D. C. Hodues, Cincinnati. UNrs'ERsrrv of Cincinnati' President, Charles W. Dabney; Libr.irian, Charles .MUrl Read, Cinannati. OKL.VHOM.\ ACTIVE MEMBERS iSvJ David R. Boyd, \M., '78, .KM., '81, Ph.D., Vs. L'niv. of Wooster. 1892, President of University of Oldahoma, Norman. 189s H. Edgar Thompson, B.Sc., '88, Sj. N'or. Sch., Bowlmg Green, Ky. ^lain St., Kalston. 1807 Steven Melvil BARRtrrr, B.Sc, 'o<;, Drury Coll. igo4, Suix-rintcndent of City Schools, 614 .\venuc \, Box 273, Lawton. iQoi Charles S. Davis, Grad., '97. Kans. St. N'or. Sch. . ipos, Mitorial Ck-rit, U S. Ge<)I.>i{ii.^l Sur>'cy, 740 Harrard St , N \N , Washington. D. C.; home address. Chilocco. .^t'snN Elgin Wilber. Grad.. "oK. Nfiih. St Nor Coll.; A.B.. '03. Univ. of Mich. . 1903, Professor of PsvcholnKv ami K. Ind Univ 1906, Suijcrinfrndcni ol SdnjoU. 103$ J S».. I'trry. RiniAm. V. TrMMivri BSe. -Hi \ .' v. s.h.In.1 ,,.u. 1 n.».-^i 1904. Prole««ir of Anthii Ur,. t rnir.l Male Norm«l N»h...l, Minoikl. ■SI iRuo The Usivrmitv or OKI AHOMA ..... v ^^ Prr»idmi, D.vid K Boyd, IJlifafUn, M J. Frrguaiio. N.*m««. loo? NoRTiiwtsTtRM Normal .S( H'i«)L. Limarv. PrciUdctil. T. W. C«o»«y, Alv.. OREGON Lin DIKU.-TOB 1888 Chari-M C*««oll Strattoh, A M , D D . "Ho. WilUmrti* UnW.; D.D.. '79. N.*thwr^rfn Univ.. Ill . and '(V-j, Ohu» We« I niv Ki l're«l<»cnl ..I I'./tlUnd I nivrr.4i). Si John.. 8^2 NATIONAL EDUCATIONAL ASSOCIATION [Pennsylvimia O'R.'E.GOl^i— Continued ACTIVE MEMBERS 1892 Edwin DeVore Ressler, A.B., '91, Otterbein Univ.; A.M., '97, Ohio State Univ. 1902, President of State Normal School, Monmouth. 189s J. H. AcKERM.AN. Ph.D.. '06, Oregon Agri. Coll. 1898, State Superintendent of Public Instruction, 144 S. igth St., Salem. MoTT H. Arnold, A.B., '86, .\.M., 'go, Ohio Wes. Univ. 1904, Superintendent of Schools, 315 Pearl St., Eugene. 1899 J. S. Landers, B.Sc, '87, Nor. Ind. Nor. Sch. 1899, Superintendent of Public Schools, The Dalles. 1 90 1 Claude C. Covey. Superintendent and Special Disbursing Agent, Indian Service, Wurmspring. Heman Burr Leon.vrd, B.Sc, '95, Univ. of Mich.; Ph.D.. '06, Univ. of Colo. 1906, Instructor in Mathematics, University of Oregon, Eugene. Horace G. Wilson. 1905, Superintendent and Special Disbursing Agent, U. S. Indian Service, Klamath. 1903 Sheldon Franklin Ball, A.B., '02, Univ. of Chicago. 1906, Instructor in Mathematics, High School; res., 215 E. 36th St., Portland. H. M. Crooks, A.B., Wooster Univ. 1905, President of ./Mbany College, Albany. institutions 1899 Tualatin Academy and Pacific University. President, \V. N. Ferrin; Librarian, Joseph W. Marsh, Forest Grove. 1901 State Normal School, Monmouth. President, Edwin De Vore Ressler; Librarian, J. B. V. Butler, Monmouth. 1903 Library Association of Portland, Oregon. President of Library Board, C. A. Dolph; Librarian, Mary Frances Isom, 7th and Stark Sts., Portland. 1906 Southern Oregon State Normal School, Ashland. President, B. F. Mulkey, Ashland. PENNSYLVANIA life directors i88s Ezekiel Hanson Cook, A.B., '66. A.M.. '60 Bowdoin Coll.; Ph.D., '89, Colgate Univ. 842 Real Estate Trust Building, Philadelphia. 1891 Eliphalet Oram Lyte, M.Sc, Millersville St. Nor. Sch. Pa.; .\.M., Ph.D., Franklin and Marshall Coll. 1887, Principal of First Pennsylvania State Normal School, Millersville. life members 1876 , Edward Brooks, A.M., '58, Union Coll.; Ph.D., '76, Lafayette Coll., Washington and Jefferson Coll. Ex-Superintendent of Public Schools, 5971 Drexel Road, Philadelphia. 1879 Mrs. Rachel Foster .\very. Swarthmore. Simon Gratz, A.M., Univ. of Pa. Ex-President of Board of Education, 1919 Spruce St., Philadelphia. 1880 Edgar Arthur Singer, Ph.D., '96, Univ. of Pa. 1887, Associate Suiierintcndent of Schools, 4662 Penn St., Frankford, Pliiladelphia. ACTIVE MEMBERS 1879 George Morris Phillips, A.M., '74, Ph.D., '84, Bucknell Univ.; LL.D., 06, Temple Coll. 1881, Principal of State Normal School, West Chester. 18S1 Andrew J. Morrison, .-X.M., Ph.D., '01. 1898, Principal of Northeast Manual Training School, 1430 N. 7th St., Philadelphia. iS34 George H. Stout. 1888, Supervising Principal of Newton Boys' Combined School, 3746 Powelton Ave., Philadelphia. 1S87 Nathan C. Schaeffer, LL.D., '95, Western Univ. of Pa.; A.M., Ph.D., D.D. 1893, State Superintendent of Pubhc Instruction, Harrisburg; home address, 546 W. James St., Lancaster. 1S89 .\. W. Moon, A.B., '95, Indiana Univ.; .^.M., '05, Columbia Univ. 1906, Principal of High School, Wallingford; P. O., Swarthmore. 1S92 Eliza k. Bishop. Teacher, 211 Pine St., Harrisburg. R. K. Buehrle, A.m., '78, Ph.D., '87 (honorary), Franklin and Marshall Coll. 1880. Superintendent of Schools, 408 Manor St.. Lancaster. Virgil G. Curtis, A.M., Tufts Coll. 1905, Superintendent of Schools, High School, Corry. W. Wilberforce De.atrick, A.B., '76, A.M., '79 Mercersburg Coll.; D.Sc, '03, Franklin and Marshall Coll. 1891, Professor of Psychology and Higher English, Keystone State Normal School Kutz- town. Pcaasylvanu] LIFE, ACTIVE, AXD CORRESPOX DI Xc: MEMBERS 87.; PENNSYLVANIA— <:o«/i«M<-l., Iniv. of NY.; .\.M. (honorary), '03, I^fa)-ette Coll. 1899, Principal of State Normal Schcxil, Mansfield. Pal'line W. Spencer. 1S93. Teacher of History and Philosophy of Education, Philadelphia Normal School, 3421 Race St.. Philadelphia. Joseph Swain. B.L., '83. M.Sc., "85, Ind. Cniv., LL.D., '93. Waba.sh Coll. 1893, President of Swarthmorc College, Swarthmore. 1894 Henry T. Spanoler, .\.B.. '73, .\.M., '76, L'rsinus Coll.; D.D , '94, Heidelljerg Cniv. 1893, Treasurer of L'rsinus College, CoUcgeville. Charles Killinger Wither, .V.B., '88, A.M., '91, Franklin and Marshall Coll.; LL.B., '04, Yale I'niv Main St., Palmyra. 1895 W. G. Gans. 1903, Principal of Schools, Wilmercli|^ Charles Joseph Lim;. B.Sc.. '90. Cornell lniv : .•\..M. '00. Ph.D., '02. Univ. of Denx-er. 1906. Profc-ssor of Physics ami .\strononiy. Allegheny Cxjllcge, Meadnlle. jAMf-s Mac .Alister. .\..M.. LL.D . Brown Cniv. and I'niv. of New York; OfTicer d'.\cademie. Pari*. 1891, President of Drexel Institute, Philadelphia. 1896 J. George Becht. NLSc.. Laf.nvrllc Coll.; D.Sc.. Buckncll Cniv. 1904. Principal of Clarion Slate Normal School, Clarion. R. M. Cmm. i8btt, Suprrxi^g Principal of Mt. Washington SchouU 329 Grondnrw .\vr., Piitkburgh John Arthir Gibson. .\.B., '91, Allegheny Coll. i8if Cniv. 1883, Principal of State Nt, A B. '92, Harvard lniv , PhD . •9<. Columbia Cniv. i8gb. Head of Dritanment of Pr)i(a. Clvuk Ernest Eiiin<,hi, .NLD . '80. Chicago Horn. Mf«l Coll. 1.H95, l'hy»iial Dim tr»r and ln«iruii>>f in H)gi«-ne, Suif Nfirmal S«htii4. i< Ni^mal Av».. Woa <'hc»ter. 1H97. Priiuiiul of Department of Commerce, High School. 229 Brigg» S< , HarriUiurt. Mknry Hon k. A.M . Franklin anbuig Km M, Rapp . ....... 1896. Suprrlnlendent of BrrV ' '..-4.. 11 J N 4«h !»«. '•*««•'«'« William STrAUNt Wiiiti Ph B K., .......,.,., RriorM-nlalivr ol thr -A U» . IJ*0 Arth St . Phlla<|rl|itiU. i1>1 Davio HrNORirm Br«orv, B S. , 'H4. .Ml* . «4. I m» ,A V» ; A M , '94. j" Wr» fni* I9JJ, A«Mttani Pr«iany I'niv.; LL.D., "08, Temple Coll. 1887, President ol The Temple College, aoao N. Broad ht., Philadelphia. Milton- C. Cooper. B.Sc . '05. Temple Coll. iQOO, ULstrict Superintendent of Schools, suo Oreen Si,, Phila Irlphia. A.SDREW Tiioupsuv DoiTiuTT, A. It., 'go, .\.M.. '01, Ph D., LI..1)., '03. The Nat. I'niv.. Chicago. i'risidcnl of ihc -Swctli-nliurg Correspondence L'ni\-erNity; res.. Sit First National Bank BuildiiiK. I'niontown. John Coulter Hm-KENBEHRv, \.\\.. 'qo. Ind. Univ.; Ph.D. '06. I'niv. of Pa. iQOi, Head of Dep;irtnient of I'sychnloKy and Pedagogy, Stale Normal School, California. Anderson H«\t Hopkins, Ph.U., gj. Iniv. of Mich. 1905, Libnirian of Carnegie Library ot Pittsburgh, Pittsburgh. V. K. Irvine, A.B.. 'qj. Coll. of N. J. i8g7, Princifial of High School, Box 173, Butler. Edith Mansfield, Grad.. '8s, Oswego Tr. Sch.; A.B., '03. Lehind Stanford Jr. I'niv. 1 88s, Training Teacher, Stale Normal School, Indiana. J. Irvis Robb. iQOj, Professor of History and Economics, Northeast Manual Training School, Philadelphia; res., Bryn Mawr. 190J Samvel .\ndrews. i8q9. Superintendent of Schools, 314 Stratford .\ve., Pittsburgh. Besjami.v F. Battin, .\.B., 'yj. Swarthmore Coll.; Ph.D., '00. Jena. 1900, Professor of Iji-rinan, Swarthmore College, West House, Swarthmore. Charles S. Foos, .\.M. 1002, SujxTintendent of Schixils, 1518 Mineral Spring Road, Reading. R. H. HoLBROOK, Ph.D., '80, Nat. .Nor. L'niv. In charge of S. S. High School, so S. Oakland Sq., Pittsburgh. Joseph Howerth, .-X.B., Cornell Univ. 1902, Superintendent of Schools, 135 Church St., Shamokin. Paul Kreczpointner. ln>litule Ixrcturer, 1400, 3d Ave., .\lloona. H. C. MISSIJIER, AM.. ':j, Yale Coll. 1890. Superintendent of Schools. Public library Building, Erie. George Leslie Omwake, A.B., '08, .\.M., '01, Ur>inu* Coll.; D.B., '01, Yale Univ. IQ03, Dean of Ursinus College, Collegevillc. J. Monroe Willard, Litt.D., 'o,j. Cent. Hi^h Sch., PhiUdelphia. Pa. 1898, Princip.1l of Philadelphia .Nt>rmal School (or Girls, 1301 Spnng Garden St., Phila- delphia. A. Duncan Yocuil, Ph B., '80, Dickinwm Coll ; Ph D , 'oo, Univ of Pa. Professor of Ped.igogy I'nivcrsilv of PennsylvanU. Philailelphia. 1903 Anna F^tella Acklin. A.B., 'W). A M. H.). Waym-sb.irg C..|t ; Ph D Profe»«>r of Kngli.'.h High .Sch.«)l. iii'i .Mill Si . U'llkinOHirg. Charles C. Boyer, A.M., '88, Muhirn' r-^t CM . Ph l>. '>n. \V.»«ipr Univ. i8<>8. Vice Princijfcil "( K Normal Sthool. Kut/lii«n. Ijm RA H. Carnki.l, A », IJit I), 'll .. ...... i90<;. Dean of the Ciillrii. ' . Ilie 1 emiJe College. PhlladelpJiw. Kditii H. Chapman, Ph. B.. 'oi. B«»»ton Univ. . o .. •. le1le toll 18HH, .Su|jerintcn.lmi of Public Sih.-.U. 3» J*- Church M . \\r*l I hr»icf, C E Karlvin. II/5J, Sujirrvivic of Manual Training. High S(h<»l. All'-nu. Rrv. OficAR Scmlit/ Kmrnri \ li ■^i \ M «r>d B l> . 'qj. «>»wrlin Coll. Primijal ..( ; •■ l'eonU.urg l„ E. McCiNMEa, AM , '99 ! ,1 l88J», Soiirrinlen.1' ' ■ ^ "^ '' ' ••"■"no FRANK..N \^»\^^:^\ ,"„ N.^l s.hn.J.K«t«nwn. Gardner Brucf. .Miih..», A ;. ' ;' Suiierinlrn.!' < """•r. Munty Groioe W Mwrf, am, I'. . SuperintenTacusc Univ. 1906. Director of Normal Omscrvalorv of Music. Imliana. T. S Davis. \na. Wallace Peter Dick. .V.H.. A.M.. Unmn Lniv. 1898. Profcs.'«)r of elrcrk and Latin. Slalc Normal Sihool, 419 \. WaJnul Si. WcM Chester. Walton Jay Diethick. Ph B.. Lafawtie Coll. Vice-Principal of Hiuh ihool. Jcrsi-y Shore. Fbedebick E. Dowse-;. Ph.B.. Vi. A.M.. V>. IM.D.. 'o<;. Dickinson Coll. 1905. Superintendent of City Schools, 1811 \. jd St.. Harrislmrs. Josephine G. Di-ke. Grad.. 04, New School of Methods. Boston. M.iss 1906. Director of Music. 311 S. Gay St.. Phoenixville Pai'L Moore Dysart. B.Sc.. 94. WashinRton and Jefferson Coll. 1895. Professor of Physics. Central High School, n^ Coltart Sq., PillsliurKh. Elizabeth Troth Eck^rii. 1904. Teacher in Edward Gratz School, 1311 N. ijth St.. Philadelpliia. Thomas A. Edwards. .\.B.. "86, .■\..\I., '89. Professor of PcdaK'Vy and Dean of Dcp.u1ment of Collene for Women. Biicknell University, Lewisburg. Edward DoOLrrriE Fitch, M.D., '87. N. Y. Horn. Med. Coll. 1898. In.structor in Algcbri, De Ljnccy School. Philadelphia: rc>. 1 S. ()li\r St., MediA. Sarah H. Gilbert. M..Sc.. '81. St. Nor. Sch., Millersvillc. Pa. 1881. Teacher in Slate Normal School. Millersville. KONALD p. Gleason, B.Sc., '87, Worcester Polv. Inst. Principal of Technical High !>chool, 947 Clay Kvt.. Scranlon. Caroline Hadlev. Swarthmorc, S. H. Hadlev, A.B.. '98. Gro\-c City Coll. 1902, Superintendent of Public .'nhooK, 9 F.lm St., Sharon. D. S. Harti.ine, A.B.. •97. A.M 00. I .ifayrtic Coll. 1897, Head of I)c|>artment of UioloKy, State N-Tmil S.li,..| Bl<«imsbur|{. Mary L. Hess, B.L.. '9$. Allentown Coll. Teacher in 'Grammar School. Hellcrtown A. D. HoRTON. A.B.. '98. AM . "oo. Alleghmv Coll. i'/03. Superintendent of Public Sihools. New Krnvngton. J. M. Hlmphries. Litt.B.. "83. Cornell Univ. 1904. Supenisintc Principal of Public School*. 310 York .\\t.. Towuida. Margaret L. Himphrevillf.. 1905, .\s04. ^N:- ,, .,|^,„„„yl",,_^ J^J ||„„,|,,,„ V,, «^-,,j^^,„,^ ROBILRT E. I.ARAU Sami-KL MrCfNE I.lNsiuY. PI. »i »'« . Ph I) . 'g» Hallr PriifrMor of "^^ rrMlv of Penniylvania. and (k^oA) Memirr <•( IWtard ,.t I .1... .... , Susan C. \xtw.z, M -••rr. Pa, iltg6, I I ' Intliluir, i7»o Arch Si.. Ptiilailrlphla. Abram S. IjriNf.rsK ».j 1 . IMM. Primiiul of Crnlral Hijih .S(h>iol. Mayluan Jmrpti K. ^^ " - ■ " ' ' '"- FiANrW Svi t,, , I'i'i ;..' ■■! I ..:nrt.< (. 1 w iiii;'i ■<■ ii. • I iin-.i.ii. ifs ri) » .S . i\ m.insliin A«r.. S< t.inl'ifl. JaUIh H. .M. Krr \l I' .,.- Vu\-. .f P. igoi. r- 'n»o4) Clinical Pn>(rMi« ol lrMr« III Pnlraltlt*. (trnrral I' John I^ MrvRR. AH. 01. A .M V'. UUifHi V.iU, i.j; Teachrr at (>cran|aifi. N ] . h;. A M.. '00. Ivchiuh Cniv. i8i>g. Head of Department of Mathematics, and (1904) Vice-Principal of Perkioroen Seminary. Pennsliurg. Frank H. Jakvis. Superintendent of Common Schools. Wyoming Co., Slocum St., Tunkhannock. Sara Etta Johnston. .A.B.. '94. .\..M.. '9<;. Wc-simin.stcr Coll. 1901, Assistant Principal <.f Moni-ssen High Sch(x>l, 660 McKee .\ve., Monessrn. Frank Koehler, M.E., '97. Keystone St. Nor. Sth.; A.M., "oj. Crsinus Coll. 1905. Su|x;rintcndent of Sch.iols of Monrix- Co., Gilbert, Ex. (Jilice. Wei\sfort . Amos E. Rravbill. Pd B.. '04. St .Vor Sih Millersville. Pa.; .\.B.. '04. Franklin and Marshall Coll ; A .M . oi; H.irv.ird Cniv J906, Principjil of Bo\-s' High School; res.. S34 W. James St.. Lancaster. Elmer E. Kintz. A.B., '97 AM.. ■98. Dirkin.son Coll. 1905. Superintendent of Iiorou;{h Schools. E. Patterson St.. LansfurJ. Ella Levy, .M.E.. '89 St. .Nor. .S)l, and (19X1) Suiiervlting Priii>i|ul. res.. 194; E. Cumlx-rland Si Philadelphia. Thomas S March. Ph I) . Lafayetir Coll 1904. Suijerintendcnt of .SihooU. .N. Maple .\\t., GrcenslNirg. Blamiie H. McCann. 1905. Assistant Principal nf Ml. Washington SchuuU. 109 .Amalirll .S( . Pilt>burgh. William Dwioht M< Fari.anij. AM., '89. Ph I) '90 Brilevue Coll . Cniv of Veljr 1902, Head of Academical l)e|uninenl. High Sihl; rrt . 6814 Krankulown .\\x., Pittt- burgh. J. .M. M< LAfOHLi.v. B.Sc.. 'oo, Mt. Cnion C.ll 1905, Teacher of Science South High .School cor. .Mi Kre Placr ami Itair* I'llliliunih .Mary V. .MrRKvNoLDs. 1895. Stenographer in Dr[nnmrnl of i>ublic Inslruilion of Penntylvania. >oi VV Stale St (I .rM^I■llrg. John D. Mresr.. I \ \i . '91. Franklin and Matntull Ci>ll. i,>t94, II .'tmrnt of Kngli«h S>uihwr*trm .Stale .\ up A«v , llradduck ■ -srwiaici T)i«n%hip. (ilrnMoii "»i Lirnir"** Si r A , Bullaki, K'KhcMrr ft PilKijumh Hallway. I< K \ M pAti. M PrA«M,N A » 91 \ ,. „ c i. tQoi. I'f.(< i-r ■■( I ./ihmorr (nllrtr. Vwanhnxirr AanivR HoawiM ' v4 »;''."■ f '""•"'•'•, .. . , „ c igo4. \ i«ir of I'.ngUth. InlvrrMiy of Prnnsytrania, rv* , 4411 Santtiin M , J ...^ 88o NATIONAL EDUCATIONAL ASSOCIATION [Pennsylvania PENNSYLVANIA— Cow/t»Me-'. institutions life director 1879 Teachers' Institute of the City of Philadelphia. President, William H. Samuel, 2505 N. 12th St; Secretary, Mary A. Wallace, 913 S. i6th St., Philadelphia. active members 1897 The Free Library of Philadelphia. Librarian, John Thomson, 1217-1221 Chestnut St., Philadelphia. First Pennsylvania State Normal School, Millersville. Principal, Eliphalet Oram Lyte, Millersville. State Normal School Library, Mansfield. Principal, Andrew Thomas Smith, Mansfield. 1898 Keystone Literary Society of the Keystone State Normal School. Librarian, W. W. Deatrick, Kutztown. Philomathean Literary Society, Keystone State Normal School. Kutztown. University of Pennsylvania, Library. Provost, Charles C. Harrison; Librarian, Morris Jastrow, Jr., Philadelphia. 1899 Ai.toona Mechanics' Library and Reading Room Association. Chairman of Library Committee, Charles B. Dudley; Librarian, Elizabeth L. Snyder, Altoona. Dryn Mawr College. President, Miss M. Carey Thomas; Librarian, Isadora Gilbert Mudge, Bryn Mawr, Carnegie Library of Pittsburgh. Librarian, .\nderson H. Hopkins, Schenley Park, Pittsburgh. Dickinson College. President, George Edward Reed, Carlisle. Indiana Normal School of Pennsylvania. Principal, James E. Ament; Librarian, Mrs. Walter Mitchell, Indiana. Lehigh University. President, Henry S. Drinker, South Bethlehem. Scranton Public Library. Librarian, Henry J. Carr, Scranton. Southwestern State Normal School, California. Principal, Theodore B. Noss; Librarian, .^nna M. Shutterly, California. Pedagogical Library, Board of Public Education, Department of Superintendence. Superintendent, M. G. Brumbaugh; Librarian, Lillian lone MacDowell, Philadel- phia. t'cnnsylvania] LI FE, ACTI VE, AXD CORRESPOXDIXG MEMBERS S8i PEKNSYIA AMA— <:>n/i«i«^(/ iQoo The Pexnsylvanu State Collece. Acting President. James A. Rc.iver; Lihrari.in Krwin W. Kunklr. Stale CnlleRc. iQoi Carsecie Free Library or Allegheny. librarian. Edward Ernest Eggers, .Mlegheny. Pen^nsvlvania State Library. State Librarian, Thomas L. NfontRomery, Harrisburg. Waysesburg College. .\ctinK President. J. F. Bucher; librarian, Delia Hart Huiher. VVaynesburg. tool Carsecie Free Library or Braddook. Librarian, George H. I.imb, Braddock. Carnegie Public Library or BRAiiroRD. President of Board of Man.igcrs. R. B. Stone; Librarian. SuMn L. Sherm.in. Bra I- ford. Swarthmore College Library. President. Josi-ph Swain; Librarian. John Russ<'ll Mayes. Swarlhnmre. 1003 Erie Pvblic Library. Librarian. Jean .\. Hard, Eric. Mercantile Library Company. President. John F. Ix-wis; librarian, T. Wilson Medley. lolh aUivc Cheslnul St.. Philadelphia. 1005 Bayard Taylor 55rHooL. PuiLAnELpiiiA. Prindp.Tl, Elmer E. .\lithener. R.andolph al)ovc Venango St., Philadelphia John F. HARTRANrr School. PniLAi)K.LrniA. Principal. Emma R. Wilson, 7th St. and Boston .\vv., Philadelphia. John Lartain SrH(X)L Phiiadelphia. Prindixil, .\nnic S. Jones, 31st and Oxford St.s., Phil.tdclphi... Joseph Leidy Co%fniNED School, Philapelphia. Prindpal, Margaret Robinson, 4iii and Thompson Sts., Philadelphia. Joseph Singerly Schckil, Philadelphia. Princip;il, W. W. Brown, ud and Rcrks Sts.. Philadelphia. Minnie Mtrdock Kenoricic School, West Phh.ai>elphia. Supcr^■isinK Prinii|).d. Laura J. .Vshnmre. 3Hthand Powelton .\\t.. West Philailelphia. ;g. W. Baldwin School. Piiii adelphia. PrindiKil. Martha M. Dunn, lOth and Porter St»., Philadelphia. .Vewtos Girls School. Philadelphia. Prindpal, Sarah E. Bradshaw, 38th and S|irutr Sts., Philadelphia. Pa.al. Margaret .M. Miller, S. ijth St., Pittalmrgh Carnegie Library Mowestead. . Ijbran.tn. W. F. Stcvciw. Momrrtead. Cr.NT«AL State Normal S< ikiol. Princiixd. J. R. Flitkingrr. Lock Mawn. Colfax Sub-Dlstrut .Sur]imnr Way aivl mh M . PlitalMnih. Pen?«vi.vaki» Statt Mi^riM „ , , I)irr* ••{ Muwum. TVimaa L Mracr, I'ruvidence. 1890 Harris Isstitlte Library. Uhrarian, Miss Ama Ilowarl Ward, WtHm.vjckct. 1031 Brown Universptv. I'rcsidem, \V. H. P. Fauncr; librarian, H. L. Koopman, Providence. 1QD3 Rhode Island Coi.LKi.r or .ViRiciLTrRE and .Mkciianic .Vrts. Prvsident. Howard Edwards; Librarian. Lillian .\L Cictirur. Kington. 1904 Providence Publii- Library. Librarian, William E. Foster, Washington St., IVovidence. SOUTH CAROLINA I.IFK MKUBKR 1S91 .Martha Schofield. iSoS, Founder and General Mananer of Schofirl.i Normal an.l Induslrial Svhool (or Colored Youth, .\iken. A(-TIVK IIEMBERS iSos Uavii) Han* kokt Johns. t ar. loll. 1895. President of Winthmp .Normal and Industrial College, Ruik Hill. 1896 E. S. Drehfr. ah.. '.S8. A.m.. '93. Roanoke Coll. 1895. Superintendent of .SchooLs, 13^3 Washington 5»t., Columbia. William Harvfy Ha\i>. 1906. Professor of Secondary Education, Uniwrsity of South Carolina; res., 2iii Diviita St.. Columbia. 1808 John S. Marquis, A.B.. '76. A.M., 'o^, I-afayette Coll. 1891, Princi|»al of Urainerd InMitute, Box J3S, Chester. 1899* Henry P. Aral of Schools. Summcrville. Albert Leosidas St<)Kf:s. \.kine (>>ll. iHo6. AsMKiate Professor of Pe in S. Church St., S|nnanlnirg O B. .Martin, A.M., 'qj. Furman l'niv. 1903, Slate Suiieriniendeni "( E/1uc«liir ' 1897, Sujirrinlenilcnl ol ' ' 'rangeburg. 1904 JamesA. B. S I oikgc. .Newlwrry. loos Rkv. LrwiH M. DiNTos, I) I). Prrvidrni of Clallin Inivrr^lv. Orangeburg. Abwah^m (• fKiiiiuN A B A M 1)1) LID Prenideni of lirnrdul ( ollrnr, t ..lumUa. RoBiRT P. Prxi.. A B . 'Hi, Uii I) . l'niv of N. C I90». I'residrnt of Conver»e CtJIrgr, S|iananburC. 1901 WiNTHtor VoRMAf AVP IvnrrTtttU r*"itrr.r i ■ ■ ; Ki«k Mill. ,V., Si. .M(A...Ms. ., librarian, M.» M II Km«. C.JumbU. CLg-K,. A"-''^^-,^;;:*J^^'V ^'r^i^r UlirarUn. K B IWc-, CWm--. . .4W„ V O SOL'TII DAKOTA ATTivt MrMiirt» ,875 I*"^ '" ^'^'«i,,^,«„ ,^ South Dakota Suie N.»i«.l Skhool. 8|«.f.Ui ,, . I I. ■. . 1 I I. • . I ( Mi.h 1890 William 1! ,,,^.^^ M..U»*. 1893 A. WtLLis , » ., . 1.1 ,..1. Vw \l..I,-^, 884 NATIONAL EDUCATIONAL ASSOCIATION [South Dakota SOUTH DXY^OTh— Continued 1894 Mattie Jones. 1893, Teacher in Riggs Institute, Flandreau. 189s Frank Crane, A.M., Gale Coll. Clerk of Supreme Court, Pierre. Anna B. Herrig, Grad., Oswego Nor. Sch., N. Y. 1898, Superintendent of Training Department, State Normal School, Madison. George M. Smith, A.B., '73, .\.M., '77, Colby Coll. 1891, Professor of Modern Languages, Literature, and Pedagogy, University of South Dakota, Vermilion. 1897 Alexander Strachan, A.B., '80, A.M., '82, Univ. of Rochester, N. Y. 1890, Principal of High School and Superintendent of Schools, 9 Van Buren St., Deadwood. 1899 Edward Elliott Collins, A.B., Univ. of S. Dak. Ex-Superintendent of Public Instruction, Vermilion. William W. Girton, Grad., '74, St. Nor. Sch., Platteville, Wis. 1904, Professor of Civics and Geography, State Normal School, Washington Ave., Madison, igoi Anson H. Bigelow, B.Sc, '87, Univ. of Nebr. 1904, Superintendent of City Schools, 121 May St., Lead. Arthur E. Farmer, B.L., '01, Fenton Coll.; Pd.B., '05, Mich. St. Nor. Coll. 1903, Principal of High School, Yankton. SlVERT A. Jordahl, B.L., '98, Univ. of Minn. 1898, Teacher in Lutheran Normal School, 1124 Norton Ave., Sioux Falls. George Williston Nash, B.Sc, '91, M.Sc, '95, Yankton Coll. 1905, President of State Normal and Industrial School; res., 223, 9th Ave., E., Aberdeen. Helen S. Peabody. 1885, Principal of All Saints School, Sioux Falls. G. J. Schellenger. 1903, Principal of High School, Selby. Edward C. Scovel. Teacher in Ring Thunder Day School, Rosebud Agency, Rosebud. Samuel Weir, A.B., '89, Northwestern Univ.; Ph.D., '95, Univ. of Jena. 1905, Vice-President. Dean of School of Education, and I^rofessor of the History and Philoso- phy of Education, Dakota Wesleyan University, Mitchell. 1902 Carl J. Mohn. Kidder. Thomas Nicholson, A.B., '93, A.M., '95, Northwestern Univ.; D.D., '98. Iowa Wes. Univ., and '05, Garrett Bib. Inst. President of Dakota Wesleyan University, 811 Sanborn St., S., Mitchell. M. M. Ramer. Ex-State Superintendent of PubUc Instruction, Millbank. Arthur H. Seymour, B.Sc, '87, A.M., '98, M.Sc. '90, Ohio Nor. Univ. Arlington. C. M. Young, Ph.M., Ph.D., Hiram Coll. Professor of History and Social Science, University of South Dakota, Vermilion. 1903 James J. Duncan. 1901, Day School Inspector, Indian Service, Pine Ridge Agency. Freeman H. Hoff, A.B., '91, Ohio Nor. Univ. Superintendent of City Schools, 211, 6th Ave., E., Mitchell. MoRiTZ Adelbert Lance. Office of State Superintendent of Public Instruction, Pierre. Belle M. Munger, Grad., '93, Oberlin Coll. 1902, Principal of Pubhc Schools, Custer. 1904 Louise Cavalier. Teacher in Riggs Institute, Flandreau. Franklin B. Gault. A.M., Cornell Coll.; Ph.D., Wooster Univ. President of University of South Dakota, Vermilion. Ella Gertrude King. 1903, Teacher of Music, Riggs Institute, Flandreau. 1905 George L. Brown, M.Sc, '02, Univ. of Mo.; Ph.D., '00, Univ. of Chicago. Professor of Mathematics and Astronomy, South Dakota Agricultural College, Brookings. A. B. Hess, Pd.B., M.E., A.B., Ph.D. 1902, Superintendent of Schools, 519, sth Ave., Madison. Frederick J. Kelly, A.B.. '02. Univ. of Nebr. 1905, Principal of High School, Lead. B. Malcolm Lawrence, A.B., '82, .\.M., '86, Cblby Coll. 1905, Instructor in Mathematics and Physics, State Normal School, Madison. RuFDS BuEL McClenon, A.B., '78, \M., '81, Williams Coll. 1904, Professor of Latin and Pedagogy, South Dakota Agricultural College, 801, 9th St., Brookings. 1906 WiLLLAM B. MooNEY, Pd.B., 'o2, Pd.M.. '03. St. Nor. Coll.. Greeley, Colo. Superintendent of Training School, South Dakota State Normal .School, Spearfish. H. A. Ustrud. State Superintendent of PubUc lastruction, Pierre. institutions 1897 South Dakota Agricultural College. President, Robert L. Slagle, Brookings. 1903 Hearst Free Library. Librarian, Mrs. Julia Concannon, Lead. Tcancsy*J LIFE, ACTIVE. A\D CORRESPOX PI XU MEMBERS 885 TENNESSEE ACTIVE MtUBKRS iSSq \V. T. White. A.B., '77. A.M.. '03. Univ. of Tcnn. 1&8;. Principal of Girls' High School, 508 liroad St., Knoxville. iSoi I. C. McNeill. HP7, Supcrinieniicnt of Schools, Room 514. Tennessee Trust Huilding, Memphis. 1894 Richard Joses. .\.M.. "Hi. low.i Coll.; Ph.D., 'g.?. HeiJell>erK. Germany. 1895, Professor of Literature, Vandcrljilt L'nivcrsity, N'anJerliilt Campus, Nashville. 1807 H. C. Weber. Superintendent of Schools, 7og McGavotk St.. .Nxshville. 1808 Philander Prif_stley Clavton. A B.. 'Si. A.M.. '86. L'niv. of Tenn.; Lilt f).. Vi. Hates Coll. igoi. Professor of Science and .\rt of Teaching. University of Tennessee. Knoxville. Warren W. Piielw. .\.H.. '04. .\.M.. V>. Coliiml)ia rniv.; Ph I) . '00. ('nlum)iian L'niv 1905. Professor of Political Science and Pedagogy. Grant University, .\thens. I1JD3 H. Elsier Bierlv, .\.B., 'qi. Princeton Univ. ig34, Profevsor of Phili>si>|)hy and Education, Grant University, and Editor of "Soutbera Educational Review," Chattanooga. George W. Gordon. BSi., \q. Univ. of Nashville. i8gi. SuixTrinlendent of Cily Schools. Tennessee Trust Building. Memphis. Israel Hyman Pere<. .\ ».. '8q. I.L.B., '01, .\.M.. "og. Yale Univ. Ez' President of Board of Education, Memphis Trust Building, Memphis. Eugene F. Turner. 1905. Registrar of University of Tennessee. .Medical Department, res., (lii. »d Ave., Nashville. 190 1 .\. C. Webb. 1900, Super\-isor of Penmanship and Drawing, 309 Wilbum St., .Nashville. 1902 WiCKLiFFE Rose, A.M., '90, Univ. of Na-shville. Professor of Phik)Sophy. University of Tennessee, and De.in i)f Peabody College for Teach- ers; res., loji Belmont A\x., .Nashville. J. L. Wright. Principal in City Schools, 626 Boscobel St., Nashville. 1903 GoRDO.N M. Benti.ev, B.Sc., '00, .\.Nf., '01. Cornell Univ. Instructor in A>dl(>gv. Histology, and Kntomol<>i(y, and .\ssi.slant Stale Enlomulogi^l of TcnnisM-e. Univi-rsily of I'cnnivrfr, Knox\illc. .\lbert M. Harris, A.R.. '01. .\..M.. '01, Cornell Coll. 1903, Adjuna ProfesMir of Public Speaking and Debate, N'andrrliilt University, 1 s (iarlanil Ave., Nashville. McG. Ingri'm. 1906. Principal of High School. .Minor Hill. D. J. Johns. Jr. n>oj. Principal of Calilwcll Schi»>l. (dK .\rington St . Nashville. C. Tyrold Kirkpatricic, .\.H . '»*. AM , '03. \anill Univ. 1900, Teacher of I.alin. Fogg High Singi(>n Coll 1904. Priniiiul .i( High S.frsv)r ol i->ituial»m.l. sij CImlnul St . « h4llan<«i«a. I9(y. Cl.RM'tlUH J HrATW.lir ,. . . w 1903. SuiBTintemlmi of < tty SthU. M-irriMown IMsTITt.'TloX* Lire PIBRrTir« Prraiilml. J<4in Dirll Blanloo. NaUivlllr. NATIONAL EDUCATIONAL ASSOCIATION [Texas TENNESSEE— Con//««e04, Superintendent of J'ublic Schot)ls. 11^ Kmcrsiin \\t., Houston. Jaues Thojivs Johnson. .V.B.. 'ot. I'niv. nf N'.ashville iQOj, Superintendent of Public SchixjI. Kmory. G. P. PlTNAM. Superintendent of City Schools. 615 N. El Paso St.. Kl Paso. Cree T. Work. looi. President of College of Industrial .\rts. Denton. 1005 Carl Hartman. .\.H.. '01. .\.M.. 04. Cniv. of 'Vex. IQ04. Superintendent of I'ubli Instruction of Traxis County, .joj K. ihth St., Austin. F. R. HicHE-S. B.Sc.. Vanderbill Univ. igo4. Superintendent of School. Denison. Maiiif. Se.\ton. Grad.. St. Nor. Sch. Principal of San Jacinto School, soj Myrtle St.. Kl Pajo. Thomas L. Tolano. I..I., Pealnxly .\or. Coll.. .\.H.. '01. .V-s'iland Coll.; Litt.B., '04. Iniv of Nashville. H>os. Superintendent of Public Schools. Port .\rthur. 1906 W. F. Barnett. igo3, Superintendent of Schools. Itasca. Walter F. Doit.htv. .\.K.. Univ. of Tex. 1906. Superintendent of Public Schools, Marlin. Peyton Irving. Jr., \.\i.. "oo. Univ. of Tcx.rs. 1906. Superintendent of Schools Brenham. John C. Lattimore .M.Sc.. '06. Baylor Univ. 1899. Superintendent of City ScIukjU. 1114 S. sth .St., Waco. John L. I^Nr.. 1893, Superintendent of SchooLs. High School. Dallas. M. H. Moore. Superintendent of Public Sth<»ols. 1313 G .• President, I»a\id l. Houston; Libranan. P. I.. Windsor. Austin. 1903 Carneoie Library or San Antonio. ,,. u c . . President. K. H. Terrell; Ijbrarian. Benjamin Wyche, San Antonio. 1904 SoiTHWEST Texas State Normal S« ikiol. Priniiital. Thomas (). Hams. San Marcos. 1936 Carnegie Library. Fort Worth. , ^. , . ... .. ^. Libr.irian. .Mrs. Charles Schenker. Fort Worth. State Dipartmint or Kultation. ... State Superintendent of F:(lucation. Ro;*rt B touwni. Austin. UTAH AfTIVf limilHIN 1805 William Jasper Kerr. BSc.DSc , „ ,. , ,., . ,^^„ ,,53, President of Axncultural College of Hah. lAian. ,897 Rosalie ^"^'^^%^^^^-^^^ „, ,.,;„,,, s.h...l». .ddr*«. err of Emery Holme. Salt Lak. Oty. .899 J. L. BRowsjM,i|,^ ;.. '•-'•' ^^:r^!.:;'^uiS.^v;?:i;.i;"un:i;^r,'. 4. n. *. we,t s... rr,.«.. .,„ Wn.L,A« Alu«,s^^ ^ ^^^,^ ^^ WaUiin,,.^ A,r.. 0..le„. dav... h. i;;^"'^'^';;;;,;,^,,^, ^ ea, sd«»»., 6 cpuoi av*.. sau i^* car. GwjRCE A. Eaton. A B. A M . V. H' ' ' ., , ^, , . ,. lox). Princii-I of Hich Vh.- 'luh. Salt Uk* f. .t> Mary C. Mav^. ^^ v,„ricn. .siaic N^*mal Sch»J. UnlwMi) ..I Uuh, mi. i a.i It .n. A. C. Sr.uoH. ^^J;^'^^„,^i^i ,^ |.u,,|,c Iniructton. i,., CU» .ml foumr llniWIio*. !v»U I «kt City. ,90, WiLtiAi. A,^Mm.i^^^ ^^ ^^^^ ^^^ ^^^^ Tr«ip»ri.m BulMInt, Sail Ukc Oi,. 1903 Lacra B. W'»' ^ ^^^, |',n«uitch tmllan School. Paitculich. ,934 (;r/>RfiE W. \'< . r 1 t I • 1901 I ■ I. A. Osrirs, I.I. B ,, ,^^„. 888 NATIONAL EDUCATIONAL ASSOCIATION [Vermont UTAH— Continued igos William Bradford. Principal of Lowell School. Salt Lake City. Horace H. Cummings, B.Sc, '05. Univ. of Utah. 1906, Superintendent of Schools of the Church of Jesus Christ of Latterday Saints, 44 E. South Temple St., Salt Lake City. William S. Rawlings. 1893, Superintendent of Schools, 373 E. 4th North St., Provo. William M. Stewart, M.Didac, Univ of Utah. Principal of State Normal School, University of Utah, Salt Lake City. Mathonihah Thomas, LL.B., '00. Univ. of Mich. 1904, Member of Board of Education, 468, 7th Ave., Salt Lake City. 1906 George H. Brimhall, D.Didac, '97, L.D.S. Church. 1902, President of Brigham Young University, 356 N. 1st St., Provo. John H. Coombs. 1904, Principal of Lafayette School; res., 274 Canyon Road, Salt Like City. Joseph Jensen, B.Sc, '02, Harvard Univ. 189s, Professor of Mechanical Engineering, and Director of School of Engineering and Mechanical Arts, Agricultural College of Utah, Logan. Dei.bert W. Parratt. 1905, Supervisor of Manual Training, City Schools, 330 E. 12th South St., Salt Lake City. Charles F. Romig, A.B.. '96, Park Coll. 1903, Principal, of Hungerford Academy, Springville. institutions 189s University of Utah. President, J. T. Kingsbury, Librarian, George D. Coray, Salt Lake City. 1898 Brigham Young College. President, James H. Linford, Logan. 1902 Agricitltural Collet.e of Utah, Library. President, W. J. Kerr; Librarian, Elizabeth Church Smith, Logan. VERMONT .\CTrVE MEMBERS 1894 Mason S. Stone, A.B., '83, Univ. of Vt. 1905, State Superintendent of Education, Montpeher. 1898 John L. Alger, A.B., '90, A.M., '95, Brown Univ. 1904, Principal of Vermont Academy, Saxtons River. 1899 Isaac Thomas, A.B., '81, A.M., '84, Yale Univ. 1898, Principal of Edmunds High School, 305 Main St., Burlington. 1901 Charles H. Dunton, A.B., '70, Univ. of Vt.; D.D., '87, Syracuse Univ. 1877, Principal of Troy Conference Academy, Poultney. Philip R. Leavenworth, A.B., '92, Yale Univ. 1897, Principal of State Normal School, Castleton. 1903 Winthrop P. Abbott, A.B., '93. A.M., '96, Dartmouth Coll. 1896, Principal of High School, and Superintendent of Schools, 9 High St., Proctor. F. W. Carrier, A.B., '01, Univ. of Vt. 1902, Superintendent of Schools, West Rutland. MERRtTT Darrow Chittenden, A.B., '94, Univ. of Vt. 1904, Principal of Bellows Free Academy, Fairfax. ClarenceH. Dempsev, A.B., '95, Boston Univ. 1898, Superintendent of Schools, 64 Summer St., St. Johnsbury. Samuel Hodgman Erskine, A.B , '91, Bowdoin Coll. 1897, Principal of High School, 23 N. Main St., Rutland. Alvan a. Kempton. A.B., Brown Univ. 1904, Principal of Brigham Academy, Bakersfield. John H. Morley, A.B., '63. A.M.. '66, LL.D.. '00, Williams Coll. 1906, Pastor of the Congregational Church, Springfield. H. J. Stannard. 1893, Principal of Barton Academy, Barton. Carl Vernon Tower, A.B., A.M., '05, Brown Univ.; Ph.D., '98, Cornell Univ. 1902, Professor of Philosophy, University of Vermont, 92 Brookes Ave., Burlington. 1905 Fred J. Brownscombe, A.B., Ohio Univ. Superintendent of City Schools, 8 Baldwin St.. Montpelitr. Henry O. Wheeler, A.B., '67, Univ. ot Vt. Superintendent of Schools, 335 S. Union St., Burlington Harlan N. Wood, A.B , '92. A.M., '99, .\mherst Coll. 1904, Instructor in Greek and Latin, St. Johnsbury .'\cademy, 3 Main St., St. Johnsbury. 1906 W. A. Beebe, A.B., '89, Univ. of Vt. 1889, Principal of People's Academy, Morrisvillc. Edward Day Collins, A.B., '96, Ph.D.. '99, Yale Univ. / 1904, Principal of State Normal School, Stearns St., Johnson. \.rgin..ij LIFE, ACTIVE, A\D CUHKE^^i'U.XDlXO' MEMBERS 889 VERMONT— <:oii/iini«/ IQOO Warren J. Kibby. A.B.. '01. Harvard I'niv IViniipal of 0>mmcrii.il Department am) Assismni I'rincituI of High SchcKit; re». IfriKk House. Kutl.ind A. E. TrrriE. A.B 70. A \f.. 'S^. Males Coll. i(jo4. 1'rini.ipktl of HiKh School, 44 Si'hool St.. Bellows Falls. INSTITUTION 1931 L'NivERsrrv or Vermont. Library. Librarian, lulith E. Clarke, Burlington. VIRGINIA ACTIVE UEUBERS 1S04 Edwin \. .Vlderman. Ph.B., Univ. of N. C; D.C.L., ', I'niv. of the South; LI..D.. *oo. TuUoe Univ.. 'oj.^ohn.s Hopkins I'niv., '04. ColumUj Univ.. und "05. Yale Univ. ic>34, PreNiilent of LnivcrMty of Virginia, Charlottesville. William I" Vox. A.M.. "sS. Richmond Coll. 1SS4J. Superintendent of Schools, City Hall, Richmond. Robert B. Ki lton. A.B . fxj. A..M . '71 Univ. of .Miss.; LL I) . or Univ of .Whvilte. 1906. Superintendent of the Miller M.mual Lal)i>r Sth«il. .Miller School P. O.. .\lb*. marie Oiuniy. Edward C. Glass. 1879, Superintendent of Schools, 6]^ MadiMin St., LyTichburg. 1898 Maurice M. Lynch. 1886, Superintendent of Schools of Frederick County and of City of Winchester, it RouM Ave., Winchester. .\licf. N. Parker. 1901. Director of Kindergarten Training School and (1905) fkiprrvisor of Public KiDdct- gartens, 510 E. Franklin St.. Richmond. Sarah J. Walter. Principal of Training Department. ILimirton .N'orm.il and .\grirultural Institute. HamiMon. 1900 HoLLis Burke F'rissei.l, D.D.. '00, How,ird Univ.; S.T.D.. Harvanl Univ.; LL.D , '01. Vale Iniv 1.S93, Principal of Hampton Normal and .\gricultural Institute, Bos 10, Hampton. W. H. KUSTER. Principal of High School, Harrinburg. 190J .\ndrew J. GiAY, Jr. .Manager of Agency Department, B. F. Jnhn.Min Publithing Co., 90J E. Main St.. Rithmonrl. Willis A. Jenkins. A B , Wr Mrmtter of ~ Inspectors and Lxaminers. and Srcrrlary of Virginia Summer s 114. J4th St.. .Newport New*. ii William Holuf.s Davis, .\.B . 'm, km loii^i .Macon Coll. ■ 90.<;, Suijcrintendent of ScliooU, 1114 Main St., Danville Maria P. Dlval. 1899, Principal of Virginia Female Intlilule, Staunton. JfJSKPH L. Jarmas. A.B., Km..rv .-.1 M.n.i C " II Ii i9»], Prcstilenl ol Elmer E. Jones. B.Sc. 94 ''■ '. „ Profe«»or ol 1 , , iinu. fannvill*. Maruaket G. KiNc.. «.»._,.. Prinnpnl of Ghml Kindrrgarien. joS Olnry Road. NoHolk. James Morris PAor, A M . 'H%. Ran lol|ih .Macon Coll ; Ph I) . '«j. Lrip'ig 1896. Profei«<»r of .Matheniaii>*. and Dean o( UnirtTKljf »( \ir,tinia. Cha>ln«te«Wlte. GeoRCK P. Piirsix. 1904, Su|jerintendent o(V rtmmts, Hamilton InMituir llampt.jn Ernest Siiawev. 1. 1 . '01 ^ " '•»•' 11/5 1 ... I. NurfiJk Lyman B I r.tt> ;, ,n.»ul Collrcr. 1600 W. I^h St . Kkhnx^d 1904 . iNNir """""'"Qiipj „( Drinnmrnl* ol Social K<«i€K>in) ami the Arti ami Craft* JamrMnwn Cipo- aiiion. Norfolk I Franklin Memenqer. AB.. 'as, Uolv. ol ICa»».; A.M.. "«•. lUnard Unlv . Ph D . 01. Cniumhia rnlv I .. l....l..l..^ I t .1 n V i>)»ni« Sl..lr \ .irftol S. K. • .1 litlnttltr R. H. Shi < 1905 Ororoe W...1 (AM i.y *' '»* j" ' • '•£^" ' ,^ I90llrce Nairm Jame« C. Ha^ ' ^^ ^ ManhaU S. . Kklimuo.1 Albrrt " ^'J^'^' ^.,,.,„„ ^,,.„,n., ,. ..( PulJk Vh«4. it>n W (irate St Rttlimntwi Cma.le* ^\^l^"^^^^ ,^ ^^„ ,».„,., ,^ KtamuKt.. »«o Park St.. CTuflnil«* Trinitv Coll ■ A M.. '03, Ph.D.. '04. Columbia Univ. BKCC. R. ^^--^^^^J^i^^JlrP^clTl^ioA Profelsor of Psychology, Un.ve.s.ty 190S, l^;^j'«?°^„i^ University Station, Charlottesville. E. H. Russell. ^^^^^^^ ^^ ^^^^^ ^^^^^ ^^ Examiners and Inspectors. Department of Public Instruc tion, Richmond. i ■ n • INSTITUTIONS ,8pp THE HAMPTON ^-;j- Xl^'S^'^^Fdilu- Li^^rian, Miss L. E. Herron, Hampton. State Female Normal School^^ ^^^^^^_ ^.^^^^.^^_ _^^^^ B. Dugger, Farmville. XpOX WASHINGTON -° p^^ U-EK^^^^^^^^ ^^^^^_ ^CXingtOn. XPOS DEPARTMENT OE P-^-J^-j^Xf^Ed^nr R- C. Stearns, Richmond. WASHINGTON ACTIVE MEMBERS .8po WILLIAM E--0 W,lson, A.M.^;^^^^^^^^^ 3^,^^, ^„^^,,,,^. 1891 Frank J. BAJj;-^''^-^p,,,entative of American Book Co., 429-430 Walker Bldg., Seattle. X894 FRANK B. Coof «s^p^^i^te„dent of City Schools, 901, 7th Ave., N., Seattle. X895 JOH. T. F0R-sT,^Ph^B./83,^C^^^^^^^^^ School, 438 High St.. Bellinghatn. .896 CHARLES F™s REEV^^^, ' A M.|.,^. Pa. St. coll. ALBEKT H-.V^V00^ER.^A.B.^^^^^^^ ^^^ ^, ^ 3, ^^^„„^. X897 JAMES ALBERT T0RMEV,.BX.^95,^ymW ^ ^^,^ ^^.^_ ,^^^^^^ .8.8 GEOROELA^TE.^h^^A^^Ws^lW,m T n Stout B.Sc, '83, Valparaiso Coll. , t^ , J. D. ^tout.^d o ^^p^^^j^j^^^^jjj of City Schools, Dayton. n r Whitney B L., '06, Puget Sound Univ. 1895! Principal of Bryant School, 704 S. I St., Tacoma. X899 J. H. MoROAN,^k,M.J_7p9,. Fuxman Um-^^^^^, g^.^^, 3,, g. ,,,h St., Ellensburg. Ernest Riste.^ superintendent of City Schools, and of Chelan County Schools, Wenatchee. CHARLES S. TtLTO^N. Pd^B.,^^1 Ja^hon ^^^^^ ^^^,^ ^^,^ 3^^^^,^_ Jessie Bidden.. Wilcox. ^^^^ ^^ ^.^^^^^_ ^^^^^ ^^^^^, g^5^^^,_ Ellensburg. X90I M.NA H. Aa^v^d^^^^^^^^ i„ City Schools, 8.2 S. G St., Tacoma. H. MOKELANO COOK, Ph^. J^^^^^^^^ Univ^ ^^^ ^^ ^^ ^^^ ^^ p^^^ ^^^^ 3,^^, ^,„. "• ^-- ^^^V g|^}^ftS;SsS,l!i!f?J!^r^i^'?^: ?l&en St, Belhngham. Harrv M Sh.Ser, B.Sc, '87, M.Sc, '90, Eureka Coll ; A.B., '99, A.M.. '00. Harvard Umv. HARRY M. SH^^ ^rggident of State Normal School, Cheney. CHARLES M. Sherman, A.B., '93, Ph.B/94, A;M 'Ph.D., 'oS- 1905, Principal of Lowell School, Tacoma. W. F. B-'-^^^B-^p^SallTpiEd Schools, 4S40 South M St., Tacoma. Alfred L-^Bw5wn.^^.^^^^^^^^ ^^ ^^^^^^^ Wenatchee. David E. C.oyd, A.M., Ph.B., Univ. of Minn.;, A.M., Columbia Umv. Principal of High School, Spokane, iir,,,,... f^irnnrF MrCARTHY, A.B., 'os. Univ. of Wash. William ^-^oR^i^p^^^j^^^^p^^ ,610 E. Mercer St., Seattle. Edwin Twitmyer, A.B., '84, A.M., '87, Franklin and Marshall Coll. Bellingham. S. W. Yerke^s^^^ Principal of B. F. Day School, 3910 Aurora Ave., Seattle. 1903 WasJiington] LIFE, ACTIVE, AND CORRESPONDING Af EMBERS 891 WASH I N GTO S—ConJinued 1003 \V. 1". Adams. Teacher in Grant School. 1700 S. -th St., T.icoma. Thomas F. Kane, A.B., '88, Dc I'auw I'niv.; I'h.D., 'oi;, Johns Hopkins L'niv. President of University of \Vashint!tun, Seattle. Freoebick M. Padelford, A.B.. V>. .\.M., '00. G>ll)v Coll.; Ph.D.. 'qo, Yale l'niv. Professor of EnKlL->h l^ntsuagc and Literature, University uf Wa-Jiington, Seattle. As.sa Jenn'ie Peltos, B.Sc., Univ. of \V;ish. iSi>8, Teacher in Public Schools, 1617, sih Ave., N'., Seattle. F. \V. Rhoades, B.Sc., '.>•}, Iowa St. Coll. loot). Instructor in Hitjh School; res. 315 \V. .Vhlenum .Vnt.. .S'orth Yakima. 11*04 Jllian Eit.ese Buchanan'. B.Sc.. 'qS. Univ. of Mich. IQ3I, Head uf Department uf Physical Science, Slate Normal School. Cheney. Charles H. Deane. Principal of Public Schools, Dixie. Mrs. Mary E. Jenve. 1808, Principal of High School, P. O. Box 477, Pullm.in. John .\r>AMS Ringsbirv. Principal of Green L;ike School. Seattle; addrr«.s for 1007, Teacheri rollrge, Columbia University. Box , - -. uth Coll.; H.D., 'oj. Union Theol. Srm . AM. 04 Ph.D., 'o'; ' iv 1005, Professor oi 1 I'liiloMtiliy of Education, Univrnily of Wahinglun. Hi.i. .^ .itile. 1006 Timothy M. .ALronv B.Sc.. "oi Kans Wc< Univ.; A.B., '06 Univ. of Wa»h. 1906. Prinii|»al of Public Schools. Shellon. .Nellie A. Gray. 1005, Teacher in Slate Normal School, iiellingham. Henry F. Htnt. Vii. State .\>irmal Sthocl, Cheney. EccEWE E. RoMio. B Sc., Centnl Coll Huntington Ind. Princi|>al of High Schi«.l Arlmgli.n Ei>WARu O. SissoN, B Sc.. '»/>. Kan^/\gri. Coll.; A.B., "oj, Univ. of Chicacu. Ph.D., "0$. IUr\Ard 1006, Proft ss<>r €if Education. Unlvcnlty ot WMhinftoa; «».; 47J9. •4lb Aw.. N. E„ Sealllr. iNvinvTioin ieo7 Washixot*)!* State NL i I Maliirv, Belltnghom. 1031 Seattle Plblii- I c u c- ..1 Liwrarun, t_h«rle» \\e«lcy Sn>»lh, Sraltlr. WHITMA.S CoLLr./i| _ ^..^^tten 11 I. P«if«c; UUuUm. Aimiad. I I • W >M. « alia ,93, STATE NowMtS.- ;;m Shafcr.Ch-.,. ,^, STATE CotLEOE.^ .^ 'aTo Jn. Pul.m.« I006 WASHIX'iTOM Sta. "^ .Siair L !,f Jfun J M Hill Olympla WF^ST VIRGINIA Lirr. Dt«r< TOE 1877 r Marceu.o« Marshall SlouU MiUa; eijirr«» ortitr. Uurmvlife. 892 NATIONAL EDUCATIONAL ASSOCIATION [Wisconsin WEST XIRGl^^lA— Continued ACTIVE MEMBERS 1891 Byrd Prillerman, B.Sc, '89, Knoxville Coll.; A.M., '94, Westminster Coll. 1892, Professor of English Language, West Virginia Colored Institute, Charleston. 1894 Robert Allen Armstro.vg, A.B., '86, A.M., '89, W. Va. Univ., and '03, Harvard Univ. 1901, Head of Enghsh Department, West Virginia University, 107 High St., Morgantown. 1896 Jasper Newton Deahl, A.B., '93, Harvard Univ.; Ph.D., "06, Columbia Univ. 1901, Professor of Education, West Virginia University, 414 Park St., Morgantown. Lucy Robinson. Supervisor of Music, 112 S. Front St., Wheeling. Dora B. Rogers. Teacher of English, High School, 1815 Park Ave., Parkersburg. 1900 Hervey B. Work, A.B.. '93, .\.^^, '06, Wooster Univ. 1904, Superintendent of Schools, Peabody Building, Wheeling. 1931 Thomas Condit Miller, A.M., '92, West Virginia Univ. State Superintendent of Free Schools, Capitol, Charleston. Lawrence J. Corbly, .\.B., '90, Univ. of W. Va.; A.M., '96. 1896, Principal of State Normal School, Marshall College, Huntington. 1903 George E. Hubbs. 1005, Superintendent of Public Schools, Benwood. Daniel Boardman Purinton, A.M., W.Va. Univ.; Ph.D., '92, Univ. of Nashville; LL.D., '89, Deni- son Univ. 1901, President of West Virginia University, Morgantown. John C. Shaw, B.Sc, '92, M.Sc, '94, Univ. of Nashville. 1901, Principal of State Normal School, Glenville. 1905 Charles S. Brilles, A.B., '92, A.M., '95, Univ. of Wooster. 1904, Principal of High School, 54^ S. Penn St., Wheeling. JosiAH Keely. A.M.. Harvard Univ. 1897, Principal of Preparatory School, Montgomery. Joseph Rosier. Superintendent of Public Schools, Fairmont. 1906 Ethel Carle, A.B., '05, W. Va. Univ. 1905. Principal of High School, Mannington. William H. Wayt. Superintendent of Schools and Principal of High School, Piedmont. 1907 Edda E. Bingell. Principal of Centre School, 2234 Main St., Wheeling. Mary Reppetto. Principal of Webster School, 2735 Eoff St., Wheeling. institutions 1899 West Virginia University. President, D. B. Purinton; Librarian, Pauline Wiggin Leonard, Morgantown. 1900 State Normal School, West Liberty. Principal, Lorain Fortney, West Liberty. 1901 Public Library, Wheeling. Superintendent, Hervey B. Work, Wheeling. 1905 Department of Free Schools. State Superintendent of Free Schools, Thos. C. Miller, Charleston. WISCONSIN LIFE members 1884 John Arthur Aylward, A.B., '84, B.L., '90, Univ. of Wis. Vilas Block, Madison. Jairus Harvlin Carpenter, A.M., '74, Yale Coll.; LL.D., '76, Univ. of Wis. Emeritus Jackson Professor of Law, University of Wisconsin, 315 Wisconsin Ave., Madison. Lewis Herbert Clark. 1892, Professor of Mathematics, State Normal School, River Falls. Philip Eden, Ph.B., '72, Univ. of Wis. 601 Pine St., Platteville. John Q. Emery, A.M., Beloit Coll., Ph.B. 1902, State Dairy and Food Commissioner, R.F.D. No. 41, Edgerton. Lorenzo Dow Harvey, Ph.D., '91, Milton Coll. 1903, Superintendent of Public Schools and Stout Training Schools, 102, 4th Ave. N., Menomonie. Andrew J. Hutton. 1901, Superintendent of Wisconsin Industrial School for Boys, Waukesha. Charles H. Nye. 1893, Superintendent of Schools of Grant County, 212 N. Adams St., Lancaster. W. D. Parker, A.M., Univ. of Wis. P. O. Box 4.';4. River Falls. John Barber Parkinson, A.B., '60, A.M., '63, Univ. of Wis. 188s, Vice-President, and (1893) Professor of Constitutional and International Law, Uni- versity of Wisconsin, 803 State St., Madison. Wisconsin) LIFE, ACTIVE, AND COKKESPOXDlXlS MEMBERS 893 WISCONSIN— CVn/iBKfJ 18S4 Samuel Shaw. AM . .'75, Univ. of WU. L-iwycr, Crandon, Forest Co. Robert Clo..son Spksikr. 1863, Founder and I'rcMdcnt of Spcncrrian Uu>incss Collrgc.WLiCOiuin !>t. and Broadway, Milwaukee. JosHCA Stark. .\.B.. "jS. Tnion Coll., N'. Y. 170 Slariin St., Milwaukee. Isaac N'ewtun Stkwart, H St., 'bi. Univ. of Wis. Formerly l^litor of ".\lilwaukcc Journal." 711 North St.. .\p|>lell. The Hnudway .\|urtmental of Dunn County Training School for Teachrnk cur. Main and ttth St*., Mcnomonie. Warren J. Brier. i8<>8. President of Stale Normal School. Oio. jd St.. River Fall*. Silas Y. Gillan.'a.M.. '87. 111. Wes Cniv. 1891, Editor of "Western Teacher" and of ".Xmerican Jounul at Education," 141 Wiv consin St., Milwaukee. Rurus Henry Hai.sky, A.I , '77. William* Coll. iH<>8, President of State .Normal School, 107 Ml Vrmim St . Onhkosh. Sara D. Jenkins. Ph B.. Sj. l'niv. of Wis, 11/-.. I, Instructor in KnKlisli Miith School, .Mailivm. Elle.n C. Sabin. .\ M . "o";. fniv .if Wis 1H41, President of .Milwaukee Downer College, .Milwaukee. Rose C. Swart, AM, 'm, L'niv. of Wis. 1884, laspcctor of Practice Teachinc. State Normal School, J7 Elm St., Othkcnh. E. V. Wkrsick. i'/:ii. Secretary of Board of F>lu(atii. 1806 Walter .Ku.ts i8v<>, First Aaaisuni Sopennt'^- ''. «i> llatkrtl Ave., Milwaukpe. W H. CHr.r.vr.R. I'd B . Pd M . St. N.ir < ■ Hgo, Vice Pre«ilrnl ol Stale .S.r.n, ...tr liisttiuir Cooduclar. isio Sirtamor* St , Milwaukee. .MARY Hill. i8^j. Auirtant Teacher, 170 Maauo St . Milwaukee 1Ut« S Nri.v.N .... |S»4. Principal of Wrl.ster SchiKil. no Park Ave, Jannullr GroRCE C. SMtrrr*. Ph B. . .. ^ . .. . ..l loot, CoOiluctof of InMiluIr*, State .Sitfmal SthtuI, 6o» M»(n St . Whilrwalrr. i8«7 C. P. C.cr " ^ ' ' ' ' - , V. I, Intiructiun. StuUum Frankii'- I ' is-j;. '. ij-MriirnUm ..! • ! - - 4 • Hfwd St . Ilrl.4t Georok V.»f DArW. Jake '-"'^^J^"'^'^^,^,, y,i^^^^i ,„., p,„p,Mi.* o< liilMU Hum* School, liillOd*. FBrt>rRirK r. K»Ar..r. B I.. 'Ho. .M I.. 'gi. Cnlv >4 WU ........... , 1897. Prmci|»l of llich Stbuul. ami Supctinletxlml of Pul.lk S>bi«4*. MaAmuMto. Emma J -|')|^""p^^jp,,,^ ,^1, I^^tl Primary Sch-J V. 4 «?» luthst N W St. Milw.ukr*. 894 NATIONAL EDUCATIONAL ASSOCIATION [Wisconsin WISCONSIN— Cow/rn!(e(f 1897 Charles McKenny, B.Sc, '81, Mich. Agri. Coll.; A.B., '89, .\M., '92, Olivet Coll. 1900, President of State Normal School; res., 2444 Prairie St., Milwaukee. E. C. Meland, B.L., '89, Univ. of Wis. 1895, Principal of Windsor Township High School, De Forest. James A. Merrill, B.Sc, '93, Harvard Univ. 1900, Department of Science, State Normal School, 1925 John Ave., Superior. Richard J. O'Hanlon, Grad., '92, St. Nor. Sch., Oshkosh, Wis. Principal of 22nd District School, 28th and Clarke Sts., Milwaukee. J. P. Peterson. 1894, School Treasurer, Polk County, Luck. Lorenzo D. Roberts, Ph.B., '71, Albion .\cad. and Nor. Inst. 1888, County Superintendent of Schools, Main St., Shawano. John F. Sims. 1906, President of State Normal School; res., 200 Brawley St., .Stevens Point. Phebe Swan. 1897, Librarian of Gleaner's Library, 556 Public Ave., Beloit. Elmer W. Walker. 1902, Superintendent of Wisconsin State School for the Deaf, Delavan. A. W. Weber, Ph.R., '01, Ph.M., '02, Univ. of Wis. 701 Langdon St., Madison. H. A. Whipple. Representative of Houghton, Mifflin & Co.. Waterloo. William Hill Williams, A.B., '84, A.M., '87, Williams Coll. 1S97, Teacher of Mathematics, State Normal School, Platteville. 1898 Thomas Higdon Gentle. 1900, Director of Training School, State Normal School, Platteville. Adolphus H. Sage, B.Sc, '86, Cornell Univ. 1893, Professor of Physics, State Normal School, 130 Elm St., Oshkosh. 1899 Edward Charles Elliott, B.Sc, '05, .\.M., '97, Univ. of Nebr.; Ph.D., '05, Columbia Univ. 1905, Associate Professor of Education, University of Wisconsin; res., 407 Wisconsin Ave., Madison. John A. Hagemann, Ph.B., '99, Univ. of Wis. 1899, Superintendent of Schools and Principal of High School, Ft. Alkin.son. Burton E. Nelson. 1904, Superintendent of City Schools, 1201 Wisconsin St., Racine. 1900 Mrs. Ida Hood Clark. 1903, Supervisor of Manual Training, Public Schools, City Hall, Milwaukee. Richard Cecil Hughes, A.B., '84, A.M., '87, D.D., '00, Wooster Univ. 1901, President of Ripon College, Ripon. Foster H. Irons, Grad., '99, Teachers' Coll., Columbia Univ. 1903, Director of Manual T^raining, Blaine Manual Training School, Superior. H. F. Leverenz. 1899, Superintendent of Schools, 2030 N. 8th St., Sheboygan. Alice H. Shultes. 1886, Supervisor of Practice, State Normal School, River Falls. 1901 Durward Earle Burchell, A.B., Columbia Univ. 1903, Professor of Business -Administration, University of Wisconsin, Madison. Frank M. Jack, A.M., '93, Beloit Coll. 1906, Institute Conductor, State Normal School, River Falls. Samuel Adams Lynch, L.B., Pd.B.,'92, Univ. of Mo.; A.M., '00, Univ. of Chicago. 1905, Principal of Blaine High School, 1703 Hughitt Ave., Superior. 1902 Mrs. Mary Davison Bradford. 1906, Supervisor of Primary Work and Theory and Practice in Primary Teaching, Stouth Training Schools, Menomonie. Anna R. Camp, Ph.B.. '97. Western Reserve Univ. 1897, Private Teacher of Deaf, 625 Mendota Court, Madison. Mary R. Campbell. Research Student, University of Chicago, Medical Department; home address, 184, 15th St., Milwaukee. Mrs. Frances Elliott Clark. 1903, Supervisor of Music, 1728 Wells St., Milwaukee. Gertrude Earhart. ' .\ssistant in Polk County Normal School, St. Croix Falls. William Henry Hickok. 1903, Sui>erintendent of City Schools, 328 Edison St., Antigo. Junius T. Hooper. B.L., '92, Univ. of Wis. iSyg, Suix-rinlcndent of Schools, 917, 7lh Ave., W., Ashland. H. H. Liebenberg, B.Sc, '07, Univ. of Wis. 1902, Principal of Buffalo County Training School, Alma. Joh.n W. Livingston. 1904, President of State Normal School; res. 167 Bailey .\ve., Platteville. S. H. Metcalf. 189s, Director of Music, Public Schools, Menomonie. Wu,lard Nathan Parker. B.Sc, 'qo, Univ. of Wis. Editor of "Wisconsin Journal of Education," 23 E. Main St., Madison Wiscoasin] LIFE, ACTI VE. AND CORRESPONDING MEM BKRS 895 V:iSCOSSlS—C-sical Training, State Normal S«'hool, Platteville. EuuA XI. CowLES. I'h.H., 'oj, Cniv. of Chicago. i8gs. Professor of Mathematics, Milwaukee- Downer College, Milwaukee. W. C. Hazzard, A.B., 'gs, Ix'land Stanford Jr. I'niv. Stale .\Kcnl in Wi.sconsin for Silver, Durdell & Co.. 45,1 Jefler^vn St.. Milwaukee. El17j^BETH R. MrCoRUKK. i8gi. Teacher in Nel.son Dewey School, ajq W. 6th St., Sta. A, Supenor. SvsAN M. Porter. AH., '06, Cniv. of Wis.. IJ.L. 1807. Teacher of History, High School. 060 Huron St., Ratine. ViNSEDGE M. RVSSFIX. 1903, Director of Manual Training, State Normal School, Platteville. Charles H. Sears, Ph.D., '01, Clark Cniv. Teacher of P.sychology and Pejl.igogy. Stale Normal School. Milwaukee. Mairice H. Smaii. A.B. '87. <""11'V Cniv . I'liD . 'os. Clark Cniv 1903, Chairman of Dciarlment of Pedagogy, State Normal SchoCAR -T*!"^*^^ prinu'lJjof joh'nG. McMynn School. 720 Main St , Ra..h«x «.t. «h S, . Mrnnmnnk. "*■"*•", 'iirV'rincfp.I ol ,vl IM-rkt Schnni So. .. M-J*— St •»! *T«h A^ M.lw.ukr, J- V. (ott... Ph^M /79. ',-{'Ji,„'::;',.V"!:..r N^^Sch.-, .., D^U,-, S, Slewn. Point. RO.WT I' ,*;;7;7,,„,i,^ ,^ „,h iH^ri.. S-hon. So .. ..o», .Ml S. , M»l-.«k.*. 896 NATIONAL EDUCATIONAL ASSOCIATION [Wisconsin WISCONSIN— Con,'j»t«c(i igos K. C. Davis, Ph.D.,'oo, Cornell Univ. 1902, Principal of School of Agriculture; res., 814, 2d St., Menomonie. Walter Fenno Dearborn, Ph.D., '05, Columbia Univ. 1905, Instructor in Educational Psychology, University of Wisconsin; res., 218 W. Gil- man St., Madison. Kate Dignon. 1901, First -Assistant in 6th District School No. 3, 255, i8th St., Milwaukee. Walter E. Elmer, A.B., Univ. of Wis. 1905, Supervising Principal of Schools, Hartford. Emma J. Gardner. 1894, First Assistant in 12th District School No. 2, 676 Wilson St., Milwaukee. Hermann Charles Henderson. A.B., '95, Univ. of Chicago: A.M.. '98- Univ. of New Brunswick. 1902, Teacher of Psychology and Pedagogy, State Normal School; res., 2212 Sycamore St., Milwaukee. WiLLLAM H. Jamieson, B.L., '01, Univ. of Wis. 1902, Superintendent of Schools, Tomahawk. Albert Ernest Kagel. 1904, Assistant Superintendent of Schools, 563 Scott St., Milwaukee. William E. Maddock, A.B., '04, Harvard Univ. 1905, Superintendent of City Schools, 1507, 14th St.. Superior. Matthew N. McIver, Ph.B., '92, Beloit Coll. 1906, Superintendent of Schools, 144 Elm St., Oshkosh. Jessie B. Montgomery, Grad., '95, Ind. St. Nor. Sch. 1903, Critic in Grammar Department, State Normal School; res., 305 N. Elm St., Platte- ville. Herman E. Owen. Department of Public School Music, Wisconsin University School of Music, 615 State St., Madison. Grace E. Salisbury. 1901, Librarian of State Normal School, Whitewater. Frank K. Sf.christ, M.Sc, Ph.D., '98, Lafayette Coll. 1900, Teacher of Rhetoric and Literature, State Normal School, 934 Clark St., Stevens Point. F. F. Showers, B.I-., '03, Univ. of Wis. President of Business College. Stevens Point. John Henry Stauff, A.B., '99, Univ. of Wis. Supervising Principal of Schools, Lock Box 72, Sharon. P. J. Zimmers. 1904, Superintendent of Schools, 555 Prairie Ave., Kenosha. 1906 Oliver E. Gray. 1898, Superintendent of Schools, Platteville. G. B. Hoag. 1904, Instructor in Manual Training, State Normal School, River Falls. Thomas Lloyd Jones, B.Sc, '96, Univ. of Wis. 1905, Superintendent of Schools, 227 Wauwatosa Ave., Wauwatosa. G. F. Loomis, A.B., '96. A.M., '01, Beloit Coll. Superintendent of Schools, Main St., Oconto. E. L. Luther, A.B., '95, Olivet Coll. Superintendent of Schools, 524 Lincoln St., Ripon. G. J. Roberts, A.B., '92, Penn Coll.; A.M., '01, Univ. of Mich. 1906, Superintendent of City Schools, Merrill. institutions life members 1884 Alumni Association, State Normal School at Milwaukee. President, Charles McKenny; Librarian, Delia Ovitz, Milwaukee. Athen.«um Society of State Normal School at Platteville. Librarian, Miss B. A. Gardner, Platteville. Beloit City School Board. Superintendent, F. E. Converse; Clerk; E. C. Helm, Beloit. Board of Education of the Ctty of Janesville. President, S. B. Buckmaster; Clerk, S. C. Burnham. Janesville. Board of Education, La Crosse. President, William Luening; Superintendent, John P. Bird, High School Building, La Crosse. Board of Education, Oshkosh. President, D. W. Fernandez; Clerk, Daniel Witzel, Oshkosh. Board of Regents, State Normal Schools. President, J. A. Peacock, Oconomowoc; Secretary, William Kittle, Madison. Board of School Directors, Milwaukee. President, Aug. S. Lindemann, 2912 Highland Boul.; Secretary, Frank M. Harbach, City Hall, Milwaukee. City Superintendents' and Supervising Principals' Association of W'isconsin. President, W. H. Hickok, Antigo; Secretary and Treasurer, G. F. Iwoomis, Waupun. Wyonung] LIFE, ACTIVE, A\D CORRESPO.\PI.\c; MEMIiEKS 8g7 WlSCONSl S—ConttHued 1884 COCKTY TeACHEHs' .\SS«C1ATI0N, MlLWAlKEF. COINTV. Prcsidcni. Herbert J. I'liJcr. 7«3 .\s«or S>« • MU«auk«*. Milwaukee Principals" .\ssoi iation. rrcsidcnt J. J. Soracrs; Secretary. J. J. hinan. Milwaukee. Philadelphjan Soiurrv or Statk Normal School at Plattkvillk. PrcsiiU-m. Grant A. German; Secretary, Gilbert Hrerrlnn, I latlcville. Public ScuoolTkmhkrs Of jANJvsviLLr.. , . ■ . ,, 1 u Superintendent. H. C. Huell; Secretary, Ijzzie A. Paten-.n, Jancsvtile. State Historical S.K-IKTY or \Vis<-..NsiN. .. -n. -. m 1 „ Secretary and Supennlcndent, Rcul>en G. Thwaites, MadLv.n. State Normal School AT PLArrKvu-LE. „ , ,• ■ i.i .. ..;ii President, John \V. Uvingston; Ijliranan. Muvi H. A. Gardner, I'Une\nlle. Teachers' .\ssociATios or Wisj-oN-siN. . President. John F. Sims. Secretary. Kathenne Williams. Milwaukee ACTIVE MEMBER.S .807 STATE NORMAL Soj.-. .,;;;;^"^-X „ ii^^.,_ Li,,^,„. KJU c;.XKl«in Parmele. OOtkosh. 1808 MawACKEE Public Library. Librarian. George \\. Pcckham, Milwaukee. State Normal Schi--v, Ken^Kha^ ^^^^^^^ ^^^ ^.^^^ ,. „^^^ ^^„.^^ .90s Milwaukee Teao.khsVV.-^matiosv_^^^^^ ^^^ ^^.^^^^ ^^ 1^,^^^^ K.,o.„i,^ R. William*. 87. Huflum St., Milwaukee. IIviVFBSITV Of W'lS<'<»N'iIN. LlHB\RV. 1906 ARABIT LlI.U.W MiMMKIM. LlBHAUV vi n, - *^ Librarian, kalhcnnc Smock, Monroe. Kei LOG*. Public Library. ,....,. , „ Librarian, O. 15. .Martin, (.rrt-n Lay. State Normal S( \'atii>nal .\ssociation of Kindrrgartncni. Care of CnitctJ States Consul, Bum n .Xirr:.. AL'STRALIA ACrrV'E MEMBERS loot Et-iAs John Forbes. iSqi, Manager <>f .\u-tralian Branch, G. & C. Mcrriam Co., 8 Spring St., Sydney, New South Woks. 1933 Georoe Haxdley Knmbbs, F.R..\.S., England. iQOi, Profcs.sor of .Sur>Tving, an'l sumnime .Vriing F'n>frr of Ph>->ir!i, l'ni\Tr>ity of Svdncv; State CommisMMnrr >if Ivluiation l)irrr of Technical Education; res., 28 Bland St.. .\shlKlJ Sydney. New South Wales. Walter Beavts. Senior Inspector of Schools. 54 Watt St.. Newca:itle. New South Wales. .Archibald Daniel MrKfs/iE. In.sijector of Schools. Dcixirtmrnt of Public Instruction, ".Masc«>tte" South Si., MarritkWllc, New South Wales. Thomas Walker. 1898. Inspector of Schools of New South Wales. ".Marathon." Livingstone Ruad, Mar- nckville, New South Wales. BR.\ZIL active mimbik 1902 HoBACE M. Lane. M D.. '78. Cniv of M.. ; LL I) oj. N V. I'niv, 1899, President of Mackenue College, Caixa 14. S. Paulo. CANADA l.irr MEMBER 1H91 Mrs. Mary J. B. WvLir Deer Park. Toronio. Onl. ACTIVE MEMBERS 1890 James L. Hi<;iie«. , . ., .... 1874. Chief Inspector <•( ' M , loronio. 1891 Samlel Bower Sim lair A M Ph \) . "oi. I'niv o( (liicagn. i8li<'ii MilKMjId Callrgr. Sir Annr .tr Brllrtrw P lll >, ,. ... I tj\tt\in DAMtfX MrljrrvRE, A B "V. A M Vqi ' ; Suia-nntrmlrnl •■■■ i«- «inol|«ru Qoo NATIONAL EDUCATIONAL ASSOCIATION [Sweden CANADA— Con/j«Mei INSTITUTIONS T002 Department of Education of Nova Scotia. . ^«- ,t ir m c .• 1902 xjEPAKiMt^i Superintendent. A. H. MacKay, Education Office, Halifax, Nova Scotia. Education Department of Ontario, Library. . ^ . Historiographer, J. George Hodgins, Toronto, Ontario. 100? Provincial Normal School, Truro, Nova Scotia. ^^ Principal, David Soloan, Truro, Nova Scotia. CHILE ACTIVE MpMBER institution 1901 Library of Congress of Chile. Librarian, Adolph Labatut, Santiago. CHINA ACTIVE MEMBER 1002 C. M. Lacey Sites, Ph.D. , . ^ „ ^^ ^1, ci. u • ^ Imperial Polytechnic College, Nanyang College, Shanghai. ENGLAND ACTIVE members 1901 Alice ^A^^'^^^'^^j^^.^ji^n^^, Department, W. R. C. C, Yorkshire; res., 252 Lauderdale Mansions, Maida Vale, London, W. 1902 Joseph °^^^ Vice-chairman, Educational Committee, Chairman of Technical School Sub-Com- mittee, Glebe House, Rochdale. 1006 Alice Woods, Grad., Girton Coll., England. ^ . . ^ „ ^t n, • d . d j 1900 r^^i^ ^^^^ Principal of The Maria Grey^ Training College; 3 N. Mansions, Burton Road, Brondesbury, London, N. W. INSTITUTION 1002 Free Public Library, Manchester. c. iv. u . ^ Librarian, Charles W. Sutton, Reference Library, King St., Manchester. HUNGARY active member iSoi B£la KRfecsY, State High School Teacher's Diploma, '81. , r.. . „ j . i7t r 1 IS93 DtLA ivKr, Professor of the Royal State High School, 6th District at Budapest, VI Felso Erdosoz 5, Budapest. JAPAN active members institutions 1900 Imperial Library of Japan. ^ , ,^ „ , t- 1 Librarian, I. Tanaka, Uyeno Park, Tokyo. Yamaguchi Public Library. Librarian, T. Sano, Yamaguchi. MEXICO active members 1903 Schuyler F. Herron, A.B., '94. A.M., '97, Syracuse Univ. „,,. .. _„ rj.- iQos, Superintendent of Schools for the American School Association, S. C, 2a Industna No. 15, Mexico, D. F. 1905 Gun.LERMo A. Sherwell. 1902, Teacher of Science of Education, Escuela Normal, Jalapa, Vera Cruz. 1006 Edrique Herrera Moreno. M.D., '85, Coll. of City of Mexico. ,, ^ Director of Preparatory College of Jalapa, Alba No. 8, Jalapa, Vera Cruz. NEW ZEALAND ACTIVE member Thomas Reid Fleming, A.M., LL.B. 1890, Inspector of Schools, Education Board, Wellington. INSTITUTION 190s Public Library, Wellington. Librarian, Herbert Baillie, Wellington. SWEDEN active members 1904 Mats Dalborg. .„..,,, c. 1 u 1 1905, Acting Principal, 3 Idung, Stockholm. Anna H. J. Danielsson, Grad., 88, Royal Nor. Coll., Stockholm. 1903, Principal of GirLs' High School, Kalmar. Wales] LIFE, ACTIVE, AND CORRESPOS' DING MEMBERS goi SWirZERLWD ACTIVK UEMDKR 1905 Charles StxiKowsKi. M.h.. '03, Lw6w. Galicia, Austria. 13 Rome Ave., Fribourg. TURKEY ACTI\'F. UCMBELS 1898 William Smith Mobray. B.Sc., '88, M.Sc., 'oj. S>Tacuse Univ. 1001, Professor in Rol)ert ColleKe .inJ Principal in Preparatory Dcpirtment, ConManti- noplc. (Ojirn KnKlL^h NIail Wa lyondon.) iQoi Lucics O. Lee. D.D., '07 T.ilxir Coll. 1881. Professor of S>-stematic Theology, etc . Theological Scmin.iry, .\I.ir.ish. ISSTITCTION ACTIVK MtMBKR 1903 Robert College or Cosstastisople. President. C. Frank Gates. Constantinople. (Open English .Mail na Lundoo.) WALES issTiTirriON ACTTVr. MKMDER \()oo CARDirr Free Ppblic Libraries. Librarian, John Ballin^er, Central Library, Cardifl. INDEX TO LIST OF LIFE DIRECTORS, Lll'li AND Ai:T1\'1': MIl>ott. l-"runics H.. N. Y., '05 Abljott. L. R.. Mich., 'oo .■\blx}tt, OsmiT, Cal., '00 .Ablwilt, Winthrop P.. N't., '03 AbcriTomliie, j. \V., .Via . '00 Abranis, Alfred \V., N. Y . '01 .Acki-rman. Jcnnit- .\I.. F'a., '05 .■\ckerman. J. H., Ore, 'gj ••Xclclin, .\nna, I'a., '03 .•\dams I'ub. I.ib'y, Nlas.^., '01 .Adams, E. F., la., '04 .■\dam.s. I. S.. N Y.. 'os .Adams. Mrs M. Z., Cal. .•96 .Vlams, O H., Mas.s., '03 Adam.s. Ko'.t. T.. Pa.. '06 .Adam.s, W. I'., Wash., '03 .Addicoit. J. E., I J , 'og Add-, J. .\.. Ill.,'g5 .AdcllxTt CollcRc, Western Re- st-rvx- L'n'versity. Ohio, '04 Adclph; CollcKe. N. V., '06 Allli-ck G. B. III.. "04 A^ard I. M.. Tex., w Agricultural Coll., Conn., 'go AKruu!tiir.,l ('..11 . Kan.. '07 Akm Miih., o3 Ak' Minn., '01 .Att- Mist., 'oj Aijf N H.. 'oj Ai!T \. .Mex , 'oj Ak- N" t: . '04 Alir RI,'o3 Auf S I).,'g7 .ARri L't.ih, 'oj Ahirii. M.i.y 1., Ill .' Aiken W E M.l« 'ot} Aiken, Waller II , Ohio, '01 Ailon. »)e Alliin, J<»vijh T . kanii., '04 Albro, S If. \ V , '.,s Ale or!, T \I W.-.). 'c/j AM. ■ 'g6 Air -4 Al.! 0$ AM Al.:- i .'oj Al.!^ I AM v., '0} AM- 'gi Al., N.d, o, Wn. K. ,',,... J . I Alger John I.. \ Alker. John » . !■ Allrm.in I. I I Allem.in S .A I . Allen. Anna .M . I Allen. It F . Mo . ' ; Allen. Mint A.. IimJ Tcr , 'oi Allen. Edward E., Pa., 'go Allen. Mr.. Ella N , .\. Y., 'gi AlUn. Irj »., III., '70 Allen. I II . Colo. 06 Allen, l.vm.in R., Mas-;., 'gij Allen, W'alter, Wis.. 'g6 Allen, Wm. C, .\. Y.. 'os Allensworth, .Allen. Cal.. 'gi .Alleshousc. .A. C Ohio. '05 Alley, Frank S.. Ohio. '06 AIIkose, Lucy I)., Ohio, '03 Amen. Harlan P., .N". II , '03 Ament Jas E Pa.. "06 .American. Clara. N'. Y., '03 .Ames, Cha-. H., Ma.vs.. 'g6 .Ame-.. Ix-wis IJ , Mo., '03 Amherst Coll. I.ib'v. .Nla.^.. 'o7 Amiilon, I.. E., .Miili.. 'g3 Amstul/., Peter I) . Ohio, '01 Andcrvin. l-^lw.. III., "os Anderson, I. F., Mith , '00 An.ler-.n, W. D.. .\. V.. 'oo .Andrrwiti. Wm. R.. S. Y., '0$ .Andervin. W. J.. Arij;.. '00 \iili\er The*!. Son, .MaM., 'oj \.. l-.ss, W R . Mith . 'os \ii.lrrw, I C. .S . MaM , '03 .Andrew, >I F , t )hio, 'oj .Anilrens. Ilenj R . S Y , '04 Ai,.!f..< r Il.-iii \.' r . 'w .Al.l.u! l.u];..« Slrtl. I.ll.'), Wi. '06 Aft loi'i Wm II Mirh . '01 Arfi«Jiis, Ga., 'g4 Aspinaall. Wm. U . N" Y., '05 As|ilunil, Rupert F., \ Mex . 'oj .Avsenheimer. F. E. t )hio. '01 A.vsumpilim Parish Tchrs. As.soc., La., 'ob Aswell. James B.. La., 03 AlhrHaum Sixuly, Wis., '84 Alhv. Frames M.. \. Y., '0$ Atkinvin. C F.. III.. '04 .AlLin<«>n, Cha* P.. .\la.. '0$ Atkin-xin. 1 rami* H.. III.. '04 .Alkins. >» I t . Wi. .^84 \ f. nn ' 4 < )hk>. '01 111 i\ . In , luoa. 'o« 904 NATIONAL EDUCATIONAL ASSOCIATION Baker, Franklin T., N.Y., '06 Baker, Harris W., Mass., '06 Baker, Jas. H., Colo., '84 Baker, Leonard T., S. C, '03 Baker, O. M., Mass., '92 Baker, Mrs. O. M., Mass., '04 Baker, Oscar R., Ind., '02 Baker, S. S., Pa., '06 Baker, Thos. O., N. Y., '92 Balch, Burton M., N. Y., '03 Balcom, A. G., N. J., '98 Balcomb, E. E.. Okla.. '05 Baldwin, Bird T., Pa.. '06 Baldwin, Chas. W., Hawaii, '03 Baldwin, Fred C, Mass., '03 Baldwin, H. J., Cal., '99 Baldwin (M. W.) Sch., Phila., Pa., '05 Baldwin. R. L., Conn., '01 Baldwin, Wm. A., Mass., '99 Ball, Elizabeth M.. ."^. Y., '06 Ball, Emily, Ohio, '03 Ball, Frank H. Ohio, '97 Ball, Sheldon F.. Oregon, '93 Ballard, C. A., Minn., '96 Ballard. Calvin, Ind. Terr., '06 Ballard, H. H., N. Y., '02 Ballard, N. H., Ga., 'os Balliet, Thos. M., N. Y., '95 Ballou, Frank W., Ohio, '06 Ballou, WiUiam J., N. H., '03 Baltimore City Coll. Lib'y, Md., 'os Bancroft, Jessie H., N. Y., '97 Bancroft, Margaret, N. J., '97 Bangs, J. Edward, 111., '99 Banker, Lizzie L., Nebr., '90 Bannister. W. D., 111., '05 Barber, Edgar M., N. Y., '05 Barber, Mrs. Lucia G., Mass., '03 Barbour, Elizabeth G., Ky., '05 Barbour, O. F., Ill, '89 Bardeen, C. W., N. Y„ '90 Bardwell, C. M., 111., '92 Bardwell. D. L., N. Y., '99 Barker, James F., Mich., '05 Barnard College, N. Y., '06 Barnard, Frank J.. Wash., '91 Barnard, James U., Mo., '93 Barnes. C. H., Minn.. '06 Barnes, Clifford W., 111., '03 Barnes, Earl, N. J., '91 Barnes, Harold, Ind., '04 Barnes, M. \V., N. Da*, '02 Barnes, O. P., 111., '95 Barnes, Sarah D., R. I., '99 Barnes, Thomas H., Mass., '03 Barnett VV. F. . Tex., '06 Barnev, Edgar S., N. Y., '05 Barr, Jas. A., Cal., '98 Barr, Robert J., Nebr., '99 Barr, W. F.. Iowa, '06 Barrett Albert T.. Tenn., '05 Barrett, Chas. S., Ohio, '95 Barrett, H. M., Colo., '95 Barrett, R. C, Iowa, '96 Barrett, S. M., Okla., '97 Barron, Albertine, Mo., '03 Barron, Henrietta D., Mo., '03 Barstow, C. L., N. Y., '97 Bartholf, VVm. J., 111., '97 Bartholomew, G. K., Ohio, '03 Bartholomew, Mrs. R. T., N. Y., '04 Bartholomew, W. H., Ky., '77 Bartlett, Lester VV.. III., '06 Bartlett. Wm. A., Minn., '97 Barton, R. L., Mo., '97 Bascom, John, Mass., '84 Baskerville, Guy H., N. Y., '05 Bass, E. E., Miss , '95 Bass, Geo. F., Ind., '96 Batchcllor, Estelle A., N. Y., '05 Bates College Lib'y. Maine, '03 Bates, Wm. C, Mass., '96 Battin, Benjamin F., Pa., '02 Bauer, N. L. A., La., '01 Baugh, Wm. E., Ind., '05 Bauman, E. G., Ind., '98 Baxter, Chas. J., N. J., '96 Baxter, J. K., Ohio, '01 Bay, W, D.. Wash., '05 Bayard Taylor Sch., Phila., Pa., 'os Bavles, Martha B., N. Y., '05 Bayliss, Alfred, 111., '96 Baylor, Adelaide S., Ind., '97 Baynes, Nellie T., 111., '03 Baynes, Sarah J., III., '03 Beach, Mrs. Frances M., Ind., '01 Beach, Homer P.. N. Y., 'os Beadle, H. J., La., '06 Beadle, Wm. H. H., S. Dak., '90 Beaman, Ehzabeth, N. Y., '03 Bean, Arthur J., Mass., '03 Beane, Geo. S., Cal., '02 Beard, Alice F., Hawaii. '02 Beard, .Stella S., N. Y., '05 Beardsley, A. E., Colo., '95 Beattie, J. \., Nebr., '99 Beattys, Frank D., N. Y., '94 Beavis, Walter, Australia, '05 Becht, J. Geo., Pa., '96 Bechtel, John C, Pa., '05 Beck, Geo., Ind. Ter., '84 Beck, Leonora, 111., '03 Beebe, W. A.. Vt., '06 Bcecher, Martha .\., N. Y., '05 Beechy, A. D., Ohio, '00 Beede, F. H., Conn., '03 Beeman, Edw. M.. Wis., '05 Beers, Jessica E.. N. Y., '06 Beeson, R. Katharine. Ind., 'os Beggs, Dorothea K.. Colo., '06 Beggs, Robert H., Colo., '84 Beistle, Ella, Ohio, '97 Belcher, Archibald, Tex., '03 Belisle, Hector L., Mass., '03 Belknap, Emmet, N. Y., '92 Bell, Alex. Graham, D. C, '84 Bell, Elizabeth D., Ohio, '03 Bell, George W., Mich., '05 Bell, Hill M., Iowa, '01 Bell, Sanford, Colo., '03 Bell, Sarah E., Mo., '04 Bell, William, Iowa, '02 BcUer, Wilhelmina C, N.Y., 'os Bellevue College, Nebr., '97 Bellingham Nor. Sch., Wash., '00 Bellows, Russell H., N.Y., '04 Beloit Coll. Lib'y, Wis., '02 Beloit School Board, Wis., '84 Bemis. Mrs. EUz. P., N.Y., 'os Bender, Ida C, N. Y., '95 Benedict, Chas. A., N. Y., 'os Benedict, Ezra W., N. Y., '02 Benedict, F. H., Mass., '03 Benedict, J. D., Ind. Ter., '02 Benedict, M. G., N. Y., '03 Benedict, W. H., N. Y., '92 Bennett, Chas. A., III., '96 Bennett, C. IK., Ohio, '84 Bennett, Mrs. L. A., N. J., '96 Bennett, Laura J., N. J., '06 Bennett, Myron E., Maine, '01 Benson, B. K., Ga., '00 Benson, Christine M., Cal., '97 Benson, Nelson P., Pa., '05 Bentley, Gordon M., Tenn., '03 Benton, Geo. W., Ind., '04 Benton, Guy Potter, Ohio, '02 Berea College Lib'v, Kv., '02 Berg, P. S., N. Dak., '02 Bergey, D. H., Pa., '98 Bergstrom, John A.. Ind., 'os Berkaw, Geo. R., Mich., '01 Berkey, J. M., Pa., '06 Berliti, A. H., Del., '96 Bermingham, Florence, N. Y., '05 Bernholz, Teresa E., N. Y., '05 Bernstein, Nathan, Nebr., '00 Berry, Frank A., Conn., 'os Besley, Miriam, 111., '01 Bessey, Chas. E., Nebr., '9s Best, Fannie E., N. Y., 'os Best, Lyman A., N. Y., '03 Betts, J. B., N. J. OS Bevan, James J. Pa. '06 Bickett, WiUiam J., N. J., '06 Bickford, Chas. W., N. H., 'oi Bickncll, Thos. W., R. I., '82 Bierly, H. Elmer, Tenn., '99 Bigelow, Anson H.. S. Dak., '01 Biggs, 1^. Kate, Mo,, '05 Billingslev, J. J., Iowa. '9s Bingell, Edda E. W. V'l., '07 Bingham, Cornelia D., III., '00 Bingham, Robt., N. C, '84 Birchard, C. C, Ma.ss., '9s Birdsall, Wm. W., Pa., '05 Birge, Edward B., Ind., '03 Birmingham Sub. Dist. Sch., Pittsburgh, Pa., '06 Bisbee, Harlan M., N. H., '03 Bishop, E. C, Nebr., '04 Bishop, Eliza A., Pa., '92 Bishop, J. Remsen, Mich., '94 Bishop, Nathan L., Conn., '95 Bishop, WiKiam, "N. J., '05 Bishop, William R., Idaho, 'os Bishop, Willis T., Mich., 'os Black, Jas. C. Ind., '88 Black, Laura, N. Y., 'os Black, Ryland M., N. Dak., '06 Black, S. T., Cal., '9s Black, S. W., Kans., '05 Black, Wm. H., Mo., '9s Black. Wm. W., D. C. 'os Blackmer, .-^nna W., Wis., '05 Blackshear, E. L., Tex., '00. Blaich, Lydia R., Ind., '03 Blair, Francis G., 111., '99 Blaisdell, S. Lillian, Minn., '03 Blaisdell, Thos. C Mich., 'os Blake, Clarence J., Mass., '03 Blake, Katherine D., N. Y., '03 Blakelev, Gilbert S., N. Y., 'os Blaker, Mrs. E. A., Ind., '96 Blakeslee, Charles W., N. J., '05 Blakesley, O. J., Wyo., '96 Blessing, Chas. W., N. Y., '05 Blewett, Ben, Mo., '97 Bliss, Frederick L., Mich., '95 Bliss, J. J., Ohio, '96 Bliss, Lafayette, Minn., '02 Block, Louis J., III., '99 Blodgett, A. B., N. Y., '90 Blood, Annah P., N. Y., '03 Bloodgood, F, H., 111.. '01 Blount, Luther M.. Ga., '05 Blydenburgh, Josephine E,, N. Y. 'os B. of Ed., Abilene, Kans., '86 B. of Ed., Beloit, Wis., '84 B. of Ed., City of New York, N. Y., '03 B. of Ed., Dodge City, Kans., '86 B. of Ed., Fulton Co., Ga., '01 B. of Ed., Janesville, Wis., '84 B. of Ed., La Crosse, Wis., '84 B. of Ed., Milwaukee, Wis., '84 B. of Ed., Nashville, Tenn., '89 B. of Ed., New Haven, Conn., '01 B. of Ed., Norlhfield, Minn., '90 B. of Ed., Oshkosh, Wis., '84 B. of Ed., Ottawa, Kans., '86 B. of Ed., Plainlield, N. J., 'os B. of Ed., Sedgwick, Kan^., '86 B. of Regents, St. Nor. Sch., Wis. '84 Bodler, Anna, N. J., 98 Bodwell, Edwin J., Nebr., '95 Bogardus, Estella M., N. Y., '03 Boggess. Carey. Ohio, 'os Bohannan, E. W., Minn., '02 Bohn, S. H., III., '02 Boice, H. B., N. J., '06 Bolenbaugh, G. B., Ohio, '96 Boleng, L. H., Wis., '04 Bolles. Frederick B.. Colo., '06 Bolton, Frederick E., Iowa, '00 Bond, G. G., Ga., '94 Bonnell, E. N., Minn., '02 Bonser, Frederick G., 111., '04 IXDEX TO LIFE AXD ACTIVE MEMBERS 905 Bookmyer. T. \V.. Ohio, 'ti Bookwalter, .VlfrcdG., .Mass., '05 Boone. Richanl Cl., N. V., '84 Boolh, F. \V.. D. C, '00 Borden, J;imcs U.. Wis., "05 Boss, Chas. E." .N'. J.. '06 Boston College, M;uis., '97 Boston University, Mass., '02 Bostwick, O. P., Iowa, '90 Boucllc, Frank .\., C"al., '05 Bourgard. Caroline B., Ky.. '07 Bourland, .\ll)crt P., Tenn., '05 Bouton, Eugene, N. J., '95 Bowcn, Cora E., N. Y., '05 Bowen. D. M., Rans. . 'os Bowcn, F'raak \V., N. J., '02 Bowcn, Ix^na R., N. J., '05 Bowcn, Wm. M., I'a., '05 Bowman, G. L., Wis., '95 Bowman, J. N., Wash., '01 Bowtcll, Grace, N. Y., '05 Bovcc, Thos. W., Wis., '05 Boyd, David R., Okla.. '92 Boyd, Mrs. Gaston, Kans., '97 Bovd. Thos. D., La. ,'05 Boyd. W. W.. Ohio. '94 Boyden, Albert G., Mass., '90 Boydcn, .Arthur C, Mass, '97 Boyden, Wallace C, Mass., '96 Bovdstun, James F"., N. Y'., '03 Boycr, Charles B., N. J„ '05 Boyer, Chas. C, Pa., '03 Boycs, W. F., III., '04 Boyle, Chas. .\., Kans., '97 Boyle, Thomas J., N. Y., '03 Boynton, F". L)., N. Y., '01 Boynlon, R. J., N. J.. '05 Bradford, Mary D., Wis. ^ '02 Bradford, Wm., Utah, '05 Bradley, Chas. A., Colo., '93 Bradley, John E., Ma.ss., '90 Bradley, Slilton, Ma.ss., '92 Bradner, J. W., Kv., '01 Brady, Mary J., .Nlo., '04 Brag Briilin, Isabel G., Mo., '04 Bristol, E. N' , N. Y.. '96 Bristol, Homer C, N. Y., '03 Brilr, Ella E , Ohio, '03 Brittain, M. I.., (i« , '00 Ilro.idwav S< h . ('am Br.Kk. (Irorgr W , .Ma , '02 UriH kiiauvn. .Ann.i. Ind , 'o\ Br<«km.in. Mrv Ella M , Mo..'o4 Br.Hkton Pub. I.ib'y, Ma«« , '03 iJroikway. Cl.irrnir E , .M.vm., 'os Bronson. Minnie. Va.. 'o* Bronx Borough Teai hem A»«oc , N Y . "os Brooklyn Pub. IJb'y. N, Y.. '01 Brooklyn Tr. Sch. for Teachers, N. Y"., 'os Brooks, Charles J., Ohio, '01 Brooks, Edw., Pa., '76 Brook.s, F>lwin R., X. Y., '05 Brooks, Eugene C. .N. C. '06 Brooks, John L., D. C, '03 Brooks, Kend.ill P., Mich., '05 Brooks, Stratton D., Mass., '01 Br(X)me. Ehine K., .N. J., '05 Bryan, F^lmer B., Ind., '04 Bryan, Jas. F'., .X. J., 'oj Bryan, Wm. I. S, Slo , ', Bryan, Wm. L., Ind., '93 99 Bryant High Ser, Pen y I , N Y , '01 Buniirll, E:u-ilwih H .X Y , 'os Huffhell, I) Fjirlr. Wi«,'ol Burrletl, J.-tme< IL, Maw., '03 Burditk. \ H.1II. X Y ,'o2 Biirge. Ethelda, Iowa, '03 Uurgerl, Geo .Xrbr 'a/i Burgess, I. B., 111., '99 Burgess, Theodore C, 111., '04 Burk, Freiicric, Cal., '92 Burke, J. E., Mass., '95 Burke, Robert E., Slass., '06 Burks, J. D., X. Y., '99 Burleson. D. S., Ala., '06 Burley. John S., Mass., '05 Burlingamc, Menzo, X. 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M.iry F., N Y . 'gJ lly.lr. Wm. DeW . Maine, '03 Hylr. .\nna Pa , '06 Ihrig «.»..«. M. 111.. 'oA Ik. :> ": NY. '03 III. .'y, 'oj nil \'niv,'9H 111.: ' T i|ian. 'oo In ' I 'a , "99 I.. 97 In ■ ', . '97 111 '99 It. '00 111, 'oi I. -oo I" \Mir», '01 !• I '■ - .Moinra, 'oj If W . Ky., '0$ I. Wl. , 'oo Ir ' • , l> '06 I' I I <..i.ii, 'ot I Ark . 'ot I Vi I.. . a III . 'oA l«ik. I- rank .M . Wl«., '01 J«.k~.n. Allir. N Y . '0% JaikMrtt. U. U.. N Y.. '01 912 NATIONAL EDUCATIONAL ASSOCIATION Jackson, Cora B., Md., '05 Jackson, Chas. H. S., Ga., '03 Jackson, Edvv. F., Mo., '01 Jackson, Janette F., Ohio, '03 Jackson, John, N. J., '06 Jackson, Wm. R., Nebr., '96 Jackson, Wm. T., 111., '03 Jacob Tome Institute, Md., '06 Jacobs, Clementine, Iowa, '02 Jacobs, Walter Ballou, R. I., '94 Jacoby, Asher J., Mass., '03 Jacoby, Elmer A., Pa., '06 Jamaica High Sch., N. Y., '03 James, Geo. F., Minn., '01 James, Morris C., Cal., '05 Jameson, H. W., N. Y., '97 Jamieson, Wm. H. Wis., '05 Jarman, Joseph L., Va., '03 Jarvis, Frank H., Pa., '06 Jaudon, Thos. P., Jr., Mo., '98 Jay, Lucy, N. Y., '06 Jeffers, F. F., Cal., '04 Jeffers, Fred A., Mich., '01 Jeffrey, J. H., Ind., '01 Jeflries, Edmund W.. 111., '06 Jenkins, Burris A., Ky., '06 Jenkins, Henry E., N. Y., '03 Jenkins, John J., N. Y., '05 Jenkins, O. P., Cal., '99 Jenkins, Sara D., Wis., '95 Jenkins, Willis A., Va., '02 Jenne, Mrs. M. E., Wash., '04 Jennings, Florence E., Conn., '03 Jenson, Joseph, Utah, '06 Jepson, Benj., Conn., '03 Jersey City Pub. l.ib'y, N. J., '07 Jesse, Richard H.. Mo., '92 Jessup, Annie L., N. Y., '04 Jewell, A. v., Kans., '86 Jewett, Carrie B., Mich., '03 John B. Stetson Univ., Fla., '99 John Crerar Library, 111., '97 John F. Hartranft Sch., Phila., Pa., 'os John Lartain Sch., Phila., Pa., '05 Johns Hopkins Univ., Md., '99 Johns, D. J., Jr., Tenn., "03 Johnson, A. P., 111., 'or Johnson, B. W., Wash., '05 Johnson, D. B., S. C, '95 Johnson, Emma A., N. Y., '02 Johnson, Floyd P., Del., '05 Johnson, F. W., 111., '98 Johnson, Geo. E., Mass., '03 Johnson, Helen L., N. Y., '06 Johnson, Henry, N. Y., '99 Johnson, H. M., D. C, '98 Johnson, James T., Texas, '04 Johnson, Jennie B., Ohio, '03 Johnson, Jesse S., Ohio, '98 Johnson, Joseph F., N. Y., '04 Johnson, O. A., Cal., '06 Johnson, Richard O., Ind., '03 Johnson, Theophilus, N. Y., '05 Johnson, Thos. M., Mo., '03 Johnson, T. S., Kans., '99 Johnson, W. E., Mo., '04 Johnson, W. P., Iowa, '04 Johnston, Emma L., N. Y., '05 Johnston, Mary S., Fla., 'oi Johnston, Sara E., Pa., '06 Johnston, T. A., Mo., '01 Johnston, W. A., Mass., '03 Johnstone, E. R., N. J., '96 Joiner, Chas. E., 111., '06 Jokisch, H. J., 111., '04 Jolliffe, Wm. M., Mich., 'oi Jolly, J. B., Ariz., '04 Jones, Addison L., Pa., '03 Jones, A. Leroy, N. J., '99 Jones, Arthur O., Ohio, '91 Jones, E. C. Lloyd, Wis., '97 Jones, Edmund A., Ohio, '84 Jones, Edward N., N. Y., '84 Jones, Elmer E., Va., '03 Jones, Franklin T., Ohio, '05 Jones, Frank O., Conn., '02 Jones, Herbert J., Mass., '96 Jones, Herman T., Pa., '05 Jones, Jane Lloyd, Wis., '97 Jones, John W., Ohio, '96 Jones, Lewis H., Mich., '89 Jones, Lillian I., N. Y., 'osj Jones, Mattie, S. Dak., '94 Jones, M. Louise, Kans., '05 Jones, Richard, Tenn., '94 Jones. Silas, 111., '04 Jones, Thomas L., Wis., '06 Jones, Virgil L., Minn., 'o5 Jones, Warren, 111., '06 Tones, Wm. H., 111., '04 Jordahl, Sivert A., S. Dak., '01 Jordan, Chas. M., Minn., '93 Jordan, David Starr, Cal., '98 Joseph Leidy Comb. Sch., Phila., Pa., '05 Jo.seph Singerly Sch., Phila., Pa., '°S Joyce, DarreU, Ohio, '03 Joyce, Martin, N. Y., 'os Joyner, J. Y., N. C, '98 Judd, Chas. H., Conn., '05 Judson, Isaac N., Mo., '01 J. V. Fletcher Lib'y, Westford, Mass., '06 Kagel, Albert E., Wis., '05 Kaharl, Edgar A., Maine, '03 Kahn, Joseph, N. Y., '03 Kalamazoo Pub. Lib'y, Mich., '01 Kammann, C. H., 111., '97 Kane, T. F., N. 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Ariz., '02 Kroh, Carl J., 111., '07 Krout, Chas. A., Ohio, '00 IXPhX TO LIFE A.\D ACTIVE MEMBERS 913 Krug, Joseph, Ohio, '01 K.ru<<, lulwina U., Del., 'gi Kuni/. Elmer E.. Pa., 'oo Kuniz, P. J., Slinn., '04 Kvine. \Vm. K., Minn.. '01 K :...tndall. J. \V...\rk., '05 k>-crt, Va>hli .\., 111., '95 Lam!icrton. ^^ary J., I'a.. 'gi I.'.\ni')urcux. G. H. D.. M.iine.'oj l-ania-iter, E. G., Mith., 'gg l-in<..i>-lcr, Geo., Wash., 'g8 Kmirrs, J. S., OreKon, 'gg I .i!ili;raf. Geo. H., \Vis., '04 l-in iis. Geo. B.. '06 L.inili^ J. Horace. Pa., 'os l^ndrith. Ira, Tcnn., '04 I-andrum. L. M., Ga., 'g7 I^ne, .Mrs. F. S., III., 'g4 Lane. Hel, Mino., '04 t ' f )h»0, 'oJ / ]>c..yi I C , Trnn , '01 I ■ V" V . 'g* I "v. I 'I.' . '04 'os v.'ol . '"J Lee. J. R. E.. Ala.. "06 Lee, James, \. Y., 'gi I^, 1.. U . 111., -oi Li-e. Lucius O.. Turkey, '01 Lefavour. Henry, .Mai.s., '01 Lefevre. .\rthur. Texii.s '03 I.ehiRh L'niversity. P.i., 'go I.ehnr.'-t'j, E. M., Minn., '00 lxi|).'if;or. Henry .M., N. 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J., Minn., '03 Marsh, Clinton S., Conn., '01 Marsh, Frank M., Mass., '03 Marsh, Miles E., Ky., '98 Marshall, T. M., W.'Va., '77 Martin, Artemas, D. C, '98 Martin, Edgar S., Wis., '04 Martin, Geo. H., Mass., '93 Martin, Geo. N., Mo., '04 Martin, O. B., S. C, '03 Martin, W. H., Mo., '03 Martindale, W. C, Mich., '97 Marvin, Jos. E., Pa., '05 Mason, Alfred DeB„ N. Y., '05 Mason, Clara B., Nebr., '03 Mason, Jas. E., N. Y ., '02 Mason, Wm. A., Pa., '98 Mass. Inst. Technology, '00 Massee, J. Edman, N. Y., '96 Massey, John, Ala., '81 Matawan Gr. Sch., N. J., '05 Matheny, F. E., Wyo., '02 Mathes, Edward T., Wash., 'os Matlock, J. D., Ala., '98 Mathews, M. H., Ohio. '06 Matthews, A. J., Ariz., '99 Matthias, L. B., Conn., '03 Mattinson, Hannah L., N. Y., '03 Maurer, G. C, Ohio, '95 Maxson, C. H., Iowa, '00 Maxson, Henry M., N. J., '92 Maxwell, Fred B., 111., '03 Maxwell, Guy E., Minn.. '00 Maxwell, Wm. H., N. Y., '92 May, Clara, Ohio, '03 May, Mary C, Utah, '01 Maycock, Mark M., N. Y., '96 Mayer, Anna L., 111., '01 Mayer, Clara, Ohio, '05 Mayer, Mary H., Pa., '00 Mayo, Marion J., N. Y., '05 Mays, Vernon G., 111., '98 McAdory, Isaac W., Ala., '05 McAfee, Lowell M., Mo., '01 McAleer, Marv F., N. Y., '05 McAllister, Alec G., N. Y., '05 McAndrew, Wm., N. Y., '00 McBrien, J. L., Nebr., '05 McBroom. J. K., Minn., '04 McCabe, Isabella, N. Y., '05 McCahan, John E., Md., '91 McCallie,J. M., N. J., '05 McCallum, Arthur N., Tex., '03 McCann, Blanch H., Pa., '06 McCarthy, Edw. C, Mich., '01 McCarthy, Margaret, Ohio '06 McCarthy, W. G., Wash., '02 McCartney, Livingstone, Kv., 'g^; McCartney, Thos. B., Ky.,''o6 McCaslin, E. E., Mo., '98 McCauley, W. H., Iowa, '02 McClain, Wm., Jr., Ohio, '01 IXDEX TO LIFE AXD ACTIVE MEMBERS 915 OJ McCldlan. BcUc C. N. Y.. '05 McClelland Pub. Ub'y. Colo.. ■06 McClcnon. R. B.. S. Dak., "o"; McClinlock. O. P. M., Kans., '04 MrCluni!. John \V., Kla., 'oj McClure, .\rnoldas H., .\riz., '04 MtClurc. Chas. \V.. Ohio. 05 McClurc. Rebecca. N. .1.. '05 McCl>tnonds, J. W., Cal., '00 MtCoart. Rose L.. Ohio. "06 McCimkcv, Bertha M.. .Mas.*., '03 NKConnrll, J. J.. Iowa, 'gs McCmnell, J. M.. Minn., "oj MiCormick, Kli/.. R., Wis., '03 McCowan. Joseph S.. Iowa. '06 McCovven, NIary T.. HI., 'p; McC.iv. Emma .\.. N. J., 'os McCulloch, Mary C, Mo, 'ga McCullouRh. J. K.. 111.. '96 McCurdv, I. H., Mass., '03 McCurdv. \V. A.. Ohio. 'o<; McUaniel, C. M., InJ., '96 McDeviit, Rev. P. R., Pa., "oo McDonalil, Jas. H.. Mich., '04 McDonald. J. R., Mass., '03 MiI),in,iuKh. Henr>'G., N. Y., '05 McDcinough, Thos. B., Colo., '04 McDutlee, \V. V., Mass., '03 McElroy. Eciward M.. Mich.. '06 McElroy. M. R.. 111.. 03 McKarland, Geo. .\., N. Dak., 'gs Mcl'irland. \Vm. D., Pa.. '-6 .NlcKarlane, C. T., N. Y., '01 .\Ic(icc. (leorKe A.. Mich.. '0% Mcdilvrcy. T. E., Ohio, "oi .McGinncs, L. E., Pa., '03 .M((iinnis, Edward E., Nuch., '04 .McGlynn, J.;.. 111., '95 McGowan, Nlary, Ohio, '1 McGuiitiUi. Erancis S.. Pa., 'o Mclntire, E. E., Minn.. '03 .Mclntirc, \V. W., Ohio, '05 M< Iniyre. Daniel. Can.. 06 .\I. Iver, .M. .\.. Wis.. "05 McKay, .\lcxaijdcr. Can., 03 McKay, Francis M., III., '04 McKeag. Anna J., .Ma.vs., '04 .McKcc. j. .MiHord, N. Y., '95 .McKcc. James 11., F'a., '05 .\t( Kenny, Cha^., Wi-s., '07 Ml Kenzic. A. D., Australia, '05 .McKill'.n. .\nn.i. 111.. 97 .McKniKhl, L. A., Ind., '01 .M(I-ichlan. A. C. .N Y.. '04 M(I-nhlin, E. H., Maine, 'o? .Md-iin. I'ttcph E.. .S. Dak,, "05 .Nlcl-iuthlin, A. !,., Ncbr,, 'gs .M.I.iuKhlin, J. .M.. Pa.. "06 .Mcl,iury, J'lhn C, N I., 'oi .\IcI>can. C. S., N. Y., "oi Ml lj-:in, I. Arnott. .Scbr., '01 .Mrlycan. Slaruarel, .Minn., '03 MtM.ihan, it. S C , '<« .Ml M.inuv John T.. Mich.. "05 .\IiM.inu>, J B . III.. "oJ .MiManun, i) J , Iowa, '01 .Mi.Mi. h.iel, I-hm. H., Ill . "04 Ml \lill..n. John II , 111 . '0$ .\I-\Iill.in, J V . Ohio. V> M' M\U,tn, Shi R , Ohio. "So MiMurry. Ch.\» A . Ill . '90 .Mc.Murry. E. M , .N. Y , 'o\ .MiMurry. .MS. L B. III.. 'g6 .\UMiirry. 0«ar L, III . '05 Ml Nr.-M- John Ij.. 'oA .\I. N.il I'irrv M Alo.. '06 .Ml Nrill. I (■ , Iinn , '«» M. Nn" ! r- • I . .N I . "0$ .M,(i N V , '01 Mil' Y.. Pa. '06 .\|i \ . . Ohio , '00 .Mr.id. I ri- 1 H.N Y , Vj Mnk. Wm II , Ohio. ',jr, .MnKofd l'.il.li< Eil.'y .M.i*'> . V. .Mrr. K.llr A N. N Y. '05 Mrrk. Cha* S., IntI . '01 Meek, ja.i R, III., '01 .Meek. Robert O.. .\la., '03 .Meeker. G. W. L., 111., '04 Meek.'!, Mrs. Frances P., HI.. '03 .\litse. John D.. Pa.. '06 Mft{.irt{i-e. lleo. E., X. J.. '05 .Mcl.ind. E. C. Wis.. '97 Melcher. George. -Mo.. '03 .MiUndy. Royal L.. Ohio. "06 .Melenev. C. E.. N. Y.. "96 .Mendeiihall. E. 1... Ohio. '02 Mendin, Joscfina. P. R., 04. .Mfnt/.cr. John A.. 111.. 07 .Mercantile Lib'y .\ssoc., .New York. "06 Mercantile Lib'y Co.. Philadel- phia. Pa.. '03 Mercantile Ub'y. St. Louis,Mo.,*o3 Mercer Univ. Ijb'y. Ga., '99 Mercer, J. A., 111., '03 Meriam. ^uniu.s L., Mo., '04 Merica, Francis M., Ind.. '07 Merrilield, Webster, N. Dak., 'gs Merrill, Ch.is. E., .\. Y., '94 Merrill, lUlwin C, N. J., 'g6 Merrill, Geo. A., Cal., '00 Merrill, James A., Wis., '97 Merrill, Jenny H., .N. Y., 'g3 Merriman. EuRcne D.. 111.. '05 .NIcrritt, Ered L).. Iowa. '06 Mcrritt. E. I.., .\. Y., '01 Mcrritt, Mary J., N. Y., '05 Merritt, Wm. B., Ga.. '02 Merry, Charles Si.. Ky., '03 .UrrifiM, J. B., Conn.. '71 Mcr/., Henry, Wye, 'gs Me.scrve, .\lonzo, M.iss., '95 Mc-isi nger. J. E.. \'a.. '04 .Metcalf. Henry C. Mass.. '03 .M.n.ill. M. Alice, .\. J., 'os Mcicalf. Robt. C. .Ma.vs.. '93 Metcalf. S. II.. Wis., 'oa Meyer. E. H.. Cal., '99 .\Iryrr. John I,.. Pa.. '05 Miami Univ . Ohio. '95 .\Iiihcni-r. Elmer E . I'.i., '05 .Michener. J. H.. Pa.. '98 Mich. /XKri. College, 'oa Mich. State Library, 'oi Mich. State Nor. Coll., '00 Mickens, Cho-s.. W. .Mich., "oo .Miikle (J. W.) Gr. Sth., Camden. •N' I.'os .Mickfe. Robt. A.. Ala. '95 .MIddlrinn, A. 111., '.w .Miilland Colli-ge, Kans., 'gg .Minhcll. Ida. III., 'oj .Miles, Emily H , Colo.. "gS .Mllholl.ind. .Maude E., Pa., '06 .Millard. C. N., \. Y.. 'oj .Miller. C. C. Ohio, '91 .Miller. C. E . Iowa, "oj .Miller. Frank L . Ill . 'oA .Miller, Fr.inklin P., Pa.. '03 .Millrr. E. W Ark . 'os Miller, (;eo. J., Mith . '01 Millrr, (;ur.loti K . (i.li. . ',/. .Miller Jamrn C Cal.. '06 UiUrr, J. 11 , Kan Milnor. (». Bruce. P« , 'oj MUluaukff PrimipoJi' Aiuk, Hi I . ■K4 Milwaukee Pub. IJb , Wit. 'o» Milwaukee 'I'cbr*. Aniuc.. Wli.,'os Minard. Chas. W., III., '04 Mingins. Clara W.. .Mich.. '00 Minihan, Julia .\.. .\. I.. '05 Minis, Margaret J., Kans., '03 Minneapolis Athenxum, Minn. •98 Minnich, Harvey C, Ohio, '02 Minnie .\Iurdock Kcndrick Sch., Philadelphia. P;».. '05 Minor. Ee. Will S.. Ma.ss., '88 Montague, .\. I., Pa , '04 Montana State College, '99 Montescr, Fred., .\. Y., 94 Monlfort. Fr.ink K., .N. Y.. os Montgomery, Bertha E., Ohio, '03 Montgomery, H. C, Ind., '97 Montgomery, Ida M.. N'ebr.. '04 Montgomery. Jessie B., Wis., 'os Montgomery. Sarah L.. III., 'os Montgomery, W. S , D. C, '98 Montrose, Otis, N. Y., 'g6 Montavon. Wm. F'.. Phil. Is., '06 Moon. A. W . Pa., '80 Mooney, Catherine T., Mo., '04 Mooney. Wm. B.. S. Dak.. 06 NI Miwiarly. Mrv A B., N. Y.. 'oJ .Morlry. John II . Vl.. 'oi ■Morri. \hv:h ^.h ,N v., 'os M ' . C, N v.. 'o5 M V J . \\ M .V . Cal , '8j Mom . I'.hu. Ky , 'hio, '00 Morrixin, Andrew ] , Pa , '81 Morrium, G. B Nfo , 'go Morrium, Henry C , N If., '00 .Murri«m, Nathan J , Kans., 'oj gi6 NATIONAL EDUCATIONAL ASSOCIATION Morrison, Rose, Ohio, '97 Morrison, \Vm. J., N. Y., '03 Morrow, H. T., N. Y., '01 Morrow, John, Pa., '06 Morse, Frank L., 111., '97 Morse, H. H., Mass., '03 Morse, W. A., Mich., '01 Morss, Chas. H., Mass., '95 Morton, \V. H., Maine, '03 Morton, W. M., 111., '02 Mosher, E. H., Cal., '99 Moten, Lucy E., D. C, 'oi Mott, Thos. A., Ind., '96 Mt. Albion Schools, Pittsburgh, Pa., '06 Mt. Holyoke Coll., Mass., '02 Mountz, Silas W., Minn., '02 Mower, F. O., Cal., '99 Mowry, Grace E., Ohio, '03 Mowry, Wendell A., R. I., '04 -Mowry, \Vm. A., Mass., '86 Moynihan, Mary A., 111., '03 Muckley, H. C, Ohio, '01 Muir, James N., Pa., '06 Mulford, A. Isabel, Mo., '96 MuUin, Geo. H., Iowa, '03 Mullins, Mary H., N. Y., '05 Mulrooney, Julia A., Ohio, '05 Mumford, Lulher E., Nebr., '05 Mumma, H. W., Ohio, '00 Munger, Belle M., S. Dak., '03 Munger, O. L., 111., '05 Munroe, Jas. P., Mass., '9s Murdaugh, E. D., Md., 'q8 Murdock, F. F., Mass., '98 Murfee, H. O., Ala., '01 Murlin, L. H., Kans., '95 Murphree, Albert A., Fla., '04 Murphy, Mrs. M. K., Conn., '03 Murphy, Samuel S., Ala., '03 Murray, Ellen, N. Y., '04 Murray, Geo. S., Kans., '05 Miuray, May E., Mass., '99 Murray, Wm. S., Turkey, '98 M. W. Baldwin Sch., Phila., Pa., '05 Myers, Geo. Wm., 111., '04 Myers, Irene T., Ky., '04 Myers, Will A., Ind., '07 Mynders, Seymour .\., Tenn., '03 Nagel, J. J., Iowa, '95 Nardin, E. C, Mich., '01 Nash, Geo. W., S. Dak., '01 Nash, Louis P., Mass., '99 Naylor, Mrs. E. A., 111., '03 Neal, A. O., Ind., '05 Neal, H. J., N. J., '05 Nebraska St. Nor. Sch., '02 Nebraska Wes. Univ. Lib'y, '05 Ne Collins, J. E., N. Y., '99 Neligh, John P. S., D. C, '04 Nelson, A. C, Utah, '01 Nelson, B. E., Wis., '99 Nelson, E. B., N. Y., '98 Nelson, F2rnesto, N. Y., '04 Nelson, Kate S., Wis., '96 Nelson, Martha F., N. J., '05 Neptune Tp. High Sch., Ocean Grove, N. J., '05 New Britain Inst., Conn., '02 New, Mary A., N. Y., '05 Newark Free Pub. I-ib'y, N. J.,'03 Newberry Lib'y, 111., '98 Newburyport Pub. Lib'y, Mass., '03 Newell, A. C, Iowa, '01 Newell, Miss C. S., Kans., '95 Newell J. Edward, Ind., '06 Newhall, Chas. W., Minn., '02 N. H. Coll. of Agri., '02 N. H. St. Lib'y, "98 N. H. St. Nor. Sch., Plymouth, '03 New Haven Pub. Lib'y, Conn., '01 N. J. State Lib'y, '01 N. J. St. Nor. Sch.. Trenton, '97 Newkirk, C. F., 111., '98 Newman, Jos., N. Y., '05 ( N. Mex. Agri. Coll., '02 New Orleans Nor. Sch., La., 'oi New Rochelle Pub. Lib'y, N. Y., '06 Newson, H. D., N. Y., '95 Newton Girls' Sch., Phila.. Pa. ,'05 Newton, Cora A., Mass., '03 Newton, Geo. A., Texas, '03 Newtown High Sch., N. Y., '03 New York Pub. Lib'y, '99 New York St. Ed'n Dept., N. Y., '93 New York Trade School, '04 New York Tr. Sch. for Tchrs.,'03 Nichols, Chas. E., N. Y., '99 Nichols Fred. R., 111., '93 Nichols, Walter H., Colo., '01 Nichols, W. F., Conn., '03 Nicholson, John T., N. Y., '05 Nicholson, Mary E., Ind., '85 Nicholson, Nell G., Mo., '04 Nicholson, Thos., S. Dak., '02 Nicholson, Watson, Conn., '99 Nightingale, A. F., 111., '86 Nickerson, F. H., Mass., '03 Nissley, Mabel H., Pa., '03 Noble, Edward M., Md., '0$ Noel, Alex. H., Mo., '97 Noel, Mrs. Jas. M., Ind., '05 Noetling, Wm., Pa., '98 Nolan, John T., N. Y., '05 Nolan, Mary, Mo., '04 Nolen, A. Eugene, Mass., '91 Nolen, F. C, Ark., '05 Noon, Philo G., N. J., '03 Nor. Sch., Dayton, O., '98 Nor. Sch., Truro, [Nova Scotia, Can., '03 Norris, C. Maud, Mass., '03 Norris, Grant, Pa., '06 Norris, Herschel A., Del., '05 Norsworthy, Naomi, N. Y., '06 N. Adams Pub. Lib'y, Mass., '01 N. C. Coll. of A. & M. Arts, '04 N. C. St. Nor. and Ind. Coll., '98 N. Dak. Ed. Association, '96 Nor. Ariz. Normal School, '01 Nor. 111. St. Nor. Sch., '99 North School, Pittsburgh Pa., '06 North. St. Nor. Sch., Mich., '99 Northrop, Cyrus, Minn., '02 Northrup, Calvin T., Oliio, '02 Northwestern College, 111., '02 Northwestern Nor. Sch., Alva, Okla., '05 Northwestern Univ., 111., '02 Norton, A. H., N. Y., '03 Norton, Arthur O., Mass., '02 Norton, A. W., S. Dak., '93 Norton, G. W., N. Y., '05 Norton, P. D., N. Dakota, '05 Noss, Theo. B., Pa., '96 Nosworthy, Emily, N. Y., '03 Noyes, E. C Pa., 'os Noyes, William, N. Y., '05 Nuner, J. F., Ind., '06 Nusbaum, Louis, Pa., '03 Nutt, H. D., Mich., '06 Nye, Chas. H., Wis., '84 Nye, Ward H., Ohio, '02 Nyhart, H. U., Pa., '06 Nykirk, John B., Mich., '92 Oak Park Pub. Lib'y, 111., '00 Oberlin Coll, Lib'y, Ohio, '02 O'Boyle, Rose, Mo., '04 O'Brien, Edwin T., Wis., '04 O'Brien, Kate E., Mo., '04 O'Brien, Mary C, N. Y., '03 O'Brien, Mary E., Mich., '03 O'Brien, Octavia, Mo., '04 O'Brien, Thos. S., N. Y., '03 O'Callaghan, W. F., N. Y., '94 O'C'onnell, Josephine T., 111., '03 O'Connell, Margaret F., N. Y., '05 O'Connor, D. C, Panama, '94 O'Connor, Eleanor D., 111., '03 O'Connor, Joseph, Cal., '88 O'Connor, Margaret A., Ohio, '02 Oday, H.A., Pa., '05 O'Dell, Lucien B., Ind., '00 O'DonneU, James A., N. Y., '05 O'Flahcrty, Wm., N. Y., '05 Ogden, Robert C, N. Y., '03 Ogelvee, C. S., 111., '03 Ogg, R. A., Ind., '97 O'Hanlon, R. J., Wis., '97 Ohio St. Lib'y, '02 Ohio State Univ., '97 0'Keefe,JVIrs. S. J., III., '96 Olds, Mary L., Minn., '94 Oldt, Franklin T., Iowa. '95 Oldt, J. C, Ohio, '01 O'Leary, Kate S., 111., '95 Olin, Arvin S. Kans., '86 Olin, Oscar E., Ohio, '03 OKphant, G. F., Ga., '03 Ohvcnbaum, John E., Ohio, '05 Olm.stead, Emma G., N. Y., '03 Olp, Ernest E., 111., '07 Olsen, John W., Minn., '00 Olsen, Mrs. Mary D., 111., '02 Omaha Pub. Lib'y, Nebr., '98 Omwake, Geo. L., Pa., '02 O'Neil, Cordelia L., Ohio, 'oi O'Neil, Marv J. C, N. Y., '05 O'Neill, Chas. E., N. Y., '05 " Oneonta Nor. Sch., N. Y., '03 Opdycke, John B., N. Y., '05 Ordes, Henrietta S., Mo., '04 O'Reilly, Mary, lU., '02 Ormond, J. A., Fla., '04 Ormsby, F. B., 111., '96 Orner, Geo. D., Pa., '06 Orr, Susan M., N. Y., '05 Osborn, A. C, S. C, '05 Osborn, G. H., N. C, '05 Osborn, James O., Cal., '06 Osgood, Susan S., N. Y., '06 O'Shea, M. V., Wis., '92 O'Shea, Wm. J., N. Y., '05 Ostien, L. A., Utah, '04 Ostrander, Chas. H., 111., '02 Oswego Nor. Sch., N. Y., '00 Ott, Harvey N., N. Y., '01 Otterbein Univ., Ohio, '02 Overholser, Chas. E., N. Y., '05 Overman, Wm. F., N. J., '05 Owatonna Pub. Lib'y, Minn., '02 Owen, Herman E., Wis., '05 Owen, Hugh A., N. Mex., '97 Owen, Lincoln, Mass., '96 Owen, W. B., 111., '96 Ozias, A. N., Minn., '05 Packer, Annie E., Iowa, '01 Padelford, F. M., Wash., '03 Padfield, W. G., 111., '04 Paessler, V. S., N. Y., '98 Page, Caleb A., M.ass., '03 Page, Edw. A., N. Y., '99 Page, Edw. C, 111., '00 Page, Frank R., Mass., '03 Page, James M., Va., '03 Page, Norman J., N. H., '03 Page, Mrs. Mary B., '111., '06 Painter, Ira C, Ohio, '03 Painter, J. E., Minn., '02 Painter, Mrs. Nannie E., Kans., '04 Palen, H. O., Cal., '02 Palmer, A. N., Iowa, '96 Palmer, Aaron, Iowa, '06 Palmer, Corwin F., Mass., '03 Palmer, E. D., Mich., '94 Palmer, Frank H., Mass., '01 Palmer, Irving O., Mass., '05 Palmer, James J., Pa., '05 Palmer, Luella A., N. Y., '04 P.almer, T. W., Ala., '03 Parauteau, Clementina, 111., '04 Park College, Mo., '02 Park, Chas. F., Mass., '03 Parker, Alice N., Va., '98 Parker, B. D., Colo., '04 Parker, Chas. J., 111., '87 Parker, Chas. V., Colo., '87 L^DEX TO LIFE AND ACTIVE MEMBERS 917 Parker. C. M.. Ul.. '9^ Parker. Mrs. C. M.. III.. '05 ParkiT. CJi-orge E., Mich.. '05 Parker. L. H.. Conn., "06 Parker, .Marv E.. M;uss.. '02 Parkrr, W. I)., Wis., 84 Parker, W. N., Wis., "oi Parker, W. S., Mass., '96 I'arkinson, D. B., HI.. 'q7 J'iirkinant, John H., Wis . '84 Parkinson. Wm. U.. Mass., '03 Parks, Mrs. Mar>- U., Mo., '04 Parlin, Prank K., Mass., '01 Parmcnter, Chas. W., Mass., 'gj Parr, Mrs. NIaric H., Ohio, '04 Parratt. DclUrt W.. L'tah. '06 Parrish, Nancy E., Mo., '04 Parrish. (Jplielia A., Mo., '01 I'arr)', Eleanor. N. Y., '03 Parry. Mrs. M. S., Minn., "oj Parson, S. F., III., '02 Parsons, Richard, Colo., '04 Pa.sadcna Puli. Lib'y. Cal.. '06 Paschalhillc Sth., Phila., Pa.. '05 Passaic Pub. Lib'y, N. J., '03 Pate. Walter T.. .Mi.ss. 'oy Palridgf. Lelia F... S. J.. S^i Patten, Frank C, Texas. '^)^ Paltengill, Henry R., Mich., "ga Patterson, Alice H., Kans., '03 Patterson, Isaac V., Ohio, '03 Patterson. Jamc-s K.. Ky.. '05 Palton, Cassia, Alaska, 'gs Patlon, Chas. L., N. Y., '86 Patton, Martha H.. \. V.. "05 Paulsen, Josephyne M., N. Uak '03 Pauly, Fred L.. Ohio, '06 Payne, Bertha. 111., '01 Payne, Bruce Jt.. Va.. '05 Pavne, Wm. H., Mich., 'gi PeAUxiy Coll. Univ. of Nashnllc. Tenn.. '04 PealKxIy. Helen S.. S. Dak., 'oi Pf.il>i«lv, James E., N. V., '03 IVa..M^k, Mary C. Pa., '98 Peairs. H. B., Kans., '97 Peak, Cha-s. .\ , III,, 'gft Pearcy, Jas. B.. Ind., '01 Pearsc, A. S.. III,. '03 Prarse, C. G., Wis . 'gl I'earvm. F. B.. Ohio, '01 Pearv.n, H C , .N Y.. '90 IVarv.n, Henry. Oa., '08 I'e.irvin. Juliet, .\. Y., 99 Pf.irvjn, .\1. E., Kans.. '04 Pearson. Paul .M.. Pa.. '06 Pease. .Mvin F.. .Mass., 'gi I'ease. .\ W . .\ J . '94 F'easlee. Frank J.. .Ma^s . '03 I'taiUt. John H , Ohi.i, 'Ho Peck I Jb'y. .Norwich Free Acad. Conn., 04 Pel Ijb'y. Sut)«. o( Sch«.. P«., '00 Peed. Mannlield T , 0«., '03 I'm. Cora W . N I., 'o< Peirce, Kalherine u.. R. I , '03 Peirrr. Wm F , Ohio, '03 Prll, .Mrs Eli/a .S , N Y. '0$ Pell, Rol^t P . S (• . '0% Pelion. ,^nna J., \V«»h., 'oj IViKr, John M , Trnn , '64 I'rtitum.in, J. H , Pa , 'gg I'riiii Si.iie (Villrjte. '00 IV:.-, • ,.r I ,1 ,,,,■, • 1 r ' ■ I, 'oft I ' I mil . '00 1 r. Ma»s., '97 I i,I>, N. Y, 'oi I'., •.,;,.. 1 l>. III., 'o% I'rrViru John R . Conn.. '05 IVrkir,., K W , Iji . "oi Perrm, Mrs Fannie H.. Mo., '03 Perrin. John W.. Ohio. '01 Perrin. Marshall L., Mass., '03 Perrine, Lura I.., N. Dak., 'gs Perry, .\lfre>l 1'., Ohio, '00 Perry, .Annie SI., Mas.s., '03 Perry, Edward P.. .\lo., '04 Perrv, Eliz.ibeth H., .Mass., 'yi Perry. Wm. H.. Ky., '98 Persons. .Metta L., N. Y ., '03 Peterson. A. E., Conn., '03 Peterson, Francis M., .Via.. '01 Peterson. Jorgen C, -Ma.ss., "04 Peterson. J. P., Wis., '07 Pellee. lliMrge D., Ohio, '01 Phelan, (Jenevieve. Mo.. '04 Phelan, W. W.. Tenn., 'g8 Phflps, ]\'m. F.. Minn., '70 PheniT. G. P., Va., '03 PhilaJdphian Soc., Wis., '84 PhilbriKik, C. v., Ariz., 'gs Philips, (jco. M., Pa., '79 Philips, H. S., Colo., '99 Phillipps. James D.. Mass., '05 Philli|>s. .\nna 1-., N. V., '05 Phillips, C. A.. .Mo., 'oi Phillips, D.-iniel E., Colo., 'oo Philli|>s, Ellen M.. N. Y.. '05 Phillips, E. .M., Minn., "03 Phillips, Geo. W., Pa., '03 Phillips, Hatlie A., Iowa, 'g6 Phillips, Helen .M., .Mo., "oa Phillips, J. H., Ala., '88 Phillifjs, Nlrs. J. H.,.\la., 'oi Philliijs. Sherman E.. N. H.. '03 Philomathean Lit. Soc., Pa., '98 Phocnixville Public Lib'y. Pa.. '06 Piatt. Herman S., Ohio, '02 Pukard. Joiiah I. . Cal.. '8in. .Mrs. E. E.. Md., '00 Pitman, J, \.. Mass., '99 I'ittinger. O. .\I., Ind., '01 Plainlielii Pub. Ijb'y and Read. Room, N J , '04 Plaisleil, Eli/alK-th I... .N. Y., '0$ Plapp, F. W , 111 , '97 Plas-. Ada E , .Mo., '04 Plimixon, tieo .A., .N. Y., '04 Plough, Myron C, N. Y.. "03 Plumer, (;e«) .M., Ohio, '06 Piiinilrxler, <"ha)« I'.. N. V., '04 P.,l..i..| \ It S J., 'g* p. ' • III , 'oj p. t'lah. '97 p.: i ,UC. '94 Pol)(<<|iiiK I'rrpornlory SlKar L , Minn , 'oj Pi*irr. Mrs Florence McNeal,. M.. ';, P.. '06 P„ •„., p.. lainc, *o6 P'' . luwa, '04 P<. I'.ooe, MaM , 'gS P... , Y, "oi PiiM)kline, .Mavs., '03 Pub. Ub'y, BrcM.klyn. N. Y.. '01 Pub. Lib'y. Buffalo, .\, Y.. 'gg Pub. Ijb'y. Butte, .Mont.. '00 Pub. I jb'y. Calumet and Hecia Mining Co.. .Mich.. '02 Pub. IJb'y, Cambridge. Mass., '02 Pub. Lib'y. Chirag.., Ill , '98 Pub. I jb'y. Cinunii.iti Ohio. '06 Pub. Lib'y. Clcvel.ind. Ohio, "97 Pub. I jb'y. Dayton. Ohio, '03 Pub. Ijb'y, Denver, Col.. '03 Pub. iJb'y, Delniil. Miih., '97 Pub. I jb'y. Di-i ..I C..I .'of Pub. Ijb'y. Do»Tr N H , 'o^i Pub. IJb'y, Dululh. .Minn. '04 Pub. IJb'y. Free, E. t )ranKr. N J Pub Ijb'y. F.. Si. I^mis. III. '04 Pub I jb'y, EK8 linrlxir Cily.N J , '0% Pub. IJb'y. ^>ie. Pa , 'oi Pub, IJb'y, Evanslon. Ill . '02 Pull. IJb'y, lilihliurg, Maw> . '01 Pub. Lib'y. Filz, Chelwa, Mas*., 'o.t Pub IJb'y, (;ailll.>rlh. .\niia C. Ky.. 'gy R.nhc, Ella A.. Dhio. '00 Rothcmel. A. C, Pa.. '03 Rothcmcl, Florence, Pa., '03 Rouse, Eilwin I-., Nclir., 'os Row, R. K., 111., 'oo Rowan. Gcnnidc N.. Nebr.. '06 Rowe. r. K., Ga., '03 Ro»e, H. M.. Md., '96 Rowe. Siu.irt H.. N. Y.. '98 Rowe. Wallace G., Mo., '04 Rowe. W. .S.. Ohio, '„lw.ird. Pa., 'oj " •• '■ Nf . N. v.. 'g6 ■r4 .S., Mass., 'oi 'ft R.. Ill . '84 . .... i.,.'». Mn. '. Si. I ''■■•• '>«■■ •' ■ .Si. I- .Si. ■ Sand wick, R. L.. III.. "06 S.tnford, Fernando. Cal., 'qj Sanforil, Henry R., N. Y., 'os S,intcer, C. AuKusL-i. .\. V.. '05 Sanor. S. D., Ohio, "93 SarRent. Dudley .\., Nla.s.s.. 'g6 Siiundrrs, C. E., Miss.. '05 Saunilers, Sara .\., N. Y., '96 S.ivii/., j. ].. .S. J., 'oo Sau'hUl, Thos. A., Kan-.. "86 Sawyer. C. L.. Minn.. '97 Sawyer, Ix-Roy R., .Mas.-.. '04 Sawyer, Nettie .\.. Wa.sh.. '04 S.iyward, S. Janet. Pa., '05 SchaetTer. .Vathan C. Pa". '87 Schatler. .Anna E., Wis., '04 Scarlrii. Andrew, .\'. J., 'o^ Schaurtler Alfre.1 T.. \. Y.. 'gs Schellenjser, C. 1.. S. D.ik.. 'oi Stherrr. J.inu-s .\. U., S. C, '04 SchitT. Hannah. 111., "oj Schiller, J. I)., .Mith.. '96 Sthmrrkrr, Charlotte S . Pa.. '05 Schmi.it, F. A.. .\. Y., '96 Schmidt. Hans W., Minn., 'oa Schmidt. loh.inna, Mo., '04 Schmitr.. HuUcrt J.. N. Y.. '04 Schmucker, S. C, Pa., '92 Sihneiilcr, Henry G.. .\. Y., '95 Ser. Mae E., N. Y., '96 Sihultitr, Arthur, N. Y., '05 Schuiz, C. G., Minn., 'oj Sihurman, J. G., N. Y.. '96 <■ 'vr'/, Orr. .Mi.h.. 'o<; . r, O. J . \Vi^ , '04 . ."■, .Idf.m. Kans., *8h.. 'oi Shcriii.in, Elmer C., N. J.. '0% Sherman, EuKene B.. Nebr., '05 Sherruk. I. R . Wis., 'oj Shrrwrll. (iiiillrrmo .V , .Mex., '05 Sherw.HKl. Mrs. J. C, Cal.. 'gg Shields Emily J., Pa.. '03 Shiels. AILert. N. Y . 'oi Shiiiley, .Anna B , Ohio. *<>$ Shimrr, E l» . N Y., 'os Shimp. T W.. Ohio, 'oft Shinni(k. M. Isal>elle. .Mo.. '04 Sliires. M.irv, .N V . 'os '-'■■•t I livid F, Kans. 'gs ■ Vrr, W. .\ , .Minn , 'gs I >hn I) , III . '00 \'- II B. Cal. 'gg N V , 'o, ' ite M . , M ii h , 'o I I! t . •■• OJ \. \ 111 . •« J ' ^ V . "o II . 'o> "Iinn . "oft .. II . r*. -93 \V. Nrl.f . '97 .Sm II . Iml . 'oj •Sunderwrfi. Ie««ie. Mo . '04 Sandisnn, Howard. Ind . 'g6 ■06 Sr ■ ' \ \^ I J, > 1 . .Ma:^ 'gg S4m<..-i^m. U B l> . M<> . 'oo 'h K., Pa.. 'oA Simimm, Eunicr J . Maw., 'oj g20 NATIONAL EDUCATIONAL ASSOCIATION Simpson, Shadrach, Md., '04 Simpson, Stephen G., Pa., '03 Sims, Frederic L., 111., '04 Sims, J. F., Wis,, '97 Sinclair, S. B., Can., '91 Singer, Edgar A., Pa., '80 Sisson, E. O., Wash., '06 Sites, C. M. Lacy, China, '02 Skaggs, Wm. L., Ark., '04 Skitf, Frederick J. V., 111., '04 Skinner, Clias. R., N. Y., '90 Skinner, Ehzabeth, Colo., '99 Slack, H. W., Minn., '97 Slack, Jennie E., 111., '03 Slagle, Robt. L., S. Dak., '06 Slater, Charles H., Mo., '04 Slater, Ida M., Pa., '06 Slater, Margaret K., Mo., '04 Slaton, W. F., Ga., '97 Slaton, W. M., Ga., '94 Slauson, H. M., Mich., '94 Slawson, Samuel J., N. Y., '03 Sledd, Andrew, Fla., '04 Sluss, Elmer E., Kans., '06 Sluss, Homer O., Ky., '05 Small, Horace C, Mo., '03 Small, Maurice H., Wis., '03 Small, Robert O., Mass., '03 Small, Walter H., R. I., '02 Smallev, D. H., 111., '99 Smallwood, Mabel E., 111., '96 Smart, Frank L. , Iowa, '06 Smedley, Eva A., 111., '97 Smiley, Emory E., Colo., '05 Smiley, Wm. H., Colo., '92 Smith College, Mass., '98 Smith, A. F., Mo., '05 Smith, A. G. C, Pa., '03 Smith, Alexander, 111., '99 Smith, Anna T., D. C., '95 Smith, Arthur F., Md., '03 Smith, A. Thos., Pa., '93 Smith, C. Alphonso, N. C, '05 Smith, Chas. A., Minn., '02 Smith, Charles H., 111., '05 Smith, Mrs. Con.stance B., 111., '05 Smith, C. v.. Pa., '03 Smith, D. E., N. Y., '01 Smith, Edward E., 111., '96 Smith, Edward S., 111., '01 Smith, Edwin R., 111., '97 Smith, Euler B., Ga., '87 Smith, F. P., Kans., '97 Smith, Geo., A., N. Y., '04 Smith, Geo. M., S. Dak., '95 Smith, Geo. W., Colo., '04 Smith, Gerard T., 111., '04 Smith, Guy D., Mich., '04 Smith, Henry B., Colo., '99 Smith, Herbert A., D. C, '05 Smith, H. J., N. Y., '95 Smith, H. Lester, Ind., '02 Smith, I. J., Mo., '04 Smith, J. Angelina, Mass., '03 Smith, J. B., Pa., '03 Smith, J. F., Ohio, '98 Smith, Jesse L., 111., '00 Smith, Jos. R., Pa., '99 ■ Smith, Mrs. Martha, N. Y., '05 Smith, Maude, N. Y., '05 Smith, M. B., Mass., '99 Smith, M. Kate, N. Y., '05 Smith, Payson, Maine, '06 Smith, Robt. M., 111., '02 ■Smith, Samuel McK., N. Y., '05 Smith, Sidney F., Mass., '95 Smith, Spencer R., 111., '03 Smith, Miss Theo. L., Mass., '04 Smith, Wayne P., Cal., '05 Smith, W. 'C, Minn., '02 Smith, Wm. A., N. Y., '03 Smith, Wm. C, Ind., '00 Smith, Wm. H., N. J., '03 Smith, Wm Z., Okla., '06 Smith, Z. M., 111., '05 Smyser, Selden F., Minn., '02 Sneath, E. Hershey, Conn., '03 Snedden, D. S., N. Y., '99 Snow, Bonnie E., N. Y., '96 Snow, B. P., Maine, '03 Snow, Francis H., Kans., '93 Snow, Louis F., N. J., '03 Snow, Marshall S., Mo., '04 Snow, Mary S., N. Y., '98 Snyder, Henry ,N. J., '94 Snyder, Jessie M., Ga., '97 Snyder, J. H., Ohio, '96 Snyder, J. L., Mich., '89 Snyder, W. H., Maine, '01 Snyder, Z. X., Colo., '87 Snyder, Mrs. Z. X., Colo., '96 Soldan, F. Louis, Mo., '77 SoUitt, Alice E., 111., '93 Somerville Pub. Lib., Mass., '00 Sommer, Frank H., N. J., '05 Soper, Laura J., Mich., '01 Soul^, Geo., La., '92 Soule, O. M., Ohio, '01 South Carolina College, '02 S. Dak. Agri. College, '99 So. 111. Nor. University, '99 Southern University, Ala., '06 South Orange Pub. Sch., N. J., '05 Southern Oregon St. Nor. Sch., '06 Southwest Texas St. Nor. Sch., '04 Southwick, H. H., N. Y., '02 Southwick, Mrs. S. F.. Okla., '05 Southworth, E., Mass., '03 Southworth, G. A., Mass., '03 Spaid, Arthur R., Del., '03 Spain, Chas. L., Mich., '01 Spalding, J. Lancaster, 111., '02 Spangler, H. T., Pa., '94 Sparks, J. R., 111., '02 Sparlin, Ezra M., Pa., igS Spaulding, F. E., Mass., '96 Spaulding, Randall, N. J., '92 Spayd, H. H., Pa., '92 Spearing, Jessie, La., '03 Speer, W. W., 111., '96 Spence, Ellen, Canada, '05 Spencer, Enos, Ky., '03 Spencer, Pauline W., Pa., '93 Spencer, Robt. C, Wis. ■ '84 Spencer, Thos. E. Mo., 04 Spero, Mrs. Anna K., Cal., '77 Spicer, Robert, Pa., '05 Spiegle, Grace E., Pa., '99 Spindler, J. W., Kans., '99 Spohrer, Frank O., Mo., '04 Spotts, Harris A., Pa., '03 Sprague, H. B., Mass., '03 Spray, H. W., N. C, '03 Springer, Durand W., Mich., '94 Sputh, Carl B., Ind., '06 Squire, Mary V., N. Y., '96 Stableton, J. K., 111., '00 Stacey, B. F., Cal., '04 Staley, Laura B., Pa., '05 Stalker, Francis M., Ind., '01 Standinger, Louisa, N. J., '05 Stanley, Edmund, Kans., '86 Stannard, H. J., Vt., '03 Stannard, Mrs. M. J., Mass., '03 Stanton, B. J., N. Y., '03 Staples, Helen F., Minn. ,'96 Staples, Leroy G., R. I., '03 Starbuck, Edwin D., Iowa, '99 Stark, Eliza A., Mo., '04 Stark, Joshua, Wis., '84 Stark, Wm. E., N. Y., '03 Starkey, F. H., Pa., '05 State Agri. College, Kans., '97 St. Bd. of Education, Mont., '02 St. Coll. of A.& M. Arts, N. C, '04 St. Coll. of Washington, '01; St. F. N. Sch., Farmville, Va., '99 St. Historical Society, Wis., '84 State Library, Cal., '99 State Library, Mass., '98 State Library, Mich., '02 State Library, New Jersey, '01 State Library, N. Y., '93 State IJbrary, Ohio, '01 State Library, Pa., '01 State Library, Wash., '06 State Nor. College, Ala., '01 State Nor. College, Mich., '00 St. Nor. & Ind. Coll., N. C, '98 St. N. Sch., Ashland, Oregon, '06 St. N. Sch., Bellingham, VVa.sh.,'oo St. N. Sch., Bloomsburg, Pa., '06 St. N. Sch., Brockport, N. Y., '00 St. N. Sch., California, Pa., '99 St. N. Sch., Cape Girardeau, Mo., '06 St. N. Sch., Cedar Falls, la., '97 St. N. Sch., Charieston, 111., '99 St. N. Sch., Cheney, Wash., '02 St. N. Sch., Chico, Cal., '97 St. N. Sch., Cortland, N. Y., '02 St. N. Sch., De Kalb, 111., '99 St. N. Sch., Duluth, Minn., '06 St. N. Sch., Edinboro, Pa., '06 St. N. Sch., Ellensburg, Wash., '97 St. N. Sch., Emporia, Kans., '05 St. N. Sch., Farmville, Va., '99 St. N. Sch., Fitchburg, Mass., '98 St. N. Sch., Flagstaff, Ariz., '01 St. N. Sch., Geneseo, N. Y., '06 St. N. Sch., Greeley, Colo., '97 St. N. Sch., Hays, Kans., '05 St. N. Sch., Indiana, Pa., '99 St. N. Sch., Jacksonville, .Ma., '00 St. N. .Sch., Lewiston, Idaho, '06 St. N. Sch., Lockhaven, Pa., '06 St. N. Sch., Los Angeles, Cal., '97 St. N. Sch., Macomb, 111., '02 St. N. Sch., Mankato, Minn., '99 St. N. Sch., Mansfield, Pa., '97 St. N. Sch., Marquette, Mich., '99 St. N. Sch.. Mavville, N. Dak., '00 St. N. Sch., Millersville, Pa., '97 St. N. Sch., Monmouth, Oregon, '01 St. N. Sch., Moorhead, Minn., '97 St. N. Sch., Mt. Pleasant, Mich., '02 St. N. Sch., Natchitoches, La., '06 St. N. Sch., New Paltz, N. Y., '99 St. N. Sch., Oneonta, N. Y.,'03 St. N. Sch., Oshkosh, Wis., '98 St. N. Sch., Oswego, N. Y., '00 St. N. Sch., Peru, Nebr., '02 St. N. Sch., Plaltville, Wis., '84 St. N. Sch., Plattsburgh, N. Y., '02 St. N. Sch., Plymouth, N. H., '03 St. N. Sch., Providence, R. I., '97 St N. Sch., River Falls, Wis., '06 St. N. Sch., Salem, Mass., '00 St. N. Sch., St. Cloud, Minn., '97 St. N. Sch., San Diego, Cal., '02 St. N. Sch., San Jose, Cal., '98 St. N. Sch., Shippensberg. Pa., '06 St. N. Sch., Southwest, Texas, 04 St. N. Sch., Superior, Wis., '00 St. N. Sch., Tempe, Ariz., '01 St. N. Sch., Tcrre Haute, Ind., '97 St. N. Sch., Trenton, N. J., '97 .St. N. Sch., Valley City, N. Dak., '02 St. N. Sch., Warrensburg, Mo., '05 St. N. Sch., West Chester, Pa., '06 St. N. Sch., Western, Mich., '05 St. N. Sch., Westfield, Mass., '97 St. N. Sch.,W. Liberty, W. \'a.,'oo St. N. Sch., Whitewater, Wis., '98 St. N. Sch., Winona, Minn., '97 St. N. Univ., Carbondale, 111. ,'99 St. N. Univ., Normal, 111., '98 State Department of Education, Tex., '06 St. Teachers'' Assoc, of III., '90 St. University, Iowa, '97 St. University, N. Dak., '99 St. Univ., Lib'y, Ohio, '97 Stauff, John H., Wis., '05 Stauffer, Amos F., N. J., '05 Stearns, J. W., Cal., '84 Stearns, Wallace N., N. Dak., 03 Stecher, Wm. A., Ind., '04 IXDEX TO LIFE AND ACTIVE MEMBERS 921 Steele. \Vm. L., 111., 'oo Steele. Wm. S.. Pa.. '05 Steelman. D. T., N. 1.. '05 Steclmaji. Ella H.. N J . '05 Slccnis John \V.. Wis.. '04 Stehm.in, J. H., III.. ^7 Sicin. Francis J.. Pa., 'oj Strin. Ililin A.. N. Y.. '05 Slcincm. Mrs. Pauline. Ohio. '05 Stephens. K.lwin I,., Ij.. '04 Stephcn.s H. Morse. Cal., 'ijb Stepticns. H. T., K..-ias.. "03 Stcpht-ns .M. Hates. Md.. gS Stephen^. Wm. 1... .\cl)r.. '04 Stephcn.s»in. Ijllie S.. 111., 'gs Stcrlini;. Louise W.. Ohio, '06 Sterling. W. D.. .\. Men.. 01 Slern. Mfuo, N. Y.. '8» Stcl-son, W. W.. Maine, 'p^ Stevens In.st. of Tech.. N. J.. '05 Stevens C. E.. Ohio. '01 Stevens, Charles E.. Mass.. 'oj Stevcrts, Edw. L.. N. Y.. "gg Stevens, Mary A., Maine. '03 .Steivni, ifoKs C.. Inil . '7^ Stevcivs Piowden J.. Jr.. N. Y..'g5 Steveas, W. J.. Mo.. '04 Stevens. W. Nl., Iowa, 'oj Stcvcnsi>n, A. 1... III.. '07 .Stevenson, H.-\viland. N. Y.. '01 Stevenson, Philp S., Mo.. '04 Stevenson. Wm. C, 111., 'ga Steward, Darius. Minn.. '00 Situ-art, I. .v.. Wis., 84 Stewart, lessie. Ky.. '05 Stewart, John A., .\liih.. '84 Stewart, Jos. S.. Oa . 'gs Stcw.Trt, N. Coe. N. Y.gj Stewart. Paul E.. Cal.. 'oj Stewart. Sir ah .1.. N. I., "84 Stew.irt. .Srih r.. N. Y. 03 Stewart. Wm. .M.. flah. '05 Sticknev. I.uria, Ohio. 'g3 StiKall. Oliver. .Mo.. 'gS Slilwcll. J K.. Ariz.. "06 Stilwell. Wm. E.. Ohio, 'oj .Stine, Chx'i. W.. Pa.. "06 Stitt. K. W . N. Y.. "aft 5>tocicrr. Marie K.. Nlo.. '04 Stockwell, .Mrs H. H.. N I)ak..'g4 Stockwcll. .S. S.. Wyo.. '06 Stockwell. Walter I... N Dak.. •g4 Stod.lard. .Miss C. W.. N. Y.. "oJ Stokcn, A. I, . S C. '00 Stoker. Susan Ci., Cm!., 'w Stone. Claude V., PI. 'oj Stone. F>liih M . Mith.. '04 Stone. .M.iv/n .S , N't.. '04 Stoneljerg. Philii. J . Ill , 'oj Stoner, C. II . olii... '.i .Stoner. Sanlord 1... (""I" , Vi Stoner. W. H . Iowa, 'oi Stoner, W. W., .NVI.r . 'o<, Stonerm/1, Rdietca. D. C. 'i/> Strjrm, A. V , Iowa. '04 Storms A. H , Iowa, '04 .S«orm», John .Mo , 'o/> Stoit. J. W . Ind , V. StrnjI. (Jeo M . P« , '84 St'JOl. Henry K., III., Vi Stmit I I> W.n-h '(.H St.. " , ' V, St. . /. at ■'< Str Str Str Str "oj Si' Sir Str I , -. ^ ■,^ Str > ,\ V , Of, Str. , OhU. 'vt Stni.'^r I iH'i f . N J . *0S Strinr, J 11 . Cal, 'oo Slriplin. W F. . AU . "oj Strong, C'lt*. N C . 'o% SUuoc. Edwin A , Mich., "Sj Strong, Frank, Rans,. '02 Strong, Jas. W.. Minn., 'os Slroup, A. U., .N. Mex.. '04 Strykcr. E. Du».. \. Y., '05 Strvkcr, Kranklin .\., N. J., '05 Stuart, Alex. T.. D. C. "oo _ Stu.irl. \. W., Iowa, '03 ' Stu.irt. Margaret, HI., '01 Stu.irt, .Milo H.. Ind.. OJ SlUt>l)S. J. K., Ncv., "g? Study. J. N., In I., "g; Stuver, E., Colo,, '95 Stuyvesant High Schfxl, .\, Y., 'os SuJborough, Mrs. G., Nelir., '80 Sulikowski, Charles Switzerland, 'o<; SuHivan. D. J.. Cal.. 'os Sullivan. Ella C. HI., "gg Sullivan. Is^iliella. .\. Y.. 'o> Sulliv.in. James. N, Y., '03 Summers. Alex.. D, C, 'g.S Super, Chas. W,, (Jhio, 'gi Supl. ami Frin. Asso., Wis.. '84 Supt. of S»h's. Santa Clara Co., Cal,. 'o<> .Superior St. .\or. Sch., Wis.. Vjo Suplee. Ella. Iowa. '05 Surctle. Thos. W., .\. Y., '01 Suler, .\nna. Ind., 'go .Suter, .\nna I.., .\. Y„ 'os Sulcr, .Miss H, ,\.. La., ■g4 Sutherlaml, .\nnir, \. Y., 'os Sutherland, M,irg.-iret W., Ohio, ■q"! Sulton, W. S., Texas, 'gs Suzj^illii. Henrv. Cal.. '05 Swain, (i. k.. .Slich.. '01 Swain. Henry II.. Mont., '04 Swain. Joseph. Pa, '93 Swan, Phet>e, Wis.. '97 Swanger. K. ,\ , (jil., 'gg Swansiin. t>sl>ie J., .N', Y,, *OJ .Swell, ILirry P., .V II.. 'oj Swell, John, Cal . 'gg Swill, firlihrr II., Wiush.. 'os Sylvester, Emma, N' Y , 'os Svm..ti.|-, I 111 \ H . Maw., 'ot y, N v.. 'gH •V, .N. v.. '01, 1 I'a., 'gi I . Pa . 'g8 I .II' Ohio, 'os Tal! . 'gj Tall^.i II. ■^,^ y , Maw., '05 Ta|)lrv. I. , 'Vi Teaihrr*' A«w> , Milwaukee, Wr 'o< TMikfft' A iM , KiJry ( 'o , Kan* , 'MA TMthrri' Attc. •/ If' ii . '84 Teachers' College. Dopt. M.in Tr., \, Y., 'gg Tcuhers' Consult, lib'y.Trenlon. .N.J. -o, Teoihfrs hisl., Phiia., Pa.. '7g roaguc, (.jeortjc. .\. J . 'o> Tear. Daniel A.. Ill,, "oO TelTl. Lyman H., Va., '03 IVitriiki Reed H,, Pa , 'os Temming. R, V.. Okla.. "oo Tempe Sior. Sch,, .\ri/.., '01 Templclon. J, C Ncv., '94 Tenncrry, K,-itc E., 111., 'oj Terrcl. Harriet E., Ohio, 'i/i Terry. Jennie V,. N. Y., 'os Terwilliger, Lewis, Mont., '04 Tesihcmaihcr, Helen ,\., .N.Y.'os Teutelierg, L. W., Mo.. '04 Thacksion, .Mlierl J., S. C, '03 rUa.kslon, J. W, \, C. '05 Th.imcs. W, I., Miss,, 'g7 riiar|). Wm. H., Ky., '05 Tharix-, V. D., Mo,, 'gi Thcilmann, lyouis. Mo., 'os Thelluson. Ch.-is, E.. .\. Y., 'os TheoLold, Jacob. Jr„ .\. Y.. 'os Thiry. J. H., N, Y . 'g7 Thomis, A. O., Nelir., '04 Thomas. 1). W.. In.l., 'gft Thom.is, E. R., C.ilo.. 'oj Thom.is tJet). S.. N. D,ik., 'oj Thiim.is, ld,i, Wyo,. '05 Thomas, Is;iac, \ I,, 'gg Thomas. Jennie 1... Nlich.. '00 Thomas, Malhonihah. I'lah. 'os Thomas Richard S.. X. \., 'ot Thomas, S. S.. Ij., '04 Thiim.is, W. S*<)tt. Cal.. 'go 'Thompson. .-Vlfred C N. Y.. "05 Thomp^m. .\. N,. Colo., '04 TliDinp^in, .\ug. A., N. Y.. 'os Thomii-m, D. M., V. C, "08 ■Thiimi>vin. E. E., Mavs.. '03 Thompson. !•', E., Colo.. '03 'Thomi>sn. H. E., Okla., 'gs Thi)m|>s.m, Helen J . N, J., 'os 'Th<>in|>son I .M,, .V. Y,, '06 Thiimirion. J W., N. J., '06 Thompson, John l)., Mass., 'gs rhom|»vin, K. 1... N, Y,. '03 Thompon. l>ouise H., Ohio, 'oi Thompson. I. S , .N. J., '^h rh..mp.on. M. I.. N. Y, '03 Tli'>m|»v>n. O I), .Miih, 'g6 Thiim|>v)n, S. H., Nel>r , '03 Th.itnpvin, T E , .Mass , '07 Tli.irii|>^>n, Wm. O , Ohii>, 'g4 Tl|..mson. Miss K. E , Ohio, 'gg 'non. I. A . Minn , 'g8 Thn liu-Ti f C., Mo. 'gS I .vH.Ma«. 'g3 I UDC. 'ti i F.Ohio.'gs I 'v>Miin 1 1 . Ky.. '01 TiMiets. .\nn.-i M.. N'el.r , "04 TililM-tls A C , Minn . "gs TiM.ilt. H S , III . '00 'Tililiilt, ,Marv K , Mom , 'oj Til.l.iiis F A . N J., 'oi Ti>hrnor, I,aura J , ,Mu., '04 Tithe. R J . N C , '00 Tirirn, (!ha« A.. Ohio, 'os TiUotien /> (' , K«n» , 'HTi Tillon. (ha. S . Wash . 'gg Tink<-r, II W . Conn., 'g; II . Wi«. 'oj i P«- 'oA K. Ill 'oi .... ,..tn,r| li.. Ill . 'gs T..|d. I II . Ill , '04 rorpel. Theodore, (ih.. '01 Toepp. |.il, Henry S., M'l.. '05 i->t, Ronico .\., .Mil., 'os Cbicott, Chas. H., Ma-s.s., '03 esicolt, O. S., III., 'g^ i-st. Branch, St. N. Sch.. Ha>^, (Cans., 'os csiem College, Ohio, 'qq est. 111., St. Nor. School, 'oj esicm St. Nor. Sch., Mich., "05 Vslern L'niv. of Pa., '05 estcr\-elt, Z. K., N. Y., 'g? t-st Holx>tcn Pub. Sch. IJb'v. N.J. -OS , cston, B. EvcInti. Minn., "oj eston, Horencc M.. Minn . 'o^ est Virginia UnivTrsilv, '99 rtllc, J. v.. .Mo., 'oi' ttl.slein, Frances, Wis.. '03 elzcl, \Vm. .\., N. J., 'oj ctzcli, \V. A., Utah, 'oj halcn, R. \V., Colo.. 'oO healon College, 111., 'c>g heeler, Cl.ira, Slich., '02 heeler. E. E., 111.. '06 heeler, K. A., Mass., 'oj hi-eler, (icanirl A., Ill , o? hile, Daniel H. Cal , 'v«j hile, lohn .\.. Wii.. '04 hile, JoM-jih M . Mo., '04 hile. I. T., Md , "gH hitc, I. C. .M.. , '87 hile, Ntaurice P., Nla»«., 'oj 'i.le, .Mildrcl E , III , '04 hue, \'tol.i .M., Maine, 'oJ hile. W. S , Pa , 'g7 '::•«-. W T . 'IVfin . 'n., . V.'oj iglilman, H. J., Pa., '03 liber, .\uslin E., Ukla., 'oi liber, H. /-., K-ans., 'oa ilbur, Rachel J., .\ V., 'os ilburn, Emilv P.. lia., 'os ilex, AllK-rt' n., N. Y.. 'oo ilim, Jes,sie H., Wa.sh., 'gg X. \V,iller H.. .Mo., '04 . Gis>. M.. .\ Y., 'ofi iley, Wm. H., In.l , •o^ ilkins, .\. H., Tex-K, *g4 iltiiis, Emma !•'., Iowa, '03 iltrnxm. I. 1., 111., 'g6 ilkmson, J. N'., Kans., '84 ilkiiiMin, J. W. K., Pa., 'os illard. C. C, Iowa, 'oO ilUrd, J. Monroe, Pa., 'oj illard, S. P., Conn., '03 II.ird. S. S.. Pa., 'ob illLims, Ch.is, .\., Mass., '03 illi.iins Coll. I.ib'y, .M.iss.. 'g; iams, David, l-'la., 'g7 iiJums, Mrs. l>flij, Ohio, '7^ lU.im-i, Evelina, N. Y., '03 illi.inis, H. H., Ohio, '00 illi.iiiis, Henry G., Ohio, '01 illi ims J. 1)., 111.. 'q6 illiiiiis. I. Ulysses, Mont.. '06 illi.uns, 1. W.. -Mass.. 'g,S illi.ims, Mary L.. .N. Y.. '05 illiams, Mrs. Mary E., N. Y. ilh.irns, Marv L., Mo., 'o? i..iimi, Philo J., Mass., "Hf) li.iiiiis, Sherman, N. V., 'gS i.i.ims, Wm. H.. Wis., 'g? iliiiiiwm. J. I'. . Idaho, "gs lUiiiijham, Henry J , .Ma., 'o 1II1-, H. H„ N. J., "gj Ills. Mrs. H. H., N.J, '01 i;;i', II'. .1., Iowa. 'K4 W. S. N. I., '01 illi-.n. A. C, .Md.. 'os illi^lon. .\. I... .N. Y., '03 Ii]iiii)(ton Inst. Ijb'y, Del., 'ot iltiiMi . JuUa .v.. Ohio. '03 Eugene .\.. III., 'gg ll..rry G., III., 'gs H. It., Ind., '00 il-ii, II. I.. Wis., '01 il-..n. Horace G.. Oregon. '01 s.,n. Howar.l S.. N J.. 0$ ..,. IVVKre-l. \ y. 'gg ' I. N Y.'os R. Ohio, 'oO ii, .Mo., 'os 1 I ...m K,. .N. I,, '06 1. .1, J. Ormond, 1). C , "So i a, J W.. Kant, 'g/i U- n, Xlri I. I.. W.. P.., 'g, Ala , '00 |o», '.,? ,l-.n, M. il-.ii. V ,:-.ti \\- ,1 ..n. W. , I.. .. »•.. ,N. v.. '0* Y. NY. •„» Y. • . 'oj V W M . «<• , , '00 NS.llr. H K , U . .Mam.. 'oj W.Me. 1. 1. Ifla. Woman's Coll., Raltimore, Md. '03 Woman's Coll. .Frederick, Md., 'gg Wothl, .-Varon I'.. .Mich.. '00 Wood, Harlan .\.. \ 1., 'os W.«k1, J.xs. a., N. .Mex.. •g7 Wixxl, John .v., Ind., 'i>.s Woo.1, O. M., P. R., '^3 WockI. Stella I,., .Minn., 'oj W.hhI, Thos. D., N. Y.. '03 Wo,mI. Wade H., Ga.. 'oj W.KHlburv, Chas. T., M.i.ss., '03 W.KKlluill', 1. P.. N. Y.. 'gg W.MKlley. K. B.. Mi.ss.. '06 W.H.llev, O. I., N. J., 'g6 W.KHlUy, Wm. H., Mich., '06 W.HMlman, 1-. C, N. I , '03 Wi»xlring, James D., Pa., 'os WiHHlrulT. Clinton R.. Pa., 'ott WiMKls. .Mice. England, 06 W.«>.-i.r, B. C. N. J., 'os Wixrster, I i/jJe E., 111., '05 Work, Crec T., Texas, '04 Work. H. H . W. Va., 'oo Work, I^iura H., I'lah, '03 Wright, .\nna J.. Ohio, •g4 Wright. Charles V... Phil. Is., '05 Wright, luimunJ 11'., Maine, '8g Wright. J. I... Tenn.. 'oj Wright. John ,\., Ohio, '01 Wright. John H.. Mas> , '03 Wright. 1.. I., .Miih., 'g6 Wright, O. A., Ohio. 'g,s Wright, Paul H., I Miio, '04 Wright. Robl. H. .Md , '06 Wright, R. k , Ga , '00 Wright. Wm. R., .\lith., 'gj Wyatl. II I) . Irnn., 'os HWtr. »fr, \f / H (-..n , 'gl VV ■ ■ ' . V ,;o5 V 05 » t ■ s » . ,^s V \. Y., 'os V. i. . Pa . '04 Yer^•-^. ^ >i . WaiOl., 'oJ Yorum, A. Duncan, P« . 'oj Vo.lrr. A. H . Wash . 'gft V«ler, W A , Nebr , 06 Yore, MarK.irrl I, , .Mt» . '04 Ytifk. Ixwi* 1: . Ohio, 'oi Vouker. H S . Wi. . 'oj Ynumant, |-'re 11 , l-la . 'gA I i , Moot , Kg \ I . Ill . '04 / Irl p . |1,i| I,..'o4 /-.... .. ., , . I'a '07 /*llrT. i W . tlhio, '01 /irr.lrn Aliiia M . Pa., '07 /lmmrr«. P J . WU , 'os Zton K., III . '01 Zwrifcl. Luuiw C , 111., '04 LIST OF EDUCATIONAL INSTlTUTIOiNS ANO LIBRARIES ENROLLED AS ACTIVE MEMBERS (Most of THftsE Institutions Have Purchased Fill Skis of Back Volumes.) Sec list of institutions at the cinsf of each state for date of enrollment and names of adniinislralive officers. Univer.iities and ColleKC.t Adclbert Coll of West. Res. Univ.. Cleveland. O. Adelphi College, Brookl>-n, N. Y. Alabama Pol>-technic Institute, Auburn, Ala. Armour Institute of Technology, Chicago, ill. .\mhcrst College, .\mherst. Mass. .\tlanta L'ni>Trsity, .\tl.-uita, tia. Baker Utu\Trsity. Baldwin, Kans. Baltimore City College, Baltimore, Md. Barn.vd College, New York, N, Y. Bates College, Lewiston, Me. Bclle\-ue College, Belle%-ue, Neb. Bcloit College, Bcloit, Wis. Berca College, Berea, Ky. Boston College, Boston, Mass. l-n Mawr College, Bryn Mawr, Pa. Butler College, Iiulianapolis, Ind. Canisius College, Buffalo, N. Y. Catholic University of America. Washington, D. C. Corlclon College, Northfield, Minn. Clark University. Worcester. Moss. Clcmson .\gricultural College, Clenuon, S. C. (Vi<- Collrge, Crdar Rapids, la. ( ..U:.itc University. Hamilton, N. Y. ( ..llrdc of the City of .New York. New York. N. Y. Oillcgc o/ the Holy Cross, Worcester, Mass. College of St. Krancis Xavier. New York. N. Y. Columljta University, New York. N. Y. Cickinv>n College, Carlisle, Pa. iJoanc (College. Oefe. Neb. Kmofy Oillege. f>«ford. (Ja. I |iworlh Univrrsily. Oklahomn, OkU. I ..rdha/n Inivrrwly. .New York, N. V. ( ,rnrv» ('<.llrKr. Ilravrr Kallt. I'a. ( .r<,rtjrt<.»ri (ollrgr. W j«liini{loti, I), C. lirorgr IVaU^ly Coll (of I r»i hrii. .Nashville, Trnn, tirorge Washington Univrrsiiy. Washington, D. C Harris In*4ilutr, WoonarKkel. K. I. llAmrd Univmity, Cambridge, Masa. Ilrti'lrit Collntr. Conwsr. Ark. M r .Mich. ) .rfton. D. C. I . ~ >. III. Iowa ( 11. la. Iowa S' \mn. la. John U. birUoa tnivcnily. DcUmJ, Fla. Johns Hopkins University, Baltimore, Md. Ken yon College, Gambler. O. Lake Eric Coll. and Scm., Painesville. U. Lawrence University, Appleton, Wis. Lehigh University, Bethlehem, Pa. Lcland Stanford Jr. University, Cal. IJncoln College, Lincoln, III. Lombard College, Galesburg. III. Monhatt.in College, .New York, N. Y. ' Marist College, Atl.anta, Ga. Massachusetts In.st. of Technology, Boston, Mass. Mercer University, Macon, Ga. Miami University, Oxford, O. Midland College, Atthi.son, Kans. Montana State College. Bo7.eman, Mont. Mt. Holyokc College, S. Hadley, Mass. Northwestern College, Napcrvillc. III. Northweslrrn University. Kvanston. III. Oberlin College. (jU-rlin. O. Ottcrbcin Uniwrsity. Westerville. O. Pacific University. Forest Grove. Ore. Park College, Parkvillc. Mo. Perkins Institution, South Boston, .Mass. Pomona College, Claremont, Cal. Pratt Institute, Brixiklyn, N. Y. Priihett Gillege, Glasgow, Mo. RailclifTe College, Cambriilge, .Mass. Ripon College, Ri|)»n, Wis. Robert College, Constantinople. Turkey. Rockford College, Rmkford, III. S». John's Uni\Trsity, Gjllegeville, Minn. St. L[>uis Univemily, St. I»uis, Mo. Schor>l of l-Uhiiation, Unlxrrsity of Chicago, III. School of Pe.|agogy, New York University, N. Y. Sccitia Seminary, Concord, N. C Shaw University, Raleigh. .N. C. Simmons (^illege, lloston. MaM. Smith Ciliirr. Slalr Agriiullural Collrgr of Nrw Mrsico Slalr Agti ' r:r of .North Carolina Slalr Agn ,.r of Rlu«Ir Inland Slalr Agn. ■.■■ i ^r of South Dakota Slalr Agriiululral C'. I'a. .\nsonia Librarj-, Ansonia, Conn. .\rabut Ludlow Memorial Library, Monn*, Wis. Bryson Library, Teachers College. New York. Cameftie Free Library, Allegheny, Pa. Carnegie Free Library, Braddock, Pa. Carnegie Library, Homestead. Pa. Carnegie Library, Fort Worth, Tex. Carnegie Library, NashWIle, Tcnn. Carnegie Library, Pittsburg, Pa. Carnegie Library, S.in Antonio, Tex. Carnegie Public Library, Bradford, Pa. Carnegie Public IJbrary. Iron Mountain, Mich. City Ijbrary Association, Springfield, M.iss. Cleveland Public Librarj', Ohio. Cobum Lib., Colorado Coll., Colorado Springs, Col. F.lkhart-Camcgie Library. Elkhart, Ind. Emeline Fairbanks Mem. Library. Tcrre Haute. Ind. Enoch Pratt Free library, Baltimore, Md. Fergu-v^n Library, Stamford, Conn. Fitz Public Library, Chelsea, Mass. F'orljcs Library, Northampton, Mass. Free Library, Philadelphia, Pa. Free Library, Port Jerris, N. V. Free Library, Wilmington Institute, Del. Free Public Library, .\lameda, Cal. Free Public IJbrary, Atlantic City, N. J. Free Public Library, Butte. Mont. Free Public Library, Cardiff, Wale*. Free Public Library, East Orange. N. J. Free Public Library, Evanston, III. Free public Library, Holxjken, .N. J. Free Public Liljrary. Huntington, Ind. Free Public Ijl.rand Rapids, Mith. Public IJbrary, tireenfield, Ma.is. Public IJbrary. (»reen»l><>ri>, N. C. Public IJIirary, Haverhill, .Ma.ss. I'ublic IJIirary, Helena, Mont. Public Library, Kalamazoo, Miih. Public IJbrary, Kansas City. Mo. Public IJIirary, I..awrrnre, MaM. Public IJbrary, Ixxington, Ky. I'ulilit IJbrary, I>ii« Angele*. Cal. I'ublii IJbrary, I.ynn. Mass I'ulilii IJIirary. .MaTacuse Public Library, N. Y. Wasliington County Free Lib., Hagerstown, Md. Departments of Education Department of Common Schools of Ohio. Department of Education of New York. Department of Education of Nova Scotia. Department of Education of Ontario, Canada. Department of Education of Porto Rico. Department of Education of Texas. Department Free Schools, West Virginia. Department of Public Instruction of Illinois. Department of Public Instruction of Michigan. Department of Pubhc Instruction of Minnesota. Department of Public Instruction of Nebraska. Department of Public Instruction of North Dakoia. Department of Pubhc Instruction of Virginia. Boards of Education Board of Education, Abilene, Kans. Board of Education, Beloit, Wis. Board of Education of the City of New York. Board of Education, Dodge City, Kans. Board of Education, Fulton Co., Ga. Board of Education, Janesville, Wis. Board of Education, La Crosse, Wis. Board of Education, Milwaukee, Wis. ..Board of Education, Nashville, Tenn. Board of Education, New Haven, Conn. Board of Education, Northfield, Minn. Board of Education, Oshkosh, Wis. Board of Education, Ottawa, Kans. Board of Education, Plain&eld, N. J, Board of Education, Sedgwick, Kans. Board of Education, State of Montana. Board of Regents, State Normal Schools, Wis. General Education Board, New York, N. Y. Public Schools Bayard Taylor School, Philadelphia, Pa. Birmingham Sub-District School, Pittsburg, Pa. Broadway School, Camden, N. J. Center School, Bloomfield, N. J. Colfax Sub-District School, Pittsburg, Pa. E. A. Stevens Girls Gram. School, Camden, N. J. Graded School, Matawan, N. J. Greeley School, Peoria, 111. Hancock School Faculty, Pittsburg, Pa. High School, Anderson, Ind. High School, Bayonne. N. J. High School, East Orange, N. j . High School, Red Bank, N. J. Holmes School, Oakland Sub-District, Pittsburg, Pa. Homewood Sub-District School, Pittsburg, Pa. John F. Hartranft School, Philadelphia, Pa. John Lartain School, Philadelphia, Pa. Josephy Leidy Combined School, Philadelphia, Pa. Joseph Singerly School, Philadelphia, Pa. Kaign School, Camden, N. J. Lincoln Sub-District School, Pittsburg, Pa. Luckey Sub-District School, Pittsburg, Pa. Manual Tr. and High School, Camden, N. J. Minnie Murdock Kendrick School, West Philadel- phia, Pa. Mt. Albion Schools, Pittsburg, Pa. M. W. Baldwin School, Philadelphia, Pa. Neptune Township High School, Ocean Grove, N. J. Newton Girls School, Philadelphia, Pa. North School, Pittsburg, Pa. Paschallville School, Philadelphia. Pa. Polytechnic Preparatory School, Brooklyn, N. Y. Primary Dept. School No. 2, Jersey City, N. J. Public School, High Bridge, N. J. PubUc School, South Orange, N. J. Public Schools, City of New York: Borough of Bronx 29 Borough of Brooklyn 86 Borough of Manhattan 130 Borough of Queens 20 Borough of Richmond 17 Total 288 Rutledge School, Philadelphia, Pa. School No. 2, Jersey City, N. J. St. Clair Sub-District School, Pittsburg, Pa. Webster School, Peoria, 111. Other Institutions Alabama Girls Industrial School, Montevallo, Ala. Alumni Assoc. New York Training School for Teachers, Brooklyn. N. Y, Alumni Asso. State Nor. School, Milwaukee, Wis. Andover Theological Seminary, Andover, Mass. Assumption Parish Teachers' Asso., Napoleon ville, la. Athenaeum Society, Platteville Normal School, Wis. Berks County Teachers' Reading Union, Harrisburg, Pa. Bronx Borough Teachers' Association, New York City. Carroll School Patron's Association, St. L'uis, Mo» EaroUed] RECAPITULATION 929 City Supt. and Supcr\-is"g Principals' .\ss«>c.. of Wis. Class Teachers' Organization of Brookl>-n, N. Y. Columbia College of Expression, Cliicago, III. County Teachers' Association, Milwaukee, Wis. Crosby .\dan\s School, Chicago, III. "Kducatiunal Elxchange," Birmingham, Ala. Ethical Culture School, New York City. Frocbcl Normal Institute, New York City, Hartford Theological Seminary, Hartford, Conn. Jacob Tome Institute, Port Deposit, Md. Kc)-stune Lit. Soc., Kutztown Normal School, Pa. Loyola School, New York City. Male Teachers' Organization, New York City. Milwaukee Principals' Association. .Milwaukee Tc.ichcr's .\ssociation. New York Trade School, New York, N. Y. Pennsylvania Stale Museum, Harrisburg, Pa. Pliiladclphiiin Society, PlatteWllc Nor. School, Wis. Philomathean Lit. Soc., Kutztown Nor. Sch(X)l, Pa. Princip;ils' Round Table of Wilmington. V>e\. Public School Teachers, Janosvillc, Wis. Riley Qtunly Etiucational A.ssociation, Kans. Rixhi-ster .Athenaeum xad Mechanics Inst., Roches- ter, N. Y. Ste\xns Inst, of Technology, Hobokcn, N. J St. Stanislaus Seminary, St. Louis University, St. Louis, Mo. State Educational A-ssociation of North Dakota. State Teachers' Association of Illinois. State Teachers' Association of Wisconsin. Teachers' Association, Cowley County, Kansas. Teachers' Institute. Philadelphia, Pa. "Tlic Midland Schools," Des Moines, la. Zion Educational Institutions, Library, Zion, III. Recapitulation Uni\-ersities and Colleges . Normal Schools ... Libraries State Departments of 1-Uiuialiun Boards of Education . Public Schools: New York City Otljcr Cities Other Institutioos Total ... }88 30 161 78 164 13 ■ 8 3J4 40 708 ACTIVE MEMBERSHIP IN THE NATIONAL EDUCATIONAL ASSOCIATION CLASSIFIED BY STATES FOR THE YEAR 1906 (nO MEETING) Life Directors Life Members Former Active New Active Total Active Totals North Atlantic Division Soutti Atlantic Division South Central Division North Central Division Western Division Dependencies Foreign, including Corresponding Mem6ers. • • North Atlantic Division — Maine New Hampshire Vermont Massachusetts Rhode Island Connecticut New .York New Jersey Pennsylvania South Atlantic Division — Delaware Maryland District of Columbia Virginia West Virginia North Carolina South Carolina Georgia Florida South Central Division — Kentucky Tennessee Alabama. Mississippi Louisiana Texas Arkansas Oklahoma Indian Territory North Central Division — Ohio Indiana Illinois Michigan Wisconsin Iowa Minnesota Missouri North Dakota South Dakota Nebraska Kansas Western Division — Montana Wyoming Colorado New Mexico Arizona Utah Nevada Idaho Washington Oregon California Miscellaneous — Dependencies Foreign, including Corresponding Members 4,377 603 5,168 1,882 250 218 1,649 324 21 33 27 26 17 317 32 51 993 102 426 133 119 79 119 226 17 38 S8 52 46 183 34 85 219 66 5 2,097 293 307 1,974 406 26 65 31 29 22 340 33 S8 1,048 211 325 9 58 47 34 23 26 64 35 60 15 43 SI 15 IS 9 345 128 473 151 168 ■ lOI 13° 237 46 39 70 16 83 14 - IS 25 4 14 58 14 143 26 45 930 RECORD OF ACTIVE MEMBERSHIP NATIONAL EDUCATIONAL ASSOCIATION CLASSIFIED BY STATES FOR EACH YEAR SINCE 1895 i a 0 s § a .a PL, '3 a State or Territory u a 0 1 c 03 8 S 1 ed 1 J 1 ,° E a 3 1 ^ 6 Q i m vi 43 5 189s 1896 1897 1898 1899 1900 1901 1902 1903 1904 1 90s 1906 Totals 1,065 I.S79 1,858 1,963 2,214 2,332 2,838 3,=iS 4.288 4,541 5,261 5,168 No. Atlantic Div... 284 486 486 521 592 616 700 772 1,571 1,512 2,179 2,097 So. Atlantic D!v... 62 83 81 139 156 202 215 222 263 269 296 293 Sn. Central Div... 68 90 91 143 144 141 163 173 208 245 260 307 No. Cental Div-.. 534 793 1,055 997 I, on 1,067 1,408 1,649 1,819 2,079 2,061 1,974 Western Div 114 122 139 147 290 277 292 331 350 3S6 377 406 Dependencies I I I 7 13 16 17 18 19 25 26 Foreign 3 4 5 15 14 16 44 SI 59 61 63 6S No. Atlantic Div... Maine 4 5 5 2 4 7 9 2 10 3 12 5 12 10 45 31 30 20 30 30 31 New Hampshire 29 Vermont 1 3 4 3 3 8 12 13 29 27 22 22 Massachusetts. . 64 84 89 98 "3 114 133 ISS 398 372 3. so 340. Rhode Island... 12 17 15 IS 17 18 20 21 38 38 38 33 Connecticut. . . . 8 13 16 17 19 18 24 33 69 63 64 S8 New York 104 232 217 223 254 257 292 312 686 670 i.iSS 1,048 New Jersey 39 .60 70 73 75 73 78 8i 05 94 226 211 Pennsylvania . . . 47 70 71 85 100 IIS 124 135 180 180 264 32s So- Atlantic Div. Delaware 3 5 4 3 3 3 6 6 0 8 10 9 Maryland 9 10 10 20 24 28 29 34 43 45 54 S8 Uist. of Col 17 18 19 50 SO 43 48 46 40 49 49 47 Virginia 4 5 6 8 10 17 16 19 28 30 33 34 W. Virginia 8 14 12 13 14 14 21 10 25 21 22 23 North Carolina. 4 6 4 10 IS 24 22 21 24 25 26 26 South Carolina.. a 5 4 7 12 28 23 21 22 21 26 22 Georgia II 16 18 24 24 33 33 35 44 48 51 52 Florida 4 4 4 4 4 12 17 21 19 22 25 22 So. Central Div. Kentucky 17 23 25 31 33 27 32 32 36 46 42 64 Tennessee 8 13 9 13 15 23 23 27 33 28 35 35 Alabama 14 17 15 17 16 22 25 32 30 52 53 60 Missi.ssippi 6 6 6 9 II 11 II 13 14 15 ' 20 IS Louisiana 7 7 9 II 13 12 14 17 23 26 26 43 Texas 10 3 «3 10 14 19 37 18 30 18 21 19 26 18 21 30 IS 30 14 46 13 S' Arkansas IS Oklahoma 3 I 2 5 8 7 10 9 13 17 16 IS Indian Territory I 3 1 4 5 8 9 0 No Central Div. f;hio 76 34 134 62 J37 73 I. SO 73 164 7S 179 86 2. 54 113 260 no 303 122 296 138 312 121 345 Indiana 128 Illinois lOI 35 192 51 254 62 247 65 261 63 277 81 342 165 410 168 S>4 161 520 I. so 516 162 473 Michigan 151 Wisconsin 68 81 i6s 136 124 123 126 138 132 142 171 168 Iowa 39 31 55 SI 78 86 64 78 61 70 S3 70 70 88 108 168 103 160 104 140 00 143 lOI Minnesota i.3 114 7 6SS 312 23 Oil 65 178 6 49 3S 17 14 X63 3 42 57 SI 36 31 9 33 178 65 314 285 72 no 54 189 16 30 136 137 9 4 59 5 5 7 4 S2 12 13 326 969 323 8 45 24 24 37 IS 52 64 138 124 41 30 35 83 »S 4 990 258 871 155 143 164 86 435 8 9 137 III S8 24 37 13 191 55 36 14 197 35 43 521 2,132 168 179 437 32s 17 S3 47 36 49 5 I 63 19 176 66 41 49 108 294 84 58 23 592 331 1.495 304 188 1,086 193 1. 113 38 78 742 1,171 15 1,136 36 II 89 a 3 6 14 S3 33 565 250 1.174 589 413 578 303 406 34 83 363 325 43 7 177 16 6 37 S 10 16 9 S> 16 7 6 15 159 23 24 411 no 187 8 31 57 10 16 4 7 30 9 98 25 as 19 4a 41 41 357 305 785 327 1,870 543 333 285 53 118 251 187 78 159 36 31 509 172 SS8 9 80 382 63 129 76 92 361 54 408 948 339 100 146 257 132 60 7 1,313 591 1.340 379 361 383 164 795 26 45 103 382 ao 8 196 27 87 16 14 II 294 so 46 756 154 S36 9 SO 99 22 29 27 33 87 16 136 113 69 65 60 331 96 47 II 580 354 1,316 106 287 593 367 673 38 86 331 453 70 >3 46s 90 IS8 106 49 3a 56 79 4.357 139 18 24 327 93 157 4 81 57 38 18 691 I4S 71 68 96 74 37 36 55 46 386 173 557 no 187 8a lai 166 16 30 86 89 24 7 tl 19 8 3 13 156 13 7 31 196 23 41 512 173 323 7 76 137 32 56 29 30 77 39 215 108 35 ao 46 148 116 71 9 753 357 1.142 2.193 393 444 383 415 98 141 32s 348 88 IS iiS 31 34 32 6 19 81 45 217 32 26 25 381 28 68 595 116 38s 677 432 189 7.459 335 315 2,323 408 0.. 13 47 63 313 97 S08I 37 186 38 137 33 131 25 98 43 363 35 62 73 521 37 403 52 231 IS 145 41 3IO 36 339 38 114 17 55 13 47 486 2.653 361 1,086 1.247 4.013 372 1.383 677 1,078 801 1.176 2,498 i.iit 187 i.47« 308 161 390 271 196 707 109 S08 60 82 10 36 74 30s IS 26 aa 34 as SS 7 7 13 37 71 108 27 36 157 asi I 1 5 13 5 8 6 4 xos 441 OoS'rt OOO'ZZ ooS ic OOO'IE ocS oi OOO'OE ooS'6i 00061 ocS SI OOO'gl ooSii ooc'ii ocS 91 OC09I ooS'Si ooo'Si OCS't"! 000 fri ocS'Ei ooo'Ci ooS'ci OOO'EI ooS'ii OOO'II ooS'oi OOO'OI ooS'O OOO'O ooSg ooo'g ooS i 00c' i ooS'9 000' 9 ooSS 000' S coS't' 000' fr ooS'C oooi ooS'e oco'c ooS I ooo'i ll r. MK Km ■ 1 ■ i I* «5 fO »^ fO rt q ro (J "O « 0_^ o « 1- 00 d CO* «, =8 ro^jsjs^:?:?/^ a 5 iJ o < f 1 o :< i 3 INVENTORY AND PRICE LIST OF PUBLICATIONS OF THE NATIONAL EDUCATIONAL ASSOCIATION IN THE DEPOSITORY AT WINONA, MINN., JULY I, 190S PROCEEDINGS OF THE NATIONAL TEACHERS' ASSOCIATION Prices in Price per sin- sets, car- gle volume, [in paper covers] riage not carriage prepaid prepaid 1857 Philadelphia (organized) * * 1858 Cincinnati * * 1859 Washington * * i860 Buffalo * * 1861 (No meeting) - ~ , 1862 (No meeting) - ~ 1863 Chicago * * 1864 Ogdensburg * * 1865 Harrisburg * * 1866 IndianapoUs * * 1867 (No meeting) 1868 NashviUe * * 1869 Trenton * * 1870 Cleveland * * BOUND VOLUMES OF THE PROCEEDINGS OF THE NATIONAL EDUCATIONAL ASSOCIATION 1871 St. Louis * * 1872 Boston * * 1873 Elmira $1.25 $1 50 1874 Detroit .1.25 1.50 187s Minneapolis 125 1 . 50 1876 Bahimore 1.25 1.50 1877 Louisville i 25 1.50 1878 (No meeting) 1879 Philadelphia 1.25 1.50 1880 Chautauqua 125 i . 50 1881 Atlanta i.as i ■ 50 1882 Saratoga Springs * * 1883 Saratoga Springs * * 1884 Madison 150 i-75 1885 Saratoga Springs * * 1886 Topeka 1.5° i-7S 1887 Chicago I 50 I -75 1888 San Francisco 150 1.7s 1889 Nash\ille 15° i-75 1890 St. Paul I -75 2.00 1801 Toronto 1.75 2.00 1892 Saratoga Springs 1.75 2.00 1893 Chicago (International Congress of Education) 1.75 2 00 1894 Asbury Park 1.75 2 . 00 1895 Denver i ■ 75 2.00 1896 Buffalo 1.75 2.00 1897 Milwaukee 1.75 2.00 1898 Washington, D. C * * 1899 Los Angeles 1.75 2.00 1900 Charleston 1.75 2.00 1901 Detroit 1.75 2 . 00 1902 Minneapolis 1.75 2.00 1903 Boston 1.7s 2.00 1904 St. Louis 1.7s 2.00 1905 Asbury Park and Ocean Grove 1-75 2.00 1906 Fiftieth Anniversary Volume i-7S 2.00 General Index (from 1857-1906, inclusive) free i.oo A complete General Index of all published proceedings from 1857 to 1906 inclusive has been issued in a separate volume, bound in cloth, uniform with the volumes of pro- ceedings. The index will be sent free of charge to those who purchase five or more volumes; to others it will be sent postpaid for $1 .00. The index volume will be supplied to active members for 50 cents for postage, wrapping, etc. * Stock exhausted. 936 REPRINTS FROM THE ANNUAL VOLUMES OF PROCEEDINGS Price per [bound in paper covers] ' PROCEEDINGS OF THE DEPARTMENT OF SUPERINTENDENCE single copy by mail 1801 1802 1894 1898 1900 1 901 190a 1903 1904 i<)oS i88s 1R88 1889 1890 1S91 1894 189s 1896 1898 1900 1901 1903 1004 Brookl\ii 237 pages Philadelphia '47 ), Richmond 184 ^^ Chattanooga / i94 ^^ Chicago 12° ,, Chicago ^'^ ,. Chicago 16s ^^ Cincinnati 166 ^^ Atlanta "^'' !, Milwaukee '28 PROCEEDINGS OF THE NATIONAL COUNCIL OF EDUCATION Saratoga San Francisco Nash\ille . . . . . . 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Report of Committee on Industrial Education in Schools for Rural Communities Report of Committee on Instruction in Library .Xdniinislration in Normal Schools . $o.2S •2S •2S •25 •2S •25 •25 • 25 •25 •25 • 15 •IS • 15 •IS •IS •IS •IS •IS •IS •IS •IS •IS $0.30 •30 •2S 64 80 4.58 86 97 71 SEPARATES OF DEPARTMENTS Boston Meeting General Sessions . . . ^ $0.15 National Council • 10 Department of Kindergarten Education ''° i Bound together Department of Elementary Education •os S Department of .Secondary Education .10 Department of Higher Education • 10 iJeijartment of Normal SchfHjls .10 Department of XL'inual Training .10 Department of Art Educalitm 05 Department of .Vlusic Education * Department of Business Education * Department of Child-Study .lo Department of Science Instruction • 10 Department of Physical Education • 10 Department of SchfX)l Administration * Der>artment of Library • '° Department of Special Education * St. Louis Meeting $0.15 •OS • OS • OS • OS ♦ Stock exhaiLSted. ' All orders for rcprint.s should In- accompanied by remillaiuc; a discount of 20 per ( cnt. will be allowed on orders for ten or more copies to one address, by prepaid express. ' Proceedings of the Dei)artment of SuiH-rintendeme jjrevious to 1891 wcic piintid by the Bureau of Education at Washington, I). C. 3 The Reports of the Committee of Ten and of the (Committee of I'iflccii .iic i)riiUed anrl sold by the American Book Co. for 30 cents each, |K>stage paid. All the R( on Sal.'i as Related to Public Education; The Report of the Committee on Industrial lulucation in Schools for Rural Committees; The Report of the Committee on Instruction on Library Administration in Normal Schools. All puVjlications listed above can Im- obtained of the undersigned. Ikwin Shkpard, Srcrclary N. E. A., Winona, Minn. 937 All rejtrints noted alK)ve arc inc luded in the lK)und volumes of Pnu eedings ex( ept U;p<^)rtof the Committee of Ten on Secondary Si hools; The Rci)ort of the Committee ilaries. Tenure and Pensions of Teachers; The Report of the Committee on Taxation INDEX (Names of department presidents and authors of formal papers are set in small caps.] Accession-book for libraries, 248-49 Act of incorporation, 4-5; 21-24 Act to incorporate the National Education Association of the United States, 21-24 Active members, List of, for igo6, 743-901 Active membership. Table of, for 1906, 930 Active membership. Table of, for 1895 to 1906, 931 Addicott, James Edwin. — Art as related to manual training, 207-14 Administration, List of articles on, i860 to 1906, 723-26 Agricultural education, List of articles on, 1876 to 1906, 661 Agricultural instruction in the kingdom of Hungary (Bela de Tormay) 445-51 Alabama Educational Association, Resolu- tion of, in favor of a Southern Teachers' League, 500 Alderman, Edwin A. — In memoriam Charles Duncan Mclver, 311-18 .\ley, Robert J., Discussion on Teaching arithmetic, 99-102 Alphabetizing, 256-57 America, What France owes to, in the matter of education (J. J. Gabriel Compayr£) 417-20 American Association for the Advancement of Education (Will S. Monroe) 471-74 American Association for the Advancement of Science, 1838- (L. O. Howard) 475- Constitution of the Council, 478 American education, Fifty years of (E. E. Brown) 327-41 American Institute of Instruction (A. E. WiNSHiP) 457-63 American Library Asscxiation, 270-72; (Melvil Dewey) 479-90 Constitutional provisions, 484-85 Meetings since 1896, 483 Object of, 483 RcfKirt of J(jint Cf^mmiltcc of, and N. E. A. on Instruction in library administration in normal s( hfiois (E. C. Baldwin) 215-81 A. L. A. Catalog, 487 A. L. A. Publishing Board, 486; Publica- tions, 271-72 American Library Institute, 486-87 American Lyceum Association (Will S. Monroe) 465-67 American Normal Schrx)! As.sf« iation: Meetings, officers, and topics, s89-<^5; Topics, 59i-<;5; reorganized as Depart- ment of Normal Schools, 524 American public education. List of articles on, 1859 to 1906, 661-63 Andrews, E. Benjamin. — Simpler spelling; what can be most wisely done to hasten it, 148-53 Anna T. Jeanes Fund for the Assistance of Negro Rural Schools in the South, 494-95 Architecture. List of articles on, 1869 to 1906, 663 Rural school (J. W. Olsen) 141-48* Arithmetic, The Teaching of (Simon New- comb) 86-99; Discussion: R. J. Aley, 99-102 Art as related to manual training (J. E. Addicott) 207-14 .A.rt Education, Department of: Meetings, officers, and topics, 623-26 Art education, List of articles on, 1869 to 1906, 664-66 Association of American Geologists, 474, 475 ... J Association of American Geologists and Naturalists, 475, 477 Attendance, Diagram of total, for fifty years, 934-35 Statistical table of, 1857-1905, 932 Baldwin, Elizabeth G. — Report of the Joint Committee of the American Library Association and the National Educational Association, on Instruction in library administration in normal schools, 215-81 Bardeen, Charles William. — Educa- tional journalism, 506-14 Baylor, Adelaide S., Discussion on Salaries, 192 Beale, Dorothea. — Secondary education of girls during the past fifty years in England, 377-86 Benedict, Martin G., Discussion on I/ical training-schools, 126 Best means and methods of improving tqichers already in the service (W. McK. Vance) 126-30 Mil>liograi)hy of topics from 1857 (o i(jo7, '^'59.-7.30 Bicknell, Thos. W., Rcs)cal training-schools, 125 Boarrl of Trustees, Members of, 543; Twentieth annual report, 14-18 Book, r)pcning a new, 250 Book numl)crs, 261, 263-64 Book-binding, 266-70 939 940 NATIONAL EDUCATIONAL ASSOCIATION Book-plates, 250-51 Books, Care of, 228 Cataloging and classification of, 251- 61; Bibliography, 258-59 Incoming, 248-52 ■ — ■ — Selecting and ordering, for a school library, 240-43 Books and magazine articles on library work, 275-77 Boys, What kind of education is best suited to? (R. P. Halleck) 58-65; Discus- sion: F. L. Soldan, C. D. Lowry, 71-72 Brainerd, Rev. Dr. Thomas. — Home and school training in New England in the colonial period, 454-55 Brentano, Franz, Sketch of (H. Schwartz) 426 Brereton, Cloudesley, S. H. — Teaching of modern languages in England, 366-77 Brown, Elmer Ellsworth. — Fifty years of American education, 327-41 Brumbaugh, Martin G. — Means of im- proving efficiency of grammar school — Eliminations and modifications in course of study, 108-12 Bureau of Education, Committee on the National, 739-40 Business Education, Department of : Meet- ings, officers, and topics, 637-39 Butler, Nicholas Murray. — Report of Committee of Conference between Col- leges and Secondary Schools, 734 BuTTRicK, Wallace. — General Educa- tion Board, 490-95 By-Laws, 4; 541 By-Laws, Proposed, 24-28 Calendar of meetings, 6-7; with List of executive officers, 541-43 Calf-path, The; poem (Sam W. Foss) 151- Call for a convention to organize a national association (D. B. Hagar) 516-17 Canfield, James H.— Letter of trans- mission in Report of Joint Committee on Instruction in library administration in normal schools, 215-16 Carnegie Foundation for the Advancement of Teaching (H. S. Pritchett) 504-6 Cataloging and classification of books, 251-61; Bibliography, 258-59 Chicago'selected for next meeting of Depart- ment of Superintendence, 31 Child, The incorrigible (Julia Richman) 158-73 Child-Study, Department of: Meetings, officers, and topics, 639-41 Child-study, List of articles on, 1884 to 1905, 668-70 Children, city, Forms of industrial educa- tion best adapted to (C. H. Keyes) 203-7 Children's reading, 244-48; Bibliography of, 246-48 City normal or training-school, Influence of the (Ella F. Young) 121-24 City-school system, Interrelation of func- tions in a, 117-24 City-schools systems, List of articles on, 1874 to 1905, 670-71 City superintendents of larger cities, Round Table of, 117-24 City training-school or normal school, Influ- ence of the (Ella F. Young) 121-24 Civic life of the community, Effect of moral education in the public schools upon the (W. O. Thompson) 42-49; Discussion, 49-51 Classical education, List of articles on, 1865 to 1905, 671-72 Classification of library books, 259-61 Classification of topics from 1857 to 1907. 659-60 Classified lists of subjects, 661-730 Classroom libraries, 227-28 Classwork, How the superintendent may correct defective, and make the work of the recitation teach the pupil how to prepare his lesson properly (W. T. Har- ris) 341-51 Coeducation, List of articles on, 1874 to 1906, 672 College-entrance requirements, Committee on, 736-37 College-entrance requirements. List of articles on, 1890 to 1905, 672-74 Colleges and universities. List of articles on, 1864 to 1906, 687-92 Colonial period, Home and school training in New England in the (Thomas Brainerd) 454-55 Colonial period. Home and school training in the South in the (T. J. Wertenbaker) 455757 Colonies, American, Origin of free schools in the, 453-54 Commercial education. List of articles on, 1892- 1905, 673-74 Committee of Conference between Colleges and Secondary Schools, Report of (N. M. Butler) 734 Committee of Fifteen on Elementary Edu- cation History of, 735 Committee of Ten on Secondary Studies, Topics included in Report of, 656-57; History of, 734-35 Committee of Twelve on Rural Schools, History of, 736 Committee on College Entrance Require- ments, History of, 736-37 Committee on Contemporary Education Doctrine, History of, 740 Committee on Industrial Education in Schools for Rural Communities, Topics included in Report of, 657-58; History of, 738-39 Committee on Instruction in Normal Schools in Library Administration, His- tory of, 741 Committee on the National Bureau of Ed- ucation, History of, 739-40 INDEX 94' Committee on Nominations, 30; Report, 30-31 Committee on Normal Schools, History of, 737 Committee on the Relations of Public Li- braries to Public Schools, History of, 737 Committee on Resolutions, 30; Report, 34 Committee on Salaries, Tenure of Office and Pensions of Teachers, Topics in- cluded in Report of, 657; History of, 737-38 Committee on Simplification of Spelling, Report (E. B. Coxl 31; Resolution for new committee referred, 31 Committee on Taxation as Related to Pub- lic Education, Topics included in Report of, 658; History of, 738 Committee on Universal System of Key No- tation, History of, 740-41 Committees of investigation. Special, and their reports, 733-41 CoMPAYRE, J. J. Gabriel. — What France owes to America in the matter of edu- cation, 417-20 Compulsory education, Eist of articles on, 1 87 1 to 1905, 674-75 Congress of Art Educatitm, 1893, Topics of papers read at, 654 Congress of Business Education, 1893, Topics of papers read at, 655-56 Congress of Educational Journalism, 1893, Topics of papers read at, 656 Congress of Elementary Education, 1893, Topics of papers read at, 653 Congress of Experimental Psychology, 1893, Topics of papers read at, 655 Congress of Higher Education, 1893, Top- ics of papers read at, 652 Congress of Industrial and Manual In- struction, 1893, Topics of papers read at, 654-55 Congress of Kindergarten Education, 1893, Topics of papers read at, 653 Congress of Music Education, 1893, Topics of papers read at, 654 Congress of Physical Education, 1893, Topics of j)ai)ers read at, 655 Congress of Professional Training of Teachers, 1893, Topics of papers read at. 653-54 Congress of Rational Psychology, i8<;3, Topics of papers n-ad at, 655 Congress of School Su|)ervision, i8c;3, Topics cjf jja|>en> read at, 652 Congress of Secondary Educaliitn, 1893, Topics of papers read at, ^52 f>)ngrc,ss of Tec hnnlogic a! Instruction, iHcj3, Tcjpics c>f ]ia|icrs reacj at, ^154 (Congresses c)f Eciucaticm, Inlernational, |8<;3, Tojiics of papers read at (leneral session, 652; Ap[)enclix: Paju-rs pre- sented l)Ut not reacl, 656 Connecticut State Teachers' Association, Consolidation of schools in Indiana, 138 Constitution of National Educ atinnal Asso- ciation, 1-4; with the various amend- ments, 536-41 Constitution of National Teachers' Associa- tion, 534-35 Convention of teachers and superintendents of public schools, Philadelphia, 1S49, 467-71 Cook, John W. — In 7>tcmoriam Albert Grannis Lane, 297-311; Discussion on Moral education in public schools, 50 Cooper, Frank C. — Discussion on Moral education in public schools, 51 Corson, Oscar T. — The superintendent's authority and the teacher's freedom, 80-86 Cotton, Fassett A. — Teachers' salaries and how alTcxtcd by the minimum- salary law [of Indiana] 132-39 Council, see National Council of Education Country child, What form of industrial training is most practical and best suited to the (O. J. Kern) 198-203 Country life. The new, 134-35 Country schools, The ideal for, 137-38 Course of study of the grammar school, Eliminations and modifications in (M. G. RRU^fBAUG^) 10S-12 Cox, Edwin B. — Report of Committee on Simplification of Spelling, 31 Curriculum, List of articles on, 1876 to 1905. 675-77 Cutter author tables, 261-62 Defectives and delinquents (other than blind). Articles on, 1879 to 1906, 677-7S Denfield, R. E., Discussion on Local training-schools, 125 Department of Art Education, Meetings, oflKers, and topics, 626-29 De{)artment of Business Education, Meet- ings, officers, and t De|)arlment of Manual Training, Meetings, offic ers, and topics, (»03-7 Department of NIasic Education, Meetings, ofl'u ITS, and topics, 62c; 33 Department of Normal Schools, organized, Department of I'hysical Training, Meet- ings, oflicers and topics, 641-43 Dc-f)artnicnt c>f School Adfninistralic n, Mc-etings, cjffic ers and topics, 645-46 Department of School Superintendence organized, 524-25 Dc-i)artment of Science Instruclicjn, Meel- itigs, officers and topics, 643-45 942 NATIONAL EDUCATIONAL ASSOCIATION Depaitment of Secondary Education, Meetings, ofl&cers and topics, 633-36 Department of Special Education, Meet- ings, officers and topics, 648-50 Department of Superintendence, Secre- tary's Minutes, 29-35 Department officers, lo-ii Departments, List of, 1,536; with place and year of establishment of each, 575-76 Developments and changes in primary teaching in France during the Third Republic (1870- 1906) (P. E. Levasseur) 408-17 Dewey, Melvil. — American Library Asso- ciation, 479-9C Dilthey, Wilhelm, Sketch of (H.Schwariz) 427' Directors, 8-10, 558 Directors by election, List of state, 9-10, 547-57 Directors, I-ife, List of 8-9, 558 Directors, Perpetual, List of, 55S Downing, A. S., Discussion on Local training-schools, 126 Duhring, Eugen, Sketch of (H. Schwartz) 429-30 Eastman, W. R. — The public library a dis- tinct organization, 223 Eaton, John, In memoriam (Sheldon Jackson) 283-93 Eberhardt, John C. — Examination of eyes of school children, 1^^,-77 Education, Fifty years of American (E. E. Brown) 327-41 History of. List of articles on, 1858 to 1905, 690-92 -Theory, Philosophy, Nature, and Meaning, List of articles on, 1873 to 1Q05, 679-80 What France owes to America in the matter of (J. J. G. Compayre) 417-20 What kind of, is best suited to boys ? (R. P. Haixeck) 58-65; Discussion: F. L. Solddn, C. D. Lowry, 71-72 ^\\'hat kind of, is best suited for girls ? (Miss Anna J. Hamilton) 65-71; Dis- cussion: F. L. Soldan, C. D. Lowry, 71- Educational associations, 453-74; Other educational associations, 474-506 Educational awakening in England (M. E. S-^dler) 361-66 . Educational institutions and libraries en- rolled as active members, List of, 9-5-29 Educational journalism (C. W. Bardeen) 506-14 Educational literature. List of articles on, t86o to 1905, 678 p;ffect of moral education in the public sch.ools upon the civic life of the com- munity (W. O. Thompson) 42-49; Dis- cussion, 49-51 Elective studies. List of articles on, 1874 to 1905, 680-81 Elementary education. Committee of Fif- teen on, 735 Elementary Education, Congress of, 1893, Topics of papers read at, 653 Elementary Education, Department of, orgnnized, 525; Meetings, officers and topics, 599-603 Elementary education. List of articles on, 1863 to 1Q06, 681-82 Elementary schools in the South promoted by scientific farming, 491-92 England, Educational awakening in (M. E. Sadler) 361-66 England, Secondary education of girls during the past fifty years in (Dorothea Beale) 377-86 England, Teaching of modern languages in (C. S. H. Brereton) 366-77 English language and literature as subjects of study. List of articles on, 1869 to 1906, 682-84 Eucken, Rudolf, Sketch of (H. Schwartz) 429 Examination of the eyes of school children (John C. Eberhardt) 173-77 Examinations, List of articles on, 1863 to 1002, 684 Exhibitions and Museums, List of articles on, 1875 to T905, 685-86 E3'es of school children. Examination of (J. C. Eberhardt) 173-77 Felmley, David. — The next step in the salary campaign, 183-91; Resolution on a Simplified spelling-primer, 33; Discus- sion on Simpler spelling, 157-58 Fifty years of American education (E. E. Brown) 327-41 Finances and taxation. List of articles on, 1866 to 1905, 686 Financial statistics. Comparative summary of, 733 Fischer, Kuno, Sketch of (H. Schwartz) 421-22 Forecast of work of the Association (J. Hancock) 526-28 Forms of industrial education best adapted to city children (C. H. Keyes) J03-7 Foss, Sam Walter. — Poem, The Calf-path, 151-52 France, Developments and changes in primary teaching in, during the Third Republic (7870-1906) (P. E. Levasseur) 408-17 Secondary education of girls in (Camille See) 386-95; Bibliography, 394-Q5 . . , What France owes to America in the matter of educntion (J. J. Gabriel Compayre) 4t7--'o Free schools in the American colonies. Origin of, 453-54 Fund, The permanent. Growth of, since 1886, 733 Funds, Report of the, 15-18 Geddes, J. Jr. — What can most wisely be done to hasten simpler spelling? 153-57 General Educatiori Board (W. Buttrick) 49'3-<)5 INDEX 943 General session?: Topics, 561-75 Geogniphy as a subject of study, List of articles on, 1871 to 1005, 686-87 German education, The past and tlie fut'.ire of (E. Pat^lsen) 430-45 Gcrn'any, Rebabilitation of philosophy in (H. Schwartz) 420-50 Gifts to higher education of John D. Rockefeller, 497, 403-94; of Andrew Carnegie, 504-6 Gillan, S. Y., Discussion on Moral educa- tion in public schools, 50-51 Girls, Secondary education of, during the past fifty years in England (Dorothfa Reaie) 377-86 Girls, Secondary education of, in France (Camille Sef.) 386-95; Bibliography, .^04-05 Girls, \\hat kind of education is best suited for? (Miss Anna J. Hamilton) 65-71; Discussion: F. I,. Soldan, C. D. Lowry, 71-72 GoRDY, Wilbur F. — The local training- school as an agency for the preparation of teachers, 124-25 Government and discipline in chararter- training, 37 Government and discipline of schools, List of articles on, 1863 to 1000, 687 Grammar school, Improving efiiciencv of — Eliminations and modifications in course of study (M. G. Brumbaugh) 108-12 Grammar-school principals. How can the supervising influence of, be improved (J.. H. Jones) i 12-14; Discussion: C. M. Jordan, C. N. Kendall, 1 14-17 Greenwood, J. M., Discussions on: Local training-schools, 125, Moral education in public srhools, 50 Hagar, Daniel B. — Call for a convention to organize a national associ;ition, 516- 17; Extracts from presidential address, 522-24; from closing addres:s, 525 Halieck, Reuhen Post. — What kind of education is best suited to lx)ys ? 58-65 Hamilton, Miss Anna J. — What kind of education is Ijest suited for girls ? 65-71 Hancock, John. — Forecast of work of the As.sociation, 526-28 Ilarjter, Willian Rainey, In mniwriam fH. P. Judson) 293-96 IIarkis, Ai>a Van Stone. — Influem e<>f the supervisor, 117-21 Harris, William Torrfy. — How the superintendent may (orrect defective classwork and make the work of the recitation tear h the pupil how to prepare his lessfm properly, 341-51; Organiza- tion and func tionsof the National Educa- tional As'^iK iation, 529-33; What kind of language-study aids in the mastery of natural science ? 73-79; Discission on Simpler .'-i)clling, 158 Heating and ventilation, Sanitary, 146 Hcinze, Max, Sketch ot (H. Schwartz) 422 Hempl, George. — The new phonetic alphabet, 192-97 Hertling, Georg (Frciherr) von, Sketch of (H. Schwartz) 422 High schools, List of articles on, 1873 to 1005, 720-21 Higher education : Colleges and universities, List of articles on, 1864 to 1005, 687-00 Higher Education, Congress of, 1893, Top- ics of papers read at, 652 Higher Education, Department of, organ- ized, 525; Meetings, officers and topics, 595^9 Higher education. Modern system of, for women in Prussia (F. Paulsen) 395-40S Historical chapter, 453-560; topics, 575 History of education. List of articles on, 1858 to 1906, 690-92 History teaching, List of articles on, iS8q to 1905, 692-93 Holton, Edwin L., Discussion on Im- proving teachers already in service, 131- 32 Home and school trn.inmg in New England in the Colonial period (Thomas Brain- erd) 454-55 Home and school training in the South in the colonial period (T. J- Wertenpaker) 455-57 Howard, L. O. — The American Associa- tion for the Advancement of Science, 475-78 ■ HoYT, David W. — In memoriam Thomas Blanchard Stockwell, 318-22 Hughes, James L., Discussion on Moral educatic^n in public schools, 51 Hungary, Agricultural instruction in the kingdom of (B^la de Tormay) 445-51 Hunt, Mrs. Mary Hiinchett, In memoriam (A. E. Winship) 2g6-i)-j Hygiene, see School hygiene Hyre, Mrs. Sarah E. — Women's part in public-school education, 51-58 Illinois' State Teachers' Association, Improvement of the study period, .Sugges- tions for the (F. M. McMurry) 102-8 Incorj)oration, Act of, 4-5; 21-24; Certifi- cate of, 5; Certificate of extension, 5; Resolution on, 4 Incc)rris.'ible child. The (Julia Riciiman) J5*<-7.^ Index, 939-4C) Indian education and ollu-r minor alien races, List of articles on, 18H4 lo ic)05, K3-95 Indian Education, Department of: Meet- ings, ofTic cTS, and topics, 650-51 Indiana, ^finimum-salary law of (F. A. Cotton) 132-30 Indiana State Teachers' Association, 515 Industrial edu( ation, I'omisof, best acla[)tecl to city children (C. H. Keves) 203-7 Industrial education, List of articles on, 1863 to ic;o6, 695-c>6 Industrial training, What form of, is most 944 NATIONAL EDUCATIONAL ASSOCIATION practical and best suited to the country child? (O. J. Kern) 198-203 Institutions, Educational, and libraries en- rolled as active members, 925-29 International Congress at Li.ge, Recent (W. S. Monroe) 351-55^ Interrelation of functions in a city-school system, 117-24 Iowa State Teachers' Association, 515 Jackson, Sheldon. — Itt memoriam John Eaton, 283-93 John D. Rockefeller Foundation for Higher Education, 493-94 Jones, Lewis H. — How can the super- vising influence of grammar-school prin- cipals be improved ? 1 1 2-14 Jordan, C. M., Discussion on Supervising influence of grammar-school principals, I 14-15 Journalism, Educational (C. W. Bardeen) 506-14 JUDSON, Harry Pratt. — In memoriam William Rainey Harper, 293-96 Kansas securities. Disposition made of, 15 Kendall, C. N., Discussion on Supervising influence of grammar-school principals, Kern, O. J. — What form of industrial training is most practical and best suited to the country child? 198-203 Keyes, Charles H. — Forms of industrial education best adapted to city children, 203-7 Kindergarten Education, Department of: Meetings, officers, and topics, 626-29 Kindergarten, List of articles on, 1872 to 1905, 696-99 Lane, Albert Grannis, In memoriam (John W. Cook) 297-311; Trustees on death of, 14 Language-study, What kind of, aids in the mastery of natural science ? (W. T. Harris) 73-79 Languages, Teaching of modern, in England (C. H. S Brereton) 366-77 Laws, Summary of state, relating to school libraries, 277-81 League of Library Commissions, 486 Levasseur, Pierre Emile. — On the developments and changes in primary teaching in France during the Third Republic (i 870-1 906) 408-17 Librarian, The teacher and the (N. C. Schaeffer) 355-61 Libraries enrolled as active members, IJst of, 927-28 Libraries, Public, Committee on Relations of, to Public Schools, 737 Libraries, Reference, for schools, 221-22 Libraries, School, 221-24; Lists for, 245 Library, How to use a, 228-33 Library, The public, and the public school, 224-28; Bibliographical references, 225- 27; See also Public Library Library and school. List of articles on, 1880 to 1906, 699-700 Library administration. Articles in periodi- cals on, 276-77; Useful books on, 275- 76; Method and limits of instruction in, 218-20; Committee on Instruction in Normal Schools in, 741 Library Association and the National Edu- cational Association, Report of the J< int Committee of the American on Instruc- tion in, in Normal Schools (E. G. Baldwin) 215-81 Library associations, 270-75 Library associations. State, 274 Library clubs. Local, 274-75 Library commissions. State, 272-74 Library Department; Meetings, officers, and topics, 646-48' Library development. Results of, 488-90 Library instruction in schools, 231-33 Library Journal started, 482 Library schools, 275, 487-88 Liege, Recent International Congress at (W. _S. Monroe) 351-55 Life directors. List of, 558 Life members, List of, 559-60 Lighting, Sanitary, 143 Lipps, Theodor, Sketch of (H. Schwartz) 427-28 Living, Cost of, 133, 138 Loan -desk, 264-66 Lowry, Charles D., Discussion on Kind of education best suited for boys and girls, 72 Mclver, Charles Duncan, In memoriam (E. A. Alderman) 311-18 McKinney, Charles, Discussion on Simpler spelling, 158 McMuRRY, F. M. — Suggestions for im- provement of the study period, 102-8 Mann, Horace, Addresses as president of Convention at Philadelphia, 1849, 467-71 Manual training, Art as related to (J. E. Addicott) 207-14 Manual Training, Department of: Meet- ings, officers, and topics, 603-7 Manual training, List of articles on, 1869 to 1906, 700-3 Marble, Albert Prescott, In memoriam (C. E. Meleney) 322-26 Massachusetts Teachers' Association, 514 Mathematics as a subject of study. List of articles on, 1871 to 1906, 703 Means afforded by the public schools for moral and religious training (T. A. Mott) 35-42 Means of improving the efficiency of the the grammar school — Eliminations and modifications in the course of study (M. G. Brumbaugh) 108-12 Meeting, First large, of the Association, 528 Meeting-places for Department of Super- intendence, Resolution on (C. G.Pearse) 32 Meetings, 3-4, 27; 535; 540 Meetings, Calendar of, 6-7; 541-43 INDEX 945 Meinong von Handschuchsheim, Alexius, Sketch of (H. Schwartz) 426 Meleney, Clarenxe E. — In viemoriam .\lbert Prescott Marble, 322-26 Members, Life, List of, 559-60 Members, List of Life, Active, and Corres- ponding, 744-901; Index, 904-23 Members, List of original, of N. T. A. at Philadelphia, 521 Members, List oi perpetual, 558 Membership, active, Classified, by states, for 1906 (Table), 930 Membership, active, Growth of, 1895 to igo6, 731 Membership, active, Record of, by slates, 1895-1906 (Table), 931 by states for each year, 1857 to 1905, 932, 933 Membership, Classes and conditions of, 1-2, 22, 24-25; 534; 536-37 Membership, Total, classified by states from 1857 to 1906 (Tables) 932-33; chart showing same, 934-935 Memberships, Chart of recorded, 1857 to igo6, 935-35 Memberships, Organization of uc live per- manent, 533 Memorandum concerning reincorporation, 19-20 Men and women as teachers, 136 Miller, Thomas C, Discussion on Mini- mum-salary law [of West Virginia] 140-41 Minimum-salary law[of Indiana], Teachers' salaries and how affected by (F. A. Cot- ton) 132-39 [of Pennsylvania] Discussion: N. C. Schaeffcr, 140 — — [of West Virginia] Discussion: T. C. Miller, 140-41 Missouri State Teachers' Association, 515 Modern system of higher education for women in Prussia (F. Paulsen) 395-408 Monroe, Will S. — American Asscxiation for the Advancement of Fducaticjn, 471- 74; American Lyceum Association, 465-67; Recent International Congress at Lifegc, 351-55; State teachers' associa- tions organized before 1857, 514-15; Western Literary Institute and College f>f Professional Teachers, 463-64 Mfjral and religious training, Means af- forded by the i)ublic schools for (T. A. Mott) 35-42 Mtrai education in the ])ubli( schools, Fffec I of, u]»on the civic life of the com- munity (\V. C). Thompson) 42-49; Discussion: W. J. Shearer, J. M. Green- wood, and others, 49-51. See also Religious ancl moral education Mott, Thomas A. — The means afforded by the |iuV)lic st hools for moral and religi- ous training, 35-42 MuKiMiv, Kdoar Gardner. — Southern Hclufalion Hoard, 495-<)9 Museums, .Sc hool, 227; List of artic les on, 1S75 to if>o5, 685-86 Music Education, Departmentof : Meetings, officers, and topics, 630-33 Music in schools. List of articles on, 1870 to 1905, 703-6 Name of Association, i, 21, 534, 536 National Association of School Superin- tendents: Meetings, officers, and topics, 576-79; reorganized as Department of Schcx)l Superintendence, 524-25 National Association of State Libraries, 486 National Council of Education, Historical sketch, 607-8; Constitution and By- Laws, 608-11; Executive officers, 1881- 1907, 611-12; Membership, 612-18; Topics, 618-23; Objects and duties of the, 26-27 National Educational Association, Calendar of meetings, 6-7; 541-43; General ses- sions: Topics, 1870-1906, 561-75; His- tcmcal sketch, 521-34; List of Depart- ments, with place and year of establish- ment of each, 575-76; New departments, 524-25; Organization and functions of the, 529-33; Reincorporation, 533-34; Report of Joint Committee ol A. L. .A. and on Instruction in Library Administration in Normal Schools (E. G. Baldwin) 215-81 National Education Association of the U. S., .^ct to incorporate, 21-24 National organization of teachers, 518-20 National Teachers' Association (1857-70, Calendar of meetings, 6, 541-42; His- torical sketch, 516-21; organized, 518; Officers elected, 520-21; Original mem- bers, 521; Constitution, 534-35; Topics, 1857-69, 561-62 Natorp, Paul, Sketch of (H. Schwartz) 423-24 Natural science, \\liat kind of languagt study aids in the mastery of? (W. 'I\ Harris) 73-7C) Nature-study, List of articles on, 1S58 to 1905, 706 Necrology for ic)05-6, 741-42 Negro education, List of artii les on, i S0() to i(;o4, 706 Negro rural schools in the South, I'uiid for the assistance of, 494-c;5 New England, Home ancl school training in, in the colonial period (Thomas . Bkainerd) 454-55 New Hampsliire Stale Teachers' Associa- tion, 515 New Jersey State Teachers' Assoc lalioii, S^S . . New York Teachers' Association, 511 Newcomii, Simon. — The teac hing of aiiili melic, 86-99 Next ste]) in the salary campaign (I). I'ki.m- I.EV) lS3-fjT Nominations, Conimitlc-c i>n, 30; Rcporl, 30-3' Normal schools and training c»f teac hers. List of articles on, 1864 to ic)05, 707-11 Normal Sc hools, Committee on, 737 946 NATIONAL EDUCATIONAL ASSOCIATION Normal Schools, Department of, organized, 524; Meetings, officers and topics, 590- 95 List of, enrolled as active members, 926-27 Normal schools. Report of the Joint Com- mittee of the American Library Asso- ciation and the National Educational Association on Instruction in Library Administration in (E. G. Baldwin) 215- 81 Officers and their duties, 2-3, 22-23, 25-26, 535- 537-40 Officers for i905-i9o6and 1906-1907, S-ii Officers, List of executive, with Calendar of meetings, 541-43 Ohio State Teachers' Association, 514 Olsen, J. W. — Rural school architecture, 141-48* Organization, List of articles on, 1866 to 1906, 723-6 Organization and functions of the N. E. A. (W. T. Harris) 529-33 Origin of free schools in the American colonies, 453-54 Palmer, Solomon. — Call for a Southern Educational Association, 500-1 Papers and discussions. Department of Superintendence, 35-117 • Titles of, from 1857 to 1907 arranged by years and departments, 561-651 Past and future of German education (F. Paulsen) 430-45 Paulsen, Friedrich. — Modern system of higher education for women in Prussia, 395-408: The past and the future of German education, 430-45 Pearse, C. G. — Resolution on meeting- places for Department of Superintend- ence, 32 Pennsylvania, Minimum-salarv law of (N. C. Schaeffer) 140 Pennsylvania State Teachers' Association, Pensions for teachers. List of articles on, 1896 to 1905, 711 Perpetual directors, List of, 558 Philosophy, Rehabilitation of, in Germany (H. Schwartz) 420-30 Phonetic alphabet, Need of a, 154-56 The new (G. Hempl) 192-97 Physical Education, Congress of, 1893, Topics of papers read at, 655 Physical education. List of articles on, 1869 to 1905, 711-13 Physical sciences. List of articles on,- 1863 to 1905, 713 Physical Training, Department of: Meet- ings, officers, and topics, 641-43 Place of next meeting of Department of Superintendence to be Chicago, 31 Preparation of teachers. Local training- school as an agency for the (W. F. Gordy) 124-25 Primary teaching, Developments and changes in, in France during the Third Republic (1870-1906) (P. E. Levasseur) 408-17 Pritchett, Henry S. — The Carnegie Foundation for the Advancement of Teaching, 504-6 Promotion of teachers, What should be the basis for the, and the increase of salaries (J. H. Van Sickle) 177-83 Prussia, -modern system of higher education for women in (F. Paulsen) 395-408 Psychology and education, -List of articles on, 1874 to 1904, 713-14 Psychology, Experimental, Congress of, 1903, Topics of papers read at, 655 Psychology, Rational, Congress of, 1893, Topics of papers read at, 655 Public Libraries started, 482 Public library. The, a distinct organization (W. R. Eastman) 223 and the public school, 224-28 Growth, place, and purpose of, 217-18 Public-school education. Woman's part in (Mrs. Sarah E. Hyre) 51-58 Public school. The public library and the, 224-28; Bibliographical references, 225- 27 Public schools, Effect of moral education in the, upon the civic life of the com- munity (W. O. Thompson) 42-49; Dis- cussion, 49-51 Public schools. Means afforded by, for Moral and religious training (T. A. Mott) 35-42 Publications, Inventory and price list of, 936-37 Receipts and expenses of Secretary's office, 731-32 Recent International Congress at Li ge (W. S. Monroe) 351-55 Recitation, How to make the, teach the pupil to prepare his lesson (W. T. Harris) 341-51 Reference-books, What, and how to use, 229-31; 247 Rehabilitation of philosophy in Germany (H. Schwartz) 420-30 Reincorporation, Memorandum concern- ing, 19-20; 533-34 Religious and moral education. List of articles on, 1858 to 1906, 715-16 Resolutions, Committee on, 30; Report, 34 Revenue, Lack of, 135 Revenue, The fixed, 732 Rhode Island Institute of Instruction, 514 RicHMAN, Julia.- — The incorrigible child, 158-73 Riehl, Alois, Sketch of (H. Schwartz) 424 Rockefeller, John D., Gift of, to General Education Board, 491; Larger gifts to higher education, 493-94 Round-Table Conference on Simplified spelling, 33, 148-58 Round Table of city superintendents of larger cities, 32, 117-24 Round Table of city superintendents of smaller cities, 32, 124-32 INDEX 947 Round Table of state and county superin- tendents, 32, 132-4S Rural-school architecture (J. W. Olsen) 141-48* Rural schools, Committee of Twelve on, 736 Rural schools. List of articles on, 1875 to igo5, 716-17 Russell, William. — Address to Philadel- phia Convention, 1857, 518-20 Sabin, Henry, Discussion on Moral educa- tion in public schools, 50 Sadler, Michael Ernest. — Educational awakening in England, 361-66 Salaries, Can we afford to pay larger? 139 Cause of low, 135 How affected by the minimum-salary law [of Indiana] (F. A. Cotton) 132-39; Discussion: T. C. Miller, N.C. Schaefler, 140-41 Next step in the salary campaign (D. Felmley) 183-91; Discussion: A. S. Baylor, 192 Next steps in effort to secure better, 138-39 of teachers. List of articles on, 1884 to 1906, 717-18 Reasons for better, 136 Tenure of Office and Pensions of Teachers, Committee on, 657, 737-38 , What should be the basis for the j>romotiun of teachers and the increase of (J. H. Van Sickle) 177-83 ScHAEFFER, Nathan C. — The teacher and the librarian, 355-61 ; Discussion on Minimum-salary law [of Pennsylvania] 140 .School Administration, Department of: Meetings, officers, and topics, 645-46 School hygiene. List of articles on, 1881 to 1904, 718-19 School laws. List of articles on, 1892 toi905, 719 School libraries, 221-24; Lists for, 245; Summar)' of state laws relating to, 277-81 School library, Cataloging and classifica- tion of a, 251-61 ; How to start a, 222-23 Call numbers, shelf-list, loan system, 261-66; Selecting and ordering books for a, 240-43 School -library rc^om. The, 234-39 School museums, 227. See also Museums Sch(Kil Superintendence, Department of, organized, 524-25; List of meetings and officers, 577-78; Toj)ics: 579-89; See also Suficrintindcnce, De|)artment of School teachers ancl sujK-rintenclents, Con- vention of, 1849,467-71 .Schuppc, Wilhclm, Sketch of (If. ScirwAKTz) 424-25 Schwartz, Hermann. — Hric-f sketchc-s of: Franz Brentano, 426; Wilhelm Dillhey, 427; Eugen Diihring, 429-30; Rudolf liucken, 429; Kuno Fischer, 421-22; NL'ix Heinze, 422; Gcorg Hertling, 422; Theodor Lipps, 427-28; Alexius Mein- ong von Handschuchsheim, 426; Paul Natorp, 423-24; Alois Riehl, 424; Wilhelm Schuppe, 424-25; Karl Stum[)f, 426-27; Wilhelm Windelband, 425; Wil- helm Wundt, 428; Eduard ZeJler, 422-23 ScHW.\RTZ, Hermann. — The rehabilitation of philosophy in Germany, 420-30 Science Instruction, Department of: Meet- ings, officers, and topics, 643-45 Science teaching. List of articles on, 1869 to 1906, 719-20 Secondary Education, Department of: Meetings, officers, and topics, 633-36 Secondary education: High schools. List of articles on, 1873 to 1905, 720-21 how aided by the General Education Board, 493 of girls during the past fifty years in England (Dorothea Beale) 377-86 of girls in France (Camille See) 386- 95 Secretary's minutes. Department of Super- intendence, 29-35 Secretary, Report of, 731-42 Secretary, Review of the reports of the, 731- 42 See, Camille. — Secondary education of girls in France, 386-95; Bibliography, 394-95 Shearer, Wm. J., Discussion on Moral education in public schools, 49-50 Shelf -list, 262-63 Simkins, J. D., Discussion on Moral educa- tion in public schools, 50 Simplified spelling. Round Table Con- ference on, ;^T„ 148-58 Soldan, F. I>ouis, Discussion on Kind of education best suited for boys and girls, 71-72 .South, Home and school training in the, in the colonial period (T. J. Werten- baker) 455-57 Southern Education Board (E. (J. Mukimiv) 495-99 Southern Educational A.ssociation (R. J. Tic; he) 49(;-504 .Special ICducalion, Department of: Meet- ings, cjflic ers, and to])ics, 648-50 Spelling, Committee on Simplilic atioii of, 3^ . .Spelling, List of articles on, i860 to ic)o6, 721-22 S])elling |)rimer, Resoiutiim 011 ;ni iiniirovcti (I). Fklmi.ev) 33 Spelling, simiiler, What ( an be most wisely clone to hasten (E. H. Andrews) 148- 53; U-^''-'"*'-^' J'*-) 153-57; Discussion: b. Felmley and others, 157-58 Spelling, SimplilucI, Round-Table Con- ference on, 33, 148-58 Spelling, traditional, The evils of, 152-53 •State aid to poor c:oq)orations, 133 State and county superintendents, Round Taljle of, 132-48 State and educ ation, List of artic Ics on, 1 859 to ic;oi, 722-23 948 NATIONAL EDUCATIONAL ASSOCIATION State Teachers' Association of Michigan, 514-15 State Teachers' Associations organized before 1857 (Will S. Monroe) 514-15 Stockwell, Thomas Blanchard, Ifi memor- iam (D. W. Hoyt) 318-22 Study, J. N., Discussion on Local training- schools, 125 Study period, Suggestions for improvement of the (F. M. McMurry) 102-8 Stumpf, Karl, Sketch of (H. Schwartz) 426-27 Subjects, Classified lists of, 661-730 Suggestions for improvement of the study period (F. M. McMurry) 102-8 Superintendence, Department of, 29-214; Secretary's minutes, 29-35; Papers and discussions, 35-214 Superintendent, How the, may correct defective classwork and make the work of the recitation teach the pupil how to prepare his lesson properly (W. T. Har- ris) 341-51 Superintendent's authority, The, and the teachers' freedom (O. T. Corson) 80-86 Superintendents of smaller cities. Round Table of, 124-32 Superintendents, Round Table of City, 32 Superintendents, Round Table of State and County, 32, 132-48 Supervising influence of grammar-school principals. How can the, be improved ? (L. H. Jones) 112-14; Discussion: C. M. Jordan, C. N. Kendall, 11 4-1 7 Supervision, Organization and Adminis- tration, List of articles on, 1866 to igo6, 723-26 Supervisor, Influerrce of the (Ada Van S. Harris) 117-21 Teacher, The, and the librarian (N. C. Schaeffer) 355-61 Teachers already in the service. Best means of improving (W. McK. Vance) 126-30; Discussion: E. L. Holton, 131-32 Teachers and Superintendents, Convention of, at Philadelphia, 1849, 467-71 Teachers, List of articles on, i860 to 1905, 726-27 More adequate facilities for training, needed, 138-39; must organize, 139 Pensions for, List of articles on, 1896 to 1905, 726-27 preparation of, The local training- school as an agency for the (W.F. Gordy) 124-25; Discussion; W. G. Benedict and others, 125-26 Training of, List of articles on, 1864 to 1906, 707-11 What should be the basis for the pro- motion of, and the increase of salaries of (J. H. Van Sickle) 177-83 Teachers' freedom, The superintendents' authority and the (O. T. Corson) 80-86 Teachers' salaries and how affected by the minimum-salary law [of Indiana] (F. A. Cotton) 132-39; Discussion: T. C. Miller, N. C. Schaeffer, 140-41. See also Salaries Teaching not yet a profession, 136 of arithmetic (Simon Newcomb) 86-99 of modern languages in England (C. H S Brereton) 366-77 Principles and methods, List of articles on, 1863 to 1903, 727-28 Technical education,List of articles on, 1874 to 1905, 728-29 Textbooks, List of articles on, 1866 to 1897, 729 Thompson, Wm. Oxley. — Effect of moral education in the public schools upon the civic life of the community, 42-49; Discussion, 49-51 TiGHE, Richard J. — The Southern Educa- tional Association, 499-504 Titles of paper and discussions from 1857 to 1907 arranged by years and depart- ments, 561-651 •Topics, Bibliography of, from 1857 to 1907, 659-730 Topics, Classification of, from 1857 to 1907, 659-60 Tormay, Bela de. — Agricultural instruc- tion in the kingdom of Hungary, 445-51 Training, Home and school, in New Eng- land in the colonial period (Thomas Brainerd) 454-55 in the South in the colonial period (T. J. Wertenbaker) 455-57 — — of teachers, List of articles on, 1864 to 1906, 707-11 Training-school, The local, as an agency for the preparation of teachers (W. F. Gordy) 124-25;. Discussion: W. G. Benedict and others, 125-26 Treasurer's report, 12-14 Trustees, Board of Annual report, 14-18 Members of Board of, 543 Twentieth century, Demands of, are large, 135 Universities, List of articles on colleges and, 1864 to 1905, 687-90 Universities and colleges enrolled as active members, Lists of, 925-26 Valentine, T. W. — Address at convention to organize a national convention, 517-18 Vance, Wm. McKendree. — Best means and methods of improving teachers al- ready in the service, 126-30 Van Dyke, Henry, Lines on work, 130 Van Sickle, James H. — What should be the basis for the promotion of teachers and the increase of teachers' salaries ? 177-83 Vermont State Teachers' Association, 514 Vice-presidents, List of, with terms of ser- vice, 544-46 Wertenbaker, Thomas Jefferson. — Home and school training in the South in the colonial period, 455-57 West Virginia, Minimum salary law of (T. C. Miller) 140-41 Western Literary Institute and College of INDEX 949 Professional Teachers (Will S. Mon- roe) 463-64 What France owes to America in the matter of education (J. J. G. Compaype) 417-20 Whitcomb, A. K., Discussion on Local training-schools, 126 Wilkinson, J. N., Treasurer, Reportof, 12-14 Windelband, Wilhelm, Sketch of (H. Schwartz) 425 WiNSHiP, Albert E. — The American In- stitute of Instruction, 457-63; In niemo- riam Mrs. Mary H. Hunt, 296-07 Wisconsin State Teachers' Association, 515 \\'oman's education and work, List of ar- ticles on, 1874 to 1906, 729-30 Woman's part in public-school education (Mrs. Sarah K. Hyre) 51-58 Women, Modern system of higher educa- tion for, in Prussia (F. Paulsen) 395- 408 Work, Lines on (Henry Van Dyke) 130 Writing, List of articles on, 1893 to 1905, 730 Wundt, Wilhelm, Sketch of (H. Schwartz) 428 Young, Ella Flagg. — Influence of the city normal school or training-school, 121-24 Zeller, Eduard, Sketch of (H. Schwartz) 422-23 I THE LIBRARY UNIVERSITY OF CALIFORNIA Santa Barbara THIS BOOK IS DUE ON THE LAST DATE STAMPED BELOW. "■^{ >('-^ ■pD 0 1 iQRg LMHIUMWIHIIiai ■■ii« ''■ ' 10m-12.'67(H6886s8)9482 ^MW ' ucsniiTwf--RMp,(- V'i 'lii'",'.''^ f-AClLITy ^A 000 3271 !fl