impartial patriotism the history of the past; support as it looks out into the track of an over-freighted destiny and clears and steadies the vision of the future; but, first of all, support to the nation in this day, because this day is not supremely our fathers' or our children's, but uniquely and supremely ours.

The schools of a people, the schools of a real people, must be, primarily, not the moral gymnasia of reminiscence or the transcendent platforms of future outlook. They must touch this day's earth and this day's men thru the truths and the perils of today. They must be instructors of the contemporary civic conscience. And in this hour, I take it, they must help the state to bring to men a profounder and therefore a simpler reverence for the institutions and the processes of public order. For a long time we have heard that democracy is an institution of liberty; but, if democracy be not also an institution of public order, liberty will not long be an institution of democracy. Where minorities, mob minoritiesnorth or south or east or west-presume to administer the laws of the majority, the elementary compact of democracy is dissolved. The mob which abandons the processes of social self-control weakens the personal self-control which stays and conquers crime, and increases by its ferocities the very animalism it has attempted to destroy. Its instructions in horror touch the minds of tens of thousands, its barbarities burn today the guilty, and set aflame the hates and humors which tomorrow burn the innocent.

Such spectacles are national phenomena, challenging everywhere the national forces of American good sense, and demanding of us whether the mere gravity of the crime or the mere weakness of the constabulary is enough to excuse any American community in abandoning the safeguards of justice and the solemn processes of trial for the processes of a social hysteria which divides its noisome interest between the details of the crime and the souvenirs of the execution. Are these the august and reverend trappings of Justice in a democracy?

Our schools must teach our children what their country is. Our schools, north and south, must help men to see that liberty of government means that there is no liberty except thru being governed; that being governed and being governable are largely the measure of our distance from the jungle; that a governed and governable people, when challenged by the sickening atrocities of crime, by the torturing spectacles of lust and hate, first have a sober recourse to the thought, not of what is due the criminal, but of what is due to their civilization, their country, and their

children.

For we may be well assured that, whether we teach thru the school or not, the teaching is being done; for society itself is the final educational institution of our human life. Not only thru school and home and church, but thru books, thru each day's press, thru our billposters on the streets, the music in our parks, our amusements and our recreations; above all,

thru that great enfolding, effectual instrument of our social self-projection, the public opinion of our day-are our children being put to school.

I pray that within these varied orbits the people's schools may do their schooling well, not as detached or isolated shops of truths and notions, but as deliberate and conscious factors of a sounder social equilibrium. I pray that they, north and south and east and west, may take their places as the organs of that force of social gravity, that moral dynamic, which in the university of the world keeps the poise of factions and classes, upholds the authority of institutions, the majesty and the happiness of gov ernment, the worth of laws, the high securities of freedom that moral dynamic which wise men have called the fear of God, a force of affection and sobriety which holds life to reverence and reverence to reason.

DEPARTMENT OF SUPERINTENDENCE

CINCINNATI MEETING, 1903

SECRETARY'S MINUTES

FIRST DAY

MORNING SESSION.-TUESDAY, FEBRUARY 24, 1903

The department was called to order in the auditorium of the St. Paul M. E. Church, Cincinnati, O., at 9:30 A. M., President Charles M. Jordan, superintendent of schools, Minneapolis, Minn., in the chair. The audience sang "America." Prayer was offered by Rev. C. W. Blodgett.

Superintendent L. E. Wolfe, of San Antonio, Tex., read a paper on "The Human Side of Geography." The subject was discussed by Superintendent William H. Hatch, Oak Park, Ill., and Jacques W. Redway, Mount Vernon, N. Y.

President Lewis H. Jones of the State Normal College, Ypsilanti, Mich., spoke on the topic "The Best Methods of Electing School Boards;" and Superintendent John W. Carr, Anderson, Ind.; Superintendent W. W. Chalmers, Toledo, O.; Superintendent C. G. Pearse, Omaha, Neb.; and Superintendent F. Louis Soldan, St. Louis, Mo., discussed the subject.

AFTERNOON SESSION

Charles B. Gilbert, Rochester, N. Y., read a paper on " The Freedom of the Teacher." It was discussed by Superintendent James H. Van Sickle, Baltimore, Md., and Superintendent John Richeson, East St. Louis, Mo.

The chair announced the following committees:

Principal E. W. Coy, of Hughes High School, Cincinnati, read a paper on “A Readjustment of the High-School Curriculum." The subject was discussed by Superintendent Edwin G. Cooley, Chicago, Ill.; Superintendent F. Louis Soldan, St. Louis, Mo.; and Dr. Charles DeGarmo, of Cornell University.

EVENING SESSION

Richard G. Moulton, professor of English literature, University of Chicago, delivered a lecture on "The Revelation of St. John from a Literary Point of View."

SECOND DAY

MORNING SESSION.- WEDNESDAY, FEBRUARY 25

Vice-President Clarence F. Carroll, Worcester, Mass., presided at the opening of the session. State Superintendent Alfred Bayliss, of Illinois, read a paper on "Industrial Education in Rural Schools." L. D. Harvey, of Wisconsin, and W. W. Stetson, superintendent of public instruction, Maine, discussed the subject.

President Jordan took the chair at this time, and announced that he would ask consent to the reading of the paper of Mrs. Alice W. Cooley, assistant in the department of pedagogy, University of North Dakota, Grand Forks, she being necessarily absent. Miss Mary E. Nicholson, of the Indianapolis city schools, read Mrs. Cooley's paper on "Literature in the Grades and How to Use It." The subject was discussed by Mrs. Josephine Heermans, principal of Whittier School, Kansas City, Mo., and Miss Florence Holbrook, principal of Forestville School, Chicago, Ill.

The following communication was read:

C. M. Jordan, President, Department of Superintendence, National Educational Association: DEAR MR. JORDAN:

In behalf of our respective state educational associations, we wish through you to ask the attention of the department to the inclosed resolutions, particularly to the sixth, inviting consideration of the question how it can best co-operate with our associations in promoting the cause of simplified spelling. Will you kindly send us notice of what action is taken in regard to this matter, so that we may report it to our associations? Very truly,

The following is resolution No. 6 referred to:

DAVID FELMLEY, Normal, Ill.
R. H. HALSEY, Oshkosh, Wis.

That we respectfully suggest to other educational, literary, scientific, or philanthropic organizations the advisability of taking this subject under consideration and of actively co-operating with us in the promotion of simplified spelling.

Moved by President L. H. Jones, State Normal School, Ypsilanti, Mich.:

"That the communication, and the question it raises as to what steps this department may wisely take in co-operation with the state associations of Illinois and Wisconsin to promote the cause of simplifying our spelling, be referred to a committee of five, to report next year."

The following committee was subsequently appointed by the president:
Superintendent W. H. Elson, Grand Rapids, Mich., Chairman.

Superintendent E. B. Cox, Xenia, O.
Superintendent C. N. Kendall, Indianapolis, Ind.

Superintendent F. T. Oldt, Dubuque, Ia.
State Graded-School Inspector A. W. Rankin,
Minneapolis, Minn.

Frank A. Hill, chairman of the committee of nine appointed a year ago to formulate contemporary educational doctrine, asked, in the name and by the order of the committee, that Dr. Paul H. Hanus, of Harvard University, and United States Commissioner of Education W. T. Harris be added, making a committee of eleven. The request was granted by vote. Mr. Hill further explained that the work of this committee will necessitate money for expenses, and the department voted to request the Board of Directors of the Association to grant an appropriation for this purpose not exceeding twenty-five hundred ($2,500) dollars.

E. O). Vaile offered the following resolutions:

Resolved: (1) That a committee of five be appointed by the chair to invite, in the name of this department, like committees of conference from the Modern Language Association and the American Philological Association to consider the need and possibility of a universal system of key notation for indicating pronunciation, and to recommend for the indorsement of the societies such a system, or at least a simple, practical phonetic alphabet as the universal basis of such a system.

(2) That the Board of Directors of the National Educational Association and the proper committee of the Council of Education be requested to authorize and appropriate $100 for the use of this committee in preparing the report.