come under his control, and if he meets that responsibility as he should, higher honor awaits the office, and great good will come to the schools and to the nation.

An educator who himself has had high honor in various phases of public school work has said, "The Superintendent who conscientiously discharges his duty, taking upon himself the powers delegated to him by the Board of Education, and at the same time coming right alongside the teacher with his warm heart and his enlarged views and his extended experience, ought to be the nearest and dearest friend to the whole American people."

What higher satisfaction can any man have than the knowledge that he has been instrumental in elevating the standard of intelligence and morality, and by his touch with the public in general and the youth of the land in particular, has won the confidence and the esteem of those whom he has endeavored to serve?

Supt. Rupert opened the discussion of the paper: Stanley Hall says "the power of appointment and removal (of teachers) should be in competent and responsible hands," and school boards should be selected at large." Presumably the hands meant are those of the Superintendent. I am not prepared to advocate that, and do not consider it in the line of keeping the schools close to the people. Our legal duties touch this matter at one point only-in granting certificates. If we will not or do not reach it there, we have no other duty in this connection. Where a teacher is a failure, the power of removal is now in our hands, by refusing to certify. We have had a teachers' committee of our Board too short a time to speak of results. While a superintendent may not get every teacher he wants, and will get some he does not want; while wrong promotions are sometimes made, and salaries unsatisfactorily graded; still with a good committee backing the executive officer, you will secure pretty good teaching force. Even if the power of appointment and removal were given to Superintendents, the Board in fixing salaries could freeze out anybody they chose. If you can get Directors to visit schools with you (and that is difficult with busy men), take them first to a very good school, where children are reading after five months' schooling; then go straight to a very poor school, and let them see the contrast between good and poor work. A man who cannot see that,

will not see anything. Supt. Coughlin: Since everything de

pends upon competent teachers, the appointing power must be educated up to the importance of selection with reference to the fundamental principle that the schools are for the children. If all is left in the hands of the Superintendent, everything will depend upon the character of the man, and usually his action will be largely conditioned by the views of those who appoint him. So if reform is to be secured, we must go back at least to the people who elect the Directors. Let any Board of Directors publish to their constituents that they have determined to secure the best teachers, if they have to get them from California, and on that platform they mean to stand or fall—and they will stand. The best schools in the county over whose educational interests I once presided, were in districts where home applicants received no preference except by reason of acknowledged power, ability and character. Many Directors would be glad to get away from the pressure brought upon them; but it takes manhood to stand up against a rule that requires preference to be given to "our own graduates," and to those of '90 over those of 91. If they must be our graduates, at least let us have the best of them. We want to get the people to stand by the Directors who will do what is right. You all know that it is the most progressive Director who is likely to have the hardest struggle to keep his official head on; their opponents call their enlightened liberality a "waste of the people's money" and they are turned down or retained by a small margin. The Superintendent will do better by educating the appointing power than by becoming such himself.

Remember the schools are for the children, and we want them to receive value for every dollar expended, which we cannot get unless we have good teachers.

Principal J. D. Anderson, of Wilkinsburg, was invited to give the experience of his town in this matter. He said: Formerly the Board selected teachers much as the early Romans did their wives; they met, grabbed as many as they wanted, and brought them in. Of course there were failures, who spent one year in the district, when the process was repeated. By way of remedy, a committee of one member from each ward, with the superintendent, were charged with the duty of selecting and reporting upon teachers. We now employ no inexperienced teachers, the salaries are

or make present employers pay more to keep their good teachers. When a teacher applies, we visit her school (our committeemen have come as far as Altoona), and see her work. When we find those for whose work we are willing to be responsible, we report to the Board-the applicant sees none of the Board except the committeemen. That we get better teachers is seen from our having not a single failure this year or last. The year when the committee was first appointed, we reported 7 in order of merit, needing 5 teachers; the Board elected one of our set, and turned down the rest. Next year we refused to serve on the committee unless our recommendation meant something; upon assurance given, we handed in five names, four were elected and one turned down; our four were successful and the fifth was dismissed after two months' trial. The following year and for the last two years the lists prepared by committee were adopted without opposition; and it would hardly be possible to change the sytem now, unless to place the responsibility on still fewer shoulders. In the smaller

districts one man could do it. The Directors should look after the superintendent, and he after the teachers. "Never keep a dog and bark yourself." The School Board should not keep a principal and then do his work themselves.

We

have made another innovation: we base the salaries not on the certificate, nor on experience, nor on the grade in which the teacher is employed-we pay each teacher what we believe that teacher is worth, in whatever grade. No attention is paid to anything but qualificationfriendship, religion and politics are excluded. We are very fortunate in our Directors; four or five of them are college graduates, some have been teachers; they understand their business, and admit no foreign influence. So we get better teachers, and of course better schools and more rapid progress.

Supt. Rupert: Stanley Hall in the Atlantic gives some figures as to the proportion of teachers selected under "improper influences." New England is credited with 9 per cent., New Jersey 33, Delaware 40, Pennsylvania 50. The figures are claimed to be furnished by Superintendents and teachers. If this be true, they are starting on a good line in Wilkinsburg, and we should all try to follow.

are worth is common sense; some primary teachers are worth more than most of those in the grades above them, and are paid less. That is another promising innovation.

Supt. Buehrle: How does Dr. Hall or anybody else get such figures? Who that is here has reported on these questions? [Three hands up.] Only three-that is a small basis to make percentages. This kind of thing is a misrepresentation of our cities as I know them. My experience of educational statistics made in New England is that it is pretty safe to consider them wrong until they are proved. to be right. [Laughter.] There will no doubt be improper influences everywhere until the millennium, but in no such proportion as has been given. Exceptional places may do as Wilkinsburg has done, but it is impracticable in most large towns.

Supt. Morrow: Of course the wide difference in size of cities conditions this question. About the figures: Stanley Hall sent out blanks to all of us, and among the questions was one concerning the improper influences. I suppose he had more than three answers from those present, but not every man cares to hold up his hand and be reported back to his Directors as authority for the 50 per cent. figures. All of us know that corrupt influences are brought to bear upon the selection of teachers. I like to hear Brother Coughlin talk about educating the people; but we have been trying that with regard to intemperance and other vices, and they are with us still. Any man may run for School Director, and if he can get his neighbors to put him in office, by and by a daughter or niece bobs up serenely as an applicant. Other members of the Board have similar interests, and they combine for mutual support, and the "sisters, cousins and aunts" are duly elected; and once in, such Directors and teachers are about as hard to get out as original sin, or at least as the vices I just mentioned. Mr. Anderson's plan can be carried out in a small district, of course, since he has done it; but it would be impossible in a city of four or five hundred teachers, with Directors who look entirely to making political capital.

Supt. Keith: I received the Hall circular, but do not remember filling this blank. The larger your town, the greater the difficulties, as has been well shown.

Dr. Balliet used to say we would always | have with us the poor-teachers. In a small place, with a strong Board, you can weed them out like Prof. Anderson; but in larger towns you will always have some, and can only try to keep the number at the minimum.

Supt. Harman: The Convention has done what I almost did-gone into the question of what powers should be given to the Superintendent. The question is, what are our duties, as now situated? The law of course gives us no right after the certificate is granted, and we can only use our influence with our Boards or committees.

Where our advice is fol

lowed, it is a high honor coupled with a grave responsibility.

The Convention adjourned, to hold the closing session in the parlors of the Logan House at 2 p. m.

FRIDAY AFTERNOON.

WO o'clock found quite a respectable number

number gathered in the parlors. Several members had left, and one or two had come in. In the absence of Supts. Hockenberry and Benson, discussion of

WHAT AND HOW MUCH SHALL BE TAUGHT IN THE PUBLIC SCHOOLS?

was opened by Supt. John C. Kendall, of Homestead. He said:

What and how much should be taught in the Public Schools? is the great school problem of to-day. The ultra-conservative friends of the schools argue against the enrichment of the course of study. The friends of the New Education are liberal in the admission of new studies, and open the doors to all that wish to be admitted. The Committee of Fifteen proposed sixteen branches, including Latin, Algebra, General History and Manual Training. And are we yet ready to stop? I fear not. Other branches are waiting to be admitted, such as Military Science, Patriotism, Agriculture, etc. I do not advocate a narrow course of study; but with twenty-five years' experience in the school-room as teacher and Superintendent, I have learned that my patrons demand that reading, writing, arithmetic, and spelling be well taughtlet me add, better taught than in my early years as teacher, or in my pupil school days. The business world in all its varied phases demands a knowledge of the abovenamed branches. Are they well taught? I fear not in the New Education. The pupil is supposed to be thirteen or fourteen years old when he finishes the course pro

The greatest factor in the school is interest, and the teacher who can create interest is the ideal teacher. Without interest the school is negative in its operations.

Observation is the basis of all knowledge; this being true, nothing can take the place of nature study, at least in the pupil's earlier school years. Teach the pupil the beauties of nature study when he enters school, and lead him step by step until he becomes enraptured by that which God designed for his use and pleasure. He will have higher ideals, and will be a friend and protector to all animal life, even the meanest worm that crawls beneath his feet. Is it a wonder that so many of our writers of poetry and prose have selected themes from nature? If it was an inspiration to them, have we a right to withhold its benefits from the child? Surely not. Geography, language, spelling, and history, are enriched by it; but its greatest value lies in forming correct reading habits. Every teacher should ask himself, Do I so teach that my pupils acquire a love of reading that which will make them intelligent men and women?

Another study that should be early introduced is elementary history. Pupils may use the simple text in the third year of school, if able to read in a Third Reader. The text should be easy of comprehension and based on biography. Children love to read the deeds of heroes and great men. They will repeat these to their parents, and you will surely have the parents' approbation for teaching it.

For the first three years geography should be taught in connection with nature study. About the tenth year the pupil is prepared to use the Elementary Geography, and with this knowledge of elementary science and history can do effective work. He should be taught to make and use good relief maps (putty and pulp, etc.), to readily sketch the maps under discussion, and read or have read to him some good book pertaining to the geography under discussion.

Supt. Gotwals: Seeing how new things are pressed upon us, the question should rather read, What shall we not teach in the public schools? Already crowded for time and scarcely able to give proper attention to what we have, hardly able to spare ten minutes a day to a physical culture teacher, how shall we get in

more? Extra branches mean further division of time, at the expense of the branches required by law. Much attention should be given to reading, especially in the lower grades. We were rather weak in spelling, but are improving now. We are considering whether to put algebra into the eighth year, but will not have geometry below the high school. Next to reading, it is necessary to send out the pupils who leave school early with the ability to use numbers rapidly and correctly.

Supt. Buehrle: What is on the certificate must be taught- the rest goes in as padding, by injection, combination, correlation, or what not. There are several questions worth thinking about. Earle Earle time to stop teaching spelling." In 1875 Dr. March advocated a reform in spelling before the State Association, to save useless labor. Spelling and pronunciation are getting further apart every year. If anything is to be If anything is to be done to help us, it must come from the teachers and superintendents. Are we doing it? Another question-Is it wise to require all the grammar schools in a city to pursue a uniform course? Could we adapt one school to those who will prepare for college, another for business? Should we not begin languages earlier? Are the Committee of Fifteen right on the earlier introduction of algebra? By differentiating the grammar schools as suggested, parents could have the option of starting their children earlier on the lines they wish them to follow.

Mr. J. D. Pyott: I trust, gentlemen, that you will do nothing to place additional stress on the abomination called English spelling. Why must our children be punished as we have been, in wearily acquiring a knowledge that is not worth having, and which will be worse than useless when the reform comes that must come by and by? I remember the caustic criticism of Dr. Haldeman, who will be conceded to be authority, upon those who think reform would involve loss in the direction of etymology. If he did not know, who does? The reform is coming-slowly, to be sure, but surely, despite the "back-number" conservatives, who forgot that the English spelling of a couple of centuries back is almost untranslatable now, as ours will be a century or two hence. The "five rules" are a short step in advance-can we not agree upon so much?

Supt. Buehrle: It is true there is not, and has not been for generations, any standard of English spelling-it is a mistake to teach people to the contrary.

Prof. Fisher: One of our merchants advertised for a shipping clerk. He had 228 applicants for the place, only five of which were considered, and the one selected owed his good fortune to his accurate spelling. In about 100 cases the spelling was as poor as I ever saw. We are not likely to suffer from too much spelling in that district. As to the higher course, it should be shaped with reference to the environment, and not mechanically uniform all over the State. But down at the foundation let us teach our pupils to spell, read and write well-don't hurry about the ciphering, which will take care of itself by and by. About the nature study, I think you will find by watching some of the so-called "experts,' more or less clap-trap and humbug masquerading under that name.

RESOLUTIONS.

The Committee on Resolutions made their report, which was adopted as read:

Resolved, That the thanks of this convention are due and they are hereby tendered to the Board of School Directors of the city of Altoona, for their cordial reception of us and the generous provision made for our place of meeting and entertainment.

Resolved, That our thanks are due and are hereby expressed to the local press for the full reports made of the proceedings of our convention, and to The Pennsylvania School Journal

for interest manifested to obtain full and accurate reports for publication in its columns.

Resolved, That this convention heartily recommends to teachers, directors and other friends of education to organize in such manner as shall promote wise and prevent unwise legislation pertaining to or affecting the public schools.

Resolved, That this convention recommends the more general study of nature as a subject of instruction in the public schools.

Resolved, That this convention earnestly recommends the enacting of such laws as may be necessary to enable boards of directors to establish manual training schools.

Resolved, That the State Superintendent of Public Instruction appoint two persons in each legislative district in the commonwealth, one as secretary, the other chairman; these two persons to select three others, to serve with them as a legislative committee, whose duty it shall be to promote wise legislation, to exercise a potent influence against the passage of unwise laws and otherwise co-operate with the central State committees to further educational interests.

On motion of Supt. Keith, it was agreed that where local committees on

legislation have already been appointed, such action be ratified.

SPELLING REFORM.

Supt. Buehrle moved the adoption of the following resolution:

Resolved, That it is the sense of this Association that every effort should be made to bring into more general use the spelling of words according to the five rules recommended by the American Philological Association, and that we suggest to all publishers of dictionaries the giving of alternative spellings in accordance herewith.

Supt. Keith: That is right; let us have a dictionary with a choice of spellings.

Mr. Pyott: Give us that, and in 25 years only antiquarians will know there ever was such disgusting spelling as ours.

Dr. Schaeffer: There is something in that, and the argument in favor of phonetic spelling is sound. I have no quarrel with these gentlemen's theory, but I do not see the way to reach the practice for a while yet. The double-spelling dictionary would take us there, but who will publish it?

Supt. Rupert: It seems to me the position of the spelling reform gentlemen is impregnable; what they ask ought to be done, and we ought to give it our recommendation.

The resolution was then adopted.

After some discussion, the next executive committee were instructed to prepare the usual two days programme for next meeting.

Dr. Schaeffer collected the opinions of the Superintendents relative to calling a convention of city and county officers next year. He had not decided either way, and would give timely notice if the body was to assemble.

The convention then adjourned to meet at the call of the Executive Committee. The members and visitors in attendance were the following:

Superintendents: John Morrow, Allegheny; D. S. Keith, Altoona; J. M. Reed, Beaver Falls; John S. Keefer, Braddock; Ebenezer Mackey, Butler; N. P. Kinsley, Franklin; David A. Harman, Hazleton; John C. Kendall, Homestead; William M. Benson, Huntingdon; R. K. Buehrle, Lancaster; John A. Robb, Lock Haven; H. H. Weber, Middletown; Lewis A. Beardsley, Milton; Samuel H. Dean, Mount Carmel; J. B. Richey, New Brighton; Thomas F. Kane, New Castle; Joseph K. Gotwals, Norristown; George J. Luckey, Pittsburg; William W. Rupert, Pottstown; William F. Harpel, Shamokin: L. E. McGinnes, Steelton; C. E. Kauffman, Tyrone; Addison Jones, West Chester; Jas. M. Coughlin, Wilkes-Barre; Samuel Transeau, Williamsport.

Visitors: Rev. J. H. McGarrah, Altoona; Principal F. H. Shaw, Greensburg; Mr. John Kinsell, Altoona; Prof. John H. Cessna, Logan township, Blair county; Prof. Wood, Altoona High School; Messrs. Samuel Andrews and J.M. Logan, Pittsburg; Principal Archibald Powell, Latrobe; Principal J. D. Anderson, Wilkinsburg.

ARBOR DAY PROCLAMATION.

In the name and by the authority of the Commonwealth of Pennsylvania:

A PROCLAMATION.

The General Assembly by Joint Resolution, approved March 17, 1885, and again by Resoluiion approved March 30, 1887, requested the Governor of this Commonwealth to appoint annually a day to be designated as "Arbor Day," and to recommend by Proclamation to the people on the day named the planting of trees and shrubbery in public school grounds and along the public highways throughout the State.

Although Pennsylvania was once wholly covered with a dense growth of valuable timber, to day scarcely one fourth of that area remains, and the supply has fallen off to such an extent that the Commonwealth is unable to produce the timber required for its own inhabitants.

Of the regions which, when timbered, were a source of wealth to their owners and to the State, not less than two million five hundred thousand acres are unfit for agricultnral purpo

ses.

Most of this vast area has little or no min

eral wealth, and is now an unsightly and practically abandoned territory. Fires sweep over it year after year, destroying the younger growth and burning out the fertility of the soil, and this vast territory is passing into the condition of a desert, becoming poorer each successive year. It is not only possible, but practicable, to restore the forests upon these desert wastes, which would be producing a crop of great value to our State, and would also restore to our rivers and streams the beneficial influences of the forests.

As it was once a necessity to remove trees in order to obtain ground to plant grain, and for other purposes of civilization, it appears that this necessity produced a tree-destroying habit, which should be counteracted as speedily as possible.

This is the first generation in the Commonwealth ever brought face to face with the dangers and disasters of a timberless country. To change the current of national thought from the tree-destroying to the tree-protecting policy, to add to the beauty of our mountains and valleys, to ornament the grounds of our free schools and other public institutions, to add comfort to the traveler upon our public highways, to preserve