kind against wrong and oppression, against the legitimate outcome of ignorance, and the pride of place and power. But education is a cheaper defence than an army. With all respect to the brave soldier and patriot, Gen. Gobin, we beg leave to take the side of the pen, with Dr. Stewart in the debate, and to represent that you see here gathered the army educational, whose members haye pitched their tents for a brief period, to review the achievements of the past for truth and for the emancipation of the public mind from the bonds of ignorance, and to consult together how more effectively to raise up a more sure defence for the State than any army can form.

You are well aware how large a place the study of nature is occupying in elementary education at the present day. Passing by the physical benefit to be derived from such a place of meeting, the refreshing and soothing effect of invigorating breezes, peaceful quiet, and pure air, on the tired minds and still more tired bodies of such of us as have come from the recent turmoil and bustle attendant on commencements and the closing of the schools; passing all this by, I say, is there not also something appropriate in the fact that we who are trying to lead the young to admire and study nature should nestle here, so near to the very heart of nature? In so doing we may verily "find books in the running brooks," and sermons in stones," inspiration in the very rustling of the leaves overhead, and a sense of freedom to which not only the body responds, but also the mind in clearer, more expansive thought.

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But indeed this time and this place suggest rest and recreation, "high living and plain thinking." rather than the opposite. I am of opinion that a little attic room and the quiet hours of the night when the narrow circle illuminated by the midnight oil conduced to concentration of thought were the place and the time where Plato spun those grand philosophical theories which he afterward laid so lucidly before his disciples. How is it, teachers? Do you do your best thinking before your classes? How is it, ministers and lawyers? How long could you continue to write eloquent sermons and convincing pleas were you to rest continually in such a spot as this, or on the shore of old ocean, with the Fourth of July thirty-six hours or SO away, the thermometer above summer heat, and the birds singing in the branches?

So

I am well aware of the fact, and I would have you aware of it, too, Mr. President, that the excellent pieces on this programme were not prepared in haste, or in such a spot as this "Houck's bower," we may call it -or in summer weather.

For your most cordial welcome to this place and these exercises we thank you, for we know that here there is in store for ns a veritable feast of reason and flow of soul, with a generous share of material things

well prepared, and wine on the lees thrown in "to boot."

It might be indelicate on my part, before this company of most proper bachelors and maidens, to allude to the fact that Mt. Gretna is nearer being a Gretna Green for school teachers than any other place that I know of in Pennsylvania; and now's your chance, ye lads and lassies, to circumvent all such outrageous Boards of School Directors as that of West Chester. Have you heard what the directors did down there not long ago? "For shame!" cry all the ladies who know of it.

From the good things which the programme leads us to anticipate I, for one, shall no longer detain you. From them we shall find food to busy our thoughts for a year to come. When these thoughts have germinated in your minds, and grown into practice, what a harvest will be reaped in the improved condition of the schools all over the State! In the name of all here present, I would reiterate our appreciation of your hearty welcome to Mt. Gretna!

Prof. NOETLING, of Bloomsburg Normal School, was called for and spoke as follows:

I came here full of fire, but last night's frost froze me through, and I am not thawed out yet. However, being called on as usual to speak when no one else can be found, I will say a word. The General's contrast impressed me greatly. It is one thing to establish or hold together institutions by force of arms, but another to maintain them by peaceful means. The soldiers did their part, and made Gettysburg and other fields historic in settling one point in free institutions; but to keep them alive and pure enough to be permanent, is the work of the teachers more than of any other class. The schools must make the citizens. How are they doing it? Much good work has been done-we will hear all about it on the Fourth of July-but there is another side to the picture, and it is wise to consider both sides, and I will give my few minutes to noting a weakness or two that call for improvement.

One thing-we want the schools divorced from politics. The schools cannot be what they ought where directors are elected for partisan reasons, and appointments made on the same basis. This is a serious hindrance, and sometimes leads to absurd as well as vicious results-as where a Board had not a single member qualified to act as secretary. What shall we do about it?

There is room for improvement in the selection of teachers. On every side we hear of persons chosen for reasons other than merit. This would be improved by choosing better Directors on a non-political basis.

Many teachers are not as well qualified as they should be. A large majority of those who are training immortal souls in the schools of Pennsylvania, have themselves no training whatever, and little or no knowl

edge of the laws of mind. I hope this does not hit anybody here present-likely not, as that class does not attend these meetings. The remedy here is largely in the hands of superintendents, if they have the nerve to apply it. They have the power to weed out the incompetents, if they will exercise it.

It is to be remembered that the schools cannot be lifted much higher than the people want them. How shall we reach the people? Something can be done by discussion at local meetings; but we can make public sentiment in no surer way than by strong, live teaching-less book grind, more real training. We give too much attention to matters of mere grading, machinery, and too little to the content. We are told that short terms and poor pay make poor teachers, and no doubt there is truth in it but would not the rule work the other way? would not better teaching bring longer term and larger salary? You ask again, what are we going to do about it? I do not know we are here to find out.

The President said the frost had not nipped Prof. Noetling's brains.

On motion of Dr. G. W. Hull, the thanks of the Association were tendered to the teachers of Lebanon County for the beautiful badges of membership provided by them as a mark of appreciation of our coming among them.

Miss AMANDA STOUT, of Reading, then read the following paper on

PHYSICAL CULTURE AND PHYSICAL TRAIN

ING IN THE PUBLIC SCHOOLS.

Education, of the present day, calls for the systematic and equal development of head, hand and heart. Nature demands activity of the entire person, muscular, mental and spiritual. The soundest mind, the purest emotions, can find expression only in the strong, healthy and naturally developed body. There are three special objects in physical training-health, strength and grace. The object of physical training should not be so much with a view to muscular development as to muscular strength and muscular health. The work should be of such a nature as will appeal to the sense of the beautiful, combining both strength and freedom of movement.

The question of the day is, "What system promises the greatest practical results?" There is a great variety of systems from which to select, but our choice should be that system which can be taken regularly, requires the least expenditure of time and nervous force, and is adapted in all its phases to public school purposes. The work must be such as can be done by the pupils in the school-room within the limited space and time. Remaining in a sitting posture for hours, as the child is compelled to do from its sixth year, has a great influence, especially on the organs of breathing and

the circulation, The exercises most beneficial for children are those which promote their growth and general development, and which counteract the detrimental influences of the school-room. They should be conducted in a systematic, orderly manner, so as not to create confusion among the pupils. A school should be more orderly after the exercise than before.

If a child learns to sit and walk correctly, and does this day after day during the years he spends at school, the habit will be formed for all his life. Observe the majority of the pupils as they leave our colleges and seminaries, and you will see that with many of them the head seems running away with the body, not because the head is so large, but because the body is so small:

Teachers should recognize the responsibility for the physical as well as the intellectual development of the children under their care. To be successful, you must arouse interest in the children, as "interest is essential to success." It should be determined exactly what can be done for each grade and sex. There should be a pedagogcal rule plainly in view, that every grade must have exercises which distinctly belong to it, and that new movements are built up upon what scholars have already learned. In every school, no matter how limited the space and time, such exercises as relaxing, stretching, foot extension, chest expansion, etc., can be practiced with beneficial results, and instead of losing time we gain time. Military tactics will also facilitate school work, but as soon as "military tactics" is mentioned, we hear people ridicule it. Their idea of this line of work is the marching of soldiers to war, the rattling of musketry, and the planting of cannon. This is a mistaken idea, as only the elementary steps of military training should be taught in public schools, for the following reasons:

1. They require no apparatus and can be taken by the pupils at any time and in almost any place.

2. They will in many ways improve the discipline of the school, and enable the teacher to move his or her pupils most systematically.

3. They are the best extension exercises known, because they tend to bring about a finer bearing and a greater strength than can be produced in any other way.

A

As a matter of course, in school work only the fundamental steps in military training can be employed. The work must begin in a primary sense just as in other branches of instruction. First in importance in this line of work I would place posture. child must first learn to stand with his body erect before he can learn to walk properly, which is one of the accomplishments. With proper posture, follow in regular order the exercises of facing, turning, marking time and marching, single and double. These exercises will aid school work in the following ways-calling and dismissing

classes, leaving and returning to the room at recess, and the dismissal of pupils. There will be no loitering in the hallways and around the building. This is fundamental, but it should form a part of physical culture, not so much for usefulness, as for the influence it will have to mould the child with respect to discipline and patriotism.

The best extension exercises that can be arranged, are those based on the exercises of the soldier, and in this I think the "Preece System" excels every other. While it is a system complete in every department, being better adapted to school work than any other system known and having its department of Aesthetic Culture unequaled by any other, yet, at the same time, it is based on the laws of health and will always bring desired results.

In our city, we have had Physical Culture exercises, in a systematic way, for but one year. They were a source of pleasure as well as of great benefit to both teacher and pupils, and among the many good results derived, I may mention the following:

1. Discipline was improved.

2. School-life was rendered more pleasant for teacher and pupils, and the attendance consequently improved.

3. The relaxing exercises had a tendency to make pupils brighter, more attentive, and ready to take up new work; and teachers were not compelled to be constantly "nagging" at the children.

Physical Culture exercises should form a part of the curriculum in every school, and our State Legislature should pass a law making it compulsory, the same as other common school branches.

The supreme end of all education, the training of the moral power in man, the ability to seek the right and to do the right, depends to a large extent upon the healthy action of the bodily powers. The most aspiring spirit will fail to realize in life its loftiest imaginings and its sincerest purposes, if it does not have the co-operation of a strong, well-trained body.

What will a good system of physical culture and military training do for you? It will lighten your school duties and make happier boys and girls, who will grow up and become better men and women. It will renew your youth, and give you the elixir of life. It will teach you vital economy, so that you need not become tired. It will teach you how to stand and walk. It will teach you how to breathe and to go up and down stairs correctly. It will prevent your becomingbent and rigid, and enable you to retain your muscular activity. In short, it will give you a new lease of life.

Prof. Donald, Pine Grove: Physical development is one of the most important questions before us. The body is the casket containing the jewel, and upon its symmetrical development depends much of our success. Military training fur

nishes the best system, and the time is at hand when the State will demand that her youth be prepared in her schools to defend their liberty. Military tactics in school need not imply that we want war; but if we had had it before 1860, thousands of lives would have been saved, that were lost while our youth were being trained to arms. We should at least give them the straw to make brick of. The National Guard is a valuable police force; its existence helps to maintain order, and it is well to have everybody know there is a power behind the throne. Boys should be taught marching at least in school; and it would do no harm to teach them how to handle sword and musket.

Prof. W. W. Deatrick, of the Kutztown Normal School, was impressed by a traveling bird show with the effect of education on the brain of these little animals. If so much can be done with them, what may not be expected in human culture? A study which has come into prominence in late years emphasizes the importance of the law of associated facts in training the mind. We should remember this all along the line of physical, mental, and moral developIn this view physical culture is an important means of training the moral nature. The habit of prompt obedience to command in military drill is certainly useful.

ment.

Mrs. Louisa Preece, Minneapolis: It is positively painful to see the people crawling up these hills. Straighten yourselves, you who are teachers, and the example will straighten your pupils-and as you have just heard, the mind and body will straighten together. You are not worthy the name of teacher if you do not stand and walk straight, and send out the children walking erect and standing firm.

Supt. E. Mackey, Butler: Why should the sentiment of patriotism gather about military instruction? We are told such teaching is a necessity, or will be in the near future that does not seem certain. Is there not great danger in teaching children to use sword and gun, unless we are sure we give them the true spirit of patriotism at the same time?—unless we know whether they will use the weapons on the right side? Had we not better try to develop the altruistic ideal than the military, and is not that the road to a higher patriotism?

Supt. Farquhar : I recognize the benefit of physical training. Singing in time

is useful; marching to command trains to obedience; but there is danger of elevating into an end what should be only a means. Military training may be legitimate within proper bounds; but after all, a free run in the open air is more natural and better than any systematic drill. Erect and graceful carriage is all very well; but our parents and grandparents lived long, useful, peaceful, quiet lives, without ever hearing of all these new-fangled latter-day methods and "systems." Let us go slow -give us time-take a rest after dinnerand life will be easier and pleasanter, and probably longer, too. Military drill is likely to run into extremes, and do more harm than good. The idea of preparing to defend, kept in the front, is not far from the disposition to make war. Let us not make the physical an end; the brain is the castle of the eternal part of man, and has often reached grand development even in an inferior body. We should give most attention to the most important thing-an honest, godly life.

Prof. A. F. K. Krout, Philadelphia: In our city physical training has taken hold everywhere, and we think it has come to stay. Not only do we have physical exercises in all schools and some military movements, but the young people's societies, Sunday-schools and churches have taken it up, and are organizing into companies, regiments and even "brigades"-some using the manual of arms. Why? One object is to give moral culture, and along with these organizations goes prohibition of drink and tobacco. This kind of training is promotive of good citizenship, and it would be proper for the State to require such work in her schools.

Prof. H. E. Gehman, Ephrata: Everybody believes in having the body properly taken care of, but not everybody believes in military training, either as the best means of physical development or as a safeguard of the nation. The great warlike nations that ruled the world for awhile, but have disappeared forever, reached their highest military development after they had passed their prime and were verging toward their fall. The honesty and uprightness of a people is the best national safeguard, and not the military spirit or military training. Our line of teaching should be, that not might but right should and will triumph.

Discussion closed here, and Association adjourned to afternoon session.

TUESDAY AFTERNOON.

BY opening time a large audience had

gathered in the Auditorium. The Chair was filled by Vice President HARMAN while President JEFFERS delivered his

INAUGURAL ADDRESS.

"To elevate the profession of teaching and to promote the cause of education in Pennsylvania," says the preamble of our Constitution, is the aim of our Association. What time this address subtracts from the few hours that are set apart for this meeting will be given to enforcing in the plainest way four very practical duties of the teacher. which bear upon this double object:

I. To lay the foundation of the highest mental structure, and at the same time of the finest character, by training every pupil to be intellectually independent, self-reliant, honest. No one denies that to compel every child to begin where the human race began, and work his way through every principle of knowledge, and all the applications of these principles, would condemn all to the slowest progress, and all save those who have the genius of a Pascal to comparative ignorance. Teachers are given for assisting the many to respectable attainments, and the few to the highest achievements, by putting all in possession of what has been reached by the research of the past. But on the part of the teacher, labor, patience, and boundless tact are demanded, lest in giving help there should be taken from the pupil all chance of mental growth. Indiscriminate giving is unpardonable robbery. To find the judicious mean between no help which discourages, and indolent help that both ministers to indolence in the pupil and highest degree of professional integrity, destroys his power to think, requires the and after this the greatest skill of the best trained instructor. But no teacher is worthy of his place in the school-room who does not aim to reach this ideal. Better let the

learner try again and again, with a few words of encouragement, a question here and there as a pointer to give direction, and so let him finally discover the principle or the solution as his own.

But the evil we meet does not end with help from teachers. We find that parents, older pupils, or brighter class-mates have humored the natural desire for possession the power of the pupil most carefully, reof unearned knowledge, and we must test quire him to work in class where no help can be given save what we give ourselves, and so save him from his friends.

These steps in mental depravity are soon followed by a third and decidedly worse one. In all this there is no intentional deception. The pupil acknowledges that he was helped in this problem, or that sentence, or in finding cities or rivers on the map, by some one

else. He confesses with no shame that he is giving a translation that another gave him. He has been taught to depend. He has been trained like a vine, and where is the shame in a vine when it clings to the trellis? But if the teacher has taught the pupil to appear to the world as knowing what he is simply told, should the teacher be surprised that the same pupil will soon try to appear to the teacher as knowing what he has been told by some one else than the teacher, or in ways that the teacher condemns? Mental dishonesty is contagious, and the moral sense is close enough to catch it. When the conscience of a class or school is tainted, the school is thoroughly demoralized and good educational work becomes an impossibility. One pupil prompts another, and perhaps an answer passes halfway around a class before it reaches the one who gives it to the sluggish teacher, who perhaps himself is looking it up, and welcomes the delay. The injury done to mind and morals by such alleged teaching can never be repaired. A student who had been under a professor who tolerated, almost encouraged, dishonesty in recitation and examinations, said to an officer of the Board of Trustees, "You are keeping a man on that faculty who makes a great blank in the mental life of every student, except the one or two who do the problems for each class." So they discover when it is too late. Sometimes the importance of honesty is recognized even by students. In a college, about a year ago, the students of a class refused to take a diploma with one member of the class who used illegal helps in an examination.

Does any one say, "There will always be prompting, and other methods of cheating in recitations; there's no use in trying to stop it?" So we say there is sin in the world, and always will be, possibly; but if you do not do your best to stop it, and if you do not succeed in making it scarcer in your vicinity, you are an ally of Satan. The intellectual Satan has left the mark of his inky fingers on the mind of this generation; if you do not try to cleanse it off, and if you no not succeed in keeping it off, measurably, from your pupils, you are an ally of the race's enemy, and no loyal disciple of the Great Teacher. If you are not determined to make every pupil intellectually self-reliant and honest, you have not the heart of a teacher. If you wish to do it and cannot, you haven't force enough in you to deserve a certificate.

The evil begins low down in the schools, and is continued in the advanced training of school and College. Only this last month a senior in a Normal School was detected in an effort to have a drawing of another pupil pass for hers, as one of the conditions of graduation. It lies back of that, in a too common notion among all classes that it is a matter for fun rather than for serious discussion, or for condemnation. Too many

are willing to dismiss it as at the most a trifling affair, that children or older pupils and students will outgrow when they enter the active scenes of real life. We have little knowledge if we believe this. We have a limited observation if we do not know that the habits of school days remain through life, and that in the school-room we are shaping the intellectual destiny at least of the next generation. Who will deny that if we train the pupils of the present to depend on others for their mental gains, we shall have a generation of intellectual copyists? We have in this age none too much of mental vigor. The complaint is heard now that the literature of this age is lacking in strength. Unless we can start the youth in the direction of mental independence, we shall be partly responsible for the growth of an age of mere makers of cyclopedias and dictionaries, the garnerers of the products of the thoughts and deeds of a more glorious past. I refrain from speaking of the moral effects.

II. To inspire each pupil with an enthusiasm for knowledge. This fits in close to the last topic. The lack of mental appetite is largely accounted for by the vicious method of giving what the pupil should be taught to acquire for himself. It is unnecessary to state that there is a lack of enthusiasm for learning on the part of our pupils. It is the rarest thing to find one who, like Plato, needs the bit rather than the spur. Why is this? We know that the natural desire to find out things is strong in the infant. But we know also that the keen edge of the desire for knowledge is dulled before we get the pupil. At what point and by what method this is done, is not so important to inquire as how shall we restore the native love of learning? Given, a mind prejudiced against books, school and study required, to convert that prejudice into love. This problem, difficult as it is, is not given in its simplicity. We have grades, reports, honors, prizes, and rank, to complicate the practical question as we must attempt to solve it. We find an honorable ambition to be best, a mean ambition to distance others, a cowardly shrinking from the disgrace of failure and degradation, and a fear of consequences at home if a fixed grade is not reached, all stimulating the majority of pupils to study. Your first honor man may hate study as much as the poor fellow who is dropped from the lower end of his class as a discouraging failure. Some unnoticed youth in the upper third of his class, happy without prize or rank, may be developing the healthiest love of learning, and preparing for the best scholarship by learning for the sake of itself.

Without deciding the question of the utility or morality of the grading and prize system, we must use it more or less, and the problem is now-Given, a mind prejudiced against learning, but seeking it for gain or glory-required, to inspire that mind