enrolled. If this be true, it would be safe to estimate, say, that there are 10,000 children of school age who are in every way eligible who are not in school.

An analysis of these statistics shows that, if the attendance were kept up to the capacity of the schools, about 6,000 more children could be accommodated than are now in school. With the increased accommodations that have been provided during the past year it is probable that more than that number, in addition to those in school, could be accommodated. To provide these schools the government has expended thousands, yes millions, of dollars. The cost of maintaining these schools during the year 1900 was, to the government alone, $2,489,529.49.

With all the foregoing statistics in mind, it is scarcely necessary to argue the question as to the need of compulsory education for Indians. It is a clear case. There are thousands of uneducated Indian parents who are standing in the way of the education of their children, for whom the government has provided educational opportunities by large and liberal expenditures of money raised by taxation. If one body of citizens must be taxed to support schools for other citizens, or wards, these other citizens, or wards, in the interest of the state or nation, should, I believe, be compelled to attend those schools.

The people are willing to be taxed for the purpose of aiding general education, but I do not believe that they would approve of expending millions of dollars year after year, and then going meekly to ignorant, superstitious Indians and asking them whether or no they will send their children to partake of the advantages provided and paid for. There is a feeling that Indian educational work should be only a temporary work, and that is certainly true. As rapidly as possible it should be merged into the great educational work for Americans. To this end, we believe, all Indian children of suitable age should be kept in school.

When I was asked to discuss this question, it seemed to me that any one person's opinion upon the subject would be of comparatively little weight, but that, if the consensus of opinion of agents, superintendents, and other field workers could be secured, definite action might result therefrom. With this in view, I took the liberty of sending out circular letters to about 325 officials in all sections of the United States. The questions were as follows:

1. Do you or do you not favor compulsory education?

2. If so, why; if not, why?

3. Please state briefly the essential points which, in your opinion, should be included in the law.

4. When did you enter the service?

One hundred and eighty replies were received, there being from:

One hundred and seventy-six of these persons are in favor of compulsory education; four are opposed.

GEORGE W. NELLIS, SUPERINTENDENT OF SAC AND FOX INDIAN SCHOOL, IOWA The purpose of the government in its plan of education is to prepare the Indian youth for the privileges and responsibilities of citizenship, and for complete absorption into the body politic of the nation.

Many difficulties are experienced in getting Indian children into school, most of them due to the ignorance and prejudices of the older people. Few of these people have any appreciation of the benefits accruing to their children from attendance at school. Many of them have never been beyond the confines of the Indian country, have never

mingled with white people, and know nothing of the civilization it is sought to impart to their children. Entirely content with their present mode of living, and knowing nothing better, it is difficult indeed to create in them a desire for something better for their children, especially when it will involve a separation from, and transfer of, control over them.

Indians in their native state consider labor as degrading. Many of them, by reason of the regular issue of rations, the payment of annuities, and the leasing of their lands, feel no necessity for labor. To these the placing of their children in school, where they are required to work, seems like giving them into slavery.

It is often the case that well-disposed Indians would be glad to have their children in school, but have not the moral courage to withstand the ridicule and taunting of their non-progressive neighbors. Young people and children are many times anxious to attend, but are prevented from doing so by ignorant parents or other relatives. Children have run away from their homes and come to the school only to be called for and taken away. I have seen such children carried away by force, they struggling and begging piteously to be allowed to remain.

These difficulties would be obviated in a great measure by the enactment by Congress of a law giving to the commissioner of Indian affairs authority to place every Indian child of proper age and suitable condition of health in the school best suited to his needs, regardless of the consent of either child, parent, or other person.

Such a law would bring the child into school at an early age, at a time of life when Iris mind is plastic and open to impressions, and when the effects of inheritance and former environment can be most easily counteracted. It would also keep the child in regular and continuous attendance.

Do not the interests of the child demand compulsory education? Is it not somewhat incongruous to make the education of the child dependent upon the consent of the ignorant and uneducated parent, who has no appreciation whatever of its value? In permitting such parent to prevent the education of his child, do we not infringe upon the rights of the child and grant to the parent a right that is not morally his? The parent, of course, is the natural guardian of his child, but there is certainly a limit to his authority as such guardian. If he controls the child and his affairs with due regard to the best interests of the child, he should remain undisturbed in such control. If, however, he uses his authority in a manner antagonistic to the interests of the child, he violates his trust, and should be relieved of it. A compulsory school law, administered with judgment and discretion, would do no violence to the rights of parents, but would protect those of innocent and dependent children.

In the language of a recent report of a reformatory institution, "it is far cheaper as a money investment. . . . to save a child from becoming a criminal than to deal with him after he has become one." If the states are justified in using compulsory measures in securing the attendance of white children at school, surely the general government, in its effort to prepare the Indian youth for citizenship, is justified in employing similar measures. Let me quote the following words from General Morgan, former commissioner of Indian affairs, than whom no man can speak with more intelligence, or has a right to speak with more confidence: "Ample provision should be made for the accommodation of the entire mass of Indian school children and youth. To resist successfully and overcome the tremendous downward pressure of inherited prejudice and the stubborn conservatism of centuries, nothing less than universal education should be attempted. Whatever steps are necessary should be taken to place these children under proper educational influences. If, under any circumstances, compulsory education is justifiable, it certainly is in this case. Education is the Indian's only salvation. With it they will become honorable, useful, happy citizens of a great republic, sharing on equal terms in all its blessings. Without it they are doomed either to destruction or to hopeless degradation."

Report of the Committee on Necrology

To the Members of the National Educational Association:

Your Committee on Necrology submits, herewith, the following list, with accompanying brief sketches, of active members of whose death information has been received since the last report, published in the volume of proceedings for 1900 (Charleston meeting):

It is a matter of regret that it has been impossible to secure data for sketches of S. H. Kellogg, F. A. Mood, and John A. Moore in time for insertion in this report,

Respectfully submitted,
(Signed)

W. E. CROSBY, Chairman.

NEW YORK CITY, November 16, 1901.

Samuel DeWitt Beals

This distinguished educator was born in the village of Greene, Chenango county, N. Y., January 10, 1826. He died at Omaha, Neb., April 27, 1900. Altho subject to delicate health during his entire life, he lived and labored intellectually to the ripe age of seventy-four years.

His education began in the schools of his native village and was carried forward in a private school at Coventry, and in Oxford and Norwich Academies, New York.

He began active life as a farmer in 1848, but bodily health failed, and ten years later he turned to teaching, the work which occupied the remainder of this long life, forty-two years.

Mr. Beals moved with his family to Omaha in 1861. He at once opened a private school in the old state hous, and for six years this was known as the Omaha High School. This school was well patronized, and pupils came from long distances, but, owing to local circumstances, the institution proved an unprofitable financial enterprise.

In 1869 he was appointed state superintendent of public instruction by the governor of Nebraska. His work in this office was largely that of a pioneer, and his duties were difficult and arduous. He secured the first equitable distribution of the school funds of the state. He made a thoro visitation of the schools thruout the state, held teachers' institutes, counseled with county superintendents and boards of education on district organization, made addresses, and promoted the building of schoolhouses wherever needed. He designated the text-books to be used thruout the state, despite opposition and regardless of private interests. He regarded a public office as a public trust, and no man could make him swerve from faithfully performing every duty, without regard to partisan or private interests. To his supervision and wise administration of the schools Nebraska owes much of her educational prosperity.

At the close of his term in 1871-72 he classified the schools of Omaha in accordance with a course of study previously prepared by himself, assisted by Lyman Hutchinson. During 1872-73 he was principal of one of the Omaha schools. He was elected county superintendent of Douglas county in the fall of 1873, but resigned this office in July, 1874, to take the superintendency of the Omaha city schools, which position he held for six years, successfully conducting these schools to a condition entitling them to rank among the best in the country.

He ended his educational career as a teacher in the Omaha High School. Toward the end of his life, his health failing, he was largely relieved from teaching and served as librarian until his death.

Mr. Beals became a life member of the National Educational Association at the meeting in Baltimore in 1876.

George Thompson Fairchild

Dr. Fairchild was born at Brownholm, O., October 6, 1838; he graduated from Oberlin College in 1862, and from the Oberlin Theological Seminary in 1865, receiving from his alma mater the degree of A.M. in 1865 and of LL.D. in 1893. He was the youngest of three brothers, all of whom became presidents of colleges - all distinguished, rising to the first rank in the calling- men of commanding ability and beneficent influ

ence.

The family was of the great race of pioneers of Ohio. The parents, but a few years married, moved to the northern part of the state while it was yet a wilderness. A clearing was made and a log-cabin built, and thus the typical American home began, with its peculiarly rugged but soundly informing life.

George T. Fairchild was tenth in a family of eleven children, and was a pupil and student at Oberlin from childhood until he graduated from the Theological Seminary in 1865. Farm life and school life together during the same years of growth combined to educate the man, producing a sound mind in a sound body.

During his college course he taught school at intervals in Michigan, and near its close was tutor in the preparatory departments of Oberlin College.

On November 25, 1863, the day of his parents' golden wedding, he was married to his classmate, Charlotte Halstead. Two years later he was chosen to the professorship of English literature in the State Agricultural College of Michigan, where he remained fifteen years, and for a portion of the time was acting president. His talent and success commanded wide recognition, and in 1879 he was invited to the presidency of Kansas State Agricultural College. Under his administration of this institution the number of its students increased from three hundred to eight hundred, and its organization was carried to a high degree of efficiency.

His great ability and usefulness, long continued in unsparing and unselfish devotion, did not protect him from the worst enemy of public educational service - political

intrigue. But the scandalous attacks upon him by unscrupulous partisans were not able to cause any measure of resentment on his part. He left Kansas disappointed, but with no loss of character or prestige. A revolution soon came in Kansas political affairs. He was invited to return, but declined. In 1898 he went to Berea, Ky., and was made vicepresident of Berea College, with which institution, its history, its character, and its aims, he was in full sympathy. He possessed in an eminent degree the rare qualities of an executive manager, and was also a fine disciplinarian as well as a great teacher. He was everywhere popular and influential, and his relations with students and associates were those of a loved master and a genial gentleman.

He was made a life director of the association at the meeting at Topeka, Kan., in 1886.

Benjamin Rea Gass

Benjamin Rea Gass was born on a farm near Mansfield, Richland county, O., January 27, 1837. His father was a Disciple minister.

He served for a short time in the Civil War, in the One Hundred and Fifty-fourth Ohio Volunteers.

He was a student at Antioch College while Horace Mann was president, but did not graduate until 1866. He received the degree of A.M. from Antioch College in 1869.

He taught school in Ohio, Michigan, Iowa, and Colorado-most of the time as superintendent of city schools. From the fall of 1888 until the time of his death, March 25, 1901, he was engaged in school work in Denver first as principal of Ebert School and afterward of Hyde Park School.

Mr. Gass belonged to a well-known Ohio family, members of which were prominent in public affairs.

He became an active member of the National Educational Association at the Los Angeles meeting, 1899.

Caleb 6. ball

Mr. Hall was born in the town of Pittsfield, N. Y., July 22, 1824. Here, in his birthplace, he lived and worked during his entire life. He died March 4, 1901, on the same farm where he was born. His vocation was farming, in which he was very successful. He received a good schooling at the New Berlin and Gilbertville Academies.

He was an influential free mason and a member of the Patriotic Order of the Sons of America.

An enthusiastic admirer of Washington, he erected two fine monuments in the cemetery at New Berlin commemorative of George and Mary Washington. He was a liberal giver to public enterprises, and generously aided many young people to obtain an education.

The life and deeds of Caleb G. Hall are sufficient testimony that he was eminently qualified to be made a life director of the National Educational Association, which was done at its meeting at Saratoga in 1885.

Burke Baron Binsdale

A full sketch of the life and character of Dr. Hinsdale, by President Angell of the University of Michigan, may be found on p. 387 of this volume.