ing the needs of uniformity of our key notation for indicating pronunciation in our cyclopedias, dictionaries, textbooks, and all other publications, and endorsing for that purpose the key alphabet just adopted by the Department of Superintendence.

AFTERNOON SESSION-2:30 P.M.

The afternoon was devoted to the respective round-table conferences, with programs as follows:

(A) ROUND TABLE OF STATE AND COUNTY SUPERINTENDENTS

Leader-John Grant Crabbe, president, State Normal School, Richmond, Ky.

Topic: A Story of Achievement and Endeavor in Co-operation

(a) "The State Superintendent, the Educational Commission, and the Legislature "— E. T. Fairchild, state superintendent of public instruction, Topeka, Kans. Discussion by John W. Zeller, state commissioner of common schools, Columbus, Ohio; J. J. Doyne, president, State Normal School, Conway, Ark.; and Harlan Updegraff, Bureau of Education, Washington, D.C.

(b) "The County Superintendent and the Rural Communities"-Miss Edith A. Lathrop, county superintendent of schools, Clay Center, Nebr. Discussion by Lawton B. Evans, superintendent of schools, Augusta, Ga., and A. L. Cook, county superintendent of schools, Baltimore, Md.

(c) "The State Superintendent and the People The Educational Campaign”— Charles G. Maphis, secretary, Virginia Educational Commission, Charlottesville, Va. Discussion by McHenry Rhoads, superintendent of schools, Owensboro, Ky.

(d) "The State Superintendent, the County Superintendent, and the State Normal" -Charles P. Cary, state superintendent of public instruction, Madison, Wis. Discussion by James B. Aswell, president, State Normal School, Natchitoches, La., and J. Frank Marsh, supervisor of institutes and publications, department of schools, Charleston, W.Va.

(e) "The State Superintendent and the General and Southern Education Boards❞— George B. Cook, state superintendent of public instruction, Little Rock, Ark. Discussion by P. P. Claxton, professor of education, University of Tennessee, Knoxville, Tenn., and Elmer Ellsworth Brown, United States Commissioner of Education, Washington, D.C.

(B) ROUND TABLE OF SUPERINTENDENTS OF LARGER CITIES

Leader-John H. Phillips, superintendent of schools, Birmingham, Ala.

Topic: Some Problems of Economic School Administration

(a) "Economic Aspects of Organization and Courses of Study"-F. B. Dyer, superintendent of schools, Cincinnati, Ohio.

(b) "Methods of Classification and Standards of Promotion in Their Relation to Retardation"-J. A. C. Chandler, superintendent of schools, Richmond, Va.

(c) "The Problem of the 'Repeater""-James H. Van Sickle, superintendent of schools, Baltimore, Md.

(c) ROUND TABLE OF SUPERINTENDENTS OF SMALLER CITIES

Leader-E. E. Scribner, superintendent of schools, Ishpeming, Mich.

Topic: Unity of Ideals and Purposes in Teachers

(a) “As Gained from Professional Training"-A. C. Thompson, principal, State Normal School, Brockport, N.Y. Discussion by Mrs. Eulie G. Rushmore, Northern Normal School, Marquette, Mich.

(b) "As Gained from School Supervision"-E. C. Warriner, superintendent of schools, Saginaw, Mich. Discussion by George A. Works, superintendent of schools, Menomonie, Wis.

(c) "As Gained from School Administration"-Mrs. Sarah E. Hyre, member of Board of Education, Cleveland, Ohio. Discussion by L. L. Wright, state superintendent of public instruction, Lansing, Mich.

EVENING SESSION

The meeting was called to order at 7:45 P.M. by President Davidson.

After a violin solo by Miss Aline Rosen, George E. MacLean, president of the State University of Iowa, Iowa City, Iowa, gave an address on "An Educational Epoch in New America."

The session closed with a vocal solo by Mrs. C. B. Hervey.

THIRD DAY

MORNING SESSION-SATURDAY, FEBRUARY 25, 1911

The Department was called to order at 9:30 A.M., and the following program was presented:

Topic: The Coming of the Humane Element in Education

Music: Song by pupils of the public schools.

1. "The Open-Air School"-Sherman C. Kingsley, general superintendent, United Charities of Chicago, Chicago, Ill.

2. "The Training of the Mentally and Physically Unfortunate"-Leonard P. Ayres, secretary, Russell Sage Foundation, New York, N.Y.

3. "The Peace Movement and the Public Schools"-Mrs. Fannie Fern Andrews, Boston, Mass.

4. 'Education of the American Indian"-H. B. Peairs, supervisor in charge of Indian Schools, Lawrence, Kans.

"Report of the Committee on the Mexican Centennial"-Horace H. Cummings, general superintendent, Latter Day Saints Schools, Salt Lake City, Utah.

After the program, President Davidson announced the following committees:

COMMITTEE ON ECONOMY OF TIME IN ELEMENTARY EDUCATION

Calvin N. Kendall, superintendent of schools, Indianapolis, Ind., Chairman.
Charles S. Meek, superintendent of schools, Boise, Idaho.

Frank E. Spaulding, superintendent of schools, Newtonville, Mass.

Ernest O. Holland, superintendent of schools, Louisville, Ky.

J. H. Francis, superintendent of schools, Los Angeles, California.

This committee is to co-operate with the committee of the National Council on the same topic.

COMMITTEE ON UNIVERSAL SYSTEM OF KEY NOTATION

James H. Van Sickle, superintendent of schools, Baltimore, Md., Chairman.
J. A. Shawan, superintendent of schools, Columbus, Ohio.

Ben Blewett, superintendent of instruction, public schools, St. Louis, Mo.
Livingston C. Lord, president, State Normal School, Charleston, Ill.
Vernon L. Davey, superintendent of schools, East Orange, N.J.

COMMITTEE ON UNIFORM NOMENCLATURE IN ENGLISH GRAMMAR

C. R. Rounds, State Normal School, Whitewater, Wis., Chairman.
Ella Flagg Young, superintendent of schools, Chicago, Ill.

Stratton D. Brooks, superintendent of schools, Boston, Mass.

A. F. Lang, head of Department of Education, University of California, Berkeley, Cal.

Henry F. West, assistant superintendent of schools, Baltimore, Md.

AFTERNOON SESSION

The last session of the Department was called to order at 2:30 P.M., President David

son presiding. The following program was given:

Topic: The Progress and the True Meaning of the Practical in Education Music: Selections by the Misses Sterling.

1. "In Agriculture"-P. G. Holden, Iowa State College, Ames, Iowa. Discussion by E. E. Balcomb, Department of Agriculture, State Normal School, Providence, R.I. 2. "In Vocational Training"-Carleton B. Gibson, president of Mechanics Institute, Rochester, N.Y. Discussion by Carroll G. Pearse, superintendent of schools, Milwaukee, Wis.

3. "In the Balanced Course of Study, and the All-Year-Round Schools"-G. W. A. Luckey, Department of Education, University of Nebraska, Lincoln, Nebr. At the close of the program the meeting adjourned.

ARTHUR DEERING CALL, Secretary

PAPERS AND DISCUSSIONS

TOPIC: A MESSAGE OF ACHIEVEMENT FROM THE

SOUTHLAND

A. THE PROGRESS OF ITS SCHOOLS

HENRY J. WILLINGHAM, STATE SUPERINTENDENT OF EDUCATION OF ALABAMA, MONTGOMERY, ALA.

This is an easy subject. Everybody likes to talk about what he has done and usually very few people are interested in hearing him tell about it.

We in the South are willing to admit that ours is the best part of the United States, and that fact makes it the garden spot of the world. There are many evidences that this country in the Southland was the final and crowning work at the hands of the Creator.

In referring to the progress of the schools of the Southland, dealing with a subject which covers nearly a million square miles, I shall necessarily be confined to broad and general terms.

In 1865 the people of the South found for themselves more to do and less to do with than any other people in the history of the world. On every hand was utter destruction. All was gone save honor and hope. Our remnant of men who had not been left on the battlefield found it necessary first to rebuild their homes before they could rebuild their schools.

Previous to that time, thru the training received in their academies and seminaries and colleges and universities, the well-to-do and the great middle class in the South had been directing, in a large measure, the affairs of the nation. Our people, except those known as the "poor whites," were prosperous, contented, and happy. Whatever else the Civil War may have done, it created the equality of opportunity for all our people and resulted in the establishment of a real system of public education maintained for all alike. While removing the ashes to begin the erection of new schoolhouses and higher institutions of learning it was realized for the first time that ours must be a dual system-one system for the white

children and anotl er system for the negro children. Why this was so at that time, why it is still so, and why it will be so a hundred years hence, need not, be discussed here today. Reference is made to our dual system of education only for the purpose of pointing out one of the difficulties peculiar to this section. I am happy in the belief that this difficulty will always be one of the educational problems of the South; because, under the directing hand and the wise counsel of native white men, the negro, as a race, must work out his own civilization. Looking back thru the period of years during which the South has been developing and maintaining a system of public education we find much cause for rejoicing and for making us to look with hope and good cheer toward the future.

In the olden days a child's education was thought to be a matter wholly within the discretion, and subject to the financial means and also to the inclination, of his parent. We have come now to know that the public welfare requires a proper education and a suitable training of all the children. at the public expense. Furthermore, the recognition of this fact has caused about half the southern states to take the additional step of requiring the parents to send their children to school, and within a few more years the seven remaining southern states will write upon their statute books a compulsory-attendance law just as it is now in every state of the North, the East, and the West. In those days private schools were the dependence for the instruction of the children in the common branches. Now free public schools supported by taxation dot the South in reach of every child. In those days academies and seminaries were maintained for the few. Now there are hundreds of public high schools thruout each of the southern states and open to all alike. In those days denominational colleges were expected to provide in a large measure for the higher education of a limited number. Each southern state is now spending millions in providing for the higher education and for the technical training of the many. In those days three bales of cotton and one hundred bushels of corn could be obtained from the work of one mule in cultivating twenty acres. Now we can grow three bales of cotton on one acre and one hundred bushels of corn on another acre by means of the scientific methods taught in our agricultural colleges. In those days an education was considered necessary only for those boys who were to enter one of the professions. Now the South knows that a proper education and a suitable training are indispensable to the highest degree of success in any of the vocations of life as well as the professions, and therefore we are beginning to make provision for the industrial training of the children of the Southland.

About every ten years the states of the South approximately double their investment in public-school buildings. This ratio of increase is approximately maintained also in the total amount expended on public education. The good example set by other states of making large investments in the cause of public education is beginning to have a good effect

on the states of the South. Nature was so lavish in her gifts to this section in soil and in climate, in water and in mineral, in field and in forest, that our people may have been somewhat excusable in not fully realizing the necessity of providing ample educational facilities for their children.

During most of the period since the South began constructing a system of public schools our people have depended largely on the state governments to furnish the revenue. In recent years most of the southern states have come to know that while the state as a unit of government should furnish its part by taxation for the maintenance of a system of public education, the county as a unit should furnish its part and the school district should furnish its part. You, my fellow-teachers, from the North and from the East and from the West, come from sections where the smaller divisions like the district and the county raise by taxation the greater part of the revenues for the support of the public schools; but we in Alabama, the home of William L. Yancy, have been such strong "States' Rights Democrats" that we believed in letting the state do nearly everything, while we as individuals returned the favor in full by continuing to vote the Democratic ticket. We now realize that democracy and home rule ought to have taught us long ago to let the counties and the school districts assist the state government in maintaining a system of public education.

These brief, passing references bring to our minds a review only of those greater movements in educational developments which have transformed the Old South into the South of today. These changes, these evidences of marvelous growth, inspire us with hope and courage and confidence for the future. Of achievement, the schools of the Southland could sing a wondrous story; but they look not to the past, they look to the future.

Another cause for gratification is the fact that all our educational problems and our educational institutions may be unaffected in future by sectional lines; because all sectional lines are wiped out now. They are always wiped out every time the North and the South participate in a public meeting. The latest proof that those sectional lines are almost completely obliterated was offered a few days ago when the metropolis of the South, New Orleans, situated almost in sight of the Panama Canal, was really seriously considered as a competitor with San Francisco, three thousand miles away, as the "logical point" for holding the Panama Exposition.

Another important fact in connection with the growth of education in the South is the apparent admission on the part of most of the philanthropists of the North that the native white man of the South understands the negro better than they do. In providing for the negro youth a commonschool education together with an industrial training we earnestly desire the sympathy and co-operation of the North, but not its advice. We welcome its benefactions, but not the absolute direction of these expenditures.