Supt. Gove and Mayor Murray, of Denver, and Lieutenant Governor Brush, and Mrs. Peavey, state superintendent of Colorado, gave a warm welcome to the visiting teachers. President Nicholas Murray Butler, Secretary Irwin Shepard, and Col. Parker responded. The president's remarks were full of praise for Colorado and the efficient arrangements made for the care of the N. E. A. Secretary Shepard's address held the audience spellbound; his oratorical effort was generally acknowledged to have been the best of the session and the wish to see him in the presidential chair at the next convention was expressed by many. Col. Parker called attention to the grand mission of the public school and warmed up the hearts of the audience to a higher appreciation of the teacher's vocation.

some one

Dr. N. A. Calkins, of New York, was missed very much. Illness prevented him from attending the meeting. "Too bad Dr. Calkins could not coine,' was overheard to say; "to look at his bowed head, his white hair, and his kindly face is always an inspiration to me."

"WHAT KNOWLEDGE IS OF MOST WORTH?"

Dr. Butler is entitled to a special vote of thanks for his revival of the good old custom of having the president deliver an annual address. He gave a splendid address. His subject was "What Knowledge is of Most Worth?"-an old question, as he said, and "one that each age must put to itself, and answer from the standpoint of its deepest and widest knowledge."

SUPT. H. S. TARBELL, PROVIDENCE, R. I.,
President-elect National Council, N. E. A.

Various answers have been given to determine the comparative educational values of studies. Bitter controversies have been carried on and the "extreme positions assumed by the partisans of the one side or the other have concealed from view the truth that we are now able to perceive clearly-the truth that the indwelling reason, by whom all things are made, is as truly present, though in a different order of manifestation, in the world of nature as in the world of spirit. One side of this truth was expressed by Schelling when he taught that nature is the embryonic life of spirit, and by Froebel when he wrote, "The spirit of God rests in nature, lives and reigns in nature, is expressed in nature, is developed and cultivated in nature." The controversy as to the educational value of science, so far, at least, as it concerns educational standards and ideals, is, then, an illusory one. It is a mimic war, with words alore as weapons, that is fought either to expel nature from education or to subordinate all else in education to it. We should rather say, in the stately verse of Milton : Accuse not Nature; she hath done her part;

Do thou but thine.

And that part is surely to study nature joyfully, earnestly, reverently, as a mighty manifestation of the power and grandeur of the same spirit that finds expression in human achievement. We must enlarge, then, our conception of the humanities, for humanity is broader and deeper than we have hitherto suspected. It touches the universe at many more points than one; and, properly interpreted, the study of nature may be classed among the humanities as truly as the study of language itself.

This conclusion, which would welcome science with open arms

into the school and utilize its opportunities and advantages at every stage of education, does not mean that all are of equal educational value, or that they are mutually and indifferently interchangeable, as are the parts of some machines. It means rather that the study of nature is entitled to recognition on grounds similar to those put forward for the study of literature, of art, and of history. But among themselves these divisions of knowledge fall into an order of excellence as educational material that is determined by their respective relations to the development of the reflective reason. The application of this test must inevitably lead us, while honoring science and insisting upon its study, to place above it the study of history, of literature, of art, and of institutional life. But these studies may not for a moment be carried on without the study of nature or in neglect of it. They are all humanities in the truest sense, and it is a false philosophy of education that would cut us off from any one of them or that would deny the common ground on which they rest. In every field of knowledge which we are studying in some law or phase of energy, and the original as well as the highest energy is will. In the world of nature it is exhibited in one series of forms that produce the results known to us as chemical, physical, biological; in the history of mankind it is manifested in the forms of feelings, thoughts, deeds, institutions. Because the elements of self-consciousness and reflection are present in the latter series and absent in the former, it is to these and the knowledge of them that we must accord the first place in any table of educational values.

But education, as Mr. Froude has reminded us, has two aspects. "On one side it is the cultivation of man's reason, the development of his spiritual nature. It elevates him above the pressure of material interests. It makes him superior to the pleasures and pains of a world which is but his temporary home, in filling his mind with higher subjects than the occupations of life would themselves provide him with." It is this aspect of education that I have been considering, for it is from this aspect that we derive our inspiration and our ideals. "But," continues Mr. Froude, "a life of speculation to the multitude would be a life of idleness and uselessness. They have to maintain themselves in industrious independence in a world in which it has been said there are but three possible modes of existence-begging, stealing, and working; and education means also, the equipping a man with means to earn his own living." It is this latter and very practical aspect of education that causes us to feel at times the full force of the question of educational values. Immediate utility makes demands upon the school which it is unable wholly to neglect. If the school is to be the training ground for citizenship, its products must be usefully and soundly equipped as well as well disciplined and well informed. An educated proletariat- to use the forcible paradox of Bismarck-is a continual source of disturbance and danger to any nation. Acting upon this conviction the great modern democracies-and the time seems to have come when a democracy may be defined as a government, of any form, in which public opinion habitually rulesare everywhere having a care that provision be made for the practical, or immediately useful, in education. This is as it should be, but it exposes the school to a new series of dangers against which it must guard, Utility is a term that may be given either a very broad or a very narrow meaning. There are utilities higher and utilities lower, and under no circumstances will the true teacher ever permit the former to be sacrificed to the latter. This would be done if, in its zeal for fitting the child for self-support. the school were to neglect to lay the foundation for that higher intellectual and spiritual life which constitutes humanity's full stature. This foundation is made ready only if proper emphasis be laid, from the kindergarten to the college, on those studies whose subject-matter is the direct product of intelligence and will, and which can, therefore, make direct appeal to man's higher nature. The sciences and their applications are capable of use even from the standpoint of this higher order of utilities, because of the reason they exhibit and reveal. Man's rational freedom is the goal, and the sciences are the lower steps on the ladder that reaches to it.

THE NEXT STEP IN THE EDUCATION OF THE INDIAN.

Dr. W. N. Hailmann's contribution to the meeting was highly interesting. Dr. Hailmann is U. S. supervisor of Indian education and is known to JOURNAL readers as one of the foremost educational thinkers of America. The following is an abstract of his address delivered before the general association :

First. There can be no doubt than an education which inculcates the tastes and establishes the ideals of current American civilization constitutes the proper first step in the work of civilizing the Indians. This work is being fairly well done both in the schools for the Indian youth and by the influences brought to bear on older Indians at the agencies.

Second. It is equally evident that it is practically impossible to cultivate these tastes and to hold fast these ideals under the conditions and influences of tribal life on Indian reservations.

The recognition of this impossibility has led the government to the policy of allotments, by which tribal life is to be broken up and the Indian brought into habits of industry and thrift incident to a life of individual responsibility and self-dependency.

Third. For the older Indians, however, the transition is too sudden, and a great number of them find themselves unable to succeed and therefore turn with feelings of hostility against the new institutions and cling stubbornly to their old ways of living. They learn to look with distrust upon education, and labor in many ways by fear, cajolement, and ridicule, to regain the young educated Indian for the old ways of Indian life. Much wretchedness, therefore, comes to these young people who find among their own folks little or no opportunity to cultivate their new tastes and to hold fast their new ideals.

Fourth. This condition of affairs is complicated by the attitude of the white population near the Indian reservations and settlements and in the states inhabited by the Indians. While with many good people this attitude is one of helpfulness, confidence, and respect, it is possibly with the greater number one of hostility, distrust, contempt, and in many cases one of direct abuse and overreaching cupidity.

Fifth. This condition of affairs is further complicated by the fact that these states as states are relieved by the general government of all responsibility concerning the care and civilization of Indians. These are therefore apt to be looked upon as burdensome foreigners, and are practically excluded from the benefits of state institutions accorded to other actual and prospective citizens.

Sixth. The necessary next step in the work of civilizing the Indians, is, therefore, to remove these obstacles, and to bring about conditions which may afford the Indians opportunities to engage in the pursuits of civilized life, and to reap the fruits of their efforts as full citizens of the states which they inhabit.

Seventh. Much may be done in this direction by missionary and other philanthropic associations interested in the welfare of the Indians, by efforts to secure for young educated Indians employment in families and communities, on the farms and in the workshops of the states in which these Indians have their homes, and possibly also by the establishing of suitable industrial enterprises at or near Indian reservations and settlements

Eighth. Permanent good, however, will come only when the respective states shall realize their responsibility with reference to the Indians within their borders, and will claim from the general government the right to assume this responsibility, and with it, possibly under the supervision of the general government, the burden of carrying out the various treaty stipulations by which the consent of the Indians to become American citizens has been purchased.

Wednesday, July 10.

"CO ORDINATION OF STUDIES IN ELEMENTARY EDUCATION." The morning session of the second day was devoted to a symposium on "Coördination of Studies in Elementary Education." The principal speakers were President Charles De Garmo, of Swarthmore college, Pa.; Prof. Wilbur S. Jackman, of the Cook County (Ill.) normal school; and Prof. Charles A. McMurry, of the Illinois Normal university at Normal. A synopsis of Prof. Jackman's paper has already appeared in THE JOURNAL'S "Annual" (June 29). The following is an abstract of Pres. De Garmo's masterly address which treated of "THE PRINCIPLES UPON WHICH CO-ORDINATION SHOULD PROCEED.'

Heretofore the three terms, correlation, coördination, and concentration of studies have been used somewhat interchangeably, without sharp differentiation of meaning. Etymology and usage combined appear to justify the following convenient educational application of these words:

The

1. Correlation shall be used to denote that studies are brought together in reciprocal relations, the nature of the relations being undetermined. This is in strict accord with etymology. Century Dictionary pronounces objects to be correlated when "reciprocally related in any way.' Correlation thus becomes a universal term, embracing both coördination and concentration as particulars.

2. Coordination shall be used to denote that studies are to be related on the plane of equality, but shall not imply that one study is the mechanical equivalent of another. To coordinate, according to the Century Dictionary is "to place or class in the same order, division, or rank." In this word usage has added to the prefix co-(with, together) the idea of equality in the order or rank of the things brought into relation.

3. Concentration shall be used to denote that certain primary studies shall form the center or nucleus of the curriculum to which the other studies, conceived as secondary, shall be related as subordinate to the principal. It is not etymology, but the us

age of representative schoolmen like Ziller and Parker that justifies this meaning.

The correlation of studies may be considered from two standpoints, one of which is occupied by Dr. Harris in his report on the Correlation of Studies in the report of the Committee of Fifteen, and the other in general by writers of the Herbartian school.

Studies are first related in accordance with their inherent or objective nature as instruments in fitting the child for the civilization in which he lives. This is objective correlation, and leads primarily to a consideration of the educational value of the studies, and secondarily to an estimate of their equivalence. This is the field of Dr. Harris' Report. The defect of this treatment is that this aspect of correlation appeals not at all to the consciousness of the child, but is an apriori plan "prepared by the philosopher for the pupil." It declares, indeed, that certain branches shall be studied, but does not say when, or in what order, or in what relation to other studies, or by what means. It overlooks, therefore, the most important problems of the school-room. It has to do with the abstract rather than with the concrete side of teaching. The report is, furthermore, unfortunate, in that to many it gives the impression that the relation of studies is after all not a problem worth considering, since in the language of the report, "There should be rigid isolation of the elements of each branch for the purpose of getting a clear conception of what is individual and peculiar in a special province of learning." Dr. Harris has since explained, in the Public School Journal, that he does not mean that each study should be isolated from the others, but only that Herbart's de mand for clearness of particulars as antecedent to reflection should be observed. There is a broad distinction between the isolation of studies and the isolation of the elements of a subject for a given recitation.

Besides this objective or external correlation there is another form much more recent and of much more practical importance and that is the correlation of studies from the standpoint of their psychological bearings. This aspect of correlation investigates the relations of mutual helpfulness actually existing among the studies, when the knowledge, apprehending power, and interests of the children themselves are taken into account.

There are two aspects of psychological correlation, viz., coördination and concentration. In the first place it is necessary to distinguish between a correlation that has its roots deep in the inherent relations of the studies, and that transient association of topics that springs from the desire to give vivacity and color to instruction. The former is scientific and abiding, whereas the latter is variable and may easily be trifling.

Coordination recognizes the integrity of each important department of study, never suffering it to be subordinated to any other branch, however important. Moreover, it emphasizes the importance of securing the greatest possible unity of the parts of each department. Geography, for instance, should not be taught in several distinct phases such as political, mathematical, physical, and economic geography, but should be blended by bringing to the consciousness of the pupil the relations that bind the parts together The same principle should obtain for each important department, such as history, mathematics, literature, and science, the principal function of each study taken in conjunction with the child apperceiving power furnishing the leading principles for unification.

Having found the greatest practicable correlation within the subjects of study, coordination next seeks to bring about the most essential correlations among the studies. It investigates, for instance, the bearing that geography has upon history as a causal influence, and vice versa; it strives to show the child the connection between geography and natural science, between science and mathematics, and so following. Geography has the greatest value as a unifying instrument from the causal standpoint and literature from the aesthetic.

Concentration as exhibited in the works of Ziller and Parker selects certain central or primary subjects for which it determines a principle of sequence for the various parts, and then subordinates the other studies to them, in that the latter must wait on the exigencies of the central subjects for the introduction and sequence of their parts. Ziller, because of their supposed ethical value, chooses history and literature as the leading or primary studies: while Parker selects in general the natural sciences as the central subjects, subordinating especially the formal to the concrete branches. Both of their schemes have most valuable features, but both are open to serious objections, one of which is the danger of fantastic, if not vicious, exaggeration.

Dr. Chas. McMurry presented a strong plea for history and literature as the subjects which should form the center and core of all instruction. The following is a synopsis of his paper which was to be an answer of the question:

WHAT HAS BEEN ACCOMPLISHED IN CO-ORDINATION IN THE FIELD OF HISTORY AND LITERATURE?

1. The effort to co-ordinate history and literature with the other studies has led first of all to a serious effort to determine the rank of history and literature among studies. This has led

to valuable practical results. Chief among these results is the fact that the highest quality and function of history and literature as culture forces have been brought prominently to light. The culture influence which these studies may exert upon the deeper thought and character of children until recently has been little understood or thought of. But the awakening along this line is bringing a rich treasure of culture and inspiration into our school

course.

CHANCELLOR W. H. PAYNE, University of Nashville, Tenn.

2. But co-ordination sets out not only to determine the rank and value of studies, but also their inter-relations and interdependence upon each other, just as the three co-ordinate departments of our government are of equal rank yet stand in close relation and dependence upon each other. The notion is that if children see the important relations and connections of history and literature to other branches, the combined effect of the studies as correlated will be much greater than if each is to exercise its influence separately. The studies, if linked together by causal and rational relations, re-enforce each other; in their union is strength; in their isolation and dismemberment is weakness.

3. It is a fact that many school principals and superintendents are now rearranging and reorganizing the course of study, and the idea of co-ordination is having considerable influence with them both in the order and adjustment of studies and in the method of handling them in classes.

a. One influence of co ordination in laying out school courses is seen in the effort to select parallel series of important topics in different studies and in so devising and arranging the parallel series, as to keep in mind the mutual helpfulness of history and literature to each other and to the other branches. Thus in several grades, the reading, history, geography, natural science, and language stand related to each other much like the strands of a well made rope.

b. A second idea which the effort to co-ordinate literature and history with other branches has accentuated is the setting out in each study of the distinct units of thought which form, as it were, the nerve ganglia of that subject. Before real co-ordination can begin we must have distinct centers of thought to which labor and effort can be directed. In history, for example, we are taking a few choice biographies, episodes, and epochs as the chief centers of study. In literature we are selecting the best complete masterpieces and treating them as wholes.

c. A third idea which co ordination is laboring specifically to work out in history and literature is a method of treatment of these central topics which will weld the links of connection with other studies.

d. A fourth idea that is practically operative is a constant tendency to estimate every topic from the standpoint of the children and their experience, thus bringing into relation and unity the school and home influences.

DISCUSSIONS.

Dr. Hinsdale spent most of the brief time allowed him for discussion in general statements that threw no new light upon the ideas presented, but rather seemed to belittle the efforts made by the Herbartian workers who are earnestly striving to solve the great question of properly correlating the studies of the elementary school. There was, he said, a tendency among modern teachers to over-rate present knowledge, so if Job were to visit us to-day he would not say, "No doubt you are

the people and wisdom will die with you," but, "No doubt you are the people and wisdom was born with He differed with Dr. De Garmo in a number of you." his definitions. He also would not admit that there are two standpoints to be considered in the preparation of a course of study: civilization and psychology. The psychological standpoint appeared to him to be the only one requiring attention and made the point that in the education of Indians, for instance, teachers were told that they must go outside Indian culture to find materials for instruction.

Supt. Edward D. Farrell, of New York city, was in favor of laying greater stress on the form studies in the first school years. He should have heard Co. Supt. Bright's talk before the Herbart society to learn how his remarks were received by the majority of the new educationists. Mr. Bright said it was the greatest fallacy ever advocated before a meeting of teachers that the formal studies should have precedence before thought studies. Give the child ideas, he said, and awaken in him a love of reading, of knowledge, of art, and all the other good things that make life worth living, and he will gain infinitely more than by being driven through the mechanics of the three R's on the, "We are soon going out" plan.

Supt. Farrell said that some things were now called correlation which were once called radiation. President De Garmo gave correlation as the general term and co-ordination and concentration as particular. On entering school the child must be able to lay hold of instruction. Radiation goes hand in hand with diffusion and he neglects those studies which have not appealed to his interest. It sounds well to place Nature on the throne, and let the little ones gather round her for instruction. How shall the teacher force Nature to inspire each little one so that there shall be class work? At the threshold of the school the child is confronted with the symbolism of language, number, and form. The presentation of these subjects taxes the ability of the best teachers. They cannot be isolated. Concentration seldom works injury The first and second school years are the time to present form, figures, and language.

In the absence of Inspector Hughes, of Toronto, who was to have continued the discussion. Prof. Levi Seeley, of the state normal school of Trenton, N. J., was called upon to address the meeting. He called attention to the value of the clear definitions of the terms, correlation, co-ordination, and concentration, given by Pres. De Garmo. He made the point that concentration seeks to bring together the vast number of subjects now taught. This work was inaugurated by the Herbartians. His second point was that many teachers had taken their pupils to the threshold of learning but had failed to take them further because they did not understand concentration and correlation. Dr. Seeley's words were well received and the applause that greeted him gave evidence that the American teachers were

glad to have him back again in their midst after his year's absence in Germany, where he had gone for study and observation of the organization and methods of German schools.

Dr. Soldan, of St. Louis, a former president of the N. E. A., closed the discussion. He thought there were many good points about the old school that modern teachers are apt to overlook.

Goethe says thinking is a wonderful thing. It is like a weaver's loom. It is a mistake to suppose that the child builds up walls between history and geography in its mind. There was co-operation in the old plan.. He would like to see the man or woman who could teach these two studies separately. Isn't it a fact that language is a common center in itself? In concluding Mr. Soldan said he hoped never to see natural science study supersede the humanities.

DIGNIFYING ACTIVE MEMBERSHIP IN THE N. E. A.

After the pedagogical discussions of the Wednesday morning session some amendments to the constitution were offered that will make the Denver convention one of great historic significance. The need of dignifying active membership had at last impressed itself upon the directors. The following amendments show what

changes have been inaugurated :

Article III. was thus amended:

Section 1.-There shall be three classes of members, namely, active, associate, and corresponding.

Section 2.-Teachers and all who are actively associated with the management of educational institutions, including libraries and periodicals, may become active members. All others who pay an annual membership fee of $2.00 may become associate 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 fifty. Section 3.-All persons who have been members of the association for any two years previous to, or including, 1895, may be admitted to active membership without payment of the enrollment fee. Any person, eligible, may become an active member upon application endorsed by two active members, and the payment of an enrollment fee of $2.00.

All active members must pay annual dues of $2.00, and will be entitled to the volume of proceedings without "coupon" or other conditions. If the annual dues are not paid within the fiscal year, membership will lapse, and may be restored only on payment of the enrollment fee of $2.00.

Associate members may receive the volume of proceedings in accordance with the usual "coupon" conditions as printed on the membership ticket.

Corresponding members will be entitled to the volume of proceedings without the payment of fees or other conditions.

Section 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. was amended by striking out Sections 1 and 2, and inserting the following:

Section 1.-The officers of this association shall consist of a president, twelve vice-presidents, a secretary, a treasurer, and a board of directors, a board of trustees, and an executive committee, as hereinafter provided.

Section 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 a term of one year, or until their successors are chosen, and of such life directors as are now (July 12, 1895) in office. The president of the National Educational Association, first vice-president, secretary, treasurer, and chairman of the board of trustees shall constitute the executive committee.

Amendments of still greater importance were prepared by the board of directors, but were not acted upon at this meeting. These should be adopted, by all means. They will make the association what it ought to be, a representative body of American educators. These amendments read as follows:

REPRESENTATION AND VOTING.

Section 1.-Each state and territory shall be entitled to one vote in the meetings of the association, and to one additional vote for each twenty active members, or major fraction thereof, enrolled at the previous annual meeting. These votes shall be cast by delegates elected for the purpose by the several state teachers' associations. In case any state teachers' association shall fail to elect delegates in accordance with the provisions of this section, it shall be the duty of the president of the association to issue a

call for a meeting of the active members from such state in order to elect the delegates to which their state is entitled. Said meeting to be held at the time and place of the meeting of the N. E. A. No person shall be elected as delegate from any state or territory who is not an active member of the National Educational Association. State delegations are empowered to fill vacancies in their number.

Section 2.-It shall be the duty of the secretary of the associa tion to notify the president of each state teachers' association, each year of the number of delegates to which said state is entitled. Delegates shall bear proper credentials addressed to the secretary of the association.

Director Bardeen, of New York, offered the following proposed amendment, which was carried over to be considered at a subsequent session :

That the basis of voting be that recommended by the committee-one member from each state, territory or district, with an additional vote for every twenty who were enrolled at the last meeting of the association. That for the purpose of this meeting, at least, the delegates be elected by the present members of the association from each state, at a meeting to be called by the president of the association.

This latter amendment also should be adopted next year. It means progress in the right direction. When these amendments have once been incorporated in the constitution, the N. E. A. will be a power in the shaping of educational legislation in national and state legislatures.

EDUCATION ACCORDING TO NATURE.

The Wednesday evening session listened to an address by Chancellor W. H. Payne, of the University of Nashville, Tenn. The following is an abstract of it:

There are fads in thinking as well as in acting; and if we define an intellectual fad as a partial and somewhat superficial mode of thought which becomes epidemic, runs its course, and is succeeded by similar phases of thought, we may say that fads are the rungs of a ladder on which thought rises from lower conceptions to higher and thus gains wider and wider horizons for truth.

Education has had and still has its fads, among which may be named "Follow Nature," "Manual Training," "Lancastrianism," and Apperception." On account of its longevity and antiquity, 46 Nature is the most respectable of educational fads, and, through the influence of Rousseau and Spencer, this fiction has become prevalent in modern educational literature.

These writers do not define what they mean by "Nature," but from their use of the term, we may infer that their meaning is this: The material world of matter and force inhabited by uncivilized men (Rousseau); or, in simpler form, experience (Spencer). "Education according to Nature" is education through contact with environment, or through experience with matter and force, as distinguished from education through books, or through human art.

"Follow Nature" can not be an ultimate criterion, for in actual practice there are near limits beyond which experience should not go. A child of tender years may perhaps experiment with a candle flame, boiling water, and hot fire-bars, but not with an open razor; and to decree that our knowledge of science must be gained wholly by experiment is manifestly absurd, an indispensable factor in human progress being capitalization and inheritance. As capneed of leaning on authority becomes greater and greater, and of italized knowledge is increasing in volume from year to year, the reliance on personal experience smaller and smaller. Scholarship is becoming more and more a mastery of books.

The human mind, like other organisms, has its predetermined mode of activity,--this is its nature; and to "Follow Nature," in a psychological sense, is to adapt our instruction to the mind's organic mode of activity. "Naturally," the mind proceeds from whole to parts, from the vague to the definite, and, in infancy, from the concrete to the abstract; and we "Follow Nature" when we present the matter of instruction in such a way that the mind may elaborate its material in this order.

Again we "follow nature" when we devise an education that is wholesome,-tonic, rather than fragmentary or partial. The "trained" horse is an abnormal horse; the "expert," or the "specialist," is but the fraction or fragment of a man; a "trained" teacher has come to mean a young woman capable of doing but one thing well. The tendency of the age is towards specialization, but the need of the age is an education that is catholic and humane; and we need to return to nature in the sense of seeking simplicity and wholeness in human education.

OTHER ADDRESSES.

State Supt. Chas. R. Skinner, of New York, was warmly received. He gave an admirable address upon "The Education of Public Opinion."

Ex governor Northen, of Georgia, "the educational governor of the South as he is called, invited the teachers to the great Cotton States Exposition. He said he was sorry he was not a teacher. The teachers of the South had come because they felt sure of a hearty welcome for, thank God, there were now no sectional differences. The Southerners were in many respects essentially Americans. They had come also because the United States committee of education had said the South showed greater progress in education, in recent years, than any portion of the civilized world. They also came to ask Coloradoans and others in the North

DR. N. C. SCHAEFFER,

State Supt. of Pennsylvania.

to come South and become acquainted with the South, its people and institutions. Mr. Northen wanted every school in the United States to have an exhibit at the exposition at Atlanta, and to have an educational meeting there, where the South would have an opportunity of showing its warm-heartedness.

Upon motion of General Eaton, ex-United States commissioner of education, a resolution was unanimously adopted to send a telegram of greeting to United States Commissioner Harris and Supt. Greenwood, who are in Edinburgh, Scotland.

Thursday, July 11.

"PATRIOTISM AND GOOD CITIZENSHIP."

The symposium of the Thursday morning session had for its subject "The duty and opportunity of the schools in promoting patriotism and good citizenship." Supervisor George H. Martin, of Boston, Mass., was the first speaker, discussing the topic,

"NEW STANDARDS OF PATRIOTIC CITIZENSHIP." He said in substance :

The American idea of patriotism is the outgrowth of centuries of struggle for personal and political freedom. Oppressive forces have been overcome, and oppressive institutions have been overthrown. Men have fought and died to secure and defend what they have called their rights.

So it has come about that our idea of a patriot is of a man with a sword who loves his country and is willing to die for it. All our national songs foster this idea. Recently there has been a great revival of this sentiment. Flags have been placed over the school-houses, and the sons and daughters of the Revolution are organizing. It is important to know what is to become of this sentiment; whether it is to waste itself in after dinner speeches, or devote itself to practical ends. If it is to be made practical, there must be new standards of patriotism. The old patriotism, like the old theology, taught men how to die. The idea that the only field for patriotism to exhibit self is in war or civil convulsion must give way, and we must learn and teach that peace, too, hath her victories.

To get this new idea we must change our view point, and see that an independent nation made up of free and equal people

grown rich and powerful, will not have to meet the old foes, or fight over the old battles. There are new enemies, and there must be new weapons. To educate youth up to the new standard, we must study the historic patriotism to learn the spirit which the public weal. And we must show that whoever exhibits this underlay and prompted the deed-the spirit of sacrifice of self for spirit is a patriot, however retired the situation, or humble the person. Next we must show the new enemies how private vices undermine the public good-how a venal ballot or a corrupt judiciary may undo the work of centuries of struggle for freedom. The perils from these sources may be greater than from foreign

invasion.

The first requirement for the new patriot is sound manhood, personal integrity, righteousness. Independent and self-supporting producers are needed from the top to the bottom of society. There is peril now from both social extremes. The new patriot will recognize the obligations growing out of interdependence. The sense of personal obligation of man to man in business has become blunted. Employers and employees have both abdicated the throne of personal sovereignty and personal responsibility, and have yielded themselves to the tryanny of their respective orders. Hence friction and heat. and much disaster.

Social harmony is essential to the well-being of the state, and the patriotic man will be sympathetic, generous and just. Beyond this the new patriotism will call for active and cheerful participation in public affairs. The obligation of personal service was recognized by the English settlers before and after emigration. The duty to attend to public business and to hold public offices was enforced by penalties. The representative idea has made it easy for men to shirk, to serve by substitutes, and all public administration, especially local administration, has suffered by it. We need a revival of the old sense of personal responsibility. Men need to feel that to vote, to serve on juries, and to hold pubic office at a sacrifice of personal interests, is to-day the highest patriotism. Personal interest and partisan prejudice must both give way to the demand for clean, business-like administration of all public affairs.

"AMERICAN HISTORY A MEANS OF PATRIOTIC TRAINING."

President C. B. Denson, of the North Carolina Teachers' Assembly, Raleigh, N. C., was to have spoken on "The Study of American History as a Training for Good Citizenship." But he could not be present and the venerable Prof. Joseph Baldwin, of the University of Texas, took his place. Dr. Baldwin said among other good things:

"Conduct is the central thought in education. It has been demonstrated that as conduct studies awaken the most brain cells these studies are of the highest importance. For practical good, conduct studies stand at the very head. While the excellent papers were being read this morning I longed for ability to roll back the century for fifty years, so that I might with the sentiment of to day, instill the minds of the young of that day with this latter day patriotism. We are after all these years just beginning to take hold of new principles which shall mold the future into proper channels. We have long been doing culture work in a general way, but it has been on misdirected lines. The first

PROF. JOSEPH BALDWIN, University of Texas,

DR. W. N. HAILMANN, U.S. Supervisor of Indian Education. object of the teacher should be to make good citizens. Good men and women should be the beginning and the end of our school work. Man is but an actor in history. History is a revelation of the conduct of men and therefore must be the central study. In conduct history gives us the best in the individual and the nation. The committee of fifteen of this asscciation did a wise thing in having history, this conduct study, begin down in the kindergarten department. The steeping of the people of an cient times in the heroism of Homer produced a nation of heroes and it will do the same in this later day. The desire comes inevitably to those who study history aright to emulate the examples of history. It is a study full of possibilities unlimited."