his movements and how he shall distribute his time and his work. The superintendent of schools will not distribute his own time equally among his teachers, unless he wishes to be a mere piece of mechanism or a nuisance. He goes to poor teachers to strengthen and suggest. He goes to strong teachers for ideals, for standards, and for inspiration. The supervisor should be allowed to work on similar lines.

The danger of specialization is overemphasis in one direction-the magnifying of the subject and the subordination of the child, who is the being to be educated. How can this evil be minimized?

First, by teachers who know something of the subjects, and a specialist who is really competent. A young woman appears as an applicant for a supervisorship of music. What is her training? She names a well-known conservatory of music. Of what college or university is she a graduate? None. Of what normal school? Not any. Of what high school? "I left at the end of the first year." What experience as a teacher? None at all. What pedagogical books have been read? The reply, of course, is negative, with the mental reservation that the question is absurd. Is it good management to employ such a person? On the other hand, here is a music supervisor with college training; a penmanship teacher who is a normal-school graduate, and one who has given time to the systematic study of children. Here is a penmanship teacher who has taken a course of lectures in a university or college; an elementary-science director who is called to the pedagogical department of a leading woman's college; a manual-training supervisor who has taken a degree at a college and has spent two summers studying art; a physical-training teacher who has studied at Yale with Anderson, at Harvard with Sargent, who has been abroad to study the German and Swedish systems at first hand; an art director who has been successively a grade teacher, a school principal, a graduate of an art school, and a constant student of art. These are not fanciful cases, but real ones, not in any one system of schools, but in selected instances from several systems of schools. Broad-minded persons are likely to see things in relation. When the specialist regards his field of work as restricted to his subject, when he blindly fails to see its relation to other subjects, there is a chance that he may be regarded as an interloper, especially when his salary is one or two or three times as great as that of the regular teacher.

So far I have discussed the question from the point of view of those cities which have supervisors or special teachers. Some of the problems of management would disappear if the supervisor or director were competent, and recognized as such by the teaching body. But how can the small town with limited funds employ a supervisor who will also be a leader and an inspiration to teachers? An answer may be found in two or more neighboring towns combining and engaging a good man or woman to divide his time among them. Objections of a practical sort may be suggested, but they are not insurmountable. This is the day of combination and organization

in economic lines; indeed, this plan is in operation in several parts of the country. The supervisor of penmanship in New Haven supervises, not only the work in New Haven, but that in West Haven, in Middletown, and in two of the three Connecticut normal schools. Good results are obtained in each place. Each secures the services of a two-thousand-dollar man. Middletown, a place of twelve thousand inhabitants, alone would hardly pay two thousand dollars a year for penmanship. Not so much attention can be given to each individual room in the city of New Haven as when the supervisor gave his attention exclusively to the schools of that city, but many rooms do not need such personal supervision.

Might not a similar plan be carried out in other subjects and in other places? The combination of several towns in Massachusetts in employing superintendents is a well-known application of the principle of organization and combination in order to secure good ability. There is, in my judgment, danger of too much time spent in the schools by the supervisor in the small city, if you accept my proposition that a supervisor should not be a teacher of children merely, but of teachers as well. Here are four small cities, each paying seven hundred dollars a year for a supervisor of drawing, or twenty-eight hundred dollars. Why should not these towns combine, offering a salary of, say, two thousand dollars-a net saving of eight hundred dollars and secure a director who is far abler than any one of the sevenhundred-dollar teachers? The teachers in each of these four towns might then have a real leader. They would gradually feel able to do a considerable part of the work themselves. This would not only promote their own growth, but would result in the unification of subjects. Where a supervisor gives all the instruction in music, and the regular teacher during the process sits back of her desk as a mere spectator, you will, in the long run, create stagnation in the teacher's growth, and have nothing like correlation of studies, and the instruction in music will not be so good as by the other process.

The management of the special departments calls for some adjustment of the special subjects to other subjects of study. There is no need in this presence to speak of the growing importance of the correlation of studies. New subjects almost press themselves upon us, and school hours remain the

same.

I have time to mention only a few instances of attempts at correlation which have come under my observation. The supervisor of penmanship examines systematically the daily written work of pupils, and confers with. teachers about it, whether they teach penmanship or not.

The physical-training teacher and the manual-training supervisor cooperate in making apparatus for gymnastics. The physical-training teacher suggests games and plays for the recess, and earns his salary in making the recess a time of real recreation for girls as well as boys.

The manual-training department and the teacher of arithmetic co-operate in the study of measurements. A miniature house is built in the shop-a

model, by the way, of a house actually going up in the neighborhood. Observe the interest of the boys in the problems which relate to the cost of lumber for this house, cost of labor, of papering, of carpeting, of painting, and numerous other details.

Manual training and history: in the actual building of a model of the cotton gin, of a lock on a canal, of a model of the Parthenon, models of primitive agricultural implements, of the log cabin in which Lincoln lived, of the house at Mount Vernon, etc.

Manual training and the equipment of the school: a screen for a stove, a dictionary-holder, window-boxes, boxes to protect newly planted trees on the play grounds.

The drawing and manual-training departments, it is obvious, should work in active co-operation. The application of art, design, and color to the work in manual training is a field of correlation relatively new, it is true, but bound to grow as we realize in this country the necessity of making the useful also beautiful. In my own city the manual-training and the art teachers spend two hours each week working together. The art teachers, at one time, work in the manual-training shop, and the manual-training teachers, at another, study constructive and decorative design with the art teachers.

Nature study and the art department: The teacher of nature study without color or design to reinforce her work depends upon language only for expression. I know of one director of art who distributes flower seeds thruout the schools; the subsequent results are used by the teachers in exercises which are both drawing and nature study.

The field excursion is at once a lesson in geography, in nature study, and in drawing, if the teachers are working in co-operation, as some teachers do.

The competent and tactful director of art will revolutionize school decorations, as many of us know.

The illustrated composition gives new life to a subject often of little interest to pupils. The director of art can make profitable suggestions in meetings of teachers with this end in view. The director of art who sees the wide relation of his subject with other school subjects will be no stranger in meetings called to discuss English or history or geography.

The management of the special department, as it has been reviewed, depends upon healthy public sentiment; upon the training, equipment, and ideals of teachers; upon competent directors-directors who are leaders, who know how to create intelligent interest, and who are willing to co-operate in adjusting the special subject to the school organization and to the child; and, finally, upon relations of confidence between the superintendent and the head of each special department.

DISCUSSION

E. E. BASS, superintendent of schools, Greenville, Miss.—The paper has spoken for our large cities and for the more densely populated states of the North. It has covered the ground so thoroly and well that along those lines there is little left for me to add. However, I represent a class of schools of the smaller cities peculiar to the South, too far apart to combine and avail themselves of the services of an expert teacher of the special studies, as suggested. How are they to broaden and enrich their courses of study? My answer is: The superintendent or principal must become the expert. He must feel the need of the subject for his school, and must be able to demonstrate that need. He must become an enthusiast for physical culture, for art, for manual training; but let him not forget that he must temper his enthusiasm with patience.

I have in mind two cities in the same state, about one hundred miles apart, which introduced physical culture and vocal music at about the same time. The first, the larger and richer city of the two, added these subjects without opposition. The experiment seemed to have worked well. I was surprised to find that both were dropped from the course at the end of the first year. The patrons of the school were delighted, the teachers and pupils enjoyed the work of the special teachers, and yet after fourteen years the subjects have never been reintroduced. Why? Because the man behind the system knew little of them and had no real enthusiastic desire for their continuance.

By way of contrast, let me give the experience of the smaller city. The superintendent saw gymnastics and vocal music taught in other schools. He recognized that they were good things, and determined to have them for his own school. His board said: "We have not the funds to employ a special teacher." Not to be overcome by slight opposition, he mastered a system of gymnastics, and then taught it to both teachers and pupils. There were some croakers in that neck of the woods, and the subject of their croaking was this: "That man is making our girls bend their bodies to the detriment of their physical beauty." At the very first intimation of this and similar opposition, he determined to get on his side public opinion-that very essential commodity, which the paper has so well pointed out. He asked the children to invite their parents and friends Friday afternoon to an outdoor performance. The children of all the schools went through the manual, and there went up a shout of approval that killed the croakers in the first ditch; and today that school has a teacher specially trained by Dr. Anderson, of Yale, and there is more likelihood of tearing out one of the beloved three R's by its roots than of taking gymnastics out of that school course. So it has been with vocal music. Let me say that the superintendent must not only appreciate the importance of the special subjects, but he must have the tact and backbone to put them into execution.

Back in the 80's, when Colonel Parker went about in that region as a lion, seeking whom he might devour; when there was a chaotic state of doing and making, of molding and modeling, of painting and imaging, I was infected with the art microbe, and I took it home. The board said: “We can't afford a special teacher." I did the next best thing. I introduced a system which I knew was very thoroly wooden, and yet it was the entering wedge by which I could make an opening for better things. Greenville has not only been infected, but we have spread art malady to several of our sister-cities, and I believe the day is not far distant when all of the schools in Mississippi will have special teachers of art. I can say this, that, so far as the Greenville schools are concerned, it's place is quite as well fixed as is that of any other common-school study. We no longer look upon it as a specialty, but consider it a staple.

The introduction of manual training into the Greenville schools has been so recent, and my last encounter with opposition so new, that it may be set down as a current event. I shall confine my remarks to the opposition to the introduction of sewing. The board said: 'Already our course is infringing upon the common-school studies; there is no time;" and again: "Sewing should be taught at home; you are trespassing upon the

work of the mothers." I pleaded for a trial and got it. Now the problem was, first, to prove that no time was lost to arithmetic, language, etc., but that there was an actual gain; second, that the homes were really made better and brought nearer to the school by this manual art. I said to my teachers: "The teaching of seven stitches and the making of garments are trivial matters compared with the things that sewing must do for these girls."

We had the children get from their fathers, or from friends, the actual cost of producing a bale of cotton. They took no one result, but from a summary got the average. This is an important item in sociology, that no one man can establish the price or cost of a commodity. From this they got the actual cost of producing a pound of raw material. We then had them go to the field and actually pick a pound of cotton, noting the time. They separated the lint from the seed. These operations brought them into contact with labor and wages, and made them appreciate what work meant. It impressed upon them the great importance of the cotton gin and the debt they owed to Eli Whitney, from whose brain that useful machine came, and to whom the South owes a magnificient monument in marble or brass.

We had them buy cailco and gingham, not by the yard, but by the pound. They equated the pound of the raw material with the finished product, and compared the profits earned by the producer with those earned by the manufacturer. Thus we started them on a problem for life.

Washington's birthday we celebrate in our schools with the purpose of inculcating patriotism. This year I had the above data charted and made a display of the arithmetical and manual-training work of our children as a part of the celebration. I left for Atlanta before the conclusion of the day's program, but I was there long enough to see that mothers and fathers had been convinced that manual training did not consume, or take away from, other studies; and that it did not infringe upon the domain of home, but rather had the effect to make better pupils, better citizens, and better keepers of home. In conclusion, whenever I find a subject taught in Boston or California schools, that I believe to have a real worth, it has been and ever will be my aim to get that subject in my own schools; for I believe that the best is none too good for the children of our Southland.

THE EXTENSION OF PUBLIC-SCHOOL PRIVILEGES

I. THE ORGANIZATION OF A SYSTEM OF EVENING SCHOOLS

THOMAS M. BALLIET, SUPERINTENDENT OF SCHOOLS, SPRINGFIELD, MASS.

A system of public evening schools must differ in certain important respects from a system of day schools, and many of the defects of our evening schools are due to the fact that these points of difference have not been sufficiently recognized by school authorities.

In the first place, the two kinds of schools must differ to a considerable extent in aim and purpose. The day school is attended by immature boys and girls, for whom the most important consideration is that they should grow up physically strong, and acquire that general education which will develop mind and character and lay the foundation for special training later. While the day school should be practical and not ignore the demands