them. Nothing will clothe the child so well with that atmosphere which eliminates the mother-tongue and concentrates the attention as foreign-made pictures of foreign life, skillfully introduced for discussion when the associated language is presented. The realism gives a practical turn to the exercise, the varied scenes draw out the fire of the enthusiastic instructor and wake up even the easy-going teacher, and the long, slavish following of the classical tradition in the dry grammar and reading methods is at an end. The pupil learns to spell H-a-u-s only after seeing the German Haus; and, following a simple psychological law whereby pictorial representations of German objects studied call up instantly their corresponding German words, he never associates Haus with his own h-o-u-s-e.

If, then, illustrated aids conduce to idiomatic mental processes, say in German, to thinking German thoughts-quaint objects, like words in sentences for sight-reading, suggesting other related objects-what apparatus can we use, and to what extent and how? For small classes-and none other should be given a teacher if the best results are really desired photographs, loose engravings, and copies of foreign illustrated journals, pinned on the wall or displayed in frames with adjustable mats and movable backs, would serve the purpose very well; but the ideally equipped room of any size will have a stereopticon lantern ready for use at a moment's notice, that landscapes, streets, interiors, and people may appear vividly before the pupils. Language charts, such as the old-fashioned German wall Tafeln, with their stiffly-outlined horses and trees, and their formal question primers, will find no place in a wide-awake language room: mechanical in their every detail, they lack the sympathetic atmosphere needed to illuminate the inquiring mind as to the real character, the customs, and the environment of another people. Those pictures not designed for language study, but in which the teacher has a live, if not a personal, interest, will prove most serviceable, though many of the new, artistic German school pictures, such as are so fully displayed in the remarkable German educational and printing exhibits, and some of the French school posters, may be found very adaptable; and that teacher who knows the familiar life of the country in question, thru residence or travel abroad, will be most successful in the use of illustrated aids.

Somewhat naturally perhaps, the best application of pictures in the teaching of modern language will be the most difficult-the introduction of conversation or, as some prefer to term it, of oral practice. Not merely because sound arrests the attention does oral work give vivacity and stimulate the pupil; in conversation, however simple, the boy or girl is given something to do, and feels that he is no longer a bystander, but one whose presence is needed in the class-room to make the occasion a success. His curiosity is aroused, he is encouraged to think, his intelligence is quickened, he is called upon to exercise his judgment, the child is won! Hence the opportunity to hear the language spoken and to try their tongues at it should be afforded the pupils from the first day of actual work after the organization of classes. Far more ground may be covered in a given time by conversing than by reading or writing—that is, if the teacher is at home with his subject and apparatus, and has a clear idea of what he wishes to do. No repetition should be made of the old-time mistake of arranging the matter in stereotyped chapters or even in groups; the teacher must be alert to his own environment and the life progressing before him-he must see the room he is in, note the weather without, hear the bird at the window, discover the personalities in his pupils, and bring all into relation with the pictures employed. More than this, he must. think less of dignity and more of sociability, even to the occasional introduction of fun; he must hold somewhat to local themes and color, and adopt an address and side reference more or less personal; and he must maintain discipline by friendship, respect, and interest.

Wherever practicable, the language taught should be the medium of instruction, and yet neither time nor energy should be wasted in a bungling attempt to teach foreign grammar with a limited vocabulary. How to conjugate correctly in German may certainly be learned without the beginner ever having heard of Plusquamperfekt, and

if the movement be from idiomatic German to English and then back again to German, rather than from any sort of English to incorrect German, that Sprachgefühl so desirable will steadily be inculcated and grammatical peculiarities easily grasped. Dialogues, necessarily the usual form of oral practice with a class, should often give place to enlivening or amusing narrative, adapted to the grade; and anecdotes, selected or composed by the teacher to accompany the picture discussed, should occasionally be presented direct to the hearing, and translated or retold by the pupil. Here as elsewhere, if there be frequent repetition of easy colloquial sentences, tending to facilitate the reproduction of natural forms of expression, the tongue and the ears will prove efficient aids to memory; and repetitions and answers to questions in their fullest form, demanding the use of many words under proper relations, will conduce to the largest vocabulary possible. If inaccuracies creep in and grammatical or other deficiencies be detected, the teacher must pause long enough to repair the breach; and in all conversation care should be taken to speak slowly, to pronounce distinctly, and to insist on slow, distinct answers. If these points be kept in view, this oral work will encourage precision of thought and statement, the child will learn to see and report accurately, and more substantial results will be obtained than thru the overenthusiasm aroused by the false and unnatural "natural method," promising far more than it can perform, and ultimately leaving the student misdirected, crippled, and discouraged. Let no teacher imagine, however, that he will accomplish what may be done unless he works systematically and with enthusiasm; for only a tireless energy will prove the superiority of the system, and that it is more adaptable and practical than the so-called psychological methods of either Gouin or Betis. Leading, comprehensive sentences are not easily produced off-hand, and conversation, while flowing smoothly, to be really effective should flow with a purpose. Such a purpose is attained in the introduction to foreign people, assuring a better understanding of the classic texts later on-one of the strongest arguments in favor of this plan; for a single word such as Schloss, with its corresponding illustration suggesting the rise of the medieval town, may contain more than a glance at past or contemporary familiar life. If Gemütlichkeit is untranslatable into English, it is so because neither the feverish American nor the more seclusive Briton knows how to enjoy everyday life as the German; and if ever we are to understand what Gemütlichkeit really means, we must join the German in his family circle or accompany him to the open Garten.

It is not proposed, however, to introduce these pictures of foreign life only to further the conversational side of modern-language teaching; the system suggested differs from the "natural method" in that it does not train the ear and organs of speech alone, but exercises the eye as well. From the first, provision should be made for writing down much of the language spoken-either by the teacher using the blackboard at the conclusion of the sentence, thus enabling the pupils to copy the forms; or by his dictating or even spelling the words or phrases. Brief, carefully written exercises should also occasionally be required of the pupils, and discussed by the teacher before the class. As the child progresses, short geographical, historical, or biographical sketches, the facts for which may or may not previously have been given in English, may be prepared; poems, such as Die Lorelei, referring to selected pictures, may be turned into everyday prose, and even original German exercises may be prepared as text for illustrations, and delivered orally in the class, care being taken to prevent the danger incidental to an inexperienced handling of the dictionary. Some such exercises by my pupils I have brought with me and will show you in connection with the pictures before you. In more advanced classes pupils may interrogate and answer each other as to the contents of pictures; and illustrations, whenever applicable to the text, may be used as a basis for composition and oral work, the teacher being assured that nowhere will the pupil appreciate the pictorial aid more. Publishers have been short-sighted in their failure to illustrate more extensively the modernlanguage texts.

Such are a few of the possibilities of the method which so admirably adapts itself to the teacher's own individuality and employs so fully whatever he has of peculiar gifts.

By each teacher must the plan be tried before its merit will fully be apparent, but then will be seen the force of the opinion expressed by the Committee of Twelve of the Modern Language Association, on p. 25 of their 1900 report:

The attempt to give scholars by eye and ear, by description and by the use of objects and pictures, a correct and vivid idea of foreign life, has been carried farther by the phoneticians than by any other school but there is no reason, save the lack of rightly prepared instructors, why this feature should not be introduced into every method; the neglect of it defeats one of the principal objects of modern-language study.

DISCUSSION

PROFESSOR MOORE, of Colgate University, Hamilton, N. Y.-This topic has been most interesting to me for years. I have been delighted with what Dr. Worden has shown us this afternoon, the way he planned and worked out his teaching, and his method of combining pictures with conversation. Pictures can be made of great service in instruction. They enable one to create the actual feeling for the language and literature, to make the subject a reality to the pupil. Concerning Berlin, for example, I have collected a hundred pictures, and I have another hundred about Schiller's Wilhelm Tell, and another hundred about Goethe's Faust. So I have pictures of the Rhine, and one may show pictures concerning good German literature such as The Song of the Bell," "Lurlei," and others. I do not place any emphasis on the great educational value of such pictures, but they do help to sustain the interest. Such pictures, too, teach the pupils something of German art.

A. GIDEON, professor of modern languages, State Normal School, Greeley, Colo.-I was obliged to be absent myself during some of the readings, and perhaps someone has in the meantime touched upon the subject of great importance to me-phonetics. I was delighted with what Dr. Worden said. I myself have made some experiments in the same field, but perhaps not so completely and possibly not so well. However, I expected more reference to phonetics by the same speaker. At a recent meeting of modern-language teachers in Colorado every one of the speakers insisted on the importance of the study of phonetics by teachers. They all declared it practicable for the high school. I say it is not only practicable, but absolutely imperative, especially in the extended high schools; that is, the schools extended downward.

A study of phonetics is an idispensable requisite in the training of every teacher. It gives the spirit of language, it gives correctness and exactness, which are the chief features of mathematics as a culture study. Unless the pronounciation in reading a text is correct and exact, the proper spirit for the language is not cultivatd.

Phonetics as a science need not be introduced into the high schools, but it is essential that the teacher study phonetics from a scientific standpoint, so as to be able to introduce its results in the class-room. The elementary stages are especially concerned—that is, the elements which are fundamental—because they form a basis upon which everything else but a slipshod translation depends.

DEPARTMENT OF HIGHER EDUCATION

SECRETARY'S MINUTES

FIRST SESSION.-WEDNESDAY, JUNE 29, 1904

The Department of Higher Education met at 2:30 P. M. in the library of the Hall of Congresses. In the absence of the president and vice-president of the department, the secretary called the meeting to order. W. S. Chaplin, chancellor of Washington University, was made chairman of the meeting. About two hundred and fifty persons were present.

The topic for the afternoon discussion was: "Coeducation in Relation to the Other Types of College Education for Women: (a) The Separate College; (b) The Annex; (c) Coeducation; (d) The Modification Known as Segregation."

G. Stanley Hall, president of Clark University, introduced the subject in a paper setting forth the general sex-problem involved.

Papers dealing with the general subject from other standpoints were presented by Charles F. Thwing, president of Western Reserve University; R. H. Jesse, president the University of Missouri; and James B. Angell, president of the University of Michigan. A brief discussion followed, which was participated in by G. Stanley Hall, R. H Jesse, and Emil Saxbäck.

At the close of the discussion the chairman announced a Committee on Nominations as follows:

William T. Prather, president of the University of Texas. G. Stanley Hall, president of Clark University. William L. Bryan, president of the University of Indiana.

The department then adjourned to meet at the same place on Friday at 2:30 P. M.

SECOND SESSION.-FRIDAY, JULY I

The second session of the Department of Higher Education was held on Friday afternoon, July 1, at 2:30, in the library of the Hall of Congresses. William T. Prather, president of the University of Texas, was called to the chair.

About two hundred persons were present.

The topic for the afternoon was: "Present Tendencies of College Athletics:

E. Benjamin Andrews, chancellor of the University of Nebraska, opened the exercises with a paper on "The General Tendency of College Athletics." This was followed by a paper by William H. P. Faunce, president of Brown University, on "The Historical Development of Athletics," Frank Strong, chancellor of the University of Kansas, closed the discussion with a paper "The Effects of Athletics on the Morale of the College." There was no general discussion.

President Prather presented the report of the Committee on Nominations, as follows: For President-Richard Henry Jesse, University of Missouri.

For Vice-President-William Lowe Bryan, University of Indiana.

For Secretary-Joseph Swain, Swarthmore College.

On motion, the report was unanimously adopted, and the officers were declared elected for the ensuing year.

On motion, the department adjourned.

JAMES E. LOUGH, Secretary.

PAPERS AND DISCUSSIONS

COEDUCATION

G. STANLEY HALL, PRESIDENT OF CLARK UNIVERSITY, WORCESTER, MASS. Every discussion of coeducation that is fundamental and not merely superficial must be based on the doctrines of heredity. For animals the test of domesticability is whether or not the species can be made to breed well in captivity. The same test applies to civilization, which is a collective term for the sum of man's efforts to domesticate himself. Races perish under systems that do not fit the laws by which life is transmitted. Educational systems are an artificial environment to accelerate and direct civilization, and their supreme test is their effect upon heredity, which is the most precious and most ancient form of wealth and worth, and one ounce of which is, in Huxley's well-known phrase, worth a ton of education. It is now well established that higher education in this country reduces the rate of both marriage and offspring so that in round numbers less than a fourth of our male and only about half of our female graduates marry, and those who marry do so late and have few children. As Augustine said that the soul was unhappy until it could find rest in God, so I shall assume that man, and still more woman, without wedlock and parentage is immature, discontented, more or less détraqué, and that all other vicarious joys of life can never quite atone for the loss of this felicity. Finally, I think it established that mental strain in early womanhood is a cause of imperfect mammary function, which is the first stage of the slow evolution of sterility, and which, as Bunge has shown, if it is once lost in a mother, can never be regained in her posterity. I do not, of course, assert that all these results can be traced to coeducation, nor do I deny that in some respects this has real advantages. I shall speak today, however, only of a few of its disadvantages which are now less realized.

From puberty on, boys and girls normally differ from each other rapidly in every tissue and proportion of body, and in every quality of soul. This difference increases up to full nubility, and is greater in civilization than in savagery. The list of even those secondary sexual differences that are now known is a long and growing one. There is in girls the monthly cycle, the processional and recessional of which has about it the majesty of one of nature's greatest rhythms, and which gives an ebb and flow to all the tides of woman's inner life, makes it larger than man's, and has made her an object of his worship. This she should emphasize rather than repress, and in the normality of it she should glory as the full efflorescence of her womanhood, altho the feminists, perpetuating the barbaric idea of impurity, would minimize and make her ashamed of it. To the proper establishment of this function everything else should for a few years be subordinated.

Once more, woman is more generic than man, nearer to, and a better