DEPARTMENT OF SUPERINTENDENCE COLUMBUS MEETING SECRETARY'S MINUTES FIRST DAY MORNING SESSION. TUESDAY, FEBRUARY 21, 1899 The Department of Superintendence was called to order at 9:30, in the auditorium of the Commercial Club, by the president, E. H. Mark, of Louisville, Ky. After music by pupils of the eighth grade of the First Avenue School, Columbus, an invocation was offered by Dr. Washington Gladden. Dr. James H. Canfield, president of Ohio State University, and Dr. J. A. Shawan, superintendent of schools, Columbus, O., welcomed the convention. ment. President E. H. Mark responded to the words of welcome on behalf of the depart E. B. Prettyman, state superintendent of public instruction, Baltimore, Md., read a paper on "Public Lands and Public Education." Superintendent R. C. Barrett, of Iowa, opened the discussion of Superintendent Prettyman's paper, which was further discussed by Dr. George T. Fairchild, Berea College, Kentucky; Dr. B. A. Hinsdale, University of Michigan; John MacDonald, of Kansas, editor of the Western School Journal, and Superintendent H. G. Weimar, of Maryland. Superintendent Prettyman closed the discussion. Sherman Williams, Glens Falls, N. Y., read a paper on the subject, "Relation of Public Libraries to Public Schools." The paper was discussed by State Superintendent L. D. Harvey, of Wisconsin; Dr. Arthur Allen, University of Colorado; Superintendent W. C. Martindale, Detroit, Mich.; Supervisor R. C. Metcalf, Boston, Mass.; Superintendent Aaron Gove, District No. 1, Denver, Colo.; Superintendent Eugene Bouton, Pittsfield, Mass.; Principal A. S. Downing, New York city; Superintendent L. E. Wolfe, Kansas City, Kan.; Superintendent Orville T. Bright, Chicago, Ill.; Superintendent George Griffith, Utica, N. Y. The president appointed the following COMMITTEE ON RESOLUTIONS Superintendent E. P. Seaver, Massachusetts. Superintendent H. S. Tarbell, Rhode Island. Superintendent W. H. Hershman, Indiana. AFTERNOON SESSION The afternoon session was devoted to round tables, as follows: round table for state superintendents, conducted by John W. Abercrombie, state superintendent of public instruction, Alabama; and round table of the National Herbart Society. EVENING SESSION Supervisor George H. Martin, Boston, Mass., read a paper entitled "The Unseen Forces in Character-Making." The paper was discussed by Superintendent S. B. Laird, Lansing, Mich. The next number on the program, “Shall the Sexes and Classes Have the Same Course of Study in the Schools?", was omitted on account of the absence of Superintendent David K. Goss, who had been appointed to present that subject. Mrs. Alice White Duval entertained the department by reciting from "The Blessed Damosel." The department then adjourned. SECOND DAY MORNING SESSION. WEDNESDAY, FEBRUARY 22 The department was called to order at 9: 30 by President Mark. Music was furnished by pupils of the Columbus City Normal School. Prayer was offered by Dr. E. E. White. Dr. James E. Russell, dean of Teachers' College, Columbia University, N. Y., presented a paper on “The Training of Teachers for Secondary Schools.” The paper was discussed by Joseph H. Stewart, president of North Georgia Agricultural College, and by Mr. Thorndike, of the Cleveland High School. Hon. Howard J. Rogers, director of education and social economy, United States commission to the Paris exposition, was accorded the floor to explain the plans for "The United States Educational Exhibit at Paris in 1900." He spoke as follows: Mr. President, Members of the Association: I come before you this morning thru the courtesy of your president, not having a definite place upon the program, but interpolated, as it were, owing to the present interest in my subject. I assure you that I shall not keep you long from the enjoyment of the regular program, as what I have to say can be stated briefly. The Paris exposition of 1900 is avowedly to be one of excellence and selection, and the best products of men's thought and labor in science, art, and industry will be on view to the world. Education and instruction are given the place of honor in the French classification, because, in the language of the French commissioner-general, “they are the source of all progress, and thru them man enters into the work of life." It is a matter of some regret that in their representation the French officials have not made the portals to this entrance a little larger, as they have assigned to the United States only about 4,000 feet to show the working of the mill which grinds out American citizens. But we accept the conditions without complaint, chiefly because we find that we cannot better ourselves if we do complain. We are, at least, treated as generously as any other foreign nation. The exposition will open April 15, 1900, and continue till November 5 of the same year. The grounds are in the heart of the city of Paris, and include the Champs de Mars, the Esplanade du Trocadero, both banks of the river Seine for almost a mile, and the Esplanade des Invalides. Education and liberal arts have a special building on the west side of the Champs de Mars, and the space for education proper is in the gallery of this building, between the spaces assigned to France and Germany. Special forms of education are provided for elsewhere — as agricultural schools in the agricultural building, art schools in the art building, and, under the present ruling of the exposition authorities, schools for defectives in the social-economy building, altho we hope to bring these schools back to the education group. Now, gentlemen, I am here today for two purposes: first, your support; second, your advice. To secure the former I must outline the plan of the exhibit. I take it for granted that this assemblage is a unit in recognizing the value of an educational exhibit, its opportunities for comparison, its convenience for investigation. I have appeared of late before assemblages which have seriously questioned the advisability of spending any money in presenting to the world our educational resources. I will not say where, as it might seem to be discourteous to that distinguished body of gentlemen which presides so ably over the destinies of our nation. I will not stop to discuss with you the nature of the material to be exhibited, or the methods of best displaying such material. You are familiar with them, and at most it is a matter of detail to be worked out by the one in charge. There remains, then, to be considered this point-the scientific arrangement of the exhibit as a whole, with a view of presenting to the world most clearly the educational system of our nation. Of course, we have no national system. We have forty-five sets of systems, with a few territorial annexes thrown in. That is our problem-to show what we have not. But upon analysis the problem is not so much of a paradox as it seems. The French rules compel us to do that which, in our inner consciousness, we know we ought to do, viz., to exhibit as a nation. States, or any part thereof, cannot be recognized. It is a matter of no moment to any foreigner to know that Kentucky has a better or a worse educational system than Virginia; or whether California and Ohio are on an equality or not. We are faced front, shoulder to shoulder, with nations, and as a nation we must present our case and be judged. Our exhibit will be divided, generally speaking, into the kindergarten, elementary schools, secondary schools, normal and training schools, colleges and universities, and technical schools. Now, while we have not, strictly speaking, a national system in any respect, we have many places in our country where the elementary schools, for example, are doing magnificent work; schools that are setting the standard for the rest of the country, and to which the work of other localities is approximating. We will ask such schools to furnish us an exhibit in that line. There are other sections where secondaryschool work has been strongly developed and stands pre-eminent in the country. Those schools will be invited to contribute to that section. Colleges and universities will be selected with reference to their adaptability to bring out certain salient and characteristic features of our higher educational work. By this means we expect to develop an exhibit in entire harmony with the dominant motive of the exposition; and an exhibit which will be collective, scientifically graded, and distinctly national in character, inasmuch as it will represent the most advanced thought of our country in every department of education, irrespective of section or locality. Now, I realize fully that it is no small thing to ask a man who is proud, and justly proud, of the school or system under his supervision, to sink his identity and join in a general exhibit from a purely national standpoint. But we do ask it, on the grounds before stated. We believe that, if this presentation of the case does not convince you, upon further deliberation you will recognize the justice and sound logic of the proposition. Our national pride in the proper presentation of our school interests demands a sacrifice of individual preference and prejudice, as well as the loyal support of every schoolman. We must not repeat the mistake of 1889. I have not the slightest wish to criticise that exhibit or those who prepared it. It is all a matter of history. I know they did not have time enough, and I presume they did not have money enough; but it is better not to be represented at all than to be misrepresented. It is almost painful to read the report of the French commission on the American educational exhibit, and see the painstaking way in which it seeks to find something to praise; and it even goes so far as to mention things which it knew to exist in our educational system, but for which it could find no presentment in the exhibit. I think most Americans who visited Paris in 1889 were of the opinion of Chauncey M. Depew. He said that when he started he was firmly of the opinion that any American was the peer of any king or emperor, and a great deal better than most princes and potentates, and that the proper thing to do was to get an American flag, about forty feet square, and wave it over his head as he approached every American exhibit. But after hunting closely for a day or two, with the aid of a guide, for the exhibits, and comparing them with those of other countries, he did not have a bit of trouble in folding up his flag and bringing it home in his vest pocket. I said, a few moments ago, that I wanted not only your support, but your advice. And I want the latter particularly in the matter of selecting those schools and institutions which are to represent the United States abroad. I cannot assume the egoism, nor do I care to undergo the criticism, of arbitrarily selecting these schools myself, and I shall rely upon the National Educational Association, thru its constituted committees, to relieve me of this responsibility. I believe this plan will commend itself to you as a fair and a just one, for certainly nowhere else than in the ranks of our association, which contains on its rolls every prominent educator in every part of our country, can competent advice be sought. In conclusion I wish to say that the headquarters of the department of education, during the organization of the exhibit, will be at Albany, N. Y., and its officers will welcome at all times suggestions, advice, and criticism. We may not always adopt the suggestions, we may not always follow the advice; there may be reasons why we cannot; there may be reasons why we should not. But we shall welcome it none the less. The department of education, under the United States commission, has in view one object in this exposition, and will employ every means to attain it. We believe the American citi- the composite type, if I may use the phrase is superior to that of any other nation. We wish to demonstrate this to every foreign nation, and put before them clearly and understandingly the system of education which produces this type. For this reason we feel that we can appeal, not only to your professional pride, but to your patriotism and loyalty. The National Educational Association will be in the highest degree responsible for this outcome, and we expect from its members their good wishes, their good advice, and their good help. zen Dr. F. Louis Soldan, superintendent of schools, St. Louis, Mo., spoke on the subject, "Efficient and Inefficient Teachers." The subject was discussed by A. S. Downing, New York city; John MacDonald, Topeka, Kan.; Superintendent Coleman, Lemars, Ia.; Orville T. Bright, Chicago, Ill.; Albert Salisbury, president of the State Normal School, Whitewater, Wis.; Superintendent R. K. Buehrle, Lancaster, Pa.; Superintendent J. A. Carr, Anderson, Ind.; Superintendent J. F. Keating, Pueblo, Colo.; Dr. Charles A. McMurry, Normal, Ill.; Superintendent Charles W. Deane, Bridgeport, Conn. The afternoon was devoted to round tables, as follows: round table of city superintendents, conducted by J. P. Sharkey, superintendent of schools, Van Wert, O.; Educational Press Association of America, under the leadership of President John MacDonald, Topeka, Kan. EVENING SESSION The department was called to order at 8 o'clock by the president. The following addresses were made: "What the Superintendent is Not," Dr. A. E. Winship, editor of the Journal of Education, Boston, Mass. "How the Superintendent can Make Good Teachers out of Poor Ones," Dr. W. T. Harris, United States Commissioner of Education, Washington, D. C. "Authority of the School Superintendent," Dr. E. E. White, Columbus, O. THIRD DAY MORNING SESSION. THURSDAY, FEBRUARY 23 The department was called to order at 9:30 by President Mark. After music by the pupils of the Columbus City Normal School, Rev. Dr. Hillman, of Columbus, offered prayer. Dr. Arnold Tompkins, professor of pedagogy, University of Illinois, addressed the department on the subject, "The Implications and Applications of the Principle of SelfActivity in Education." The subject was discussed by Superintendent L. H. Jones, Cleveland, O.; Superintendent F. Treudly, Youngstown, O.; Professor Samuel Weir, New York University School of Pedagogy; Dr. Arthur Allin, professor of philosophy and pedagogy, University of Colorado; Professor Reuben Post Halleck, Louisville, Ky.; Louis Galbreath, New York city; Dr. E. E. White, Columbus, O.; Dr. J. W. Bashford, president of the Ohio Wesleyan University. Dr. Tompkins closed the discussion. Superintendent W. L. Steele, Galesburg, Ill., read a paper entitled, "To What Extent should a High-School Pupil be Allowed to Elect His Work?" Mr. Steele's paper was discussed by Superintendent T. J. Merrill, Cedar Rapids, Ia.; and by Superintendent Coleman, Le Mars, Ia. year: The Committee on Nominations presented the following report: Your committee unanimously recommends the following persons for the offices named for the ensuing For President-A. S. Downing, New York. For First Vice-President-G. R. Glenn, Georgia. By order of committee, O. T. CORSON, Chairman. On motion, the secretary was instructed to cast the ballot of the department for the officers so nominated. This having been done, the persons named were declared elected. On motion of Mr. Bright, the Executive Committee was instructed to employ a stenographer to report the next meeting. Hon. W. T. Harris, United States Commissioner of Education, chairman of the Committee on Hygiene and Sanitation appointed at the Chattanooga meeting, read the report of his committee. The following resolution was presented by Dr. Harris: Resolved, That the preliminary report of the Committee on Hygiene be referred back to said committee for further consideration and completion, and that the same committee be directed to bring the attention of the National Council of Education to said report, and convey to the president of said Council the request of this department to take up this report, if possible, at the coming meeting at Los Angeles, and consider its recomt mendations; and, if the same meet with approval, to ask the Board of Trustees, in the prescribed form, to seapart the sums required for the specific purposes mentioned. |