In many influence which has not in view the highest good of the school. places the position is handed out from the political pie-counter as a means of preserving the equilibrium of political conditions, and in many instances at the dictation of the ward heeler. In American government the state is dominated by politics, and as the school is a creature of the state, it is difficult at best to keep the school free from political control. Politics is a stranger to modesty, and tries to control everything, and sometimes almost succeeds. Its presence is nowhere so baleful as in the schools, as its purposes are totally adverse. I am not decrying politics, but trying to make the point that the school is one of the great institutions of society, with its own inherent law by which it is to be controlled, and that law is not the law of politics. I know of great educational institutions universities and colleges that are owned, operated, and controlled by the political boss. When I use the word "great" I mean great in possibilities. America can never lay claim to first rank in educational work until she removes the last vestige of the work of the politician from her schools in their control and management. There are many reasons in favor of the appointment of members of boards which will suggest themselves and need not be here stated. 2. The number of members should be small. I understand that in various cities of our country the number of members is twenty-five and even greater. I think the number should not be less than three nor more than five. A school system should be managed on business principles, and three men can do the work better than twenty, as the former number can meet and talk about school matters in an informal way and accomplish results much easier than an unwieldy body. The ideas of a few control even in a large body, and, if so, others are useless, and even in the way. 3. Each member of the board should represent the entire corporation and not merely one ward. Ward representation is in my judgment the worst feature found in the school boards of today. Under this system is afforded a better field for political interference. The members of the board do not feel the full force of public sentiment on questions that arise. There is a greater opportunity to dodge and shirk responsibility, as the members from one ward can shift blame to someone else. This system invites a rivalry among members in the way of securing places for, or dispensing favors to, their respective wards. 4. There should be a uniform system thruout the state. Emerson has said: "There is the best way of doing everything, even to the boiling of an egg." There is but one best way, and the entire state is entitled to its benefits. I take it that the argument in favor of uniformity in all matters of administration thruout the state, and, if it were possible, thruout the United States, is so patent that it need not be mentioned in this paper. It is needless to say that in my own state of Indiana we do not always have the best possible men on school boards, and yet we think our system is most favorable to the selection of competent men and for the highest sort of work by the boards. We have the four conditions I have discussed, viz., the appointive system, small boards, entire representation, and uniformity thruout the state. Our statute is as follows (sec. 4439, R. S., 1881): "The common council of each city and the board of trustees of each incorporated town of this state shall, at their first regular meeting in the month of June, elect three school trustees, who shall hold their office one, two, and three years, respectively, and annually thereafter shall elect one school trustee, who shall hold his office for three years. Said trustees shall constitute the school board of the city or town." This is followed by a provision for giving bond, organization of board, filling vacancies, and compensation for services. The following sections provide in substance that these boards shall receive and pay out all special school and tuition revenues apportioned to their respective corporations, keeping separate accounts for each fund, and for filing with the county auditor complete reports on same at stated times; that such boards shall have charge of educational affairs generally, with power to build and equip schoolhouses, levy taxes, provide courses of study, select teachers and superintendents, and so on. Some of the beneficial results of this system, and of which we are modestly proud in our state, are : 1. It has in a degree removed the school from political control. 2. It has resulted in the employment of teachers on the basis of professional qualifications, independent of politics, religion, or friendship. 3. It has thereby led to a higher standard of professional qualification among teachers, and filled our state normal school and other like institutions to overflowing. 4. It gives us a more economic school administration, as well as a more judicious expenditure f school revenue. 5. Above all, it has resulted in a fine school spirit among the people, which is the best safeguard against ill-advised action by the boards. Let me give you one concrete illustration. A few weeks ago a political conspiracy was hatched in one of the leading cities of my state against the superintendent of schools. He was removed; and instantly public opinion was aroused, indignation was expressed on every hand, regardless of party, and public sentiment compelled that board to re-employ the man dismissed. This is, in the briefest possible statement, my conception of the conditions and the organization of the school board that will make it a potent factor in bringing about the highest sort of school work. I know of no other system under which the school can to such an extent bring to its aid that most helpful influence, intelligent public sentiment, and by which the school shall work out its highest destiny. LIBRARY DEPARTMENT SECRETARY'S MINUTES FIRST SESSION.-WEDNESDAY, JULY 11, 1900 The Library Department of the National Educational Association met in the German Fusileers' Hall, Charleston, S. C., at 2:30 P. M., and was called to order by President Sherman Williams, of Glens Falls, N. Y. Rev. Dr. C. S. Vedder, pastor of the Huguenot Church, Charleston, in a few wellchosen words extended a kindly greeting to the strangers on behalf of the city of Charleston. President Williams responded. The first paper was presented by Miss Mae E. Schreiber, supervisor of the public-school library system, Madison, Wis., on "How to Direct Children's Reading." The paper was discussed by H. L. Elmendorf, Buffalo, N. Y.; Sherman Williams, Glens Falls, N. Y.; William Beer, New Orleans, La.; O. H. Bakeless, Carlisle, Pa.; and Miss M. E. Ahern, Chicago, Ill. A Committee on Nominations was appointed by the president, as follows: William Beer, of Louisiana. Mrs. Alice A. Palmer, of South Carolina, SECOND SESSION.-FRIDAY, JULY 3 The meeting was called to order at 3:30 Friday afternoon, July 13, in German Fusileers' Hall, by President Williams, who then introduced Mr. William M. Slaton, principal of the Boys' High School, Atlanta, Ga. Mr. Slaton, on behalf of the ladies of the Industrial Association of the Seaboard Air Line District, presented to the Library Department a beautiful silk flag, with an appropriate address. The flag was accepted by President Williams on behalf of the department. Mr. H, L. Elmendorf, superintendent of the public library, Buffalo, N. Y., next read a paper on "The Greater School; or, The School plus the Library, Greater than Either." The paper was discussed by President Williams, of Glens Falls, N. Y.; Mr. Halleck, of Louisville, Ky.; Mr. Metcalf, of Boston, Mass.; Mr. Slaton, of Atlanta, Ga.; Miss Fitz Simons, of Charleston, S. C.; and Mr. Bakeless, of Carlisle, Pa. Mrs. Eugene B. Heard, of Middleton, Ga., library commissioner of Georgia and superintendent of traveling libraries of the Seaboard Air Line system, read a paper on "The Free Traveling Library, an Aid to Education, and a Factor in National Life." The paper was discussed by Mr. Elmendorf, Mr. Glenn, state superintendent of public instruction of Georgia; Miss Harrison, editor of the Southern Journal of Education; Mrs. Coleman, of South Carolina; Mr. Metcalf, of Boston; and President Williams. Mr. Elmendorf moved that the thanks of the department be extended to President Williams for his untiring efforts during the year for the success of the meeting. Unanimously carried. The Committee on Nominations reported the following names, which were unanimously adopted: For President-Robert C. Metcalf, of Boston. For Vice-President- Dr. Jerome H. Raymond, president of State University of West Virginia. The Committee on Resolutions reported as follows: WHEREAS, The Library Department of the National Educational Association aims to awaken a widespread interest on the part of teachers and school people in the right use of the public library, and emphasize the right use of good literature by the pupils; Resolved, by the Library Department of the National Education Association, That the papers and proceedings of its meetings, so far as practicable, be published and disseminated again this year as was recommended by the Committee on Resolutions of last year. That a brief summary of the work of the department, with its aims and recommendations for the year, be prepared by the secretary and presented to the various educational journals for publication. That a committee be appointed to prepare and publish for distribution a leaflet containing lists of aids and guides to teachers in the choice of books. O. H. BAKELESS, Chairman, MRS. ALICE A. PALMER, Committee. On motion, a committee, consisting of H. L. Elmendorf, Buffalo, N. Y.; Mae E. Schreiber, Madison, Wis.; William Beer, New Orleans, La., was appointed to prepare a list of books to aid teachers in the choice of a library calculated to lead the reading by pupils along the proper lines. President Williams introduced Mr. Metcalf, president-elect, who, after a few words, declared the meeting adjourned. MARY EILEEN AHERN, PAPERS AND DISCUSSIONS Secretary. HOW TO DIRECT CHILDREN IN THEIR READING MISS MAE E. SCHREIBER, LIBRARIAN, STATE DEPARTMENT OF PUBLIC INSTRUCTION, MADISON, WIS. The study of literature is not the study of the history of literature, with an occasional poem or fragment of prose thrown in. To fill the mind with the biographies of authors, and to memorize the list of books they have written, is not to study literature. Instead of reading about authors and studying a text-book on literature, the student must come into direct contact with literature and read for himself. The frequent practice in teaching literature has been to take a few pieces of literature, and to spend much time in analyzing each one; the meaning of every word is studied, and its derivation traced; figures are pointed out and named, historical facts verified, accuracy of scientific facts tested, every illusion traced until, in this process of vivisection, the real life has been lost. Literature is the expression of the soul of humanity, of the whole range of human experiences; and the study of literature should consist in the interpretation of the experiences, the thoughts, the feelings, and the aspirations of the race. Dr. J. W. Stearns says: Interpretation should consist in such things as the artistic presentation of character types, the setting forth of the play of circumstances in molding character, the unfolding of the consequences of actions and the might of destiny, the manifestations of the spiritual meaning of material things reye aling the charm of beauty in things common, touching into life the springs of noble emotions in us, filling us with a sense of the deeper meanings of life, and enlarging our sympathies. Poetry. If literature is an expression of life, the study of literature should consist in the interpretation of life. Poetry portrays the emotional side of life. It breathes the joys, hopes, fears, sorrows, strivings, and aspirations of humanity. It gives us the divine fire of genius, teaches us the love of the beautiful, swings us into the world of imagination, and encourages us to do and to be. A poem is a work of art to be admired and enjoyed and felt. Music, beauty, imagination, passion, insight, inspiration, and faith are the essential characteristics of poetry; and these are what should be studied. Read the poetry to the pupils so as to bring out the music, and let them read it that way. They will soon find that music is varied: sometimes smooth and flowing, again rough and broken; sometimes light and quick, again heavy and slow-moving. Analyzing a number of poems by a single poet, they will find that there is a sameness about his way of singing; that Tennyson's music is varied, polished, and exquisite; that Bryant's music is deep, full, and resounding; that Riley's is dainty and light. Comparisons of different poets will lead to a better understanding of each one. Ask the pupils to select the most beautiful pictures and read them to the class. Ask them to see these pictures as they are read, and encourage them to admire. Let them gather together and compare the beautiful pictures painted by the poets, and they will find that Scott's pictures are highly colored; that Tennyson gives us exquisite landscapes and beautiful pen-portraits; that Byron paints nature in her grandeur; that Lowell's pictures are full of life and beauty. A careful study of how these pictures are painted will bring out that some are in detail, some in broad strokes, some clearly outlined, and some only suggested. Call for the passages the pupils like best, and nearly always they will select those expressing passion, inspiration, insight, truth, and faith. They select them because they appreciate them to some degree. As they read more and more, they will come to recognize, name, and understand these characteristics, and to see that they differ in different poets. Do not expect learned discussions. Get them to give themselves up to these influences. They will read Shelley and Milton, and exercise their imagination. They will learn that some poets look deep into the human heart and see beyond the symbol, the essence-and that is insight. They will learn to look for the poet's faith in God and humanity. For instance, take the little poem "One, Two, Three!" by H. C. Bunner: |