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within a few days a teacher in one of our cities advertised that he was short on stock, and must raise money immediately, and would sell his library at a great sacrifice. That man is evidently more of a trader than a professor.

Law is the grandest profession. A lawyer may do some things that a clergyman would not do, but the moment he does what lawyers think is unprofessional he is summarily debarred-it makes no difference who he is, how great his wealth or influential his position; and once out he can only get back to the profession or the practice of law by bringing forth fruits meet for repentance. No other profession has such reverence for precedent. To doubt precedent is a professional sin. Sentiment is sacred with the lawyer. He may not have half a living for several years, and yet he struggles on courageously and hopefully, dreaming of the great pleas of Randolph, Webster, and Choate. From law the professions grade downward.

Teachers cannot enjoy the luxury of professional sentiment until the remuneration is such that anxiety about a living is removed; until the possibility of being unceremoniously and unrighteously deposed is a thing of the past. The base line must be security in position, with a salary that shall remove all anxiety. Teachers cannot enjoy the inspiration of professional sentiment so long as there is reasonable doubt that capacity and merit will be the test of employment and promotion. The whole nation should rise up as one man and insist that elections, re-elections, and promotions shall be for merit. Then may we expect and insist that teachers shall prepare themselves for their high calling; that they shall study in their profession as do lawyers and physicians.

Of all the forces contributing to the relish of professional sentiment, no one thing is doing more than such a gathering as this, the largest and the best in our history. Fifteen thousand teachers, learning from nature and human nature, feasting upon a multitude of unusual luxuries such as Los Angeles has never given to politicians, bankers, or editors, inspired by the intellectual and professional contagion of a common cause and a noble purpose, are in position to send flashing across the continent, and ringing down the ages, as their motto: "Love and loyalty, for the child, our country, and our God."

Report of the Committee on Necrology

To the Members of the National Educational Association:

Your committee respectfully reports that twenty-six of our active members have passed away since our last meeting. Memorial sketches are submitted herewith.

The following are the names of these twenty-six, some of whom have been very prominent in the affairs of this association; these we shall miss especially, while we mourn for all.

GEORGE SUMNER ALBEE
JOSEPH BALDWIN

ELIZABETH BAUMGARTNER
HAMPTON BENNETT

LEROY DECATUR BROWN
ANNA MCCOMBS CHRISTY
HENRY CLARKE COON
LUTHER W. DAY

JOHN T. GREGORY

HOSEA EDSON HOLT
WILLIAM JENKINS

DANIEL WINFIELD JONES
FREDERIC ALLISON LYMAN

R. M. MANLY

REUBEN MCMILLAN

HIRAM ORCUTT

GEORGE L. OSBORNE

SILAS SADDLER PACKARD

MRS. FRANK STUART PARKER

JOHN K. RASSWEILER

ANDREW J. RICKOFF

WILBUR VERNON ROOD

EDWARD SEARING

JAMES F. C. SICKEL

WELLS HAWKES SKINNER

ELLEN G. WEEKS

Oshkosh, Wis.

Austin, Tex. Springfield, Ill. King's Mills, O. San Luis Obispo, Cal.

East Grand Forks, Minn.

Alfred, N. Y.

Canton, O. Mobile, Ala.

Boston, Mass.

Chicago, Ill. Boston, Mass. Syracuse, N. Y. San Diego, Cal.

Canfield, O. Boston, Mass. Warrensburg, Mo. - New York, N. Y.

Chicago, Ill. Downer's Grove, Ill.

Cleveland, O.

Akron, O.

Mankato, Minn.

Philadelphia, Pa. Nebraska City, Neb.

Respectfully submitted,

Sheboygan, Wis.

EDWIN C. HEWETT, Chairman,

LOS ANGELES, CAL., July 11, 1899.

EMERSON E. WHITE,

ALBERT R. TAYLOR,

ALBERT E. WINSHIP,

NATHAN C. SCHAEFFER,

Committee on Necrology.

George Sumner Albee

George Sumner Albee, late president of the State Normal School at Oshkosh, Wis., was born in Allegheny county, N. Y., May 23, 1837. He was a descendant of Thomas Clark, mate of the "Mayflower" and last survivor of that dauntless band, whose sturdy qualities were in his blood. He partook of the character of that wheat which was sifted as the living seed of a nation. He inherited a strong constitution and vigorous frame. His boyhood was spent on a farm, where he early developed a love for reading and study. With such advantages as the common schools afforded, he prepared himself to teach at eighteen years of age. He studied and taught in New York and New England until the fall of 1861, when he matriculated at the University of Michigan, and completed a full classical course in 1864. In the fall of that year he went to Peoria, Ill., as principal of the high school, and remained one year. He then took charge of the high school at Kenosha, Wis., and three years later accepted a call to Racine, where he rendered most efficient service as city superintendent.

At a special meeting of the board of regents of Wisconsin normal schools, held June 6, 1871, Mr. Albee was elected first president of the Oshkosh Normal School. He opened the school with a faculty of six members and a normal department of forty-six students, thus beginning at the age of thirty-four what may well be termed his life-work. From that time till September 4, 1898 — an unbroken period of twenty-seven years he served with far-seeing judgment and untiring devotion the interests of the Oshkosh school and of normal education. Under his administration the building received three important additions, the faculty grew to thirty-four members, and the student body of the normal department to an annual enrollment of seven hundred ---all constituting the largest normal school in the state.

No full discussion of the qualities of administration and character by which this result was achieved can here be made. First, but not greatest, among the few that may be briefly stated were sound and broad scholarship and a well-balanced sense of educational values. President Albee's own mind had been disciplined and cultivated by a liberal and well-rounded education that was psychologically complete. As a result of this he had an understanding of the methods and sense of the values of different fields of knowledge which led him to seek to develop equal strength in the different departments of his own school. To that end he selected the faculty with the utmost care and held steadily before the students the scholarly ideal.

To these qualities he added remarkable open-mindedness. He held that all results and all conclusions in every field of knowledge are related to an unknown increment that waits to be revealed. Openness to new truth and the wish to learn from events were, therefore, distinguishing traits of his administration. He never regarded new things as "fads," but saw beyond the mere fashion to the educational principles involved. Hence, tho he was never led away, he knew not whither, by an undue valuation of each new phase of education, he nevertheless welcomed each as a fresh and helpful guide to a completer application of fundamental educational ideas.

The quality of constructiveness was a strong element in his character. His thinking and effort along every line were distinctly cumulative. He had the architect's love of strong foundations, and the builder's sense of responsibility for rearing a structure that should be enduring and worthy to endure. He early felt the need of laying state-wide foundations for normal work in the interests and affections of the people, and sent out in 1872 the first normal-school institute conductor in Wisconsin to meet teachers and people in remote sections with a message regarding the foundation of principles of education and the character and purpose of normal training. He was the pioneer in many forward movements in the normal work in Wisconsin, and probably more than any

other one man helped to make teaching a profession in the state. He was always active in teachers' associations, always in sympathy with educational reforms, and in good fellowship with educational men. His ideals were ever growing, but they were never those of the sentimentalist and the dreamer. They were characterized by intellectual saneness, and back of them was the virtue of action. His knowledge of his own school was intimate and thoro; his administration direct and simple; his relations with his faculty close and friendly; and his desire to serve his students unbounded even by the limit of his physical strength.

The greatest of his powers was moral earnestness, that quality without which no teacher was ever truly great. His moral insight was deep and clear. He saw right and duty in the concrete, and his influence was tonic in that he expected others to see them so. Work became more interesting and purpose took a deeper hold in the presence of his personality. He had that heart power which transfigures work into a missionary enterprise for improving the lot of those within reach.

Perhaps the culmination of his successful career lies in this, that, after many years of varied and unresting energy expended in the cause of better education, he passed on into the unknown future with ardor for his work still warm, his hope of clearer vision still undimmed. Life was still fresh to him; the world still offered novelty and the joy of pursuit. He died as he had lived, a strong, patient, earnest, quiet man. after him.

His works live ROSE C. SWART.

Josepb Baldwin

The paternal ancestors of Joseph Baldwin were Quakers, and came from England to America with William Penn. His maternal ancestors were Scotch-Irish, his mother's great-grandfather being a Murray, whose lineage ran back to the unfortunate Mary, queen of Scotland. The father of Joseph Baldwin was a native of Virginia, and he served as a volunteer of that state in the war of 1812. In 1818 he moved from Virginia to New Castle, Pa., where, October 31, 1827, Joseph was born. His death occurred January 13, 1899. He had been a prominent member of the National Educational Association since 1883.

From his father, who was a farmer and a teacher, the son acquired the habits of hard work and the love of learning which characterized his life. His early education was obtained in the district school, and he prepared for college at Bartlett Academy, New Castle, from 1846 to 1848. In the autumn of 1848 he entered Bethany College, Virginia, where he was fortunate indeed in having Alexander Campbell, then at his best, and other distinguished scholars as his teachers. He graduated from Bethany College July 4, 1852, with the degree of A.B.

In August, 1852, he married Miss Ella Sophronia Fluhart, of Ohio, who, with seven children, still survives him. Immediately after his marriage he took charge of the Platte City Academy, Platte county, Mo. He next taught at Savannah, Mo., for three years, leaving there in 1856. In 1857 he helped to organize the Missouri State Teachers' Association in St. Louis, and was elected vice-president. This meeting was rendered famous by the presence of Horace Mann, from whom Joseph Baldwin received helpful inspiration.

After teaching four years in Missouri, the subject of this sketch decided to go back to his native state, and for a year he conducted very successfully the Lawrence County (Pa.) Normal School, and, having received the degree of A.M. from his alma mater, he attended the Millersville Normal School, then under the able management of James P. Wickersham.

From 1857 to 1867 he conducted private normal schools in Indiana - two years in

Burnettsville, four years at Kokomo discontinuing in 1863 to enter the army; and again, in 1864 to the beginning of 1867, at Logansport. During this period of ten years he worked incessantly to promote the cause of education in Indiana by teaching hundreds of young men and young women, conducting institutes, and delivering public addresses.

In the spring of 1867 he again turned his attention to Missouri, and in April he moved with his family to Kirksville, Mo., where he opened a private normal school in the September following, having associated with himself W. P. Nason, J. M. Greenwood, Mrs. Amanda A. Greenwood, Frank L. Ferris, and Mrs. Kate Ferris. This school was wonderfully successful from the beginning, and in two and a half years was adopted by the state as the First State Normal School of Missouri. In 1874 this was the largest school west of the Mississippi river, with a boundless field of usefulness before it. For fourteen years Mr. Baldwin lived and labored in Missouri. During this period he delivered more than a thousand addresses to the people of the state, and aided in every possible way to make Missouri a leader in all educational movements in this country. He filled the teachers of Missouri with enthusiasm which has never waned. He planned, wrote, and spoke always for better schools, and always urged that the children of Missouri were entitled to the best. For fourteen years, during the prime of his life, he put his whole soul into the school system of Missouri, and accomplished more for the cause of popular education than any other man in the state during that period.

In 1881, with many regrets, he resigned his position at Kirksville to accept the principalship of the State Normal School at Huntsville, Tex. He said: "I go to Texas to aid in building up one of the best school systems on the continent." Here he worked, with his accustomed vigor, for ten years in the interest of the State Normal School. In 1891 the regents of the University of Texas created the chair of pedagogy and unanimously elected Joseph Baldwin professor, which position he ably filled till 1897, when he was made professor emeritus of pedagogy, which position he occupied at the time of his death.

In June, 1891, the degree of LL.D. was conferred on Joseph Baldwin by Bethany College, Virginia. Of the distinguished American educators none has left a deeper impress on any three states than did Dr. Joseph Baldwin on Indiana, Missouri, and Texas. He marked out as a pioneer the normal-school systems of these three states. He spent thirty-four years in his special line of work, training teachers to teach the children. J. M. GREENWOOD.

Elizabetb Baumgartner

Miss Elizabeth Baumgartner was the second daughter of her parents, and was born January 14, 1857, in Jo Daviess county, Ill. She died, after a painful illness, at the home of her sister, in Warren, Ill., on June 17, 1898. At a very early age she was thrown upon her own resources, and made her way by her own industry, pluck, and good sense. She worked for her board while pursuing her studies at the high school in Apple River, Ill. After graduating there, she taught country schools for several terms in Wisconsin and

Illinois.

From her meager compensation she saved enough to attend the State Normal University, at Normal, Ill., for one year. She then taught for a time in the high school at Shullsburg, Wis. Returning to the normal school, she graduated with high honor, in the class of 1880. After teaching for a time in Gardner, Ill., she was appointed training teacher in the schools in Springfield, Ill. This position she filled with great credit for fourteen years, till she was struck down by fatal illness. She was excused from service for one year, during which she made quite an extensive tour in Europe. She became a member of the National Educational Association in 1896.

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