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might be read: "Thuf the tuf cuf and hiccuf pluf me thruf;" or, "Thup the tup cup and hiccup plup me thrup." It is not surprising that the Frenchman should complain of a cow (cough) in his box (chest); or that Voltaire, upon learning that ague is pronounced as two syllables and plague as one, should wish one-half the English had the ague and the other half the plague.

A child should not be subjected to such useless waste of time. When all the sounds are indicated, shorthand is yet four times as rapid as longhand, and a child after a little study could pronounce any word in the English language if he never saw the word before.

The public schools of Bavaria, Saxony, and Austria have introduced shorthand. The Romans taught shorthand. Every child should, must, and will be taught shorthand and typewriting. Our public schools and universities are offered the opportunity to take a long step forward by establishing professorships for stenography and typewriting. The universities should turn out able shorthand teachers and competent practical stenographers. A professor, to perform such a task, must be of no mean education. Private institutions ought to go out of existence unless they are an improved edition of the public school and the university.

Shorthand is one of the most important auxiliaries in the battle of life, not as a means of earning our bread alone but of cultivating the mind as an aid in general education. It is an extravagance to do without a stenographer, and economy to employ one in our courts and offices.

Mr. Gawtres said of the benefits of shorthand:

If all the feelings of a patriot glow in our bosoms on the perusal of those eloquent speeches which are delivered in the senate, we owe it to shorthand. If new fervor is added to our devotion and an additional stimulus be imparted to our exertions as Christians by the eloquent appeals and encouraging statements made at the anniversaries of our various religious societies, we owe it to shorthand. If we have an opportunity, in interesting judicial cases, of examining the evidence and learning the proceedings with as much certainty and nearly as much minuteness as if we had been present on the occasion, we owe it to shorthand. In short, all those brilliant and spirit-stirring effusions which the circumstances of the present times combine to draw forth, and which the press transmits to us with such astonishing celerity, warm from the lips and instinct with the soul of the speaker, would have been lost entirely to posterity and comparatively little known had it not been for the facilities afforded to their preservation by shorthand.

Were the operations of those who are professionally engaged in exercising this art to be suspended but for a single week a blank would be left in the political and judicial history of our country, an impulse would be wanting to the public mind, and the nation would be taught to feel and acknowledge the important purposes it answers in the business of life.

TYPEWRITING.

Quite as much may be said of the advantages of the typewriter. Shorthand and typewriting are twin sisters. So long as shorthand

is not universal, the typewriter is as necessary to the stenographer in the transcription of his notes as is an orator's tongue to the utterance of his thoughts. What the sewing machine is to the needle, the typewriter is to the pen. Children enjoy using the typewriter. Twenty-five years ago there was hardly a machine in use. Now there are 300,000. The time is coming soon, advocate it or not as we may, when the typewriter will be used in all public schools and in the home. We expect to live to see the typewriter as common in the home as the sewing machine is to-day. I am sorry to say that if this prediction is not verified the typewriter trust has itself to blame. Even now the business man no longer sits from morning till night writing laboriously with a pen. In one hour at most he can dictate a heavy correspondence, leaving the balance of the day for other business and reasonable rest and recreation.

A preacher once said: "The world is wrong side up. It must be set right side up, and we are the people to do it." The world is in many respects wrong side up. The world is moving up, up, slowly but surely. The stenographer is the Archimedes, shorthand and the typewriter the lever and fulcrum with which to put it right side up. Will the masses ever use typewriters? That might have been asked of the sewing machine thirty years ago, and of the bicycle five years ago, but not now. Civilization takes no steps backward. Why not lead the procession? Agassiz, the eminent naturalist of Harvard College, said he could not have accomplished what he did had it not been for shorthand. Parents come to us with their children, and desire a business education and a position guaranteed in three Give us the Boston teachers, the Philadelphia high school scholars, the flower of intellect, and we will give them a steppingstone on which to climb to the heights of ambition. Teach children shorthand and typewriting, and enable them to accomplish more in a decade than they now accomplish in a lifetime.

ETHICAL SIDE OF BUSINESS TRAINING.

BY D. W. SPRINGER, ANN ARBOR, MICH.

The possibilities for the teaching of ethics are greater in no department of education than in ours. While discussing the subject of accounts, it is easy for us to refer to the account with us which is kept above. In it we are debited for daily blessings, such as life and health, and credited for all our acts that make for the betterment of mankind. The use of the statement can be made to show the evil effect of too much crdit. Many a man has been dragged to ruin by the fact that his credit was larger than his financial ability. There is a reckoning day for all of us. The trial balance illustrates the difference between being right and nearly right, and strengthens the injunction, "Be sure your sins will find you out." The principles of double entry are those of justice and equality. The student can be shown that it is impossible to get something for nothing and a shoulder-blow is struck against our high-toned forms of gambling.

System is a necessity in our work in book-keeping. It is also necessary if we would economize. If that can be impressed upon our young people, the next generation will be more thrifty and contain fewer bankrupts.

During the time the student is engaged in business practice, he is learning that fair dealing is essential to success. He deals with men and women, and is enabled to make a study of human nature. He discovers his relation to himself and society. He must have confidence in himself. Not the same kind as had the man who was proud of but two things: First, that he was a self-made man; and, second, that he adored his creator. No man can inspire confidence in others who has none in himself. The student should be taught that there are two ways of achieving success: One may rise by pulling others down. The better way, however, is to make the world and others better, and by the strength obtained in such efforts to place ourselves in as commanding a position as possible.

Teachers and proprietors of schools, precepts will count for but little unless our practice is in accord with our instructions. We must gain the confidence and respect of our pupils. At this age in educational advancement, no teacher should be employed who uses liquor or tobacco in any form or who enjoys the pleasure of the card table more than that of the library.

DEPARTMENT OF CHILD STUDY.

SECRETARY'S MINUTES.

FIRST SESSION.-THURSDAY, JULY 11TH.

The first meeting of the Department of Child Study was called to order at 3 p. m. by President William L. Bryan.

The Secretary, Miss Sara E. Wiltse, being absent, Prof. M. V. O'Shea was appointed to the place.

In his opening address, the President described the character of the program for the entire session, stating that it was the aim to have, first, reports of child study work in different parts of the United States and Canada by committees from different sections; second, a report of the National Committee on School Hygiene; third, brief addresses upon the value and method of child study for a science of education and for teachers in service.

After the President's address a report of child study work in Iowa was read by H. E. Kratz, Superintendent of City Schools, Sioux City, Iowa. This was followed by reports of child study work in Minnesota by Prof. M. V. O'Shea of Mankato, Minn.; in New York, by Prof. E. R. Shaw of the School of Pedagogy, New York City; in California, by Prof. Earl Barnes of Leland Stanford Junior University; in Illinois, by Col. Francis W. Parker of Cook County Normal School, Englewood, Ill.; in Indiana, by Prof. William L. Bryan of Bloomington, Ind.

President Bryan then spoke briefly of the outlook for child study in different parts of the country and the good that had already been accomplished. He said it was of especial importance that child study should be made practicable for the ordinary teacher, and that it should enable her to understand child nature more thoroughly, so that she could adapt her instruction and government and discipline to each individual under her care.

Then followed an address by Dr. Edward R. Shaw, on "Methods of Child Study and Their Comparative Values for the Teacher." This was followed by an address by Prof. G. T. W. Patrick of Iowa, on the subject, "Is Child Study Practicable for the Teacher?"

The last address of the afternoon was delivered by Prof. Earl Barnes, his subject being "Punishment as Seen by Children."

The President appointed as a Committee on Nominations, Prof. G. T. W. Patrick of Iowa, Prof. M. V. O'Shea of Minnesota, and Mrs. Charles E. Dickenson of Colorado.

The meeting was then declared adjourned until Friday afternoon.

SECOND SESSION. -FRIDAY, JULY 12TH.

The meeting was called to order at 3 o'clock p. m. by President Bryan.

The first address of the afternoon was delivered by Prof. M. V. O'Shea, upon "The Method and Scope of Child Study for Teachers in Service."

This was followed by an address by Prof. W. O. Krohn of Illinois, on "Some Results of Child Study Work in Illinois, and Their Value for Teachers in Service." Dr. Charles De Garmo being called upon, delivered an address upon "Child Study from the Herbartian Point of View."

Dr. C. C. Van Liew of Illinois then followed with an address on "Child Study with the Co-operation of the Parents."

An abstract of a paper by Professor Baldwin of Princeton College upon "Imitation in Childhood" was presented by President Bryan; and this was followed by a report of "Studies upon Motor Ability" by Supt. John A. Hancock of Colorado.

There followed upon this report some discussion upon the development of the muscular system and of physical activities in children. It seemed to be the opinion that the development of free, large activities precedes that of delicately coordinated activities, rather than that the devolpment of large muscles precedes that of smaller ones.

The report of the National Committee on School Hygiene was read by Dr. Edward R. Shaw.

The Committee upon Nominations reported as follows:

For President-Prof. Earl Barnes of California.

For Vice President-Supt. Orville T. Bright of Illinois.

For Secretary-Dr. Edward R. Shaw of New York.

Upon motion, the report of the committee was accepted, and the above were declared the officers for the ensuing year.

After a few brief remarks by the President, expressing satisfaction with the marked success of the meetings of the department, the meeting was declared adjourned.

M. V. O'SHEA,
Secretary pro tem.

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