create the environment. They represent and exemplify the ideals. They set the standard of manhood. And for them is the promise which the Hebrew prophet wrote: "They that be teachers shall shine as the brightness of the firmament, and they that turn many to righteousness as the stars, for ever and ever."

DISCUSSION

PRESIDENT JAMES H. BAKER of the University of Colorado said that the aim in education must be, not individual, but social. We must urge education, not because of the personal advantage, but because of the increased power of the scholar to aid the state and society. Culture for culture's sake, unless it is given some kind of useful expression, means nothing for the individual nor for society. Culture aiming at service becomes the ally and leader of democracy, and thereby attains its own highest realization.

PROFESSOR WILLIAM ABER, of the University of Montana, said that at the twentyfifth anniversary of his college class he found that some men who had been triflers in college had accomplished the greatest things in the world. The explanation was that they were men of marked individuality and strength who had no respect for requirements as requirements, but only for things which seemed to them to have value. He would take exception, therefore, with President Harris as to the hopelessness of idlers, and would insist that colleges and universities strive to present opportunities which would appeal to strong men.

PRESIDENT SWAIN of Swarthmore College said that, in his opinion, they had listened this morning to one of the most inspiring set of papers to which the department had had the pleasure of listening for several years. He was impressed by the unity of sentiment shown by men speaking on the subject from different standpoints. He noticed that they had not suggested devices by which the best young men or women could be made, but had laid emphasis on character and had insisted that we must begin first with the faculty, seeking not only scholars, but men and women with such characters as we wish our students to have. He believed that we must strive further to secure the right public spirit in the student body, and that this could not be done by a parental system, but must be developed in liberty. He believed that coeducation gave an atmosphere of refinement which could be secured in no other way. The morals and manners of the student are to be improved, not by rules and regulations, but by the influence of the instructor and by making use of some particular student in a quiet way to help the man whom we are seeking to influence. He had found it a desirable plan, when something had been done which ought not to have been done, to call the students together and ask suggestions from the students themselves as to how the problem should be solved. He had never failed to meet response in such a case.

PROFESSOR G. M. P. KING, of the Virginia Union University, Richmond, Va., said that we could not give to our pupils what we have not in possession ourselves, and that the only way in which the teacher could meet the heavy responsibilities that confronted him was by the aid of divine inspiration.

PRESIDENT GEORGE C. CHASE of Bates College expressed his gratification that the subject of the morning had been presented under its Christian aspects. All our morals must have their inspiration from a true Christianity. Many of our doubts and troubles in morals have resulted from our obscuring this truth to ourselves. Our earlier colleges were founded as Christian institutions. Thru the growth of the spirit of tolerance and catholicity we have come to put too little emphasis on Christianity. He failed to see why institutions should not announce themselves as Christian institutions, and why the student should not be made to feel their Christian influence and impress thruout his course.

Representing the first college on the Atlantic seaboard that made a liberal education possible to women on the same platform with men, he wished to say that coeducation had triumphed and shown its power to make more manly men and more womanly women.

PRESIDENT G. STANLEY HALL argued that modification of the current mode of teaching ethics was needed; that the ethics which rests solely on theological tenets or on metaphysics has not much moral effect. He agreed with Aristotle that ethics begins with body-keeping, and we should give first instruction as to bodily regimen. The Bible is the greatest text-book of psychology as well as of ethics. It pictures the development of the human soul. We must recognize the fact that the child repeats the history of the race, and that even Mohammedanism and Confucianism can teach important truths to children at certain ages. We must conserve the good in the ethnic religions and must broaden qur training especially for men who are to engage in the foreign missionary work. It does not work in the interests of morality when in our college courses in philosophy we infect a man with a sense of the unreality of the world, leaving the man to doubt; a man's soul thus becomes seared; what a man believes is important, not what he does. He would plead, therefore, for a philosophy which is positive, and which teaches faith, not doubt.

CHARLES C. RAMSEY, of Boston, said that he had been disappointed in observing the influence exerted by college men in their respective communities. He had known college clubs to put themselves on the wrong side of public questions, or to be utterly indifferent to such matters; and there was evidently some connection between these facts and the training received in college. He thought that the college was infected with the too prevalent worship of cleverness and success, as the world measures success. We should revive the idea that there is such a thing as worldliness, and that there is such a thing as spiritual life.

JOHN LEE BROOKS, of Columbia University, said that the time had come to differentiate sharply the university from the college, and that thus and only thus would each institution be able to adapt its moral training to the needs of its students. It was important that the university should be permeated thruout with the deepest religious and moral spirit. At Columbia University, while the library was well stocked in other departments, few modern works on theology were to be found, and few courses were given along these lines. It was true, however, that the university had entered into certain relations of affiliation with various theological schools. At the university itself they were trying to meet the religious need by the Y. M. C. A. work which centered in Earl Hall, and in the social settlement work conducted in connection with the Speyer School. He was convinced that the best way to cultivate the religious spirit was by giving it an outlet in social service.

DEPARTMENT OF NORMAL SCHOOLS

SECRETARY'S MINUTES

FIRST SESSION.-TUESDAY, JULY 7, 1903

The sessions of the Department of Normal. Schools were opened at 9:30 A. M. in Arlington Street Church, Livingston C. Lord, president of the Eastern Illinois Normal School, Charleston, Ill., in the chair.

The first paper, "The City Normal School of the Future," was presented by Francis Burke Brandt, professor of pedagogy in the Central High School, Philadelphia, Pa. The paper was discussed by Superintendent C. F. Carroll, Worcester, Mass. The second paper, "Does the Teacher's Knowledge of a Subject Differ from the Scholar's Knowledge,” by W. W. Parsons, president of the State Normal School, Terre Haute, Ind., was read by John W. Cook, president of the Northern Illinois Normal school, De Kalb, Ill. A second paper on the same subject was presented by David Eugene Smith, professsor of mathematics, Teachers College, New York city.

The subject was discussed by Superintendent F. Louis Soldan, St. Louis, Mo.; President John M. Cook, De Kalb, Ill.; Frank McMurry, of the Teachers College of Columbia University, New York city; Francis J. Cheney, president of the State Normal School, Cortland, N. Y.; Charles A. McMurry, De Kalb, Ill.; Professor Henry Johnson, Charleston, Ill.; and Professor Grant Karr, Oswego, N. Y.

The chair appointed President Z. R. Snyder, of Colorado, President C. H. Cooper, of Minnesota, and John Hall, of New York, as a committee on nomination of officers for the department.

The session then adjourned.

SECOND SESSION.-WEDNESDAY, JULY 8

The meeting was called to order at 9:30 A. M. in Arlington Street Church, President Lord in the chair.

The first paper, “Conditions for Admisson to Normal Schools," was presented by Walter P. Beckwith, principal of the State Normal School, Salem, Mass.

A second paper on the same subject was read by R. H. Halsey, president of the State Normal School, Oshkosh, Wis.

The papers were discussed by C. T. McFarlane, principal of the State Normal School, Brockport, N. Y., Superintendent E. L. Hendricks, Delphi, Ind., and Albert Salisbury, president of the State Normal School, Whitewater, Wis.

The next subject, "The Academic Side of Normal-School Work," was presented in a paper by Henry Johnson, teacher of history in the Eastern Illinois Normal School, Charleston, Ill.

The next paper, "To What Extent and in What Manner Can the Normal School Increase its Scholarship: (a) Without Diminishing its Output; (¿) Without Increasing its Cost Too Greatly; (c) Without Infringing upon the Legitimate Liberal Arts Course of the College?" was presented by James M. Green, principal of the State Normal School, Trenton, N. J.

The paper was discussed by Henry G. Williams, dean of the State Normal College, Ohio University, Athens, Ohio; Charles DeGarmo, professor of the science and art of

education, Cornell University; L. D. Bonebrake, state school commissioner of Ohio; John R. Kirk, president of the State Normal School, Kirksville, Mo.; W. S. Dearmont, president of the State Normal School, Cape Girardeau, Mo.; E. B. Craighead, president of the State Normal School, Warrensbury, Mo.; E. Oram Lyte, principal of the State Normal School, Millersville, Pa.; and Principal James M. Green.

The Committee on Nominations reported as follows:

For President-L. H. Jones, president of the State Normal College, Ypsilanti, Mich.

For Vice-President - Grant Karr, superintendent of Training School, State Normal School, Oswego, N. Y.

For Secretary - Mrs. Grace Sproull, professor of English, State Normal School, Greeley, Colo.

The persons nominated were unanimously elected officers of the department for the ensuing year.

The department then adjourned.

EDGAR L. HEWETT, Secretary.

PAPERS AND DISCUSSIONS

THE CITY NORMAL SCHOOL OF THE FUTURE FRANCIS BURKE BRANDT, HEAD OF THE DEPARTMENT OF PEDAGOGY, CENTRAL HIGH SCHOOL, PHILADELPHIA

The time has come, I believe, when the eyes of American educators should be directed to the city normal school and its future development. If any justification were needed for emphasizing the importance of city normal schools, it could be found, I think, in the extensive service which these schools render in the leading twenty cities of the United States alone. Beginning with New York, with its more than three million people, and ending with Providence, with its 175,000, we have a circle of twenty American cities-including Chicago, Philadelphia, St. Louis, Boston, Baltimore, Cleveland, Buffalo, San Francisco, Cincinnati, Pittsburg, New Orleans, Detroit, Milwaukee, Washington, Newark, Jersey City, Louisville, and Minneapolis-embracing altogether a populution of 11,971,000 persons. Upon the normal schools of these twenty cities alone, therefore, is imposed the responsibility of providing for the educational needs, so far as elementary teachers are concerned, of nearly one-sixth of the whole population of the United States. What concerns the future of these cities concerns the future of the nation.

I wish to observe at the outset that the city normal school of the future will be more thoroly alive to the educational situation in American life which it is called upon to meet. The state of public education in our large American cities might well be made a matter of national National indifference to public education, state evasion of responsibility, and municipal mismanagement have combined to bring to pass an educational situation which is not altogether creditable to the American nation. The public schools are not reaching the people as