one-half to three-fourths of the entire body. Sporadic efforts are generally short-lived. Enthusiasm is contagious, but it is not equal to well-directed, persistent discipline. A disciplined mind counts everywhere.

If the superintendent of a system of schools, or the principal of a school, is studiously inclined, the teachers, as a body, can be put in the right attitude toward professional advancement. The superintendent or principal must be a leader-one who can persuade others to enlist under his banner. The organization of the workers first into a compact body, those who really mean to improve, will produce a marked effect on the laggards.

I have made it a point, whenever I have read a new book, or an old one, that I found to be helpful, to call the attention of principals and teachers to it publicly, and to speak briefly of the leading thoughts it presented. In all that is done, the taste of each individual must, to some extent, be consulted. He should be urged to go out and browse in such pastures as seem most inviting to him. Next to one's professional reading, after thoroly informing himself in regard to the subject-matter which must be taught and its connection with other related subjects, he should study most thoroly the principles of education and the history of the processes by which each mind. made its discoveries. To secure the best results, each one should pursue some subjects that are quite remote from his daily routine of work. The mind that is not continually making some new acquisitions is decreasing in power as well as in mental alertness.

To keep all the teachers of a corps growing in knowledge as well as in efficiency is one of the most urgent unsolved educational problems in our country at this time, and I trust some practical scheme will be presented at an early date in which this subject will receive the treatment its importance demands.

Memorial Addresses

Newton Bateman

BY NEWTON C. DOUGHERTY

Newton Bateman, LL.D., was born in Fairfield, N. J., July 27, 1822. He was of mixed English and Scotch descent. His parents removed to Illinois in 1833. His school opportunities in early life were limited, and the thoro college training which he finally acquired was secured by an energy and perseverance not often witnessed. In the year 1843 he was graduated from Illinois College, having supported himself by his own labor. By reason of failing health, he withdrew from Lane Theological Seminary, which he had entered to prepare for the ministry. He traveled for a year, and then entered upon the work of teaching in St. Louis. In 1851 he became the principal of the first public high school in the Northwest-at Jacksonville, Ill. In 1858 he was elected state superintendent of public instruction for Illinois. This office he filled for fourteen years with distinguished success, beginning in 1859 and ending in 1875. This service was continuous, with the exception of 1863-64. He accepted the presidency of Knox College in 1875, which position he held until 1893, when, on account of failing health, he tendered his resignation. Dr. Bateman never enjoyed sturdy health. Delicate from birth, he was enfeebled by the severe experience thru which he passed during his college course, and by the hard mental labor he performed in succeeding years. He died of heart disease at Galesburg, October 21, 1897, loved by the great state of Illinois, which had learned to admire the man and appreciate his work. Such, in brief, is the biography of the man who in a wonderful way influenced the educational history of the past century.

The contribution that men make to the progress of humanity depends not only upon the ability and devotion of the man himself, but also upon the circumstances in which he is placed. The history of the world is marked by significant epochs, decisive crises. If the right work is done at such times, then follows great prosperity or happiness to the individual or the state; if the right work is not done, the progress of the individual or the state is hindered. Newton Bateman lived at such a time in the educational history of the Northwest. It was a time demanding energetic service of a special kind. Dr. Bateman performed precisely the work which the emergency demanded, and the splendid school systems of the Northwest, with their high schools and state universities, are in large part the result of that work. The people who settled the central states were a people who placed culture and enlightenment above material prosperity. They were broad-minded, far-seeing people. They were well informed of the world's best thought and achievement. They wished to secure for their children the highest results of scholarship. They believed that an enlightened public sentiment gave a security beyond the law and above the law. These people came from New England, from the middle states, and from the border states of the south. They were united upon the needs of education, but they differed as to how it should be secured. The men from New England and the middle states at once, if not by state law, then by special charter, established colleges, academies. and free elementary schools; the men from the South established colleges, academies, and elementary schools, but these schools not at public expense. These men from Virginia, Tennessee, and Kentucky believed a free school to weaken the responsibility of the parent, and they opposed all state laws looking to the establishment of free public schools. They were willing to charter colleges and academies in as great numbers as asked for, and in

1858 Illinois had chartered more than two hundred degree-conferring institutions. In the year 1825, seven years after the organization of the state, a law was passed in Illinois which provided for both state and local taxation for the maintenance of public free schools. But the people who came from south of the Ohio were in the majority, and in 1827 the law was virtually repealed. The public disapproval of the proposition for a free school law was so strong that it required thirty years to overcome it. The state was opposed to all paternalism and believed in individual effort only. Not until after Dr. Bateman began his work at Jacksonville was a free school law enacted in Illinois which became really effective.

But a point had been reached at which the advocates of popular education were not satisfied with the mere enactment of a free school law. Other objects were pushed. Other demands were made upon the state. Massachusetts had established a school for the training of teachers, in 1839-the first public normal school in the United States. Other states had fallen into line. The Massachusetts idea began to gain a foothold in Illinois. Horace Mann visited the state and gave strong lectures upon normal schools. Energetic men were pleading for a normal school in Illinois. If normal schools were good for the Atlantic seacoast, they would be good for the western prairie; and educational men were determined that Illinois should head the western procession.

But the progressive men of the state were not content with a school for the training of teachers only. Dr. Bateman and others felt the influence of the University of Michigan, and they insisted that Illinois should have a university which should impart all forms of higher instruction at the expense of the state. But it must be remembered that all this while the great mass of voters of Illinois were by no means included among the advocates of these new educational measures. Many looked upon them with indifference, and a large majority of the citizens of Illinois were opposed to them. Such was the condition of things in Illinois when Dr. Bateman was called to the superintendency-of public instruction. Crude ideas prevailed among the friends of education. Indistinct notions were entertained by those who were most ardent in support of the new ideas. The whole condition of the educational movement was chaotic. It is not strange that men differed in their opinions. They were anxious for the advance into unknown territory. Only a few normal schools were in existence, and only one state university had attracted public attention. The educational leaders of Illinois, therefore, had little to pattern after in their ideals of such institutions.

The condition of Illinois education, when Dr. Bateman assumed the duties of his office, may be compared to the condition of the American republic while the struggle for independence was going on. At that time we know there was much patriotism; there was willingness to sacrifice for the good of the country. But just what kind of a country it was to be; what forms its institutions were to take; whether there was to be a strong central government or only a weak combination of independent powers; whether the chief magistrate was to be a president or a king; whether he was to hold office for life or a limited number of years, were questions that no one could confidently answer. It was the mission of George Washington, by his wisdom, his unselfish devotion, and his energetic action, to solve the problems and to give the new nation a dignified position among the nations of the world. In times of doubt and uncertainty and great difficulties, what is most needed is an honest, pure, and powerful personality—a man who has the wisdom to see that which shall be for the greatest good and the persistent determination to secure it. Principles are mighty; political and civil institutions of the right sort are good in their influence; but a mighty personality, a man endowed with honesty and wisdom, is ever mightier than principle-is, in fact, the pivot on which God revolves humanity. Such a personality was Dr. Bateman. His keen intellectual powers, his ability to grasp the problem which confronted him, his tenacity of purpose, his power as a public speaker, his mastery of the English language, made him the leader of the hour. Difficulties had for him The purposes which dominated his soul were of the highest ideals. It was

no terrors.

not for the sake of wealth, not for the sake of public position, that he toiled. His soul was stirred by lofty ideals which would help to uplift his fellow-men. He entered upon his duties determined to enlarge the promises of the law for free elementary schools, to strengthen the normal school, to put secondary education upon a more stable basis, and to secure a state university; and all of these objects he accomplished in his fourteen years of service. He announced his platform to be: the right of the child to an education, and the duty of the state to secure him that right. He knew that the children of the state needed the right kind of schooling. He knew that under the law of 1855 this could not be secured. He saw that change must be made in that law in order that schooling should be universally enjoyed. He knew that among the lowliest in the social scale were men and women who, if the opportunity were offered to them, would make themselves fit for the noblest service to the state and to their fellows. And he resolved that the law should be amended so that the opportunity should be so offered, and it was.

Dr. Bateman became principal of the first high school in the West in 1851. It was located at Jacksonville, then a village of less than ten thousand people. He saw the need of the high school, not only to connect the elementary schools with the college, but also to strengthen the elementary schools. Thru his influence the Peoria High School was organized in 1855, and the Chicago High School in 1856. From these three centers the free public high school began to spread and take root, not only in Illinois, but also in the adjacent states of Ohio, Indiana, Michigan, and Wisconsin.

When Dr. Bateman became state superintendent, one of his great objects was to convert the so-called colleges and academies which had been chartered by the state, into high schools. By public address, by correspondence, by all the influence he could bring to bear upon the legislature, he kept the subject of high schools before the people constantly. The result was that, before he retired from the office of state superintendent, the public high school had become, not only a part of the system of public schools in Illinois, but also in almost every state in the Union. To Newton Bateman more than to all others we owe the present Americon system of high-school secondary education. His genial temperament, his kindly good will, his warm sympathy, opened to him the hearts of the teachers of Illinois, and all recognized him by divine right the leader of the educational army.

We shall never forget his last address to the State Association, in which he portrayed the noble qualities of body, intellect, and heart which the coming teacher should possess. We quote:

Through costly experiments, splendid failures, and baffled hopes, we make our way toward the Augustan age. As the Israelite awaits the readvent of the lost glory of his race, the Christian the dawn of the millennial day, and the millions the coming of that good time when the earth shall be greener and the skies brighter; so we believe in the sure coming of the golden age of schools and teachers. But for this inspiring hope, this vague but inextinguishable faith and longing for something worthier and better, who of us would not at times be ready to drop the oar and in hopelessness to drift any whither— any whither? In the rapt visions that come to me, as they come to all, I sometimes seem to see the apocalyptic gate swing open, and far down the aisles of the future, brightly revealed in the soft clear light, there stands the incarnate idea of the coming teacher.

Tra G. boitt

BY CHARLES C. VAN LIEW

The passing of Dr. Ira G. Hoitt means the loss to California of one of her most earnest workers in the cause of education. Dr. Hoitt was thoroly imbued with a sense of the importance of sound and high training for the youth of our land, and he gave himself masterfully to this cause from the time when, as a young man, he deliberately and thoughtfully made teaching his life-work, almost to the day of his death.

Dr. Ira G. Hoitt was a native of New Hampshire, born in Lee, July 23, 1833. He

fitted for college at Phillips Exeter Academy, completing in three years the work laid out for a five-year course. He then entered the sophomore class at Dartmouth College in 1857, and graduated in 1860. During the next four years he was principal of various high schools in Massachusetts, finally leaving the Boston English High School in 1864,to go to California.

On arrival in San Francisco he became at once identified with the school work there, officiating for a short time as vice-principal, and within a year receiving the appointment to the principalship of the New Lincoln Grammar School, at that time the largest school for boys on the Pacific coast. His unflagging energy and his introduction of fresh spirit and progressive ideas of method brought this school up to a very high standard. Among other achievements, he raised the money for a well-equipped library, the first established in San Francisco, and instituted the Lincoln School Medal Fund, which is still in operation. In 1880 he was elected from San Francisco to the general assembly for two years, and as chairman of the committee on education did much to improve the school laws. In 1884 he was elected to the San Francisco Board of Education, and served two terms as president of that body; in this capacity he was ever the steadfast friend of teachers, instrumental in improving their condition both as regards salary and tenure of office.

In 1886 he became superintendent of public instruction of California, and for four years he put into the duties of that office a spirit and zeal that gave a strong impulse to all state educational work. The amount of school tax was materially increased thru his efforts. His own intense patriotism was one of the ideals which became manifest in all of his institute work and school inspection.

In 1887 the legislature appointed him a delegate to the National Educational Association at Chicago, where he presented a joint resolution of the state legislature of Cali fornia, inviting the Association to hold its session of 1888 in San Francisco. That invitation was accepted, and Dr. Hoitt was made president of the local committee to arrange for their coming and entertainment. Those who were present at that meeting will recall the large hearted hospitality which characterized its management. During the sessions, Dr. Hoitt was elected a member of this National Council of Education. In 1892 Dartmouth College bestowed upon him the honorary degree of Ph.D.

Dr. Hoitt's genial ways, his engaging personality, and his ever-ready words of encouragement endeared him strongly to teachers thruout the state.. His high ideals of professional honor and professional courtesy were always an inspiration to younger teachers. On retiring from the office of state superintendent, he established at Burlingame, near San Francisco, a preparatory school for boys, which, up to within a year of his death, received his utmost devotion and professional skill. In 1899 a fire which destroyed his school buildings left him the victim of a shock from which he never quite recovered. He continued his work, however, until 1904, when failing health obliged him to give up all active duties. On February 19, 1905, he passed on.

Few men have done their life-work more thoroly, more persistently, than Dr. Hoitt. He never contemplated failure, but brought the full strength of great energy to bear upon every undertaking in which he was engaged. Since his death hundreds of tributes of respect and affection, offered by former pupils, some of whom are now old and grayhaired, stand as the best testimony of the character of the man and of the man's work. His last words, when the touch of death was upon him, were: "I must go to school."

borace Sumner Tarbell

BY WALTER BALLOU JACOBS

Horace Sumner Tarbell, was born August 19, 1838. The place of his birth and the home of his youth was among the picturesque scenes of the Green Mountains of Vermont. He was a Green Mountain boy, and the son of a Methodist preacher. These two facts